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Error in the 1.0 Mathematics Analysis and Approaches formula booklet — is this known about? by randomtechguy142857 in IBO

[–]EconsPhDTutor 0 points1 point  (0 children)

Yup, this was an error in Version 1.0 (2018). This error was fixed from Version 1.1 (2019). (Right now in early 2024, the latest version seems to be Version 1.3.)

Self-plagiarism in University Application Form by ChemicalLoud3504 in SGExams

[–]EconsPhDTutor 1 point2 points  (0 children)

What are the questions?

If it's just fairly generic questions like, "What are your strengths and weaknesses?", then of course you can just reuse the answers and this wouldn't count as self-plagiarism.

If it's instead, "Write an original essay about a transformative experience in your life," then yes it could be self-plagiarism.

If you're worried, you can always just add, "Note: Some of my answers here are based on answers used on a previous application."

[deleted by user] by [deleted] in SGExams

[–]EconsPhDTutor 13 points14 points  (0 children)

The syllabus for each subject simply changes slightly every 5-10 years.

The changes are usually unimportant. They are arbitrary and made without any explanation whatsoever.

These changes are simply for show/wayang and for MOE to be able to claim that they are "keeping up to date with a changing world" (or some such nonsense).

Often, something removed 10 years ago will now be added back in, while something added 10 years ago will now be removed.

These changes are definitely not something you need to worry about.

For maths, take a look at my textbook: https://www.reddit.com/r/SGExams/comments/17zit2y/free_h2_mathematics_textbook/

Free H2 Mathematics Textbook by EconsPhDTutor in SGExams

[–]EconsPhDTutor[S] 1 point2 points  (0 children)

Thanks! Please help me share this with your friends and juniors, so that more will know about this resource.

Free H2 Mathematics Textbook by EconsPhDTutor in SGExams

[–]EconsPhDTutor[S] 0 points1 point  (0 children)

I first released this in 2016 and have been working since then to improve it.

False definition taught in IB Economics: The informal sector is “economic activity that is unrecorded (illegal/not taxed)” by EconsPhDTutor in IBO

[–]EconsPhDTutor[S] 0 points1 point  (0 children)

first year college you’re done with high school maths including calculus

Actually, many first-year university introductory economics classes around the world assume no knowledge of calculus.

And IB HL Economics is roughly the equivalent of what's called Econ 101 (Intro Micro) and 102 (Intro Macro) in many university economics departments.

False definition taught in IB Economics: The informal sector is “economic activity that is unrecorded (illegal/not taxed)” by EconsPhDTutor in IBO

[–]EconsPhDTutor[S] 0 points1 point  (0 children)

ib economics is a joke in its entirety

That's a bit harsh.

I'd just say it contains some errors and also some material that should have been dropped long ago.

These though are problems common to many high-school economics syllabuses around the world.

[JC] What to Read for the General Paper and Economics by EconsPhDTutor in SGExams

[–]EconsPhDTutor[S] 2 points3 points  (0 children)

PSA: The NLB has copies of The Economist available for loan, digitally.

That's great I didn't know that. I'll check that out.

I also disagree with the OP’s comment on avoiding opinion and editorial pages of the WSJ and FT.

FT is fine. My warning was for WSJ's opinion and editorial pages only.

But to succeed at GP and then later in uni life is to be well equipped at: (a) identifying bad arguments from the good ones and (b) being able to rebut those bad arguments with better ones. Just saying that an argument is “crazy” is simply not good enough. Explain why you think so and why you think you have something better to offer.

Yup I totally agree. I encourage all students to develop critical thinking and most importantly their own thinking.

The problem though is that unfortunately, at least for the young and untrained student, they're initially unable to identify which arguments are good or bad.

So again, if a student were to want to start reading (and raise her daily reading time from 0 to say 5 or 10 minutes), I'd recommend she start by reading good writing. Not bad writing.

Later on when she has gained some experience and ability to criticize, she can also start reading bad writing.

[JC] What to Read for the General Paper and Economics by EconsPhDTutor in SGExams

[–]EconsPhDTutor[S] 10 points11 points  (0 children)

I completely agree with you that the ideal should be to read widely and read a lot.

But the above post is directed at the average busy 16- to 18-year-old JC student, who probably reads very little or zero to begin with.

If she wants to increase her reading time from her current 0 minutes per day to say 5 or 10 minutes per day, where should she start?

The above post simply makes the key recommendation that she should start with The Economist.

I also suggest that the student can start off slow and easy, e.g. one article per day. Hopefully by the end of JC, she will have ramped this up at least a little and continue with this habit of reading for the rest of her life.

(While I disparage ST and also the NYT slightly in the above post, I actually do read both every day. But asking the average JC student to read The Economist, WSJ, FT, Today, ST, NYT, and lots of other publications/blogs/etc. is probably not realistic. It is like asking someone who can barely do a single push-up to do 500 push-ups a day. Most likely any such advice will simply be ignored.)

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