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Guide Extended essay Extended essay Guide Published March 2018 Published by International Baccalaureate Organization 15 Route des Morillons 1218 Le GrandSaconnex Geneva Switzerland Represented by IB Publishing Ltd Churchillplein 6 The Hague 2517JW The Netherlands International Baccalaureate Organization 2018 The International Baccalaureate Organization known as the IB offers four highquality and challenging educational programmes for a worldwide community of schools aiming to create a better more peaceful world This publication is one of a range of materials produced to support these programmes The IB may use a variety of sources in its work and checks information to verify accuracy and authenticity particularly when using communitybased knowledge sources such as Wikipedia The IB respects the principles of intellectual property and makes strenuous efforts to identify and obtain permission before publication from rights holders of all copyright material used The IB is grateful for permissions received for material used in this publication and will be pleased to correct any errors or omissions at the earliest opportunity All rights reserved No part of this publication may be reproduced stored in a retrieval system or transmitted in any form or by any means without the prior written permission of the IB or as expressly permitted by law or by the IBs own rules and policy See wwwiboorgcopyright IB merchandise and publications can be purchased through the IB store at storeiboorg Email salesiboorg International Baccalaureate Baccalaureat Internationa and Bachillerato Internacional are registered trademarks of the International Baccalaureate Organization IB mission statement The International Baccalaureate aims to develop inquiring knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect To this end the organization works with schools governments and international organizations to develop challenging programmes of international education and rigorous assessment These programmes encourage students across the world to become active compassionate and lifelong learners who understand that other people with their differences can also be right Table of Contents 1 Introduction 13 11 Introduction to the Diploma Programme 13 111 The Diploma Programme model 13 112 Choosing the right combination 14 12 The core of the Diploma Programme 15 13 Coherence in the core 17 131 Supporting and being supported by the academic disciplines 17 132 Fostering international mindedness 17 133 Developing selfawareness and a sense of identity 18 14 Approaches to teaching and learning 19 15 Approaches to teaching and learning and the extended essay 20 16 Approaches to teaching 21 17 Approaches to learning 26 18 The IB mission statement and the IB learner profile 31 19 Academic honesty 32 191 Acknowledging the ideas or work of another person 32 110 Learning diversity and learning support requirements 33 2 Overview of the extended essay 34 21 The extended essay at a glance 34 22 Prior learning 35 23 The nature of the extended essay 36 24 Engaging with sensitive topics 37 25 Policies relevant to the extended essay 37 26 Aims 37 27 Assessment objectives 38 28 Reflection in the core 39 29 Reflection in the extended essay 41 3 Supporting the extended essay 42 31 Administrative requirements of the extended essay 42 32 Pedagogical support for the extended essay 44 5 321 The school 44 322 Diploma Programmeextended essay coordinator 45 323 The supervisor 46 324 The student 48 33 The role of the librarian 50 331 Overview of the librarians role 50 332 Support for the extended essay 50 34 Important note on the role of external mentors 53 35 Researchers reflection space 54 351 The nature of the RRS 54 352 The role of the RRS 54 353 The studentsupervisor relationship 55 4 Introducing students to the extended essay 57 41 Introducing students to the extended essay 57 42 The supervision process 57 43 Distinguishing between a supervision session and a reflection session 58 431 Checkin sessions 58 432 Formal reflection sessions 58 44 Supporting the mandatory reflection sessions 59 441 Reflection sessions 59 45 Preparation for the first reflection session 60 46 First formal reflection session 61 47 Preparation for the interim reflection session 61 48 The interim reflection session 62 49 Accommodating a change of direction 62 410 Commenting on a draft version of the extended essay 63 411 Submission requirements 64 412 Preparation for the final reflection session 64 413 Final reflection session 65 414 Authenticating student work 67 415 Protocols for completing and submitting the 69 5 The research and writing process 72 51 Initial guidance on research and writing 72 52 Developing a research question 74 53 Five steps to developing a research question 75 54 Sample research questions 77 55 Writing the extended essay 78 551 Title page 78 6 552 Contents page 79 553 Introduction 79 554 Body of the essay research analysis discussion and evaluation 79 555 Conclusion 80 556 References and bibliography 80 56 Presentation 81 561 Word counts 81 562 Illustrations 82 563 Tables 82 564 Footnotes and endnotes 82 565 Appendices 83 566 Reliance on external resources 83 567 Specimen materials 84 57 Academic honesty 85 571 Bibliography 85 572 Citations 85 573 Referencing 85 574 Referencing sources not in the language of submission 86 575 Referencing online materials 87 576 Accessing sources technology literacyusing electronic sources 87 577 Using online encyclopedias and other similar information websites 88 578 Use of computer programs 90 58 Proofreading 90 6 Assessment 91 61 Assessment in the Diploma Programme 91 611 General 91 62 Methods of assessment 92 621 Assessment criteria 92 622 Markbands 92 623 Analytic markschemes 92 624 Marking notes 92 63 Assessment of the extended essay 93 631 Inclusive assessment arrangements 93 632 Responsibilities of the school 93 64 Overview of the assessment criteria for the extended essay 94 641 Overview 94 65 Bestfit approach and markbands 95 66 The assessment criteria 97 661 Criterion A Focus and method 97 662 Criterion B Knowledge and understanding 98 663 Criterion C Critical thinking 99 7 664 Criterion D Presentation 101 665 Criterion E Engagement 101 67 Assessment grade descriptors for the extended essay 103 68 Unpacking the criteria 105 7 Subjectspecific guidance 109 71 Overview 109 72 General requirements 110 721 Choice of topic 110 722 Research question 111 723 Treatment of the topic 111 8 Studies in language and literature 113 81 Studies in language and literature Subjectspecific guidance 113 811 Overview 113 812 Choice of topic 114 813 Treatment of the topic 117 814 Interpreting the EE assessment criteria 121 9 Language acquisition including classical languages 126 91 Language acquisition including classical languages 126 92 Language acquisition Subjectspecific guidance 127 921 Overview 127 922 Choice of topic 128 923 Treatment of the topic 129 924 Interpreting the EE assessment criteria 133 93 Classical languages Subjectspecific guidance 138 931 Overview 138 932 Choice of topic 138 933 Treatment of the topic 139 934 Interpreting the EE assessment criteria 141 10 Individuals and societies 144 101 Individuals and societies 144 102 Business management Subjectspecific guidance 145 1021 Overview 145 1022 Choice of topic 145 1023 Treatment of the topic 146 1024 Interpreting the EE assessment criteria 150 103 Economics Subjectspecific guidance 154 8 1031 Overview 154 1032 Choice of topic 154 1033 Treatment of the topic 155 1034 Interpreting the EE assessment criteria 160 104 Geography Subjectspecific guidance 165 1041 Overview 165 1042 Choice of topic 165 1043 Treatment of the topic 165 1044 Interpreting the EE assessment criteria 169 105 Global politics Subjectspecific guidance 173 1051 Overview 173 1052 Choice of topic 173 1053 Treatment of the topic 174 1054 Interpreting the EE assessment criteria 177 106 History Subjectspecific guidance 182 1061 Overview 182 1062 Choice of topic 182 1063 Treatment of the topic 183 1064 Interpreting the EE assessment criteria 186 107 Information technology in a global society ITGS Subjectspecific guidance 191 1071 Overview 191 1072 Choice of topic 191 1073 Treatment of the topic 193 1074 Interpreting the EE assessment criteria 196 108 Philosophy Subjectspecific guidance 201 1081 Overview 201 1082 Choice of topic 201 1083 Treatment of the topic 202 1084 Interpreting the EE assessment criteria 204 109 Psychology Subjectspecific guidance 209 1091 Overview 209 1092 Choice of topic 209 1093 Treatment of the topic 210 1094 Interpreting the EE assessment criteria 213 1010 Social and cultural anthropology Subjectspecific guidance 217 10101 Overview 217 10102 Choice of topic 217 10103 Treatment of the topic 219 10104 Interpreting the EE assessment criteria 222 1011 World religions Subjectspecific guidance 227 10111 Overview 227 10112 Choice of topic 227 9 10113 Treatment of the topic 229 10114 Interpreting the EE assessment criteria 232 11 The sciences 236 111 The sciences 236 112 Biology Subjectspecific guidance 237 1121 Overview 237 1122 Choice of topic 237 1123 Treatment of the topic 238 1124 Interpreting the assessment criteria 241 113 Chemistry Subjectspecific guidance 247 1131 Overview 247 1132 Choice of topic 247 1133 Treatment of the topic 248 1134 Interpreting the EE assessment criteria 251 114 Computer science Subjectspecific guidance 256 1141 Overview 256 1142 Choice of topic 256 1143 Treatment of the topic 258 1144 Interpreting the EE assessment criteria 259 115 Design technology Subjectspecific guidance 264 1151 Overview 264 1152 Choice of topic 264 1153 Treatment of the topic 265 1154 Interpreting the EE assessment criteria 267 116 Physics Subjectspecific guidance 273 1161 Overview 273 1162 Choice of topic 273 1163 Treatment of the topic 274 1164 Interpreting the EE assessment criteria 277 117 Sports exercise and health science Subjectspecific guidance 282 1171 Overview 282 1172 Choice of topic 282 1173 Treatment of the topic 283 1174 Interpreting the EE assessment criteria 286 12 Mathematics 291 121 Mathematics Subjectspecific guidance 291 1211 Overview 291 1212 Choice of topic 291 1213 Treatment of the topic 292 1214 Interpreting the EE assessment criteria 295 10 13 The arts 299 131 The arts Subjectspecific guidance 299 132 Dance Subjectspecific guidance 300 1321 Overview 300 1322 Choice of topic 300 1323 Treatment of the topic 301 1324 Interpreting the EE assessment criteria 306 133 Film Subject specific guidance 311 1331 Overview 311 1332 Choice of topic 311 1333 Treatment of the topic 312 1334 Interpreting the EE assessment criteria 314 134 Music Subjectspecific guidance 318 1341 Overview 318 1342 Choice of topic 318 1343 Treatment of the topic 320 1344 Interpreting the EE assessment criteria 324 135 Theatre Subjectspecific guidance 328 1351 Overview 328 1352 Choice of topic 328 1353 Treatment of the topic 328 1354 Interpreting the EE assessment criteria 331 136 Visual arts Subjectspecific guidance 336 1361 Overview 336 1362 Choice of topic 336 1363 Treatment of the topic 338 1364 Interpreting the EE assessment criteria 340 14 Interdisciplinary essays 344 141 Interdisciplinary essays 344 142 Environmental systems and societies Subjectspecific guidance 345 1421 Overview 345 1422 Choice of topic 345 1423 Treatment of the topic 346 1424 Interpreting the EE assessment criteria 349 143 Literature and performance Subjectspecific guidance 353 1431 Overview 353 1432 Choice of topic 353 1433 Treatment of the topic 354 1434 Interpreting the EE assessment criteria 356 144 World Studies Subjectspecific guidance 360 11 1441 Overview 360 1442 Choice of topic 361 1443 Treatment of the topic 362 1444 Interpreting the EE assessment criteria 365 12 Extended essay Introduction Introduction to the Diploma Programme The Diploma Programme is a rigorous preuniversity course of study designed for students in the 16 to 19 age range It is a broadbased twoyear course that aims to encourage students to be knowledgeable and inquiring but also caring and compassionate There is a strong emphasis on encouraging students to develop intercultural understanding openmindedness and the attitudes necessary for them to respect and be able to evaluate a range of points of view The Diploma Programme model The programme is presented as six academic areas enclosing a central core see figure 1 It encourages the concurrent study of a broad range of academic areas Students study two modern languages or a modern language and a classical language a humanities or social science subject an experimental science mathematics and one of the creative arts It is this comprehensive range of subjects that makes the Diploma Programme a demanding course of study designed to prepare students effectively for university entrance In each of the academic areas students have flexibility and can choose subjects that particularly interest them and that they may wish to study further at university Figure 1 The Diploma Programme model 13 Choosing the right combination Students are required to choose one subject from each of the six academic areas although they can choose a second subject from groups 1 to 5 instead of a group 6 subject Normally three subjects and not more than four are taken at higher level HL and the others are taken at standard level SL The IB recommends 240 teaching hours for HL subjects and 150 hours for SL Subjects at HL are studied in greater depth and breadth than at SL At both levels many skills are developed especially those of critical thinking and analysis At the end of the course students abilities are measured by means of external assessment Many subjects contain some element of coursework that is assessed by teachers First assessment 2018 14 The core of the Diploma Programme All Diploma Programme students participate in the three elements that make up the core of the programme theory of knowledge creativity activity service the extended essay These three elements of the core complement each other working together to achieve the following common aims to support and be supported by the academic disciplines to foster internationalmindedness to develop selfawareness and a sense of identity Theory of knowledge TOK is fundamentally about critical thinking and inquiry into the process of knowing rather than about learning a specific body of knowledge The TOK course examines the nature of knowledge and how we know what we claim to know It does this by encouraging students to analyse knowledge claims and explore questions about the construction of knowledge The role of TOK is to emphasize connections between areas of shared knowledge and link them to personal knowledge in such a way that an individual becomes more aware of their own perspectives and how they might differ from others Creativity activity service CAS is at the heart of the Diploma Programme The three strands of CAS are creativity arts and other experiences that involve creative thinking activity physical exertion contributing to a healthy lifestyle service an unpaid and voluntary exchange that has a learning benefit for the student The emphasis in CAS is on helping students to develop their own identities in accordance with the ethical principles embodied in the IB mission statement and the IB learner profile It involves students in a range of activities alongside their academic studies throughout the Diploma Programme Possibly more than any other component in the Diploma Programme CAS contributes to the IBs mission to create a better and more peaceful world through intercultural understanding and respect The extended essay including the world studies extended essay offers the opportunity for IB students to investigate a topic of special interest in the form of a 4000word piece of independent research Students select an area of research from Diploma Programme subjects or in the case of the interdisciplinary world studies essay from two subjects and become acquainted with the independent research and writing skills expected at university This leads to a major piece of formally presented structured writing in which ideas and findings are communicated in a reasoned and coherent manner appropriate to the subject or 15 subjects chosen It is intended to promote highlevel research and writing skills intellectual discovery and creativity As an authentic learning experience the extended essay provides students with an opportunity to engage in personal research on a topic of choice under the guidance of a supervisor 16 Coherence in the core The three elements of the core TOK CAS and the extended essay were introduced by the original curriculum designers of the Diploma Programme as a way to educate the whole person Strongly committed to the principle of developing the whole person the IB believes that this is best achieved by identifying and developing clearer and more explicit aims for and relationships between these three elements Specifically the IB believes a coherent view of the core will support the interconnectedness of learning support concurrency of learning support the IB continuum of education and the IB learner profile support a broader view of the subject disciplines Supporting and being supported by the academic disciplines The core is seen as the heart of the Diploma Programme The academic disciplines while separate to the core are nonetheless linked to it The core relies on the disciplines to provide enrichment and individual subjects should be nourished by the core Teachers in each of the three elements of the core need to carefully plan and consider how TOK CAS and the extended essay can feed into a deeper understanding of the subject matter studied by Diploma Programme students in their individual subjects This will include for example transferring the critical thinking process developed in TOK to the study of academic disciplines developing service learning opportunities in CAS that will build on a students existing subject knowledge and contribute to the construction of new and deeper knowledge in that subject area exploring a topic or issue of interest which has global significance in an extended essay through one or more disciplinary lenses Fostering internationalmindedness The core has a responsibility to foster and nurture internationalmindedness with the ultimate goal of developing responsible global citizens To a large extent the core should be driven by the IBs mission to develop inquiring knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect and encourage students across the world to become active compassionate and lifelong learners who understand that other people with their differences can also be right IB mission statement To this end the core should encourage an exploration of issues of global significance and in so doing allow students to examine links between the local and the global It should encourage students to consider the contexts and views of others and should ensure that the principles and values developed by students are reflected upon throughout their lifetime This might include for example 17 emphasizing different cultural perspectives in TOK and how different cultural traditions have contributed to our current constructions of knowledge considering a service project in CAS that reflects an issue of global significance but is explored from a local perspective encouraging students to write a world studies extended essayan interdisciplinary extended essay on a global theme Developing selfawareness and a sense of identity The core should strive to make a difference to the lives of students It should provide opportunities for students to think about their own values and actions to understand their place in the world and to shape their identity This might include for example providing opportunities in TOK for students to have conversations with others from different backgrounds and with different viewpoints thereby challenging their own values encouraging students in CAS to evaluate their commitment to helping those in need and exploring the notion of advocacy asking students to reflect on the process of writing the extended essay and in so doing identifying areas of strength and areas for development 18 Approaches to teaching and learning The term approaches to teaching and learning ATL across the Diploma Programme refers to deliberate strategies skills and attitudes which permeate the teaching and learning environment These approaches and tools intrinsically linked with the learner profile attributes enhance student learning and assist student preparation for Diploma Programme assessment and beyond The aims of approaches to teaching and learning in the Diploma Programme are to empower teachers as teachers of learners as well as teachers of content empower teachers to create clearer strategies for facilitating learning experiences in which students are more meaningfully engaged in structured inquiry and greater critical and creative thinking promote both the aims of individual subjects making them more than course aspirations and linking previously isolated knowledge concurrency of learning encourage students to develop an explicit variety of skills that will equip them to continue to be actively engaged in learning after they leave school to help them not only obtain university admission through better grades but also prepare them for success during tertiary education and beyond enhance further the coherence and relevance of the students Diploma Programme experience allow schools to identify the distinctive nature of an IB Diploma Programme education with its blend of idealism and practicality The five approaches to learning developing thinking skills social skills communication skills self management skills and research skills along with the six approaches to teaching teaching that is inquiry based conceptually focused contextualized collaborative differentiated and informed by assessment encompass the key values and principles that underpin IB pedagogy More advice and support on these approaches to teaching and learning can be found in the next section of this subject guide Additionally a suite of materials on approaches to teaching and learning in the Diploma Programme is available on the OCC The guidance in the following section builds on these resources 19 Approaches to teaching and learning and the extended essay The following articulation of some of the approaches to teaching and learning are for guidance only and demonstrate