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SharkSpider

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SharkSpider last won the day on December 4 2010

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  1. A note to any IB students discussing the "fail rates" of condoms. They're not supposed to be buckets. You use them to avoid STIs and other such things, but when you've got to "finish up" you usually don't want to do it while you're up in there. If you "eff up" (oh god that was bad) and accidentally need to use it for its anti-accidental-baby properties every now and again, that's fine, but it's much safer if it acts as a failsafe against not being able to pull out. For any other concerned IB students who are worried about making babies while studying for physics, remember that reducing the coefficient of friction reduces the chances of accidental damage to your condom, and also increases the chances of waking up without unsightly marks on your private parts. Also, guys, the girl usually doesn't have condoms, and having to ask for one is more embarrassing than having ninja turtle underwear on. (no, I don't say that from experience, I was more in to star wars anyways)
  2. This is actually a pretty easy question. Just stop looking at the first terms and start looking at the infinite-th terms instead. It's been a long while since I've done IB so I don't know how much I'm allowed to say, but you really shouldn't need anything more than that to find the answer.
  3. From what I've heard from other IB grads, taking math studies will lower your chances of getting in to IVY league schools, no matter what department you're applying for. This is largely because the schools know which HLs are easier and which are harder, and that unless you can differentiate yourself with awesome SAT scores, something like two languages at HL and your math down at studies won't look too great. The thing you should consider is that even courses like economics will eventually require you to use calculus, and that not learning it while you have the chance is going to put you at a serious disadvantage. Even without having to apply it, there's a good reason that many successful applicants to Harvard law school come from math, physics or engineering backgrounds, namely, they've been able to show that they're capable of thinking analytically and quantitatively, which are arguably more valuable and harder to teach than qualitative skills.
  4. It really depends on what you want to go in to. Economists, Marketing specialists, and accountants can get away with math studies, because their work is either non-intensive with math, or based on more qualitative research. High-level economics will require you to learn vector calculus, but you only need it so that you can use the formulas. On the other hand, if you want to go somewhere like Actuarial Science, Risk Managment, High-level Finance, or Investment Banking, a strong background in mathematics (math HL) would be a good idea, since going in to a mathematically intense program is not a good idea if you can't handle HL in high school. That being said, math SL is probably your best option if you're going in to Business or Econ without a plan in mind, especially if you see yourself doing any type of analysis work. On the other hand, the management side of business, or the policy side of economics won't require any math greater than the basics.
  5. Vegetarian! (but otherwise not picky) Next poster has black hair.
  6. The only sources I needed to cite for my essay was my TOK class and my own thought. Realistically, there isn't a topic that can't be completed by simply talking to your peers and instructor, participating in class discussions, and getting some time alone to sit and think.
  7. Consider that since there are infinitely many root signs, removing one isn't going to change the final answer. As far as isolating integer solutions... you can write something called a Diophantine equation, which is just a fancy word for an equation in which all variables have to be integers. Basically, if you write k in terms of x, x is an integer, so is k.
  8. If you're a trainee-teacher, then you're too old to do IB program courses. The age limit is 19, and rather inflexible. Instead, you should probably look to do college or university courses; you'll find more options, and they'll actually let you take them.
  9. Morals are basically things that you believe are right or wrong. Saying "it's wrong to kill", or "lying is bad" would be a moral judgment. Ethics, on the other hand, are effectively systems by which we decide how complicated actions are "right" or "wrong," which often takes more than just a gut reaction to something. This is why there are philosophical theories about ethics, such as Ethical Egoism, Utilitarianism, etc. The fundamental reason for these theories is that they provide answers to moral "gray areas." Utilitarianism might say that it's okay to kill someone who threatens ten people on a skytrain, but that it's not okay to kill someone threatening your dog with a baseball bat. Some people will maintain that killing is wrong in all cases, and others may maintain that killing is right in both cases, due to differing ethical views. Regardless of that, all three people may believe that killing is inherently a bad thing (even the one that thinks attacking a dog merits that punishment). Ethics are also useful in dealing with politics and social justice, since it's possible to act on the basis of ethical contradiction (usually called hypocrisy) where someone will react differently to different situations that are logically equivalent. The common example is that asking most people to divert a train from a track on which it will hit 4 people to one where it will only kill one person usually receives a reply of "yes," but asking the same person if they, as a doctor, would take parts from one perfectly healthy person in order to save the lives of four people in need of transplants usually receives a reply of "no." It's strange, though, because logically, in both cases you're killing one uninvolved party for the sake of four others. This example is usually used to show the difference between morals and ethics, because the natural reaction is to use "moral sense", or your gut reaction, instead of an ethical theory. Most ethical theories (other than ethical egoism and moral sense) will answer both questions with the same answer, which simply shows the potential usefulness of approaching ethics from a rational direction. So basically, morals is how you feel about an action, ethics is about how you should act. If you've ever thought to yourself "this feels wrong, but I know it's right," you have a case of ethics overriding morals, and if you've ever thought "this feels wrong so I'm not doing it, even though I know it would be right," you have a case of morals overriding ethics.
