Jump to content

vals

Members
  • Content Count

    79
  • Joined

  • Last visited

Community Reputation

22 Renowned

Profile Information

  • Gender
    Female
  • Exams
    May 2015
  • Country
    Poland

Contact Methods

  • Skype
    viiiveca

Recent Profile Visitors

1,823 profile views
  1. Let's say I scored 30/90 points on P1 Some 25/90 on P2 And my IA was incredibly bad (mainly because my teacher couldn't care less if we fail or not, so he just accepted anything we handed him in and didn't even give us feedback). Points ranging from 1/20 to 5/20. Would my final percentage be calculated like this: 5/20*20 + 30/90*40 + 25/90*40 That'd be 5 + 13,3 + 11,1 = 29,4 ? Thanks!
  2. I really messed up my math exam and today I feel emotionally unable to produce any work of good quality so I predict my paper 2 will suck just as much as paper 1, if not worse. I solved 3 questions that were worth 6 points, answered some points from other questions and did questio. 1 in section 2. Not fully though. Would that be enough to get a 2? My internal assessment was bad so it won't raise my grade. I'm afraid I'll get a 1. I heard it was hardly ever given but I'm panicking so much right now you have no idea...
  3. Hi, I'm applying to Bocconi University in Milan, Italy. In the online application form they require a so-called motivational letter to upload along with a resume or CV (both are accepted). My question is: what is meant by "motivational letter"? Are they requesting a sort of personal statement or a cover letter? How long should a letter of this type be? Should I refer to my life experiences, making it a little more personal, or should I stick with a formal, professional style? Thanks in advance to whoever is going to answer
  4. Thank you for your feedback, this made me feel a little less horrible. I'm going to finish my extended essay and print it. On monday I'll beg my supervisor to accept it, maybe *hopefully* he'll be sympathetic enough to do so.
  5. The title sums it up pretty much... Two days ago was the internal deadline for the EE submission at my school. I refused to present my extended essay (the presentation, according to my school, was an obligatory part of the internal assessment for the EE) and handed in a very BAD copy of my extended essay. I had previously missed all the internal deadlines and the school is now threatening to unregister me from the examination session. To be honest, the only reason why I missed the deadlines was that I was terribly busy preparing for my SATs and with my off-school commitments (job, tutoring). I could not have worked on my EE during the summer as I was working and did not have any access to a computer. My essay is a literary essay in English B, and discussed the role of a book's character in relation the historical context of the narration. I have like 9 sources (no Wikipedia), plenty of citations, but the conclusion was pretty insignificant, I did not discuss all the points I could have brought up and the analysis too superficial imo... Also, I've noticed some of my sentences were left unfinished (two-three sentences). This was because I was running out of time. I get the best grades in my class and I'm applying for a very competitive economics course next year, so failing is not an option for me! I was wondering, do the internal deadlines mean anything? What if I sent to my supervisor the new, corrected version of my essay now? The school is making such a big deal out of it, I haven't slept for two days because of this... Apparently, the postponement of the deadline is out of the question. How hard is it to get a D? I really feel depressed and helpless! p.s.: if anyone wants to read my essay, I'll be more than happy to send you a copy. Unless you want to publish it and ruin me completely.
  6. As much as I believe in gender equality, I find it hard to accept the term 'feminism' because of the connotation many women have given to it throughout the years. Don't get me wrong, but nowadays there are many women who use feminism as an excuse for a special treatment. Even in my limited experience of things, I've come across many women who were not too scrupulous when insulting the other gender. Why is this acceptable? Does an empowered woman really have the right to pigeonhole all males as "stupid pigs"? Maybe if we started calling it "equality", some individuals would not use it as a justification to back up their actions.
  7. Hi! So I'm about to start my EE in English B, and I've chosen to go for the literary option. My idea is to compare the two female main characters from Mitchell's "Gone with the Wind" and Chopin's "The Awakening", respectively Scarlett O' Hara and Edna Pontellier, and explore their development throughout the books, how this differs from the stereotypical XIX century Southern woman... To be honest, I don't know whether I should just limit my research to the comparison or if I should broaden my area of exploration to the society surrounding them. In other words, should I include a socio-historical point of view in my EE? Apparently English B EE's don't need to be strictly focused on the literary aspects of the novels chosen, but these can be used to explore the culture and society of the target language. "Students may choose to analyse texts in a detailed literary fashion, or they may use literary texts as a means of exploring the target language or its culture and society" (extract from the EE Guide). My main concern, however, is that in my case I would be exploring what was the culture and/or society of the Southern states in the 19th century, so in a sense it would be outdated and perhaps not relevant as both culture and society have wildly changed throughout the past two centuries? Oh and I would greatly appreciate any feedback on my research title...
  8. vals

