Academic literature on the topic '核戰'

<p>《孫子兵法》形篇第四:「善戰者,先立於不敗之地,而不失敵之敗也。是故勝兵先勝,而後求戰;敗兵先戰,而後求勝。」孫子認為作戰的關鍵核心在於「先勝而後戰」,換言之,打勝仗的部隊,必須在戰前就已具備各項戰勝的條件,才能舉兵作戰。時至今日亦同,平時即持恆勤訓精練,戮力戰訓任務,讓我國軍官兵充分具備執行任務的先決條件,在面對現階段瞬息萬變的兩岸情勢,能有效投入高科技、全方位作戰形態,因此紮實的軍事專業職能教育與訓練,將是我軍戰力發揮的基石。訓練發展與教育體系更是國防組織人力資源管理重要且關鍵的職能,希望藉由與時俱進的訓練,進一步打造能戰、善戰之勁旅。</p> <p>&nbsp;</p>

<p>共軍這幾年從不放棄以海面、空域襲擾我國臺海安寧，可以預期未來的軍事力量競爭會是嶄新的技術應用程序，尤其是在化學、生物、放射和核能等日新月異的環境下。而無人機系統與微電子技術相結合的廣泛使用，可實現全天候目標識別、精確交戰和快速集結的遠程火力，改變了戰場的殺傷力。鑑古知今，在未來的衝突中，後勤將同樣重要，甚至更加重要，建立國防自主研發能量、提升各型武器裝備妥善並汲取後勤戰略新思維，希冀能對於我國軍之軍事作戰與後勤維持工作，帶來革新的前瞻思維。</p> <p>&nbsp;</p>

<p>「戰爭的工具，只有知道如何使用才有價值」，新銳尖端武器系統愈趨複雜的今日，單位與野戰級專業後勤人員之訓練工作，則日益具有挑戰性，運用科技與技術提升訓練效率，並且專注於所需目標，強化因材施教之個別化訓練，是提高新職專長訓練成效，以及擴展在職訓練深度之現代方針。</p> <p>美陸軍運用科學與技術已逐步完成現代化優先事項整合，建構關鍵面向之作戰後勤支援實務，並設定里程碑檢核點，審視目標戰力是否已然準備就緒，以應對未來這些一觸即發的多領域作戰，其中分布式交互學習即是為了提升作戰與後勤人員準備就緒程度，其效率也是尚未與時俱進又千篇一律的訓練內容所無法達成的。</p> <p>國軍教戰總則揭櫫：研究發展乃軍隊進步之動力；當前科技強軍與自主國防時代潮流，我陸軍如若善用技術，輔助實作訓練及專業技術培訓，將能快速培養後勤專業人員所需之知識、技能以及作戰後勤支援行動模式，有效支援現代化整體作戰後勤維持目標。</p> <p>&nbsp;</p>

<p>中共對我國家安全威脅,除了在臺灣四周圍的空域與海域不斷地增加各種軍事強度,另外看不見的「灰色地帶」威脅種類更加多元。近來美方接續否決與延續我國的軍購案,美方認為那些軍購案不符合臺海「不對稱作戰」防衛需求。參考美國兵棋推演,將中共2030年武力犯臺場景,第一波攻擊已經更改為網路攻擊,致使臺灣斷電、斷網、斷通訊,人民陷入混亂與恐懼,其最終的打擊依舊是臺灣本島,說明主力戰車仍然肩負起灘岸殲敵的重要任務。</p> <p>主力戰車的威脅,除了俄烏戰爭中無人機攻擊,標槍飛彈的&ldquo;頂攻&quot;,尚且存在許多不同攻擊,包含:伏雷、簡易爆炸裝置(Improvised Explosive Device, IED)、裝甲車(戰車)、高能雷射、攻擊直升機、化生放核等等;因此主力戰車為了加強適應戰場詭譎多變的環境,如何持續發展先進的科技以因應戰場環境變化。</p> <p>歐洲國防科技展中,德國萊茵金屬公司亮相下一代(第四代)戰車,提升其火力系統、主動防護系統和感知態勢水準。另外,英國人曾在打擊部隊刪除主力戰車編制,更在2021年重新將&ldquo;挑戰者2式&quot;升級為&ldquo;挑戰者3式&quot;,為了適應環境威脅,特別將砲塔與射控升級、加強生存與機動性以及導入多領域作戰能力。因此,歐洲下一代戰車普遍為適應多領域作戰環境,均會提升砲塔與射控系統、加強生存與機動以及主被動防護系統。</p> <p>&nbsp;</p>

<p>透過對後勤部隊兵科基地測考成效檢定證實，官兵的三項基本體能鑑測成績，與兵科基地測考成績具有顯著性的關聯性。後勤部隊基地訓練測考以一年半為訓練週期，在通過專精訓練及基地普測的嚴格考驗後，續由後勤部隊測考中心進行營、群組合測考。本文研究證實體能訓練是部隊訓練的核心、保持戰力的關鍵， 進而提升後勤部隊「職務所必具、專長所必需、戰訓所必備」之本職學能。</p> <p>&nbsp;</p>

