The visual rhetoric of the aerial view: From surveillance to resistance

We live in a world increasingly photographed from satellites, planes, and drones. Many scholars have viewed aerial imagery through a dystopian lens, largely due to its use by the state and its legacy of military applications. While problematic uses of aerial images persist, this paper theorizes rhetorical potentialities of aerial imagery. We posit how aerial imagery creates these potentialities through strategies related to questions of visibility, scale, and aesthetics. Using case studies that illuminate these strategies, we demonstrate how they can be used to resist state and corporate interests, constitute new social movements, and invite contemplation of otherwise repellent political subject matter. Ultimately, we argue that with increased technological access and the ability to reconfigure norms of expertise, the aerial view presents both opportunities for civic engagement and counter-hegemonic potential.     

Bridging Research and Practice: How Sales Training Can Contribute to New Product Launch Success

This study demonstrates how academicians and practitioners can work together on an important topic that matters to organizational performance: the pivotal role played by salespeople during new product launches. In particular, the authors present three potential interventions that training and sales managers may use to sell a new product to salespeople. The results legitimatize the critical contribution of sales training to new product sales performance and highlight the value of the partnership between training professionals and sales managers.     

后现代文化视野中的道德教育之审美维度

网络,也称互联网,它自1969年在美国问世以来,经过三十多年的发展,波及全球,渗透到人类政治、经济、文化等各大领域,迅速地改变了人们的学习、生活工作和思维方式。网络社会,各种思想意识形态冲破了时间、空间、国界的限制,以一种新的传播方式深刻地影响着人们的思想观念、道德风貌和价值取向。中国互联网络信息中心（CNNIC）2004年7月的《中国互联网络发展状况统计报告》显示,中国网民中18至30岁的网民数量占总数的53．2％,大专和本科文化层次的占54．2％。网络对大学生影响较大。积极方面：它有利于大学生效率观念、平权意识和全球眼光的形成;有利于大学生现代生活方式的形成;     

Teachers' instruction of noncategorically grouped handicapped children

Abstract

The sample for this study consisted of 46 noncategorically identified handicapped students who had been assigned to functionally grouped self‐contained classes. For purposes of this research, only a child study team reevaluated the students and supplied a label, learning disabled or emotionally disturbed. We observed all students on at least nine occasions on three behaviors: teachers' academic questions directed toward them, extended feedback from teachers, and dyadic work interactions. Although the special education classroom teachers did not know the labeled identity of any student in the class, they instructed the two groups differently. They instructed the emotionally disturbed children with fewer instances of academic questioning, less extended feedback for their responses, and fewer dyadic work interactions.     

REFLECTIONS ON A CAREER IN JEWISH EDUCATION

My vision of Jewish education assumes the critical importance of finding not only better methodologies and curricula but also more highly motivated and better-trained staff. Yet, even with such an assumption, the ultimate need is for religious schools to “connect” in the deepest sense: to connect with the family as much as with the student; to connect with the students' perceptions of the world they know, so that Jewish learning does not seem to be totally alien to their lives; and to connect with a sense of the overall vibrancy of the synagogue as the center of Jewish life.