刍论我国利率市场化改革方略

逐步实行利率市场化是市场经济的内在要求。利率市场化是一个涉及多方面的系统工程,要采取渐进改革方式。一要加快推进国债利率的市场化步伐;二要大力发展和逐步开放商业票据贴现利率;三要改革中央银行基准利率和优惠利率;四要完善商业银行贷款活动利率制度;五要逐步开放企业债券和股票利率;六要规定存款利率浮动幅度。     

中国利率市场化改革的风险与治理

中国的利率市场化改革在加强金融市场竞争、有效动员和分配资金、实现资源优化配置、增进金融体系乃至整个国民经济运行效率等方面起到了积极的作用。由于中国宏观经济环境和微观经济基础相对薄弱,因而中国彻底实施利率市场化改革存在着一定的阻碍也必定蕴涵诸多风险。为了降低改革风险,增大改革成功的可能性,我们需要从微观和宏观两个层面进一步分析利率市场化改革的风险,进而提出治理利率市场化改革的风险建议。     

中国利率市场化改革带来的影响及建议

利率市场化是中国金融业改革的主要环节,也是当前建设社会主义市场经济的一项重要内容。探索中国利率市场化改革,可以在理解利率市场化理论的基础上,来分析改革可能带来的影响并提出相应的建议,进而促进改革的顺利实施。     

论利率的市场化

在体制转换过程中,利率市场化已是大势所趋。利率市场化包括:金融交易主体拥有利率自主决定权,资金市场自发决定利率的水平和结构,选择国债利率为基准利率,政府对利率进行宏观调控等内容。利率市场化可分外币利率市场化,改革中央银行利率,开放同业拆借市场利率,逐步放开债券利率几个步骤。     

从利率与经济增长的关系看我国的利率市场化改革

利率市场化是我国金融体制改革的客观要求,也是推进我国金融深化的核心问题.长期以来,政府的金融约束政策在维系金融体系稳定,促进经济发展方面取得了巨大成就,但由此产生的对利率的管制已成为我国经济发展的一大障碍,并且随着我国金融体制改革的深化,其负面影响也日趋增大.本文通过对利率与经济增长的理论与实证分析,阐述了利率市场化改革的重要性;通过对我国央行利率政策对储蓄与投资的效应分析,阐述了利率市场化改革的必要性.并对我国利率市场化提出了几点粗浅的看法.     

中国利率市场化改革的难点及必要条件

不久前，中国人民银行行长戴相龙在国务院新闻办举行的记者招待会上宣布，中国将用三年时间完成利率开放的整体计划，中国人民银行将在现有改革的基础上，坚持渐进改革与国际惯例接轨的原则，逐步实施我国利率放开的“三步走”战略，即先外币后本币，先贷款后存款，先大额后小额，最终实现利率市场化。 9月 6日，中国人民银行宣布从 9月 21日开始，改革我国的外币利率管理体制。这标志着我国利率体制改革已进入实质性的实施阶段。 利率市场化是指在中央银行宏观调控下，利率由市场资金的供求状况调节并由融资双方自主决定，其实质是由市场配…     

"后危机时期"的我国货币政策

自2009年7月之后,我国经济进入了不同于"危机应对时期"的"后危机时期",我国货币政策也悄然发生了变化.在CPI快速上涨的背景下,我国货币当局及时采取措施减缓货币供应和新增信贷的增长幅度,收到了良好的效果.但是,由于基础货币受到外汇占款等一些不可控因素影响,广义货币(M2)乘数受存款准备金率和存贷款基准利率等因素影响,货币超额供给的状况仍将持续一段时间,所以,遏制CPI的高位徘徊将是我国货币政策的长期任务.今后一段时期内,我国货币当局应继续通过提高准备金和存款利率以降低货币乘数,继续深化利率和汇率的市场化改革以消除制度瓶颈,为我国经济发展提供稳定、可持续的金融环境.     

