Public radio stands as a valued national institution, one whose fans and listeners actively support it with their time and their money. In this new history of this important aspect of American culture, author Jack W. Mitchell looks at the dreams that inspired those who created it, the all too human realities that grew out of those dreams, and the criticism they incurred from both sides of the political spectrum. As National Public Radio's very first employee, and the first producer of its legendary "All Things Considered," Mitchell tells the story of public radio from the point of view of an insider, a participant, and a thoughtful observer. He traces its origins in the progressive movement of the 20th century, and analyzes the people, institutions, ideas, political forces, and economic realities that helped it evolve into what we know as public radio today. NPR and its local affiliates have earned their reputation for thoughtful commentary and excellent journalism, and their work is especially notable in light of the unique struggles they have faced over the decades. More than any other book published on the subject, Mitchell's provides an accurate guide to public radio's development, offering a balanced analysis of how it has fulfilled much of its promise but has sometimes fallen short. This comprehensive overview of their mission will fascinate listeners whose enjoyment and support of public radio has made it possible, and made it great.

We have a King. He is the personal, infinite God, who has created us and redeemed us through His Son, Jesus Christ. He has revealed truth to us. On the basis of what He has said, we are to live our lives as Kingdom people who are present, spiritual members of the Kingdom of God. Our Great King has given us commandments, statutes, testimonies, precepts, and promises. At the same time, He has given us His Spirit to live within us and empower us to live lives to please Him. His love for us and His power in us is beyond anything we could ever imagine or think.

What are the things we are to do on a daily basis, to cause us to proceed through this life? The King has given His people a picture of a journey, a pilgrimage. We are to press forward in this life toward our high calling in Christ Jesus (Philippians 3:14). We do this by walking, running, fighting, trusting, and praying. What does each one of these action words look like in practice? This is what we want to examine in this book.

We are going to take the position that someone else has paid a great price to reclaim us and to bring us back from our enslavement to sin and to set us free. Indeed, Jesus did pay it all, and all to Him we owe. Our King is our Savior and Lord, and our lives are to be spent to return His great and sacrificial love and to always live for His glory and honor.

This book will turn on a bright light as you see Leviticus with Christ at its center. If you are a pastor, teacher, or preacher, hundreds of diamonds await you to pick up and expound on them.

To the young ministers in third world countries, this book was written specifically for you to open your eyes to the seed truths in Leviticus of Christ and their fulfillments in the New Testament.

The greater knowledge you have of the Scriptures, the greater will you see in these snapshots. The author assumes your knowledge is wide and has made the subject quick and to the point, awaiting only your hand to expound on it for your hearers.

You hold in your hand much of the results of my quest in searching for Christ in the Scriptures; His snapshots are in every book of the Bible, waiting for you to behold His face.

And beginning at Moses and all the prophets, he expounded unto them in all the scriptures the things concerning himself. (Luke 24:27)

This book provides a comprehensive view of the contemporary methods for quantum-light engineering. In particular, it addresses different technological branches and therefore allows the reader to quickly identify the best technology - application match. Non-classical light is a versatile tool, proven to be an intrinsic part of various quantum technologies. Its historical significance has made it the subject of many text books written both from theoretical and experimental point of view. This book takes another perspective by giving an insight to modern technologies used to generate and manipulate quantum light.

Social theorists have claimed that modern life, being increasingly risky and uncertain, is profoundly affecting experiences of everyday life and our sense of self. Drawing upon empirical and theoretical work on young people's risk taking and leisure, this book examines such claims in detail. Various authors apply and respond to notions of "risk society" by grounding such ideas in specific perceptions of risk and practices of risk management, revealing the complexity of risk and its social and gender specific nature.

Most livestock in the United States currently live in cramped and unhealthy confinement, have few stable social relationships with humans or others of their species, and finish their lives by being transported and killed under stressful conditions. In Livestock, Erin McKenna allows us to see this situation and presents alternatives. She interweaves stories from visits to farms, interviews with producers and activists, and other rich material about the current condition of livestock. In addition, she mixes her account with pragmatist and ecofeminist theorizing about animals, drawing in particular on John Dewey's account of evolutionary history, and provides substantial historical background about individual species and about human-animal relations. This deeply informative text reveals that the animals we commonly see as livestock have rich evolutionary histories, species-specific behaviors, breed tendencies, and individual variation, just as those we respect in companion animals such as dogs, cats, and horses. To restore a similar level of respect for livestock, McKenna examines ways we can balance the needs of our livestock animals with the environmental and social impacts of raising them, and she investigates new possibilities for humans to be in relationships with other animals. This book thus offers us a picture of healthier, more respectful relationships with livestock.

This volume examines the school-to-prison pipeline, a concept that has received growing attention over the past 10-15 years in the United States. The "pipeline" refers to a number of interrelated concepts and activities that most often include the criminalization of students and student behavior, the police-like state found in many schools throughout the country, and the introduction of youth into the criminal justice system at an early age. The school-to-prison pipeline negatively and disproportionally affects communities of color throughout the United States, particularly in urban areas. Given the demographic composition of public schools in the United States, the nature of student performance in schools over the past 50 years, the manifestation of school-to-prison pipeline approaches pervasive throughout the country and the world, and the growing incarceration rates for youth, this volume explores this issue from the sociological, criminological, and educational perspectives. Understanding, Dismantling, and Disrupting the Prison-to-School Pipeline has contributions from scholars and practitioners who work in the fields of sociology, counseling, criminal justice, and who are working to dismantle the pipeline. While the academic conversation has consistently called the pipeline 'school-to-prison,' including the framing of many chapters in this book, the economic and market forces driving the prison-industrial complex urge us to consider reframing the pipeline as one working from 'prison-to-school.' This volume points toward the tensions between efforts to articulate values of democratic education and schooling against practices that criminalize youth and engage students in reductionist and legalistic manners.

