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IBY2 student Renato Zimmerman of Brazil, writes about his experience with the Extended Essay.
The Extended Essay is a core component of the International Baccalaureate Diploma program. It is a research paper of up to 4,000 words giving students an opportunity to conduct independent research or investigation on a topic that interests them.
When starting IB, I knew that it would be tough, especially coupled with college applications, SATs and all other pressures that I knew I’d encounter in senior year. As you might know, a big part of the IB is your written assignments, which impact on your grade can vary depending on the subject. The most in-depth of these written assignments is of course the extended essay (EE), which might not have as much of an impact in your ending grade in class, but will definitely get you a taste of college assignments in high school and impact whether you receive the IB Diploma.
By now all my written assignments are done and so are the challenges they caused me. The last one was last Sunday, and its cause was not a rush to actually finish my EE but the excruciatingly boring task of citing my sources, which were about four hours (that’s how it is with history EEs) of insanity. Before that, I had several other breakdowns when I decided to actually read some of the essay’s rubrics and noticed those little details that predatory IB correctors can use to interpret your understanding as “good” and not “excellent,” which can cost you some points. There are a couple of lessons I learnt from this experience that I’ll definitely try to use in college and that I’d like to share and hopefully spare prospective IB students from a couple of stressful hours.
I’ll cut the whole “don’t procrastinate” talk as IB advice doesn’t get as mainstream as this, though keep in mind it’s mainstream for a reason, and procrastinating had the best of several of my friends.
Probably the first thing I’d do if I traveled back to junior year, when I was just starting to think of my IB assignments, would be to read the actual rubrics for each of my subject assignments and keep them by my side as I was writing them or googling “how to write a good [subject] IA” right off the bat so I can have an idea not of what to write (you’ll find enough info) but how much to write and where. I say this because I came to peace with the fact that while spilling your thoughts and all the amazing facts you found in your research might make an interesting essay for you, the people that will correct it are a) probably just as tired as you are b) not familiar with how wonderful of a person you are and c) following the essay criteria to the word in order to score your essay accurately. The IB has a specific format for the written assignments, so don’t think that you can make your own essay the way you want and try to argue that you did include that bit of information in some part of the essay. The correctors are not your friends, they are strangers, so the best thing you can do is follow the format just as seen on the papers they have with them to make their job easier, which will also make all your ideas much clearer.
As I said in the beginning of this post, my last mental breakdown was caused by the whole citing process. Having your sources in MLA format are the norm for any of your essays, and even though sites like easybib or my hipster option, bibme, are right there to get the tough work done for you, sometimes your computer just won’t cooperate as much with you and your web sources will play ‘find Waldo’ with their author’s name or date written. In order to reduce that stress and spare your computer from all the things I wish I did to mine, just make sure you get all those sources cited by the end of every writing session and put in the very end of your essay. Once you’re done, don’t forget to get them in alphabetical order. Before you internally slap me on the face for telling you that, there is this option in Microsoft word under “paragraph” that looks like an A over a Z next to an arrow pointing down which will do it for you. Now you can internally hug me.
Now, the actual exams will be here soon enough and I’m getting ready for the next round of challenges. If you are just starting the IB, or plan on doing it, it’s worth it and I wish you good luck.
 
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The extended essay is part of the International Baccalaureate® Diploma at EF Academy. The IB is a world-renowned qualification for students who seek a broad and challenging curriculum that helps them develop all the skills needed for success at university. Thanks to EF Academy’s unmatched internationalism, our students live the IB ethos every single day.

IBY2 student Renato Zimmerman of Brazil, writes about his experience with the Extended Essay.

