DOCSLIB.ORG

Extended Essay Extended Essay Guide

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Extended Essay Extended Essay Guide Guide Extended essay Extended essay Guide Published February 2016 Updated October 2020 Published by International Baccalaureate Organization 15 Route des Morillons 1218 Le Grand-Saconnex Geneva, Switzerland Represented by IB Publishing Ltd, Churchillplein 6, The Hague, 2517JW The Netherlands © International Baccalaureate Organization 2016 The International Baccalaureate Organization (known as the IB) offers four high-quality and challenging educational programmes for a worldwide community of schools, aiming to create a better, more peaceful world. This publication is one of a range of materials produced to support these programmes. The IB may use a variety of sources in its work and checks information to verify accuracy and authenticity, particularly when using community-based knowledge sources such as Wikipedia. The IB respects the principles of intellectual property and makes strenuous efforts to identify and obtain permission before publication from rights holders of all copyright material used. The IB is grateful for permissions received for material used in this publication and will be pleased to correct any errors or omissions at the earliest opportunity. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior written permission of the IB, or as expressly permitted by law or by the IB’s own rules and policy. See www.ibo.org/copyright. IB merchandise and publications can be purchased through the IB store at store.ibo.org. Email: [email protected] International Baccalaureate, Baccalauréat International and Bachillerato Internacional are registered trademarks of the International Baccalaureate Organization. IB mission statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. Table of Contents 1. Introduction....................................................................................................... 13 1.1. Introduction to the Diploma Programme................................................................... 13 1.1.1. The Diploma Programme model.......................................................................................................... 13 1.1.2. Choosing the right combination........................................................................................................... 14 1.2. The core of the Diploma Programme.......................................................................... 15 1.3. Coherence in the core........................................................................................................ 17 1.3.1. Supporting, and being supported by, the academic disciplines............................................... 17 1.3.2. Fostering international-mindedness.................................................................................................... 17 1.3.3. Developing self-awareness and a sense of identity....................................................................... 18 1.4. Approaches to teaching and learning......................................................................... 19 1.5. Approaches to teaching and learning and the extended essay......................... 20 1.6. Approaches to teaching.................................................................................................... 21 1.7. Approaches to learning..................................................................................................... 26 1.8. The IB mission statement and the IB learner profile............................................... 31 1.9. Academic honesty............................................................................................................... 32 1.9.1. Acknowledging the ideas or work of another person—minimum requirements............... 32 1.10. Learning diversity and learning support requirements....................................... 33 2. Overview of the extended essay...................................................................... 34 2.1. The extended essay at a glance..................................................................................... 34 2.2. Prior learning......................................................................................................................... 35 2.3. The nature of the extended essay................................................................................. 36 2.4. Engaging with sensitive topics....................................................................................... 37 2.5. Policies relevant to the extended essay...................................................................... 37 2.6. Aims.......................................................................................................................................... 37 2.7. Assessment objectives....................................................................................................... 38 2.8. Reflection in the core......................................................................................................... 39 2.9. Reflection in the extended essay................................................................................... 41 3. Supporting the extended essay....................................................................... 42 3.1. Administrative requirements of the extended essay.............................................. 42 3.2. Pedagogical support for the extended essay............................................................ 44 5 3.2.1. The school...................................................................................................................................................... 44 3.2.2. Diploma Programme/extended essay coordinator........................................................................ 45 3.2.3. The supervisor.............................................................................................................................................. 46 3.2.4. The student................................................................................................................................................... 48 3.3. The role of the librarian..................................................................................................... 50 3.3.1. Overview of the librarian’s role............................................................................................................. 50 3.3.2. Support for the extended essay............................................................................................................ 50 3.4. Important note on the role of external mentors...................................................... 53 3.5. Researcher's reflection space.......................................................................................... 54 3.5.1. The nature of the RRS............................................................................................................................... 54 3.5.2. The role of the RRS..................................................................................................................................... 54 3.5.3. The student–supervisor relationship................................................................................................... 55 4. Introducing students to the extended essay.................................................. 57 4.1. Introducing students to the extended essay............................................................. 57 4.2. The supervision process.................................................................................................... 57 4.3. Distinguishing between a supervision session and a reflection session.......... 58 4.3.1. Check-in sessions ....................................................................................................................................... 58 4.3.2. Formal reflection sessions....................................................................................................................... 58 4.4. Supporting the mandatory reflection sessions......................................................... 59 4.4.1. Reflection sessions...................................................................................................................................... 59 4.5. Preparation for the first reflection session................................................................. 60 4.6. First formal reflection session......................................................................................... 61 4.7. Preparation for the interim reflection session........................................................... 61 4.8. The interim reflection session......................................................................................... 62 4.9. Accommodating a change of direction....................................................................... 62 4.10. Commenting on a draft version of the extended essay...................................... 63 4.11. Submission requirements..............................................................................................
