浅谈现代军事物流及其发展趋势

随着我国社会主义市场经济的蓬勃发展和世界新军事革命的兴起,我国军事物流日益引起人们的重视。同时,也面临着历史性的机遇和挑战。本文结合我国军事物流建设现状,就现代军事物流的科学内涵、地位作用、理想形态及发展趋势进行了论述,旨在为新时期军事物流的建设与发展提供理论依据。     

空对空多机协同攻击多个目标的战术决策研究

简要介绍多机协同攻击多目标的基本概念、战术决策、目标分配及攻击排序方法。最后用数字仿真（实例）验证该方法的有效性     

创造观的哲学认识论基础

人类认识的本质是一种观念的建构,它包括反映性认识和价值性认识。相应地,创造活动的本质就是改变已有的观念建构,它包括反映性创造和价值性创造。     

921A 钢结构低周疲劳裂纹扩展特性试验研究

采用预制缺口的平板和加筋板结构试样,对 921A 钢进行了拉伸疲劳载荷作用下的低周疲劳试验得到了拉伸疲劳载荷作用下舰体结构破口裂纹扩展规律,提出了破损舰体结构在疲劳载荷作用下裂纹开裂和后续扩展的判据.该试验结果可直接用于分析和预报破损舰船结构在波浪中航行时的裂纹扩展情况,并为破损舰船的剩余疲劳寿命预报奠定了基础.     

YOU CAN'T ALWAYS GET WHAT YOU WANT

The 2010 Review Conference of the Treaty on the Non-Proliferation of Nuclear Weapons (NPT) produced a Final Document calling for an extension of the principles of the nonproliferation norm as well as steps toward complete disarmament. This article looks beyond the rhetoric, however, to examine recent decisions by great powers to expand nuclear trade with non-NPT countries and the implications of these decisions on the traditional nonproliferation norm of restraint. This article seeks to contribute to constructivist theory by supplementing existing accounts of norm creation and establishment with a new model of norm change. The article develops a case study of the 2008 US-India nuclear deal to highlight the role of elite agency in key stages of norm change, including redefinition and constructive substitution through contestation. It concludes that the traditional nonproliferation norm may be evolving in new directions that are not well captured by existing theoretical frames.     

学分制条件下高校教学管理工作方法探析

学分制是学分计量学生学习量的教学管理制度,较传统的学年制有一定优越性,学分制只有与教学管理、科学研究、学生工作、后勤服务等各个领域相互配套,才能达到高效、合理、有序的目标。学分制教育教学管理模式的逐步实施,需要教学管理工作有与之相适应的工作方法。     

试论案例教学法在高校应用文写作教学中的运用

高校应用文写作传统教学模式教学效果不尽如人意,将案例引人到应用文写作教学中,则可以极大提高教学效率,激发学生学习兴趣、培养其分析能力,真正训练学生的应用文写作能力;案例教学法在高校应用文写作教学实践中的有效运用关键要把握好案例选择、案例的分析与讨论、案例的写作与修改三个主要环节;教学实践表明这是一种符合高校应用文写作教学规律的有效模式。     

民汉大学生自主性学习对比研究——以新疆财经大学民汉学生为例

自主学习是大学生除课堂学习之外最主要的学习形式,也是提高大学生自身素质的重要手段。新疆是多民族聚居地区,民汉大学生学习融合成为新疆教育的一大特色。在学习融合的过程中,民汉学生的自主性学习是否存在差异,成为关注的内容。本文通过调查问卷的形式,对民汉大学生的自主性学习的现状与影响因素进行了对比研究,发现民汉大学生自主学习差异不大,根据问卷调查的情况,提出了加强民汉大学生自主学习的建议。     

大学生领悟社会支持与应对方式的相关研究

对某校1000名本科生进行问卷调查,考察大学生应对方式特点和社会支持水平之间的关系。方法:领悟社会支持量表(PSSS)、《简易应对方式问卷》(SCSQ)作为测查工具,测查了1000名大学生。结果:①生源变量在领悟社会支持和应对方式各维度上差异没有统计学意义。②领悟社会支持和应对方式在性别、年级、专业变量上有显著差异,男性多运用积极应对方式;大二学生在消极应对方式上得分最高;大四学生他人支持和积极应对方式上得分最高。③领悟社会支持和积极应对正相关,领悟社会支持得分越高,越倾向采取积极的应对方式。     

Strategic Ambiguity: Nuclear Sharing and the Secret Strategy for Drafting Articles I and II of the Nonproliferation Treaty

ABSTRACT

Since the 1950s, the United States has engaged in nuclear sharing with its NATO allies. Today, 150-200 tactical nuclear weapons remain on European soil. However, the Treaty on the Non-proliferation of Nuclear Weapons (NPT) prohibits the transfer of nuclear weapons to non-nuclear weapon states. The potential discrepancy between text and practice raises the question of how the NPT's negotiators dealt with NATO's nuclear-sharing arrangements while drafting the treaty that would eventually become the bedrock of the international nonproliferation regime. Using a multitiered analysis of secret negotiations within the White House National Security Council, NATO, and US-Soviet bilateral meetings, this article finds that NATO's nuclear-sharing arrangements strengthened the NPT in the short term by lowering West German incentives to build the bomb. However, this article also finds that decision makers and negotiators in the Lyndon B. Johnson administration had a coordinated strategy of deliberately inserting ambiguous language into drafts of Articles I and II of the Treaty to protect and preserve NATO's pre-existing nuclear-sharing arrangements in Europe. This diplomatic approach by the Johnson administration offers lessons for challenges concerning NATO and relations with Russia today.