Small EE tips that might save you from headaches - EF Academy Blog

Small EE tips that might save you from headaches ‹ EF Academy Blog

Small EE tips that might save you from headaches

Small ee tips might save headaches

High school students in the US who are interested in challenging themselves academically can choose to enroll in rigorous university-preparatory programs such as the College Board’s Advanced Placement (AP) or the International Baccalaureate® (IB) Diploma, depending on what their school offers.
Both courses offer unique benefits, but have different educational goals. AP programs are more common in US high schools and are comprised of subject-specific college-level academic classes. Teachers develop their own curriculum based on course requirements and AP standards. The IB is a pre-college, international-perspective program with a focus on six subject areas. The curriculum is created by an international committee of teachers. In addition to coursework, IB students participate in community service, personalized research and a holistic approach to learning, focusing on how subject matter works with each other.
Breaking down the IB
At EF Academy, we offer the IB because it challenges students to grow outside of the classroom, it prepares students for the challenging and competitive education environment they’ll find at university, and it is internationally recognized.
The structure of the IB program acquires breadth and depth of knowledge and understanding, as students are required to study courses from six different subject groups. IB Diploma students must choose one subject from each of the five groups, ensuring knowledge and understanding in their best language, additional languages, humanities, the experimental sciences and mathematics.
“The IB program is different from AP classes because it encourages students to be global citizens who are active in various aspects of school life, to be compassionate toward their peers, and to develop the skills to be life-long learners,” says Patrick Dunn, Head of Humanities and former IB Coordinator at EF Academy New York.
The course structure of the two academic paths is also very different. Those following the AP academic path can select individual yearlong courses, of which there are more than 30 to choose from, while the IB Diploma program is a two-year curriculum that covers Grades 11 and 12 (the last two years of secondary school).
“With the IB program students not only get an academic education in six subjects, but they also learn research skills while preparing and writing an Extended Essay of 4,000 words, participate in a Creativity, Action, Service (CAS) project over 18 months, and learn how to question during the Theory of Knowledge course of 100 hours – all of which AP does not offer,” Mr. Dunn says.
He adds: “With the IB covering topics over a two-year period, versus a one-year program like the AP, much more time is given to developing a richer knowledge of subjects by going deeper into the content of the courses.”
IB and higher education
According to IBO, “several studies commissioned by the IB have concluded that, compared to their peers, IB students tend to go to university at higher rates, go to more selective universities, and perform better once there.”
Some of these conclusions include:
<ul>
<li>Former IB students in the U.S. are significantly more likely to attend a “selective” or “highly selective” institution compared to the average U.S. university applicant.</li>
<li>In the U.S., a comparison of four IB standard level courses and similar AP courses assigned the IB SL courses equal or higher grades than their AP counterparts.</li>
<li>In the UK, IB students are more than twice as likely to attend top 20 universities than the average A-Level student.</li>
</ul>
The above research can be found by clicking <a href="https://www.ibo.org/en/university-admission/recognition-of-the-ib-diploma-by-countries-and-universities/ib-diploma-compared-with-other-national-exams/">here</a>.
All of the IB’s studies are available<a href="https://ibo.org/en/about-the-ib/research"> here.</a>
 
From student to global citizen
Finally, one of the IB curriculum’s greatest benefits to students, aside from how it prepares them for university, is how it helps shape them into confident, independent global citizens.
Mr. Dunn says, “Students benefit from the IB curriculum by living a program that aims to help them develop inquiring, knowledgeable and caring students, who help create a better world through intercultural understanding and respect.”
 
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At EF Academy, students choose the IGCSE, A-Level, IB Diploma or American High School Diploma program based on their strengths, age and desired campus location.

High school students in the US who are interested in challenging themselves academically can choose to enroll in rigorous university-preparatory programs.

IB vs. AP – discover the difference - EF Academy Blog

IB vs. AP – discover the difference ‹ EF Academy Blog

IB vs. AP – discover the difference

Ib diploma vs ap discover difference

This week we asked the question: How do we create a more sustainable society?
Post Written by IBY1 student Marius Berg
About three hundred years ago, the biggest industrial leap in human history since the wheel began – the leap which began to utilize fossil fuels on a massive scale. Oil and coal made sure that industrial superpowers such as Great Britain rose up and became powerful through exploitation of nature. And whereas we did not realize it back then, that leap in human progress came at a cost – namely while our living standard and our GDP rose through the roof, the nature noticeably suffered. In short terms, we managed to burn up more fossil fuels in a few short hundred years than we have in the history of mankind combined until then. Which of course, begs the question – is such an exploitation of natural resources sustainable, and what effects does it have on the environment around us.
As far as for it being sustainable, one does not need a master’s degree to state that no – as one can quite easily conclude that all resources are finite, and fossil fuels will eventually run out. The bigger question is how well we will utilize the resources we have while we look for the next step in our way of utilizing energy. A more pressing question nowadays seems to be however, how our utilization of resources impacts the climate around us, as it is, at this current scale, more likely that we will make our environment unliveable due to “dirty” use of resources before we run out. Which brings us to the point – whose responsibility is it to actually control the way we influence the climate around us?
As of today, there are several different ways various governing bodies around the world choose to deal with the issue. Some impact “climate quotas”, forcing corporations and private citizens to pay for their use of resources which we know are harmful to the environment, whereas in other cases corporations themselves decide to “go green” due to increased pressure from the public. Examples of the former include Norway where for example airline companies would have to pay money to the government that would later be earmarked for climate control in the budget, whereas later would include some of the largest corporations in the world like Google, that choose to take steps to actively avoid damaging the environment. Both ways are of course not without their flaws, as corporations, and even governments are often ran by those who desire short-term profit rather than a long term solutions, thus making cutting corners a very tempting option. And even those corporations that appear extremely environmentally focused often prove to be less than so when exposed to closer scrutiny. One such example is of course Tesla Motors, whose cars were shown to pollute more than actual fossil-driven cars, if not during driving then during production process, and so on. While the studies that claim that are questionable, the point they raise is not. What makes an environmentally friendly business today is not obvious at all – not to consumer and in some cases not even to the business owner. In conclusion however, there are few other things to be said that while we might want to cut corners and go for quicker profits – it is harmful to us all in the long run – and I guess one could say that in regard of the climate and environment today, the world is the largest possible study of the prisoner’s dilemma game to date.
 