how the extended essay facilitates the development of these skills The links and examples given are not exhaustive and teachers and students may identify other ways in which these skills are linked to their extended essay experience The six approaches to teaching are teaching based on inquiry teaching focused on conceptual understanding teaching developed in local and global contexts teaching focused on effective teamwork and collaboration teaching differentiated to meet the needs of all learners teaching informed by assessment formative and summative The five approaches to learning are thinking skills communication skills social skills selfmanagement skills research skills 20 Approaches to teaching Inquiry and the extended essay The extended essay is perhaps the most inquirybased activity that students will undertake especially given that it is a completely openended task directed by student interest This is not coincidental the extended essay is intended to encourage students to examine significant issues and areas of research that they personally care about in an indepth and meaningful way Through their research students can learn not only about the topic of their research methodology and critical thinking but they can also learn important transferable skills such as time management perseverance resilience and decisionmaking Teaching based on inquiry IB Programme Essentials The idea behind inquirybased teaching in IB programmes is to develop students natural curiosity together with the skills of selfmanagement thinking research and collaborative learning so that they can become motivated and autonomous lifelong learners There are different types of inquirybased learning These include experiential learning problem and projectbased learning casebased learning discovery learning The most significant aspect of inquirybased teaching is that students are actively engaged in their own learning constructing their own understandings In a classroom where inquirybased teaching is happening there is much interaction between students and between students and the teacher The teachers primary role in such a setting is to promote questions and to facilitate the learning process Students have a degree of freedom to make decisions about how to proceed in their learning which most often progresses from the concrete towards the abstract Conceptual understanding and the extended essay In the extended essay concepts play an important role in helping to frame the focus of the research students are undertaking and also as a demonstration of their knowledge and understanding Students who are able to engage critically in discussion about the concepts relevant to their area of research are able to demonstrate at a deeper level how different aspects of their learning are connected 21 Teaching focused on conceptual understanding IB Programme Essentials An important reason for using conceptually focused teaching in IB programmes is to help students develop their ability to engage with significant and complex ideas Equally valuable are the discussions of the big ideas behind a topic which can help students get to the heart of why they are learning what they are learning To appreciate the role of concepts in building lasting and significant understandings it is helpful to think of concepts as the building blocks of students cognitive frameworks When they are learning at a conceptual level students are integrating new knowledge into their existing understandings They see how seemingly discrete topics are connected and are ready to transfer their learning to new contexts A subject emerges for them in a holistic light In a classroom where conceptually focused teaching is happening there is continuous movement between learning facts and discussing what they mean with students asking why the facts matter as a natural part of their learning process Local and global contexts and the extended essay In extended essays contemporary examples case studies and reallife engagement with local and global issues can bring students research to life This is particularly true for students choosing to complete a world studies extended essay where the focus is on a contemporary issue of global significance These issues tend to be dynamic varied and present at all levels of global social organization global issues have local ramifications and local issues are often a part of a wider phenomenon Different factors can prompt students to choose to engage with an issue such as CAS activities or the desire to further investigate an issue raised in an individual subject but from a different perspective Students who choose to focus on a global issue tend to have an interest in global issues generally wanting to explore them through different disciplinary and interdisciplinary lenses 22 Teaching developed in local and global contexts IB Programme Essentials As young individuals and as members of local and global communities students make sense of the world through their life experiences and the world around them IB programmes emphasize contextualized teaching because the more students can relate their learning to reallife contexts the more likely they are to engage with it Equally valuable is that through enabling students to see the applications of their learning contextualized teaching like conceptually focused teaching helps students to get to the heart of why they are learning what they are learning In order to appreciate the role of contexts for relevant learning it is helpful to think of contexts as students frames of reference When they are learning in a contextualized way students are grounding abstract ideas and new information in familiar reallife situations In a classroom in which contextualized teaching is happening concepts and theories are related to accessible and meaningful examples illustrations and stories which in turn inform further conceptual and theoretical understandings Effective teamwork collaboration and the extended essay Although the extended essay is an independent task students should be guided through the process by an appointed supervisor The supervision and reflection process is to ensure that students are given the opportunity to explore ideas issues and challenges in a supportive environment Using evidence from their Researchers reflection space students can engage in discussions with their supervisor about the direction and progress of their research establishing working objectives and timelines Teaching focused on effective teamwork and collaboration IB Programme Essentials IB programmes acknowledge that learning is a social activity Students and teachers come together each with unique life experiences beliefs ideas strengths and weaknesses Learning is the result of these complex interactions An important aspect of the learning process is regular feedback from students to teachers on what they have and have not yet understood Concrete and constructive feedback from teachers to students on performance is similarly crucial for learning to take place Meeting the needs of all learners and the extended essay Although the extended essay is an independent task guided by common criteria across all subjects supervisors play an important role in guiding students to choose areas of research that allow them to demonstrate their ability within the subject area Identifying and refining an appropriate and feasible 23 research question early on in the process is crucial Additionally throughout the research process supervisors can offer guidance and supportwithin the parameters of the taskat different levels for different students For example some students may not require the full five hours of supervision time permitted whereas others will At the beginning of the process the Diploma ProgrammeExtended Essay coordinator may wish to provide differentiated learning materials related to research methods and academic honesty to students This could be in the form of study skills classes focused on research or notetaking for example or reading materials related to these Teaching differentiated to meet the needs of all learners IB Programme Essentials IB programmes promote equal access to the curriculum for all learners Differentiation entails planning for student differences through the use of a variety of teaching approaches implementing a variety of learning activities and making a variety of formats and modes of exploring knowledge and understanding available to students It also involves identifying with each student the most effective strategies to develop pursue and achieve realistic and motivational learning goals In the context of an IB education special consideration often needs to be given to students language backgrounds and skills Affirming students identity and valuing their prior knowledge are important aspects of treating students as unique individuals and helping them develop holistically as young human beings Assessment and the extended essay The extended essay is assessed using generic assessment criteria complemented by subject specific interpretations of the criteria Students should have access to this early on in the process so that they are clear about how their work will be assessed They should also be able to view exemplars of extended essays along with the accompanying examiner comments Through the supervision and reflection process as part of the learning process students should be tracking their progress monitoring specific issues and reflecting on their own learning and skills development 24 Teaching informed by assessment formative and summative IB Programme Essentials Assessment plays a crucial role in IB programmes in supporting and measuring learning Formal Diploma Programme assessments are based on course aims and objectives and therefore effective guidance of these requirements also ensures effective teaching Formative assessments developed by teachers are tools and processes to improve student learning Here feedback is most effective as a twoway process students learn how they are doing and teachers learn what students understand struggle with and find engaging In addition to assessment tasks such feedback can be provided more informally 25 Approaches to learning Thinking skills and the extended essay In the extended essay thinking skills play a key role especially in terms of providing students with the opportunity to demonstrate a deeper understanding of a very specific area of research While metacognition is a skill that is embedded in Diploma Programme courses in the extended essay critical thinking and reflection skills have a central role Working on a specific area of research and engaging with different sources of information and data students become exposed to different and new perspectives on issues and topics The extended essay requires students to engage with their research in an analytical and evaluative way Further to this the skill of reflection particularly in relation to the process of conducting research is highly valued The mandatory reflection sessions and engagement assessment criterion place a high value on the benefits structured reflection can have on a students learning and progress Through the Researchers reflection space students are encouraged to reflect using a variety of different techniques including written reflections video diaries blogs or MindMaps for example Thinking skills IB Programme Essentials A key feature of IB programmes is the opportunity given to students to develop their thinking skills and an awareness of themselves as thinkers and learners Being thinkers is one of the IB learner profile attributes and is defined as being able to apply thinking skills critically and creatively to recognize and approach complex problems and to make reasoned ethical decisions Thinking skills consist of a large number of related skills In the Diploma Programme particular emphasis is placed on skills such as metacognition reflection critical thinking creative thinking and transfer Metacognition or control over ones cognitive processes of learning can be thought of as a foundation for developing other thinking skills When practising metacognition students think about the ways in which they process information find patterns and build conceptual understandings Once they become aware that they are using a variety of techniques and strategies to perform even the most basic learning tasks students can be encouraged to consider if there are more effective or efficient ways to achieve the same learning to try out these new ways and evaluate them Similarly reflection is a thinking skill that plays a critical role in improving learning When practising reflection students think about the success value or otherwise of their learning The Diploma Programme course aims assessment objectives and assessment tasks place a premium on higher order thinking skills such as critical thinking creative thinking and transfer 26 Communication skills and the extended essay The extended essay requires students to demonstrate their ability to communicate on a research topic of their choice in a specific way in an academic paper They will need to formulate arguments clearly and coherently as well as draft and proofread their own work During their supervision and reflection sessions students will develop their ability to communicate their research ideas progress challenges and rationale both orally and in terms of summative reflections on their Reflections on planning and progress form In developing their Researchers reflection space students can use a range of different communication techniques to record their thoughts ideas progress timelines and arguments These may include MindMaps blogs annotated articles or images Excerpts from the reflection space may be shared with their supervisor during sessions to stimulate discussion Communication skills IB Programme Essentials Communication skills are not only important in IB programmes but are also an essential part of a wider dynamic in the learning community they help to form and maintain good relationships between students and between students and adults Furthermore being able to communicate well contributes to the development of students selfconfidence and enhances their future prospects as communication skills are a critical ingredient of success in working life Communication skills consist of a cluster of different skills and forms of communication The ability to listen and understand various spoken messages to read and understand diverse written texts and other forms of media and to respond clearly and convincingly in spoken written and digital forms are all part of how students engage with others in the world Some of these forms of communication are independent of era and culture but interacting in and with the digital space is a significant part of most students communication and social interaction Online activities which are often collaborative in nature present exciting opportunities for the development of students communication skills Social skills and the extended essay There are strong links between social skills and the affective skills associated with self management which is an important part of the extended essay experience This is especially true given that students are managing a substantial task not only in terms of workload and timelines but also in terms of intellectual challenge Providing students with a variety of strategies to help support and guide them through the extended essay will be invaluable to their success Developing a good working relationship with their supervisor is an important part of students skills development in this area 27 Social skills IB Programme Essentials Closely related to communication skills are social skills important in IB programmes perhaps even more so than communication skills for the role they play in the development of the learner as a whole and in the value of a community for learning A starting point for developing students social skills is to acknowledge that people differ greatly in terms of their degree of introversion or extroversion and that these differences should be respected Similarly different cultures have different expectations of appropriate behaviours in social situations To be able to understand the perspectives of others to form good relationships and to regulate ones own emotions and behaviour are at the heart of many of the IB learner profile attributes and the IBs aspiration to develop internationalminded students Schools as formative communities in young peoples lives can play a significant part in the development of their social and emotional skills Selfmanagement skills and the extended essay As a substantial independent task students undertaking an extended essay will need to identify and develop the necessary selfmanagement skills to be successful While support and guidance can be given from supervisors part of the learning experience for students is to navigate their way through the extended essay independently The benefits of the development of these skills are recognized when students progress to university and the workplace and are expected to be able to manage their workloads and competing priorities Examples of approaches and activities that develop students selfmanagement skills in the extended essay include establishing clear deadlines managing expectations and specifying consequences if these are not met providing guidance and support regarding study techniques such as time management notetaking mind mapping and digital behaviour promoting the Researchers reflection space as a planning and progress tool organizing supervision and reflection sessions which provide an opportunity for students to discuss their progress 28 Selfmanagement skills IB Programme Essentials In addition to learning how to live alongside others IB learners need to learn to persevere and be emotionally stable as individuals Often of course these two processes go hand in hand as membership and support of a community is critical for individual wellbeing Learning to manage themselves is important for students in a demanding educational programme like the Diploma Programme as well as a highly helpful competency in their later life Selfmanagement skills consist of organization skills such as setting goals and managing time and tasks effectively and affective skills such as managing ones state of mind motivation and resilience Like other learning skills selfmanagement skills can be modelled and practised For Diploma Programme students time management is often a particularly pertinent organization skill Strategies for improving time management include breaking down assignments into achievable steps and creating a timeline for each step planning revision and study plans for tests and examinations and building study timetables An important aspect of such strategies is not only how they affect students use of time but that they give students a perception of greater control over their time Affective selfmanagement skills in turn enable students to gain some control over their mood their motivation and their ability to deal with challenges and difficulties Students affective skills can be developed in a school environment where students feel they have a degree of autonomy and self direction where they do not need to get things right the first time through the setting of challenging but not too difficult objectives and even through the teaching of psychological techniques such as mindfulness training Research skills and the extended essay The extended essay is a research task providing the ideal opportunity for students to be able to demonstrate and develop their research skills Students are able to engage in a wide variety of research depending on their choice of research topic and subject area All students regardless of their research area are required to undertake a literature review which demonstrates their knowledge and understanding in context and this requires them to be able to make informed choices about the relevancy reliability and validity of secondary source material Additionally they must choose research methods and techniques appropriate and relevant to the research question posed and the subject for which they are submitting their essay Furthermore students must also ensure that they are aware of any IB policy related to ethical practice when undertaking research 29 Given that students are required to treat sources of information critically and this is especially true of sources of information located on the internet it is important that as part of their general research skills training they develop technology literacy which refers to the ability to access and use technology responsibly This includes accessing and using electronically based sources Another important research skill that is developed and demonstrated in the extended essay is academic honesty Students should grasp the fundamental values become conversant with the technical aspects and be supported by learning strategies to help them develop consistent and effective citing and referencing skills for example Research skills IB Programme Essentials Research skills are a central element of the inquirybased pedagogy of IB programmes While good research skills have always been at the heart of academic endeavour the availability of digital resources and the explosion in the amount of information easily accessible to students make the development of research skills a particularly pertinent part of todays education Also learning to work with academic integrity and respecting the intellectual contributions of others is an important aspect of learning in all IB programmes Fundamental research skills include formulating focused and precise research questions appraising sources recording analysing evaluating and synthesizing information and presenting and evaluating results Additionally research today demands that students spend more time validating comparing and contrasting available information narrowing down the volume of data into a manageable quantity while being discerning about what is relevant Although confident in browsing and communicating online students often lack the information literacy skills they need for the kind of effective and self directed research they are expected to conduct as part of their inquiries 30 The IB mission statement and the IB learner profile The Diploma Programme aims to develop in students the knowledge skills and attitudes they will need to fulfill the aims of