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Sarah1

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    Female
  • Exams
    May 2014
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    United States
  1. I'd like to add to my previous post, as I now hate it even more. We have already submitted our essays to Turnitin, and are waiting to submit it to the IB directly in class. We have already done our presentations. In other words, there is NO reason that we should continue. But the second year IBDP students are with the first year for TOK this year, so we are being assigned homework (like, essays) for AoKs that they are just now studying that cannot help us, since we're done with everything. But he doesn't allow us to do other stuff, and our class/classroom is so small that you can't hide that you're working on other things. So I spend 45 minutes every other day zoning out and wishing how much I could be working on other things, and hating the class more with each passing second.
  2. Personally I hate TOK, but that's probably just my experience with the class. We had this pre-IB class that was really cool, Creative and Critical Thinking, which is what I thought TOK was going to be like. It's not. At all. Despite the fact that it has the same teacher, he's not near as interesting and, to be honest, I'm quickly tiring of everyone in there. To make it all worse, he said that even though we're wrapping up our essays now, we'll still have to come in there and do work because supposedly the state requires us to, even though none of the past TOK classes have had to do this. It's just a waste of time for me, I haven't learned anything, we don't get into any good debates or discussions, we just sit there and try our best not to fall asleep. I would prefer another study hall, I would enjoy it much more.
  3. Those both fall into the Human Sciences, so that's only one AoK. You will need to choose another to complete the question, just FYI.
  4. Basically, it's as hard as you make it. If you refuse to try and learn the information, then it's a really hard class. But if you try to genuinely interest yourself in it, then it's pretty fun. That said, it's a TON of memorization, plus how to apply everything you've memorized. It's hardly a walk in the park, but you'll manage. As a Bio HL student, it's hardly impossible. I don't study, and I get 100s/high As on every test, no problem. It's just a lot of stuff to cram into your brain.
  5. Alright guys, I need your help! Please get your Group 4 teacher (or you can do it, if you can get the information from your school) to complete the attached survey! Just PM me with the completed survey copied from Microsoft Word (or with just your answers listed with the appropriate question number), or you can just post here with your answers after you're done. Also, please include what country you live in, just so that I can say that we did include an "international" aspect to our project. I included a short message at the bottom of the survey as to its purpose, and it would be a real help. In short, it's about lunch trays at your school, and how much your school spends on lunch trays per year. Make sure you pay attention to the question, since you don't answer all of them! Your answer to the first one will determine which of the others you answer. It's very short, only 4 total questions, but, again, it'll be a big help if you guys can complete it ASAP! Here you go: Lunch Tray Survey.docx Also, if your teacher or principal can get this info, even if you're not in school, please don't hesitate to e-mail them about it, and share whatever they say. If they're not at liberty to share that info, I'd like to know, just so I can go ahead and inform my group so that we don't get to the last second with no project because it was too late to switch! Thanks!
  6. Well u better ask him about whether he is knowingly teaching HL or giving HL work accidentally. Then either do HL French, or tell him you only want to do SL. I don't exactly know how I would go about doing such a thing. I mean, I don't want to be rude or anything...
  7. Wait a minute... I'm in SL, and our teacher already made us read and analyze a book in French! No fair! If I'm doing HL work, I want HL credit! I had to write a 200 word essay analyzing an aspect of that book!i think that's normal.. because in one of our IAs we have to do some analysis sort of thing between two texts.. a reflective statement or something like that..Incorrect. Only at HL it does. At SL it's supposed to be between 3 articles and at HL between 2 literary texts.cjy is right. At SL we get 3 articles that we have to read then write 250 or so words on it along with a rationale. At HL you actually study texts..My hindi teacher too first had the misconception that at SL we needed to study books but I isn't true. If you search Language B syllabus on this website, then you will find some useful info. Yeah, we're doing the articles. And we ALSO did a book. Le Petit Prince to be exact. Which, when you're trying to discuss symbolism, is not as easy as it sounds. Why bother?! If you're SL it's unnecessary extra work. No clue! He was just like, "Here, Le Petit Prince. Read x number of chapters per night and complete a series of short answer questions on that chapter, plus an essay question for each one." We did a couple of big essays on it, and one partner project (well... or a class project. There are only two of us in it, so it's not like we were wondering who our partner was going to be) on it as well, discussing symbols in the book and what they symbolized, and we got to informally present that to the French 3 class that we sit with.
