Comprehensive second editions of History for the IB Diploma Paper 2, revised for first teaching in 2015. This coursebook covers Paper 2, World History Topic 9: Evolution and Development of Democratic States (1848-2000) of the History for the IB Diploma syllabus for first assessment in 2017. Tailored to the requirements of the IB syllabus and written by experienced IB History examiners and teachers, it offers authoritative and engaging guidance through the following detailed studies from around the world: South Africa, India, Germany, and the USA.

An exciting new series that covers the five Paper 2 topics of the IB 20th Century World History syllabus. This coursebook covers Paper 2, Topic 2, Democratic states - challenges and responses, in the 20th Century World History syllabus for the IB History programme. It is divided into thematic sections, following the IB syllabus structure and is written in clear, accessible English. It covers the following areas for detailed study: Africa: South Africa 1991-2000; Americas: United States 1953-73; Asia and Oceania: India 1947- 64; and Europe and Middle East: Weimar Germany 1919-33. The content is tailored to the requirements and assessment objectives of the syllabus and provides opportunities for students to make comparisons between different regions and time periods.

An exciting series that covers selected topics from the Higher Level options in the IB History syllabus. This coursebook covers Higher Level option 5, Topic 2, Unification and Consolidation of Germany and Italy 1815-90. The text is divided into clear sections following the IB syllabus structure and content specifications. It offers a sound historical account along with detailed explanations and analysis, and an emphasis on historical debate to prepare students for the in-depth, extended essay required in the Paper 3 examination. It also provides plenty of exam practice including student answers with examiner's comments, simplified mark schemes and practical advice on approaching the Paper 3 examination.

This course book covers Paper 2, World History Topic 8: Independence movements (1800-2000) of the History for the International Baccalaureate (IB) Diploma syllabus for the first assessment in 2017. Written by experience IB history examiners and teachers, it offers authoritative and engaging guidance through the topic to help student's explore the origins and rise of independence movements, methods used during independence movements and reasons for success, and the challenges and responses after independence.

1. Introduction; 2. The First World War; 3. The Spanish Civil War; 4. The Second World War; 5. The Chinese Civil War; 6. The Iran/Iraq conflict; 7. Exam practice; Further Information; Index.

This course book covers Paper 2, World History Topic 10: Authoritarian states (20th century) of the History for the International Baccalaureate (IB) Diploma syllabus for the first assessment in 2017. Written by experience IB history examiners and teachers, it offers authoritative and engaging guidance through the topic to help student's explore the emergence of authoritarian states, consolidation and maintenance of power of these states, and the aims and results of authoritarian state policies.

The Language Demands of School is an edited volume describing an extensive empirical base for academic English testing, instruction and professional development. The chapters comprise empirical research by Bailey and colleagues at the National Center for Research on Evaluation, Standards, Student Testing (CRESST) at UCLA, and invited contributions by practitioners in the fields of language policy, testing and instruction. The central focus of the chapters is the research conducted by CRESST over the last two years in an attempt to document the academic English language demands placed on school-age learners of English. The three additional chapters give the perspectives of a policy-maker at the state level, test developers, and practitioners. The Language Demands of School fills a gap in the current literature by addressing the kind(s) of English required of K-12 English Learner students from an evidence-based perspective. This is timely given the broader context of the No Child Left Behind Act of 2001, which has prompted school systems to identify English language proficiency tests to meet the federal mandate. One of the problems that has surfaced in the search for English language tests for K-12 English Learner students is the inadequacy of existing research on the development of the academic English language skills that all students—both English Learner and native English-speaking—need to be successful in the school setting. The Language Demands of School is devoted to exploring this topic and to presenting research that illuminates both the questions and the answers.

Ensuring an exhaustive understanding of the modern nation state and cementing source evaluation skills, this course book is packed with primary sources from across the entire region, preparing learners for top achievement. Written with an IB Assessment Consultant and matched to the IB approach to learning, it supports exceptional performance.

Doctors in Denial examines the relationship between the Canadian medical profession and the pharmaceutical industry, and explains how doctors have become dependents of the drug companies instead of champions of patients' health. Big Pharma plays a role in every aspect of doctors' work. These giant, wealthy multinationals influence how medical students are trained and receive information, how research is done in hospitals and universities, what is published in leading medical journals, what drugs are approved, and what patients expect when they go into their doctors' offices. But almost all doctors deny the influence and control the drug companies exert. In this book Dr. Lexchin urges the medical profession to make the changes needed to give priority to protecting and promoting patients' health and benefitting society, rather than enabling Big Pharma to dominate health care while raking in billions in profits from citizens and governments.

Why do totalitarian propaganda such as those created in Nazi Germany and the former German Democratic Republic initially succeed, and why do they ultimately fail? Outside observers often make two serious mistakes when they interpret the propaganda of this time. First, they assume the propaganda worked largely because they were supported by a police state, that people cheered Hitler and Honecker because they feared the consequences of not doing so. Second, they assume that propaganda really succeeded in persuading most of the citizenry that the Nuremberg rallies were a reflection of how most Germans thought, or that most East Germans were convinced Marxist-Leninists. Subsequently, World War II Allies feared that rooting out Nazism would be a very difficult task. No leading scholar or politician in the West expected East Germany to collapse nearly as rapidly as it did. Effective propaganda depends on a full range of persuasive methods, from the gentlest suggestion to overt violence, which the dictatorships of the twentieth century understood well. In many ways, modern totalitarian movements present worldviews that are religious in nature. Nazism and Marxism-Leninism presented themselves as explanations for all of life—culture, morality, science, history, and recreation. They provided people with reasons for accepting the status quo. Bending Spines examines the full range of persuasive techniques used by Nazi Germany and the German Democratic Republic, and concludes that both systems failed in part because they expected more of their propaganda than it was able to deliver.