the IB as expressed in the organizations mission statement and the learner profile Teaching and learning in the Diploma Programme represent the reality in daily practice of the organizations educational philosophy The table below shows some of the links between the extended essay and the learner profile attributes Attribute Connection to extended essay Inquirers Through research students demonstrate both the acquisition of skills necessary to conduct inquiry and their interest in learning Knowledgeable Students acquire indepth knowledge of their topic through exploration of current literature andor research Thinkers Students make reasoned analysis of their research topic and apply critical thinking skills in a creative way Communicators Students effectively express ideas and information in an academic way Principled Students exercise academic honesty in all aspects of their work showing respect for the ideas and work of others and caring for the welfare of subjects studied and for the environment Openminded As researchers students will seek out and express an appropriately wide range of points of view Caring By clearly demonstrating the relevance of their topic students exhibit their personal commitment to making a difference in the lives of others Risktakers Students explore new areas or novel situations and courageously defend their positions Balanced Students understanding of the importance of intellectual development is reinforced by the research process Reflective Students draw conclusions on their topic demonstrating thoughtful consideration and they have the opportunity to assess their strengths and weaknesses 31 Academic honesty The Diploma Programme prides itself on promoting high standards of academic honesty Academic honesty in the Diploma Programme is a set of values and behaviours informed by the attributes of the learner profile In teaching learning and assessment academic honesty serves to promote personal integrity engender respect for the integrity of others and their work and ensure that all students have an equal opportunity to demonstrate the knowledge and skills they acquire during their studies All courseworkincluding work submitted for assessmentmust be authentic based on the students individual and original ideas with the ideas and work of others fully acknowledged Assessment tasks that require teachers to provide guidance to students or that require students to work collaboratively must be completed in full compliance with the detailed guidelines provided by the IB for the relevant subjects For further information on academic honesty in the IB and the Diploma Programme please consult the IB publications Academic honesty in the IB educational context Effective citing and referencing Diploma Programme From principles into practice General regulations Diploma Programme Specific information regarding academic honesty as it pertains to the extended essay can be found in this guide Acknowledging the ideas or work of another person Coordinators teachers and supervisors are reminded that students must acknowledge all sources used in work submitted for assessment The following is intended as a clarification of this requirement Diploma Programme students submit work for assessment in a variety of media that may include audio visual material text graphs images andor data published in print or electronic sources If students use the work or ideas of another person they must acknowledge the source using a standard style of referencing in a consistent manner A students failure to acknowledge a source will be investigated by the IB as a potential breach of regulations that may result in a penalty imposed by the IB final award committee The IB does not prescribe which styles of referencing or intext citation should be used by students this is left to the discretion of appropriate facultystaff in the students school The wide range of subjects response languages and the diversity of referencing styles make it impractical and restrictive to insist on particular styles In practice certain styles may prove most commonly used but schools are free to choose a style that is appropriate for the subject concerned and the language in which students work is written The following criteria must be applied 32 Students are expected to use a standard style and use it consistently so that credit is given to all sources used including sources that have been paraphrased or summarized When writing students must clearly distinguish in the body of the text between their words and those of others by the use of quotation marks or other method like indentation followed by an appropriate citation that denotes an entry in the bibliography Students are not expected to show faultless expertise in referencing but are expected to demonstrate that all sources have been acknowledged Students must be advised that any audiovisual material text graphs images andor data that is crucial to their work and that is not their own must also attribute the source Again an appropriate style of referencingcitation must be used Regardless of the reference style adopted by the school for a given subject it is expected that the minimum information given includes name of author date of publication title of source page numbers as applicable date of access electronic sources URL Learning diversity and learning support requirements Schools must ensure that equal access arrangements and reasonable adjustments are provided to students with learning support requirements in line with the IB documents Candidates with assessment access requirements Learning diversity within the International Baccalaureate programmes Special educational needs within the International Baccalaureate programmes 33 Extended essay Overview of the extended essay The extended essay at a glance The extended essay is an indepth study of a focused topic chosen from the list of available Diploma Programme subjects for the session in question This is normally one of the students six chosen subjects for those taking the IB diploma or a subject that a course student has a background in It is intended to promote academic research and writing skills providing students with an opportunity to engage in personal research in a topic of their own choice under the guidance of a supervisor an appropriately qualified member of staff within the school This leads to a major piece of formally presented structured writing in which ideas and findings are communicated in a reasoned and coherent manner appropriate to the subject chosen It is mandatory that all students undertake three reflection sessions with their supervisor which includes a short concluding interview or viva voce with their supervisor following the completion of the extended essay An assessment of this reflection process is made under criterion E Engagement using the Reflections on planning and progress form The extended essay is assessed against common criteria interpreted in ways appropriate to each subject Key features of the extended essay The extended essay is compulsory for all students taking the Diploma Programme and is an option for course students A student must achieve a D grade or higher to be awarded the Diploma The extended essay is externally assessed and in combination with the grade for theory of knowledge contributes up to three points to the total score for the IB Diploma The extended essay process helps prepare students for success at university and in other pathways beyond the Diploma Programme When choosing a subject for the extended essay students must consult the list of available Diploma Programme subjects published in the Handbook of procedures for the Diploma Programme for the session in question The extended essay is a piece of independent research on a topic chosen by the student in consultation with a supervisor in the school It is presented as a formal piece of sustained academic writing containing no more than 4000 words accompanied by a reflection form of no more than 500 words It is the result of approximately 40 hours of work by the student Students are supported by a supervision process recommended to be 35 hours which includes three mandatory reflection sessions 34 The third and final mandatory reflection session is the viva voce which is a concluding interview with the supervising teacher Prior learning The extended essay is a unique task for all students both those who are studying for the full IB diploma and course students who choose it as an option While no particular background is formally required to undertake the extended essay students are strongly recommended to carry out research in a subject area they are currently studying in the Diploma Programme to ensure that they have sufficient subject knowledge to complete the task If a student has a background in the subject that is not from their Diploma Programme studies the student must ensure that they are familiar with the subject from a Diploma Programme perspective For those students completing a world studies extended essay it is strongly recommended that they are undertaking a course of study in at least one of the subjects chosen for their essay A familiarity with research methods would be an advantage however when students begin the extended essay part of the process is to develop an understanding of the methodology most appropriate for the research area within the chosen subject Developing this understanding will be undertaken with the support and guidance of their supervisor Diploma Programme andor extended essay coordinator and librarian 35 The nature of the extended essay The extended essay is a unique opportunity for students to explore an academic area in which they have a personal interest This takes the form of an independently written research paper that allows students to demonstrate their passion enthusiasm intellectual initiative andor creative approach for their chosen topic Such topics can range from focused indepth analyses of specific elements of a subject to critically evaluating responses to issues of global significance in the case of the world studies extended essay Students develop important transferable skills such as research critical thinking and selfmanagement which are communicated in the form of an academic piece of writing Emphasis is placed on engagement and reflection on the research process highlighting the journey the student has made on an intellectual and personal level and how it has changed them as a learner and affected the final essay Students complete an extended essay in a specific discipline or in one of the interdisciplinary options available In a disciplinary essay students must demonstrate their knowledge and understanding of the theories tools and techniques of a specific discipline explored through a topic of their choice Students who choose a world studies extended essay must demonstrate how their understanding of an issue of contemporary global significance is enhanced by taking an interdisciplinary approach An important aim of the extended essay as part of the Diploma Programme core is to support and be supported by the academic disciplines Whichever subject is chosen the extended essay is concerned with exploring a specific research question through interpreting and evaluating evidence and constructing reasoned arguments In undertaking the extended essay students model many of the elements of academic research by locating their topic within a broader disciplinary context or issue in the case of a world studies extended essay justifying the relevance of their research and critically evaluating the overall strength of the arguments made and sources used Guided through this process by a supervisor students are encouraged to reflect on insights gained evaluate decisions and respond to challenges encountered during the research Embedded within the process of writing the extended essay are many elements of the approaches to learning ATL While research skills are fundamental to successful completion other ATL skills are implicit in the task As the extended essay is an independent task it requires students to selfmanage by developing organization and affective skills including mindfulness perseverance resilience and self motivation The process of researching and writing the extended essay represents the learner profile in action Being open minded principled and reflective are aspects of the student experience within the extended essay The extended essay provides students with the opportunity to become more internationally minded by engaging with the local and global communities on topics of personal inquiry The development of the learner profile attributes help to unify IB learners in a larger community in this shared experience 36 The extended essay is a challenging and rewarding experience which prepares students for different pathways beyond the Diploma Programme by developing skills valued by both tertiary education and employers The extended essay embodies the essence of an IB education in developing inquiring critical lifelong learners Engaging with sensitive topics Undertaking an extended essay provides students an opportunity to engage with interesting stimulating and personally relevant topics and issues However it should be noted that often such topics and issues can also be sensitive and personally challenging Diploma Programme andor extended essay coordinators and supervisors should be aware of this and provide guidance to students on how to approach and engage with such topics and issues in a responsible manner The IBs ethical guidelines should be consulted Policies relevant to the extended essay All students undertaking an extended essay must be aware of and read the relevant policies related to ethical guidelines for carrying out research and those relating to academic honesty Additionally students must ensure that they follow the policies related to specific subject areas such as in the sciences psychology and social and cultural anthropology In the sciences this refers specifically to the animal experimentation policy and in psychology and social and cultural anthropology it refers to ethical guidelines for undertaking research Aims The aims of the extended essay are for students to engage in independent research with intellectual initiative and rigour develop research thinking selfmanagement and communication skills reflect on what has been learned throughout the research and writing process 37 Assessment objectives In working on the extended essay students are expected to achieve the following assessment objectives Assessment objectives Knowledge and understanding To demonstrate knowledge and understanding of the topic chosen and the research question posed To demonstrate knowledge and understanding of subject specific terminology andor concepts To demonstrate knowledge and understanding of relevant andor appropriate research sources andor methods used to gather information Application and analysis To select and apply research that is relevant and appropriate to the research question To analyse the research effectively and focus on the research question Synthesis and evaluation To be able to discuss the research in terms of a clear and coherent reasoned argument in relation to the research question To be able to critically evaluate the arguments presented in the essay To be able to reflect on and evaluate the research process A variety of research skills To be able to present information in an appropriate academic format To understand and demonstrate academic integrity 38 Reflection in the core Being reflective is one attribute of the IB learner profile 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 Reflection in CAS Reflection is central to building a deep and rich experience of CAS Students explore their own actions and reflect on their personal growth The emphasis in CAS is on affective reflection characterized by reflecting on attitudes feelings values principles motivation emotions and self development Students will be encouraged to informally reflect on their CAS experiences throughout the CAS programme but are required to reflect formally when developing a CAS portfolio 39 Reflection in TOK TOK is about reflecting on the nature of knowledge Students are encouraged to reflect on how knowledge is constructed as well as the commonalities and differences in their subject areas The emphasis in TOK is on critical reflection characterized by reflecting on metacognition evaluation justification arguments claims and counterclaims underlying assumptions and different perspectives Students will be encouraged to informally reflect on their engagement with knowledge throughout the course but are required to reflect formally as part of the TOK essay and the TOK presentation Reflection in the extended essay Reflection in the extended essay focuses on the students progress during the planning research and writing process It is intended to help students with the development of their extended essay as well as allowing them the opportunity to consider the effectiveness of their choices to reexamine their ideas and to decide whether changes are needed The emphasis in the extended essay is on process reflection characterized by reflecting on conceptual understandings decision making engagement with data the research process time management methodology successes and challenges and the appropriateness of sources Students will be encouraged to informally reflect throughout the experience of researching and writing the extended essay but are required to reflect formally during the reflection sessions with their supervisor and when completing the Reflections on planning and progress form 40 Reflection in the extended essay Student reflection in the extended essay is a critical evaluation of the decisionmaking process It demonstrates the evolution and discovery of conceptual understandings as they relate to the research question and sources Reflection demonstrates the rationale for decisions made and the skills and understandings developed as well as the authenticity and intellectual initiative of the student voice Effective reflection highlights the journey the student has taken to engage in an intellectual and personal process as well as how it has changed him or her as a learner and affected the final essay As a part of the extended essay students will be expected to show evidence of intellectual growth critical and personal development intellectual initiative and creativity This should be facilitated by the use of the Researchers reflection space The most successful students will be able to show an appreciation that learning is complex and that they are able to consider their actions and ideas in response to challengesthat they may experience during the research process The depth of reflection will demonstrate that the student has constructively engaged with the learning process Such engagement provides evidence that the student has grown as a learner as a result of his or her experience More importantly it demonstrates the skills that have been learned These skills may include critical thinking decisionmaking general research planning referencing and citations specific research methodology time management Reflection must be documented on the Reflections on planning and progress form and is explicitly assessed under assessment criterion E engagement 41 Extended essay Supporting the extended essay Administrative requirements of the extended essay The following sections outline the administrative requirements of the extended essay for the school the Diploma Programme andor extended essay coordinator the supervisor the student Required action School Ensure that the Diploma Programme andor extended essay coordinator understands who can and cannot be a supervisor Provide organizational structures that allow for three mandatory reflection sessions with the supervisor Required action Diploma Programme extended essay coordinator Ensure that extended essays conform to the regulations outlined in the Handbook of procedures for the Diploma Programme Ensure that students select the subject for their extended essays from the list of available subjects for the May or November session in question in the Handbook of procedures for the Diploma Programme before choosing a topic Ensure that each student has an appropriately qualified supervisor who is a teacher within the school Introduce explain and support the reflection process Provide supervisors and students with the general and subject specific information and guidelines for the extended essay contained in this guide and the accompanying teacher support material Ensure that the Reflections on planning and progress form RPPF is completed and signed by the student and supervisor and submitted to the IB with the essay for assessment under criterion E by the deadline stated in the Handbook of procedures for the Diploma Programme Provide exemplars of extended essays to supervisors and students 42 Required action Ensure that supervisors and students are familiar with the IB documents Academic honesty in the IB educational context and Effective citing and referencing Explain to students the importance of the extended essay in the overall context of the Diploma Programme including the requirement to achieve a D grade or higher in order to be awarded the Diploma Explain to students that they will be expected to spend up to 40 hours on their extended essay Required action Supervisor Undertake three mandatory reflection sessions with the student Ensure that students complete the Reflections on planning and progress form and sign and date the form after each entry by the student Provide a supervisory comment which is used to contextualize the students reflections Required action Student Choose a subject from the available extended essay list See Diploma Programme coordinator or extended essay coordinator for details Ensure that the starting point for your essay is a subject that is available or in the case of the world studies extended essay an issue of global contemporary significance within one of the six world studies themes Observe the regulations with regard to the extended essay including the IBs ethical guidelines Read and understand the subjectspecific requirements for the subject in which you intend to complete your extended essay including the interpretation of the assessment criteria Meet all internal deadlines set by your school in relation to the extended essay Understand concepts related