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金钢 《南宁师范高等专科学校学报》2011,(6):100-102
2006年底以来,中国银行业过渡期已然结束,国内银行业面临更大、更全面的开放和竞争,由此必然会导致某一或某些银行经营失败。因此合理地安排陷入困境的商业银行退出市场已是当务之急。中国商业银行的市场准入监管和业务运营监管已经引起了足够的重视,但市场退出监管则是一个相对薄弱环节,其存在的主要问题就是市场退出监管缺乏效率。而市场退出监管缺乏效率则主要是因为中国银行市场退出缺乏系统健全的法律依据、缺乏银行市场退出的配套机制和监管部门缺乏监管的独立性。因此,提高中国商业银行市场退出监管的效率必须健全银行市场退出监管的法律依据、完善银行市场退出的配套机制和提高监管部门监管的独立性。 相似文献
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有序推进离农农民市民化并逐步退出其承包地,是促进新型工业化、信息化、城镇化和农业现代化协同发展的重要环节。根据Logistic模型对河南、湖南、四川和重庆4省市1 086离农农户的调查数据,分析表明:寻求最大化经济补偿收益及对更高生活品质的追求,是离农农民退出承包地的两大动力引擎;离农农民退地意愿和行为受退地过程中产生的直接成本和间接成本约束;离农农民非农收入水平及社会保障水平的提高,将对农民退地进城产生促进作用;对退地后工作稳定程度及生活状况的预期,是离农农民考量退地风险的主要因素。因此,不但要消除"城乡二元制度性壁垒",还必须消除"城乡二元经济性壁垒";户籍制度改革和农村土地制度改革必须考虑农民退出土地的意愿,要充分保障退地农民的权益,切实降低退地风险;要加强保障性住房建设,加大购房补贴力度,以降低离农农民的退地进城成本;应加强农民就业培训,完善社会保障体系,不断提高离农农民的退地能力。此外,还要建立传统身份农民退出与职业农民进入的联动承接机制,以实现农业现代化。 相似文献
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社交退缩已成为20世纪80年代以来儿童行为问题研究领域的一个研究热点,并受到国内外研究者的高度重视。文章首先阐述了社交退缩的界定、亚类型,并从社交地位、友谊和社会信息加工几个方面对退缩儿童的社会性发展特征进行了述评,最后,在此基础上指出了研究中存在的问题及未来研究的发展方向。 相似文献
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论改造资本主义工商业和发展私营经济 总被引：1，自引：0，他引：1
通过对中国20世纪50年代资本主义工商业进行社会主义改造的回顾和总结，并考察今天资本主义私人所有制存在的环境和条件的变化，可以得出这样的认识：当年对资本主义工业商的改造具有历史必然性；而当前私营经济的发展是社会主义发展中的战略退却,出样符合历史发展的进程。 相似文献
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Undergraduate students who are required to withdraw from university: The role of ethnicity 
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下载免费PDF全文 Ruth Woodfield 《British Educational Research Journal》2017,43(2):230-252
A large body of international research focuses on identifying reasons why students do not ‘persist’ (Tinto, 2006 ) within higher education. Little research has focused on students whose leaving is non‐voluntary and where narratives of ‘persistence’ are therefore not as pertinent. This paper seeks to refocus some of the attention onto the distinct group of students who do not elect to leave their studies but who are, instead, required to withdraw; such students leave under ‘Academic fail’ and ‘Exclusion’ categories. More specifically, it explores the relationship between student leavers’ ethnicity and their likelihood of being required to withdraw. Utilising a large dataset comprising UK‐domiciled undergraduate students enrolled to take a degree within an English higher education institution in 2010/11, it finds that most groups of Black and Minority Ethnic students are more likely to be required to withdraw than White students. Ethnicity exerts an independent impact on a student's likelihood of being required to withdraw, when other background and on‐course characteristics are controlled for, but this impact varies by disciplinary area. It is suggested that these findings implicate factors within the higher education sector itself as key drivers in the process that leads to students being required to withdraw. Lessons are drawn out for those tasked with managing the student experience within higher education. 相似文献
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姚建军 《南昌教育学院学报》2013,(4):136-137
儿童的行为问题在近几年受到了社会的广泛关注,儿童社交的退缩行为属于较为严重的儿童行为问题,采取科学、有效的措施矫正和预防学龄前儿童社交退缩行为已经成为当前社会的热门话题,那么采取何种方法可以让学龄前儿童在娱乐、自然、不受束缚的状态下使儿童社交问题消失、退化成为学龄前儿童教育工作者需要深入探讨的重要议题。人们发现体育游戏对于矫正学龄前儿童社交退缩行为具有明显的作用。 相似文献
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Nihan Demirkasımoğlu 《Cultura y Educación》2013,25(4):693-729
AbstractThere has been a growing interest in the phenomenon of abusive supervision in the last two decades through theory development and empirical investigations in management literature. In particular, educational scholars have paid attention to this issue with different terms such as ‘dark side of leadership’, ‘mistreatment’, ‘bullying’ or ‘abusive supervision’. This research provides insights into the relationship of abusive supervision with withdrawal and revenge behaviours of teachers, using a sample of 330 teachers working in public primary and secondary schools in Turkey. Despite its low rate, abusive supervision has a predictive potential on revenge and withdrawal. It was found that as teachers’ teaching experience decreased, withdrawal and revenge tendencies increased. Male teachers tended to respond with withdrawal and revenge more than females when they were abusively supervised. Lastly, primary school teachers were more likely to respond with withdrawal and revenge than secondary school teachers in times of abusive supervision. 相似文献
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Joseph Travers 《欧洲特需教育杂志》2013,28(4):461-477
This study was designed to ascertain the organisational practices of learning support teachers and their perceptions of the benefits, if any, of support by withdrawal for mathematics in Irish primary schools. The study reports on the views of a sample of 137 teachers who have postgraduate qualifications in learning support/special education from six designated centres for professional development in this area. As an organisational model for learning support in mathematics, small group/individual withdrawal was the most popular way in which additional support was organised, with 94% of the survey respondents in this study operating this system to some degree. Furthermore, key findings also highlighted that teachers perceived the following as advantages to out-of-class support: learning benefits; enhanced learning space; benefits for certain types of pupils; time benefits; positive contrast with mainstream class; assessment benefits; and greater use of concrete materials. In contrast, only 41% of teachers reported that they provide an in-class service for pupils and class teachers. Barriers to collaboration for in-class support are identified and teachers’ responses to these outlined. The study found large differences between teachers in the amount of support they provided to class teachers, the amount of non-contact time they had for planning and collaboration, and in the range of practices used to carve out time for collaboration. The implications of these findings are then discussed. 相似文献