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Annalouise

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  • Gender
    Female
  • Exams
    May 2014
  • Country
    Sweden

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  1. Hello! I'm in the process of replying to my offers in UCAS (need to do so by June 5th), but I don't quite understand the terms they use. I've asked the unis and they keep directing me to their webpages and to UCAS but I just can't seem to get it.. I thought that perhaps someone here's done it before and could help, that'd be great in that case Say I decid to make uni A my firm choice and uni B my insurance, and once I get my grades in July it turns out I met the requirements for uni A. What happens then? Does meeting the requirements of your firm choice mean you have the place straight away with no alternatives and no chance of saying "yes" on last time (i.e. once you meet the requirements your in in, no getting out), or will I still have the possibility to either choose uni B (which has lower requirements) or not accept either one? And does it differ if you apply for deferred entry? (I did) I mean, say you change your mind during that year and no longer want to attend your firm choice (or the one you chose), what happens then? Hope all you out there doing exams feel like your getting along well (:
  2. Sorry for jumping in sort of off-topic, but does this go for all language b's? That you're allowed to use a dictionary for paper 1 I mean. Haha that would make my Spansish paper 1 so much more surviveable
  3. I think different schools do CAS differently (following the basic guidelines still in a way or another). We don't do an "extended project" (never even heard of it) but simply a project that has to incorporate at least two of creativity/action/service and go on for at least 3 months. Also, there is a minimum amount of activities we have to do for each category (each activity has to be 5-6 at least to make sure we actually have time to accomplish somehing). That said, once you've filled your minimum (it's not officially stated though, we just can't do one thing and count it as all the 50 hours for something) you can add "smaller" activities (like I did one of 2, just to get another of global importance). We also have to do written reflections in addition to any photographs/drawings etc. Or if we don't want to write we can record ourselves (someone in my class recorded all his reflections and handed them in like that. Our teacher had to listen to about 5 hours of CAS reflections haha )
  4. I'm not an expert on focusing RQ's, but to me, your question seems too broad. For an to what extent question I think you would also have to talk about the other causes to be able to judge the extent of the Versailles Treaty, and that would require a lot of words... Also, I don't want to go down on your topic, but WW1/WW2 causes are topics that are sort of overdone and not very original.. Perhaps it would be a nice idea to look for something more specific (perhaps with a local/Canadian (I saw you're from Canada) connection, IB likes local ) and make a more unique question out of it? You could still stay on your idea but just develop it and look for another angle of it, that's my tip.
  5. From what I've understood, a lot of IB schools use mbac, I think it's even developed (or adjusted maybe) to fit IB students At least my school uses it for IB and Pre-IB, and it's like an online calendar with upcoming tests, hand-ins and such.. I think it's good.
  6. It does help, thank you! I'm going to work a bit with history (which I take do take in IB) and see where it'll take me.. Perhaps I switch, perhaps I don't.
  7. Hi I'm in the midst of writing my first draft (we started late) of the TOK essay, but I've been stuck from the beginning. I find it interesting and like the question (I chose #4) but just can't seem to get ahang of what to do. ("That which is accepted as knowledge today is sometimes discarded tomorrow. Consider KIs raised in two AOK.") I've chosen to look at natural science and religion, but I'm starting to question my chce of religion. Mostly because it's not a mandatory AOK to study in TOK (thereby, would I be allowed to take it for my essay?), and because it's hard to come up with knowledge issues I could discuss... Okay, who am I fooling, I've sort of not really gotten the concept of a KI at all. TOK is confusing... With a first draft deadline coming up next Fri (10th), and considering I haven't startet writing yet, do you think it's "too late" to switch to another AOK that I would feel more comfortable in? (Like history, which we've done much more throughougly in class than religion) Happy 2014!
  8. We use both greenfield and this one: https://sites.google.com/site/ibgeography2011/ (it happened to have the exact options we're doing ) and I think they're both pretty good. Ecumene has quite a lot of case studies and videos too which I like. Good luck!
  9. Thank you! I will absolutely look into the author and for some quotes from the book. When you said it, it reminded me that that's exactly how we practiced for paper 1... I just couldn't think of it myself
  10. Hi One of my sources for section C of the IA is a thesis, written by an academic historian at a university in Sweden. So far, I've said that it is not specificlly focused on my RQ (and thus leaves out details), and that even though it is a thesis from a uni, it is possible it has been influenced by the social democratic rule in Sweden (it is a book on the socail demoracy party 1880-1910). I've discussed it with my teacher who said that because it is a book from a uni, it is less likely to be baised in such a way. It's also really hard to find flaws in an academic historian's work, at least when we're still only in high school... However, I do need to find some limitations to it... Have anyone been in a similar situation and what did you do then?
  11. I know a girl at my school took Italian classes at our school for CAS, and the teacher was her supervisor. Perhaps you could ask a teacher at your school? I don't know it it has to be someone who knows the language, but I don't think it has to be (if the teacher trusts you when you tell them you've learnt some of the language). Or perhaps you could ask a friend who's 18? (My friends and I supervise each other all the time... As long as the coordinator approves it that's fine too). You should be able to log the hours like you usually do, keep track on how much time you spend learning the language and put down as many hours as you do
  12. Hello out there I have a little question regarding prepositions... Usually I don't have too much trouble with them, but I've come across a sentence in which I can't figure out which word to use. It's for my ee and I just want it to look good.. Here's the sentence: 3 passive samplers were placed [x] each location to make up for any loss and/or unreliable result/outliers And my question is then if I should write "... placed in each location...", "... placed on each location..." or "placed at each location...". Any native speaker (or just really good English speaker, either works fine haha ) who knows which one to use? Thank you lots in advance! (I'm unsure if I posted this in the right part of the forum, if I did not it'd be great if anyone who could would move it to a better place)
  13. Hi! I'd love to join too Just feel like I need to actually use my Spanish with someone that is not my teacher. I take SL. I don't know how to do it do, do we like, exchange e-mail addresses?
  14. So my math IA is due tomorrow and I was close to done just half an hour ago. Then I found out I have done a major flaw. And I mean major. I've used the complete wrong ways of analyzing my statistics (using t-test when I had two variables, something you apparently can't do), and flipped the hypothesis and null hypothesis around. I've been wanting high p-values to be able to reject the null hypothesis because my hypothesis is that there is not a difference in the data I'm comparing, while the null hypothesis has been that there is one, when it is usually the other way around. This has gotten me really confused on my topic, which feels... "great", knowing I have until tomorrow to fix it. This gives me the options of either; - go through with what I've done so far (which my math teacher hasn't said is wrong but which I figured out is, with the help of the biology teacher at my school), and spend time evaluating it, or - change my hypotheses and redo the math, using the right test (anova, according to the bio teacher, which I have never heard of), and try to get it done anyways (basically, start over.) I sort of just need some encouragements right now. It feels bad handing in something I know has been done the wrong way, yet I don't have the time to change it all together. If I evaluate it and present it in a logical and clear manner, it wouldn't be too bad, right?
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