We understand the importance of balancing different aspects of our lives –intellectual, physical and emotional – to achieve well-being for ourselves and others We recognize our interdepence with other people and with the world in which we live
We show empathy, compassion and respect We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
We express ourselves confidently and creatively in more than one language and in many ways We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
We nurture our curiosity, developing skills for inquiry and research We know how to learn independently and with others We learn with enthusiasm and sustain our love of learning throughout life
We develop and use conceptual understanding, exploring knowledge across a range of disciplines We engage with issues and ideas that have local and global significance.
We critically appreciate our own cultures and personal histories, as well as the values and traditions of others We seek and evaluate a range of points of view, and we are willing to grow from the experience.
We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere We take responsibility for our actions and their consequences
Reflective
Risk-takers
Thinkers
We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development
We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies We are resourceful and resilient in the face of challenges and change
We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
We have had an amazing start to our IBDP programme.
At the heart of the IB sits the belief that education is not only about academic achievement but about nurturing thoughtful, principled, caring, and internationally-minded young people The IB Learner Profile guides this ambition, helping students to grow into well-rounded individuals who understand themselves as learners and as active contributors to their communities
Reflection is an essential attribute of an IB learner With this in mind, we have asked all of our Year 12 learners to reflect on their first term of work within the IB Diploma Programme: to identify something that has truly resonated with them, and to explore how this experience has shaped them in terms of the qualities they are developing through the Learner Profile From open-mindedness to communication, from risk-taking to caring, each reflection shows how classroom experiences are developing character, curiosity, confidence and kindness
Reading these pieces and seeing the depth of our pupils’ insight makes me immensely proud to be able to support these remarkable young people on their IB journey Their reflections demonstrate that the Diploma Programme is already helping them to grow as learners, as thinkers, and as emerging leaders in a complex and interconnected world
I hope you take as much pleasure from this anthology as I have.
Miss Odell Head of IB
Balanced
Xuan Anh
Over the first half of the IBDP1 journey, I am most proud of my CAS experience in the SEIA business competition, which falls under the categories of Service and Creativity. It’s a work of mine and other peers that we have been working on for months behind the scenes to initiate during this school year Although I have not undertaken this before, the opportunities it presents are what resonate with me most. Recently, we just reached a triumphant milestone, and it truly is one of my IB highlights, and you can even say within 2025. It has facilitated me to demonstrate myself as a Balanced, Reflective, and Openminded learner I’ve learnt to balance the leadership role and my schoolwork It was hard at first, but then when you simultaneously learn it with the ability to do teamwork and have clear communication skills, it truly enhances your ability to balance the work.
Since we host these sessions during a weekly CCA, we were required to look back on the previous session to see what not to do and what needs more push upon Apart from the quality of these sessions, I think it’s important for us, as a body of student leadership, to reflect on how we present ourselves to have positive influences on the people around us. We have endured post-session reflections, and I can see the improvement in every one of us every day. Lastly, the ability to be open-minded. Again, I have also developed the ability to have stronger teamwork skills, and the essential part of this is being open-minded and listening to different perspectives Over the course of mid-IBDP1, I’ve listened to others and tried things that I would initially not prefer, but then eventually heard people out and tested it out It’s easier said than done since you do have your own opinions on certain subjects, but through this experience, it has taught me to be open-minded, and I truly saw the outcome of it
Quynh Balanced
I chose this piece of work because it represents my first real long-term collaboration with other pupils in a leadership role towards the younger year group pupils in CCA Planning and running a business CCA allowed me to experience what it is like to work and share responsibilities as a team, rather than just for a short project, such as a presentation I really enjoyed the process of planning, problem solving, and making decisions together This work feels significant because it marks the beginning of my confidence in group collaboration and responsibility. This experience reflects the balanced attribute in the IB Learner Profile Across the first term, I had learned how to balance my personal responsibilities with the shared goals of the group and also balance different opinions and perspectives. Maintaining a healthy balance between individual voice and group harmony helped us run the CCA smoothly Leading this SEIA CCA taught me how to organise my schedule and practice time management skills
Chi Mai Caring
I’ve chosen my charity project - SEF as my IB Inspired work because it means a lot to me considering the impact and changes that we’ve contributed to society. It was the first time I proposed my organization to the whole school and the first time I organized the event by myself (with the help of my partners)
The organisation reflects on the Caring IB Learner profile as we spread love and contribute our values to the society through our direct actions. I’ve tried to be balanced between school work and social work, by managing my time to distribute it evenly across different projects and works that I have It was really exciting to work on this.
Mai Chi Caring
I chose my CCA Ceramics & DIY sessions to be the most inspired work as it represents the meaningful experiences I had during the first term I’ve got a chance to work closely with prep students and support their creativity through art. Throughout the sessions, I guided the younger students through different art activities, from making shrink-plastic keychains to shaping simple clay plates and figures I helped them when they struggled with cutting, gluing, or shaping materials, and I encouraged them to express their ideas confidently
This experience reflects the IB Learner Profile attribute Caring because I actively supported the students with their work and made sure they felt comfortable asking for help I learned to be patient, empathetic, and attentive to their needs, especially when they felt unsure or not confident
Through the first term, I’ve developed as an IB learner by becoming more responsible, collaborative, and aware of how my actions can positively impact others. Helping younger students grow creatively has strengthened my ability to be more caring, listening to the school community
Phuong Anh Caring
During the selling activity on 2nd December, our group set up a small booth selling sweets and drinks outside the school theatre, and we stayed there for around two hours. The whole experience was unexpectedly enjoyable: the atmosphere felt lively, and I genuinely appreciated how many students and teachers stopped by to support us Their encouragement made our small volunteer group feel seen and valued
Most of the sweets we sold were hand-made by student volunteers from TLC, which added a special, personal touch to everything we offered At first, we thought some of the smaller cakes might not sell well and would probably be left over Instead, everything sold out much faster than we expected Seeing people enjoy and appreciate something that students made with their own effort was honestly impressive and fulfilling
This experience strongly connects to the IB Learner Profile attribute Caring. By preparing and selling handmade sweets, our group contributed to the school community while supporting a meaningful cause At the same time, the people who bought from us demonstrated their own caring attitudes by supporting our work and recognising the effort behind each handmade treat. The interaction between students, teachers, and volunteers created a small but genuine sense of community. Besides, all money that we gain through the activity will be donated to the people in Central Vietnam who are suffering from flood and disaster
Phuong Uyen Caring
I chose to participate in the Mid-Autumn charity activity at the National Institute of Hematology and Blood Transfusion because I wanted to bring comfort and happiness to children who are receiving treatment Even though our role was just giving gifts and spending a short time with them, it felt meaningful to see their smiles and know that we helped make their holiday feel a little more special
