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  1. Getting a scholarship for it, yes, is awesome, but actually taking part in the program is the best part. I can say, with no uncertainty, that applying for Shad Valley was the best choice I have ever made, and that month I spent at U of C was probably the best month of my life When you apply, your main focus may be the scholarships you may recieve, but once you're there for a while, you'll get what I mean when I say that the scholarships are a "bonus".
  2. There wasn't any forms to fill out. I know all we did is just put A, B, C, or D beside our preferred unis. I remember we chose the university we wanted to go to when we applied, and when we were accepted they told us which one we were going to. Perhaps they changed the application process, and now they make the choice based on where you live, but I really don't know... The results will take a while, considering applications can be sent in up until mid-January. You'll probably get a letter sent to you telling you your application is in, and then one to tell you whether or not you have been accepted. And yes, getting a scholarship is sweet, but it's just a BONUS. You'll understand once you get there. Best of luck with being accepted!
  3. So, I'm a little confused as to exactly what we're supposed to be doing in our Individual Oral Commentaries. We're the first group of IBs going through our school, so our english teacher really knows about as much as we do. In what way is it similar to the Individual Oral Presentations? Is it basically an oral version of a commentary? And does anyone have any examples of IOCs that they'd like to share? Thanks
  4. Shad occurs from July 28 - June 25, so it's for the first month of summer vacation. It did not interfere with my EE (as it was the beginning of summer). Most of the Shads from my campus were grade 11 (so equivalent IB1), with a couple grade 12s and grade 10s. The only problem with going to Shad in IB2 means that it may interfere with university applications and such. Other then that, all you need to take into account is that it is a month long, and that you won't be getting any work outside of Shad done while you're there (the days are packed, from the moment you wake up, until the moment you go to sleep, which was often at 3am for the people from my campus). I don't know anything about costs or scholarships for international students (I'm assuming it's the same as Canadian students), but what exactly do you mean by an international program? Shad only occurs on Canadian campuses, as far as I know (sorry if I misenterpreted what you were saying ) And, no problem about asking questions: I gladly promote the program whenever I can and enjoy answering questions and getting people interested
  5. Yes! It's an awesome experience! You should sign up for it
  6. No problem. Dalhousie is beautiful, and University of Calgary is just plain INTENSE (yay for Shad inside jokes ). From what I've heard, University of British Columbia is also very awesome. Technically though, you apply for all of the universities: you just list the unis in order of preference.
  7. The competition is not horribly tough, as far as I know. 3 other IB students and a grade 12 student were able to get into the program at my school. There is an application to complete, several essays to write, a recommendation (from a teacher, etc.), and a "creativity project" you have to submit with your registration. From what I remember, you also have to submit your grades from the last 3 years and your current year, and you have to give them an idea of your character: this is all done by filling out an "activities information" sheet, that details your grades, your possible career interests, what sports, clubs, activites, and programs you are a part of (which shouldn't be too bad, because of CAS!) From what I remember, I sent 4 pages in for my registration, plus the application. For the marks, I was in "High Honours" (85%+) in Grade 10 with low-to-medium 90%s, while in Grade 8 & 9 I was in "Platnium" (3.8 GPA), while my marks for 1st Year IB had currently been in the 5s and 6s. However, as far as I know, marks only play a partial role (altough I'm not sure to what scale). Remember that there's about 50-60 people per campus, and that there are 12 campuses. The total cost for the program is about $2500 (I know, it's a lot, but well worth it). Hopefully some "scholarships" will be offered if you do get into the program (I know my student council gave me some funding, and that I got money from the province as well). As far as I have to say: don't be discouraged by whether or not your marks are "good enough" or whether your application will be "good enough" to beat the competition. Do the application to the best of your ability, send it in, and see what happens. Worse case senario: they turn you down, and you try again next year. But the positive possibility greatly outweighs the possible risk: Shad is AN AMAZING EXPERIENCE. I know that there is no other way I would have wanted to spend the first month of my summer, and that I greatly miss my "Shad family". Good luck!
  8. Think of it this way... You get to spend 27 living in the dorms of a Canadian University. You'll be sleep deprieved (i.e. fall alseep on desks inbetween lectures, etc.) for weeks, and by the end, probably not sleep at all. You'll attend lectures covering many aspects of business and science daily, do some activities you would have never dreamed of, and meet the MOST AMAZING people. It seems like nerd camp... and it is... but it's an amazing experience that you will never forget I know I went through post-Shad withdrawl, and still am... Oh, and it looks awesome on University Applications!
  9. Hey! Who went to Shad Valley this summer and thought it was awesome? I was at the Calgary Campus, and I know it was a great experience (got to meet some fellow IBers, all from different parts of the country, which was cool). Oh, and who's going to the RBC Cup in Waterloo this October?
