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In 1994, the W. K. Kellogg Foundation entered into a 7-year initiative with the tribally controlled colleges and universities, called the Native American Higher Education Initiative (NAHEI). The 13 chapters in this book tell the story of NAHEI, focusing on the development and strengthening of tribal colleges and the role of institutional partnerships, connections to tribal communities, importance of culture, preparation of Native teachers and leaders, and issues of scholarship and technology. Chapters are: (1) "The Journey of the Native American Higher Education Initiative and Tribal Colleges and Universities" (Maenette K. P. Benham); (2) "Developmental Action for Implementing an Indigenous College: Philosophical Foundations and Pragmatic Steps" (Wayne J. Stein); (3) "Limitations and Alternatives to Developing a Tribally Controlled College" (James Shanley); (4) "The Effect of the Native American Higher Education Initiative on Strengthening Tribal Colleges and Universities: Focus on Governance and Finance" (Wayne J. Stein, James Shanley, Timothy Sanchez); (5) "Tribal Colleges and Universities Building Community: Education, Social, Cultural, and Economic Development" (Jack Barden); (6) "Linking Tribal Colleges and Mainstream Institutions: Fundamental Tensions and Lessons Learned" (Richard Nichols, Gerald Monette); (7) "Building Tribal Communities: Defining the Mission and Measuring the Outcomes of Tribal Colleges" (Paul Boyer); (8) "Native Leadership: Advocacy for Transformation, Culture, Community, and Sovereignty" (Valorie Johnson, Maenette K. P. Benham, Matthew Jason VanAlstine); (9) "Culture and Language Matters: Defining, Implementing, and Evaluating" (Maenette K. P. Benham, Henrietta Mann); (10) "A Gift to All Children: Native Teacher Preparation" (D. Michael Pavel, Colleen Larimore, Matthew Jason VanAlstine); (11) "Student Access, Retention, and Success: Models of Inclusion and Support" (Anna M. Ortiz, Iris HeavyRunner); (12) "Native Faculty: Scholarship and Development" (John W. Tippeconnic, III, Smokey McKinney); and (13) "Information Technology and Tribal Colleges and Universities: Moving into the 21st Century" (Michael O'Donnell, Michelle Mitchell, Al Anderson, Lori Lambert, David Burland, Kim Barber). (Contains references in each chapter, author profiles, and author and subject indexes.) (SV)

This book presents a collection of papers on the rights of indigenous students to an equal education. The 15 chapters include: (1) "Gathering Together To Travel to the Source: A Vision for a Language and Culture-Based Educational Model" (Maenette Kape'ahiokalani Padeken Ah Nee-Benham and Joanne Elizabeth Cooper); (2) "Building a Child-Centered Model: 'An Indigenous Model Must Look to the Future'" (Kate Cherrington); (3) "A Holistic Education, Teachings from the Dance-House: 'We Cannot Afford To Lose One Native Child'" (Jeannette Armstrong); (4) "Grounding Vision on the Three Baskets of Knowledge: 'Kia ora ai te iwi Maori'" (Linda Aranga-Low); (5) "Advocating for a Stimulating and Language-Based Education: 'If You Don't Learn Your Language Where Can You Go Home To?'" (Sarah Keahi); (6) "A Commitment to Language-Based Education: 'Among the Gifts We Can Give Our Children Is Our Cultural Traditions'" (Darrell Kipp); (7) "Revitalizing Culture and Language: 'Returning to the Aina': (Kalena Silva); (8) "Building an Indigenous Language Center: 'The Children Have the Right To Learn Their Language'" (Gail Kiernan); (9) "Linking Native People around the Spirituality of All Life: 'The Gifts of Our Grandmothers and Grandfathers'" (Sam Suina); (10) "Creating a Ceremony: 'Nature's Model from the Longhouse People'" (Genevieve Gollnick); (11) "Building Linkages across the Community: 'To Take Action, Takes Great Courage and Strength'" (L.A. Napier); (12) "Envisioning a Community-Centered Education: 'We Do Not Own Our Children, We Must Honor Them in All Ways'" (Paul Johnson); (13) "The Circle We Call Community: 'As a Community, You All Have To Pull Together'" (Miranda Wright); (14) "Educational Empowerment for Maori People: 'We Are on the Right Path. We Are On the Right Dreaming'" (Susan Wetere-Bryant); and (15) "Locating Global Learning Centers: 'With the United Forces of Us All'" (Rosalie Medcraft). The two appendixes are: "Exemplary Native Educational Programs in the United States" (Jeremy Garcia) and resources for native educators. (SM)

This book examines case-based learning in educational leadership courses, discusses case-based learning as an educational tool, exemplifies methods of writing a case study, and contains 14 case-studies by teachers and administrators. "Stakeholders in a House of Cards," by Audrey Burgher, discusses integrating technology with innovation. "Reforming Vocational Educational Programs: Change Among a Veteran Staff," by Sally Lib, looks at curriculum updating. "South Side Middle School: A Magnet Program in an Urban Setting," by Margaret Flowers, reviews implementation of an urban magnet school. "An Example of Curriculum Change through Manipulation," by Megan Russo, explores English curriculum revision. "Red-Green School District Bond Proposal," by Jan C. Amsterburg, chronicles a bond proposal and outcome. "Change from the Outside In," by Cary Trexler, focuses on infusion of outside resources. "Restructuring: An Exercise in Futility ?," by Robert Van Camp, examines common planning time for teachers. "Block-Scheduling Failure at Montgomery High," by Maria Schleeter, examines attempts to reduce teachers' work load. "Murder at Seneca School," by Linda Amato, relates a shooting incident resulting from a teacher's layoff; "The New Principal: Innovation for Innovations Sake," by Karen Huff, describes the firing of a new principal. "The Parking Lot Case: A Case of Principal Succession," by Stephen Marsden, looks at the effects of changing parking lot assignments. "It's for Children: Successful Inclusion Programs," by Norma Schutzki, examines mainstreaming emotionally impaired students. "A Case of Change: Strategic Planning," by Darleen Tanner, looks at developing grassroots empowerment. "To Be or Not To Be a Middle School," by Ann Tebo, discusses middle-school restructuring. Case-studies also include commentaries by the case-author, a teacher-leader or administrator, and an educational scholar-researcher. Each study and set of commentaries is followed by a list of references. (RIB)