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EF Academy International Boarding Schools open a world of opportunities for high school students by providing them with a superior education abroad, thorough preparation for university and a future that knows no borders.

This week we asked the question: How do we create a more sustainable society?

How do we create a more sustainable society? - EF Academy Blog

How do we create a more sustainable society? ‹ EF Academy Blog

How do we create a more sustainable society?

Create sustainable society

An important part of being a responsible, trustworthy and exceptional student is citing your sources. Not only does crediting the resources you use provide proof of the research you conducted and enhance your credibility, it also helps you avoid any form of plagiarism.
“Acknowledging the research they have done by citing their sources appropriately and then communicating their own understanding is something that distinguishes good students,” says Jo Innes, IB Coordinator at EF Academy Torbay.
The IB defines plagiarism as “the representation, intentionally or unwittingly, of the ideas, words or work of another person without proper, clear and explicit acknowledgement.”
Plagiarism comes in many forms. According to a helpful webpage from the International School of London – Qatar, these forms of plagiarism include:
– Copying chunks of text without using quotation marks and without appropriate acknowledgement
– Copying text and making very minor changes, and without appropriate acknowledgement
– Copying a picture or photo from the internet without appropriate acknowledgement
– Duplicating your own work (self-plagiarism), for example submitting almost exactly the same work for two different assignments
Being found guilty of malpractice (plagiarism, collusion, misconduct during an examination, falsifying CAS records or log books, etc.) can lead to a result not being awarded for that subject, the IB Diploma (or IGCSE or A-Level certificate) not being awarded, or the exam board excluding the student from all examinations in that session or even all future examinations with that board. Certificates can also be withdrawn at any time if malpractice is established after results have been published.
It’s very important to know that it does not matter whether you intended to plagiarize or whether the plagiarism occurred unintentionally, it will constitute academic dishonesty either way.
“Citing properly is a fundamental academic skill which demonstrates an understanding of the key aspects of academic literature in the particular field you are researching,” Ms. Innes says. “Primarily though, it demonstrates that you understand what is meant by intellectual property and copyright and that you have your own ideas too – ones that you would not want someone else to ‘steal’.”
Simply put, copying or plagiarizing someone else’s work is stealing. Pretending that someone else’s words are your own, taking credit for not only their ideas, but also the effort and time that went into formulating those ideas, is deceitful.
Ms. Innes has a few tips that will help you avoid this form of theft:
– When copying text directly, you have to place these words in quotation marks and cite where you found this information.
– Long quotations (40 words or more) can be “blocked” to make them stand out clearly by indenting, for example. However, it is advisable to avoid long quotations, or at least use them sparingly.
– If you paraphrase (reword) the ideas or words of someone else, you have to use your own words. You must cite the source, but you do not have to use quotation marks. It is not enough to simply change the word order or to substitute one or two words.
– You may also summarize lengthy material in your own words. You must still cite the source, but you do not have to use quotation marks. However, should you repeat some of the author’s own words, place them in quotation marks.
There are a variety of ways for students to keep track of their sources as they research, and it is up to each individual to find the way that works best for him or her. Mind-mapping with different colors, using hyperlinks to online references in research notes, utilizing the “comment” function to add references in a Word document as you work – these are all methods that will help you keep track of your sources and will make it easier to construct a comprehensive bibliography when your research is complete.
“Your teachers and librarians are the best source for help with this as academic trends do differ around he world and across academic disciplines – what remains the same is the zero tolerance of plagiarism,” Ms. Innes says.
Looking beyond your time at EF Academy, citing your sources properly is a skill that will prove advantageous at university as well.
Ms. Innes says: “The message about plagiarism and correctly citing others’ research and thoughts is clear at universities and colleges across the globe: under no circumstances is it acceptable to present the work of others as your own. Neither ignorance nor carelessness will be accepted as an excuse.”
So go ahead, use as many resources as you see fit to support your argument and demonstrate your expansive knowledge – but do not take any short cuts when it comes to citing your sources.
“You’d want credit for your ideas – give others the credit where it is due,” says Ms. Innes.
Talk to your teachers or course coordinators if are ever unsure about how to cite your sources or if you have any questions about plagiarism.
Sources:
Jo Innes, IB Coordinator at EF Academy Torbay
International School of London – Qatar
<a href="https://www.qatar.islschools.libguides.com/content.php?pid=575849&sid=4766572">https://www.qatar.islschools.libguides.com/content.php?pid=575849&sid=4766572</a>
Garza, Celina. “Academic Honesty – Principles to Practice.” IB Africa, Europe & Middle East Regional Conference 2014. Rome. 16 Oct. 2014. Presentation.