to academic honesty including plagiarism and collusion for example and ensure that you have acknowledged all sources of information and ideas in a consistent manner This also includes understanding the implications of the General regulations Diploma Programme should there be a breach of these Attend three mandatory reflection sessions with your supervisor the last of which is the viva voce Record your reflections on the Reflections on planning and progress form for submission as part of the assessment of criterion E engagement 43 Pedagogical support for the extended essay The following sections provide recommendations for how schools Diploma Programmeextended essay coordinators and supervisors should support the extended essay research and writing process The guidance is a reflection of what the IB would consider to be good practice in the implementation and organization of the extended essay Recommendations are made in relation to the school the Diploma Programmeextended essay coordinator the supervisor the student The school Before the supervisor and student meet for their onetoone sessions there is much that a school can do to prepare students and supervisors for the research and writing process and this preparation is strongly recommended The following suggestions are not meant to be exhaustive Provide training sessions for supervisors run by the extended essay or Diploma Programme coordinator andor experienced supervisors Facilitate special sessions for students on how to approach research for the extended essay including use of the internet The librarian may be best placed to do this with students Support the development of courses on citing and referencing Supervisors and students must be familiar with the IB documents on this Provide or recommend study skills sessions for students on notetaking and structuring essays Provide or recommend guidance on research methodologies relevant and appropriate to the subject for example questionnaire design and interview techniques Support the outline of key milestones such as internal deadlines The advantage of the above approach is that it avoids duplication of effort on the part of the supervisors and it does not have to be covered in the three to five hours recommended for the onetoone meetings between the supervisor and the student Quick glance role of the school Do Do not encourage teachers to assume the role of supervisor for a subject in which they have an appropriate background unnecessarily remove the range of choice a student has in terms of subjects available provide training for staff on the role of the supervisor so that the role is undertaken effectively and consistently regardless of supervisor overlook the time commitment of the role of a supervisor this varies depending on the number of students a supervisor is allocated 44 highlight the importance within the school community of internal deadlines overlook the training of supervisors it is an official role with which potential supervisors should be familiarized and given the opportunity to raise questions and concerns in the correct training forum facilitate classes on referencing research methodologies and the concept of ethical practice in research rely on the 35 hours of individual student supervision time to address key skills Diploma Programmeextended essay coordinator The Diploma Programmeextended essay coordinator plays an important role in implementing and managing the extended essay research and writing process As a pedagogical leader the coordinator will set the tone for how the extended essay is undertaken and how students and supervisors engage with the process The following suggestions are not meant to be exhaustive Ensure that students are taught the necessary research skills including those related to academic honesty and technology literacy which refers to the ability to access and use technology responsibly This includes accessing and using electronically based sources Support the introduction and use of the Researchers reflection space as an integral part of the extended essay process Limit the number of students allocated to each supervisor to ensure the appropriate level of supervision can be provided for each student Provide appropriate training and ongoing support for supervisors Quick glance the role of the Diploma Programmeextended essay coordinator Do Do not ensure a sufficient number of supervisors are available per examination session allocate too many students to each supervisor develop training programmes for supervisors to encourage more staff members to take on this valuable role discourage students from taking certain subjects without reason highlight the importance of the Researchers reflection space rely on supervisors to ensure that students have all the necessary key skills such as referencing or research methodologies ensure that policies such as the academic honesty policy are fully embedded into the preparation of students for the extended essay make online curriculum centre resources available to supervisors such as extended essay exemplars and subject reports monitor the correct completion of the Reflections on planning and progress form 45 The supervisor The supervisorstudent working relationship is probably the most important one in the extended essay process The supervisor must be a suitably qualified member of staff at the school in which the student is registered The supervisor plays an important role in helping students to plan and undertake their research for the extended essay The relationship should be an active twoway process with the supervisor primarily there to support and guide the student during the supervision and reflection sessions at the planning stage and when the student is carrying out and writing up their research This is done through the supervision process including the three mandatory reflection sessions and the completion of the Reflections on planning and progress form It is the responsibility of the supervisor to ensure that students are familiar with the requirements of the extended essay Supervisors and students must discuss the nature of the extended essay their chosen subject topic and research question the most appropriate research methods to be used given the subject for which the student is submitting their essay the formal requirements for the completion of the task Students should be encouraged to initiate discussions with their supervisor to obtain advice and information and the role of the supervisor should be explained to them so that there is a shared understanding of expectations and responsibilities Supervisors must ensure that they understand the important role they play in supporting students in this process However if a student could not have completed the work without substantial support from their supervisor this should be reported to the Diploma Programmeextended essay coordinator who in turn must record the details on the appropriate form Additionally if the student has received substantial support from a teacher but has not declared this then this too must be recorded in the summative comment made by the supervisor on the Reflections on planning and progress form If academic misconduct is suspected supervisors must report this to the Diploma Programmeextended essay coordinator initially Supervisors are required to undertake three mandatory reflection sessions with each student they are supervising sign and date each reflection summarized on the Reflections on planning and progress form and provide comments at the end of the process If the form and essay are submitted via the eCoursework system then it is deemed signed and authenticated A blank or unsubmitted RPPF will score a 0 for criterion E provide students with advice and guidance in the skills of undertaking research encourage and support students throughout the research and writing of the extended essay discuss the choice of topic with each student and in particular help to formulate a wellfocused research question which is suitable to the subject of registration and ensure that the chosen 46 research question satisfies appropriate legal and ethical standards with regard to health and safety confidentiality human rights animal welfare and environmental issues is familiar with the regulations governing the extended essay and the assessment criteria and gives copies of these to students monitor the progress of the extended essay to offer guidance and to ensure that the essay is the students own work this may include presenting a section of the essay for supervisor comment read and comment on one draft only of the extended essay but do not edit the draft this should take place after the interim reflection session but before the final reflection session the viva voce ensure that the final version of the essay is handed in before the final reflection session viva voce takes place and that no changes are made to it subsequently read the final version and in conjunction with the viva voce confirm its authenticity The student may work with or consult external experts in a particular area of specialism but it remains the responsibility of the supervisor within the school to complete all the requirements described above See the section on the role of external mentors Supervisors are strongly recommended to read recent extended essay reports for the subject spend between three and five hours with each student including the time spent on the three mandatory reflection sessions encourage the development of a Researchers reflection space for students set a clear schedule for the reflection sessions ensure that the chosen research question is appropriate for the subject advise students on access to appropriate resources such as people a library a laboratory research methods how to cite and reference The following resources might be helpful in supporting the supervision and reflection process Pedagogical support for the EE Quick glance the role of the supervisor Do Do not ensure you feel prepared to undertake the role of the supervisor overlook the role or give it insufficient time help students to arrive at a focused research question which is feasible within the scope of the task time available and the students ability use the reflections or checkin sessions to address key skills such as research methodology and referencing instead speak to your Diploma Programmeextended essay coordinator about more effective cohortwide provision 47 emphasize the importance of the reflection sessions as supported by a detailed Researchers reflection space ensure that students are given copies of relevant publications available on the OCC such as policies exemplars and subject reports ensure you are fully familiar with both the assessment requirements of the subject you are supervising as detailed in the relevant chapter of the Extended essay guide as well as the generic requirements monitor the progress of the students and encourage them to develop skills relevant to their research and writing comment fully on one draft of the extended essay within the parameters permitted ensure adequate availability to students for check in and reflection sessions The student As the extended essay is an important component of the Diploma Programme and a substantial piece of work students need to ensure that they understand the expectations of the task and manage their time and workload effectively The following suggestions are given as guidance to help with the process Students are strongly recommended to develop a Researchers reflection space as a planning tool use the Researchers reflection space to prepare for reflection sessions share excerpts from the Researchers reflection space with the supervisor during the reflection sessions choose a subject followed by a topic and then think carefully about the research question for their essay plan how when and where they will find material and sources for their essay before deciding on the final topic and research question plan a schedule for both the researching and writing of their extended essay including extra time for delays and unforeseen problems record sources as their research progresses using their Researchers reflection space rather than trying to reconstruct a list at the end make the most of their supervision and reflection sessions by arriving prepared to discuss their work have a clear structure for the essay before beginning to write check and proofread the final version of their extended essay make sure that the version they submit for assessment is the final version with all sources correctly and consistently referenced ensure that all requirements are met 48 Quick glance the role of the student Do Do not choose a subject and then topic that interests you and allows you to develop and demonstrate your understanding creativity andor originality choose a topic or research question that you have seen in exemplars and that have been done too many times before develop a Researchers reflection space that will facilitate planning and preparation for reflection sessions overlook the importance of planning and how this can contribute to success in your extended essay make the most of your supervisors availability to guide you in the process try to construct a list of references at the end of the processbe aware of the implications of poorinadequate referencing prepare for reflection sessions appropriately meet all internal deadlines maintain a reference list as you work familiarize yourself with relevant policies 49 The role of the librarian Overview of the librarians role Librarians are uniquely positioned to play an important and effective role in the extended essay process As interdisciplinary educators they are able to work across subject areas to help students become lifelong learners through inquiring gaining and creating new knowledge and pursuing personal interests With the necessary educational background and training they are able to support students in the development of information literacy and research skills Students are often overwhelmed at the amount of unfiltered information available to them so they need to develop the skills to be able to raise questions and evaluate the authenticity validity and reliability of sources Utilising the knowledge and skills of a school librarian will help students to navigate and plan their extended essay more effectively and to become independent researchers In order to prepare students to be successful in the extended essay process librarians can help to lay the foundations for the development of research skills Ideally some of these skills will have already been developed several years before the extended essay process thus giving students a chance to demonstrate their learning However in situations where the concept of research is new to students librarians have an invaluable role to play The school librarian can provide leadership and expertise in the selection acquisition evaluation and organization of information resources and technologies in all formats as well as expertise in the ethical use of information These are all important concepts and practices students need to understand Support for the extended essay One of the best resources any school has to support the extended essay is the school library and librarian In order to support the extended essay a school may decide that the librarian is best placed to provide training in some of the fundamental research and information literacy skills Working closely with Diploma Programmeextended essay coordinator and supervisors librarians can provide important and additional support in the development of these skills These skills can include 50 Some schools might consider using the school librarian as the extended essay coordinator as the extended essay process and the concept of an investigation may be well suited to a school librarians educational background The librarian can help with the creation of an internal extended essay timeline in conjunction with Diploma Programme teachers and the Diploma Programme coordinator This timeline should take into account all the major internal and external IB assessments along with other major tests and school requirements Schools should determine how their librarian might best support the Diploma Programmeextended essay coordinator and supervisors in guiding students through the extended essay process The librarian can also create partnerships with local public and university libraries to allow Diploma Programme students access to resources outside of the school for the extended essay process The school librarian can work with the Diploma Programmeextended essay coordinator or head of school to come up with creative solutions to help students with their first major independent research project If the librarian is to play a role in the extended essay process it is advisable that they be formally trained in the extended essay at a Category 3 workshop A working knowledge of the general and subjectspecific guidelines must be understood so that they can provide the support that students may need The librarian may also choose to utilize a course management system to set up a structure for the school in order to facilitate the successful implementation of the extended essay A system such as this will be of benefit to both supervisors and students who will need access to the guidelines along with instructions on how to access all the resources needed for the extended essay Librarians are permitted to act as supervisors for the extended essay if they are appropriately qualified 51 Quick glance the role of the librarian Do Do not oversee the scheduling of the extended essay process offer lessons and workshops in information literacy and research skills build partnerships with public and university libraries act as a supervisor for extended essay students if appropriately qualified support students in terms of accessing adequate print and online sources help train students and teachers on using the extended essay guidelines and information provide guidance to students on how to format a formal essay using word processing software support and provide guidance to students on how to develop the Researchers reflection space provide training and support on the concept of academic honesty including an introduction to how to cite correctly and consistently comment on any part of the essay if they are not the supervisor propose or revise research questions undertake searches for information on behalf of students beyond guiding them on how to use search systems provide a preformatted template for the extended essay correct bibliographies or citations 52 Important note on the role of external mentors Ideally students should carry out the research for the essay solely under the direction of a school supervisor and within the school However in circumstances where the school deems it appropriate students may undertake their research at an institute or university under the guidance of an external mentor This must be with the agreement of the school and the external mentor must be provided with a letter outlining the nature of the extended essay and clear instructions about the level of guidance that is permitted Schools are responsible for ensuring that these external mentors are aware of the limits of their role in providing this service It is important to note that if this is the case the student must be allocated a supervisor within the school and undertake his or her reflection sessions with this person Only a supervisor within the school is permitted to complete the reflection process for the extended essay with the student and provide both signature and comments on the Reflections on planning and progress form RPPF The nature of these comments may be informed by the external mentor but must not be provided by them For further clarification please see the accompanying teacher support material The letter which must be electronically signed by the external mentor must be inserted in the appendix of the essay as part of the document file rather than as a separate document If a student has had an external mentor this signed letter is an important part of the authentication of the essay As the extended essay is an independent task and a formal assessment component students must not receive assistance with any aspect of the research writing or proofreading of the extended essay beyond that which is permitted through their supervisor If a supervisor suspects that the extended essay submitted for assessment by a student could not have been completed without assistance they are required to bring this to the attention of the Diploma Programmeextended essay coordinator who in turn must inform the IB This may then be investigated as a possible case of academic misconduct Role of external mentor when there is no internal member of staff who can engage with the target language When an external mentor is utilized because there is no internal member of staff who can engage with the target language heshe is able to comment on one full draft and conduct the reflection sessions as per the usual rules for a supervisor Once completed these need to be uploaded and have authenticity attested to by an internal member of staff who should be working with the external supervisor As the reflections need to be conducted in the language of registration then the external mentor in this situation would also need to be responsible for the comments on the RPPF after the candidate has entered theirs 53 Researchers reflection space Student reflection in the extended essay is critical Effective reflection highlights the engagement of the student in an intellectual and personal process and how this has changed the student as a learner and affected the completion of that individuals essay For those students who have completed the Middle Years Programme the researchers reflection space RRS can be compared to the process journal The IB considers this to be a central component of a successful research process as it supports student learning thinking and critical analysis throughout the research process helps to stimulate discussions between the student and supervisor aids the reflection process The nature of the RRS Use of the RRS is strongly recommended as it will allow the student to more clearly articulate and understand their decisionmaking process It supports learning thinking critical analysis and evaluation and contributes not only to the development of a successful extended essay but