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Captain Jeeves

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Captain Jeeves last won the day on July 4 2014

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About Captain Jeeves

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    I'm a lumberjack and I'm okay!

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    May 2015
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  1. I can tell you that that topic wouldn't work for a history EE, but I don't know enough about the other two to give reliable advice. Also, if you're planning on doing a history EE, keep in mind that everything mentioned has to be at least ten years in the past [otherwise it's considered current events]. The thing about this general topic is that it's actually part of the IB history syllabus - goodness knows I spent an entire trimester up to my ears in the Arab-Israeli conflict - so you're going to have to talk about something that isn't mentioned much by the actual IB course. What's something that you feel you could have a new viewpoint on? That's one of the primary goals of the EE: can you create a new argument out of research? So, are you interested in the very beginnings of Palestine's history? The more combative periods? What about other countries [particularly the non-locals] getting involved? But, most importantly, PICK A SUBJECT FIRST. Subject first, topic later. Talk to your teachers about this tentative area of exploration and see what they have to say about its pros and cons. They'll be able to give you better ideas of how it would apply than I suspect many of us on here would. And, of course, welcome to IBS!
  2. Probably biology, but I have to warn you - IB does not take kindly to double-subject EEs, so be careful when you're coming up with topics. I did my EE in English, so I'm not terribly qualified to answer regarding doable experiments. I'd suggest talking to your EE advisor and/or teacher for ideas of what students have done in the past, as well as taking a look at example EEs. Also, consider your resources. Are you near a research university or something similar that may be willing to let you borrow equipment and/or helpers? They're usually happy to foster any love of science in students and you'll be fawned over like crazy. That might make some experiments more feasible.
  3. I'd have enjoyed my EE a lot more if I hadn't had to do it in about two and a half weeks because my TOK teacher thought we had literally no other demands on our time. Sigh. I do still love the book I chose to do it on, which as I understand it is a lot more than many can say.
  4. Nah, IB has zero influence on internal deadlines. You're good :]
  5. Hey, I actually studied this topic back before my IB days! It's pretty interesting. Regarding alefal's comments: There really isn't any debate about whether JFK influenced the outcome. He did. In fact, there is a wealth of evidence that JFK's handling of the situation is almost the only reason there wasn't nuclear war. Using "to what extent" thus doesn't make sense in this case. Might I suggest using "in what way" rather than "how"? But other than that, I agree - your RQ isn't precise enough. Are you talking about military, political leadership? Of whom - the nation, EXCOMM, US-Soviet negotiations? Also, you may find it easier to focus on one part of the missile crisis rather than all 13 days. I mean, it doesn't sound like a lot, but those days were packed. Maybe look into JFK's discussions with EXCOMM about possible reactions to the discovery. Or something.
  6. First of all, have you read the advice thread pinned in this forum? That ought to answer a number of your questions right there. Secondly, I found it easiest to stock up on 3-7 decent sources and trawl through looking for relevant quotes. When you find one, write it down on a Google doc or a word document. Eventually you'll have a lot more evidence than you can actually use, but once you've come up with a question and/or thesis you'll be able to narrow down the important stuff. After that, outlining and writing is pretty straightforward. Actually, King112, #2 ought to be a summary of evidence with zero analysis because all your analysis should be in #4. No listing of sources occurs except in your bibliography.
  7. If we're suggesting other fools, I absolutely have to put in a good word for Falstaff from Henry IV. What a lovable old fogey.
