Peace enforcement in Africa: Doctrinal distinctions between the African Union and United Nations

When the United Nations (UN) Security Council needs to authorize a peace enforcement operation in Africa, its partner of choice is the African Union (AU). Africa has developed significant peace operations capacity over the past decade. In addition to deploying eight AU operations, Africa now contributes 50% of all UN peacekeepers. African stability operations, like its mission in Somalia, are often described as peace enforcement operations. In this article, I question whether it is accurate to categorize African stability operations as peace enforcement? I answer the question by considering what the criteria are that are used to differentiate between peace enforcement and peacekeeping operations in the UN context. I then use the peace enforcement criteria to assess whether AU stabilization operations would qualify as peace enforcement operations. In conclusion, I consider the implications of the findings for the strategic partnership between the AU and the UN.     

未来数字化战场中的指挥控制语言研究

针对未来数字化战场中机器人部队指挥控制与协同作战这一新兴研究领域需解决的机-机协同和人-机智能融合等问题,综述国内外相关领域的研究现状,分析了构建我军指挥控制语言的必要性,研究了机器人部队指挥控制语言的技术架构与关键技术,并提出了指挥控制语言的一种形式化语法和语义标注方法和通信协议,并结合海军舰艇作战示例分析了指挥控制语言的可行性及有效性。     

从孙子“静以幽，正以治”谈军校学员领导力培养

坚强的领导力是确保军事行动成功的关键。军校学员领导力不同于普通意义上的领导力。孙子“静以幽,正以治”的论述,揭示了军校学员领导力培养的基本内容、基本标准和各内容之间的辩证关系,对军校学员领导力培养具有重要的启迪意义。军校必须将培养超常的心质作为学员领导力的基础,把提升思维的广度和深度作为学员领导力的保障,将培养强烈的感召力作为学员领导力的核心,将培养坚强的执行力作为学员领导力的支撑。     

浅谈“合训”学员“能打胜仗”的素质能力培养

习主席提出的强军目标,能打胜仗是核心,关键在人才。武警院校作为武警初级指挥“合训”人才培养基地,要紧紧围绕“能打胜仗”要求,加强政治、军事素质和战斗精神培养,使培养的学员懂打仗、会打仗、练打仗、打胜仗,真正成为“一懂五会”的合格人才。     

二语习得中转喻思维能力发展策略

转喻是人类的一种认知机制。转喻思维是转喻实现过程中大脑的一种思考过程。转喻思维使二语习得者打开认知事物的思路,加强对二语潜在意义的理解,进而构建新的知识图式。在二语习得过程中可以通过转喻相邻和因果原则、利用英汉文化异同及转喻突显关系和转喻主体性特征来发展和提高二语习得者转喻思维能力。     

基于AHP与熵权的舰艇编队信息作战能力模糊综合评估

在确立了舰艇编队信息作战能力评估指标体系的基础上,运用AHP和熵权法,得到评价指标的综合权重.通过模糊综合评判,得出综合评判总分.以舰艇编队的信息侦察处理能力为例进行综合评估.最后通过进一步研究分析,构建了一种数学模型,用于找出影响舰艇编队信息作战能力的薄弱指标.     

A gentle occupation: unravelling the Dutch approach in Iraq, 2003–2005

This article examines the so-called ‘Dutch approach’ to conducting stabilisation operations. The term is mostly used in relation to the mission carried out by the Netherlands armed forces in Afghanistan's Uruzgan province from 2006 to 2010, but actually originates in the Iraqi province of Al Muthanna. Here, a 1350-strong battle group operated from July 2003 until March 2005 as part of the US-led coalition, after which the Dutch forces left Iraq relatively unscathed and self-confident of their ability in dealing with this type of conflict. On the basis of archival research and interviews, the authors unravel the ‘Dutch approach’ in southern Iraq by tracing its roots and by examining the Dutch operation in the context of the American and British experiences. They argue that despite predominantly effective tactical reflexes and an overall adequately broad interpretation by battle group commanders of a too narrowly defined political mandate, stability in Al Muthanna was conditions-driven rather than the result of a unique and effective approach. The term ‘Dutch approach’ turned out to be a convenient fabrication which, after the relatively successful mission in Al Muthanna, became increasingly politicised in the run-up to a dangerous new operation in southern Afghanistan.     

模糊综合评判的装备研制风险评估

装备研制风险评估是在风险分析的基础上对所研究阶段的风险性进行评估,计算该阶段的风险得分,最终确定其风险等级,对结果进行比较分析,为下一步工作的开展确定方向,具有重要的指导意义.对装备研制的风险管理进行了研究.针对装备研制项目阶段特点,从风险管理工作的现实需求出发,以风险管理的基本理论为基础,结合其他领域已有的风险管理模型,建立了装备研制风险管理的针对性模型,并结合事例对装备研制风险管理模型的具体应用进行了说明.     

基于AHP和DEA综合评判的反恐分队综合作战效能评估

通过分析影响反恐分队综合作战效能的主要因素,建立了反恐分队综合作战效能评估的指标体系.然后,运用模糊AHP评估模型对反恐分队综合作战效能进行定位评估.最后,运用DEA模型对一级指标进行了有效性分析,并指出了无效指标需要提高的幅度.     

试论武警“合训”院校现代化教学模式的构建

武警部队院校体制调整后,作为担负学历教育的“合训”院校,只有大力加强教学理论研究,及时实现教员角色转变,积极营造健康向上的教学环境,才能顺利实现“培养具有较高文化素养、具备扎实军事基础的新型军事人才”的教学目标。