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About Rahul

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    May 2015
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  1. My solution was as follows, could be wrong though! Let L denote a loss, W denote a win, and X denote any outcome. Then there are three separate ways in which the coach can be fired: 1: {L,L,L,X,X} 2: {X,L,L,L,X} 3: {X,X,L,L,L} The probability of each option is as follows: P(Case 1)=P(Case 2)=P(Case 3) =(P(X))2(P(L))3 =1/27 Thus: P(Coach Fired)=P(Case 1)+P(Case 2)+P(Case 3) =1/9
  2. Hey everyone! I'd just like a bit of feedback and criticism with regards to my present CV. If you have some time to look over it and help me out, please send me a private message and I'll send the document to you. Thanks!
  3. To copy my answer to a similar question in this thread a few months ago: There's a reason for the restriction of file downloads. To quote: "If you do not want to pay for being VIP, you can contribute to the forum in terms of files, such as sample assessments, notes etc. Then we will VIP you at our own discretion when we see that you've contributed sufficiently." Both of these lead to an enriched site experience - VIP subscribers providing the funding needed to keep the backbone of the site going, and VIP members providing the content and aid to other members that keeps the site alive. Ads detract from the site experience, hence why they aren't present on most of IBSurvival - if you wish to become a VIP, paying or contributing is how to do it! Alefal also provides some additional insight: In addition to Rahul's answer, it is worth noting that this page is mainly a forum, not a file distribution page. In order to ensure that it stays that way, there has been placed a restriction on the file library and a greater emphasis on the forum. The file library is in many ways an incentive to contribute to this page, either by being helpful or by paying a small amount.
  4. If you look at the rubric for the Florence Nightingale IA, you will notice that everything in that IA was exemplary and scored full marks at the HL level excepting the Use of Mathematics criterion. So with regards to what to write and how to address personal engagement, reflection, and all the other non-mathy things, that IA is the perfect example. I believe there's a "Modelling Rainfall" IA out there that provides a very good example of the Use of Mathematics criterion to supplement this IA as well.
  5. One thing you really should be aware of is that medical school in Canada and the US is a four-year program that takes places after undergraduate studies. This means that if you were aiming to go to medical school in North America, you would not be applying after IB but after undergrad. The MCAT (medical college admissions test) is also required. Medical schools have varying requirements for what counts as an international applicant - for some programs, it may be possible to complete an undergraduate degree where you plan to go to med school, be qualified as a domestic applicant under the guidelines of the program, and then have the same chance as other domestic applicants. Also, know that medical schools tend to also give preference to applicants that are residents of the state or province that they are in, and that medical schools in Canada are markedly more competitive than those in the US. It is generally quite a bit more challenging to get in as an international student for all programs - the more competitive the university, the more competitive it is to get in, as well. I can't speak to the third question, but I hope I was able to be of some help.
  6. Some of the IB courses you take - specifically, the 4U courses - will have an impact for regular admission at university. If you are applying for early admission, 3U courses will have an impact as well. Marks for separate courses should start fresh.
  7. 30-1? Sounds like you're in Alberta. I'm about to send you a private message (look at the mail icon on the top left or your screen) - hopefully I can help out! edit: sent!
  8. Actually 8% of candidates get a 7 in HL Maths, and with 11,000 candidates that means around 900-1000 candidates get a 7 in HL Maths every year. Difference is, people doing HL Maths haven't been forced to take it and are probably exceptional mathematicians. It's not the same with history. My school forced me into Math HL I'll be honest, I'm an American, and we don't take the IB as seriously as other places. I'm sure we do bring down the curve. That being said, there have been people who get 7s in history at my school, but no one ever gets close to getting a 7 in math, at my school or any of the other IB schools I've researched in the surrounding states. If 8% of people are getting it, they are no where near where I am. We had 1 7 in HL Maths in our year. He was an exceptional mathematician. We then had 1 5, 1 4, 2 3s and a 2, but our year wasn't great at math. Some schools get 10-11 7s in HL a year, in the UK at least. It does really vary. I have a large HL math class of about 25; of those, 3 have been scoring at the 7 range, 2-3 borderline 7, and the rest lower - although I only think 3 or 4 people are sitting below a 4. My teacher takes his exams almost exclusively from past papers so I'd say that's a relatively strong predictor.
  9. Got the same inequality at one point! You could certainly do it via approximations, but I keep thinking there's got to be an easier way to resolve these things. Perhaps not, though - they certainly couldn't give us something like this on an exam, and for that I am thankful. I've been investigating a while and I found that the way to proof the inequality is through the proof of the inequality of the arithmetic and geometric means of any set of numbers, which can be actually done by induction, though the method is a bit more complex than the cases we've seen. In this link you can check the proof: http://en.wikipedia.org/wiki/Inequality_of_arithmetic_and_geometric_means From that proof, it follows that: Oh! And the arithmetic mean is always greater than or equal to the geometric mean. That's incredible.
  10. Got the same inequality at one point! You could certainly do it via approximations, but I keep thinking there's got to be an easier way to resolve these things. Perhaps not, though - they certainly couldn't give us something like this on an exam, and for that I am thankful.
  11. Personally, I'm a fan of the Cambridge one! I feel the worked examples are quite good, the questions are IB-style, and the notes make sense.
  12. I've found a mistake actually. In the secondary proof T(n), when you rearrange the parenthesis of the LHS by adding and subtracting 1/(n+2), you mistakenly change the sign of 1/(n+1), which was positive in the previous step. By correcting this mistake, the transitivity does not follow This looks a lot like most of my attempts to prove the proposition, in all of them I've got to the point in which I have to include another induction within the first. I believe this is the way to do it, but it sometimes feels like I'm walking in circles. It's quite tricky. Darn, not sure how I made that mistake! Glad you caught it though. Hmm. If you take a look at the proof I crossed out, you can see me attempting to take derivatives to show that the LHS of T(n) is always increasing for n > 1 - in addition, that in combination with the fact that LHS(1)=2.25 would be sufficient to show T(n) and hence S(n). I didn't have any luck with that, though. I'll give it another attempt - perhaps that approach is what is needed for T(n). In any case, this is certainly beyond anything we'd see on an exam!
  13. Okay, got it. That was quite a bit more complex than the original proof, and induction had to be used to prove another inequality within this proof! There were a few sections here where I stated S(k) but used n of k in the statement. Please disregard that and any other similar mistakes. Let me know if I've made any mistakes in this or can explain any of my steps in this better. Hope this helps!
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