文化意识与外语教学

从理论上论述了语言与社会一文化的关系,并结合教学实际,阐述了加强学生文化意识的意义及结合语言学习进行文化意识培养的方法.     

Military Innovation and Tactical Adaptation in the Israel–Hizballah Conflict: The Institutionalization of Lesson-Learning in the IDF

This article highlights a pattern of military adaptation and tactical problem-solving utilized by the Israel Defense Forces (IDF) while engaged in protracted conflict with the Lebanese militant group Hizballah. It discusses the IDF’s recent attempts to institutionalize their historically intuitive process of ad-hoc learning by developing a formal tactical-level mechanism for ‘knowledge management’. The diffusion of this battlefield lesson-learning system that originated at lower-levels of the organization is examined, as well as its implementation and effectiveness during the 2006 Lebanon War. A nuanced analysis of IDF adaptation illustrates the dynamic interplay between both ‘top-down’ and ‘bottom-up’ processes of military innovation.     

儒家孝文化:碑志文体的文化意蕴

在古代文献各类文体中,碑志文的写法最为固定,它的体例可以概括为世系、行治、卒葬和铭文四部分。这种历久不变的文体,透射出中国人超越生死的独特智慧——家族孝文化。世系的排列体现出孝的最基本的第一层含义——延续父母与祖先的生物性生命;行治的罗举体现出孝的更高一层含义——延续父母与祖先的高级生命;卒葬和铭文体现儒家孝道之宗族群居的伦理精神。     

PROTECTING CULTURAL MONUMENTS AGAINST TERRORISM

Famous cultural monuments are often regarded as unique icons, making them an attractive target for terrorists. Despite huge military and police outlays, terrorist attacks on important monuments can hardly be avoided. We argue that an effective strategy to discourage terrorist attacks on iconic monuments is for a government to show a firm commitment to swift reconstruction. Using a simple game‐theoretic model, we demonstrate how a credible claim to rebuild any destroyed cultural monument discourages terrorist attacks by altering the terrorists' expectations and by increasing the government's reputation costs if they fail to rebuild.     

Belligerent beginnings: John F. Kennedy on the opening day of the Cuban missile crisis

This article – based on data that employs interviews conducted with British Army personnel – adopts a social theory of learning in order to examine how both formal and informal learning systems have affected organizational learning within the Army in relation to the counter-insurgency campaign in Afghanistan. It argues that while the Army has adopted new, or reformed existing, formal learning systems, these have not generated a reconceptualization of how to conduct counter-insurgency warfare. It, furthermore, argues that while informal learning systems have enabled units to improve their pre-deployment preparations, these have created adaptation traps that have acted as barriers to higher-level learning.     

The Use and Abuse of the ‘Dutch Approach’ to Counter-Insurgency

This article argues that there is little evidence supporting the existence of the often praised, and allegedly subtle and successful ‘Dutch approach’ to stabilisation and counter-insurgency operations in Iraq or Afghanistan. It denounces the uncritical use of the term and refutes suggestions of historical and cultural roots to such an approach, for instance in Dutch colonial warfare in the Indonesian archipelago. It concludes by explaining the true conditions that gave rise to this notion, which seems to feed into a gratifying national self-image of the Dutch as non-martial, conflict averse and tolerant, rather than offering an original and successful formula for countering insurgencies.     

充分发挥铸盾文化辐射功能积极引领武警文化繁荣发展

武警工程学院通过近30年办学育人实践形成的“铸盾文化”,是当代革命军人核心价值观和武警忠诚卫士文化在校园的集中凝结。努力把学院“铸盾文化”建设成为武警部队文化高地、先进文化辐射地,扎实推进“铸盾文化”在武警部队广泛传播、扎根结果,对于培养造就新时期高素质军事人才,引领和推动武警主题文化,促进部队思想文化建设发展,具有重要现实意义。     

新疆中小学少数民族双语教师组织承诺的现状研究

本研究通过问卷调查了新疆地区252名中小学少数民族双语教师的组织承诺现状。研究结果显示,新疆少数民族中小学双语教师的组织承诺总体较高,其中感情承诺、规范承诺、理想承诺和民族认同承诺均高于一般水平,而经济承诺和机会承诺均低于一般水平。在人口变量上表现如下特点：（1）男性的经济承诺显著高于女性,其他维度及总分上男女无显著差异;（2）不同民族的双语教师的组织承诺总分及各维度均无显著差异;（3）中专学历的双语教师的理想承诺显著高于大专及本科学历的双语教师,组织承诺总分及其他维度上均无学历上的显著差异;（4）重点学校双语教师的民族认同承诺及组织承诺总分均显著高于一般学校的双语教师;其他维度上无显著差异。     

构建院校“铸盾文化”培育学员战斗精神

培育战斗精神是武警工程大学开拓“铸盾文化”的一个重要层面,二者之间具有密切的关系。在廓清二者内涵与关系的基础上,提出以铸忠诚品格为核心、以铸军事素养为途径、以铸科技素养为根本、以铸人文素养为载体,全方位培育学员的战斗精神。     

Military Innovation Studies: Multidisciplinary or Lacking Discipline?1

This article explores the evolution of the field of military innovation studies, critiquing its theoretical foundations and setting out a number of challenges that must be overcome if the field is to fulfil its potential and enhance its contribution to wider disciplinary debates as well as to the practitioner community. Tensions between the main theoretical approaches to military innovation are examined as are the challenges inherent in its increasingly multidisciplinary character. The issue of whether military innovation studies constitutes a field in its own right is addressed before recommendations are made to expand the field’s research agenda, broaden its theoretical base and strengthen its multidisciplinary credibility.