Load more

Recommended publications
  • Thesis.Pdf (7.518Mb)
    “Let’s Go Back to Go Forward” History and Practice of Schooling in the Indigenous Communities in Chittagong Hill Tracts, Bangladesh Mohammed Mahbubul Kabir June 2009 Master Thesis Master of Philosophy in Indigenous Studies Faculty of Social Sciences, University of Tromsø, Norway ‘‘Let’s Go Back to Go Forward’’ History and Practice of Schooling in the Indigenous Communities in Chittagong Hill Tracts, Bangladesh Thesis submitted by: Mohammed Mahbubul Kabir For the Degree of Master of Philosophy in Indigenous Studies Faculty of Social Sciences, University of Tromsø, Norway June 2009 Supervised by: Prof. Bjørg Evjen, PhD. 1 Abstract This research deals with the history of education for the indigenous peoples in Chittagong Hills Tracts (CHT) Bangladesh who, like many places under postcolonial nation states, have no constitutional recognition, nor do their languages have a place in the state education system. Comprising data from literature and empirical study in CHT and underpinned on a conceptual framework on indigenous peoples’ education stages within state system in the global perspective, it analyzes in-depth on how the formal education for the indigenous peoples in CHT was introduced, evolved and came up to the current practices. From a wider angle, it focuses on how education originally intended to ‘civilize’ indigenous peoples subsequently, in post colonial era, with some change, still bears that colonial legacy which is heavily influenced by hegemony of ‘progress’ and ‘modernism’ (anti-traditionalism) and serves to the non-indigenous dominant group interests. Thus the government suggested Bengali-based monolingual education practice which has been ongoing since the beginning of the nation-state for citizens irrespective of ethnic and lingual background, as this research argued, is a silent policy of assimilation for the indigenous peoples.
    [Show full text]
  • Adult Education and Indigenous Peoples in Norway. International Survey on Adult Education for Indigenous Peoples
    DOCUMENT RESUME ED 458 367 CE 082 168 AUTHOR Lund, Svein TITLE Adult Education and Indigenous Peoples in Norway. International Survey on Adult Education for Indigenous Peoples. Country Study: Norway. INSTITUTION Nordic Sami Inst., Guovdageaidnu, Norway.; United Nations Educational, Scientific, and Cultural Organization, Hamburg (Germany). Inst. for Education. PUB DATE 2000-00-00 NOTE 103p.; For other country studies, see CE 082 166-170. Research supported by the Government of Norway and DANIDA. AVAILABLE FROM For full text: http://www.unesco.org/education/uie/pdf/Norway.pdf. PUB TYPE Reports Research (143) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS Access to Education; Acculturation; *Adult Education; Adult Learning; Adult Students; Colleges; Computers; Cultural Differences; Culturally Relevant Education; Delivery Systems; Dropouts; Educational Administration; Educational Attainment; *Educational Environment; Educational History; Educational Needs; Educational Opportunities; Educational Planning; *Educational Policy; *Educational Trends; Equal Education; Foreign Countries; Government School Relationship; Inclusive Schools; *Indigenous Populations; Language Minorities; Language of Instruction; Needs Assessment; Postsecondary Education; Professional Associations; Program Administration; Public Policy; Rural Areas; Secondary Education; Self Determination; Social Integration; Social Isolation; State of the Art Reviews; Student Characteristics; Trend Analysis; Universities; Vocational Education; Womens Education IDENTIFIERS Finland; Folk