This experience reflects the IB Learner Profile of Caring, as it required empathy, kindness, and awareness of the children’s emotional needs I also demonstrated the qualities of a Communicator, since I had to interact gently and respectfully with the children, their families, and the staff while giving out the gifts
Throughout term 1, I have developed as an IB Learner by becoming more open minded and reflective This activity helped me understand the value of small but genuine actions in service. I learned to be more confident when engaging with others in unfamiliar environments and to appreciate the impact of compassion in real-life situations
LeAnAn Le Communicators
I chose this piece of work because planning my school’s Vietnamese Women’s Day assembly was one of my first major responsibilities as Head Girl, and it challenged me in ways that pushed my leadership and communication skills. With only four days to organize a full 30 minute assembly, I had to work closely with the Head Boy and lead a team of ten students while staying calm under pressure This experience reflects the Communicator attribute because it required clear instructions, active listening, and making sure everyone understood the vision and their roles Although it was difficult, I managed to balance different ideas, set up rehearsals, and keep the whole team moving in the same direction despite the tight deadline
Through Term 1, I’ve developed as an IB learner by becoming more confident in leading groups and navigating stressful situations with maturity I learned that with effective communication, trust, and collaboration, you can turn overwhelming tasks into meaningful achievements This experience has strengthened my ability to work with others and communicate purposefully in a leadership role. In addition, I believe it will be a great soft skill to acquire in preparation for university So, not only will these challenging tasks give me experience and knowledge, but it will also support my future academic path
Phuc Communicators
I chose this piece of work to represent the Communicators IB attribute because during our Suối Giàng trip, I was the leader of one of the STEM groups where students had to assemble a small model car. The class was divided into four groups, and I was responsible for guiding my group through the entire process; explaining how each part connected, helping them solve problems, and keeping them motivated. In the end, my group finished in second place, which made the students proud and showed me how well we worked together
It was surreal to see how far they've come The experience reflects on the attribute Communicators, because I had to explain ideas clearly, listen to the students’ questions, and adjust my explanations when they didn’t understand. I also had to work closely with three other classmates who were leading their own groups, making sure our instructions were consistent
Through this activity and through Term 1, I developed as an IB learner by becoming more confident in teaching, more patient when communicating, and more aware of how clear communication can help a group succeed
Khoa Dien Communicators
I chose to upload our IPPF Qualifying Round Essay because it’s the most challenging and collaborative project I’ve completed this term As part of Team Vietnam I helped write a 2,966-word brief opposing a 1% G20 education tax, taking responsibility for the introduction, a major counter-argument on fiscal equity, an alternative solution, and the conclusion. The essay demanded careful sourcing, precise argument structure, and frequent coordination with four teammates and our coach skills I want to showcase
This piece best represents the IB Learner Profile Communicators The work required translating complex economic and governance research into clear, persuasive prose for an international adjudication panel I practised adapting tone and evidence for different audiences (judges, opponents, and teammates), listened actively to peer feedback, and negotiated wording so our five distinct voices became a single coherent team voice Delivering rebuttals under tight word limits taught me how to present dense information clearly and concisely.
Through Term 1 I’ve developed academically and personally Researching G20 dynamics broadened my global perspective and critical thinking; coordinating drafts and managing last-minute judge feedback strengthened my teamwork and time-management; and revising under pressure improved my academic responsibility - accurate citation, claim-evidence alignment, and ethical use of sources The submission process also taught resilience: when judges unexpectedly counted appendices in the word limit, our team regrouped, edited overnight, and resubmitted That experience showed me how clear communication, compromise, and persistence turn a strong idea into a polished product
International Public Policy Forum
Qualifying Round Essay
Resolved: Governments should provide a universal basic income
Composed by:
Le Hong Ha Anh
Nguyen Trang Linh
Duong Hoang Quynh Anh
Introduction
As society progresses to an era of unprecedented technological and conceptual advancements, we find ourselves at the dawn of a new age characterized by efficiency and prosperity Resources are abundant, and the potential for human fulfillment is greater than ever before The question we face is no longer solely about survival; it is about the quality of our existence, the freedom to make choices, and the ability to lead a life of our own design.
However, this bright picture is marred by a persistent issue: the gap in material wellbeing and the unequal distribution of resources Pertainingly, The Universal Basic Income scheme has been deliberated and introduced to the masses, a notion gaining an increasing number of supporters throughout the past decades, especially with the recent wave of COVID-19 pandemic and the fears of automation replacing labor (Nettle et al , 2021)
Defining Terms and Burdens
In order to be able to effectively discuss the resolution at hand, the opposition will define and contextualize the following key terms
The term "government" refers to the governing body of a nation, state, or community In the realm of welfare, it carries the significant responsibility of legislating and enforcing policies that promote the welfare of its citizens. Needless to say, these ratifications must be, to all intents and purposes, socially, politically, and economically sustainable and effective for all participating stakeholders, in which case governments and individuals internationally
The “Universal Basic Income, or UBI”, varied based on the funding proposal, the level of payment, the frequency of payment, and the particular policies proposed around it, is a redistribution scheme based on five defining components Each and every one of the following factors is fundamental to the nature of a UBI, as such if there are ranging versions that are recorded as a UBI (Stanford Basic Income Lab)
First to mention is that it is a cash transfer, as opposed to an in-kind transfer providing food, housing, or fuel, recipients receive cash directly from the government or get transferred money through their accounts. Secondly, these sums are instead measured to accurately suffice the coverage of necessities of a minimally decent life, such as food, clothes, and accommodation, hence ‘basic’ Third, the recipient would not have to fulfill any requirement including quality of life or state of impediment, family life, and others to be applicable and susceptible to the collection of this finance, hence ‘universal’ To be added onto as the fourth definition, this cash dispensation is unconditional and not contingent on the recipient satisfying any compliance criteria However, this unconditionality is further distinguished into three brackets of means, determining the fifth and final explication (Arthur and Policy)
This unconditional element does not depend on the beneficiary’s ability to earn labor income, whereas a large spectrum of current social benefits are restricted to the involuntarily unemployed (those whose effective temporary wage rate is zero) It does not depend on the beneficiary’s nonlabor income, in particular, on capital income; and does not extend to depending on the income of the people living with the beneficiary either, whereas numerous current benefits are often conditional on the income of the spouse or the parents. (Arthur and Policy)
An aftermath to global crises and panic, heavy but positive consideration of and discussions on the UBI have increased traction within both political and media circles throughout the years following, during, and especially after the global pandemic of COVID-19. Instead of this perspective, the opposition argues that governments should reconsider providing a universal basic income because of concerns related to resource allocation, potential fiscal challenges, complexities in taxation, increased political disagreements, notable opportunity costs, and potential disruptions in the labor market
1. Opportunity Cost and Fiscal Sustainability
