我国农村非正规金融问题研究

该文在合理界定农村非正规金融内涵的基础上,通过分析金融制度缺陷和非正规金融的相对优势,提出我国发展农村非正规金融的科学合理性,并从现实发展角度进一步提出要确认农村非正规金融的法律地位,因地制宜地适度发展农村非正规金融,有效缓解正规金融与非正规金融紧张对立气氛,规范农村非正规金融的发展,由此有力地促进农村经济的发展。     

劳动力资本参与土地股份合作收益分配探析

当前，作为土地股份合作制运行的要素有农民土地使用权、生产技术、农业生产资料等，而劳动力资本这一要素没有被考虑在内。由于在一定时期内我国仍将有大量农民从事农业生产，当前通过定性劳动力产权、量化劳动力资本，将劳动力资本作为土地股份合作的基本要素之一，实现劳者有其股，并参与收益分配，既是维护农民利益、促进农民增收的有效方式，也是实现以人为本、构建和谐社会的有效途径。     

形成性评估对外语教学效果影响的探讨

形成性评估是大学英语课程教学的一个重要环节。它与终结性评估结合共同构成学习评估体系。对于实现课程目标至关重要。它既是教师获取教学反馈信息，改进教学管理，保证教学质量的重要依据，又是学生调整学习策略、改进学习方法、提高学习效率的有效手段。     

农户消费性融资需求的多质性与结构分析

论文首先提出了农户消费的“居民化”趋势这一新的金融需求分析视角，并以此为基础分析了现阶段我国农户消费性融资的“民间性”、“无息性”和“互助性”等特征，揭示了农户消费性金融的发展路径和取向。接着通过农户消费性融资需求与农户收入差距和城乡收入差距的相关性，证明了收入差距是造成农户尤其是低收入农户陷于融资困境的重要原因之一。分析了各类农户的消费融资需求特征并将其分为四种类型，指出农户的消费性“融资”需求并非完全是金融性需求，它还包括了救济性的、财政性的需求等多个层面。得出的基本发展思路是：农户消费性金融问题的最终解决，依靠的是高度专业化的金融形式、规模化的运作方式和城乡消费金融的“一体化”发展。     

对我国房地产信托投资的再思考

我国的房地产融资完全依赖商业银行,致使银行承担很高的信用风险,积聚经营风险。阐明为了减少银行信用风险,解决房地产融资问题,大力发展房地产信托投资的可行性;还运用经济学原理解释目前房地产信托投资的总体规模偏小的原因,并提出改善的方法。     

我国区域金融发展与经济增长的关系研究——基于面板数据的实证研究

运用1980—2004年间相应经济指标的面板数据对我国东、中、西部经济增长与金融发展进行了实证分析,结果表明,中西部地区更多的依靠信贷规模扩张来推动经济增长,而东部地区更多的依赖于金融效率的提升。     

农村合作医疗制度改革中村卫生室职能的思考

通过对村卫生室的现状特点以及农村居民健康状况和就诊行为的分析,探讨了新型农村合作医疗体制的制度缺陷。认为应该重新定位村级卫生室的职能,加大对村卫生室基础设施建设的资助,积极培养农村医疗保健人才,充分满足农村居民的医疗保健需求进而推动社会主义新农村建设。     

中俄关系：冷战结束后大国关系的调整与组合

比较中苏两国在1950年和中俄两国在2001年签定的两个条约,人们可以进一步了解中俄战略协作伙伴关系的内涵、特点及宗旨.中俄关系的发展前景还是看好的.     

Nonprofit sustainability during times of uncertainty

Nonprofit organizations in the United States depend on a diverse set of funding streams to sustain their operations. This study examines the ability of nonprofits to leverage funds from the private sector during the current economic downturn within four areas receiving federal funding for community and economic development. Both survey research and individual interviews were used to examine how nonprofits within these areas are incorporating their board members and community leaders to continue services during a time of resource scarcity.     

Educational equity in ethnically diverse group work

Educational research in cooperative learning suggests that inequity based on perceived status may be an issue with heterogeneous cooperative learning groups. This paper explores issues of status based on race, ethnicity and cultural background in the New Zealand tertiary classroom where there is a diverse mix of domestic and international students. A four-year research project examined attitudes and perceptions of both domestic and international tertiary students towards cooperative learning. The findings of the research project indicate that initial assumptions of relative status and ability of group members have a major effect on the outcomes of the group. These assumptions, demonstrated by both domestic and international students, may be based on expectations of language ability and familiarity with the pedagogical environment, including the assumed norms and behavioural patterns of the host educational setting, and may disadvantage students from different cultural backgrounds. This can become a self-fulfilling prophecy limiting the effective interaction and participation in the group by international students and other students perceived to be of low status, and the development of trust and reciprocal interdependence among group members. Strategies to weaken the effects of status, promote more equitable interaction and foster productive group outcomes are proposed.