Not only does crediting the resources you use provide proof of the research you conducted and enhance your credibility, it also helps you avoid plagiarism.

Giving credit where credit is due:  Why you need to cite your sources - EF Academy Blog

Giving credit where credit is due:  Why you need to cite your sources ‹ EF Academy Blog

Giving credit where credit is due: Why you need to cite your sources

Giving credit credit due need cite sources

The IB program challenges students to excel in their studies, and encourages both personal and academic achievement. The IB is recognized and respected by the world’s leading universities and studies show that students who complete the curriculum have a higher rate of going on to university compared to their non-IB counterparts.
EF Academy opens a world of opportunities for high school students by providing them with a superior education abroad, thorough preparation for university and a future that knows no borders. Our mission is to grow and develop students that are ready to tackle the world and be successful in the globalized 21st century. As our mission runs parallel to the IB, EF Academy is proud to offer the IB program at all three of our schools in New York, Oxford and Torbay.
As a result, we have been featured in ‘A Better World Through Education’ – a current affairs and news style program by ITN Productions and the International Baccalaureate. The film first premiered in the IB Global Conference in the Hague, where intellectuals from all around the world joined together to talk about the future of education and its role in shaping a brighter future for the world. The film explores the IB education and its impact on the world through its students, schools and communities.
You can watch the video <a href="https://efacademy.wistia.com/medias/2o968omci6">here</a>.
By earning the IB Diploma at EF Academy, you will:
<ul>
<li>Be encouraged to think critically and independently</li>
<li>Build a path that can lead you to some of the top ranked universities around the world</li>
<li>Become more culturally aware, considering both local and global contexts</li>
<li>Be able to respectfully engage with and understand people in an increasingly globalized, rapidly changing world</li>
</ul>
We hope to all make a difference in the world and that starts with education. Education is the most powerful weapon which you can use to change the world and is the passport to a better future.

This year the International Baccalaureate (IB) celebrates 50 years of providing a challenging and comprehensive education that aims to develop students.

Building a better world through education – IB at EF Academy - EF Academy Blog

Building a better world through education – IB at EF Academy ‹ EF Academy Blog

Building a better world through education – IB at EF Academy

Building better world education ib ef academy

Here at EF Academy Oxford, we think it is important for the students to challenge themselves and take up opportunities to test their talents. Additionally, the students are encouraged to try to give back to the local community, to support charities, educate themselves and others in Global and Ethical issues and raise money to help endorse these concerns.
One way in which the Running Club regularly fulfil all of these objectives is by taking part in Charity Fun Runs. The first one of the year was a race which the students were sponsored to take part in to raise money for a local Animal Charity. Here are two accounts of it by second years: Kika Vasinova and Sofia de la Serna.
Last weekend the Running Club of EF Academy participated in the running event which took place in the beautiful Cornbury Park in Oxfordshire and it was called Run or Dye –  the world’s most colorful 5K. At Run or Dye, you can become part of the rainbow literally. As soon as you cross the start line, you will find not only yourself but everyone covered by lot of colors like in a color stream or something. It was up to us whether we wanted to walk, run or even dance through the course. The main point was to enjoy the event with our friends and teachers as well. And we did! Though we got colored by eco-friendly, plant based powdered dye at every kilometer, it didn’t disturb us, further more we encouraged ourselves by laughing and finally we crossed the finish line successfully. This festival was such an unforgettable experience and thanks to the weather which was sunny, I can say everybody enjoyed it and what’s more, they made new friends from the school and have amazing memories now.
Apart from the physical exercise the event also involved a lot of fun and spending great time with the friends and teachers. The goal of the event was to run 5km with the organizers throwing color dust over you while you were running which made the runners feel very colorful and cool which added to their running style.

The EF Academy Oxford Running Club participated in running Run or Dye - the world's most colorful 5k.