One of the most fundamental ideas surrounding the Universal Basic Income is its unconditionality that provides a set of cash transfers irrespective of a person’s socioeconomic or demographic criteria. Proponents of UBI claim that these programs would help in redistributing the wealth which in turn would bridge the income gap and aid in closing economic inequality While this is true to the extent of shying vulnerable populations away from economic insecurity, UBI’s nature is ultimately not designed to be for distributive purposes in the long run
This non-discriminatory design of UBI contradicts that of the Pareto Efficiency principle, where an allocation is only effective or productive if no individual is worse off without someone else being worse off (Britannica) In the implementation of Universal Basic Income, miscalculation of finite resources occurs when crash transfers apply to all, regardless of their economic status, meaning that the individuals who may not necessarily need them will also receive them
1.2. Resource Allocation and Inefficient Wealth Distribution
In the context of implementing Universal Basic Income (UBI), a critical consideration is the fiscal strain and sustainable management of these programs UBI, in essence, aims to elevate all individuals above the poverty threshold. However, the sheer financial commitments of such initiatives could far surpass current government expenditure Notably, a significant number of UBI supporters endorse a conditional version, as championed by figures such as Andy Stern, Annie Lowrey, and Andrew Yang. Their proposal of granting every US adult a monthly stipend of $1000 is contingent upon a 10 percent Value-Added Tax (VAT) and the consolidation of certain welfare programs, excluding Social Security and disability benefits Such conditions, arguably, diverge from UBI's core principle of universality
A more restrictive UBI proposal by Charles Murray suggests doing away with all welfare programs to fund the initiative, with the premise that it would motivate individuals to engage more in the workforce Murray's perspective, as articulated in The Wall Street Journal in 2016, is that UBI's benefits would only materialize if it supersedes all other transfers and related bureaucracies
These tailored beneficiary eligibility criteria seemingly contrast UBI's universal ethos, at the expenses of the most vulnerable groups in society Advocates of UBI emphasize its potential in granting individuals the autonomy to shape their lives, unconstrained by societal norms However, this perspective potentially overlooks the unique needs of individuals with disabilities or unpaid caregivers. Philosopher Elizabeth Anderson astutely observes, “The UBI best serves the interests of healthy adults who care for no one beside themselves ”
Existing welfare systems in the US currently deploy multifaceted criteria to assess individual or familial needs, extending beyond mere income parameters, contrasting to UBI’s metrics George Akerlof, a Nobel laureate, accentuates that integrating nuanced indicators can bolster efficiency in resource allocation Contrarily, UBI's broad or income-based approach could inadvertently benefit those capable but unwilling to work at the expense of those in genuine need
1.3. Fiscal Sustainability and Planning
Assessing the fiscal sustainability of Universal Basic Income (UBI) involves examining its financial viability over the long term and its compatibility with the Pareto Efficiency principle Assessing the long-term viability of Universal Basic Income (UBI) also means considering its efficiency and potential wastefulness in resources and execution time. The divisive politics of UBI discussions can increase this waste The significant costs of UBI might be better used to enhance current means-tested systems that more effectively meet societal needs.
First and foremost, the financial feasibility of UBI hinges on the total cost of its implementation, including considerations such as the frequency of payments and the number of beneficiaries To illustrate this point, let's assume a more modest scenario in which each citizen receives an annual amount of $12,000, sufficient to lift them above the poverty threshold
Even with this scaled-down version of UBI compared to other proposals, the financial burden on the government would still total $3 8 trillion annually This exceeds three-quarters of the current federal annual budget and surpasses the combined costs of all existing federal income support programs, including Medicare and Medicaid (Kim) To secure the necessary funds to support UBI on such a grand scale, the government would then have to consider severe cutbacks to all other welfare programs. This dilemma highlights the potential adverse consequences of choosing either UBI or the targeted welfare programs, which is particularly disadvantageous for disabled and elderly groups who rely on these existing programs for their well-being
A historical example illustrating the challenges of implementing large-scale unconditional cash transfer programs can be found in Alaska's Permanent Fund Dividend (PFD) While not a UBI in the traditional sense, it shares similarities The PFD, funded by revenues from the state's oil reserves, provides annual dividends to all eligible Alaskan residents (Goldsmith) Economist Robert Reich, in his book "Aftershock," discusses how the PFD faced fiscal challenges when Alaska's oil revenues fluctuated. In years of low oil prices, funding the PFD became a contentious issue, highlighting the vulnerability of such programs to economic volatility Given these nuances, the practicality of UBI in economically constrained settings remains questionable
1.4. Taxation Problems and Heightened Political Division
While implementing Universal Basic Income (UBI), the substantial fiscal requirements demand significant tax increases In the United States, experts like Robert Greenstein warn of unprecedented taxation (Greenstein) A study by the National Bureau of Economic Research (NBER) suggests a need for about a 27% rise in the federal personal income tax rate to fund a $12,000 per annum UBI per adult Such tax hikes could spark resistance, particularly from higher-income taxpayers, who might perceive UBI as an added financial burden
In Finland, a UBI pilot program faced similar challenges, requiring tax hikes, including increased Value-Added Tax (VAT) rates, affecting all consumers and potentially generating momentous public discontent if benefits don't outweigh costs
In democratic systems, public opinion significantly shapes policy outcomes, especially for welfare policies (Soroka & Wlezien, 2010) In the U S , where substantial policy changes demand broad public support (Burstein), right-wing conservative factions strongly oppose UBI Even if UBI aligns with their ideologies, data from the Pew Research Center (2020) shows stark political divisions, with 72% of liberals favoring UBI but 84% of conservatives opposing it. Therefore, UBI's political feasibility necessitates approval from both left and right, which has been proven to be hard due to differing ideologies
These political divisions could lead to ongoing debates, diverting resources from crucial issues and hindering UBI's long-term viability as a welfare program
1.5. Opportunity Costs
At its core, the conversation about UBI revolves around its efficiency as a welfare mechanism While the allure of a guaranteed income seems tempting and straightforward, it inevitably begs the question: whether or not this system is the most efficient of public resources? One can invoke the principles of allocative efficiency to critique the potential misallocation of resources.
Any economic policy, be it welfare or infrastructural, must be scrutinized under the lens of fiscal prudence, macroeconomic stability, and resource optimization The primary appeal of UBI lies in its universality; however, this also brings forth significant challenges Implementing UBI would necessitate vast financial resources Given the constraints of a national budget, the allocation of a significant portion to UBI could lead to potential tradeoffs: decreased investments in infrastructure, education, or health care. Additionally, a consistent UBI expenditure might strain public finances, leading to increased borrowing or higher taxes, both of which have macroeconomic implications in terms of national debt and potential disincentivization of economic activity
A prime example of effective targeted welfare mechanisms include the EITC's Budgetary Implications, which is structured to bolster the incomes of low-to-moderate earners, especially those with dependents As individuals or households earn more, their tax credit increases, up to a certain limit The U S 's EITC, by design, ensures that relief is directed towards segments of the population that require it most, optimizing the impact per dollar distributed. It simultaneously acts as an automatic stabilizer during economic downturns, payouts increasing as incomes decline, without the need for active policy interventions (Greenstein and Shapiro)
India's MGNREGA also is a noteworthy consideration, where instead of merely distributing funds, MGNREGA guarantees rural households up to 100 days of wage employment annually, enabling beneficiaries to earn their livelihoods while contributing to community projects From road construction to water conservation, the projects undertaken not only provide employment but also address critical infrastructure and environmental needs This creates a win-win situation: economic sustenance for households and asset creation for communities (Narayanan).
