我国优秀乒乓球男子选手接发球技术对接发球轮次得失分的影响

通过录像分析法对王皓、张继科接发球技术的运用及得失分进行统计分析。研究结果表明：1）反手拧拉技术的创新,接发球直接得分率明显提高。2）王皓、张继科使用反手拧拉得分率高于失分率。3）王皓、张继科使用劈、摆技术得分率低于失分率。4）王皓、张继科接发球在比赛接发球轮次总得分率高于失分率。     

制度诱导与生态驱动:集体土地内部违法使用对策探析——基于新制度经济学的视角

土地资源是农村地区经济效益、社会效益和生态效益的纽带.集体土地内部违法是相对于行政主体土地违法而言,指村委会违反法律、法规等规范性法律文件使用集体土地的行为.对村委会违法行为分析,发现低效率的土地产权配置、土地产权增值力弱;土地的社会保障功能降低和农民与土地的生存逻辑并存.基层民主自治制度下,串通违法和隐蔽性强等行为特点使得法律等约束手段呈现地域排挤的边缘状态.以新制度经济学为视角,制度诱导与生态驱动结合,使主体从被动纳入到主动参与是解决问题的关键.变制度约束为诱导,提高产权配置效率、创新土地产权制度,破解农民与土地的生存逻辑;生态文明指引下的土地资源保护意识培育才能激发土地资源保护的内生动力,遏制违法行为发生,保护集体土地资源,最终促进新农村建设可持续发展.     

"非法同居"的理论澄清

本文从与非法同居相关的婚姻形态入手，试图通过对相关法条的解析来澄清当前学理界存在着的对非法同居概念使用上的混乱，提出了“含意的同居”这一概念，并认为不宜再使用“非法同居”这一非法学术语。     

对刑事非法证据的证据能力的思考

非法证据的证据能力涉及控制犯罪和人权保障、实体公正和程序正义价值的尖锐冲突。两大法系非法证据的证据能力的立法与实践,对我国非法证据的证据能力的认定学说和立法现状有一定借鉴作用,我们要吸收外国立法之精华,完善我国非法证据的证据能力的立法。     

关于维护新疆稳定的思考

要实现稳定与发展双赢的目标，务必使广大学员教职员工认识到，反对民族分裂和非法宗教活动，坚决维护祖国统一是国家最高利益和新疆各族人民的根本利益之所在。     

对个案非法经营罪的思考

我国的经济犯罪大多属于法定犯，随着市场经济的不断发展．不断有新的情况出现，这些情况大多在法律制定时都是没有出现的情况。对于这些新情况一旦被认定为经济犯罪．就会很快的引起了人们的注意。学者们也在罪与非罪的问题上展开了激烈的讨论．本文主要分析了去年在武汉审理的一起非法经营案．从犯罪的特征、具体的犯罪构成的角度对这一案例谈一下自己的看法。     

《联合国反腐败公约》对中国立法的影响

《联合国反腐败公约》于2006年2月14日正式在中国内地及香港生效,作为公约的缔约国,中国有义务最大限度地履行自己的国际义务。其中重要的内容便是尽快完善现行法律。包括修改刑法、刑事诉讼法、国家赔偿法,出台《反腐败法》和《反洗钱法》。     

Optimal time-delayed open/closed-loop control of a damped beam

Vibration suppression of a structurally damped beam via open and closed-loop controls is investigated. In doing so, minimization of a weighted, energy-based performance measure leads to closed-form expressions for optimal open-loop parameters in terms of feedback gains. The control problem is then completed by optimizing these feedback parameters numerically. Methods to determine optimal terminal time of control are also presented. Furthermore, techniques are established to optimize the response and performance of a system experiencing a known feedback time delay. Different types of optimization are proposed and, for each one, the trade-off between performance and computational efficiency is fully discussed.     

Diagnosing the learning crisis: What can value-added analysis contribute?

Advocates of teacher value-added modelling (VAM) argue that this technique can provide evidence on teacher effectiveness to inform teacher policies and broader education system reforms. Critics contend that value-added is a poor proxy for teacher quality and as such is of questionable utility, especially where teacher accountability is concerned. In low- and middle-income countries, and especially sub-Saharan Africa, where the challenge of the ‘learning crisis’ is most severe, a lack of longitudinal data has precluded extensive debate on the matter. In this paper we explore the potential of value-added analysis for diagnostic purposes in the context of Ethiopia. We make use of data from the Young Lives longitudinal study – specifically two rounds of school surveys conducted in Ethiopia between 2012 and 2017 when pupils were in grades 4–8. Learning levels in the Young Lives sites in Ethiopia are very considerably below curricular expectations. Like many countries in sub-Saharan Africa, Ethiopia faces a significant challenge in terms of a ‘learning crisis’ and in terms of the attendant need to develop policies to improve educational effectiveness within the confines of very limited resources. We discuss the background to VAM models and their use, including in relation to the context of Ethiopia. The paper shows that learning progress in primary schools varies widely between classrooms, and between pupils within the same classroom. Some schools and teachers are more successful in raising overall attainment by ‘raising the floor’ of learning and narrowing the dispersion. Others are more successful by ‘raising the roof’. Less effective teachers appear to be particularly ineffective for pupils with higher scores at the start of the year. In contrast, the most effective teachers showed high levels of ‘value-added’ for pupils at all levels of prior performance. Diagnostic analysis of teacher value-added has potential, we argue, to aid understanding of contributors to low levels of learning such as: (i) over-ambitious curricula; (ii) absence of ‘teaching at the right level’; (iii) within class heterogeneity and pupil grouping strategies; and (iv) teaching and learning strategies – such as ‘differentiation’ or ‘mastery’.     

对公务员法第54条的解读和思考

《中华人民共和国公务员法》以法律形式明确规定了公务员对上级的服从义务,并在第54条中规定了公务员对上级错误的决定或者命令的处理办法。公务员对上级违法的决定和命令没有服从义务,执行上级“明显违法”决定或者命令的公务员的主观过错程度大小并不影响其法律责任的承担。有必要在公务员法实施细则中强调公务员对上级违法决定或者命令应当提出意见,明确上级“明显违法”的决定或者命令的范围,规定下级公务员有权要求上级以书面形式下达决定和命令。