With the recent influx of spaceflight and satellite launches, the region of outer space has become saturated with vital technology used for communication and surveillance and the functioning of business and government. But what would happen if these capabilities were disrupted or even destroyed? How would we react if faced with a full-scale blackout of satellite communications? What can and has happened following the destruction of a satellite? In the short term, the aftermath would send thousands of fragments orbiting Earth as space debris. In the longer term, the ramifications of such an event on Earth and in space would be alarming, to say the least. This book takes a look at such crippling scenarios and how countries around the world might respond in their wake. It describes the aggressive actions that nations could take and the technologies that could be leveraged to gain power and control over assets, as well as to initiate war in the theater of outer space. The ways that a country's vital capabilities could be disarmed in such a setting are investigated. In addition, the book discusses our past and present political climate, including which countries currently have these abilities and who the aggressive players already are. Finally, it addresses promising research and space technology that could be used to protect us from those interested in destroying the world's vital systems.

Sustaining Teacher Leadership describes a model for linking leadership and learning and identifies six components necessary for enabling a culture for teacher leadership: learning, valuing, nurturing, supporting, sharing, and coaching. The model is based on an historical review of artifacts from earlier qualitative studies, which report on eight years of a middle school's restructuring and restructuring experiences. The book also describes the development of a learning culture and five teachers' identification with a democratic teacher-leadership style. Five teacher-leader participants with full time teaching responsibilities were selected from teachers who had participated for four or more years in the enabling school culture and transferred together to a newly opening school.