网络中心战--21世纪的作战概念

概述了美国海军提出的网络中心战概念,介绍了由信息网、探测网、作战网和指挥网四个虚拟网组成的网络中心战作战结构,以及由CEC(cooperativeengagementcapability),Link16和IT 21(informationtechnologyforthe21stcentury)技术组成的技术结构,综述了实现网络中心战的一些难点问题。     

智能舰艇编队指挥控制系统体系结构设计

针对舰艇编队指挥控制系统协同作战自协同的需要,运用多智能体技术探索舰艇编队指控系统体系结构设计问题.提出了一种由指挥Agent和协同控制Agent构成的智能舰艇编队指挥控制系统,描述了其组织结构,分析了面向任务的协同作战任务分解和分配过程,完成了智能舰艇编队指控系统体系结构的顶层设计.对多Agent技术在舰艇编队指控系统中的应用有一定的参考价值.     

维和警察防暴队迎战原则探析

维和警察防暴队在海地任务区遇到很多实际问题。在执勤执法中灵活运用迎战原则,探讨维和警察防暴队迎战原则的法律依据、行动授权和执行程序,总结在任务区复杂多变的情况下维和警察防暴队如何依托国际法规,合理运用迎战原则,有效使用武力授权,合法利用武器装备,严格遵守执行程序的措施和方法,对于完成维和任务具有一定的指导作用。     

Goodbye to all that: On small wars and big choices

This article reflects on a decade of British counterinsurgency operations. Questioning the idea that lessons have been learnt, the paper challenges the assumptions that are being used to frame future strategic choice. Suggesting that defence engagement is primarily focused on optimising overseas interventions while avoiding a deeper strategic reassessment about whether the UK should be undertaking these sorts of activities, the article calls for a proper debate on Britain's national security interests.     

定量的近距空战训练对抗态势分析方法

针对近距对抗态势分析不能量化的不足,提出一种定量的近距空战训练对抗态势分析方法。该方法以对抗过程中双方的位置关系为基础,结合近距空空导弹的攻击包线,建立位置优势函数和武器优势函数,通过两类函数的线性组合构造对抗态势函数,实现了空战训练对抗态势的定量描述。通过算例验证了该方法的合理性和有效性。     

战术弹道导弹攻防对抗及电子战仿真模型

本文提出一种用于研究战术弹道导弹攻防对抗及电子战的面向对象的仿真模型，结合导弹攻防对抗仿真的特点给出仿真模型的结构，并讨论了相应的仿真算法。     

Conditional commitments: Why states use caveats to reserve their efforts in military coalition operations

Why do states make substantial military contributions to coalition operations, while at the same time apply reservations, or caveats, to how the coalition can use the military contributions? Caveats rose to prominence in defense and policy circles with NATO’s campaign in Afghanistan. In the scholarly security literature, the term remains a buzzword for all types of reserved efforts by states in coalition warfare, but there are few theoretical accounts addressing caveats. This article contributes to the knowledge gap on caveats through a comparative case study of Denmark’s, the Netherlands’, and Norway’s contributions to NATO’s intervention in Libya in 2011. It demonstrates that caveats can occur through three different causal pathways: compromises from domestic bargaining, handling of alliance commitments, and implementation and civil–military relations. Insights into the complexity that causes caveats are highly relevant for both political and military decision-makers that are trying to coordinate states’ effort in coalition operations.     

Conceptualizing caveats for political research: Defining and measuring national reservations on the use of force during multinational military operations

The upsurge in post-Cold War coalition operations has stimulated research on caveats: national reservations on the use of force in multinational military operations. However, because the concept of caveats has no agreed-upon definition, it is used inconsistently. This in turn impedes comparing research findings across academic and policy studies and therefore systematic research. This article is a contribution to the scholarly debate on how the analytical concept of caveats are to be delimited. Crucially, we argue that caveats result from some calculated political decision, and should not be confused with reserved behavior due to financial and technical limitations, or lack of coordination. We suggest that caveats are empirically observed and measured in two ways: First, we argue that coalition rules of engagement should be used as a yardstick for measuring direct reservations on the use of force. Second, we suggest reservations on task-assignment and geographical mobility should be used to register indirect reservations.     

基于解释结构模型的学生学习投入影响因素研究

学生学习投入与学业成果呈显著相关,对促进学生个体发展和提升教育质量起着重要作用。促进学生学习收获呼吁高效的学习投入,如何提学生学习投入水平,已成为教育教学的迫切问题。本文在梳理有关学习投入影响因素文献的基础上,确定出15个影响学生学生学习投入的主要因素,运用解释结构模型方法建立学习投入影响因素解释结构模型。研究发现,自我效能感、学习动机、情感体验、时间管理、成就目标和人际关系是影响学生学习投入的直接因素,教学投入、教学策略、教学能力、学校氛围和学校支持力度是根本因素,教学支持、家庭背景、社会支持和学校幸福感作为间接因素发挥作用。其中学生自身因素是影响学生学习投入的直接因素,环境因素和教师因素对学生学习投入有基础性的影响。据此可以从激发学生学习动机、提高学习投入积极性,改善外部环境、加大联合支持力度,以及加强师资力量建设、提高教师教学能力等方面来提升学生学习投入水平。