  8. Hi guys! I apologize in advance for the ranting you're about to encounter. My school is ... how do I put this tactfully... not the best IB school. I've gotten used to that - it's a somewhat rural public school, after all. [For non-US people: public school is the free one that literally anyone can get into, while private is expensive and exclusive.] There are still some crazy intelligent students in my year group, though, so I manage. But my TOK teacher, guys. She's really bothering me. Our TOK period is one class period for one trimester of the year. We did all the basic TOK knowledge stuff last year and this year is meant to be for writing our EEs and prescribed titles. A ten-week trimester to write both on top of IAs for at least two other subjects and our usual coursework is hardly pleasant, but we knew it was coming. I'd done some of the preliminary work over the summer for my English EE - choosing a book, coming up with a couple ideas for questions, and whatnot - though many of my classmates hadn't. That said, the way Mrs. M is going about this is driving me absolutely bonkers! When she was explaining the inspiration process with an English EE as an example, she spent more time going into history, film, and psychology and almost none on analysis of literary technique. Which, you'll recall, is the point of an English EE. It hurt having to sit there and listen to that knowing that if I gave that same advice on here, I'd probably get my moderator status revoked. And I swear she's talked more about how to cite things and take notes [both of which we've been doing quite competently for six years] than what we actually ought to be doing on our EEs! It's a running joke that you could write an EE on how to cite properly with all the time M has spent waxing philosophical on it. She keeps giving information that's iffy at best and assumes that we know all sorts of random minutiae about the EE and IB in general. Most of my classmates have basically given up and just come to me when they have a question because of my background dealing with this stuff here. Which is nice. But it shouldn't be necessary, you know? Literally the only other person who knew that there isn't a minimum word count of 3500 was the girl who's already had two sisters do the DP. [There isn't a minimum word count, period.] Everyone else was freaking out because they only had 3300 or whatever. And man, the reaction when I mentioned that the abstract doesn't count in the 4000. There are people doing topics that blur the boundaries between subjects so badly that I'm not even sure what subject they plan to count it under, because she said that was fine. There are people whose papers have little to no analysis due to shoddy planning and execution, because she okayed their work. For Pete's sake, one person's talking about whether Nicki Minaj's song Anaconda objectifies women. Her apparent plan of action is 1. choose subject and come up with at least 3 possible directions, 2. write question AND THESIS for all three, 3. pick topic, 4. research. WHAT. How on earth does it make sense to write a question and thesis before you're beyond utterly basic knowledge about the topic, especially when there's a variety of subjects involved? She holds every subject to the same standards [like formatting, effort necessary to gather information, etc] which is entirely ridiculous. Thank goodness no one's doing a Group 4 - they'd have died of stress by now. But here's the worst part. In her original timeline, she planned to give us five days to research, six days to write the first draft, four to edit and revise, and then a long weekend to finalize before we turned the final copy in. That's 18 days. On top of, if I remember correctly, a WT2 for English, the IA for history, an IA and concerts for all the music students, midterms, and the general workload that goes with IB. Oh, and college applications. And she thought this was perfectly reasonable, and did not understand why we were complaining. [it was worse for me, as I was working ridiculous hours at a Halloween store. I wouldn't get home until nearly midnight some nights and then I'd have to do four classes' worth of homework and an EE and still try to sleep. I was actually a zombie.] We did manage to convince her to give us a full day solely for writing. She's grudgingly accepted that you cannot have a revision period when literally no one has their EE completed. And I'm pretty sure we've gotten her to extend the deadline back another week or so. I think. I'm honestly so confused as to schedules right now. So at least there's that. But my god, it was a battle. To summarize: Mrs. M tells the class incorrect or debatable information, has us work in ways that simply do not work with the varying requirements, wastes our time by giving us information we already know instead of what we don't, and apparently thinks we have nothing else to do but write EEs. *long incoherent noise of frustration, anger, some despair, and blind rage*
  9. Also, do not do the deodorant thing. Even beyond the previous objection against using other people, that is really, really creepy. As in vaguely stalkerish creepy. Too much deodorant is a turn-off most of the time as well - people should only be able to catch a whiff when they're nearby, and when it's a good deodorant they want to come closer to smell it again. But again, please do not attempt to seduce your lovely lady by drowning her in deodorant
  10. The trick to making conversation seem natural is to begin with something recent, relevant, and non-yes/no. Since you've got TOK, why not ask her if she's got a favourite way of knowing? If that's too pseudophilosophical maybe just go with something like "do you like TOK?"
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