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The classification of a term of "decontamination" comes out not only from the Alliance norms, national military regulations and publications, but also from the documents that deal with the conception of decontamination for civilian purposes, i.e. from documents of the Fire Rescue Brigades of the Czech Republic. The study of both Alliance and national documents has proved that in many cases this term is being introduced in a different way which might cause not very homogenous interpretation and understanding to accomplished decontamination measurements and thus even overall disunity in a framework not only of Alliance, but also in selected basic and other parts of the Integrated Rescue System of the Czech Republic. The paper analyses approaches to the term of "decontamination"practically only by means of definitions in use nowadays. At the end of this document there are recommendations which ought be considered by the management of the Czech Armed Forces Chemical Corps within the area of its respective interest.

Military Mobilization is activation of military forces for imminent threats, and redirection of economic and social activities to support a military effort. As the ACR does not use conscription (forced military service-the draft); instead, everyone in the Czech Army enrols voluntarily. The regular service is accompanied by the Reserves (voluntary and regular). Those interested in joining the ACR or Voluntary Reserve Force must complete an application, take an aptitude test, and undergo a physical fitness examination. Recruitment personnel use the results from the application process to determine whether an applicant qualifies to serve. Army reservists are trained to reinforce the regular force and to perform active duty during the state of was and selected peacetime operations, natural disasters, and industrial hazards. By means of several charts the authors explains details on ACR war deployment, recruiting process, scheme of preparation and execution of mobilization. The present system is flexible, it enables to react to security threats and fulfil the objectives resulting from vital interests of the Czech Republic.

Wastes resulted from military exercise and their negative influences are imminent risks for our environment. To eliminate this, first we have to make the classification of wastes and secondly their index evaluation. The indexing can frame negative potential influence of wastes even before actual start of the exercise, so that we can evaluate negative impacts and arrange preventive measures beforehand. With using tablets and charts, the article depicts the process of classification and index appraisal of wastes, originating during military exercise. The method is being developed at the Defence University in Brno and was presented in front of Environmental Training Working Group (NTG/ ASG) and consulted with individual representative of Alliance nations. However Hazard Impact Index method is developed for testing purpose within a mechanised company of the Czech Ground Forces, ACR. Another step is the creation of algorithm for the conversion of index values for higher organic units and levels of the Army of the Czech Republic.

In the past, the Common Funding played only marginal role in the NATO strategic decision-making. However, this situation changed significantly when the global economic crisis challenged the national public expenditures and NATO defence policy became a matter of serious reflections. NATO should balance its requirements with limited resources and adjust its future activities within shrinking budgets. NATO must make hard decisions and implement reforms in order to ensure its ability to fulfil its mission and priority tasks in the long run. The reconfiguration of Common Funding is an inherent part of this process. The aim of this article is to introduce Common Funding as a management-supporting tool of the international organisation under currently mounting resource constrains.

During the first half of 2010, many Internet sites in the Czech Republic and abroad published a number of alarming articles about the platform, called the European Gendarmerie Force (EUROGENDFOR, EGF). Their authors refer to this unit as the basis for a new "Holy Alliance", when the gendarmerie from one member state will be going to suppress unrests in another member state - if the local task forces refuse to do so. This paper is trying to correct such speculations and summarizes available information about the respective unit.

This article deals with the involvement of military members of the Czech Army within peacekeeping operations as military observers. It discusses the core of the command and control of peacekeeping operations under the heading of the United Nations. It is focused on the role of military observers and the peculiarities of their tasks, based on the historical development. The special attention is dedicated to selection criteria and requirements for the selection of military observers. The candidates have to be flexible persons with comprehensive educational background. In the conclusion, the author opens the possibility to continue with the theme of military observers by means of a subsequent article based on personal experiences.

The famous quotation from Moliére that says "Grammar, which knows how to control even kings", implies importance of grammar for everyday use. There are many way of the acquisition of grammar. The best or smartest way of teaching grammar is to memorize rules in sentence contexts to bear them in mind for a longer time, and learn those rules more easily. The authoress presents new ways in teaching grammar, expressed in works by several famous authors, Barton, Birch, Chomsky, Hudson, Larsen-Freeman, Patterson, Pennington, Weaver. Those are: communicative and competitive models, together with systematic and consistent procedures, resulting in highly motivated structure of learning grammar. In the core of this process lies the strong personality of language instructor.