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声音VOICE易纲中国人民银行副行长目前中国一年期存款利率3%,贷款利率6%以上,相对其他国家的低利率或者零利率,我个人认为中国目前的利率"很舒服",太高了会吸引热钱。     

论当前中国利率政策取向

当前中国的利率政策面临着一个新的选择。本文对中国利率体制的建设和当前利率水平的确定和第8次降息效应的发挥等提供了新思路。指出 2 0 0 2年是中国利率市场化、遏制通货紧缩回头和促进经济增长的关键一年 ,应该掌握好政策的综合力度 ,以防止中国经济失去重大转机的风险 ,实现中国经济从重大转机到重大转折的转变     

我国利率市场化对经济生活影响的实证分析

在我国传统的经济生活中,利率是很稳定的因素,它不是根据市场调节的,所以对经济的影响并不明显。随着市场经济的完善,我国逐步实施稳健的货币政策,并以利率为操作工具对存贷款利息进行了多次调整,其作用程度也随之体现出来。为此中国人民银行提出利率市场化改革的总体思路,针对新形势下对利率的作用规律认识的要求,将中国改革开放以来的有关利率作用的规律进行实证分析。首先,全社会的金融化进程与真实利率之间正相关关系;其次,中国转轨经济时期利率对物价、M2、贷款等经济指标作用的改变;最后,将利率的直接作用与间接作用综合考虑形成对经济总量的影响分析。     

民国时期医生之甄训与评核

民国时期医生甄训与评核制度经历了一个不断发展和完善的过程.晚清政府对医生采取放任政策,致使医生品流芜杂,庸医盛行,给民众生命安全带来严重危害.民国初期到南京政府成立时期,政府颁布了一系列与医生行医资格有关的法规、条例,但由于政局动荡、医疗人才匮乏,医学教育及社团组织还在初创阶段,医生甄训与评核制度难以顺利实施.医界和政府由此产生了一系列纷争.民国中后期,政府加强了对医生甄训与评核制度的管理,医学界也对其中出现的各种问题进行了反省.尤其抗战胜利后,国民政府加大了对该项工作管理的力度,虽然有些法规没能做到真正贯彻实施,1940年代成立的医生检核委员会表明这一工作逐步制度化,医生的专业化程度不断提高.     

Dip.S.W. Students and Anti-Discriminatory Practice: Questions of Learning Outcomes and Assessment

Correspondence to Elizabeth L. Sullivan, School of Health and Community Studies, De Montfort University, Kents Hill, Milton Keynes MK7 6HP, UK. E-mail: esulliva{at}dmu.ac.uk Summary There is great public interest in issues of discrimination andprejudice and, while this interest leads to changes in publicand professional behaviour and sometimes to legislative changes,it is not at all apparent that these changes achieve the statedintention, which is to eliminate negative and oppressive discrimination.It is argued that current methods of education for anti-discriminatorypractice, while successful in terms of imparting understandingand competence in relation to structural and societal issuessuch as racism, power and inequality, may be less successfulat the individual level of personal attitudes. An argument isput forward which suggests that anti-discriminatory practice(ADP) education may sometimes result in hidden or unrecognized,unmeasured, and possibly unwanted learning outcomes. This isdiscussed in relation to social work education, and two possibleunforeseen outcomes are proposed: first, the individual mayshift the focus of prejudice from one subject to another, secondly,the individual may unrealistically interpret their attitudesas anti-discriminatory, despite evidence to the contrary. Inaddition, it is suggested that social workers may hold conflictingdiscriminatory attitudes towards a single subject, dependingon whether they see themselves, at that time, as an individualor as a professional.     

Perceptions of Achievement and Achieving Peers in U.S. and Chinese Kindergartners

Two studies were conducted to examine perceptions about achievement and achiev‐ing peers in 190 U.S. and Chinese kindergartners. Children provided free‐narrative responses to story beginnings about an achieving protagonist in school settings. We found marked cultural differences. For achievement, U.S. children perceived more intellectual development, positive affects of the protagonist, and adult praise, where Chinese children perceived more social respect and their ability to help others. For lack of achievement in non‐achieving peers, U.S. children identified more negative affects, and Chinese children anticipated more negative reactions from adults. Moreover, although children in both cultures used non‐ability factors to explain achievement, Chinese children did so more consistently. Most strikingly, whereas Chinese children often expressed peer respect and desire to emulate the achieving protagonist, U.S. children frequently attributed peer negative reactions toward him or her. We interpret these differences as reflecting U.S. and Chinese cultural values regarding learning, achievement, and related self‐other perceptions.     

The Pedagogical Ideas and Practice of L. N. Tolstoy

Many people have written about the life, literary work and pedagogical activity of L. N. Tolstoy, but only the founder of the Communist Party, the great Lenin, fully and correctly indicated his real importance and role in Russian life, explained the sharp contradictions in his world outlook, presented a profound analysis of the great writer's creativity and showed that Tolstoy the artist and thinker mirrored "the specific historical features of the first Russian Revolution, its strength and its weakness."