    [Show full text]
  • Social Policies and Indigenous Peoples in Taiwan
    Faculty of Social Sciences University of Helsinki Finland SOCIAL POLICIES AND INDIGENOUS PEOPLES IN TAIWAN ELDERLY CARE AMONG THE TAYAL I-An Gao (Wasiq Silan) DOCTORAL THESIS To be presented, with the permission of the Faculty of Social Sciences of the University of Helsinki, for public examination in lecture room 302, Athena, on 18 May 2021, at 8 R¶FORFN. Helsinki 2021 Publications of the Faculty of Social Sciences 186 (2021) ISSN 2343-273X (print) ISSN 2343-2748 (online) © I-An Gao (Wasiq Silan) Cover design and visualization: Pei-Yu Lin Distribution and Sales: Unigrafia Bookstore http://kirjakauppa.unigrafia.fi/ [email protected] ISBN 978-951-51-7005-7 (paperback) ISBN 978-951-51-7006-4 (PDF) Unigrafia Helsinki 2021 ABSTRACT This dissertation explores how Taiwanese social policy deals with Indigenous peoples in caring for Tayal elderly. By delineating care for the elderly both in policy and practice, the study examines how relationships between indigeneity and coloniality are realized in today’s multicultural Taiwan. Decolonial scholars have argued that greater recognition of Indigenous rights is not the end of Indigenous peoples’ struggles. Social policy has much to learn from encountering its colonial past, in particular its links to colonization and assimilation. Meanwhile, coloniality continues to make the Indigenous perspective invisible, and imperialism continues to frame Indigenous peoples’ contemporary experience in how policies are constructed. This research focuses on tensions between state recognition and Indigenous peoples’
    [Show full text]
  • European Charter for Regional Or Minority Language
    Your ref. Our ref. Date 2006/2972 KU/KU2 ckn 18 June 2008 European Charter for Regional or Minority Language Fourth periodical report Norway June 2008 Contents Preliminary section 1. Introductory remarks 2. Constitutional and administrative structure 3. Economy 4. Demography 5. The Sámi language 6. The Kven language 7. Romanes 8. Romany 1 Part I 1. Implementation provisions 2. Bodies or organisations working for the protection and development of regional or minority language 3. Preparation of the fourth report 4. Measures to disseminate information about the rights and duties deriving from the implementation of the Charter in Norwegian legislation 5. Measures to implement the recommendations of the Committee of Ministers Part II 1. Article 7 Objects and principles 2. Article 7 paragraph 1 sub-paragraphs f, g, h 3. Article 7 paragraph 3 4. Article 7 paragraph 4 Part III 1. Article 8 Educations 2. Article 9 Judicial authorities 3. Article 9 paragraph 3 Translation 4. Article 10 Administrative authorities and public service 5. Article 10 paragraph 5 6. Article 11 Media o Article 11 paragraph 1 sub-paragraph a o Article 11 paragraph 1 sub-paragraph b o Article 11 paragraph 1 sub-paragraph c o Article 11 paragraph 1 sub-paragraph e o Article 11 paragraph 1 sub-paragraph f o Article 11 paragraph 1 sub-paragraph g o Article 11 paragraph 2 7. Article 12 Cultural activities and facilities 8. Article 13 Economic and social life Preliminary section 1. Introductory remarks This fourth periodical report describes the implementation of the provisions of the European Charter for regional or minority languages in Norway.