<p>俄羅斯於2022年2月24日入侵烏克蘭，除關注俄烏戰爭本身外，波羅的海防禦亦被推進北約安全議程核心。故本文就俄羅斯入侵烏克蘭之後勤與軍事行動的環境背景下，探討波羅的海城市邊界的城鎮防禦之合理性。</p> <p>本文首先探討俄羅斯的軍事教條及後勤物流如何交織，以及兩者在烏克蘭戰爭期間的聯合表現。接著概述波羅的海鐵路和公路網路，尤其是那些從波羅的海國家首都通往俄羅斯或白俄羅斯邊境口岸的鐵、公路網路。</p> <p>俄烏戰爭使我們瞭解俄羅斯的軍事能力，另從波羅的海鐵、公路網路的公開訊息中得知可識別的最佳前推軸線。鑑此，在波羅的海城市中心進行前線防禦為最明智之戰略，縱深防禦則保留給次要進攻軸線，俄羅斯在這些軸線上僅有有限的機會依賴鐵路進行後勤支援。然此種選擇在戰略上仍是明智的，即使這種前線防禦的目的只是為爭取時間讓平民撤離，或是讓北約反攻或增援波羅的海國家。</p> <p>&nbsp;</p>

<p>結核病由結核分枝桿菌引起，透過空氣傳播，全球仍是重大公共衛生挑戰。根據WHO數據，2022年全球結核病例約有1,060萬，130萬人死亡。台灣2023年報告6630確診個案及457死亡案例。潛伏結核感染(latent tuberculosis infection, LTBI)指結核菌在體內休眠，不致病也不具傳染性，但可能轉為活動性結核病。診斷依賴皮膚測試或血液檢測，治療目的是防止未來發展為活動性病例。針對高風險族群進行LTBI治療是全球消除結核病目標的重要策略之一，如接觸者、HIV感染者、以及具發病高風險之潛在疾病者等。治療方式包括多種藥物處方，並需監測副作用。台灣政策已導入相關策略，以期達成2035年消除結核的目標。</p> <p>&nbsp;</p><p>Tuberculosis (TB) is a disease caused by infection with Mycobacterium tuberculosis. Transmitted through the air, TB remains one of the great challenges in global public health and infectious disease control. Latent TB infection (LTBI) refers to a state where TB bacteria survive in the body but remain dormant and inactive, not causing clinical symptoms such as cough, fever, weight loss, or night sweats; thus, LTBI is not contagious. However, untreated LTBI can later develop into active tuberculosis. The bacteria will begin to proliferate and cause disease-related symptoms. TB-related abnormalities may be detected through imaging checks such as X-rays even without obvious clinical symptoms. The World Health Organization estimates that about one-quarter of the global population has LTBI. Although most individuals with LTBI do not develop active TB in their lifetime, those with weakened immune systems, such as patients with HIV, diabetes, or on immunosuppressive drugs, and older adults with age-related immune decline, face a significantly increased risk of LTBI progressing to active TB. This article introduces the latest global and Taiwanese strategies and advancements in diagnosing and treating LTBI, aiming to enhance health-care workers&rsquo; understanding of LTBI treatment, thereby contributing to Taiwan&rsquo;s goal of eliminating TB by 2035.</p> <p>&nbsp;</p>

<p>「核心素養」是12年課程綱要的重要內涵，係指一個人為適應現在生活及面對未來挑戰，所應具備的知識、能力與態度；特別強調學習不宜以學科知識及技能為限，而應關注學習與生活的結合，透過實踐力行而彰顯學習者的全人發展。語文領域是重要的基礎學科，課文不僅多出自於名家之手，詞句優美、內容豐贍，可供學童學習語言知識；同時包羅萬象的生活情境，更是學童「適應現在生活及面對未來挑戰」的「最好預演」。如能在語文教學時，注意提取大意、歸納主旨之教學，以文章情境旨意呼應核心素養，在具備問題與挑戰的模擬情境之下，協助學童認知、技能與情意綜合表現，對學生核心素養之養成，必有極大助益。國小階段學童正值學習閱讀之階段，進行「摘取大意」時，宜以「一般性的摘要」、「提取式的摘要」為主。讓學生們先熟悉文章內容，再經由老師的逐步引導，慢慢找出重要的句子，並且將之串聯成為流利的短文，讓學童成為作者的「代言人」，濃縮文章精華，以呈現並學習作者之筆觸與風格。提取文章主旨時，則應加以類推，符合學童生活情境，如此既能呼應核心素養的精神，也能讓學生對文章更有感。</p> <p>&nbsp;</p><p>&quot;&quot;Core literacy&quot;&quot; is an important connotation of the 12-year syllabus. It refers to the knowledge, ability and attitude that a person should have in order to adapt to the current life and face future challenges. It is especially emphasized that learning should not be limited to subject knowledge and skills, but should be Pay attention to the combination of learning and life, and demonstrate the whole-person development of learners through practice. The field of Chinese is an important basic subject. The texts are not only written by famous experts, but also have beautiful words and sentences and rich content, which can be used for students to learn language knowledge; at the same time, the all-encompassing life situation is the best way for students to &quot;&quot;adapt to the current life and face future challenges&quot;&quot;. &quot;&quot;Best preview&quot;&quot;. If you can pay attention to the teaching of extracting general ideas and summarizing the main ideas in Chinese teaching, and use the context and purpose of the article to echo the core literacy, and in the simulated situation with problems and challenges, assist students in the comprehensive performance of cognition, skills, and emotions, and have a positive impact on the core literacy of students. Cultivation will be of great help. Elementary school children are at the stage of learning to read, so when doing &quot;&quot;grabbing the general idea&quot;&quot;, it is advisable to focus on &quot;&quot;general summaries&quot;&quot; and &quot;&quot;extractive summaries&quot;&quot;. Let the students familiarize themselves with the content of the article, and then gradually find out the important sentences through the teacher’s step-by-step guidance, and connect them into a fluent essay, let the students become the &quot;&quot;spokesperson&quot;&quot; of the author, concentrate the essence of the article, and present and learn from the author The touch and style. When extracting the subject of the article, it should be analogized to suit the life situation of the school children, so that it can not only echo the spirit of the core literacy, but also make the students more sensitive to the article.</p> <p>&nbsp;</p>

