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tim9800 last won the day on February 16

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    Nov 2017
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  1. I think the modern day notion striking has fallen very much in effectiveness due to the success of preceding strikes. Think of a tool - it grows dull as one uses it. Applying this logic to protest, society's use of it in the past has already resulted in the most essential changes - I.e. black rights, women's rights. I am not attempting to imply that current issues are more or less important than those ones, however, it is the method - through protest - which has gotten 'old'. I mean old in the sense that the proportion of people actively promoting and opposing change has fallen dramatically in comparison to those who are indifferent. Maybe repetitive protesting creates the illusion that issues are less important than they seem, and until society thinks it is threatened again, strikes will be generally ineffective.
  2. Specific case for Economics HL vs SL - this choice definitely favours HL, and can provide a relatively 'easy' 7 for an HL. The apparent reasoning behind this is in the paper 3, containing HL-specific content. How is this different from any other HL? The catch is, paper 3 in economics is VERY basic calculations, scoring you easy marks. Intuitively, having three papers will mean that each paper is worth less compared to SL, containing only two papers. Do well in P3 gives you more room to screw up in P1 and P2.
  3. Are you sure that its not just a practice commentary? Our teacher did an activity with us where he handed us all the same micro article and told us to write a comm., but it was definitely no indication for us to use the same article. Our school's internal deadline for the first draft of the first commentary is this week - a little over one term into IB2. Unless you're doing accelerated Ecos, I highly doubt your teacher would tell you to write a real commentary this early on. EDIT 1: IB Economics Guide, First Examinations 2013, (p.91) Individual work Students must select their own articles to discuss. It may happen that more than one student bases his or her commentary on the same article, but the article must not be given to the class by the teacher, and the production of the commentary must be each student’s individual work. A commentary must not be prepared collaboratively. (Emphasis mine) This is under the "Internal assessment details" heading of the syllabus - either your teacher hasn't read the syllabus, or its a practice.
  4. What happened? Went offline for a few weeks, came back, and my all-time favourite thread got locked I knew the previous topic being debated got stale, but the new one raised by ILoveJesus was interesting - surely the admin gods wouldn't close the thread on the grounds of being stale? Its probably the most consistently active thread on the forum, imo, and would like to see it re-opened unless the circumstances are exceptional
  5. Whats a minor
  6. @Yun ShootingStar is correct. Internal deadlines are set by your school. As for citations, either in-text or footnotes is fine - as long as you are clear, consistent and concise. In-text citations do count towards your word count, whereas footnotes do not.
  7. Hi, all From recent news and the general reception of large corporations capitalizing on consumers' access to the internet, my partner and I have decided on the topic of net neutrality for our presentation Here's our real life situation: https://www.wired.com/2015/11/comcast-may-have-found-a-major-net-neutrality-loophole/ Subsequently, we were able to form our main knowledge question to be answered, which was: To what extent does the medium of communication impact the relationship between personal and shared knowledge? After some in-depth brainstorming and analysis of our real-life situation, we can definitely see that our RLS has significant perspectives stemming from the Human Sciences - more specifically Economics. From there we were able to move on to ethics i.e. Is it fair that companies provide users internet access in exchange for behavioral data? How can one, using the utilitarian framework in ethics, assess the net 'utility' that each stakeholder gains? Although I think we have progressed significantly into the knowledge question, we are still uncertain due to the lack of WOKs involved in the answering and discussion of our KQ. Subsequently, we have come to the thought that the markers will penalize us for this. Can anyone having attempted one or more marked TOK presentations testify/refute this claim? If it is true, we are thinking of switching to the (perhaps) more commonly done, and hence safer, topic of censorship If false, how would you suggest that we approach our KQ such that we are able to integrate WOKs? (If discussion of WOKs is even necessary?)
  8. Plagiarism is pretty much against everything the IB stands for and has a 99% chance of probability of failing your diploma If you get caught. As an IB student myself, I shouldn't promote this behaviour, but to be honest, it should be fine if the extended essay is not published on any website that is reachable on Google. Most likely, you won't get caught, but if and when you get caught, it's pretty much game over for your IB, put bluntly. Conclusion: Don't cheat. If you do, you better hope to god you don't get caught.
  9. I agree with Guarav - do what you enjoy, and if that criteria fails, do what you're better at.
  10. Perhaps a Maths EE would be the best way to approach your issue? You could focus on one piece of theory in your EE to deal with stuff like kinematics and motion, and then expand that to a real world example to assess the economic impacts.
  11. Our school uses the Cambridge Economics textbook by Tragakes. The size and sheer volume of the textbook may seem daunting at first, but personally, I find all the examples, theories and diagrams discussed in enough depth. When you're doing your exams, analysis and evaluation is what really counts, and the Tragakes textbook offers plenty of that.
  12. Quotations are part of the word count. Here's an excerpt from the Economics Syllabus: The following are not included in the word count. • Acknowledgments • Contents page • Diagrams • Labels—of five words or fewer • Headings on diagrams—of 10 words or fewer • Tables of statistical data • Equations, formulae and calculations • Citations (which, if used, must be in the body of the commentary) • References (which, if used, must be in the footnotes/endnotes) Please note that footnotes/endnotes may be used for references only. Definitions of economic terms and quotations, if used, must be in the body of the work and are included in the word count
  13. lmao *flashback to the start of IB1 and all those times when I had to stop me from cutting myself*