From a broader macroeconomic viewpoint, targeted policies can lead to multiplier effects. For instance, investments in skill development can lead to increased productivity, in turn possibly leading to economic growth, ultimately expanding the revenue base for the government. Similarly, public workfare programs, by creating infrastructure, can lay the groundwork for future private investments, leading to a virtuous cycle of growth and development. Continuing to consider the UBI in this context, the challenges with UBI do not seem to stop at its potential macroeconomic implications The indiscriminate nature of UBI means that resources might end up being allocated to individuals or households that don't necessarily need it, leading to inefficient and wasteful resource distribution.
2.Workforce Implications and Labor Market Distortions
2.1. Labor Supply and Incentive Structures
Classic labor supply theories posit that income supplements can lead to a reduction in labor supply, as individuals may opt for leisure over labor when their basic needs are guaranteed. One of these key insights is supported by empirical evidence from labor supply experiments such as the Negative Income Tax experiments in the 1970s, which showed a decrease in labor supply in response to income guarantees.
These experiments showed that a universal income is not necessarily applicable to the growth of an economy, as when a group of people work the same amount of hours, for the same amount of money, there isn’t a measurement of the amount of work one does This proved as a massive strike to the economy, as the assurance of a minimum income led to less productivity across all boards The lack of differential rewards based on output or innovation dampens the motivation to excel or innovate. Such a scenario not only stymies individual ambition but can also stagnate an economy that thrives on competition and differentiation
2.2. Human Capital and Skill Formation
On the other hand, we resume discussion regarding the human capital theory, as expounded by Becker (1964) in “Human Capital,” which emphasizes the role of education and skill formation in economic development (Frese et al ) Universal Basic Income, and schemes based on similar principles, by potentially creating disincentives for educational attainment and skill development, might hinder human capital accumulation, leading to long-term adverse effects on economic growth and workforce competitiveness
Critics argue that the innate feature of UBI, which is its universality and lack of conditions, might augment the perceived opportunity costs of education When people receive a guaranteed income, the incentive to pursue prolonged educational paths might be diminished, especially if immediate financial gains can be accrued in the job market (Johnson & Fischer, 2019) This might be especially true for those from socioeconomically disadvantaged backgrounds who may perceive the immediate benefits of UBI as a more attractive option compared to the deferred and uncertain benefits of higher education
A workforce made up of high-level education graduates is much more competent, more adaptable, and overall innovative when compared to one with lower levels of education and expertise This nature of progressiveness that these productive workforces foster is essential for staying ahead and keeping up with the competitiveness in all fields of industry driven by technology and innovation. The UBI, drawing away necessary funds and attention from any further investment in education and skill development, could and would erode a country’s ability to stay in the competition within the international marketplace (Radcliffe). A society's propensity for innovation, technological advancements, and staying competitive in the global marketplace is significantly tethered to its investment in education and research If UBI inadvertently disincentivizes continued education, this could impede a nation's ability to maintain its innovative edge The long-term ramifications on sectors reliant on cuttingedge research, like biotechnology, AI, and green energy, could be profound.
A common argument brought up during conversations discussing the UBI scheme and implementation is the matter of conversing these cash funds into usable resources for all There's a critical oversight in this perspective A universal basic income is designed to ensure basic sustenance, not necessarily to motivate higher pursuits. When granted a fixed sum, not all individuals would strategically invest in education or skills enhancement Instead, some might settle for the bare minimum, relying on the UBI as a crutch and failing to advance professionally or academically Specific, targeted initiatives—like scholarship programs or vocational training can address the education and career progression needs more directly and efficiently than a blanket financial stipend like UBI.
Concerns surrounding UBI funds being expended on 'temptation goods' like alcohol, drugs, or luxury items is not without merit While certain studies might indicate that direct cash aids don't inevitably lead to excessive spending on such goods, the context of UBI—a universal, non-conditional grant introduces a different dynamic. The lack of accountability in UBI's utilization raises concerns about potential misuse If even a small segment of the population spends this money irresponsibly, the cumulative economic implications could be detrimental Moreover, the moral hazard where individuals, shielded from the repercussions of their actions, behave riskily is a valid concern with UBI The guaranteed nature of the income might disincentivize productive behaviors, leading to economic stagnation
Conclusion
In a state of economic recession, the concept of a Universal Basic Income becomes enticing as a go-to solution escaping impoverished and unequal qualities of life However, a closer examination built surrounding the opposition’s essay reveals that it comes with complex challenges and inadequacy in terms of resource allocation, fiscal sustainability, and economic efficiency
The path to a fairer society is not a one-size-fits-all approach like UBI, but rather a holistic strategy that needs to consider targeted interventions, labor market dynamics, public resources The final decision to implement UBI not be made blindly, but with an absolute understanding of these complexities and trade-offs, realizing the flaws of the UBI when ,comprehensive compared to the existing and stabilized need-based benefits.
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Phone Holder
Needs: elderly people, people with hand issues, children, teenagers at school, people with pakinson Wants: students, office workers, people who watch movies on their phone, people who do video call frequently
I chose this piece of work because it was one of the tasks where I tried my best to understand the real needs of the user. I had to measure posture, collect data, and think about how the product could help the person in a simple and useful way This made me more interested in the design process, so I felt this work was meaningful to show in my portfolio I link my work to the inquirer in the learner profile I asked many questions about the users habits, their height, and how they sit or stand I also used both primary and secondary research to get clearer ideas. This helped me explore different solutions instead of choosing the first idea quickly.
Duc Minh Inquirers
My uploaded work is an Economics HL presentation I prepared for analysing consumer behaviour through neoclassical and behavioural economists’ perspectives, which included the Canva slides to present and a script The primary reason why this piece of work was chosen is because it exemplifies extensive research and curiosity during the process, thereby reflecting the ‘Inquirer’ attribute within the IB Learner Profile In particular, I chose to explore consumer behaviour with black markets, and had to dive deep into real-world examples This requires a large amount of collecting and synthesizing information from articles and sometimes academic papers (though I would only read the abstract or a small part that I needed) The other major aspect of an ‘Inquirer’ is the ability to and passion for exploring different ideas This was demonstrated when I applied what I understand about the perspectives of typical neoclassical and behavioural economists to interpret the realworld examples Overall, I felt like I’ve touched upon every single attribute within the Learner Profile in one way or another through what I’ve done during this term, many of which were not pronounced or explored prior to this stage The IB experience therefore has fostered my overall self-development
Tue San
I have chosen my Geography test, where I improved from a 3 to a 6, because it is a clear example of my resilience. The improvement in my grade shows how I have been able to learn difficult concepts that previously felt overwhelming, and it reflects the effort I have put into revising and applying new ways to study It is a direct result of my focus with the subject and my persistence to improve my understanding, no matter how challenging the subject may be
This work reflects the Inquirer and Thinker attributes of the IB Learner Profile After my first score of 3, I became more curious about the areas where I was struggling I used more resources, such as online videos, to deepen my understanding of the topics. I also developed critical thinking skills, analysing questions more carefully and practising questions to strengthen my exam skills. This approach allowed me to better approach and solve problems, helping me achieve a 6
Term 1 has been a time of growth for me. I have become more active in my learning by seeking out new resources and studying deeply with the material Reflecting on my initial struggles has helped me to ask better questions and be more persistent when something does not make sense I have also learned the importance of time management and consistent revision, which has contributed to my improved performance I feel more confident in my abilities and I am more open to new methods of learning, and I am excited to continue developing my skills throughout the course
Le Dung
structures, people, a world like ours The results of such intellectual discussion between little me and dad is usually me pressing my face as close to the walls as possible, desperately trying to make a pronounced observation of the world beneath, which obviously did not work out When I grew a little older, I learnt that there were curious people who spent their lives searching for these “worlds” and succeeded. It was the atomic world, the quantum realm, where no existing laws of physics back then could dictate, what they uncovered. Amongst the building blocks of this world, two groups of particles stood out to me, the bosons, and the fermions, not just for how fascinating they are to study about, but also the notion that such small things can have such a profound contribution to a grand scheme.