Amid the ongoing national conversation regarding campus sexual assault, this book thoughtfully explores existing programmatic interventions while wrestling with fundamental questions regarding the cultural shifts in our nation's higher education institutions. Stressing the critical importance of student inclusion in policy decisions and procedures, scholars and experts provide complex and nuanced analyses of institutional practices, while exploring themes of race, sexuality, and sexual freedom. This volume addresses many of the unanswered questions in the present dialogue on campus sexual violence, including: What's working and not working? How can outcomes be assessed or measured? What resources are needed to ensure success? This volume provides a truly fresh contribution for higher education and student affairs practitioners seeking to alter, design, or implement effective sexual assault prevention resources at their universities and colleges.

Amid the ongoing national conversation regarding campus sexual assault, this book thoughtfully explores existing programmatic interventions while wrestling with fundamental questions regarding the cultural shifts in our nation's higher education institutions. Stressing the critical importance of student inclusion in policy decisions and procedures, scholars and experts provide complex and nuanced analyses of institutional practices, while exploring themes of race, sexuality, and sexual freedom. This volume addresses many of the unanswered questions in the present dialogue on campus sexual violence, including: What's working and not working? How can outcomes be assessed or measured? What resources are needed to ensure success? This volume provides a truly fresh contribution for higher education and student affairs practitioners seeking to alter, design, or implement effective sexual assault prevention resources at their universities and colleges.

This volume examines the school-to-prison pipeline, a concept that has received growing attention over the past 10-15 years in the United States. The "pipeline" refers to a number of interrelated concepts and activities that most often include the criminalization of students and student behavior, the police-like state found in many schools throughout the country, and the introduction of youth into the criminal justice system at an early age. The school-to-prison pipeline negatively and disproportionally affects communities of color throughout the United States, particularly in urban areas. Given the demographic composition of public schools in the United States, the nature of student performance in schools over the past 50 years, the manifestation of school-to-prison pipeline approaches pervasive throughout the country and the world, and the growing incarceration rates for youth, this volume explores this issue from the sociological, criminological, and educational perspectives. Understanding, Dismantling, and Disrupting the Prison-to-School Pipeline has contributions from scholars and practitioners who work in the fields of sociology, counseling, criminal justice, and who are working to dismantle the pipeline. While the academic conversation has consistently called the pipeline 'school-to-prison,' including the framing of many chapters in this book, the economic and market forces driving the prison-industrial complex urge us to consider reframing the pipeline as one working from 'prison-to-school.' This volume points toward the tensions between efforts to articulate values of democratic education and schooling against practices that criminalize youth and engage students in reductionist and legalistic manners.

Although awareness of campus sexual assault is at a historic high, institutional responses to incidents of sexual violence remain widely varied. In this volume, a diverse mix of expert contributors provide a critical, nuanced, and timely examination of some of the factors that inhibit effective prevention and response in higher education. Chapter authors take on one of the most troubling aspects of higher education today, bridging theory and practice to offer programmatic interventions and solutions to help institutions address their own competing interests and institutional culture to improve their practices and policies with regard to sexual violence. The Crisis of Campus Sexual Violence provides higher education scholars, administrators, and practitioners with a necessary and more holistic understanding of the challenges that colleges and universities face in implementing adequate and effective sexual assault prevention and response practices.

Racial Battle Fatigue is described as the physical and psychological toll taken due to constant and unceasing discrimination, microagressions, and stereotype threat. The literature notes that individuals who work in environments with chronic exposure to discrimination and microaggressions are more likely to suffer from forms of generalized anxiety manifested by both physical and emotional syptoms. This edited volume looks at RBF from the perspectives of graduate students, middle level academics, and chief diversity officers at major institutions of learning. RBF takes up William A. Smith's idea and extends it as a means of understanding how the "academy" or higher education operates. Through microagressions, stereotype threat, underfunding and defunding of initiatives/offices, expansive commitments to diversity related strategic plans with restrictive power and action, and departmental climates of exclusivity and inequity; diversity workers (faculty, staff, and administration of color along with white allies in like positions) find themselves in a badlands where identity difference is used to promote institutional values while at the same time creating unimaginable work spaces for these workers.

White educators comprise between 85-92 percent of the current teaching force in the United States, yet in the race toward leaving no child behind, contemporary educational research often invests significant time and energy looking for ways to reach students who represent difference without examining the nature of those who do the work of educating the nation's public school children. Educational research that has looked at racial identity is often void of earnest discussion of the identity of the teachers, how that identity impacts teacher beliefs about students and families, and ultimately how teachers frame their understanding of the profession. This book takes readers on a journey to explore the nature of pre-service teachers' narratives as a means of better understanding racial identity and the way teachers enter the profession. Through a case study analysis approach, Examining White Racial Identity and Profession with Pre-service Teachers examines the nature of white racial identity as seen through the narratives of nine pre-service teachers as well as his own struggles with racial identity. This text draws on racial identity, critical race theory, and discourse and narrative analysis to reveal how participants in the study used discourse structures to present beliefs about race and their own understandings and ultimately how the teachers' narratives display underdeveloped understandings of their choices to become educators. Fasching-Varner also critically examines his own racial identity auto-ethnographically, and ultimately proposes a new, non-developmental model for thinking about white racial identity. This text aims to help teacher educators and teachers to work against the privileges of whiteness so as to better engage students in culturally relevant ways.