also to skills and competencies for pathways beyond the Diploma Programme The RRS is a personal learning environment that can be either a physical or virtual support tool It is a space in which students are able to record reflections on what they are reading writing and thinking The use of the RRS will help students to prepare for their reflection sessions with their supervisors and inform the discussions that take place In preparing for their reflection sessions students could use their RRS to record their reflections respond to artefacts such as photos newspaper clippings twitter feeds blogs and so on respond to prompts and questions that may arise in the students subject areas TOK classes or other aspects of the Diploma Programme create MindMaps record emerging questions The idea of the RRS is not new and many students already keep research journals in the planning researching and writing phases of their work on the extended essay Encouraging students to develop a RRS will provide benefits in terms of the management of their workload and focus on their extended essay The role of the RRS Created by students to support their engagement in the planning and decisionmaking process the RRS helps to develop critical and evaluative thinking skills It is also a planning tool that helps to scaffold the development of approaches to learning skills and conceptual understandings that occur throughout the research process Additionally the RRS tracks the evolution of thought as it relates to the development of an argument It helps the student to personally connect to the topic and may motivate them in 54 meaningful ways to successfully complete the extended essay Finally supervisors will be able to more effectively authenticate the student voice in that the RRS links directly to elements that will eventually be found in the essay itself The RRS is intended to make the entire supervision process more meaningful Insights and information recorded in the RRS are expected to form the basis for and find direct expression in the essay reflection sessions and Reflections on planning and progress form Students are expected to share excerpts from the RRS in discussions with their supervisor Using these reflections as a point of reference in their supervision sessions students will be able to demonstrate their planning discuss what they are learning evaluate their progress The studentsupervisor relationship Students can use the RRS to prepare for their reflection sessions with their supervisors Reflection session Description The first reflection session Students are encouraged to include in their RRS examples of initial topic exploration possible sources and methods preliminary research questions and their personal reactions to the issues In attending their first reflection session with their supervisor students can use notes made in the RRS as the basis for discussion as well as to demonstrate the progress students have made in the research process The interim reflection session As their RRS develops students can demonstrate the progress of their thinking the development of their argument and raise any questions they may have with their supervisor At this stage the RRS may include reactions to readings progress in the timeline for completion of the extended essay a possible outline of arguments challenges encountered and the strategies used to overcome them The final reflection session viva voce During the viva voce which takes place at the completion of the extended essay process the RRS can form the basis for discussion about the process of completing the essay Students can show what they have learned about the topic the research process followed their own learning as well as outlining new questions they have uncovered Most importantly during the viva voce the RRS may help to highlight the personal significance of the work to the student and ultimately contribute to the supervisors report 55 Tip While use of the RRS is not mandated the IB considers the development of the RRS an essential element of good reflective practice as it will help the student to not only scaffold the extended essay process but also to build skills which transcend the task itself and prepare the student for university study and beyond A wellused RRS will aid the reflection sessions students have with their supervisor as elements of it can be used to stimulate and inform discussion This will help students to move towards a more evaluative understanding of the research process and the choices they make as part of this Finally the RRS will contribute to a richer and more personally rewarding experience with the extended essay overall 56 Extended essay Introducing students to the extended essay Introducing students to the extended essay Before embarking on the extended essay it is important for students to understand the nature and aims of the extended essay including the requirements how the extended essay is implemented in their school the different stakeholders involved and their respective responsibilities the extended essays place in the core and Diploma Programme what is expected from the task It is the responsibility of schools and Diploma Programmeextended essay coordinator to ensure that students are familiar with the above and to introduce concepts such as research methods academic honesty and technology literacy using technology responsibly specifically in this instance when accessing and using internet based sources of information Students should also be introduced to the Researchers reflection space which will facilitate the planning and monitoring of their progress throughout the research process The supervision process In order for students to be successful in the completion of the extended essay the process needs to be structured and must incorporate a supervision process of 35 recommended hours to include three formal reflection sessions between the student and the supervisor as well as supervision sessions called checkin sessions The recording of reflections on the Reflections on planning and progress form is mandatory and must be submitted with the completed extended essay for assessment under criterion E engagement To prepare for these sessions and ensure that they are meaningful and purposeful the student needs to undertake a number of preparatory steps which are outlined in the following section 57 Distinguishing between a supervision session and a reflection session To support students through the process of undertaking independent research they must be allocated an appropriate supervisor Checkin sessions Students are encouraged to meet with their supervisor in between and in addition to the formal reflection sessions Supervision time should meet the needs of the individual student therefore the frequency and duration of these meetings will depend on the needs of the student and the supervisors requirements Supervision time may consist of an occasional 10minute checkin to discuss a timeline or clarification of a comment made by the supervisor It may also include a more lengthy discussion about particular issues for example regarding access to resources These supervision sessions do not form part of the formal reflection process and do not therefore need to be reported on the Reflections on planning and progress form However they nevertheless form an important part of the supervision process Formal reflection sessions These are the mandatory sessions that must be recorded on the Reflections on planning and progress form It is recommended that these sessions last 2030 minutes During these sessions students should share excerpts from their Researchers reflection space with their supervisor These sessions should focus on progress made so far and set clear objectives for moving forward in the research process Students should be prepared for these sessions and the meetings should be a dialogue guided by questions posed by the supervisor 58 Supporting the mandatory reflection sessions There are three mandatory reflection sessions that are a formal part of the extended essay and should be recorded on the Reflections on planning and progress form Following each session students are required to complete the relevant comment section on the form and submit it to their supervisor The supervisor must then sign and date the form and after the final reflection session the viva voce add their own comment For more information on the protocols for completing and submitting the Reflections on planning and progress form please refer to the section Protocols on completing and submitting the Reflections on planning and progress form Following the completion of all three sessions the form will be submitted to the International Baccalaureate along with the completed extended essay An incomplete form will impact the examiners ability to apply assessment criterion E engagement and will result in the student receiving a lower mark for this criterion Reflection sessions The following sections provide guidance with regard to preparing for and undertaking the three mandatory reflection sessions Preparation for the first reflection session First formal reflection session Preparation for the interim reflection session The interim reflection session Accommodating a change of direction Commenting on a draft version of the extended essay Submission requirements Preparation for the final reflection session viva voce Final reflection session viva voce 59 Preparation for the first reflection session As preparation for their first reflection session students should do the following 1 Think about subjects and areas of particular personal interest and do some initial background reading into a subject and topic of their choice 2 Using this as a starting point explore a variety of possible research topics 3 Read the subjectspecific section of the Extended essay guide for the subject they are interested in paying particular attention to the nature of the subject and the treatment of the topic 4 Undertake further background reading and begin to gather information around their area of interest This exploration should give rise to a variety of topics and questions that students can consider for further research At this stage it is important that students consider the availability of reliable and valid sources for the topic under consideration All of this should be recorded in their Researchers reflection space 5 Begin developing a research proposal which might include a MindMap of ideas an annotated article or preliminary bibliography Additionally students must already be thinking in terms of the following questions Is my topic appropriate for the subject I am considering Why am I interested in this area and why is it important What possible questions have emerged from my initial reading Are there any ethical issues that I need to consider What possible methods or approaches might be used for research in this area and why It is recommended at this point that the studentsupervisor relationship is formalized and the student can consider himself or herself prepared for the first formal reflection session 60 First formal reflection session This initial reflection session should be a dialogue between the student and the supervisor based on the students initial explorations It is recommended that the student sends their supervisor an outline of their research proposal ahead of the meeting in order to give the supervisor the opportunity to review their work This will ensure that the reflection session is focused and productive Topics of discussion that should arise during this session include a review of the requirements and assessment criteria for the subject a review of ethical and legal implications if applicable a dialogue about possible approaches and any potential problems that might arise a discussion of strategies for developing the students ideas for the essay and expanding the research so that the essay starts to take form probing and challenging questions that will help the student focus their thinking this should lead to the development of the students working research question an outline of the next steps that the student should undertake in order to refine their question this should take the form of a research and writing timeline Tip Following this first session the student is required to complete the first student comment section of the Reflections on planning and progress form and submit it to their supervisor who must then sign and date the form Please refer to the section Protocols for completing and submitting the Reflections on planning and progress form for more information Preparation for the interim reflection session Between the first and second reflection session students can engage in informal conversations with other people such as subject teachers the extended essay coordinator the librarian or their supervisor They must also ensure that they are progressing with their research plan In preparation for the interim reflection session students should have attempted to refine a focused and appropriate research question significantly deepened their research and recorded pertinent evidence information or data in the Researchers reflection space reviewed and consolidated the methodologies they are using formulated arguments based on the evidence that they have collected added to the working bibliography for their research 61 The interim reflection session This session is a continuation of the dialogue between supervisor and student in which the student must demonstrate the progress they have made in their research They must also be able to discuss any challenges they have encountered offer their own potential solutions and seek advice as necessary During this session the supervisor might discuss a completed piece of sustained writing from the student in order to ensure that they understand the academic writing requirements including referencing formats whether an appropriate range of sources has been accessed and how the student is critically evaluating the origin of those sources what the student now has to do in order to produce the full draft of their essay and ways and means of breaking down the task into manageable steps By the end of the interim reflection session both student and supervisor should feel satisfied that there is a clear and refined research question a viable argument on which to base the essay a sufficient range of appropriate sources a clear vision for the final steps in the writing process Between the interim session and the completion of the extended essay students should continue to see their supervisor as appropriate to their needs although the third and final reflection session should not take place until after the extended essay has been completed and uploaded for submission Tip Following this interim session the student is required to complete the second student comment section of the Reflections on planning and progress form and submit it to their supervisor who must then sign and date the form Please refer to the section Protocols for completing and submitting the Reflections on planning and progress form for more information Accommodating a change of direction If the student or supervisor is not satisfied that the goals of the research are being met further supervision sessions may be appropriate Students who find that they need to change direction in their research or adjust the formulation of their research question should demonstrate the thinking that led them to these decisions in their second reflection on the Reflections on planning and progress form They must not go back and adjust their initial reflections as the purpose of the form is to demonstrate the evolution of their thinking in the research process 62 Commenting on a draft version of the extended essay Commenting on one completed draft of the essay is a very important aspect of the latter stages in the process and the last point at which the supervisor sees the essay before it is finally uploaded for submission It is therefore vital that the level of support given is appropriatetoo little support and the ability of the student to meet their potential is compromised too much help and it will not be the work of an independent learner The best way of conducting this last stage is for the student to submit the essay prior to a supervision session to allow the supervisor to add their comments This should be followed by a onetoone discussion between the supervisor and the student in which they go through the comments together as these become a starting point for a dialogue about the essay This advice should be in terms of the way the work could be improved but this first draft must not be heavily annotated or edited by the supervisor What supervisors can do Comments can be added that indicate that the essay could be improved These comments should be openended and not involve editing the text for example Issue the research question is expressed differently in three places the title page the introduction and the conclusion Comment is your research question consistent through the essay including on the title page Issue the essay rambles and the argument is not clear Comment your essay lacks clarity here How might you make it clearer Issue the student has made a mistake in their calculations Comment check this page carefully Issue the student has left out a section of the essay Comment you are missing something here What is it Check the essay against the requirements Issue the essay places something in the appendix that should be in the body of the essay Comment are you sure this belongs here Issue the conclusion is weak Comment what is it that you are trying to say here Have you included all your relevant findings Have you looked at unanswered questions Issue the essay has an incomplete citation Comment you need to check this page for accuracy of referencing What supervisors cannot do Correct spelling and punctuation Correct experimental work or mathematics 63 Rewrite any of the essay Indicate where whole sections of the essay would be better placed Proofread the essay for errors Correct bibliographies or citations Tip If students give their supervisor sections of their extended essay to read this is permissible but the same section of work should not be looked at repeatedly by the supervisor nor should it be heavily annotated or edited Students and supervisors must be clear that only one complete draft of the essay is permitted to be looked at by the supervisor Submission requirements After commenting on one full draft the next version of the essay that the supervisor sees must be the final one submitted to them before the viva voce This version of the extended essay must be clean in other words it must not contain any comments from the supervisor or any other person Once this version has been submitted to the supervisor and discussed students are not permitted to make any further changes to it unless deemed appropriate by the supervisor because of an administrative error For this reason it is important that students are advised to ensure that it meets all formatting and submission requirements before they upload it Preparation for the final reflection session viva voce Supervisors must have already read the final version of the essay sent to them by the candidate before this session takes place Students should bring the following to this session extracts from their RRS that illustrate how they have grown as learners through the process of reflection a willingness to share their personal experience and to discuss the skills and development of conceptual understandings that they have acquired through the completion of the extended essay Tip It is important to note that students must not be allowed to make any changes to their extended essay after this meeting Once they have submitted the essay as final to their supervisor it is the supervisors responsibility to ensure that changes are not made This is particularly important for schools who allow candidate upload of the essay 64 Final reflection session viva voce The viva voce is a short interview between the student and the supervisor and is the mandatory conclusion to the extended essay process Students who do not attend the viva voce will be disadvantaged under criterion E engagement as the Reflections on planning and progress form will be incomplete The viva voce is conducted once the student has submitted the final version of their extended essay At this point in the process no further changes can be made to the essay The viva voce is a celebration of the completion of the essay and a reflection on what the student has learned from the process The viva voce is an opportunity to ask the student a variety of openended questions to elicit holistic evidence of the students learning experience an opportunity for the supervisor to confirm the authenticity of the students ideas and sources an opportunity to reflect on successes and difficulties encountered in the research process an aid to the supervisors comments on the Reflections on planning and progress form The viva voce should last 2030 minutes This is included in the recommended amount of time a supervisor should spend with the student In conducting the viva voce and writing their comments on the Reflections on planning and progress form supervisors should bear in mind the following The form is an assessed part of the extended essay The form must include comments made by the supervisor that are reflective of the discussions undertaken with the student during their supervision reflection sessions the students comments and the supervisors overall impression of the students engagement with the research process An incomplete form resulting from supervisors not holding reflection sessions or students not attending them could lead to criterion E engagement being compromised In assessing criterion E engagement examiners will take into account any information given on the form about unusual intellectual inventiveness This is especially the case if the student is able to demonstrate what has been learned as a result of this process or the skills developed Examiners want to know that students understand any material which must be properly referenced that they have included in their essays If the way the material is used in context in the essay does not clearly establish this the supervisor can check the students understanding in the viva voce and comment on this on the Reflections on planning and progress form If there appear