This volume presents fifteen chapters of biography of African American and black champions and challengers of the early prize ring. They range from Tom Molineaux, a slave who won freedom and fame in the ring in the early 1800s; to Joe Gans, the first African American world champion; to the flamboyant Jack Johnson, deemed such a threat to white society that film of his defeat of former champion and "Great White Hope" Jim Jeffries was banned across much of the country. Photographs, period drawings, cartoons, and fight posters enhance the biographies. Round-by-round coverage of select historic fights is included, as is a foreword by Hall-of-Fame boxing announcer Al Bernstein.

Warren Buffett famously invoked the metaphor of a tapeworm when describing what healthcare is to the American economy. The United States spends approximately 20% of its gross national product on healthcare, but it is unclear where the money goes or who is minding the store. This healthcare crisis is mostly about money--not lack of money, but rather misspending of money.From the perspective of a healthcare auditor and provider, this work describes the problems of American healthcare finance and proposes solutions. Extensive charts and graphs are used to trace where money goes in the American healthcare system, while other topics such as ethics in healthcare billing, un-auditable hospital costs and scams are discussed. There is evidence that clearly identifies where the money goes, and its destination may surprise the reader.

This book offers easily implemented strategies for use with secondary and undergraduate students to promote greater engagement with the realities of diversity and commitment to social justice within their classrooms. Defining diversity broadly, the book provides effective pedagogical techniques to help students question their own assumptions, think critically, and discuss issues within race, religion, ethnicity, gender, sexual orientation, socioeconomic status, and ability. The K-12 student population is increasingly diverse in terms of race, ethnicity, language, religion, socio-economic status, and family structure. However, the overwhelming majority of teachers continues to come from White, non-urban, middle class backgrounds (Fletcher, 2014; Hughes et al., 2011) These differences can have serious repercussions for student learning. Non-majority students who feel that their culture or background is not acknowledged or accepted at school are likely to disengage from expected academic and social activities (Hughes et al., 2011). Concurrently, the majority students remain unaware of privilege and ignorant of societal systemic discrimination. In order to teach for social justice, ideas regarding power structure, privilege, and oppression need to be discussed openly. Fear of upsetting students or not knowing how to handle the issue of social justice are commonly heard reasons for not discussing "difficult" subjects (Marks, Binkley, & Daly, 2014). However, when teachers choose not to discuss topics within diversity, students assume that the topics are taboo, dangerous, or unimportant. These assumptions impede students' abilities to ask important questions, learn how to speak about issues effectively and comprehend the complex challenges woven into current national conversations.

Rural Places and Planning provides a compact analysis for students and early-career practitioners of the critical connections between place capitals and the broader ideas and practices of planning, seeded within rural communities. It looks across twelve international cases, examining the values that guide the pursuit of the 'good countryside'. The book presents rural planning - rooted in imagination and reflecting key values - as being embedded in the life of particular places, dealing with critical challenges across housing, services, economy, natural systems, climate action and community wellbeing in ways that are integrated and recognise broader place-making needs. It introduces the breadth of the discipline, presenting examples of what planning means and what it can achieve in different rural places.

Ireland is now an urban society, and both parts of the island have experienced rapid urban-generated growth and new patterns of development in recent years. This inter-disciplinary book adopts an all-Ireland perspective to investigate the tension that exists between sustainable urban development values and rhetoric - such as increased densities, brown field development, the compact city and social inclusion - and the emerging geography of urban Ireland, influenced by consumer and lifestyle choices. The introduction provides an overview of the dynamics of urban change, particularly during the 1990s, and the experience of rapid economic growth. The following chapters are divided into two parts, considering sustainable urban environments, and sustainable communities. This book will appeal to students, academics, policy and decision-makers, given that it adopts both a qualitative and quantitative approach, and introduces a range of new empirical studies covering both physical and social sustainable development.

Ireland is now an urban society, and both parts of the island have experienced rapid urban-generated growth and new patterns of development in recent years. This inter-disciplinary book adopts an all-Ireland perspective to investigate the tension that exists between sustainable urban development values and rhetoric - such as increased densities, brown field development, the compact city and social inclusion - and the emerging geography of urban Ireland, influenced by consumer and lifestyle choices. The introduction provides an overview of the dynamics of urban change, particularly during the 1990s, and the experience of rapid economic growth. The following chapters are divided into two parts, considering sustainable urban environments, and sustainable communities. This book will appeal to students, academics, policy and decision-makers, given that it adopts both a qualitative and quantitative approach, and introduces a range of new empirical studies covering both physical and social sustainable development.

