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About ndghost

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    May 2019
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  1. So some of y'all might've seen my post awhile back about changing subjects after IB1 and not taking History HL. I've been looking at doing either History SL (which would be a 2-year SL) or Psychology SL (1-year) for my Group 3. I talked to my coordinator about it and he claims I would have to take History SL (out of those two) because I "need to have at least one 2-year SL" for the IB. Here's the thing though: if I were to leave History HL as is, I would have four HLs, and two SLs, both of those SLs being 1-year SLs. I told my coordinator this and he says that one of my HLs would "count as an SL, technically." Is this true? Thanks!
  2. 978-0198389163
  3. When you procrastinate homework on a forum about school When you go on holiday and still, all you talk about with your friends is school..... When your first thought on holiday is that you now have enough free time to start preparing for non-IB standardised tests/etc.
  4. I'm not going to respond to all 37 individually (that would be painstaking), but from my understanding, the decision would need to be made based off of this: 1. Are there two cultures listed in the topic? It must be a comparison of two cultures with links. 2. Are they distinctive musical cultures? The two cultures should have no possible influence on each other. They should be entirely unrelated. For example, two different eras of jazz would not be appropriate. A comparison of one era of jazz with Gregorian chant would be appropriate. 3. Are they specific musical cultures? As far as I know, you need to be specific. For example, "musical theatre" wouldn't be an appropriate culture. That's a vague, broad genre that doesn't encompass anything specific. Musical theatre can be anything from golden age Rodgers & Hammerstein to the contemporary pop rock of Pasek & Paul. Full disclosure, I'm not a teacher, just a student, but this is my understanding of the syllabi.
  5. I've been considering changing one of my subjects after IB1, but I'm not really sure what's the best option for me. My current subjects are: English Lit HL Spanish B SL Music SL Bio HL Math HL History HL At my school, all IB students are usually required to take History because the only Group 3 subjects we offer are Psychology SL and History HL, and Psychology is intended (for us) to be a Group 6 replacement. My problem is that history is one of my weakest subjects. I've taken two AP history classes in the past two years and I struggled in both. I'm about to finish my first semester of History HL and I'm doing terrible in the class. I talked to my coordinator about taking the SL exam for History, and he insisted that the HL exam is easy and everyone from my school always scores very highly in it. He thinks I should keep my subjects as is, although I don't really trust his judgement for other reasons. I only recently found out that Psychology is a Group 3 subject (my school doesn't tell us anything) and I was considering dropping History HL for Psychology SL after finishing up this year. I can definitely get around the typical History requirement at my school, but I'm more uncertain if I should. I intend on studying English and Mathematics in college, so having the right courses in Group 3 isn't really a concern. I guess I'm asking this: 1. How difficult is the History HL exam? 2. How difficult is the Psychology SL exam? 3. Does it sound like switching is the right thing for me? 4. If you have experience with AP History courses - is there any correlation with or similarities between AP History and History HL? As in, if I struggled to write the essays for an AP History exam, will I struggle with the papers for IB? (Sorry for the length of this post - I wanted to make sure I included as much potentially relevant information as possible to make responding to this easier)
  6. Creativity - I've got jazz band, a concert band, 2 theatre things, an improv team Activity - marching band.... I'm not a physical activity-inclined person, if you can tell LOL Service - everything I do for National Honour Society, volunteering with children's activities at a local library, volunteering with production/setup in my school's auditorium, Link crew Still trying to figure out where some of my other activities fit within those three (quiz bowl, book club, GSA).
  7. For Norwegian B: If you already have a moderate vocabulary, seek out online resources. When it comes to learning a language, as long as you aren't at the very beginning of learning it, and you have most grammatical and pronunciation basics down, it's usually fairly easy to pick up vocabulary on your own. Some methods for doing this: Use Quizlet to find and use other people's vocabulary lists and use those Read children's books or books geared towards to language-learners of Norwegian Some teachers upload their content online for their students' reference purposes and whatnot - see if you can find any teacher's websites where they've uploaded their course content My personal favourite way to pick up more varied vocabulary is to read through a passage of text, make a list of all the words I don't know in the language, use a dictionary to find out what those words are, then study that list of vocabulary. For Biology: I tend to just take tons and tons of notes, and then make note-cards to get information down. I don't know about you, but writing things down tends to help me. If you get a study guide, make a photocopy of it or something, complete it once, and after some studying, complete it again, just to make sure you're retaining the information and can call to it when prompted on a test. Also, BioNinja is an absolute dream. Some of my 2nd year peers use it as their sole study source and score highly in class. For Math: Just do problems every single day. Every. Single. Day. Math is something that needs to be drilled and done regularly. The advice I gave you on photocopying your bio study guides is even better advice for math. If you get a study guide, photocopy it, do it 2 or 3 times over.
  8. My school is kind of varied. My grade/year sees IB kids as ridiculously smart, constantly stressed and exhausted, and having no free time. The grade/year above us sees IB kids as really arrogant and elitist. Both stereotypes are semi-true, depending on which IB kid you're talking about
  9. 1) I feel like whoever's saying it to me is being condescending. 2) Intensely. I think religion specifically often ingrains a lot of concepts within people to an extent which can be hard to break away from and form independent thoughts from. 3) Nothing, really. 4) Nothing I can think of.