to be major shortcomings in citations or referencing the supervisor should investigate thoroughly No essay should be authenticated if the supervisor believes the student may be guilty of plagiarism or some other form of academic misconduct The comment made by the supervisor should not attempt to do the examiners job It should refer to things largely processrelated that may not be obvious in the essay itself 65 Unless there are particular problems the viva voce should begin and end positively Completion of a major piece of work such as the extended essay is a great achievement for students Tip Following this final session the student is required to complete the last student comment section of the Reflections on planning and progress form sign and date it and submit it to their supervisor who must then add their own comments sign and date the form Note that the maximum total word limit for the three reflections on the RPPF is 500 The supervisor must then upload the form into the ecoursework system confirm the authenticity of both the form and essay and submit them to the IB for assessment as one portfolio Please refer to the section Protocols for completing and submitting the Reflections on planning and progress form for more information A blank or unsubmitted RPPF will score a 0 for criterion E 66 Authenticating student work All extended essays submitted to the IB for assessment must be authenticated by the student and supervisor and must not include any known instances of suspected or confirmed academic misconduct All students and supervisors must confirm the authenticity of the work submitted when uploading work to the ecoursework system Once a student has uploaded the final version of their extended essay to the ecoursework system for assessment and confirmed the authenticity of it it is submitted via the system to their supervisor At this point the supervisor must not allow any retraction of the essay by the student for modification purposes unless there has been an administrative oversight The Reflections on planning and progress form is given to the supervisor by the student signed and dated and it is the responsibility of the supervisor to upload this to the ecoursework system add their comment and authenticate it before submitting it to the IB with the already uploaded essay as one portfolio Further guidance on this is given in the section Protocols for completing and submitting the Reflections on planning and progress form It is extremely important that supervisors are able to confirm that they have followed the guidance for monitoring the students work throughout the process and can to the best of their knowledge confirm the authenticity of the work upon final submission please refer to the Handbook of procedures for the Diploma Programme If the supervisor is unable to confirm the authenticity of the work this must be brought to the attention of the Diploma Programme coordinator who in turn should refer to the Handbook of procedures for the Diploma Programme for guidance Work that is submitted but does not comply with the expectations and requirements outlined in this publication will be treated as a case of academic misconduct When authenticity is in doubt the supervisor should first discuss this with the student In addition one or more of the following actions may be helpful compare the style of writing with work known to be that of the student compare the final submission with the first draft of the written work check the references cited by the student and the original sources interview the student in the presence of a third party use one of the many websites set up to prevent plagiarism It is the responsibility of supervisors to ensure that all students understand the basic meaning and significance of concepts relating to academic honesty especially authenticity and intellectual property Supervisors must ensure that all student work to be assessed is prepared according to the stated requirements and must explain clearly to students that the extended essay must be entirely their own work The same piece of work cannot be submitted to meet the requirements of both the extended essay and a subjectspecific assessment component 67 For further guidance on this issue and the procedures for confirming authenticity please refer to the General regulations Diploma Programme as well as the Handbook of procedures for the Diploma Programme 68 Protocols for completing and submitting the Reflections on planning and progress form Completing the Reflections on planning and progress form RPPF is a requirement for the submission of the extended essay It plays an important role in the assessment of the final essay and of the students engagement with the process of independent research The following is offered as guidance for the completion and submission of the form Diploma Programmeextended essay coordinators with the support of their school leadership team must determine a system for the administration of the RPPF that ensures that both students and supervisors have access to it in order to complete the required summative comments This system also needs to ensure the integrity of the form The maximum total word limit for the three reflections on the RPPF is 500 words Examiners will not read or assess beyond the maximum limit Students whose word count exceeds this will compromise the assessment of their reflection as higher order reflections are be more likely to be present in the latter stages of the reflection process It should be noted that the RPPF must be completed in the language of the students extended essay submission Please be aware that RPPFs submitted in another language will be awarded 0 for this criterion as they will not be accessible for assessment by the allocated examiner The following steps are offered as guidance 69 A blank or unsubmitted RPPF will score a 0 for criterion E 70 An important note Once students have written their reflection and this has been signed and dated by their supervisor they must not make changes to these comments Examiners want to see the progression of ideas through the three reflection comments and if students make amendments at a later stage of the process this will undermine the authenticity of their experiences and affect the way in which examiners apply criterion E In appropriate circumstances as long as reflection statements are not qualitatively changed supervisors may oversee and authorise the deletion of content from the first and interim reflections in order to enable a student to include sufficient words in hisher final reflection It is however expected that early in the extended essay process students will receive appropriate guidance regarding the allocation of words to the three reflection statements 71 Extended essay The research and writing process Initial guidance on research and writing Supervisors are recommended to advise their students on how to conduct research and write the extended essay paying particular attention to the following key areas When researching the extended essay students should follow the steps below 72 73 Developing a research question All students regardless of the subject chosen must frame their research question as a question A hypothesis or statement of intent is not acceptable The reason for this is that a question helps students to retain focus throughout the essay A research question is a clear and focused question centred on a research topic Research questions usually emerge when questions are asked about a particular issue that a student is interested in or curious about A research question helps to focus the research providing a path through which students will undertake the research and writing process A clear and wellfocused research question which has a specific aim will allow a student to work towards developing a reasoned argument within the scope of the task rather than the kind of all about essay that an unfocused research question can lead to Sometimes students may need to revise their research question therefore a research question should always be considered provisional until they have enough research data to make a reasoned argument Supervisors should note that unfortunately the IB is unable to comment on the suitability of individual research questions This is because the development of an appropriate research question forms part of the assessment Should supervisors require support or advice with regard to possible research questions the Online curriculum centre extended essay forum is a good starting point 74 Five steps to developing a research question Choose a subject and topic that is of interest Deciding on a subject and topic that is of interest and in which the student is personally invested is important if their motivation is to be sustained throughout the process The student should be able to identify in a broad sense what it is that they are interested in and why Carry out preliminary reading After deciding on a topic of interest students should undertake some general reading around the issue Questions they must consider at this stage are What has already been written about this topic Was it easy to find sources of information Is there a range of different sources available Is there a range of views or perspectives on the topic What interesting questions have started to emerge from this reading Consider the emerging questions The student should now begin posing openended questions about their general topic These questions will usually be framed using the terms how why or to what extent 75 Evaluate the question Once possible research questions have been posed they should be evaluated This evaluation should be based on whether the research question is clear focused and arguable Clear Will the reader understand the nature of my research Will it direct the research being undertaken Focused Will the research question be specific enough to allow for exploration within the scope of the task that is the number of words and time available Arguable Does the research question allow for analysis evaluation and the development of a reasoned argument Consider research outcomes Once a provisional research question has been decided upon students should start thinking about the direction their research might take This could be in terms of suggesting possible outcomes of the research outlining the kind of argument they might make and how the research might support this considering options if the research available is not sufficient to support a sustained argument 76 Sample research questions The following table gives guidance on the difference between unclear and unfocused research questions and those that are appropriately clear and focused lending themselves to indepth research Unclear unfocused and unarguable research questions Clear focused narrow research questions lending themselves to indepth research What was the impact of Ho Chi Minhs allegiance to Lenin To what extent was nationalism the guiding factor in Ho Chi Minhs adoption of Leninism in 1920 What is the history of Chinese theatre How does the legacy of Mei Lan Fang contribute to modern Jingju How important is chlorophyll to plant life What is the effect of different concentrations of kinetin on leaves aging and the biosynthesis of chlorophyll How can the US governments spending policy be reformed To what extent did the rising COE prices affect the demand for new and used cars by the consumer population and hence affect the revenue generated by the Singaporean economy for the period 201216 An important note A question that is unclear or too broad will result in a narrative overview of the issue or event being discussed and provide little scope for analysis and reasoned argument The result of this is that examiners will not be able to apply the range of marks available in the assessment criteria particularly in relation to criterion C critical thinking 77 Writing the extended essay The structure of the essay is very important It helps students to organize the argument making the best use of the evidence collected There are six required elements of the final work to be submitted More details about each element are given in the Presentation section Please note that the order in which these elements are presented here is not necessarily the order in which they should be written Six required elements of the extended essay 1 Title page 2 Contents page 3 Introduction 4 Body of the essay 5 Conclusion 6 References and bibliography Title page The title page should include only the following information the title of the essay the research question the subject for which the essay is registered if it is a language essay also state which category it falls into if a world studies essay also state the theme and the two subjects utilized word count An important note Please note that name of the student or the school should not appear on the title page or on any page headers This is because the work is assessed anonymously The title The title of your essay should be a clear focused summative statement of your research which gives the reader an indication of your research topic It should not be phrased as a research question Title Research question Negative externalities of consumption Australian policy on cigarette packaging How effective has the Australian policy of plain cigarette packaging been in reducing the negative externalities associated with the consumption of cigarettes in X Commodification and the bodyan ethnographic study of social representations about the human body with relation to organ donation To what extent can we interpret the negative attitude from laymen towards organ donation as an act of resistance towards the demands of the 78 Title Research question hegemonic medical model The case of organ donation in Argentina An exploration of evil as a motivating force in drama How effectively does Christopher Marlowe present his view of evil in Dr Faustus The feasibility of wireless networking in a citywide context To what extent is wireless networking a feasible alternative to cabled networking within a whole city context Contents page A contents page must be provided at the beginning of the extended essay and all pages should be numbered Please note that an index page is not required and if included will be treated as if it is not present Introduction The introduction should tell the reader what to expect in the essay The introduction should make clear to the reader the focus of the essay the scope of the research in particular an indication of the sources to be used and an insight into the line of argument to be taken While students should have a sense of the direction and key focus of their essay it is sometimes advisable to finalize the introduction once the body of the essay is complete Body of the essay research analysis discussion and evaluation The main task is writing the body of the essay which should be presented in the form of a reasoned argument The form of this varies with the subject of the essay but as the argument develops it should be clear to the reader what relevant evidence has been discovered wherehow it has been discovered and how it supports the argument In some subjects for example the sciences subheadings within the main body of the essay will help the reader to understand the argument and will also help the student to keep on track In structuring their extended essay students must take into consideration the expected conventions of the subject in which their extended essay is registered Once the main body of the essay is complete it is possible to finalize the introduction which tells the reader what to expect and the conclusion which says what has been achieved including notes of any limitations and any questions that have not been resolved Any information that is important to the argument must not be included in appendices or footnotes endnotes The examiner will not read notes or appendices so an essay that is not complete in itself will be compromised across the assessment criteria 79 Conclusion The conclusion says what has been achieved including notes of any limitations and any questions that have not been resolved While students might draw conclusions throughout the essay based on their findings it is important that there is a final summative conclusion at the end This conclusions must relate to the research question posed References and bibliography Students should use their chosen style of academic referencing as soon as they start writing That way they are less likely to forget to include a citation It is also easier than trying to add references at a later stage For more information on this refer to the guidelines in the IB document Effective citing and referencing Writing the essay takes time but if students have used their Researchers reflection space and reflection sessions in a meaningful way they should be well prepared to develop their arguments 80 A VALORIZAÇÃO E O ENCORAJAMENTO DAS MULHERES NO MUNDO DOS ESPORTES O mundo dos esportes tem sido tradicionalmente dominado por homens No entanto as mulheres têm lutado bravamente para ganhar reconhecimento e igualdade neste campo Neste sentido se faz necessário entender até que ponto as mulheres são valorizadas e encorajadas no mundo dos esportes com foco nas protagonistas das obras Toque de Gênio e O Dia em que as Mulheres Viraram a Cabeça dos Homens O mundo dos esportes por muito tempo foi um domínio exclusivamente masculino As mulheres foram sistematicamente excluídas das competições esportivas com a justificativa de que eram fisicamente inferiores e que o esporte era incompatível com seu papel na sociedade No entanto ao longo do século XX as mulheres começaram a desafiar essas noções preconcebidas Elas lutaram pelo direito de competir em igualdade de condições com os homens mostrando ao mundo que eram tão capazes quanto eles Ainda assim a jornada não foi fácil As atletas femininas enfrentaram e ainda enfrentam inúmeros desafios desde a falta de oportunidades e investimentos até o preconceito e a discriminação Apesar dos avanços as mulheres ainda enfrentam muitos desafios no mundo dos esportes A disparidade salarial é um problema persistente com as atletas femininas frequentemente ganhando significativamente menos do que seus colegas masculinos Além disso as mulheres muitas vezes têm menos oportunidades de competir e receber treinamento de qualidade Elas também enfrentam estereótipos de gênero prejudiciais que questionam sua habilidade e comprometimento com o esporte Esses desafios podem desencorajar muitas mulheres de perseguir carreiras no esporte perpetuando um ciclo de subrepresentação Apesar desses desafios as mulheres fizeram conquistas notáveis no mundo dos esportes Elas quebraram barreiras estabeleceram recordes e provaram repetidamente que são tão talentosas e dedicadas quanto os homens As mulheres conquistaram o direito de competir em quase todos os esportes e muitas atletas femininas são agora reconhecidas como algumas das melhores do mundo em suas respectivas disciplinas Essas conquistas são um testemunho da resiliência determinação e habilidade das mulheres O futuro das mulheres no mundo dos esportes parece promissor Cada vez mais as organizações esportivas estão reconhecendo a importância da igualdade de gênero e estão tomando medidas para apoiar e promover atletas femininas Há um crescente reconhecimento de que as mulheres trazem habilidades perspectivas e talentos únicos para o esporte e que elas merecem ser valorizadas e encorajadas tanto quanto os homens No entanto ainda há muito trabalho a ser feito para garantir que todas as mulheres tenham a oportunidade de participar e prosperar no mundo dos esportes A obra faz um excelente trabalho ao valorizar a mulher no esporte destacando a força a determinação e a resiliência femininas A protagonista não é apenas uma atleta talentosa e dedicada mas também uma líder nata e uma inspiração para outras mulheres tanto dentro quanto fora do campo Ela é retratada como alguém que quebra barreiras e desafia as normas estabelecidas mostrando que as mulheres são tão capazes quanto os homens no mundo dos esportes se não mais Além disso Toque de Gênio também destaca a importância do encorajamento e do apoio às mulheres no esporte A protagonista recebe apoio de várias fontes desde treinadores dedicados que reconhecem seu potencial até colegas de equipe solidários e familiares amorosos Este encorajamento desempenha um papel crucial em sua jornada fornecendolhe a motivação e a confiança necessárias para superar os desafios enfrentar adversidades e alcançar seus objetivos Cada palavra de incentivo e cada gesto de apoio contribuem para fortalecer sua determinação e alimentar seu espírito competitivo A representação das mulheres em Toque de Gênio é um reflexo da realidade As mulheres no mundo dos esportes enfrentam muitos dos mesmos desafios retratados na obra desde a luta pela igualdade até a busca por reconhecimento e respeito No entanto a obra também mostra que apesar desses desafios as mulheres podem e estão fazendo a diferença no mundo dos esportes O Dia em que as Mulheres Viraram a Cabeça dos Homens é uma obra que destaca a jornada de uma mulher no mundo dos esportes A protagonista uma atleta talentosa enfrenta inúmeros desafios em sua busca para se destacar em um campo dominado por homens Sua jornada é marcada por obstáculos e adversidades mas também por momentos de triunfo e realização Ela é retratada como uma figura resiliente e determinada que não se deixa abater pelas dificuldades Através de sua jornada a obra explora temas como a persistência a coragem e a força de vontade mostrando como a protagonista supera os obstáculos em seu caminho e se recusa a ser definida pelas expectativas da sociedade A obra faz um excelente trabalho ao valorizar a mulher no esporte A protagonista não é apenas uma atleta mas também uma líder e uma inspiração para outras mulheres Ela é retratada como alguém que quebra barreiras e desafia as normas mostrando que as mulheres são tão capazes quanto os homens no mundo dos esportes A obra destaca a importância de valorizar as conquistas das mulheres no esporte independentemente de quão grandes ou pequenas elas possam ser Ela também enfatiza a necessidade de reconhecer e celebrar as contribuições das mulheres para o esporte em vez de minimizálas ou ignorálas O Dia em que as Mulheres Viraram a Cabeça dos Homens também destaca a importância do encorajamento das mulheres no esporte A protagonista recebe apoio de várias fontes desde