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ndghost

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ndghost last won the day on July 31

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    May 2019
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  1. Hi! 4 HLs here. In the US, most colleges will not give you credit for SLs, and you generally need to score at least a 4 (or higher, depending on the school) to get credit. From my experience, US schools are a little different from the rest of the world, and they don't put as much stock into the precise choices and scores of your courses. We generally don't have conditional acceptances, so you have more give in your choices. So your choices are more based on what you think looks nice on your transcript, and the scores themselves on the exams don't actually matter as much. Depending on what you're going into, Math and Chem HL might be necessary. If you're going into any sort of STEM thing, you probably want them both at HLs just because the course will better prepare you to study those subjects in college. However, if you aren't, and you're looking at those courses purely out of interest, you can really make up your mind based on how much you like the classes and if you're willing/able to work at them. 4 HLs has been a rough ride for me thus far solely because my school requires us to do English, History, and our experimental science at the HL, and because Math HL is condensed to one year instead of two at my school. I don't regret taking 4 HLs though. It's a lot of hard work and you will have to improve on your study skills and time management skills if you want to pull it off. I learned that in IB1. It's not an easy task, however, if the courses you choose to take at the HL are interesting, engaging, and important to you, as long as you're willing to commit, it's worth it. For the HLs you have choices in, never choose to take them unless it's purely because you're interested in the topic. Period. Colleges in the US don't care that much if you took Math SL or HL - it might be a couple bonus points on your application, but if you're failing Math HL, it won't make a difference. You should take the classes because you want to be in them, or else, the work is never worth it. Good luck with IB1, I hope I could have been of help!
  2. I'm a little confused by your wording - freshman year of IB, exams in May 2021, SL courses, and the exam being "pushed back" from May to April? It sounds like you're in MYP, which is a five year programme for students aged 11-16, that does not have SL and HL courses, and exams (eAssessments), like DP exams, are on an official, scheduled period (November and May sessions). The exams can't be moved back. Also, freshmen can't take the DP, because it's for 16-19 year old students, and in the US, that's typically kept for juniors and seniors. Dropping out of IB shouldn't have any real repercussions on you, technically. If you paid for any specific IB things (exams), you'll likely lose the money. The only repercussions I can think of are ones that could occur within your school, which, only you'd know about. It sounds like your school isn't being clear and up-front with you guys about what you're actually taking and doing, and is enforcing their own parameters on the programme, but telling you guys it's the IB way. So yikes about that. Good luck, friend.
  3. I'm really not looking to engage you on all of these topics, as I am far too busy studying for exams to do so, but I just had to note that your example of "anti-white rhetoric" is really quite uninformed and misplaced. The source you linked limits the information provided about the "No White People Day," and heavily uses rhetorical language to angle the story, rather than just stating the facts of the situation - specifically, in these uses: "Students interested in 'social justice'" (Paragraph 1) Implying that social justice is a superficial or ridiculous concept, rather than letting readers draw their own conclusions on the topic. "demanded a day withouThe conflict stems from the college’s Day of Absence, a tradition in which black people leave the campus to show what the place would be like without them. This year, organizers suggested the reverse: that white people who wanted to participate would leave while nonwhites stayed, and both groups would attend workshops to, as the email announcement put it, “explore issues of race, equity, allyship, inclusion and privilege.”t white people on campus" (Paragraph 1) The term 'demand' implies force was used, which, if this article reported the entire story, it would be apparent that force wasn't used. But I'll get to that below. I checked it out at the New York Times, which, though is considered to be a left-center-leaning source, is widely considered reputable in many of its reports. The passage is taken from Paragraph 14 of the New York Times article. Some things mentioned here that your source missed out on: It stems from a tradition of the college It's a subversion of said tradition It's entirely voluntary Both white and POC students and faculty who chose to participate would be involved in educational workshops on racial topics So no, it isn't an example of "anti white rhetoric," but because the source you used was limited by its right-leaning rhetoric and exclusion of the full story, it might've come across as that. It was simply a subversion of a tradition kept by the people at the college, which is done to acknowledge and increase awareness of race on campus.
  4. It's really up to what you think you would benefit from most. If you think you'll need the extra study time and would rather have a little more sleep each night and more after-school free time, take study hall. If you like the idea of having a more laid-back class doing something fun that you love while at school, take concert band. Concert band will mean you have more studying to do at home, but it will give you a break from all the IB courses (and from being around all IB kids) during the school day. I chose to stay in my school's concert band for both of my years in IB. For me, personally, I'm glad I did. My IB cohort has 20 students and we're around each other all day, every day, so concert band gives me a moment to relax, do something I love, and get out of the "IB bubble." Good luck with diploma programme!
  5. 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!
  6. 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.
  7. 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.
  8. 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)
  9. 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).
  10. 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.
  11. 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
  12. 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.
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