A transdisciplinary Mormon history, this book is a work of American religious history, theology, science history, and cultural and historical geography. It deconstructs the “race” creationism, White supremacy, and Christian imperialism of leading interwar Mormon theologian B.H. Roberts. Roberts hoped to introduce the front-rank post-Darwinian, scientific, and philosophical postulates of his time—polygeny, preadamitism, electromagnetism, idealism, the multiverse, infinity, and interstellar travel—to an increasingly fundamentalist Mormon establishment. Church authorities, however, including eventual “prophet” Joseph Fielding Smith Jr., proscribed and rejected Roberts’ modernist manuscript, The Truth, The, Way, The Life: An Elementary Treatise on Theology, circa 1930. Paradoxically, however, Roberts’ thinking appeared uncited in Smith’s 1954 theology, Man, His Origin and Destiny. Here, Smith accelerated Roberts’ racism toward African Americans, while reviling science, philosophy, and free thought. This book contextualizes all such fundamentalist Mormon thinking within today’s struggle for social and environmental justice, and especially the Black Lives Matter movement.

Without question, Mormonism's most influential scholar during the first half of the twentieth century was B. H. Roberts (1857-1933), historian, theologian, public intellectual, and member of the First Council of Seventy of the Church of Jesus Christ of Latter-day Saints. Outside of his official church duties and his passion for research and writing, Roberts was an active figure in partisan politics, having run for Congress twice, elected once, but due to opposition from both political parties over polygamy, was never seated. This biography by prize-winning historian John Sillito, the fullest and most scholarly assessment to date of the controversial church leader, examines Roberts's entire life, with particular attention to the public figure who remains influential, even today. Born in England to LDS convert parents, Roberts served as a missionary and several years after his call as a general authority, at age sixty, began serving as a chaplain during World War I. From 1922-27 he presided over the church's Eastern States Mission. Although a hero to many even today for his scholarly output--a feat still rare among those called to church leadership--modern assessments recognize antiquated views on race and women's suffrage. Yet Roberts remains a deeply compelling figure worthy of study.

In April 2013 Jeremy T. Runnells published a PDF booklet entitled, "Letter to a CES Director." This booklet, which is now typically referred to as the "CES Letter," catalogs Runnells' concerns and reason why he left the Church of Jesus Christ of Latter-day Saints (Mormons). Runnells has worked hard to make his booklet available to people everywhere (and in several languages) and has, unfortunately, been the agent for leading at least a few other believers out of Mormonism. Sadly, most of those who have been bamboozled by the "CES Letter" are Latter-day Saints who were blind-sided by scholarly-sounding interpretations of challenging data. In my opinion, however, the "CES Letter" creates a caricature of Mormonism. The arguments are fundamentally flawed and do not accurately represent either Mormonism or the only logical interpretations of the data. Unfortunately, the reason the "CES Letter" has enjoyed any success is that most Latter-day Saints have never been exposed to some of the more complex matters in early Mormon history. On average, the typical Latter-day Saint has never needed to think outside of the box on Mormon-related philosophical, historical, or scholarly issues. "Bamboozled by the 'CES Letter'" explains why these controversial issues need not kill a testimony. Interpretation matters. Many lay members, as well as educated Mormon scholars, are fully aware of every topic discussed in the "CES Letter" but continue strong in their faith because they recognize that there are logical interpretations which can be integrated with their belief in Mormonism. There are answers to the concerns raised by the "CES Letter," and those answers can be supported by current scholarship as well as harmonized with the acceptance of Mormon truth claims.

CES Letter is one Latter-Day Saint's honest quest to get official answers from the LDS Church (Mormon) on its troubling origins, history, and practices. Jeremy Runnells was offered an opportunity to discuss his own doubts with a director of the Church Educational System (CES) and was assured that his doubts could be resolved. After reading Jeremy's letter, the director promised him a response.No response ever came.

Racial and ethnic disparities in health care are known to reflect access to care and other issues that arise from differing socioeconomic conditions. There is, however, increasing evidence that even after such differences are accounted for, race and ethnicity remain significant predictors of the quality of health care received. In Unequal Treatment, a panel of experts documents this evidence and explores how persons of color experience the health care environment. The book examines how disparities in treatment may arise in health care systems and looks at aspects of the clinical encounter that may contribute to such disparities. Patients' and providers' attitudes, expectations, and behavior are analyzed. How to intervene? Unequal Treatment offers recommendations for improvements in medical care financing, allocation of care, availability of language translation, community-based care, and other arenas. The committee highlights the potential of cross-cultural education to improve provider-patient communication and offers a detailed look at how to integrate cross-cultural learning within the health professions. The book concludes with recommendations for data collection and research initiatives. Unequal Treatment will be vitally important to health care policymakers, administrators, providers, educators, and students as well as advocates for people of color.

The International Handbook on Geographical Education is the first truly international publication in the field of geographical education for several decades. It is distinctive in the following ways: A large team of highly experienced geographers and educators from around the world have injected their perspectives on international issues in the field. While some reflection of past thinking and practice is evident, the main purpose of this publication is to offer international leadership in geographical education for the world in the twenty first century. Illuminating local and national examples are used to reinforce the international perspectives. The publication challenges geographical educators, policymakers and curriculum developers to reposition themselves for the changing approaches in societies around the world. It is a publication for the thinking geographer and educator who appreciates where international education is travelling to and how its challenges can be met.