In physics terms, bosons are particles with integer spin that follows Bose-Einstein statistics, a distribution model stating that they can occupy the same quantum state and overlap without restriction More generally, they act as messengers of the universe: photons carry electromagnetism, gluons “glues” quarks, W and Z bosons enable radioactive decay, and the Higgs boson gives mass through its field Thanks to the bosons, our understanding of forces went from an abstract concept to a physical, tangible and most importantly, observable concept In an ordinary sense, you never “see” a boson because they manifest at such a minuscule scale, so small it is hard to believe they even matter
Yet, we can only see things because photon carries the light that illuminates the world, we can only feel mass because we constantly interact with the Higgs field made up of Higgs boson, and we can only be where we are doing what we are doing because gluons glues quarks, acting as the nuclear force in the nucleus, preventing our bodies from becoming a dispersed cloud of matter. Bosons erase the boundaries perception and reality, implicating that what is visible to us, or what we can perceive is made possible quintillions of interactions between imperceivable particles Bosons are not visible, yet what they make possible is very much visible, highlighting the visibility of even the most invisible things
The boson’s partner in crime, fermions is another type of fundamental particle. This is the particle group that includes electrons, protons, and neutrons, which can never be seen with our eyes because nature itself prevents us from ever doing so by locking electrons behind probability waves They also obey the Pauli exclusion principle, which state that no two fermions can occupy the same quantum state The consequences of this property of fermions are concepts that lay the foundation for many fields of study: the electron configuration of an atom and the periodic table, the stability of the stars (including the sun) and not just the stars, any matter at all would be unstable if not for the electron degeneracy pressure resulting from the Pauli exclusion principle The fact that all matters are made up of fermions already shows the indispensable contribution, but this has a connotation that extends far beyond just physics. The fermion, elusive in nature, exists only at the boundary of perception - invisible to the naked eye but undeniable in its influences
The unsung architects, the unconventional governors of realms, an unseen connector of reality, the fermions and bosons give a rather beautiful framework to a paradox: seemingly invisible matter is more visible than ever. Beneath any microscope, in the quantum world, where the fabric of space and time is woven by inconspicuous forces and particles too small to ever “see”, lies the profound mystery of presence in absence. The paradox unfolds when we realize that despite the invisibility, they manifest more vividly than any observable matter The forces of nature, though concealed from us, give shape to the world, implicating that visibility is but a reflection of the deeper truths that structure all things. The essence of this paradox lies in this idea that what we perceive as invisible is, in the end, the very thing that makes us whole.
Our understanding of the fermions and bosons is yet to be further developed, but the extraordinary existence of these particles can really make one ponder about reality and existence itself In the end, I now know what our best understanding of the bedrock of our universe is, so trying to zoom into walls in search of matter is now unnecessary. The real takeaway is the philosophical question about how invisibility can relate to existence, and is anything truly visible, because if it exists, it will be sure to manifest in one form or another
Doing this report actually made me realise how much I didn’t know about BMI and body types Once I started breaking down the correlations, especially the differences between girls and boys, it pushed me to look properly at what the data was actually saying instead of just repeating definitions Understanding how endomorphy, mesomorphy, and ectomorphy link to BMI made me more knowledgeable because I had to learn the concepts well enough to explain them, not just memorise them. I also had to question the limitations of BMI, which showed me that being “knowledgeable” isn’t just knowing facts it's understanding them in context.
Xuan Bach
I chose my speech on the symbol of the Ouroboros and the link it has to knowledge as my IB Inspired work because it represents the continuous cycle of learning, renewal, and self-reflection, something that I think is essential in the process of studying / working under the IB The concept of the Ouroboros illustrates how knowledge is never fixed; instead, it grows, transforms, and loops back on itself as we discover new perspectives, just like how the basis of knowledge is constantly changed throughout the influence of time
My work reflects “Knowledge” because exploring a symbolic idea required me to go beyond basic understanding and engage with cultural, philosophical, and metaphorical meanings of knowledge The ever-changing cycle that the Ouroboros embodies showed me that learning is not just about collecting facts, but about seeing connections and understanding how ideas evolve
Through Term 1 of the IB programme, I have developed as a learner by becoming more reflective and open-minded I now recognize that knowledge is interconnected, and that questioning, revisiting, and refining ideas is part of the learning journey. The Ouroboros helped me understand that growth comes from continuously exploring and redefining what we think we know.
Open-minded
Vi Khoi
Chosen piece of work:
TOK Essay:“Can other people know us better than we know ourselves?”
Written on September 30th
I’ve chosen this work because this is one of my best graded essays in a relatively unfamiliar subject It is also on a topic that coincides with my own personal interest and relates to psychology - a sub field of medicine. Even though it is more on the philosophical side of things, discussing the technological and biological mechanics which aid comprehension was also fun
This TOK essay also reflects the open-mindedness of the IB Learner Profile. In constructing my case against the question I have had to widen my perspective and think of arguments coming from both sides. Doing so has led me to build a more well-rounded claim, by considering ideas from the other party and not restricting myself to a one-way thought train
The most important quality throughout the first term for me was being balanced I’ve been working a lot to maintain a balanced schedule between studying, entertainment and chores among other tasks. In the IGCSEs one of my flaws was having to stay up past midnight to finish work - which has happened less often ever since the start of the IB.