Run or dye: EF Academy Oxford’s running team raise money for charity - EF Academy Blog

Run or dye: EF Academy Oxford’s running team raise money for charity ‹ EF Academy Blog

Run or dye: EF Academy Oxford’s running team raise money for charity

Run dye ef academy oxfords running team raise money charity

Ana Maria Santiago from Spain graduated from EF Academy Oxford in 2015 and in February she will be heading Down Under to Murdoch University in Perth, Australia. Find out a little bit more about our featured alum:
Name: Ana Maria Santiago 
Age: 18 
Nationality: Spanish 
EF Academy campus: Oxford 
Program: IB Diploma 
Residence or host family: Residence, which was great because I never felt lonely 
Favorite subject: Biology and Math Internal Assessment – it is really fascinating to see how mathematics are everywhere in the world, e.g. shapes of the lips. For my Math IA, I created a mathematical formula to try to explain why the tiger population in India has decreased. 
Favorite teachers: 
> Joan Wilisoni, Biology, for always going beyond the immediate topic of study 
> Robert Murphy, Philosophy, for his ability to make me see things from different perspectives and because he listened to our ideas and discussed why we thought like we did. He taught me to understand the driver of a person’s opinions rather than judge the opinion itself. 
– Favorite club/society:  Photography Club 
– Fun fact about yourself:  You know those movies when you see a veterinarian put their body into an elephant – that is my dream. Exotic animals fascinate me! 
 
Why did you choose to go to EF Academy?
Before EF Academy, I was studying at an international school in Spain. Through that school I had the opportunity to study in Ireland and I really liked the international experience. I also knew I wanted to study IB but I was not satisfied with the IB programs in Spain. That’s why I thought that EF Academy Oxford was a perfect fit for me when I looked at the school and IB page online. Firstly, the university placements and grades of previous students showed that the school offered the academic level that I was looking for. Secondly, the school seemed to provide the freedom that I was looking for. There were, of course, rules and people watching over you, but the school seemed to allow students the freedom to try new things outside the school itself. 
 
What university will you attend? What will you study?
I will study Veterinarian Medicine at the Murdoch University in Perth, Australia, and I look forward to specializing in wildlife and conservation in the future. Did you know that animals that live too long in seclusion develop mental disorders? For example, lions that live in seclusion sometimes develop a tick: they lick themselves until they reach their bones because the endorphin that is produced makes it so they do not feel the pain. I am very excited to have the opportunity learn more about these kinds of things.
What tips do you have for current students who want to study what you study?
1. Find your passion in the passion. 
For me, it was finding out that I was passionate about exotic animals within the field of veterinary medicine. The more passionate you are about something, the more motivated you will be to pursue it. It is challenging studying for the IB and living abroad, but it is important to set goals that keep you happy and motivated.
2. Gain as much experience as possible. 
I used contacts to get two internships during my studies – one at a zoo and one with a team of equestrian vets. I also contacted a company that arranged courses in elephant conservation – I spent 10 whole days with elephants. It was through this experience that I realized that I wanted to work with exotic animals.
3. Believe that things always work out, but maybe not the way that you thought. 
Of course, not everything will turn out exactly as you want it to. For example, I applied to study veterinary medicine in the UK but I did not get accepted because they did not want to focus on wildlife veterinary medicine. This was very tough for me but I needed to move on. That is when I learned that just because Plan A does not work out, it does not mean that Plan B and Plan C do not exist, you just need to find them.
What tips would you give to current students?
Stop for a moment and actually experience the present moment. On one hand, one needs to be determined and focused. On the other hand, one needs to get as much from the high school experience as possible, so do make sure to relax a bit. So much has already happened in my life thanks to EF Academy, so I can only imagine how much will happen in the rest of my life. But there is no rush!
Do you keep in touch with your EF Academy classmates? If so, how and have you met them recently?
YES! There are issues with time zones but I Skype or message with someone every day. Some have even come to Spain to visit. Even though everybody is busy, I believe we will keep in contact for a long time.
What’s your favorite memory from EF Academy and what do you miss the most?
There are so many things but the main thing is the student and friend environment. I love the fact that I could always start talking to people when I overheard something interesting, no matter if it was going back from class or in the canteen. Everybody was welcomed and no one would think that it was weird, thanks to the sense of instant friendship and belonging.
What is one thing that you learned from EF Academy that you found valuable for university? For the work life? For your personal life?
Limits are in your own mind. Before I went to EF Academy, most people around me mainly considered going to university in Spain because they were more nearby. Only some would think or talk about going to the UK or to the U.S. for university. When I came to EF Academy, I was struck by the number of options that were out there and every option was accepted. It could be a Korean student wanting to study in The Netherlands, or a Mexican student wanting to study in France. That was when I realized that the limits you set are in your own mind, not because of close-mindedness but simply because it’s not the norm. I just started thinking about the things no one else thought about.
Why do you think it is important with the EF Academy alumni network?
Honestly, I have not had that much contact with alumni so far. However, I do remember some alumni coming back to school to tell us about their experiences. I found this very helpful since it made me realize what is possible. It served as a reminder that there are people who have gone through the same thing that I am going through; it’s simply not the same hearing this from the teachers. It is like looking at your future self!

