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aberrant_apple

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  • Gender
    Female
  • Exams
    May 2012
  • Country
    Canada
  1. I'm also in Ontario, Canada. We're one of only 2 IB schools in the city and the only one that is public. I have a brother going through the normal curriculum so I've noticed some of the similarities/differences with IB. While the curriculum is the same for the most part, easier even in some cases, it's really all the added work that makes IB so much harder. The regular curriculum can be easily managed depending on what courses are taken, but IB adds so many extra assignments that it gets very demanding. Content wise though they are very similar, IB is just more thorough and in-depth. There are
  2. 1. What is your real name and what are any nicknames you have? Siobhan (pronounced Shi-von); no nick names but people sometime pronounce my name as it's written instead, which often leads to a variety of interesting interpretations 2. Where are you from? Windsor, ON (Canada) 3. Tell us about a unique or quirky habit of yours. Socks are probably my favourite article of clothing (?) 4. What are you passionate about? Hmmm, reading, drawing…and thinking? 5. What will you be like when you're 75? That batty old lady in the big house at the end of the street, but also like that awesome, eccentric gre
  3. The one thing I'm truly happy about right now is the fact that they let IB students take the French B SL exam a year early at my school, so we did it in May. Our school actually does a lot of the major assignments in the 1st year of IB to take some pressure off the exam year. One of the most difficult things I find is the fact that we still have to learn all of the Ontario curriculum material on top of the IB coursework, which includes Exams on said material and lots of unnecessary homework/assignments. As for homework, we generally get about 2-6 hours a night (mainly labs, readings and math h
  4. This is quite funny as this very question was essentially my final exam in the course (we were required to take a regular school-board exam apart from the IB assessments). From what I got out of it, TOK addresses the questions "What is knowledge?: and "How does one know?". In doing that, it invokes further speculation and more questions regarding the nature of knowledge and the ways in which we acquire. It also teaches how to note inherent problems, or "knowledge issues", with each knowledge claim. In doing all of this, it teaches students how to think critically and creatively by asking thie
  5. As stated before, what you take and how hard you find it really depends on you. Your interests, your strengths and your motivation. Well, that and how good your teacher is at teaching the material.My advice is to take the courses you think will help you get to where you want to be. For example, if you don't want to go into Math-Sciences at all, don't take the more difficult courses in those subjects because you feel you have to. The same applies for those not into the Arts/Humanities or Social Sciences. That was you can focus on what you want to do, rather than struggle with something you don;
  6. History: To what extent was Britain's desire to maintain a "balance of powers" detrimental to Anglo-German relations from 1909 - 1914? I was also wondering if this may be a bit too broad a topic for an EE, any thoughts?
  7. Although I did not do my History IA on Canada, I did study it as required by the government in pre-IB History, so I might be able to help. If you're looking for sources, I would probably search sites like statistics Canada and for Canadian legal documents regarding the policies of the two. There is also a rather large amount of educational sites and government run sites on the Great Depression in Canada, as it was documented almost as well here as it was in America. This includes pictures, memoirs, books, etc., there are even papers written directly by Bennett at the time. Searching google usi
  8. Wow, my sleep schedule is absolutely horrible… Weekdays: Anywhere from 1:30a.m.-4:00a.m. (depending on how much homework I get and whatever I have after school) to 7:30a.m. (my school starts fairly late) Weekends: From about 1:30-3:00a.m. to 11:00-11:30a.m. (I use weekends to catch up on sleep) Holidays: I become practically nocturnal and sleep through mornings entirely. I do pull an occasional all-nighter when the situation demands it Although I should note that I do handle little sleep relatively well, and going to bed late has always been pretty normal for me.
  9. Thank you! I've guessed that these were the general things that IB was looking for, but it is reassuring to see all of them put in a list format like this. Knowing what to do at each point in the essay, especially the intro and conclusion, is also very helpful. I suppose getting an A really is a matter of going "above and beyond the expectations", as it usually is. Do you by chance know roughly how much evaluation of sources is necessary? I mean, should I stick to evaluating a few more heavily sourced ones major ones and be a bit more thorough or should I be more general but include an evalu
  10. I have just recently begun my Extended Essay in history and was alarmed to find out from my teacher, who does mark exams and essays himself, that it is exceedingly difficult to get an A on it (based on the overall world average when compared to other subjects). What I was wondering is what exactly makes a History EE "A" level? What exactly are examiners looking for in terms of content or style? What can I do, even on a superficial level to improve my essay? I am fairly confident in my ability to analyze historical evidence and use historiography to provide a coherent conclusion, as I did get a
  11. Well, I am by no means an expert on the subject but this is what I have been told/doing in regards to CAS and it seems to be acceptable. According my IB coordinator they have changed the rules for CAS quite a bit in that there is less focus on hours and more on larger projects and what you are getting out of it. However, hours on a small scale are still important even if they don't have to be recorded per-say. In terms of what you should do, the creativity portion of the project is more than just taking lessons or doing creative things, it involves sharing what you have done and/or teaching ot
  12. My suggestion is if you are doing categorical data, which only has one variable, you should probably consider a bit more variables and then compare your results to draw conclusions. If you choose to quantify your categories and use 2-variable statistics, then you can analyze your data with greater depth through correlation. You have a good topic, its just a matter of choosing which methods you want to analyze and what angle you want to take and then going from there. (You were talking when I started writing this so…)
  13. Well, I'm only trying to make the time I have to spend on this just a bit less than it has to be as I have to do both regardless of what I choose. Time constraints are an issue. Additionally, I only need to have a set of data that I can plot on a graph, which most experiments have anyway. I do like the idea of dissolving a metal in acid though, I'll probably look a bit more into it
  14. Hmmm, it is a fairly broad topic and I agree with the comment about the bias in the question. While I see no reason to change your topic entirely as there is plenty of historiography, sources, etc. you can use, I do think that narrowing down some of your more broad, general terms is best. For example, you could explain how the League's inability to enforce the Treaty, or even the creation of the treaty, affected the conditions /sentiments in another country such as Germany or the US. You could also take a look at a particular country's involvement in the League and how that may have affected i
  15. Well, there are a lot of things you could do about Canadian History, specifically Quebecois History. My suggestion is to choose a time period that is somewhat related to your own history course or a general time period that your class is studying. For example, if you're doing History of the Americas or British History, Canada in the early 20th century, especially during the 1920s and 30s, is a good place to start. That way you could keep it relevant to your studies and possibly even include information you learned in the exams.If you don't want to take that route, you could start by using a la
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