  10. Hey. I don't know much about your topic, but I'll tell you how I did my presentation. I also don't know if it'll work for you, as it differs from person to person, but let's see... First thing you could do, is go from your Knowledge issue. Do a brainstorm of everything you know about your topic. Ask yourself questions like: Where have I heard about this before? What are the main arguments for and agaisnt? How am I personally connected to the topic? (IB likes it when your give personal examples in your presentation) Who is involved? When was there an event connected to this topic? Basically use the "who, what, when, why, where, and how" questions to get your started. Do some research on the topic. Use .com sources to begin with, to get a good idea of your topic and what some of the arguments are. When you have a good basic grasp, go on to research in books, magizines, and newpapers (online articles are awesome). Get in touch with your librarian, and she/he will probably give you a lot of help finding sources. Always to remember to record where you get information, especially if you are using quotes. When you have a good amount of information on your topic, categorize it. I know for mine, I put my information into three different sections (i.e. I was doing how video games affected youth, so I had "aggression, socialization, and consciousness"). After your have your info labelled off, make sure you have support for both sides of the argument (you almost always need support for both sides to get a higher level mark). When you have your arguments together, make sure the presentation flows well, and that you are not just listing off facts: as someone posted when I asked a similar question, you don't want to look superficial. Try to memorize the jist of it, but not word-for-word. Unfortunately (or in my case, fortunetly), this is not as structured as the IOPs or IOCs. Use TOK terminology like Perception, Emotion, Language, and Reason in your presentation as well: this is your WoK (Ways of Knowledge). I know I categorized all of my arguements on a slideshow presentation, so that I wouldn't forget to do so as I talked. Your AoK, or Areas of Knowledge, are known as one of the following: mathematics, natural sciences, social sciences, history, the arts, ethics, and spirituality. Your topic is probably in ethics. Try to remove as much bias as possible from your presentation, and state what kind of bias could be present. Presentation aides (videos, quotes, slideshow presentations) are also good, as this creates interest in the topic, and so it creates more discussion afterwards, which is great. Oh, and read over the marking cyteria VERY carefully. If you don't have a copy, I'll try and find you one. ^-^ I hope this helps, and good luck with your presentation!
  11. So, I'm in the first group of IB students going through my school, and therefore we're all noobs concerning the program. I'm asking for my TOK teacher here. Self-evaluation reports (where you write the paragraph+) for the TOK presentation are still necessary, correct?
  12. Chemistry - Wine making I'm testing the acidity of (red and white) wine through pH and titratable acidity as it ferments and ages. My teachers keep asking for my samples...
  13. [quote name='callum' post='17483' date='May 30 2008, 02:52 AM']It sounds like you've got a good set of knowledge claims and justifications to talk about. It might help to keep you focus on the ways of knowing and the implications of the claims. Also you may want to talk about ethics as an area of knowing. Perhaps talk about utilitarianism: ie. the greatest happiness for the greatest number of people. How does video gaming for young kids fit into that? You could mention relativist ethics as well. Good luck. The topic sounds great so you should be fine. I've just finished my presentation. I did it on knowledge issues surrounding the teaching of history. What should we teach, why, why not etc.[/quote] I've never heard of "utilitarianism" before. Thanks for the cool word and the tips. ^^ Oh, and by the way: how did your presentation go? A close friend of mine is doing something very similar for her presentation.
  14. Heya. Well, I'm doing my World Literature 2 (comparison) essay on “The Sailor Who Fell from Grace with the Sea” by Yukio Mishima, and “The Metamorphosis” by Franz Kafka. We can also do "The Outsider/The Stranger" for our essay, but I want to save that for my commentary (because that book rocks). I'm having quite a bit of trouble (as often is the case when I post on here) with detirmining if my thesis and ideas for a comparison are good enough for this kind of essay. A "working copy" of our essay is due at the end of the school year (June 16), and I'm passing in the outline tomorrow. The good copy is due the first day back after summer. Well, anyway, if you don't mind, could you take a look through and give me feedback? I'm worried that my points are too obvious, the opener is too wordy, and my overall thesis is too, well, broad. There really isn't much to compare between these novels... plus I really didn't want to do ANOTHER comparison of the negative portrayal of femininity or deviance... I will so take any tips on what should be included in a good comparison essay, if you're willing to give some. As always, any help is greatly appriciated! Brainstorm question: What is the reasoning of the third-person omniscient “self-characterization” within “The Sailor Who Fell from Grace with the Sea” by Yukio Mishima, and “The Metamorphosis” by Franz Kafka? How goes this characterization technique compare between the two? In particular, with Ryuji and Gregor. Thesis The main characters of “The Sailor Who Fell from Grace with the Sea” by Yukio Mishima, and “The Metamorphosis” by Franz Kafka, are all directly characterised by the third-person narration of their own thoughts, actions, and speech. The authors effectively used this “narrated self-characterization” technique to add depth to their characters and to also deepen the themes directly connected to these characters. •Meet characters initially through them (first impression we get of them is from them) •Characters basically describe themselves through their thoughts and actions •Third person allows for some less biased interpretation Bodies •Makes their development more bold •Allows for less bias in character interpretation (i.e. false information learned through other characters) •Allows for more intimate knowledge (and thus more in-depth analysis) of the characters