Open-minded
Lucas
During Term 1 of my IB programme learning about the traditions when visiting a Chinese family helped me grow as an open-minded learner. Even though I didn’t actually visit a family, exploring customs like bringing a small gift and removing shoes before entering and using polite table manners showed me how meaningful these small actions can be in another culture Understanding the purpose behind these traditions encouraged me to look beyond my own habits and recognize different perspectives This experience strengthened my ability to respect cultural differences and helped me approach unfamiliar situations with more awareness and curiosity and a genuine willingness to adapt positively
Gia Bao Principled
I chose this piece of work because becoming the basketball captain was an important responsibility for me I organised practices, guided younger teammates, supported the coach, and helped plan fixtures and strategies for tournaments I also analysed our plays and led the team during matches
This reflects the IB Learner Profile Principled because I tried to be fair, honest, and responsible as a leader I made sure everyone was treated with respect and that I set a good example through my behaviour and effort
This experience helped me become more responsible, organised, and confident as an IB learner.
Bao Khanh
Starting the IB journey has pushed me to reflect on my learning habits and the challenges I will need to overcome One of my biggest achievements so far is being able to draw my own portrait on a big canvas without using any projectors. Looking back when I was still doing IGCSE, in my honest opinion, my first portrait was absolutely terrible I was so careless and didn’t make any changes at all. Now that I have moved on to IB, I realised that the value I was missing was patience Everything needs patience for it to have better outcome In my current portrait, I was given advice from my Art teacher by using the grid method and measuring the proportion of my face. From that I was able to develop my patience and another skill for my future portraits Then I also worked on identifying the shadows and the highlights of my portrait, which is also another skill to develop on in portraits. Even though it’s only the beginning of the IB programme, I already see the potential it has to shape me, and I’m committed to making the most of the challenges and opportunities ahead
Lucienne
This poem was directly inspired by Louis MacNeice’s Prayer Before Birth, particularly its use of a vulnerable unborn voice to criticise the dangers of the modern world I used a similar structure and voice but redirected it towards environmental damage and the role of human greed
I wrote this poem while studying George Monbiot’s writing on environmental destruction, specifically his discussion surrounding the environmental impact of the Gaza genocide This piece reflects the IB Learner Profile Reflective because its purpose is to question the way in which humans treat the environment and the long-term impacts of these decisions I wanted to consider the impact on the natural environment rather than the impact of environmental degradation on people as a lot of environmental writing focuses a lot on this aspect I was very influenced by his commentary on destruction and the phrase “a landless people and a peopleless land.”
Throughout term 1 and the transition from IGCSE to IB allowed me to improve my self discipline because I had to take more responsibility for my learning and be proactive in revision as we are no longer spoon-fed information
Prayer before Germination
I am a seed before birth; O hear me
Let not the bullets nor the boots that Crush
Nor the corrupt machines which Shred
The flesh of Mother Earth
Come near me.
I am a seed before birth; O console me
Waiting beneath the ash and the shrapnel, a landscape
Once a vibrant prairie.
Emerald meadows; Golden farmlands; Gilded grasslands.
I call to the sun, the stars, The moon
But they do not answer
I am a seed before birth; O protect me.
From the evil hands which do not nurture but Destroy
From the greed of men
Who measure power in coins and wealth
Who only see what can be owned and sold
Who trade my life
For their shameful pride
I am the last seed before birth; O hear me
If I must be born
Cleanse Mother Earth before I rise
Purify her of the filth
Wash her wounds clean of the poison
Unburn her skin from the blazing manufactured flames
Unchoke her lungs from the putrid fumes
Unstain her tears from where the river runs black
Remind her how it once felt to be loved
Though her scars may be too deep
To heal
I am the last seed before birth; O save me
If this is the world I must grow into, Where the soil that will feed me
Tastes of oil
Where the air is thick with smoke and sorrow – O let me remain in eternal slumber
Jessica Reflective
Reflection: This piece of work strongly connects to the learner profile attribute of being Reflective, as it required me to think deeply about both Esther’s identity and my own understanding of societal expectations While analysing Esther’s journey toward freedom and self definition, I reflected on how external pressures, especially those related to gender roles, can shape, suppress, or challenge personal identity Esther’s realisation that she is “her own woman” encouraged me to evaluate how far individuals must go to understand their true desires rather than living according to what is expected of them. This process helped me recognise the importance of self awareness and critical self evaluation, not only in literature but also in real life. By reflecting on Esther’s emotional growth and struggles, I have become more aware of how identity is shaped through conflict, choice, and self realisation, reinforcing the importance of being thoughtful and reflective in my own decisions and beliefs.
Chapter 18: Culture, Identity and Community
How does Esther’s identity connect to or clash with her society? What does your chapter reveal about belonging, exclusion, or individuality?
Summary: After waking from her second session of electroconvulsive therapy under Dr Nolan’s care, Esther learns that both she and Joan have received a letter from Buddy Willard, now discharged from the hospital This chapter marks a clear turning point in Esther’s recovery: she shows visible emotional progress and feels freer and more composed than she has in months. She begins to reconnect with ordinary life by socializing with the other women in the ward and spending time with Joan, while also starting to think seriously about her future Through this, Esther gradually becomes more aware of her true needs and desires
In this chapter, Esther states, “If I had to wait on a baby all day, I would go mad,” as well as, “I was my own woman ” These declarations suggest that under Dr Nolan’s guidance, her previously fragmented sense of identity is beginning to heal Rather than suppressing her own needs in an attempt to live up to society’s idea of a “normal” woman, Esther starts to accept and articulate her true desires The statement “I was my own woman” becomes a powerful act of self definition, emphasizing her growing independence Her open rejection of caring for a baby also reveals her resistance to the narrow domestic roles imposed on women To Esther, marriage and motherhood represent not fulfillment but confinement – another version of the “bell jar ” This highlights the deep conflict between her authentic identity and the rigid expectations placed upon women in 1950s American society, which idealized marriage, motherhood, and sexual purity while discouraging independence and ambition
Furthermore, the line “I am climbing to freedom, freedom from fear, freedom from marrying the wrong person” shows that Esther is actively shaping a new identity based on autonomy, self determination, and personal choice. Freedom for her is no longer abstract but something she is consciously moving toward
Global Context: Identity: Esther’s struggle reflects an enduring global conflict that still exists today: the pressure to conform to gender, cultural, and family expectations versus the desire to live authentically. Around the world, individuals who challenge traditional roles – whether based on gender, sexuality, religion, or social class, continue to face stigma and exclusion. Esther’s rejection of marriage and motherhood as the only acceptable life paths mirrors the experiences of many women worldwide who remain constrained by cultural, social, and economic pressures Her growing awareness of what she truly wants aligns with global movements advocating for women’s rights, personal freedom, and the right to choose one’s own future
Phuoc
I have chosen my chemistry test, where I achieved a 7, because it is a significant improvement after scoring two 6s in my previous tests. This test shows efforts to understand challenging concepts and change my study strategies as well as my exam skills It shows the hard work I have put into the course, along with my ambition and discipline to not only do well but thrive in Chemistry.
This work reflects the Reflective section of the IB Learner Profile. After receiving two 6s, I took time to reflect on my test, identifying areas that I didn’t do well I carefully reviewed the feedback from both tests and focused on my weaker areas My ability to reflect on what I did last time and make improvements helped contribute to my success in the most recent test, where I achieved a 7
Over the course of Term 1, I’ve developed better self-awareness and a further understanding of my strengths and areas for improvement Reflecting on my past test results with my teachers has allowed me to figure out my best study strategies. I’ve learned to analyse my mistakes, focus on my weaknesses, and actively seek ways to improve This reflection has made me more resilient and confident in my learning journey.