Our EF Academy Oxford alumna from Spain graduated in 2015 and she will be heading Down Under to Murdoch University in Perth, Australia. Here's her advice.

Advice from alumni: Ana Maria Santiago - EF Academy Blog

Advice from alumni: Ana Maria Santiago ‹ EF Academy Blog

Advice from alumni: Ana Maria Santiago

Advice alumni ana maria santiago

Here at EF Academy New York, we value learning in many different settings. Whether the form of learning be inside a classroom or visiting the American Museum of Natural History in New York City, learning can happen anywhere! One of the most unique experiences EF Academy offers to our students are the excursions abroad during Spring Break. This year, a group of students visited the country of Belize, led by biology teacher and Head of Science, Mr. Stephen Fleming. There, in Belize, our students researched and explored the country’s rich environmental ecosystems and got to experience the coral reefs in person. Below is an excerpt from one of our students who attended the Belize trip explaining her experience and her favorite part of the trip:
“I arrived to Belize not knowing how to snorkel and being afraid of the idea of swimming in the ocean, but I came back with new friends and a fruitful experience. Not only did my understanding of science increase, but I also gained knowledge about the culture, history and threats facing coral reefs today.
The best part of the journey was the night dive. I saw firsthand how the coral reef ecosystem, which I had grown accustomed to seeing during the daytime, changed at night. We ventured to the ocean one evening and watched the sunset as we waited for the night to come. The red-orange horizon, accompanied by local dolphins jumping in the distance – this perfect scenery created a truly unforgettable moment.
Before each dive during our trip, our guide, Dr. Kenneth would have a meeting with the group explaining the nature of the dive location. Then in groups, we jumped into the dark ocean with only a lantern to light up our way. Underwater every one of my movements looked like shinny glitter floating in the ocean. I quickly realized that it wasn’t me that was shining, it was the bioluminescence of the tiny phytoplankton in the water around us. Even though it was dark, that night was the brightest night I had ever experienced and a night that I will never forget.”
 
Written by: Sandra Martínez Díaz, former student at EF Academy New York.

There, in Belize, our students researched and explored the environmental ecosystems home to the country and got to experience the coral reefs in person.

Spring Break in Belize - EF Academy Blog

Spring Break in Belize ‹ EF Academy Blog

Spring Break in Belize

Spring break belize

On January 19th, students from the Oxford campus went on an exciting trip to Bristol. For most of the students, it was their first time seeing the charming English town. Here is a fun recap of the experience, written by students Samuel Paiva dos Santos, Ingvild Øverland, Dina Laeskogen, and Laurin Demmler.
 
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I went on the school trip to Bristol. The first thing we did as a group was to visit the aquarium. It was very impressive and had quite a varied selection of animals. From there, students were free to walk around the city before returning to the aquarium later in the day. My friends and I walked for a bit and visited the cathedral; we then ate lunch at a restaurant near the aquarium, took a few pictures, and then went back. Bristol is a very nice city worth visiting. I am glad the school offered this trip and look forward to more weekend trips to other cities in the future.
-Samuel Paiva Dos Santos
 
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Last Saturday I took part in the school trip to Bristol. Although the weather was not the best, the company more than made up for it. Mostly we just wondered around the city center and explored the area. One location that was very nice was a tower up on a hill – from there you could see the whole city! Overall, the day was very enjoyable and it was good to see and explore another city in England.
-Ingvild Øverland
 
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I really loved the trip to Bristol! After visiting the aquarium, we went on a boat trip to another part of the city where we had lunch at a café/pub. We took the boat back to the city center and we walked around the area until we headed to the big cathedral. The cathedral was quite an impressive building; we took our time seeing the interior then meet up with the rest of the group at the aquarium. I am happy I went on this trip.
-Dina Laeskogen
 
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This Saturday, a group of students from our school decided to go to Bristol as one of our weekend trips. Leaving at 9.30am, our coach arrived at around 11.30am at the Aquarium in Bristol. First, we visited the Aquarium and it was fantastic. We were able to see loads of fantastic species, many of which we haven´t even heard about before. There were not only fish species, but also frogs and tarantulas. After having seen all these amazing animals, many of us decided to discover more of what Bristol had to offer.
One of the most impressive buildings we saw was the Cathedral of Bristol. It was founded in 1140 and offers some enjoyable architecture, impressing from both the inside and outside. Afterward, some of us went to a restaurant where we had an amazing time eating some burgers. Others even found a Banksy in Bristol!
Having enjoyed our time in Bristol, with the quiet harbor and the modern architecture of the outside shopping mall we visited, we first got an ice cream (which was very tasty) and then made our way back to the bus. Around 6 pm, we arrived back safely, although a bit tired. In short, even though it was cloudy throughout the day, Bristol was a beautiful city to discover and we all enjoyed our trip immensely.
-Laurin Demmler
 