treinadores até colegas de equipe e familiares Este encorajamento desempenha um papel crucial em sua jornada fornecendolhe a motivação e a confiança necessárias para superar os desafios A obra mostra como o encorajamento pode ter um impacto profundo na autoestima e no desempenho de uma atleta Ela também destaca a necessidade de criar um ambiente de apoio e encorajamento para as atletas femininas onde elas possam se sentir valorizadas e apoiadas A representação das mulheres em O Dia em que as Mulheres Viraram a Cabeça dos Homens é um reflexo da realidade As mulheres no mundo dos esportes enfrentam muitos dos mesmos desafios retratados na obra desde a luta pela igualdade até a busca por reconhecimento e respeito No entanto a obra também mostra que apesar desses desafios as mulheres podem e estão fazendo a diferença no mundo dos esportes Ela destaca a importância de continuar lutando por igualdade e justiça no esporte e de celebrar as conquistas das mulheres não importa quão pequenas ou grandes elas possam ser Ambas as obras Toque de Gênio e O Dia em que as Mulheres Viraram a Cabeça dos Homens apresentam protagonistas femininas fortes que desafiam as normas sociais e lutam por reconhecimento no mundo dos esportes Elas são retratadas como figuras resilientes e determinadas que enfrentam adversidades com coragem e persistência Ambas as obras destacam a importância do encorajamento e do apoio na jornada das protagonistas mostrando como esses elementos podem ajudar as mulheres a superar os desafios e alcançar seus objetivos Apesar dessas semelhanças existem diferenças notáveis na forma como as mulheres são retratadas nas duas obras Em Toque de Gênio a protagonista é retratada como uma figura solitária que luta contra as adversidades em grande parte por conta própria Em contraste em O Dia em que as Mulheres Viraram a Cabeça dos Homens a protagonista é retratada como parte de uma comunidade de mulheres que se apoiam mutuamente em suas lutas Essa diferença destaca a variedade de experiências das mulheres no mundo dos esportes As representações das mulheres nas duas obras têm um impacto significativo na forma como percebese o papel das mulheres no mundo dos esportes Ao retratar as mulheres como figuras fortes e resilientes ambas as obras desafiam os estereótipos de gênero e promovem uma visão mais igualitária do esporte No entanto a ênfase em O Dia em que as Mulheres Viraram a Cabeça dos Homens na importância da comunidade e do apoio mútuo também destaca a necessidade de solidariedade e colaboração na luta pela igualdade no esporte Dessa forma embora Toque de Gênio e O Dia em que as Mulheres Viraram a Cabeça dos Homens retratem as mulheres no mundo dos esportes de maneiras ligeiramente diferentes ambas as obras oferecem representações poderosas e inspiradoras das mulheres Elas destacam a força a resiliência e a determinação das mulheres e enfatizam a importância do encorajamento e do apoio Ao fazer isso elas contribuem para uma compreensão mais rica e mais matizada do papel das mulheres no mundo dos esportes O encorajamento é um elemento crucial para o sucesso de qualquer atleta independentemente do gênero No entanto para as mulheres no mundo dos esportes que muitas vezes enfrentam desafios adicionais e obstáculos devido a preconceitos de gênero e desigualdades estruturais o encorajamento pode ser ainda mais vital O encorajamento pode vir de várias fontes incluindo treinadores colegas de equipe familiares e amigos e pode assumir muitas formas desde palavras de apoio até investimento em treinamento e oportunidades O encorajamento pode ajudar a impulsionar a confiança das atletas motiválas a se esforçarem mais e ajudálas a persistir diante de adversidades Além disso o encorajamento pode ajudar a combater os estereótipos de gênero prejudiciais que muitas vezes desvalorizam as conquistas das mulheres no esporte e questionam sua capacidade e comprometimento A valorização das mulheres no esporte é outro aspecto crucial Isso envolve reconhecer e celebrar as conquistas das mulheres bem como respeitar e apreciar suas contribuições para o esporte A valorização pode ajudar a combater os estereótipos de gênero prejudiciais promover a igualdade e incentivar mais mulheres a participar do esporte Além disso a valorização das mulheres no esporte pode ter um impacto positivo na sociedade como um todo ajudando a desafiar as normas de gênero e promover uma visão mais igualitária do esporte A valorização das mulheres no esporte também envolve garantir que suas conquistas sejam devidamente reconhecidas e celebradas e que elas recebam o mesmo nível de apoio e oportunidades que seus colegas masculinos O encorajamento e a valorização podem ter um impacto profundo nas mulheres no mundo dos esportes Eles podem ajudar a aumentar a participação das mulheres no esporte melhorar seu desempenho e satisfação e promover sua saúde e bemestar geral Além disso o encorajamento e a valorização podem ajudar a promover a igualdade de gênero no esporte desafiando os estereótipos de gênero e promovendo uma visão mais inclusiva e igualitária do esporte Ao valorizar e encorajar as mulheres no esporte podese ajudar a criar um ambiente mais acolhedor e inclusivo onde todas as atletas se sintam valorizadas e apoiadas Apesar dos avanços feitos ainda há muito trabalho a ser feito para garantir que as mulheres sejam adequadamente encorajadas e valorizadas no mundo dos esportes Isso inclui continuar a lutar pela igualdade de oportunidades garantir que as conquistas das mulheres sejam reconhecidas e celebradas e promover uma cultura de respeito e apoio para todas as atletas Ao fazer isso podese ajudar a garantir que todas as mulheres tenham a oportunidade de participar e prosperar no mundo dos esportes A mídia desempenha um papel crucial na formação das percepções do público sobre o esporte e os atletas Ela tem o poder de destacar as conquistas das mulheres no esporte desafiar os estereótipos de gênero e promover a igualdade No entanto a mídia também pode perpetuar preconceitos e desigualdades por exemplo dando menos cobertura ao esporte feminino ou retratando as atletas femininas de maneira estereotipada Portanto é essencial que a mídia assuma a responsabilidade de retratar as mulheres no esporte de maneira justa e equitativa celebrando suas conquistas e contribuições A mídia tem o poder de moldar a narrativa em torno do esporte feminino influenciando não apenas como as atletas femininas são vistas mas também como elas se veem Uma representação positiva e equitativa na mídia pode ajudar a inspirar a próxima geração de atletas femininas A sociedade como um todo também tem um papel importante a desempenhar na valorização e encorajamento das mulheres no esporte Isso inclui apoiar as atletas femininas desafiar os preconceitos e estereótipos de gênero e promover a igualdade no esporte A sociedade pode fazer isso de várias maneiras desde assistir e apoiar eventos esportivos femininos até promover a igualdade de gênero no esporte em escolas e comunidades Cada indivíduo grupo e instituição na sociedade tem o potencial de fazer a diferença seja através do apoio direto às atletas femininas da promoção de políticas de igualdade de gênero no esporte ou simplesmente através do reconhecimento e valorização das conquistas das mulheres no esporte A mídia e a sociedade estão intrinsecamente ligadas e muitas vezes se influenciam mutuamente A forma como a mídia retrata as mulheres no esporte pode influenciar as atitudes e percepções da sociedade enquanto a demanda da sociedade por uma representação mais equitativa e justa das mulheres no esporte pode influenciar a cobertura da mídia Portanto é essencial que tanto a mídia quanto a sociedade trabalhem juntas para promover a valorização e o encorajamento das mulheres no esporte Isso pode envolver uma variedade de estratégias desde a promoção de uma cobertura mais equitativa do esporte feminino na mídia até a educação do público sobre a importância da igualdade de gênero no esporte Apesar de alguns avanços ainda há muito trabalho a ser feito para garantir que as mulheres sejam adequadamente valorizadas e encorajadas no mundo dos esportes Isso requer uma mudança tanto na mídia quanto na sociedade A mídia precisa garantir que as mulheres no esporte sejam retratadas de maneira justa e equitativa enquanto a sociedade precisa desafiar os preconceitos e estereótipos de gênero e apoiar as atletas femininas Serena Williams é um exemplo brilhante de uma mulher que alcançou um sucesso incrível no mundo dos esportes Serena é uma das maiores tenistas de todos os tempos sendo uma das mais premiadas somando 23 títulos de Grand Slam durante sua carreira Serena não apenas dominou o esporte mas também usou sua plataforma para defender a igualdade de gênero e raça no esporte Ela é um exemplo de como a determinação o talento e a paixão podem levar ao sucesso mesmo em face de adversidades Além disso Serena Williams tem sido uma defensora incansável da igualdade de gênero no esporte usando sua plataforma para destacar as disparidades salariais e as oportunidades desiguais que ainda existem Conhecida simplesmente como Marta ela é uma jogadora de futebol brasileira que é amplamente considerada uma das melhores jogadoras de futebol feminino de todos os tempos Marta foi nomeada Jogadora do Ano da FIFA seis vezes e tem uma carreira repleta de conquistas Ela é um exemplo de como as mulheres podem alcançar o sucesso no mundo dos esportes e é uma inspiração para muitas jovens atletas ao redor do mundo Marta tem sido uma defensora incansável do futebol feminino trabalhando para aumentar a visibilidade e o reconhecimento do esporte Simone Biles uma ginasta americana é outro exemplo de uma mulher que alcançou um sucesso incrível no mundo dos esportes Ela é a ginasta mais condecorada na história do Campeonato Mundial com um total de 25 medalhas Biles é conhecida por sua incrível habilidade força e graça e é um exemplo de excelência no esporte Além de suas conquistas no esporte Biles também tem sido uma voz poderosa fora do ginásio falando abertamente sobre questões de saúde mental e defendendo a necessidade de maior apoio para os atletas Ronda Rousey é uma lutadora de artes marciais mistas que se tornou a primeira mulher a assinar com o UFC Ela é uma pioneira no esporte e abriu caminho para outras mulheres no mundo das artes marciais mistas Rousey é um exemplo de como as mulheres podem desafiar as normas de gênero e alcançar o sucesso em esportes tradicionalmente dominados por homens Além de suas conquistas no octógono Rousey também tem sido uma defensora da igualdade de gênero no esporte usando sua plataforma para destacar as disparidades que ainda existem Apesar dos avanços significativos nas últimas décadas a forma como as mulheres são valorizadas e encorajadas no mundo dos esportes ainda precisa de mudanças substanciais As mulheres continuam a enfrentar desigualdades em termos de oportunidades salários cobertura da mídia e representação em posições de liderança dentro do esporte Essas desigualdades não apenas prejudicam as atletas femininas mas também desencorajam a participação das mulheres no esporte Além disso essas desigualdades podem ter um impacto negativo na percepção das mulheres sobre suas próprias habilidades e potencial o que pode por sua vez afetar sua motivação e desempenho A necessidade de mudança vai além da simples questão de justiça Promover a igualdade de gênero no esporte tem benefícios significativos para a sociedade como um todo Isso pode levar a um aumento na participação esportiva melhorar a saúde e o bemestar das mulheres desafiar os estereótipos de gênero prejudiciais e promover uma visão mais igualitária e inclusiva do esporte Além disso a promoção da igualdade de gênero no esporte pode ter um impacto positivo na economia pois pode levar a um aumento na participação das mulheres no esporte profissional e recreativo o que pode por sua vez gerar receita e empregos As organizações esportivas têm um papel crucial a desempenhar na promoção dessa mudança Elas precisam adotar políticas que promovam a igualdade de gênero como garantir a igualdade de prêmios em dinheiro investir no desenvolvimento do esporte feminino e promover a representação feminina em posições de liderança Além disso as organizações esportivas precisam trabalhar para criar um ambiente inclusivo e acolhedor para as atletas femininas onde elas possam se sentir valorizadas e apoiadas A mídia também possui uma importante influência que deve ser utilizada para a inclusão das mulheres no esporte Ela precisa garantir que o esporte feminino receba uma cobertura justa e equitativa e que as atletas femininas sejam retratadas de maneira positiva e respeitosa Isso pode ajudar a aumentar a visibilidade do esporte feminino e a desafiar os estereótipos de gênero Além disso a mídia tem o poder de influenciar a percepção do público sobre o esporte feminino e pode desempenhar um papel crucial na promoção da igualdade de gênero no esporte A sociedade como um todo também precisa ser participante ativa desta etapa de mudança Isso inclui apoiar as atletas femininas assistir a eventos esportivos femininos e desafiar os preconceitos e estereótipos de gênero Cada indivíduo tem o poder de fazer a diferença seja através do apoio direto às atletas femininas ou através da promoção da igualdade de gênero no esporte em suas próprias comunidades Além disso a sociedade precisa reconhecer e valorizar as conquistas das mulheres no esporte e celebrar o sucesso das atletas femininas Dessa forma a necessidade de mudança na forma como as mulheres são valorizadas e encorajadas no mundo dos esportes é clara e urgente Todos organizações esportivas mídia e sociedade temse um papel importante para desempenhar no desenvolvimento dessa mudança Ao fazer isso podese ajudar a criar um mundo do esporte mais igualitário e inclusivo onde todas as mulheres têm a oportunidade de brilhar A primeira e mais importante solução é garantir a igualdade de oportunidades para homens e mulheres no esporte Isso significa garantir que as mulheres tenham as mesmas oportunidades de participar competir e ter sucesso no esporte Isso pode envolver a implementação de políticas que promovam a igualdade de gênero no esporte como a garantia de igualdade de prêmios em dinheiro e a promoção de oportunidades iguais de treinamento e competição para atletas masculinos e femininos Além disso é importante garantir que as mulheres tenham acesso a instalações e equipamentos de treinamento adequados e que sejam oferecidas oportunidades iguais para desenvolver suas habilidades e talentos Outra solução importante é promover a representação feminina em todos os níveis do esporte desde atletas e treinadores até executivos e dirigentes Isso pode envolver a implementação de políticas que incentivem a participação das mulheres no esporte como a implementação de cotas de gênero para posições de liderança no esporte e a promoção de programas de mentoria e desenvolvimento de liderança para mulheres no esporte Ao aumentar a representação feminina em todos os níveis do esporte podese ajudar a garantir que as vozes das mulheres sejam ouvidas e que suas necessidades e interesses sejam levados em consideração A educação e a sensibilização são ferramentas poderosas para promover a valorização e o encorajamento das mulheres no esporte Isso pode envolver a realização de campanhas de sensibilização para desafiar os estereótipos de gênero no esporte a promoção da educação sobre a igualdade de gênero no esporte nas escolas e a realização de workshops e seminários para educar atletas treinadores e dirigentes sobre a importância da igualdade de gênero no esporte Ao aumentar a conscientização sobre a importância da igualdade de gênero no esporte podese ajudar a mudar atitudes e comportamentos e promover um ambiente mais inclusivo e igualitário no esporte As mulheres no esporte também precisam de apoio e recursos adequados para ter sucesso Isso pode envolver o fornecimento de recursos financeiros para atletas femininas a garantia de que as mulheres tenham acesso a instalações e equipamentos de treinamento de alta qualidade e a oferta de apoio psicológico e emocional para ajudar as mulheres a lidar com os desafios e pressões do esporte Ao fornecer às mulheres o apoio e os recursos de que precisam podese ajudálas a alcançar seu potencial máximo e a ter sucesso no esporte Por fim é necessária uma mudança cultural mais ampla para melhorar a valorização e o encorajamento das mulheres no esporte Isso envolve desafiar e mudar as atitudes e percepções culturais que perpetuam a desigualdade de gênero no esporte Isso pode envolver a promoção de uma cultura de respeito e igualdade no esporte onde as conquistas das mulheres são celebradas e valorizadas tanto quanto as dos homens Ao promover uma mudança cultural podese ajudar a criar um ambiente mais inclusivo e igualitário no esporte onde todas as mulheres se sintam valorizadas e apoiadas Neste sentido existem várias soluções potenciais para melhorar a valorização e o encorajamento das mulheres no mundo dos esportes No entanto a implementação dessas soluções requer o compromisso e a ação de todos os envolvidos no esporte desde atletas e treinadores até dirigentes e fãs Em suma abordouse a valorização e o encorajamento das mulheres no mundo dos esportes com foco nas protagonistas das obras Toque de Gênio e O Dia em que as Mulheres Viraram a Cabeça dos Homens Se discutiu a posição geral das mulheres no mundo dos esportes destacando os desafios e as conquistas Analisouse como as mulheres são retratadas nas duas obras focando na jornada das protagonistas no mundo dos esportes Comparouse e contrastouse as representações das mulheres nas duas obras e foi discutido a importância do encorajamento e valorização das mulheres no mundo dos esportes Além disso explorouse o papel da mídia e da sociedade na valorização e encorajamento das mulheres no mundo dos esportes e destacouse alguns casos de sucesso de mulheres no mundo dos esportes Através desta análise ficou claro que o encorajamento e a valorização desempenham um papel crucial na promoção da participação e do sucesso das mulheres no esporte Se discutiu o papel da mídia e da sociedade na valorização e encorajamento das mulheres no mundo dos esportes e foi destacado alguns casos de sucesso de mulheres no mundo dos esportes Também se discutiu a necessidade de mudança na forma como as mulheres são valorizadas e encorajadas no mundo dos esportes e foi proposto algumas soluções para melhorar a valorização e o encorajamento das mulheres no mundo dos esportes Essas soluções incluem garantir a igualdade de oportunidades promover a representação feminina aumentar a educação e a conscientização fornecer apoio e recursos adequados e promover uma mudança cultural Ao fornecer às mulheres o apoio e os recursos de que precisam podese ajudálas a alcançar seu potencial máximo e a ter sucesso no esporte Em conclusão embora tenha sido feito progressos significativos na promoção da igualdade de gênero no esporte ainda há muito trabalho a ser feito Todos atletas treinadores dirigentes fãs mídia e sociedade têm um papel a desempenhar na promoção dessa mudança Ao atuar neste escopo podese ajudar a criar um mundo do esporte mais igualitário e inclusivo onde todas as mulheres têm a oportunidade de brilhar Além disso ao continuar a encorajar e valorizar as mulheres no esporte pode se ajudar a promover uma mudança cultural mais ampla desafiando os estereótipos de gênero e gerando a promoção da igualdade de gênero em todos os escopos da vida REFERÊNCIAS BIBLIOGRÁFICAS RUBIO K GRILO R Toque de Gênio São Paulo Editora Laços 2019 SIMÕES R R O dia que as mulheres viraram as cabeças dos homens Rio de Janeiro QualityMark 2007 A VALORIZAÇÃO E O ENCORAJAMENTO DAS MULHERES NO MUNDO DOS ESPORTES O mundo dos esportes tem sido tradicionalmente dominado por homens No entanto as mulheres têm lutado bravamente para ganhar reconhecimento e igualdade neste campo Neste sentido se faz necessário entender até que ponto as mulheres são valorizadas e encorajadas no mundo dos esportes com foco nas protagonistas das obras Toque de Gênio e O Dia em que as Mulheres Viraram a Cabeça dos Homens O mundo dos esportes por muito tempo foi um domínio exclusivamente masculino As mulheres foram sistematicamente excluídas das competições esportivas com a justificativa de que eram fisicamente inferiores e que o esporte era incompatível com seu papel na sociedade No entanto ao longo do século XX as mulheres começaram a desafiar essas noções preconcebidas Elas lutaram pelo direito de competir em igualdade de condições com os homens mostrando ao mundo que eram tão capazes quanto eles Ainda assim a jornada não foi fácil As atletas femininas enfrentaram e ainda enfrentam inúmeros desafios desde a falta de oportunidades e investimentos até o preconceito e a discriminação Apesar dos avanços as mulheres ainda enfrentam muitos desafios no mundo dos esportes A disparidade salarial é um problema persistente com as atletas femininas frequentemente ganhando significativamente menos do que seus colegas masculinos Além disso as mulheres muitas vezes têm menos oportunidades de competir e receber treinamento de qualidade Elas também enfrentam estereótipos de gênero prejudiciais que questionam sua habilidade e comprometimento com o esporte Esses desafios podem desencorajar muitas mulheres de perseguir carreiras no esporte perpetuando um ciclo de subrepresentação Apesar desses desafios as mulheres fizeram conquistas notáveis no mundo dos esportes Elas quebraram barreiras estabeleceram recordes e provaram repetidamente que são tão talentosas e dedicadas quanto os homens As mulheres conquistaram o direito de competir em quase todos os esportes e muitas atletas femininas são agora reconhecidas como algumas das melhores do mundo em suas respectivas disciplinas Essas conquistas são um testemunho da resiliência determinação e habilidade das mulheres O futuro das mulheres no mundo dos esportes parece promissor Cada vez mais as organizações esportivas estão reconhecendo a importância da igualdade de gênero e estão tomando medidas para apoiar e promover atletas femininas Há um crescente reconhecimento de que as mulheres trazem habilidades perspectivas e talentos únicos para o esporte e que elas merecem ser valorizadas e encorajadas tanto quanto os homens No entanto ainda há muito trabalho a ser feito para garantir que todas as mulheres tenham a oportunidade de participar e prosperar no mundo dos esportes A obra faz um excelente trabalho