This book provides a critical assessment of Native Hawaiian education. It focuses on the historical, political, and cultural contexts producing institutionalized structures that kept Hawaiians marginalized in the schools and wider society. It also looks at current attempts of Native Hawaiians to reclaim a part of their lands and self-determination through political sovereignty and Hawaiian immersion education. The Hawaiian experience can help in the development of multicultural educational policies. Part 1 examines how education socializes children to the dominant political interests of the times; how this played out in America's westward expansion in general, and in Hawaii in particular; and the implications for implementing multicultural educational policies. Part 2 presents case histories in four periods of Hawaiian history: the arrival of American missionaries in the 1820s; the overthrow of Hawaiian government; the Americanization of Native Hawaiians, 1930s-1960s; and the present-day renewal of interest in Hawaiian sovereignty. The last part expands the discussion of how Western cultural values and American policies were institutionalized in Hawaiian schools; how the relationship between Native peoples and government has shifted during the past two decades; efforts to preserve Hawaiian culture and language; and major issues that need to be resolved politically, educationally, and socially with respect to Native Hawaiians. Three appendices present Hawaii's monarchy, territorial governors, and the distribution of values among school policy mechanisms. Contains 274 references, a glossary, photographs, and author and subject indices. (TD)

A neglected area in school leadership research is that of minority women's leadership. This collection of essays by nine minority women in education draws on their personal experiences creating a profile of the personal differences and leadership characteristics each woman brings to her situation. The text looks at the ways that ethnic women, by virtue of their marginality, find useful ways to balance their home lives and professional lives. They learned to develop and establish webs of support, and they resisted suppression and injustice through nonconfrontation. Four themes resound throughout the text: the pervasive sense of differences; the determination and courage; a sense of compassion for children; and the redefinition of power and authority by developing relationships among equals. The women represent a diverse mix: Filipina, Latina, Cuban, lesbian, Japanese American, African American, Tamil Indian, and Chinese American. Each woman, by relating her personal stories, affords an unusual peek into the qualities of leadership and into personal and professional attributes grounded in gender and ethnicity. (Contains approximately 110 references.) (RJM)

Written for students in grades five and up, this biography focuses upon the later years of the Algonquin chief, Powhatan, and his efforts to achieve peace with the Jamestown, Virginia colonists around 1607. As the chief ruling over 32 separate tribes in the Powhatan Confederacy, Powhatan's dedication to peace is described in terms of the sacrifice of his favorite daughter, Pocahontas, in marriage to the Englishman, Thomas Rolfe. The biography concludes with the death of Pocahontas in England and Powhatan's death shortly thereafter. (JC)

To increase the flexibility and responsiveness of a job shop in the more competitive market, process planning and scheduling systems have been actively developed and deployed. It is ideal to integrate the two systems more tightly to achieve the global optimisation of product development and manufacturing. In this chapter, a unified representation model and a simulated annealing-based approach have been developed to facilitate the integration and optimisation process. Three methods, namely, processing flexibility, operation sequencing flexibility and scheduling flexibility, have been used to effectively explore the vast search space to support the optimisation approach. Performance criteria, including makespan, the balanced level of machine utilisation, job tardiness and manufacturing cost, have been defined in the optimisation approach to address the various practical requirements. Case studies under different working conditions have been conducted to show the merits and characteristics of the developed approaches. [ABSTRACT FROM AUTHOR]

This paper proposes a framework called Virtual Multi-Homing (VMH) to achieve loose source-based path selection and improve inter-domain path diversity. VMH is based on the concept of Virtual Peering and Multi-Homing Overlay to set up flexible inter-domain relationships. By interacting with BGP whenever possible, VMH can achieve scalable inter-domain route discovery without introducing duplicate work. In addition, VMH is a complementary approach to the existing Internet routing infrastructure and can be incrementally deployed. [ABSTRACT FROM AUTHOR]

The article describes various Institute of Electric and Electronics Engineers (IEEE) wireless LAN standards. The IEEE 802.11 MAC standard consists of one mandatory and two optional modes. All modes use time-division duplex, so the medium is shared in time between different users and/or access points. The IEEE 802.11 Direct-Sequence Spread-Spectrum standard is based on the transmission of 11-chip Barker codes at a 11 MHz chip rate. IEEE 802.11a provides data rates of 6-54 Mbps in the 5-GHz band using orthogonal frequency-division multiplexing.

Chapter 103 of the book "Social Stratification: Class, Race, and Gender in Sociological Perspective," Third Edition, edited by David B. Grusky, Manwai C. Ku and Szonja Szelényi is presented. It explores the transition of postsocialist stratification from state socialism. It also highlights the four related hypotheses of reasoning including political capital, human capital and sector mobility hypothesis.

Sum-frequency mixing between a chirped 800-nm pulse and an infrared pulse allows determination of the IR spectral phase and amplitude using spectral interferometry. A two-dimensional IR spectrum of a metal-carbonyl is also measured by upconversion. [ABSTRACT FROM AUTHOR]