Ngoc Duy
I chose to upload my landscape sketch because it represents one of the pieces this term where I could clearly see my improvement. When I first started the sketch, I struggled with proportions, depth, and shading, but through practice and reviewing my previous attempts, I learned how to adjust my techniques This made the artwork feel like a true reflection of how I grow when I take time to review what I’ve done and think about what to change next.
This work connects strongly to the Reflective attribute because the whole process required me to step back, notice what wasn’t working, and try again with a better plan. I compared early drafts with the final version and recognised how my use of light, texture, and perspective developed over time
Through Term 1, I’ve become more reflective by learning to evaluate my strengths and weaknesses more honestly Instead of getting frustrated when something doesn’t look right, I now focus on improving one step at a time. This mindset has helped me not just in art, but across all my subjects.
Minh Quan
I chose this piece of work because it represents my ability in English to engage and develop an argument with a literature work rather than simply retelling the plot. While writing this essay, I was nervous due to the fact that I have been struggling in IB English recently However, the more I write the more enthusiastic and detailed my writing becomes I feel much more comfortable and was back to my best in English literature.
This work reflects the IB learner profile of thinkers. I had to evaluate different aspects of gender representation, consider how it affects both men and women in the play’s setting and link Hedda’s personal dissatisfaction to social identity By being selective with my quotations while also analysing their implications. I aimed to construct a coherent argument that seeks to be balanced for it to make sense to the examiner
How does the writer of Hedda Gabler represent gender and to what effect?
In Hedda Gabler, Ibsen represents gender as a social construct that restricts an individual’s freedom, particularly for a woman during this era in 1890s Norway, which ultimately led to Hedda’s psychological destruction in the end Hedda’s dissatisfaction of her marriage with Tesman, her rejection of motherhood and her attempts to gain control shows this Through this, Ibsen critiques the patriarchal values of the 19th century and the negative effects it has on both men and women.
Firstly, Ibsen represents femineity as unusual for Hedda From the start of the play, she is placed in a domestic cage, a position she doesn’t desire nor values Her repeated cry of ‘I’m bored’ to Mr brack is a repetition to emphasise on Hedda’s feeling of emptiness of her life limited to social responsibility and marriage. Furthermore, Hedda also rejects motherhood; when her pregnancy is mentioned, she immediately told Tesman to ‘oh drop it’ suggesting that she doesn’t want her pregnancy to be of knowledge of others This avoidance suggests that Hedda doesn’t to reduce herself to a role of a pregnant woman, something she may find oppressive The effect on the audience is to expose how gender roles are imposed rather than chosen, generating sympathy for Hedda’s frustration despite her later cruelty.
However, Ibsen also shows how gender oppresion distorts one’s behavior Because she lacks the power to control her destiny, she seeks control over others as a substitute, her declarative sentence ‘I want for once in my life to moul a human destiny’ directly links her manipulation to her gender powerlessness. This desire manifests most clearly when she manipulated lovborg and urged him to die ‘beautifully’ This is the testament to Hedda’s dissastisfaction and malevolence, she jumps at an opportunity to mould a human destiny; even at the cost of a man’s life This may imply that due to how society exclude women from meaningful action, Hedda's desire to control manifested This effect unsettles the audience; it is aimed to show that Hedda’s action are not inherently evil but her warped response to her social limitation
Male characters in the play further reinforce Ibsen’s point of how gender roles damages society Tesman represents socially approved masculinity as a kind and academically focuses person yet he lacks emotional independence and social authority, showing how men are also restricted due the expectations put on them On the contrary, Brack embodies patriarchal dominance. Hedda’s repeated remarks that he wants to be ‘one cock in a basket openly reveals his desire of male secual and social power When Hedda later said that she ‘is in [his] power’, this language of possession suggests how woman are controlled through reputation and scandal as brack uses the fact that she gave the pistol to elvborg as blackmail material This exposes that patriarchy as not just unequal but coercive, resulting in control rather than protection.
Thuy Linh
I chose this series of artwork because they represent the clearest progress I’ve made in my pencil study drawings this term. When I first started, I struggled with measuring proportions, especially the ratio between the head and the body My sketches often looked unbalanced, and I didn’t fully understand how to break down a figure into simple shapes Over time, through consistent practice, careful observation, and applying techniques like sighting, comparative measurement, and using construction lines, my accuracy improved a lot.
This piece reflects the IB profile of Reflective because I constantly reviewed my mistakes and changed my approach each time I paid close attention to line weight, shading gradients, and building form using light layers of graphite before darkening details This helped my pencil studies become more confident, controlled, and realistic. I’ve developed as an IB learner by understanding how I learn best - recognising weaknesses, experimenting with different techniques, and challenging myself to refine each stage of my drawing This progress shows me that improvement comes from self-awareness and being willing to adjust and grow
Gia Hung Risk-takers
I chose this work because initially writing a Paper 1 response is impossible for me However, through consistent practice with Paper 1 past papers I find that writing becomes easier The attached file shows a response that I almost completed, and while it is not a perfect response that is going to get a high score, given that it is just the start of IB and I wrote it under 60 minutes, I'm really proud with the progress I've made and I hope it is a start to get a good score in IB English in the future
Phuong An Risk-takers
I chose this artwork for the IB-inspired Magazine because it represents my point in learning where I pushed myself creatively Throughout the process, I had taken risks in exploring unfamiliar concepts and testing ideas that seemed ridiculous at first In this work, I experimented with different media and looked into different ways that I can express myself In that sense, the experience reflects the IB learner profile trait of being a risk-taker I learned to embrace the challenge to create growth from it.
Over the first term of the IB programme, I’ve grown a lot as an IB learner I have become more confident and independent with my learning I learned to experience different things without fearing mistakes This artwork doesn’t just represent my academically intended piece, but also showcases my growth in IB.
Tram Anh Risk-takers
I choose this water color piece as it marks the moment where I began to step out of my comfort zone and willing to take risks I had not worked much with water color before, so at first I was quite nervous and unsure if I would be able to complete the piece in a way that matched the version in my mind When I started, I realised that there were so many useful techniques, such as wet on wet and layering, that I had never explored before As I experimented, I figured out how to actually control the movement of pigment by using waterwhich is what I thought I would not be able to do I recognise the skills and my confidence developed throughout the process, in particular to watercolor By pushing myself to embrace uncertainty and risks, the IB Learner Profile attribute of being a Risk-taker is reflected, showing how I have grown this term
Mimi Thinkers
I chose this piece of work because it demonstrates my ability to analyse imagery in a complex text and organise my ideas clearly in response to an IB-style literary question I linked it to the Thinker IB Learner Profile attribute because this analysis required critical thinking, interpretation, and the ability to connect language choices to broader psychological meaning within the play This piece of writing was the first assessment I did for English Literature - and will hold a lot of meaning for me in the future as I see how I progress throughout this course
During Term 1, I have developed significantly as an IB learner I have learned to be more independent in my analysis, support arguments with precise evidence, and reflect on how writers create meaning I’ve also improved my ability to revise my work and respond to feedback, showing greater self-awareness and growth as a reflective learner – engaging in the learner profile.
