Reading Paradise Lost: Part One

[@matthewblanks6976]

Crazy I bought this book today and came across your video. I literally just stayed up all night reading,and this video just makes me want to read more. I’ll make sure to subscribe and hear what you have to say if you make future videos.

[@ralphjenkins1507]

A fabulous edition

[@borongasauce8507]

Hello Thomas! I'm sorry but my question is unrelated to the book, I was just wondering about a question in the IO that my teacher asked me, and confused me with. So, basically he told me what makes your global issue a global issue. I told him that it's transnational, and it's seen in everyday context but he interrupted me and told me that this is not what he is looking for. I tried searching everywhere but I don't know what he meant. Did he mean that he wants to see the relevance of the IO? Please help me formulate a response as I have no idea what to do now. Thank you, and sorry for the unrelated comment! 😁

[@ThomasLewandowski]

Boronga Sauce: Your teacher is going to score your IO, so listen carefully when he speaks what is required for something to be considered a "global issue" for the purposes of the IO. Some teachers favor global issues that are drawn from the United Nations Goals for Sustainable Development. I'll put a like to those goals at the end of this comment. Here is a quotation from the official I.B. Syllabus: Determining the global issue A global issue incorporates the following three properties: • It has significance on a wide/large scale. • It is transnational. • Its impact is felt in everyday local contexts. Students may look to one or more of the following fields of inquiry for guidance on how to decide on a global issue to focus their orals on. These topics are not exhaustive and are intended as helpful starting points for students to generate ideas and derive a more specific global issue on which to base their individual oral. It should also be noted that there is the potential for significant overlap between the areas. CULTURE, IDENTITY, COMMUNITY Students might focus on the way in which texts explore aspects of family, class, race, ethnicity, nationality, religion, gender and sexuality, and the way these impact on individuals and societies. They might also focus on issues concerning migration, colonialism and nationalism. BELIEFS, VALUES, EDUCATION Students might focus on the way in which texts explore the beliefs and values nurtured in particular societies and the ways they shape individuals, communities and educational systems. They might also explore the tensions that arise when there are conflicts of beliefs and values, and ethics. POLITICS, POWER, JUSTICE Students might focus on the ways in which texts explore aspects of rights and responsibilities, the workings and structures of governments and institutions. They might also investigate hierarchies of power, the distribution of wealth and resources, the limits of justice and the law, equality and inequality, human rights and peace and conflict. ART, CREATIVITY, IMAGINATION Students might focus on the ways in which texts explore aspects of aesthetic inspiration, creation, craft, and beauty. They might also focus on the shaping and challenging of perceptions through art, and the function, value and effects of art in society. SCIENCE, TECHNOLOGY, ENVIRONMENT Students might focus on the ways in which texts explore the relationship between humans and the environment and the implications of technology and media for society. They might also consider the idea of scientific development and progress. U.N. Sustainable Development Goals: sdgs.un.org/goals

[@OldEnglandCathedral]

heavy book