<img alt="" class="aligncenter size-full wp-image-13928" height="379" sizes="(max-width: 568px) 100vw, 568px" src="https://www.ef.com/wwen/blog/wp-content/uploads/2019/01/nathan-riley-340629-unsplash.jpg" srcset="https://www.ef.com/wwen/blog/wp-content/uploads/2019/01/nathan-riley-340629-unsplash.jpg 568w, https://www.ef.com/wwen/blog/wp-content/uploads/2019/01/nathan-riley-340629-unsplash-300x200.jpg 300w" width="568">
 
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Curious about studying in England for high school and exploring some of the UK’s most charming towns?

Students from the Oxford campus went on an exciting trip to Bristol. For most of the students, it was their first time seeing the charming English town.

EF Academy students head to Bristol, UK - EF Academy Blog

EF Academy students head to Bristol, UK ‹ EF Academy Blog

EF Academy students head to Bristol, UK

Ef academy students head to bristol uk

This week we asked the question: Does the Internet Influence Democracy?
EF Academy Oxford A2 student Anastasiya Lankina provides an insightful response employing a scientific frame of analysis:
Having a scientifically orientated mindset myself, I think it is very important to use a systematic and logistic approach in the analysis of questions like this. In order to do that, first of all, it is essential to determine what is meant by the main terms in the actual question. In other words, to give separate definitions  for “The Internet” and “Democracy”, further using them and other well-established facts to justify any conclusions.
Let’s start with “Democracy”.  According to Cambridge English Dictionary, it has two similar but quite distinctive meanings – “the belief in freedom and equality between people” and “the system of government based on this belief”. Therefore, as well as being a political term, democracy is often used as a synonym for “presence of justice” and “absence of inequality”. It is quite obvious that currently we are living in the most “equal” era of human history. It does not imply that the ultimate equality is reached – there are numerous examples of racial, social, gender and other stereotypes that even today affect people’s lives dramatically. However, the increasing awareness of these problems is the key to their successful solution. Democracy can be seen as an asymptote that we as a society reach step by step. This process is infinite, as more and more small oppressed voices are heard every day, but it’s not about the destination – it’s about continuing the journey, making progress every day and not hitting a plateau. Moving forward, erasing ignorance of the majorities and making voices of the minorities heard – that’s the true meaning behind the idea of democracy.
Moving on to “The Internet” – the phenomenon that is sometimes compared to the invention of the wheel in its significant consequences in human history. We as a generation born throughout the 1990s are the first one to be affected by its enormous power (the World Wide Web as we know it was invented in 1990). We were also lucky enough to see the Internet develop and establish itself as a social necessity. It is defined as “a vast computer network linking smaller computer networks worldwide” by Dictionary.com. A tool used to connect people worldwide and open access to the never-ending and growing global pool of information, the Internet affected the fast-spreading noosphere of the 21st century more than anything else. With it, our world became smaller – it is difficult to put in words the fascination with the fact that today you can easily make friends with a person you were fatally separated a century ago. It is that scary power of globalization and interconnection that makes the Internet so influential.
There is still one major term in the original question that has not yet been fully explained. “Influence is the capacity to have an effect on the character, development, or behavior of someone or something”, says Oxford English Dictionary. It is now possible to break down the initial thesis to “Are the fast-growing worldwide connections affecting the process of establishing the ideas about equality among people?” and “Is the tool of making the world smaller and more aware of itself helping to hear more small and/or oppressed voices?”
The answer is definitely yes. The Internet expands one’s capability of information sharing, hence having a positive effect on their freedom of speech, which is one of the fundamental principles of democracy.
P.S. – It could be also interesting to use large amounts of historical data to prove the same point, but then this analysis would become too political and could raise more questions than can be answered. I am not a history student and do not consider myself competent enough to judge on that matter. Also, assumptions made to fit empirical data are not always as accurate as a separate testing of the hypothesis behind it. I would only add that at the same time as the Internet started off, a number of countries changed its political system to democracy. It is not completely clear whether those changes were caused by the same factors, vastly developing online network being one of them. As well as that, there are some countries in the modern world that have Internet usage restrictions. Coincidentally enough, their governments are not democracy-directed.

This week we asked the question: Does the Internet Influence Democracy? EF Academy Oxford A2 student Anastasiya Lankina provides an insightful response employing a scientific frame of analysis: Having a scientifically orientated mindset myself, I think it is very important to use a systematic and logistic approach in the analysis of questions like this. In order to …

Does the internet influence democracy? - EF Academy Blog

Does the internet influence democracy? ‹ EF Academy Blog

Does the internet influence democracy?

