一种结合弹道规律的模糊交互式多模型算法

针对交互式多模型算法中转移概率矩阵与实际运动不匹配而影响跟踪精度的问题,通过分析某型导弹的典型弹道,将弹道规律融合到模型概率转移矩阵中,然后将转移概率模糊化处理,提出了一种基于弹道规律的模糊交互式多模型算法,然后以导弹蛇形运动转至比例导引的机动过程为例进行了仿真验证,比较了典型交互式多模型算法和模糊交互式多模型算法的跟踪性能。仿真结果表明:该算法可显著提高导弹机动段的跟踪精度。     

军事联盟的形成机制与对策

国家间的对抗与合作是国际关系中的最常见的问题,通过引入博弈论中的讨价还价模型和差分方程,分析了联盟的形成机制,并对三国合作、三国竞争以及三国部分合作对抗的情况进行了比较,通过数值仿真对模型分析过程进行了验证,仿真结果表明,不同类型国家的策略选择对博弈结果影响很大,研究内容较好地揭示了国家间矛盾与利益的变化规律,为深入理解国际关系提供了参考。     

“Respect” as a personal attribute in the British Army

This article describes the results of research into the social phenomenon of “respect” as framed by junior members of the British Army, as part of a wider study into the Values and Standards of the British Army. This research was interview based, using qualitative analysis software to detect, manage, and draw conclusions from the qualitative data recorded in those interviews. The data indicated that the primary situation in which “respect” was visualised by the participants was the unit context, and that it comprised a combination of three different strands: respect for rank or “hierarchical respect,” “professional respect” for a person's military competence, and “personal respect” for an individual's character, personal behaviour, and attributes. The overall respect that an individual is given arises from the combination of these three areas. “Respect” as a concept was, in the soldiers’ characterisation, something that had to be earned (except for the “given” represented by rank) and was not stable: a person's fund of respect could go up or down in social value. Respect was also linked to trust: the more respect a person had, the more they could be trusted. Although the unit context was the primary one for discussing their framing of the concept of respect, many of the participants reported a wider dimension in which every human being deserves a basic level of respect simply for being human, and this level could not be forfeited.     

不完全信息下军事威逼讨价还价博弈分析

在详细分析威慑与威逼区别的基础上,构建了不完全信息下军事威逼讨价还价博弈模型。按照最大期望效用准则,分析了不完全信息下军事威逼走向讨价还价阶段的条件,研究表明:运用鲁宾斯坦经典讨价还价唯一完美均衡解,得出以下结论:争夺目标自身的效用越大,战争带来的声誉得益效用越大,军事威逼走向讨价还价阶段的可能性越大;一旦进入讨价还价阶段,威逼者会接受挑战者提出的方案,冲突将不再发生。     

引入定向越野训练,提高学员综合素质

将定向越野训练引入军事地形学教学,激发学员的竞争意识与学习兴趣,改变单一的教学方式,将用图训练与体能训练相结合,提高训练的难度与强度,加强了课程的综合性,这一过程无论从理论或实践上,都为全面提高学员的军人综合素质、课程教学质量,深化教学改革打下了基础。     

Research on fuze microswitch based on corona discharge effect

Abnormal voltages such as electrostatic, constant current, and strong electromagnetic signals can erro-neously trigger operation of MEMS pyrotechnics and control systems in a fuze, which may result in casualties. This study designs a solid-state micro-scale switch by combining the corona gas discharge theory of asymmetric electric fields and Peek's Law. The MEMS switch can be transferred from "off" to"on" through the gas breakdown between the corona electrodes. In the model, one of the two electrodes is spherical and the other flat, so a non-uniform electric field is formed around the electrodes. The theoretical work is as follows. First, the relation among the radius of curvature of the spherical electrode, the discharge gap, and the air breakdown voltage is obtained; to meet the low voltage (30-60 V) required to drive the MEMS switch, the radius of curvature of the spherical electrode needs to be 10-50 μm and the discharge gap between the two electrodes needs to be 9-11 μm. Second, the optimal ratio ε is introduced to parameterize the model. Finally, the corona discharge structural parameters are determined by comparing the theoretical and electric field simulation results. The switch is then fabricated via MEMS processing. A hardware test platform is built and the performing chip tested. It is found that when the electrode gap is 9 μm, the electrostatic voltage is at least 37.3 V, with an error of 2.6% between the actual and theoretical air breakdown voltages. When the electrode gap is 11 μm, the electrostatic voltage is at least 42.3 V, with an error of 10.5% between the actual and theoretical air breakdown voltages. Both cases meet the design requirements.     

重塑军队作战力量体系的几点思考

作战力量体系是一个国家军事力量体系的核心组成部分。近些年通过深化国防和军队改革,我军军事力量体系宏观上发生了脱胎换骨的变化,接下来到了对作战力量体系进行重塑的攻坚阶段,本文结合当前作战力量体系发展的一些特点和建设存在的短板,提出了重塑我军作战力量体系的决策建议。      

Moving the techno-science gap in Security Force Assistance

This paper looks at the impact of military technology diffusion on military assistance operations (MAO), in the United States known as Security Force Assistance or SFA. The discussion looks conceptually at the role of technological change and how it interacts with martial cultures in military assistant operations. I argue that growing trends in science and technology suggest potential conflicts between culture and technology. Relying on a culture-technology model drawn from anthropology, the paper contends that new technologies will present increasing challenges for the emerging MAO landscape. The paper will illustrate that the techno-science gap will continue to grow as innovations such as robotics, sensors, and networks continue to develop. Finally, the paper will look at ways to overcome this conflict between culture and technology.     

Mirror,mirror on the wall,who is the most offensive of them all? – Explaining the offensive bias in military tactical thinking

This article explores why the offensive predominates military tactical thinking. With survey results showing an offensive bias among 60 per cent of senior Swedish officers and as many as 80 per cent in the case of the army, it is clear that this is not just a problem of the past but is equally relevant today. The article asks why there is a tendency to perceive and understand offensive tactics as the preferred choice and the way to conduct battle that should be encouraged and preferred. Drawing on existing research and the findings of a pilot study, ten propositions for why the offensive bias exists are tested using a mixed-method approach. Based on the findings, the article develops a model to understand why the offensive dominates military tactical thinking. It is found that the two key constitutive factors behind the offensive bias are military culture and education. These factors most directly and profoundly influence an officer’s identity, perceptions, and thinking. Military culture and education, in turn, work as a prism for four other factors: military history, the theory and principles of war, doctrine and TTPs, and psychological factors.