论中国文化产业发展的重大趋势及政策创新方向

2011年10月中共十七届六中全会通过了《中共中央关于深化文化体制改革推动社会主义文化大发展大繁荣若干重大问题的决定》,确立了建设世界"文化强国"的目标,将极大地推进文化及文化产业大发展。未来5~10年,中国文化及文化产业发展将呈现文化生产方式科技化、文化资源继续整合转化为文化项目、接受模式的创新引发版权革命、事改企下职能转移的培育主体市场等重大趋势。中国将以科学发展观为统领,从全局和战略的高度,进一步健全促进文化改革发展的政策保障机制,更好地为建设社会主义文化强国服务。     

中国与世界经济协动性的影响因素

中国已经成为世界第二大经济体,与世界经济波动同步性日益显现。本文分析中国与世界经济协动性的影响因素,探讨各因素间的内生关系。用联立方程检验1992—2008年中国与39个贸易伙伴的面板数据,结果表明:贸易密度、金融一体化(直接投资强度和贷款利率相关性)、产业相似度对经济协动性影响为正;但现有不考虑各因素内生关系的研究中贸易密度的作用被高估,产业结构相似度的直接和间接作用被低估;中国与亚洲国家经济协动性为负,在贷款利率相关性高的条件下,产业结构越相似面临共同冲击风险越大。     

高职专业发展变化的原因分析与保障措施

金融危机对我国高职院校的专业发展产生了冲击,可以采取以下措施确保高职院校的专业发展:成立专门机构,建立专业发展预警机制,加强宏观调控;设立和完善专业潜能测试机构,加强学生高考填报志愿时专业选择的正确引导;加强对学生转专业的管理;增强高职院校专业设置与调整的自主性和灵活性。     

金融危机对温州民营出口企业的影响及对策

由美国次贷危机引起的金融危机导致了全球经济衰退和失业加剧,并使全球经济面临严重危机。受金融危机的冲击,温州民营出口企业经济增幅缓慢,但同时也给温州民营出口企业提供了良好的发展机遇。因此,必须抓住机遇,积极促进温州民营出口企业实现战略转型,培育自身品牌和核心竞争力,重视产业和产品质量升级,谋求企业发展。     

金融危机下高职院校对学生创业能力的培养

金融危机下的就业形势十分严峻,加强学生创业能力培养是促进就业和建设创业型社会的需要。高职院校在学生创业能力培养方面具有普通本科院校不具备的比较优势,应构建创业能力培养体系,创新创业管理机制,进而形成自身的鲜明办学特色。     

中国建立存款保险制度面临的问题

存款保险作为保护银行等存款机构金融安全的一项制度安排,引起我国学者和金融管理机构的重视.存款保险制度有其价值和意义,这是勿庸置疑的,但是否就一定适合我国现阶段的发展情况,值得思考.中国的金融风险主要是制度性生成风险,必须加大对金融制度的基础性建设才能解决风险问题,所以试图仅仅以建立存款保险制度来防范和化解金融危机是不够的.防范和化解金融风险需要从金融制度的基础性建设入手,如完善法律体系和产权制度等.     

金融危机下的高校图书馆外文文献资源营销策略探析

文章对高校图书馆外文文献资源服务营销现状及存在的问题进行了分析,并提出了在当前金融危机下,高校图书馆外文文献资源服务应采取的营销策略。参考文献6。     

金融危机与科技出版专业化

在金融危机和出版业滞胀双重困难面前,科技出版要赢得市场和读者信心,必须走专业化发展之路。其主要内容包括:出版前端专业化,营销和销售专业化,管理专业化,科技出版特色化和专业化,以及有效开发、影响并改变人们的消费结构与消费方式。     

Parental experiences of dealing with disputes in Additional Support Needs in Scotland: why are parents not engaging with mediation?

Partnerships with parents, particularly in the field of education, have featured prominently in policy rhetoric for many years, but routes of redress have not had much attention until relatively recently. The development of Alternative Dispute Resolution in the UK reflects the situation in several jurisdictions (e.g. Norway, Germany, the Netherlands) where citizens can choose not to go to court to resolve administrative disputes. Under the Education (Additional Support for Learning [ASL]) (Scotland) Act 2004 local authorities must establish and publicise procedures for identifying and meeting the needs of children requiring additional support for learning. The Act and Code of Practice advocate early intervention to prevent disagreements about the provision for additional support from escalating into more serious disputes, with local authorities required to provide information about, and access to, independent mediation for parents. In Scotland the ASL Act 2004 has resulted in four routes available for redress in the area of Additional Support Needs which include both mediation and litigation type processes: ? Informal mediation

? Formal mediation

? Adjudication

? Tribunal

This article uses case study information from parents in three local authorities in Scotland to explore why independent mediation is being under-used by schools and parents, and what factors influence this. Questions are raised regarding the large numbers of parents who are unaware of mediation, the attitudes towards and use of independent mediation by local authorities and the suitability of independent mediation, particularly when the dispute is over resources.     

The reality of living with AD/HD: children's concern about educational and medical support

A diagnosis of AD/HD may tell us that the child has the core characteristics of inattentiveness, impulsivity and or hyperactivity, but it fails to convey the extent to which the social context of the child's environment manipulates these characteristics. This article reports on how children with a diagnosis of AD/HD view the impact their social environment has on their behaviour; providing us with insight into how educational and medical intervention strategies are failing to achieve their potential. The findings suggest that if children with AD/HD and their families are to benefit from educational and medical intervention then stakeholders need to work together to provide coordinated and consistent support.