ao valorizar a mulher no esporte destacando a força a determinação e a resiliência femininas A protagonista não é apenas uma atleta talentosa e dedicada mas também uma líder nata e uma inspiração para outras mulheres tanto dentro quanto fora do campo Ela é retratada como alguém que quebra barreiras e desafia as normas estabelecidas mostrando que as mulheres são tão capazes quanto os homens no mundo dos esportes se não mais Além disso Toque de Gênio também destaca a importância do encorajamento e do apoio às mulheres no esporte A protagonista recebe apoio de várias fontes desde treinadores dedicados que reconhecem seu potencial até colegas de equipe solidários e familiares amorosos Este encorajamento desempenha um papel crucial em sua jornada fornecendolhe a motivação e a confiança necessárias para superar os desafios enfrentar adversidades e alcançar seus objetivos Cada palavra de incentivo e cada gesto de apoio contribuem para fortalecer sua determinação e alimentar seu espírito competitivo A representação das mulheres em Toque de Gênio é um reflexo da realidade As mulheres no mundo dos esportes enfrentam muitos dos mesmos desafios retratados na obra desde a luta pela igualdade até a busca por reconhecimento e respeito No entanto a obra também mostra que apesar desses desafios as mulheres podem e estão fazendo a diferença no mundo dos esportes O Dia em que as Mulheres Viraram a Cabeça dos Homens é uma obra que destaca a jornada de uma mulher no mundo dos esportes A protagonista uma atleta talentosa enfrenta inúmeros desafios em sua busca para se destacar em um campo dominado por homens Sua jornada é marcada por obstáculos e adversidades mas também por momentos de triunfo e realização Ela é retratada como uma figura resiliente e determinada que não se deixa abater pelas dificuldades Através de sua jornada a obra explora temas como a persistência a coragem e a força de vontade mostrando como a protagonista supera os obstáculos em seu caminho e se recusa a ser definida pelas expectativas da sociedade A obra faz um excelente trabalho ao valorizar a mulher no esporte A protagonista não é apenas uma atleta mas também uma líder e uma inspiração para outras mulheres Ela é retratada como alguém que quebra barreiras e desafia as normas mostrando que as mulheres são tão capazes quanto os homens no mundo dos esportes A obra destaca a importância de valorizar as conquistas das mulheres no esporte independentemente de quão grandes ou pequenas elas possam ser Ela também enfatiza a necessidade de reconhecer e celebrar as contribuições das mulheres para o esporte em vez de minimizálas ou ignorálas O Dia em que as Mulheres Viraram a Cabeça dos Homens também destaca a importância do encorajamento das mulheres no esporte A protagonista recebe apoio de várias fontes desde treinadores até colegas de equipe e familiares Este encorajamento desempenha um papel crucial em sua jornada fornecendolhe a motivação e a confiança necessárias para superar os desafios A obra mostra como o encorajamento pode ter um impacto profundo na autoestima e no desempenho de uma atleta Ela também destaca a necessidade de criar um ambiente de apoio e encorajamento para as atletas femininas onde elas possam se sentir valorizadas e apoiadas A representação das mulheres em O Dia em que as Mulheres Viraram a Cabeça dos Homens é um reflexo da realidade As mulheres no mundo dos esportes enfrentam muitos dos mesmos desafios retratados na obra desde a luta pela igualdade até a busca por reconhecimento e respeito No entanto a obra também mostra que apesar desses desafios as mulheres podem e estão fazendo a diferença no mundo dos esportes Ela destaca a importância de continuar lutando por igualdade e justiça no esporte e de celebrar as conquistas das mulheres não importa quão pequenas ou grandes elas possam ser Ambas as obras Toque de Gênio e O Dia em que as Mulheres Viraram a Cabeça dos Homens apresentam protagonistas femininas fortes que desafiam as normas sociais e lutam por reconhecimento no mundo dos esportes Elas são retratadas como figuras resilientes e determinadas que enfrentam adversidades com coragem e persistência Ambas as obras destacam a importância do encorajamento e do apoio na jornada das protagonistas mostrando como esses elementos podem ajudar as mulheres a superar os desafios e alcançar seus objetivos Apesar dessas semelhanças existem diferenças notáveis na forma como as mulheres são retratadas nas duas obras Em Toque de Gênio a protagonista é retratada como uma figura solitária que luta contra as adversidades em grande parte por conta própria Em contraste em O Dia em que as Mulheres Viraram a Cabeça dos Homens a protagonista é retratada como parte de uma comunidade de mulheres que se apoiam mutuamente em suas lutas Essa diferença destaca a variedade de experiências das mulheres no mundo dos esportes As representações das mulheres nas duas obras têm um impacto significativo na forma como percebese o papel das mulheres no mundo dos esportes Ao retratar as mulheres como figuras fortes e resilientes ambas as obras desafiam os estereótipos de gênero e promovem uma visão mais igualitária do esporte No entanto a ênfase em O Dia em que as Mulheres Viraram a Cabeça dos Homens na importância da comunidade e do apoio mútuo também destaca a necessidade de solidariedade e colaboração na luta pela igualdade no esporte Dessa forma embora Toque de Gênio e O Dia em que as Mulheres Viraram a Cabeça dos Homens retratem as mulheres no mundo dos esportes de maneiras ligeiramente diferentes ambas as obras oferecem representações poderosas e inspiradoras das mulheres Elas destacam a força a resiliência e a determinação das mulheres e enfatizam a importância do encorajamento e do apoio Ao fazer isso elas contribuem para uma compreensão mais rica e mais matizada do papel das mulheres no mundo dos esportes O encorajamento é um elemento crucial para o sucesso de qualquer atleta independentemente do gênero No entanto para as mulheres no mundo dos esportes que muitas vezes enfrentam desafios adicionais e obstáculos devido a preconceitos de gênero e desigualdades estruturais o encorajamento pode ser ainda mais vital O encorajamento pode vir de várias fontes incluindo treinadores colegas de equipe familiares e amigos e pode assumir muitas formas desde palavras de apoio até investimento em treinamento e oportunidades O encorajamento pode ajudar a impulsionar a confiança das atletas motiválas a se esforçarem mais e ajudálas a persistir diante de adversidades Além disso o encorajamento pode ajudar a combater os estereótipos de gênero prejudiciais que muitas vezes desvalorizam as conquistas das mulheres no esporte e questionam sua capacidade e comprometimento A valorização das mulheres no esporte é outro aspecto crucial Isso envolve reconhecer e celebrar as conquistas das mulheres bem como respeitar e apreciar suas contribuições para o esporte A valorização pode ajudar a combater os estereótipos de gênero prejudiciais promover a igualdade e incentivar mais mulheres a participar do esporte Além disso a valorização das mulheres no esporte pode ter um impacto positivo na sociedade como um todo ajudando a desafiar as normas de gênero e promover uma visão mais igualitária do esporte A valorização das mulheres no esporte também envolve garantir que suas conquistas sejam devidamente reconhecidas e celebradas e que elas recebam o mesmo nível de apoio e oportunidades que seus colegas masculinos O encorajamento e a valorização podem ter um impacto profundo nas mulheres no mundo dos esportes Eles podem ajudar a aumentar a participação das mulheres no esporte melhorar seu desempenho e satisfação e promover sua saúde e bem estar geral Além disso o encorajamento e a valorização podem ajudar a promover a igualdade de gênero no esporte desafiando os estereótipos de gênero e promovendo uma visão mais inclusiva e igualitária do esporte Ao valorizar e encorajar as mulheres no esporte podese ajudar a criar um ambiente mais acolhedor e inclusivo onde todas as atletas se sintam valorizadas e apoiadas Apesar dos avanços feitos ainda há muito trabalho a ser feito para garantir que as mulheres sejam adequadamente encorajadas e valorizadas no mundo dos esportes Isso inclui continuar a lutar pela igualdade de oportunidades garantir que as conquistas das mulheres sejam reconhecidas e celebradas e promover uma cultura de respeito e apoio para todas as atletas Ao fazer isso podese ajudar a garantir que todas as mulheres tenham a oportunidade de participar e prosperar no mundo dos esportes A mídia desempenha um papel crucial na formação das percepções do público sobre o esporte e os atletas Ela tem o poder de destacar as conquistas das mulheres no esporte desafiar os estereótipos de gênero e promover a igualdade No entanto a mídia também pode perpetuar preconceitos e desigualdades por exemplo dando menos cobertura ao esporte feminino ou retratando as atletas femininas de maneira estereotipada Portanto é essencial que a mídia assuma a responsabilidade de retratar as mulheres no esporte de maneira justa e equitativa celebrando suas conquistas e contribuições A mídia tem o poder de moldar a narrativa em torno do esporte feminino influenciando não apenas como as atletas femininas são vistas mas também como elas se veem Uma representação positiva e equitativa na mídia pode ajudar a inspirar a próxima geração de atletas femininas A sociedade como um todo também tem um papel importante a desempenhar na valorização e encorajamento das mulheres no esporte Isso inclui apoiar as atletas femininas desafiar os preconceitos e estereótipos de gênero e promover a igualdade no esporte A sociedade pode fazer isso de várias maneiras desde assistir e apoiar eventos esportivos femininos até promover a igualdade de gênero no esporte em escolas e comunidades Cada indivíduo grupo e instituição na sociedade tem o potencial de fazer a diferença seja através do apoio direto às atletas femininas da promoção de políticas de igualdade de gênero no esporte ou simplesmente através do reconhecimento e valorização das conquistas das mulheres no esporte A mídia e a sociedade estão intrinsecamente ligadas e muitas vezes se influenciam mutuamente A forma como a mídia retrata as mulheres no esporte pode influenciar as atitudes e percepções da sociedade enquanto a demanda da sociedade por uma representação mais equitativa e justa das mulheres no esporte pode influenciar a cobertura da mídia Portanto é essencial que tanto a mídia quanto a sociedade trabalhem juntas para promover a valorização e o encorajamento das mulheres no esporte Isso pode envolver uma variedade de estratégias desde a promoção de uma cobertura mais equitativa do esporte feminino na mídia até a educação do público sobre a importância da igualdade de gênero no esporte Apesar de alguns avanços ainda há muito trabalho a ser feito para garantir que as mulheres sejam adequadamente valorizadas e encorajadas no mundo dos esportes Isso requer uma mudança tanto na mídia quanto na sociedade A mídia precisa garantir que as mulheres no esporte sejam retratadas de maneira justa e equitativa enquanto a sociedade precisa desafiar os preconceitos e estereótipos de gênero e apoiar as atletas femininas Serena Williams é um exemplo brilhante de uma mulher que alcançou um sucesso incrível no mundo dos esportes Serena é uma das maiores tenistas de todos os tempos sendo uma das mais premiadas somando 23 títulos de Grand Slam durante sua carreira Serena não apenas dominou o esporte mas também usou sua plataforma para defender a igualdade de gênero e raça no esporte Ela é um exemplo de como a determinação o talento e a paixão podem levar ao sucesso mesmo em face de adversidades Além disso Serena Williams tem sido uma defensora incansável da igualdade de gênero no esporte usando sua plataforma para destacar as disparidades salariais e as oportunidades desiguais que ainda existem Conhecida simplesmente como Marta ela é uma jogadora de futebol brasileira que é amplamente considerada uma das melhores jogadoras de futebol feminino de todos os tempos Marta foi nomeada Jogadora do Ano da FIFA seis vezes e tem uma carreira repleta de conquistas Ela é um exemplo de como as mulheres podem alcançar o sucesso no mundo dos esportes e é uma inspiração para muitas jovens atletas ao redor do mundo Marta tem sido uma defensora incansável do futebol feminino trabalhando para aumentar a visibilidade e o reconhecimento do esporte Simone Biles uma ginasta americana é outro exemplo de uma mulher que alcançou um sucesso incrível no mundo dos esportes Ela é a ginasta mais condecorada na história do Campeonato Mundial com um total de 25 medalhas Biles é conhecida por sua incrível habilidade força e graça e é um exemplo de excelência no esporte Além de suas conquistas no esporte Biles também tem sido uma voz poderosa fora do ginásio falando abertamente sobre questões de saúde mental e defendendo a necessidade de maior apoio para os atletas Ronda Rousey é uma lutadora de artes marciais mistas que se tornou a primeira mulher a assinar com o UFC Ela é uma pioneira no esporte e abriu caminho para outras mulheres no mundo das artes marciais mistas Rousey é um exemplo de como as mulheres podem desafiar as normas de gênero e alcançar o sucesso em esportes tradicionalmente dominados por homens Além de suas conquistas no octógono Rousey também tem sido uma defensora da igualdade de gênero no esporte usando sua plataforma para destacar as disparidades que ainda existem Apesar dos avanços significativos nas últimas décadas a forma como as mulheres são valorizadas e encorajadas no mundo dos esportes ainda precisa de mudanças substanciais As mulheres continuam a enfrentar desigualdades em termos de oportunidades salários cobertura da mídia e representação em posições de liderança dentro do esporte Essas desigualdades não apenas prejudicam as atletas femininas mas também desencorajam a participação das mulheres no esporte Além disso essas desigualdades podem ter um impacto negativo na percepção das mulheres sobre suas próprias habilidades e potencial o que pode por sua vez afetar sua motivação e desempenho A necessidade de mudança vai além da simples questão de justiça Promover a igualdade de gênero no esporte tem benefícios significativos para a sociedade como um todo Isso pode levar a um aumento na participação esportiva melhorar a saúde e o bemestar das mulheres desafiar os estereótipos de gênero prejudiciais e promover uma visão mais igualitária e inclusiva do esporte Além disso a promoção da igualdade de gênero no esporte pode ter um impacto positivo na economia pois pode levar a um aumento na participação das mulheres no esporte profissional e recreativo o que pode por sua vez gerar receita e empregos As organizações esportivas têm um papel crucial a desempenhar na promoção dessa mudança Elas precisam adotar políticas que promovam a igualdade de gênero como garantir a igualdade de prêmios em dinheiro investir no desenvolvimento do esporte feminino e promover a representação feminina em posições de liderança Além disso as organizações esportivas precisam trabalhar para criar um ambiente inclusivo e acolhedor para as atletas femininas onde elas possam se sentir valorizadas e apoiadas A mídia também possui uma importante influência que deve ser utilizada para a inclusão das mulheres no esporte Ela precisa garantir que o esporte feminino receba uma cobertura justa e equitativa e que as atletas femininas sejam retratadas de maneira positiva e respeitosa Isso pode ajudar a aumentar a visibilidade do esporte feminino e a desafiar os estereótipos de gênero Além disso a mídia tem o poder de influenciar a percepção do público sobre o esporte feminino e pode desempenhar um papel crucial na promoção da igualdade de gênero no esporte A sociedade como um todo também precisa ser participante ativa desta etapa de mudança Isso inclui apoiar as atletas femininas assistir a eventos esportivos femininos e desafiar os preconceitos e estereótipos de gênero Cada indivíduo tem o poder de fazer a diferença seja através do apoio direto às atletas femininas ou através da promoção da igualdade de gênero no esporte em suas próprias comunidades Além disso a sociedade precisa reconhecer e valorizar as conquistas das mulheres no esporte e celebrar o sucesso das atletas femininas Dessa forma a necessidade de mudança na forma como as mulheres são valorizadas e encorajadas no mundo dos esportes é clara e urgente Todos organizações esportivas mídia e sociedade temse um papel importante para desempenhar no desenvolvimento dessa mudança Ao fazer isso podese ajudar a criar um mundo do esporte mais igualitário e inclusivo onde todas as mulheres têm a oportunidade de brilhar A primeira e mais importante solução é garantir a igualdade de oportunidades para homens e mulheres no esporte Isso significa garantir que as mulheres tenham as mesmas oportunidades de participar competir e ter sucesso no esporte Isso pode envolver a implementação de políticas que promovam a igualdade de gênero no esporte como a garantia de igualdade de prêmios em dinheiro e a promoção de oportunidades iguais de treinamento e competição para atletas masculinos e femininos Além disso é importante garantir que as mulheres tenham acesso a instalações e equipamentos de treinamento adequados e que sejam oferecidas oportunidades iguais para desenvolver suas habilidades e talentos Outra solução importante é promover a representação feminina em todos os níveis do esporte desde atletas e treinadores até executivos e dirigentes Isso pode envolver a implementação de políticas que incentivem a participação das mulheres no esporte como a implementação de cotas de gênero para posições de liderança no esporte e a promoção de programas de mentoria e desenvolvimento de liderança para mulheres no esporte Ao aumentar a representação feminina em todos os níveis do esporte podese ajudar a garantir que as vozes das mulheres sejam ouvidas e que suas necessidades e interesses sejam levados em consideração A educação e a sensibilização são ferramentas poderosas para promover a valorização e o encorajamento das mulheres no esporte Isso pode envolver a realização de campanhas de sensibilização para desafiar os estereótipos de gênero no esporte a promoção da educação sobre a igualdade de gênero no esporte nas escolas e a realização de workshops e seminários para educar atletas treinadores e dirigentes sobre a importância da igualdade de gênero no esporte Ao aumentar a conscientização sobre a importância da igualdade de gênero no esporte podese ajudar a mudar atitudes e comportamentos e promover um ambiente mais inclusivo e igualitário no esporte As mulheres no esporte também precisam de apoio e recursos adequados para ter sucesso Isso pode envolver o fornecimento de recursos financeiros para atletas femininas a garantia de que as mulheres tenham acesso a instalações e equipamentos de treinamento de alta qualidade e a oferta de apoio psicológico e emocional para ajudar as mulheres a lidar com os desafios e pressões do esporte Ao fornecer às mulheres o apoio e os recursos de que precisam podese ajudálas a alcançar seu potencial máximo e a ter sucesso no esporte Por fim é necessária uma mudança cultural mais ampla para melhorar a valorização e o encorajamento das mulheres no esporte Isso envolve desafiar e mudar as atitudes e percepções culturais que perpetuam a desigualdade de gênero no esporte Isso pode envolver a promoção de uma cultura de respeito e igualdade no esporte onde as conquistas das mulheres são celebradas e valorizadas tanto quanto as dos homens Ao promover uma mudança cultural podese ajudar a criar um ambiente mais inclusivo e igualitário no esporte onde todas as mulheres se sintam valorizadas e apoiadas Neste sentido existem várias soluções potenciais para melhorar a valorização e o encorajamento das mulheres no mundo dos esportes No entanto a implementação dessas soluções requer o compromisso e a ação de todos os envolvidos no esporte desde atletas e treinadores até dirigentes e fãs Em suma abordouse a valorização e o encorajamento das mulheres no mundo dos esportes com foco nas protagonistas das obras Toque de Gênio e O Dia em que as Mulheres Viraram a Cabeça dos Homens Se discutiu a posição geral das mulheres no mundo dos esportes destacando os desafios e as conquistas Analisou se como as mulheres são retratadas nas duas obras focando na jornada das protagonistas no mundo dos esportes Comparouse e contrastouse as representações das mulheres nas duas obras e foi discutido a importância do encorajamento e valorização das mulheres no mundo dos esportes Além disso explorouse o papel da mídia e da sociedade na valorização e encorajamento das mulheres no mundo dos esportes e destacouse alguns casos de sucesso de mulheres no mundo dos esportes Através desta análise ficou claro que o encorajamento e a valorização desempenham um papel crucial na promoção da participação e do sucesso das mulheres no esporte Se discutiu o papel da mídia e da sociedade na valorização e encorajamento das mulheres no mundo dos esportes e foi destacado alguns casos de sucesso de mulheres no mundo dos esportes Também se discutiu a necessidade de mudança na forma como as mulheres são valorizadas e encorajadas no mundo dos esportes e foi proposto algumas soluções para melhorar a valorização e o encorajamento das mulheres no mundo dos esportes Essas soluções incluem garantir a igualdade de oportunidades promover a representação feminina aumentar a educação e a conscientização fornecer apoio e recursos adequados e promover uma mudança cultural Ao fornecer às mulheres o apoio e os recursos de que precisam podese ajudálas a alcançar seu potencial máximo e a ter sucesso no esporte Em conclusão embora tenha sido feito progressos significativos na promoção da igualdade de gênero no esporte ainda há muito trabalho a ser feito Todos atletas treinadores dirigentes fãs mídia e sociedade têm um papel a desempenhar na promoção dessa mudança Ao atuar neste escopo podese ajudar a criar um mundo do esporte mais igualitário e inclusivo onde todas as mulheres têm a oportunidade de brilhar Além disso ao continuar a encorajar e valorizar as mulheres no esporte pode se ajudar a promover uma mudança cultural mais ampla desafiando os estereótipos de gênero e gerando a promoção da igualdade de gênero em todos os escopos da vida REFERÊNCIAS BIBLIOGRÁFICAS RUBIO K GRILO R Toque de Gênio São Paulo Editora Laços 2019 SIMÕES R R O dia que as mulheres viraram as cabeças dos homens Rio de Janeiro QualityMark 2007