    [Show full text]
  • The Role of the Libraries in the Norwegianization Policy 1880-1905 Geir Grenersen Department of Culture and Literature
    The University of Akron IdeaExchange@UAkron Proceedings from the Document Academy University of Akron Press Managed January 2016 The Role of the Libraries in the Norwegianization Policy 1880-1905 Geir Grenersen Department of Culture and Literature. The Arctic University of Norway. Tromsø, Norway, [email protected] Please take a moment to share how this work helps you through this survey. Your feedback will be important as we plan further development of our repository. Follow this and additional works at: https://ideaexchange.uakron.edu/docam Part of the Library and Information Science Commons Recommended Citation Grenersen, Geir (2015) "The Role of the Libraries in the Norwegianization Policy 1880-1905," Proceedings from the Document Academy: Vol. 2 : Iss. 1 , Article 11. DOI: https://doi.org/10.35492/docam/2/1/11 Available at: https://ideaexchange.uakron.edu/docam/vol2/iss1/11 This Conference Proceeding is brought to you for free and open access by University of Akron Press Managed at IdeaExchange@UAkron, the institutional repository of The nivU ersity of Akron in Akron, Ohio, USA. It has been accepted for inclusion in Proceedings from the Document Academy by an authorized administrator of IdeaExchange@UAkron. For more information, please contact [email protected], [email protected]. Grenersen: The Role of the Libraries in the Norwegianization Policy 1880-1905 The Sámi and Kven in the Library History of Norway The national library history in Norway is a grand narrative describing how literary clubs and public libraries were established
    [Show full text]
  • Norwegian Policy on Sami Language Learning and Preservation
    Norwegian Policy on Sami Language Learning and Preservation 185 committee on education studies FACULTY OF PEDAGOGY AND PSYCHOLOGY of the polish academy of sciences UNIVERSITY OF BIALYSTOK ISSN 67-3528 08, Vol. I (LXXI) DOI: 0.2478/poljes-08-0015 Norwegian policy on sami language learning and preservation Olga Shchukina1, Maksim Zadorin2, Ivan Savelev3, Irina Ershova4, Tatiana Konopleva5 ABSTRACT The article discusses the government policy of Norway, one of the countries that has significantly succeeded in solving ethnocultural problem. It introduces the main stages of the Norwegian government policy towards the Sami people. Special atten- tion is given to the problem of preserving the cultural identity of the Sami and the status of the Sami language in Norwegian society. The article presents the problem of learning and preserving the Sami language through the analysis of Norwegian official state legislation which constitutes the methodological basis of the article. It also considers a number of local and international conventions and acts that are designed to protect Sami rights, as well as the effects these conventions and acts have on the status and situation of the Sami language in Norway. The current status of the Sami language and educational perspectives are considered in a comparative and historical framework. The results presented in the article are intended to raise awareness of cultural identity and inequality of educational opportunities based on ethnic minority background. KEYWORDS: Sami, Sami languages, indigenous peoples, language learning. Northern (Arctic) Federal University named after M.V.Lomonosov, Arkhangelsk, Russia. E-MAIL: [email protected] Northern (Arctic) Federal University named after M.V.
    [Show full text]
  • Riddu Riddu, Joik Or Rock-N-Roll ?
    Riddu Riddu, joik or rock-n-roll ? A study of Riddu Riddu Festivála and its role as a cultural tool for ethnic revialization Anastassia Valerievna Leonenko Thesis submitted for the degree: Master of Philosophy in Indigenous Studies Faculty of Social Sciences, University of Tromsø April 2008 Riddu Riđđu, joik or rock-n-roll? A study of Riddu Riđđu Festivála and its role as a cultural tool for ethnic revitalization Anastassia Valerievna Leonenko Thesis submitted for the degree: Master of Philosophy in Indigenous Studies Faculty of Social Sciences, University of Tromsø Norway April 2008 To Alexandre Descomps and our baby II Acknowledgements This master thesis is a result of the contribution of different individuals and organisations. First, I am grateful to the University of Tromsø that opened my path to an international academic milieu by admitting me to the Indigenous Master Programme where I met my classmates from all over the world, Saami professors with personal experience in the indigenous self-determination movement, and other researchers on indigenous issues. Moreover, the Centre for Sámi Studies played an active role in my educational process, by organising seminars (at Skibotn) and conferences (the Forum for Development Cooperation with Indigenous Studies), trips to Finnmark (Karasjok, Kautokeino, Alta) and to Kåfjord (Manndalen) and finally, funding my research project. My gratitude goes as well to the Norwegian State Educational Loan Fund (Lånekassen) and the Centre for Environment and Development (SEMUT) for their financial support that made this research possible. My greatest gratitude and thanks go to my supervisor Bjørn Bjerkli, Associate Professor at the Department of Social Anthropology at the Tromsø University, who devoted a great deal of his time reading and commenting on my work.
