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Everything posted by Charizard

  1. Sleepless. Yes, I think that sums it up quite well.
  2. ^ I'm using solo singing as my 'instrument', because my piano is not up to par and I haven't touched my violin in ages Don't worry about composition! You can show drafts to your teacher, who can point out mistakes and show you how to improve it. I'm more worried about the listening papers
  3. I don't know, I think it's a bit irrelevant to say that TOK won't help us in the future because we're learning a lot of things that won't be useful to us in the future as well. To some extent you could say that taking six subjects is a waste of time since our careers will likely only focus on one or two. That doesn't mean that the courses don't have merits of their own or aren't "good". Isn't there a "point" simply in educating us? I think it's very admirable to try and teach students to use critical thinking more often and to question knowledge - epistemology is something that relates to every other type of learning. But then again it's also very admirable to aim to "create a better and more peaceful world" (as stated in the IB's mission statement) through an educational system, but it doesn't necessarily mean that this has been achieved effectively.
  4. I'd recommend doing an EE in English - I have friends who are doing either one and the English kids are definitely having a better time! When you do an EE in English, you basically write a long commentary on one or two books, which is nothing you haven't done before! Even if you get stuck with your analysis or come up short, your supervisor can always give you hints to help you along. Math, on the other hand, requires you to take on a difficult mathematical conjecture and prove it on your own. I'm pretty sure that Math supervisors have to be more strict about what they tell their students, because the same problem has been solved before and the student needs to come to it on his own! Because of the broader nature of literary analysis, it's possible to come up with a unique topic that hasn't been explored in great detail, and so your teacher can give you more support. Or so it seems from the experiences of my friends.
  5. I found TOK very enjoyable when I first started, but now I realize how everything must fit into IB's little boxes; for example, the TOK textbook and documents strongly support the Sapir-Whorf hypothesis and the teachers are instructed to indoctrinate the classes with it, as it were, despite the fact that many modern scientists and epistemologists now overwhelmingly agree that although there is a point to the hypothesis that one's mother tongue can can shape one's perception of life, it is exaggerated and flawed to say that experience is completely defined by language, because it makes the assumption that people can't comprehend concepts that are absent from their languages. I'm also annoyed by the use of terms which are exclusive to TOK, such as 'knowledge issue', which is defined by a worksheet as "questions that directly refer to our understanding of the world, ourselves and others, in connection with the acquisition, search for, production, shaping and acceptance of knowledge". (Correct me if I'm wrong, but the Richard van de Lagemaat TOK textbook neglects to define it at all, despite it being an important defining concept of the TOK presentation and essay and having criteria centered around it.) Yet, I've seen people get top marks for TOK presentations, focused on ethical or other issues, without once mentioning anything to do with how we know. It confuses me a bit, especially since my teacher forgot to teach my class about knowledge issues until he realized a while later that he hadn't.
  6. About a third of my class got 7s (for transcript, we haven't taken our final IB exams). Make sure you know the musical elements of most of the styles, and make sure you know how to write listening papers (structural analysis, characteristics, and context). Make sure you know your set works better than the back of your hand. You can test yourself by making a list of questions that are likely to be asked about your set works, and going through the pieces to find good examples of whatever points you want to make. Good IAs are also very helpful - make sure your performances show of a range of styles, but make sure the pieces you choose are not too difficult for you. It's better to give in a simpler piece that you can perform musically and with consideration to things like phrasing, dynamics and style, than a very complex piece that you have to struggle with. Make sure your compositions also cover a range of styles, and are clear of little notation mistakes. I guess all in all, my advice boils down to: 1) Be prepared for exams 2) Be meticulous with IAs.
  7. For what it's worth, I don't think it's as impossible to get a 7 in Art as it seems. The Art students at my school generally do quite well... Keep in mind that there are no examinations for Art, only studio work and a workbook, which may seem like lots of hassle during the school year but will pay off a lot when exam period comes and you have one less subject to worry about.
  8. I agree that a Music EE will mostly be analysis, but I'm sure that you should be perfectly capable of this seeing as it's an important skill in the Music course and that you like it enough to take it as your EE topic. That said, I'm surprised you should need to post about this then - there's nothing wrong with doing rock or pop if that's where your interests lie, and if you want to do a comparison then you can choose a characteristic that underlies a series of music. For example, you could talk about the use of world musical instruments in Beatles songs, or perhaps even just the use of world musical instruments in pop music and then focus it on a few Beatles pieces. As for how to fill your 4000 words, it should just be straight musical analysis - just do what you'd do in the listening paper, except more in-depth and more edited slash proofread, and you can also transcribe the pieces you choose to illustrate certain points about the different musical characteristics.
  9. Sleep. Eat. Go on the internet. (In order of importance and thus amount of time allotted)
  10. I think you shouldn't contrast logic with emotion so much, simply because there's a whole bit in the syllabus about how we should think of reason and emotion as on a continuum. Instead you could distribute the focus evenly between the three Ways of Knowing (not including reason, which is where logic falls): perception, emotion and language. Perhaps you could split your ideas into four distinct sections and dedicate a paragraph or whatever to a comparison of the strengths and weaknesses of logic in comparison with each. Ways of Knowing: I don't think 'memory' is a Way of Knowing as it is not a way to justify knowledge claims. Consensus would be a logical fallacy (ad populum). A point you could consider adding (at a glance) would be that we can use reason to acquire knowledge that goes beyond evidence provided by our senses. It might also be worth mentioning somewhere that inductive reasoning can easily lead us to hasty generalizations, especially because of confirmation bias, and that deductive reasoning, when applied to the real world, is no more certain than the inductively derived premises on which it is based. I don't really understand what is meant by "Leap of faith needed to decide if an action is acceptable in practice" - can you clarify? Some points I disagree with: I don't think it's really valid to talk about logic muddling ideas slash paradoxes because you should be discussing logic used correctly to justify knowledge claims. Also, you can only prove that you exist with logic; haven't you heard of Descartes' Cogito ergo sum philosophy? In a nutshell it states that the very fact that you are wondering whether or not you exist proves that you exist because you exist to debate your own existence.