  8. Wait a minute... I'm in SL, and our teacher already made us read and analyze a book in French! No fair! If I'm doing HL work, I want HL credit! I had to write a 200 word essay analyzing an aspect of that book! i think that's normal.. because in one of our IAs we have to do some analysis sort of thing between two texts.. a reflective statement or something like that.. Incorrect. Only at HL it does. At SL it's supposed to be between 3 articles and at HL between 2 literary texts. cjy is right. At SL we get 3 articles that we have to read then write 250 or so words on it along with a rationale. At HL you actually study texts..My hindi teacher too first had the misconception that at SL we needed to study books but I isn't true. If you search Language B syllabus on this website, then you will find some useful info. Yeah, we're doing the articles. And we ALSO did a book. Le Petit Prince to be exact. Which, when you're trying to discuss symbolism, is not as easy as it sounds.
  9. That's perfect, thank you! In my introduction, my thesis was that "While there were other factors that led to the German defeat at the Battle of the Bulge, the mobile armored divisions acted as the key military force for the Germans, and would have been their saving grace, had they been utilized to their full potential," since my whole argument in the paper is that they had the superior armor to win, but their armor was not deployed effectively and at the right time (lack of supplies and whatnot, which probably would have changed the outcome), so they lost. (Also note: I'm not sure whether or not I should put in what factors those are, because I worry that'll distract from the rest of the paper if I suddenly start listing off irrelevant factors.) And I really mean strategy in the general sense, since the armor was deployed along with the infantry in smaller "Armies", so I couldn't really separate the armored divisions from the rest.
  10. I really think that if you feel like you have the skill from your 5 years, you should do SL French. I don't find it too difficult, and a conversation with the IB French teacher at your school will tell you whether or not you're up to par. You might even choose HL, depending on what your teacher says about your skill. Wait a minute... I'm in SL, and our teacher already made us read and analyze a book in French! No fair! If I'm doing HL work, I want HL credit! I had to write a 200 word essay analyzing an aspect of that book!
  11. Yeah, if anything, the technical specs are much shorter than the strategy section, since that was what really led to the final result of the battle. And I pretty much assumed that reading specs wouldn't really give even your average history teacher a clear picture of how that relates to anything, so I tried to pair specs with, "And this is what that number would mean (i.e. Why a certain size gun is important for this particular tank doing this particular job, rather than just the size.)" Perhaps I'm just slow on the uptake, but can you explain this? @Ayedott Gee Well, that wasn't really available here.
  12. Beauty is a combination of factors that makes something aesthetically pleasing. The specific factors and in what combination they are in depends on each individual. What I think of as "beautiful", might not necessarily correlate to what you consider "beautiful".
  13. So, my History EE topic is: How did the strategy and mobile armored divisions of Nazi Germany affect the outcome of the Battle of the Bulge? Yeah, yeah, I've already read that you shouldn't do a World War II Extended Essay, but it's a little late for that. I'm getting ready to turn in my first draft, and I'm worried it won't sound interesting when my advisor reads it. It's a lot of technical specs on the Panzer tanks and discussion on battle strategy, wrapping up with an explanation of how even though the tanks were good, the strategy wasn't, and how that affected the outcome. I think it's interesting, but I love watching documentaries on history, I'm a fourth-year member of our school's History Club, and I just love history in general, especially World War II. So, if you've done a History EE, were you ever worried about sounding boring? If so, what did you do? I mean, I figure since my mentor is a World History teacher and one of two History Club sponsors, he surely can't be too bored by it, right? I mean, if history bored him, he would have to be really bad at picking careers.
  14. Can you post what you've been thinking of? I mean, what's your not-specific research question? After all, this site isn't to give you the topic, it's to suggest things to help you narrow down a topic you already have.
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