The Routledge Companion to Rural Planning provides a critical account and state of the art review of rural planning in the early years of the twenty-first century. Looking across different international experiences - from Europe, North America and Australasia to the transition and emerging economies, including BRIC and former communist states - it aims to develop new conceptual propositions and theoretical insights, supported by detailed case studies and reviews of available data. The Companion gives coverage to emerging topics in the field and seeks to position rural planning in the broader context of global challenges: climate change, the loss of biodiversity, food and energy security, and low carbon futures. It also looks at old, established questions in new ways: at social and spatial justice, place shaping, economic development, and environmental and landscape management. Planning in the twenty-first century must grapple not only with the challenges presented by cities and urban concentration, but also grasp the opportunities - and understand the risks - arising from rural change and restructuring. Rural areas are diverse and dynamic. This Companion attempts to capture and analyse at least some of this diversity, fostering a dialogue on likely and possible rural futures between a global community of rural planning researchers. Primarily intended for scholars and graduate students across a range of disciplines, such as planning, rural geography, rural sociology, agricultural studies, development studies, environmental studies and countryside management, this book will prove to be an invaluable and up-to-date resource.

This book offers easily implemented strategies for use with secondary and undergraduate students to promote greater engagement with the realities of diversity and commitment to social justice within their classrooms. Defining diversity broadly, the book provides effective pedagogical techniques to help students question their own assumptions, think critically, and discuss issues within race, religion, ethnicity, gender, sexual orientation, socioeconomic status, and ability. The K-12 student population is increasingly diverse in terms of race, ethnicity, language, religion, socio-economic status, and family structure. However, the overwhelming majority of teachers continues to come from White, non-urban, middle class backgrounds (Fletcher, 2014; Hughes et al., 2011) These differences can have serious repercussions for student learning. Non-majority students who feel that their culture or background is not acknowledged or accepted at school are likely to disengage from expected academic and social activities (Hughes et al., 2011). Concurrently, the majority students remain unaware of privilege and ignorant of societal systemic discrimination. In order to teach for social justice, ideas regarding power structure, privilege, and oppression need to be discussed openly. Fear of upsetting students or not knowing how to handle the issue of social justice are commonly heard reasons for not discussing "difficult" subjects (Marks, Binkley, & Daly, 2014). However, when teachers choose not to discuss topics within diversity, students assume that the topics are taboo, dangerous, or unimportant. These assumptions impede students' abilities to ask important questions, learn how to speak about issues effectively and comprehend the complex challenges woven into current national conversations.

The Routledge Companion to Rural Planning provides a critical account and state of the art review of rural planning in the early years of the twenty-first century. Looking across different international experiences - from Europe, North America and Australasia to the transition and emerging economies, including BRIC and former communist states - it aims to develop new conceptual propositions and theoretical insights, supported by detailed case studies and reviews of available data. The Companion gives coverage to emerging topics in the field and seeks to position rural planning in the broader context of global challenges: climate change, the loss of biodiversity, food and energy security, and low carbon futures. It also looks at old, established questions in new ways: at social and spatial justice, place shaping, economic development, and environmental and landscape management. Planning in the twenty-first century must grapple not only with the challenges presented by cities and urban concentration, but also grasp the opportunities - and understand the risks - arising from rural change and restructuring. Rural areas are diverse and dynamic. This Companion attempts to capture and analyse at least some of this diversity, fostering a dialogue on likely and possible rural futures between a global community of rural planning researchers. Primarily intended for scholars and graduate students across a range of disciplines, such as planning, rural geography, rural sociology, agricultural studies, development studies, environmental studies and countryside management, this book will prove to be an invaluable and up-to-date resource.

"Known Unto God" It was the war to end all wars and became one of the bloodiest and cruellest conflicts in history. Into the hands of author Mark Scott came a poignant survivor of those nightmare years - a notebook carried through the trenches by his great grandfather, Jimmy Scott, nestled in the pocket of his uniform. In it was a list of names, written with the tiny pencil still attached to the fragile cover. With this family heirloom in his hand, the author vowed to discover the stories of these men who gave their all in the Great War. Along the way he unravelled a remarkable connection to the story of the Unknown Warrior, unearthing valuable new documents that detailed for the first time the full untold story of this event - and what happened to the bodies of those not selected for burial in Westminster Abbey in 1920 - those who, like thousands of others, are "Known Unto God." Reading at times like a detective story, this is the moving, often heart-breaking, account of the men whose names Jimmy Scott carefully pencilled into his little notebook.

Joe Gans captured the world lightweight title in 1902, becoming the first black American world title holder in any sport. Gans was a master strategist and tactician, and one the earliest practitioners of "scientific" boxing. As a black champion reigning during the Jim Crow era, he endured physical assaults, a stolen title, bankruptcy, and numerous attempts to destroy his reputation. Four short years after successfully defending his title in the 42-round "Greatest Fight of the Century," Joe Gans was dead of tuberculosis. This biography features original round-by-round ringside telegraph reports of his most famous and controversial fights, a complete fight history, photographs, early newspaper cartoons depicting boxers, and discussion of contemporary cultural representations of and tributes to the man considered to be among the finest boxers in history.