A comparison between mainstream and action sport industries in Australia: A case study of the skateboarding cluster

The action sport industry is a high growth sector that attracts the lucrative Generation Y market. Although there is a growing body of literature that examines the characteristics and traits of the Generation Y market as consumers of action sports, little is known about the supply side of the action sports industry. This paper illustrates through the example of the skateboarding sport cluster, that this sector has evolved in an organic, almost chaotic manner very different to that of the mainstream sports industry. Entrepreneurs have taken advantage of the open system, the lack of formal boundaries and the risk loving nature of the market to grow the sector into a very profitable industry. The paper specifically illustrates the differences to mainstream sports in relation to provision of facilities, program development and pathways and the roles of suppliers, councils and program developers.     

现行美国教育体制

美国现行的教育体制构建在两个理想的前提上,一是必须保证所有的人接受基础教育,但由于各州经济状况的不同而导致基础教育发展不平衡;一是必须保证所有人都有接受高等教育的权利和机会。美国教育体制下存在公助和私助两种办学模武,他们更强调教会学生创新和独立思考,一些学校正进行改革试验,并取得了一定成效。     

张岱年论“本体”

张岱年是“解析的唯物论”的代表 ,但他的“本体”观既不同于强调解析的清华学派哲学家 ,又不同于当时的新唯物论者。张岱年所谓的“本体”是“理”与“物”的统一、“本”与“至”的统一 ,是总结中西“本体”观念基础上的一种综合创造。这种创造体现了张岱年超越清华学派和新唯物论的尝试     

广东图书馆国际化发展战略研究（笔谈）——实现数字参考咨询服务，推动图书馆国际化进程

近年来，许多发达国家和发展中国家已经清楚地意识到图书馆国际化对本国图书馆发展的意义及构成的挑战，纷纷制定各种战略规划以促进本国图书馆向着国际化的方向发展。因此，对我国图书馆国际化进行研究，尤其是对处于改革开放前沿、位居我国经济强省地位并正在加快建设化大省和教育大省的广东之图书馆的国际化发展战略进行深入系统的研究，就显得十分紧迫和必要。该组章从实施数字参考咨询服务、推进图书馆国际化进程，图书馆国际化人才应具备的素质、培养图书馆国际化人才的措施，更新观念、强化图书馆国际化意识等诸多视角，论述了图书馆国际化的重要意义，提出了图书馆国际化的发展策略。     

强化意识 更新观念——广东图书馆国际化发展初探

作为我国对外开放的前沿阵地,广东经济最先与国际经济融为一体,现在又提出建设文化大省的伟大事业。图书馆事业是文化事业的重要组成部分,因此,在建设文化大省过程中,探讨广东图书馆的国际化问题有重要的现实意义。本文拟从强化意识方面谈谈看法。     

Children with autism illuminate the role of social intention in word learning

To what extent do children with autism (AD) versus typically developing children (TD) rely on attentional and intentional cues to learn words? Four experiments compared 17 AD children (M age=5.08 years) with 17 language- and 17 mental-age-matched TD children (M ages=2.57 and 3.12 years, respectively) on nonverbal enactment and word-learning tasks. Results revealed variability in all groups, but particularly within the AD group. Performance on intention tasks was the most powerful predictor of vocabulary in the AD group but not in the TD groups. These findings suggest that word learning cannot be explained exclusively by either attentional or intentional processes, and they provide evidence of a special role for intentional understanding in the vocabulary development of AD children.