碩士
東海大學
政治學系
88
India has nuclear tested on May 11st and 13rd in 1998.This event shocked states in the world. The nuclear test was done after the states have got the common sense of nuclear non-proliferation and nuclear non-test. The reasons of Indian nuclear test are interesting. Another, America always thinks herself as the police of the world. She intervened in this event naturally. American’s goal is to sustain the international nuclear order and her nuclear strategy. Indian nuclear test made the South Asia unstable in a short time, but never made the international nuclear order changing.

碩士
國立中興大學
國際政治研究所
92
The Nuclear Strategic Study between India and Pakistan after Nuclear Tests Chen Yen-chuang Abstract India and Pakistan''s nuclear tests in 1998 have aroused lot''s of international society''s attention. They concern about these two countries which have constantly conflicts after independence may because of an accident or losing control then explode the nuclear war. The purpose of this study is trying to use System Theory and Deterrence Theory as the research approach, to figure out listed questions: (1) For which factors that make India and Pakistan to develop nuclear weapon? What are the differences between these two countries nuclear strategies? (2) During the Kargil Crisis in 1999 and tension situation between India and Pakistan in 2002, did the nuclear factor deterrent both parties and affect their behavior? (3) India and Pakistan is situated in the beginning stage of nuclear development, what influence was caused by nuclear factor between both parties? Does it match the proliferation optimists’ viewpoint that contributes to the peaceful and stable situation between both parties? Or does it answer to the proliferation pessimists'' point of view that leads both two countries to more unsteady situation? Key Words: India, Pakistan, Nuclear Deterrence

<p>《十二年國民基本教育課程綱要》以核心素養為課程發展主軸，期望透過素養導向教學的實踐，落實適性揚才之理念。然素養導向教學關注學習與生活的連結，強調營造學習的情境脈絡，對於現場教師著實是一大挑戰。本書期望藉由學習設計理念的探討與實務案例，提供現場教師素養導向教學轉化與實踐的參考，因此，「理念篇」先從知識創新觀點論述如何促進學習，再建構系統化課綱為本的課程設計模組，並分別以探究式、情境式、體驗及自主學習取向為題，探討素養導向學習的基本構念與實踐的取徑。「實務篇」則將理論轉化為實務教學，從中展現教師的實踐智慧，先分析不同學習領域的學科特質，闡述該學科的素養導向教學設計原則，再分析教學案例發展與實踐歷程，最後提出實踐後的省思。</p> <p>國立清華大學教育與學習科技學系長期關注此議題，深刻瞭解素養導向教學關注學生的思考、活動與學習，體現當代由教到學典範的轉移，因此邀集課程教學組教授與在職進修教師共同合作撰寫，期望透過新課綱核心素養教學，教師能自發、互動培養具有自主學習能力的下一代，讓學生學習展現不同的樣貌，使教育朝向更好的未來。</p> <h3>主編簡介</h3> <h4>詹惠雪</h4> <ul> <li>現職：國立清華大學教育與學習科技學系副教授</li> <li>學歷：國立臺灣師範大學教育學博士</li> <li>經歷：國中教師、教育行政高考、國立空中大學講師、國立花蓮師範學院助理教授、國立新竹教育大學教育學系助理教授、副教授；國立新竹教育大學教務處課務組組長、師資培育中心秘書；中華民國課程與教學季刊編輯委員、教育部十二年國民基本教育課程綱要講師</li> </ul> <h3>作者</h3> <h4>王為國、王榮暖、白雲霞、田 慧、呂秀蓮、林倍伊、吳怡芳、高美玉、施仁國、陳美如、黃書雯、張君衡、詹惠雪（按筆畫排列）</h4>