  10. http://en.wikipedia.org/wiki/Truth Surprisingly, this is actually quite thorough.
  11. Well, I took math HL and I got a 7. Right now I'm going to university and taking advanced-level pure math courses, and from this perspective, math HL looks like a purely technically-based cake walk. Really, they say they give you new and interesting problems, but if you study from a good textbook and use past exams, then there's nothing that should really catch you up. Basically, you need some talent, at the very least, and a good conceptual grasp of functions, vectors, and probability. That being said, I'm far from being considered a genius, by any standards, and I did manage just fine, along with 3 other students in my class. You should do Math HL if you're good at math and if you want to go in to math or science at university. Note that most schools will provide inadequate teaching, so you are going to need to do alot of self-study to do well in the course. I basically read Stewart Calculus from chapters 1 to 7, as well as 10 and 11, and then did complex numbers, probability, and linear algebra straight from the course book. Basically, if your teacher doesn't get a few 6es and 7s every year, then they're not really qualified to be teaching the course, and they shouldn't be putting students in to exams unprepared.
  12. I'm seeing an issue in this topic as is, namely that when you resolve to talk about something, it doesn't mean you've got a reasonable way of philosophizing about that topic. Is violence in relationships okay? The incredibly obvious answer is no, and if you were to argue yes, you'd have a hard time convincing people, unless you did the extreme relativist approach, in which case your presentation would have no substance. The other questions might involve examining the irrational case in which someone doesn't leave an abusive partner, in which case, you're in to psychology, because most people would jump to the conclusion that if it's bad for you, you shouldn't do it. Basically, I can't see any questions that one might ask in order to produce a meaningful philosophical debate, with the topic as it stands. That being said, a question closely related and quite possibly worth examining would be to question the extent that it would be okay for a third party to attempt to interfere in an abusive relationship. What if through some twist of personality, they seek and require abuse and/or degradation in order to feel complete? There was an effect studied in psychology in which hostages in bank heists developed attraction and adoration for their capturers, no matter how poorly they were treated. The question one might ask would be whether or not we have the right to tell someone that they should not feel this way, and if it's justified to stop people from putting themselves in to situations in which they are being abused.
  13. IB tends to have this nice way of making everyone think things are far more ordered and requirement-based than they actually are, and IOCs are a big one, for that. If a student walks in and sounds as if they're fitting whatever passage they get in to some arbitrary, memorized IOC scheme, markers are instructed to lower the student's mark, because it shows, clearly, that the student has no understanding of what structure is, and why it's important in an IOC. Basically, you want to talk about the work. You don't want to talk about this, then this, then this, etc, because that's basically another way of telling IB you missed the point. What you do want, on the other hand, is to talk in a way that seems logical, to the examiner. As a personal example, when I did my own IOC (which was 29/30), I got lucky enough to speak on a Keats poem, Ode on a Grecian Urn. Basically, I spent the entire time talking about why it was an ode, ie. I discussed how the speaker was interacting with this object, and from there, I went in depth with individual passages and thoughts that were carried through, until I argued that the conclusion of the poem (where the author decides that this piece of art has given him insight in to human nature and mortality) was developed throughout the poem itself in a way that mirrored how a reader would read the poem, which I thought was really cool, because Keats was almost writing an ode on the ode he was currently writing. Of course the process involved discussion of some other themes, lines of importance, etc. but the only structure that I had to follow was to tie everything in to the general purpose or movement of the piece. When you do your own IOC, that's all you have to do, as well. If it's a passage from a greater work, talk about how it moves the work from one state to another (if it does that) or what it provides to the reader. If you get in to major themes, you can talk about how the passage develops and possibly offers new insights in to them, and if there's a particularly striking part of the passage, you can discuss inflection and the choice of placement. Overally, I think the best way to find meaning for an IOC is to think to yourself "why should I care about this passage more than another passage?" or in the case of a poem "why should I read this poem and think about it?"
  14. Banned for not starting a post with banned.
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