  11. I must say, that suggestion to change the Wikipedia article was quite clever. Anyway I agree with Hien - I don't think it's such a big deal if you forgot to reference a small part of your Investigation, as long as the majority of it is your own work. Regardless, I doubt any ideas you got off Wikipedia can be very original themselves, so unless you copied word for word most of the ideas from the W are likely common enough to be similar to things that were in your other sources (not that a plagiarism checker would take that into account, but yeah).
  12. Unfortunately I have not read Medea so I can't write your essay for you or find "useful" evidence for you but I figured that advice is still more helpful than just ignoring you. I agree with Sandwich on the topic choice - you should have at least had some vague knowledge on the themes before taking on this topic. Since you say you have limited or no evidence to back up your claim that compassion can cause evil (which is a bit vague, imho; what exactly do you mean by 'evil'? It's likely that your teacher was just mentioning a few themes that you can then take and develop into a proper topic.), and the first draft is due so soon, your options are limited to either not handing anything substantial in, or handing in an essay on a topic you can manage. If you think you have so little time that you can't choose another topic, then you're wasting the limited amount of time you have now trying to write on a topic you don't understand (or can't substantiate, which in analytical writing is basically the same thing). If you still insist on sticking to that topic, you must answer the question of HOW compassion can cause evil before even looking for examples in your text. Normally I would suggest that you go and seek out your teacher and ask him/her what he/she meant by it (especially since he/she suggested it) and for some examples from which you can extrapolate, but since you left it until the last day before the draft's deadline that's obviously not an option anymore.
  13. I... I miss sleeping.
  14. Yes, English is a literature course so it's focused on analysis. I don't find English an easy HL course at all in terms of grades but yes the workload isn't huge (for my class, at least) because a lot of our essays and assignments are to be done in-class to make sure we will be prepared to write under timed exam conditions later on.
  15. I'm 16 (May 2011 exams), and male. IQ: 132 Reaction test: Bobbing bobcat Reaction time (secs) 1: 0.225 2: 0.223 3: 0.330 4: 0.225 5: 0.223 Average: 0.2452 Tut tut, this game needs to fix up its significant figures in its average calculation
  16. Thanks for all the advice! I was thinking of switching from Music to a double humanities combination. I don't think I'll end up switching anymore because it's too much hassle and Music is still a lot of fun.
  17. For reasons quite complicated and generally tangled, I am considering switching to geography! However, it is now April and I have missed just about the whole first year (I'm taking the May 2011 exams). I also know nothing about geography. My question is: How hard do you find geography, and do you think I'd have a chance if I switched now? Tell me about the IB assessments and what the exams are like and what you do and learn in class!
  18. Wow, I'll be following this thread. I've tried barring myself from the internet but it always turns out to be very frustrating and irritating. I've really overlooked the 'motivation' angle; perhaps a lot of it is mental.
  19. We use the Haese & Harris and we're not Australian! I find it quite useful except that it doesn't cover everything we need for IB, so we often have to use worksheets. I'm quite sure the HLs at my school also use Haese & Harris. Also, yes there is a Maths study guide but I haven't used it so I don't know how helpful it is: http://store.ibo.org/product_info.php?cPath=23_220&products_id=1457
  20. Color change can be measured with a colorimeter! It gives you quantitative data as it tells you the absorption of a certain wavelength (color) of light. I guess it's too late for that though so include a picture and talk about it. You could talk about the colorimeter in your evaluation.
  21. Although I do find it a bit paranoid of them, I have to admit that it makes sense and is perfectly legal seeing as iTunes is Apple software and furthermore Palm obviously didn't go and make a deal with Apple about its software beforehand. What caught my attention, however, was your statement about monopolies and innovation: Technically, a monopoly should allow technology to develop even faster than in perfect competition, because thanks to its economies of scale (the company is so big it can make things more cheaply and otherwise lower its costs). Because of this, more funding would be available for research to further the firm's products. Also since all the research would be done in one unified lab there'd be less redundant experimentation and the research programs should be more efficient. A monopolist would have plenty of incentive to pour funding into research, because of the idea of a contestable market (new firms could come and steal market share). Also, in many cases monopolies are perfectly legal. Microsoft itself held a monopoly on computer OS's for a long while but now competitors such as Apple's OSX and the open source Linux have arisen. Sometimes, it is legal barriers that allow monopolies to exist: patents give the right to be the only producer of a product for a certain amount of time after it has been invented. Apple is known to be very liberal with its patents; if you follow a tech blog you will probably see a lot of posts about the latest funny new Apple patents, as they are usually quite ludicrous and over-the-top. Another thing: if monopolies were illegal, many large and well-known monopolists should already be shut down, or at least heavily taxed to the point where the market is no longer a monopoly, by the law. /econnerdery
  22. My goodness. I always tell myself to work during holidays but when they come around I can't make myself. Guess I don't have the foresight to think about university or even the deadlines of the week school starts.
  23. That sounds like an interesting topic. You could talk about ethics and the different ethics systems (for example, this would be unethical in terms of rights but it would be best in the 'greater good' sense that our limited resources should go to saving those that are likely to put them to use and reap the benefits for society). Another way it could be addressed: subsidies or free healthcare for those that are more likely to survive? Of course, you should also talk about the implications and you could talk about knowledge issues like how we know whether or not the treatment will work on certain people.
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