    [Show full text]
  • The Indigenous World 2008
    THE INDIGENOUS WORLD 2008 Copenhagen 2008 THE INDIGENOUS WORLD 2008 Compilation and editing: Kathrin Wessendorf Regional editors: The Circumpolar North & North America: Kathrin Wessendorf Central and South America: Alejandro Parellada Australia and the Pacific: Kathrin Wessendorf Asia: Christian Erni and Mille Lund Africa: Marianne Wiben Jensen International Processes: Lola García-Alix Cover and typesetting: Jorge Monrás Maps: Berit Lund and Jorge Monrás English translation and proof reading: Elaine Bolton Prepress and Print: Eks-Skolens Trykkeri, Copenhagen, Denmark © The authors and The International Work Group for Indigenous Affairs (IWGIA), 2008 - All Rights Reserved The reproduction and distribution of HURRIDOCS CIP DATA information contained in The Indige- Title: The Indigenous World 2008 nous World is welcome as long as the Edited by: Kathrin Wessendorf source is cited. However, the transla- Pages: 578 tion of articles into other languages ISSN: 1024-0217 and the reproduction of the whole ISBN: 9788791563447 BOOK is not allowed without the con- Language: English sent of IWGIA. The articles in The In- Index: 1. Indigenous Peoples – 2. Yearbook – digenous World reflect the authors’ 3. International Processes own views and opinions and not nec- Geografical area: World essarily those of IWGIA itself, nor can Publication date: April 2008 IWGIA be held responsible for the ac- curacy of their content. The Indigenous World is published Distribution in North America: annually in English and Spanish. Transaction Publishers 300 McGaw Drive Director: Lola García-Alix Edison, NJ 08837 Administrator: Anni Hammerlund www.transactionpub.com This book has been produced with financial support from the Danish Ministry of Foreign Affairs, NORAD, Sida and the Ministry for Foreign Affairs of Finland.
    [Show full text]
  • Indigenous Internal Selfdetermination in Australia and Norway
    i Indigenous internal self-determination in Australia and Norway by Pia Solberg A thesis in fulfillment of the requirements for the degree of Doctor of Philosophy School of Humanities & Languages Faculty of Arts & Social Sciences The University of New South Wales October 2016 iv Table of Contents Acknowledgments.........................................................................................................vii Language and terminology.............................................................................................ix Abstract..........................................................................................................................x Introduction.................................................................................................................11 Approaches to the problem.............................................................................13 Why compare with Norway and the Sami?.....................................................17 My approach..................................................................................................20 The structure of this thesis..............................................................................24 PART ONE: HISTORY MATTERS.............................................................................26 Chapter One. Early Colonisation...........................................................................27 Introduction........................................................................................................27 Sapmi:
    [Show full text]
  • Challenges to Sámi Indigenous Sovereignty in an Era of Climate Change
    Challenges to Sámi Indigenous Sovereignty in an Era of Climate Change BY Paula I. Smith Submitted to the graduate degree program in Geography and Atmospheric Science and the Graduate Faculty of the University of Kansas in partial fulfillment of the requirements for the degree of Master of Arts. _____________________________ Chairperson: Stephen L. Egbert _____________________________ Committee Member: Peter Herlihy ______________________________ Committee Member: Daniel Wildcat Date Defended: August 28, 2017 The Thesis Committee for Paula I. Smith certifies that this is the approved version of the following thesis: Challenges to Sámi Indigenous Sovereignty in an Era of Climate Change _____________________________ Chairperson: Stephen L. Egbert Date approved: August 31, 2017 ii Acknowledgments I would like to thank those who saw this thesis to the end. Especially, my advisor Dr. Stephen L. Egbert for his support, patience, and respect during the thesis process. Dr. Daniel Wildcat who always had words of wisdom and a funny story to share. Dr. Joane Nagel asking, “Paula, what is it you want?” and soon thereafter, making the impossible possible and pushing my limits. I will forever be indebted to her. To my dear friend Dr. Megan Holroyd who took on my children while I travelled abroad and the countless video chats during this time. To my father, Chippy, for saying “yes” when I needed him and my mother who saw me to the end. Also, thank you to my grandma “B” for visiting with me throughout these last few years. The Turi family, I am forever grateful to have participated in the reindeer migration and allowing me to learn and make mistakes.