How does the playwright use imagery in this soliloquy from Hamlet to convey Hamlets inner conflict & mental decline?
In this soliloquy, Hamlet explores the ideas of life & death - questioning what comes after death as well as the true meaning of life Shakespeare uses a variety of violent imagery to show the extent at which Hamlet feels he is suffering Through his use of different semantic fields Shakespeare highlights Hamlet’s antic disposition, reinforcing how imagery becomes a key vehicle for presenting his inner conflict and mental decline.
Firstly, Shakespeare employs a semantic field of sickness, violence & travelling -reflecting Hamlet’s ill state of mind The theme of sickness perhaps reflects on how Hamlet feels so deeply unwell mentally that he now begins to feel ill physically, describing "the native hue of resolution" as "sicklied o'er with the pale cast of thought.” It can be inferred here that Hamlet's mind is so sick he is unable to be decisive & the phrase "pale cast of thought" reflects on the popular semantic ‘to go pale’ from fear or illness; perhaps suggesting that thinking, or rather overthinking, is making Hamlet ill The theme of travel within this extract reflects upon Hamlet himself -a lost traveller, moving between two ideas of life and death, stuck mentally in this liminal space. He makes a grave statement: "no traveller returns"; does Hamlet mean to say he will never be able to escape his mental battles? This question may be raised by the audience who see Hamlet as this "traveller". Lastly, Hamlet’s recurring theme of violence throughout this extract shows a deep deterioration of the mind - creating this idea of a battle against himself Shakespeare constructs this extended metaphor of life being a "long" battle where one must "bear the whips & scorns of time” - this wholly negative image of being "beaten up" by life shows Hamlet has lost his sense of joy in life All this imagery directly reinforces how Shakespeare uses symbolic visuals to expose Hamlet’s inner conflict and psychological decline
Similarly, Shakespeare includes enjambment to create this overflowing & endless river of suffering: "whether 'tis nobler in the mind to suffer / The slings and arrows of outrageous fortune." Hamlet is next in line for the throne, yet he does not appear strong, stoic or decisive -basic qualities a king would be expected to have This shows a direct link between the death of his father and his mental decay Continuing with the idea of overflowing, Hamlet says he is almost drowning in "a sea of troubles"; this metaphor makes it clear that his depression has caused him to spiral & he can no longer remove himself from the situation or view it with perspective, highlighting a loss of common sense. He repeats "To die - to sleep," with "To die, to sleep;" The change from a dash to a comma shortens the distance between the two phrases - suggesting that as he continues to speak, he becomes more & more negative. This is further seen in how he becomes explicitly self-depreciating, referring to himself as a "coward" Overall, through Hamlet's lack of mental control & his clear instability, reflected also in how Hamlet does not speak in iambic pentameter - a sign he’s gone mad - Shakespeare highlights his emotional deterioration Here, the imagery of drowning and suffering directly conveys Hamlet’s inner conflict and enhances the portrayal of his mental decline.
In conclusion, Shakespeare uses a variety of language and structural techniques to convey Hamlet’s inner conflict and mental decline throughout this extract, particularly through imagery that captures both his emotional turmoil and deteriorating mental state
Phuong Vy Thinkers
I chose this piece of work because it represents my first deep analysis of a poem, where I put together everything I learnt in class and explored how Szymborska uses language to express power and control. This work best reflects the Thinker attribute, as I had to examine symbolic details, connect ideas about imagination, creative freedom, and censorship in literature, and explain how different techniques help to build the poem’s larger message Throughout Term 1, I have developed as an IB Learner by becoming more confident in forming personal interpretations, asking better analytical questions, and supporting my ideas more clearly with relatable evidence.
English A Language and Literature piece: The Joy of Writing
Poems and literature are used to present the writer’s concerns and opinions to the world to hear and judge Wislawa Szymborska’s “The Joy of Writing” argues that writing creates a balance between freedom and control, which grants the writer the ability to shape and preserve life through language By creating a world where she has full control over with her pen, Szymborska conveys the idea that writing gives her the power to freely voice her point of view
In the poem, Szymborska presents the idea that writers and poets are empowered with the infinite ability to control and decide what will happen in their creative world She writes “Not a thing will ever happen unless I say so.” This declarative statement emphasizes the role and power of the writer, who has the full authority to write and express herself freely through her literature Although in the outer world there are critics and politicians trying to put pressure on her to limit her and prevent her voice from being heard, there’s nothing in her creative world that will go against her will, further demonstrating the amount of power writers possesses through writing. She also states that her control exceeds uncontrollable forces in real life, like motion and time She writes, “Full of bullets stopped in midflight,” which reinforces her absolute power over the inevitable reality inside her creative world, showing that she can regulate the pace and speed of even the most lethal weapon however she wants
In the first stanza, we are presented with the idea of writing bringing freedom, woven in through a self-insert of Szymborska and both the meanings for freedom - either the freedom to create and preserve lives or the freedom to voice her thoughts and views She writes about the “written doe bound through these written woods,” where she’s setting the scene for the poem by constructing an imagination world with living things that are brought to life by language - the “doe,” the “woods,” the “grass” and the “leaves” - which are then also preserved when she asserted that “not a leaf will fall” and “not a blade of grass will bend” without her consent The doe roaming freely is a symbolism she used for herself –saying that writing allows her to feel and be free to an extent The sentence “Silence - this word also rustles across the page” conveys the message that through writing, Szymborska will be able to make herself visible and audible despite critics trying to “silence” her, because words on pages will always create “rustles” that will eventually be heard. The stanza shows how writing will bless writers with freedom - both in their creative world and in the real world
“The Joy of Writing” emphasizes how the act of writing equips Szymborska with a sheer amount of power and freedom by demonstrating how she asserts her control over the imaginative world she creates using language, while at the same time granting her the ability to talk and be noticed and be heard
Dinh Son Thinkers
I chose my presentation on the analysis of Salome by Carol Ann Duffy because it challenged me the most and helped me grow as a learner The poem contains many implicit messages, symbols, and deeper meanings that are not immediately obvious, which required careful reading and independent research Labeling individual words and phrases for analysis was time-consuming, but it forced me to slow down and think critically about the poet’s intentions and the impact of language choices. This piece of work reflects the IB Learner Profile attribute of being a Thinker. I had to apply critical and creative thinking skills to interpret complex ideas, make connections, and support my opinions with evidence from the text. Throughout Term 1, I have developed as an IB learner by becoming more analytical, patient, and confident in sharing my ideas This presentation showed me that with persistence and effort, I can deeply understand challenging texts and communicate my ideas clearly
