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    May 2012
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  1. We used the 20th century world history one, and it was useful. The only problem is that it doesn't give you exact dates (it tends to give months) or figures as I would like (my school tends to take a "you need facts to justify everything you say" approach, so, uh, I need facts to justify everything I say). I didn't quite like the section on Rise/Rule of Single-Party States, since it didn't talk about any specific dictator in any great depth. The section on the Cold War is good, but beyond that, meh. We only really used it when studying for the document exam. I don't think it's too late to stud
  2. The moderation of the IOC's depends on the samples they select. If (hypothetically) your teacher has 10-15 favourites, and she gave them 1-2 more marks than IB feels they deserved (and, by some huge coincidence, they get selected for moderation), then you'll be moderated 1-2 points down. If your teacher was spot-on, then you won't be moderated. It's all about how close the grades your teacher gives for the moderated samples correlate with those that the examiners give. As for WL, I was under the impression that your teacher isn't supposed to even touch those with her pen, though she is theoret
  3. emyski: I sure hope you're not doing your IA on that subject! My friend wanted to do something like "how were the germans infuriated by the Treaty of Versailles 1919" and my teacher struck him down because you can't measure a person's infuriation! emyski pretty much said it all, but what I did, and what might work for you, is write my analysis first, then put the facts I analysed into my summary of evidence. It sounds weirder than it was, but it really helped me make sure that I didn't confuse the two. Another thing I'd suggest is writing point-form if your teacher allows it, since my friend's
  4. My school merges non-IB and IB kids into the same class, except in English and History, so there's generally 30 people per class. As an explanation (since somebody might ask): in my province, you have to do the provincial curriculum. There are, luckily, commonalities between IB and non-IB curricula that we don't have to do that much extra work (I lie: we take one extra class for every single class except French and Maths), but since it's a smaller school, they just bunch everybody together. Most kids end up doing certificated courses in the sciences and maths anyways, so it makes no huge diffe
  5. The way I see it, it's the "first nine terms" as in 0 < n < 9. I mean, the sum of the first 10 terms would probably be from 0 to 10, right? Though don't quote me on it Now for my own question (I'm not sure if it's been addressed yet, so I apologize if it has): why do they specifically ask us to consider x=1,a=2 and x=1,a=3 and THEN ask us to consider various other sequences where x=1? Is there any purpose to it or is it just so that we get the hang of things? Maybe I've been spending too much time in ToK...
  6. I vaguely remember the book from last year... Something along the lines of "How does the protagonist's change in mood reflect the corruption of his family" perhaps?
  7. It's been two years since I've touched that play, but... Shylock as a villain. I dare you. (seriously, don't do that) You could alternatively compare Merchant of Venice to Othello, which is kinda-sorta-maybe similar in the little Brabantio-Othello and Shylock-Bassanio subplot... Yeah, idk. Good luck, though?
  8. Maybe if you take the mass, and you throw it at an angle... but how would you measure the angle? "I threw it at some random angle. I don't really know what the angle was, but... yeah." Or, alternatively, throw it against/with the wind.
  9. I'm sorry I didn't make myself clear. I believe you misunderstood me. The signs are in wrong English already and the author is just collecting them and putting them together in a book. So the author isn't responsible for the choice of words and the use of language. And our teacher didn't tell us much on what we're supposed to do. Basically, we're analyzing texts right now. Determining the text type, content, author, purpose, intended audience, audience reaction and stylistic devices. Something to consider: why did the author pick the signs s/he did? How do those signs make you feel? Why do th
  10. For n = i, what's the value of Sn? It doesn't really work. For a and x, I guess you could use different types of numbers. It might be a good idea, actually..
  11. If you go off topic and aren't specific enough, then you need to outline before you write. If you have 1hr to write, for example, a commentary, spend 15-20 minutes analysing, then 10-15 minutes outlining, and the rest of the time writing. It's not impossible to write a good essay in 30 minutes, especially when you already have your main ideas decided upon. If you have an in-class essay to write, and you're not allowed to bring in the text, then predict the topic. For example, if you have to write an essay on the techniques (as I believe is required on Paper 2), then memorise a few quotes which
  12. What I'd do is prove that it fits the data well, and then try to revise it anyways, then compare the two functions. Of course, even my math teacher said my portfolio was way-overkill (I literally pulled out all the stops), so I guess it really depends. Either way, imo, if you want to say that it fits the data well, you should prove it fits the data well. And unless you have something like r2 = 0.95ish (which is possible), then you should be able to revise your function... from what I remember. Maybe try making really small tweaks to the function (a +/- 0.01, b +/- 0.01) and seeing how well it
  13. This is, imo, definitely an interesting topic, but I'm not sure how well you could address reason. Reason doesn't seem to play a huge role in justification. We tend to justify discrimination using emotion, though I suppose you could talk about stereotypes when you discuss reasoning. It's a bit of a stretch: if we stereotype a group as being bad in some way, because of 1+ member(s) of that group, and we apply that stereotype to all members of that group, basing our hatred on the stereotype, then we are using (inductive) reasoning. Definitely let me know how it goes, and good luck!
  14. My biggest fear is waking up one day and finding that my computer, with my EE and IAs, fried its HD. Do you believe that everybody is unique?
  15. Well, I can point out two issues imo: which body part? The brain (which lobe?)? The skeleton (which part/bone?)? A muscle (which muscle?)? Where are you expecting it to produce growth? e.g.: How will the release of lactic acid in the triceps surae (a muscle) affect the growth hormone production, and will it stimulate growth of the muscle? Now you have to ask yourself if that's a question you can answer within 4000 words. If you can answer it well within 4000 words, then it's a good topic. If you can't answer it in at least 3000 words, then it's not a good topic. I'd suggest doing some literatu
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