Internet influence democracy

A lovely piece by our student Angelina on how to best prepare for those upcoming mock exams! “Knock,Knock.” Mock exams are knocking at your front door! The smell of the half term break is still fresh in the air. However, after two solid years of hard study, finally the BIG DAY is coming. If you don’t want to be BBQ-ed by your parents, it’s better to get your target grade. As an A* student, there’re some do’s and don’ts I would love to share.
<h3>Do your homework and do it carefully!</h3>
Teachers would dish out past papers around this time of the year and those exercises are the most helpful questions for you to get familiar with the exam style.
<h3>Do ask questions!</h3>
Some students don’t always feel comfortable speaking in lessons which is something I would encourage you to at least try to do, why? Because the teacher will never know if you understand the topic or not. If not, without your questions even the best teacher in the world won’t know which bit to teach you.
<h3>Do use your time wisely!</h3>
I know this is a boring and regular thing to say. But you can tell how important it is to manage your time. You really need to balance rest and study. If possible, add some fun time as well.
<h3>Do look back at your notes!</h3>
This is the general tip everyone would give you as well. However, how many of you do actually go back and read through all your notes and not only textbooks?
<h3>Do keep yourself hydrated!</h3>
You may think this is a strange tip to give but water is important for you during your revision time. Your brain needs water to function properly and drinking enough water keeps you awake.
<h3>Don’t stress out!</h3>
It is common for students to feel stress before big days like this which can sometimes be good for you as the adrenaline levels are increasing. However, don’t feel too stressed and always talk to someone if you’re finding it hard to manage, most of the time if there’s a problem, there’s many people at school to solve it.
<h3>Don’t panic and do keep calm!</h3>
When you are under pressure, it’s hard to keep calm. I would suggest not to panic as you need a clear and organised brain for studying.
<h3>Don’t highlight everything!</h3>
Some people love highlighting the important information from the notes. But don’t do it too many times! Or those shiny vivid colours will only confuse you.
<h3>Don’t sleep too late!</h3>
I know people who revise till 2AM in the morning but still fail the exam. Everything has a limit. You need to hard work in your daily life not pushing yourself hard one week before the exam.
<h3>Don’t doubt yourself!</h3>
You may think this last tip is useless. But from experience, you will have better marks if you are feeling confident. In the end, I hope you have a good grade and a nice spring break after it!
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Think you’re up for the challenge? At EF Academy, our students put everything into their studies.

A lovely piece by our EF Academy Torbay student Angelina on how to best prepare for those upcoming mock exams!

The do’s and don’ts of mock exams - EF Academy Blog

The do’s and don’ts of mock exams ‹ EF Academy Blog

The do’s and don’ts of mock exams

Dos donts mock exams

Blog post written by: Maya Nylund, Grade 10  
The view beyond the windows of New York residents on the morning of Saturday, October the 22nd was an undeniably dreary one. Overnight, the sky had strayed from a soft blue to an unwelcoming grey. Rain fell cold and hard against leaf littered streets, and the wind made puppets of tree limbs and loose papers.
Despite this, by 7:30 a.m. here at the EF Academy Thornwood Campus, a small congregation of raincoat- clad students had huddled together at the campus’ main reception, myself among them.
We had gathered together to volunteer at an event at the nearby community of Sleepy Hollow. The Sleepy Hollow Halloween 10k is a run organized annually by a local organization called Rivertown Runners. The event is sponsored by several regional businesses and includes both an adult’s and children’s run. All races hosted by the Rivertown Runners funnel funding towards neighborhood organizations which support its mission to promote healthy living and the well being of the community. With this reserve, (known as the RTR Outreach Fund), Rivertown Runners has provided playground equipment to community parks, yoga classes for the elderly, scholarships to track athletes and more.
As student volunteers, we contributed to the Halloween Run by aiding in baggage check and setting up food and beverage stands for the runners to return to after completing the course. The event gave us a great opportunity to interact with local residents, particularly other youth. It was heartening to witness costumed families engaging in such a fantastic activity, and everyone’s ostensible morale in the face of less-than-ideal weather conditions. While working baggage check entailed scrambling to organize items under a slick tarp and those at the food stands fumbled to fill soggy paper cups with water, any trials we experienced were trumped by the spirit of the function and the people attending it. It was by all means a worthwhile experience- one from which we took away damp “Sleepy Hollow” tees, boxes of popcorn the runners didn’t get to, memories of one particularly enthusiastic little guy running in a rainbow wig, and an enhanced sense of appreciation for the Westchester area and it’s wonderful inhabitants.

The view beyond the windows of New York residents on the morning of Saturday, October the 22nd was an undeniably dreary one.

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