    [Show full text]
  • Nature, Wealth, and Poverty in the Arctic
    NatureNATURE, Wealth WEALTH, and Poverty AND POVERTY IN THE ARCTIC Today’s Menu • The Changing Arctic its impact • Who are the Arctic Peoples? – History of change: from tradition to modernity – Domination, inequality, and poverty – The emergence of self-governance • What is the impact of climate change and resource exploitation on Arctic Peoples? – Positive impacts – Negative impacts • The role of science and indigenous knowledge • An Inuit story (short film) People of the Arctic • Greenland was granted home rule within the Danish Kingdom in 1979 and, in 2008, in a referendum on greater independence for Greenland, voters elected to expand home rule and, among united nations permanent forum on indigenous issues other things, replace Danish with Greenlandic as the official language. • The Sámi people of Northern Europe, estimated to total around 100,000, are politically represented by three Sámi parliaments in Sweden, Norway and Finland. In 2000, these three Sámi Parliaments established a council of representatives between them, called the Sámi Parliamentary Council. • In Norway, the status of the Sámi as a people is officially recognized by a constitutional amendment. In contrast, Finland considers its approximately 7,000 Sámi a linguistic minority rather than an indigenous people. • Although officially Russia only recognizes some 50,000 indigenous persons, it is estimated that a total of 44 indigenous peoples – or around 250,000 individuals – currently live in Russia, ranging from large groups such as the Evenk and Nenets to small groups such as the Enets and Orok. • Approximately half of the 42,000 people living in Canada’s Northwest Territories (NWT) are indigenous and, over the last 25 years, land claims and self-government negotiations have recognized indigenous rights.
    [Show full text]
  • VUOIŊŊALAŠVUOHTA—Sámi Spirituality, Yoik and Its
    religions Article VUOIŊŊALAŠVUOHTA—Sámi Spirituality, y Yoik and Its Relations Tuula Sharma Vassvik Independent Researcher, 0482 Oslo, Norway; [email protected]; Tel.: +47-930-30877 North Sámi for spirituality. y Received: 7 August 2020; Accepted: 21 September 2020; Published: 10 October 2020 Abstract: The subject of identity is important in today’s political landscape. This article explores the way in which indigenous identity in particular is a contested subject, taking into account the way indigeneity in itself was, and still is, created within colonial contexts. The “validity” of indigenous peoples and their political aims, as well as their right to live according to their own cultural paths, will often be determined according to racist ideas connected to authenticity and its stereotypical demands. Such concepts can furthermore turn inward, disconnecting indigenous peoples from their own heritage. How ideas of authenticity affect indigenous individuals and their processes of identification serves as a central question within this text. Central to the Standing Rock movement was the focus on spirituality and religion grounded in Lakota traditions and other indigenous cultures. The text accounts for how these practices affected Marielle Beaska Gaup, Sámi artist, activist, and mother, especially through her experiences as a juoigi, a traditional Sámi yoiker. The ever-present singing and drumming at camp, chiefly during the summer, tied the mundane and ritualistic together, a characteristic mirroring traditional Lakota and Sámi ways of life, in which the spiritual at times seem to be an integral part of daily life. Building upon Marielle’s observations, the text looks at the way indigenous people’s relationships with spiritual traditions can affect processes of identification, and how indigenous identity can be intimately link to its spiritual heritage.
    [Show full text]