    World Cup 2014 BRAZIL

    I'm a long-time fan of Spain, and it's hard to admit but their tiki taka seems to be grown outdated! Other teams have developed techniques and strategies which are just as good as Spain's. I was pained to see how badly the Spanish players did in their match against the Dutch on Friday, the scene of Casillas trudging after the ball was just... sad. Of course this isn't over, Spain still has a lot of potential and will probably be back in the "biggies" group, but I have my doubts they'll manage to win this year... So my favourites for this year are: Italy AND Brazil Força força! All in all, what really matters is having fun
  9. ... but I've been such a pain in the neck to all the teachers in my school, I wouldn't be much surprised if they refused to be my supervisors! After having changed my subjects various times (in October from French to Chemistry as my 6th group subject, only to go back to french in December-January; then from English A: Lit to Italian A: lit self-taught, and, consequently changing from French B to English B - my other language is Spanish Ab Initio). Now, I've always kept my word about writing my EE in Maths, ever since I came to this school in September 2013, and I've always played my role as a soon-to-be engineer convincingly enough for the teachers to like me and see me as a trustworthy, hard-working and stubborn student. However, soon enough after I'd made my subject choice, I started seeing the difficulties that came with Maths: my teacher is of the laid back kind, and we've only had 10 HL lessons so far. To be honest, I don't know whether this isn't against the IB regulations but I am very sure it will affect our exam results if we didn't self-study. I am not that great at Maths either, my skills have lowered consistently throughout the yr. I want to write my EE in Latin even though Latin is neither one of my subjects nor is it offered by the school I attend. The EE guide only says that students typically choose one of the subjects they study in their course, there is nothing specific said about choosing subjects outside your own curriculum. So... What I'd like to know is: a. can my school refuse to submit my paper if I choose to write it in Latin, in spite of their discouragements? b. in the case they approved my choice, who would be my supervisor? It must be a teacher who works within the school, as the EE guide states, but I highly doubt any of the teachers I know have ever had any experience whatsoever with Latin... Does that matter? Or can it be anyone really, as long as they provide you with some sort of guidance? c. is it really that difficult to write an EE in a subject other than the ones you study at school? I had 3 prior years of Latin in Italy, and would like to focus on Latin Literature in context (e.g. how Roman society affected the literature produced by Catullus; this is just a prompt, I know I need to develop it, and I am not even sure whether it'll be my final one). Has anyone gone through a similar experience? My safest option would be switching to English B, however I really enjoy Latin literature and I am kinda fiddling with the idea of studying Linguistics one day...
  10. I'm currently looking for someone who'd like to read my essays and give me some feedback. Being self-taught, I don't really get that much help... And even something as little as this would mean a lot to me
  11. Italian is my native language, close-to-fluency in Spanish (I understand everything with few exceptions, correct spoken spanish is my weakness... But that's only because I've been formally learning it for less than a year now), B1-B2 in French... Would it be just an additional pain in the neck to try and learn Portuguese now? Should I wait until the IB's over? Lol I wouldn't want to mess up my finals, since I'm taking Spanish Ab Initio and Italian... What if my Italian essays resented from the Portuguese influence? haha Seriously though, do you have a similar background or related stories that you'd like to share? Have you succeeded in learning a language which was closely related to your mothertongue? How long did it take you to master it, difficulties encountered...? I'm a bit of a language freak, I'm self-studying Esperanto, taking sporadic Turkish classes, trying to get back on track with my Polish (which is ought to be my other mothertongue... I've lost it along the way.) ...But that's nothing compared to some of you guys on here, I saw some of you speak 3 languages at C2, that's sick! One day I'd like to learn Japanese as well
  12. Extracts taken from the Language Ab Initio syllabus (2013 onwards): You can find all this and more details concerning the written assignment for every Ab Initio target language in the Ab Initio Language guide (easy to find and downloadable, look it up on Google!)
  13. From personal experience... I'd suggest you choose the language you're most fluent in. I know A: Lit courses are all about analysis and their outlook seems to be pretty analytical at first glance; however, you must bear in mind that in the end you'll be graded among native speakers who've been writing in Norwegian for a lifetime, compared to which your 10-month experience is, if not valueless, very scarce. Not having any first-hand experience with Norwegian myself, I don't really know whether Norwegian is an objectively simple language but even the objectively simplest language has its difficulties - if there is a thing such as an "objectively simple" language -, so unless you feel very very confident in your skills and you're really motivated, don't choose it. You've said you can easily read if the language isn't very complicated: the question is, would you be able to read a poem in Norwegian and catch all the subtleties of the text, appreciate the finery of its vocabulary, analyse its content and structure without getting tangled in words or finding it difficult to express yourself? You should also remember that A language courses are not meant to include language acquisition, in contrast with B courses. THAT BEING SAID... If you choose Russian B SL you'll have plenty of time to catch up with your classmates and improve your skills before the finals, an opportunity which you won't be given if you choose Norwegian A! It took me 6 months of English A to realize that Italian A would've been much easier and gratifying for me. Good luck to you! x
  14. Hey there, I'm an Italian A: Lit self-taught student and I'm having some problems constructing my course of study. I don't really know what authors and titles to choose as my Part 4 works, which, as I understand, can only be Prose non-fiction for self-taught students. My Italian syllabus encompasses a selection of essayists only (although the authors have obviously written things other than essays, the section of my syllabus is called "Essays" so I guess I'm only allowed to choose from their selection of essays) but I don't really know what sort of presentation will I carve out of essays... I'm undecided about the choice I'll make in terms of authors: should I pick authors who have dealt with one specific issue in Italy's history, have discussed the evolution of language, or should I go for authors who have written many short essays about various topics, spacing from abortion to semantic problems? At first I wanted to make my presentation about the practice of torture and show how the points of view of two authors collimated on the issue (but it's rather obvious, even Wikipedia states that one author was inspired by the other...) I thought it'd be too cliché. So I'm considering the option of talking about authors who have dwelt into the Italian society and examined it socially, economically, politically... Etc etc. I'm quite confused, does anyone have a clue about how the presentations for OPTION 1 (the only option I have!) have to be structured and what would make a suitable topic? I'm not asking you guys to find me a topic... But I need to sort my ideas out a bit, I don't even know where to start.
×

Important Information

We have placed cookies on your device to help make this website better. You can adjust your cookie settings, otherwise we'll assume you're okay to continue.