Academic year 2006-2007 gave rise to Continuous Assessment Project prepared by the Centre of Language Preparation Brno. The project is concentrated on monitoring study results in English language with the aim to make teaching process more effective, so that the students could meet required levels SLP 3333, NATO STANAG 6001. The research was conducted within Faculty of Economy and Management and Faculty of Military Technologies. Because of specific situation at Faculty of Military Medicine, the research was not done here. The authors offer comparison of two study classes of Defence University, collected by means of questionnaire method. The results reached are illustrated upon several accompanying tablets. But more generalized results could be concluded at the end of winter semester / academic year 2008-2009 respectively, when officer candidates pass final English exams.

How to master foreign language? There are many methods the teacher can use. The authoress enumerates at least the most important ones: grammatical-translation method and communicative language teaching. Both methods are subdivided into smaller groups, emphasizing different aspects of teaching. The second method puts the stress on communication in practical life. The teacher is only a mediator, learners (students) take over responsibility for mastering foreign language. The language is used prevalently in tangible social context. This method could be called "natural approach". The language acquisition is hard and demands extreme efforts. It is 206 never ending process, assuming perpetual repetition of gained knowledge. At the end the authoress (language teacher at Komorní Hrádek Institute) describes her own experiences with learning foreign language.

As a young army lieutenant he left for France to fight against hated German invaders. In Great Britain, he spontaneously enrol for the fight behind the front lines, but because of his pedagogical capabilities he became an instructor of airborne troops in the so-called Special Training Schools organized by British SOE. In Scottish Traigh House, the main training facility of Czechoslovak paratroopers, he worked as a translator, combat instructor, and even the commander of combat course. In 1944 he took over the position of brigade company commander of supporting arms, Czech Armoured Division. After landing in Northern France, he took part in many fights and was decorated by several Czech and British medals and orders. After war he started to study at the High War School designated for the future high-ranking officers. After coup d'etat in 1948 he was discharged from the army and sentenced to Working Camp for the former army officers Mírov. In 1959 he was arrested again for the letter informing Czechoslovak authorities about conditions in this working camp. After November 1989 he was rehabilitated and gradually promoted to the rank of Major General. After the division of Czechoslovakia he became the chairman of Legionary Community in Slovakia.

The Combined Joint Exercise was focused on the European approach to crisis management operations and involved an annual exchange of students and directing staffs between of the Higher Command and Staff Colleges from France, Germany, Italy, the United Kingdom and Spain. The aim of this article is to provide knowledge and personal experience of its author based on his own participation in this exercise at the Escuela Superior de las Fuerzas Armadas (ESFAS) Madrid. The purpose of the exercise was to foster the understanding, mutual knowledge and dialogue among the offi cers of the aforementioned colleges through the practice of operational planning. Among general information describing the character of the exercise, the article defines some areas of the operational art, namely Operational Planning Process, Operational Design, Decisive Point Concept and Centre of Gravity Analysis.

The article is concentrated on explaining the most important provisions during the preparation and control of shooting procedures, targeting, effective fire, namely during shelling with reference to depth and width of target. First, the authors introduce security regulations, followed by main features of fire control: meteorological preparation, ballistic preparation and other elements of fire. Mortar battery uses distributed fire by platoons, sections or lines. The authors offer several fire tables, schemes, and artillery charts. The basic requirement for deployment of artillery is its effectivity, which presupposed flawless knowledge of shooting rules and their masterly implementation in practice.

The problem of forming military decisions lies in the very core of this article. Among others, there are a lot of highly unpredictable impact factors; there are many assessment criteria for individual variants of solving problems. Criteria of qualitative characters, and various interpretations of data information demand quality decisions; they are sometimes difficult to understand and even contradictory. The commanders and their staffs must be well educated, trained and experienced. To meet this precondition we must ensure quality of career training, supported by practical experiences. The staff work must be practiced regularly, with the use of various scenarios, supplemented by historical studies of past or recent fi ghts and battles.

The authoress surveys recent research into how people acquire languages and considers its relevance for language teaching. She describes the most important studies and ideas about language acquisition. The method mentioned above is element. If we compare it with other language skills, i.e. reading, writing, speaking, it is above all listening that is used most. But to acquire sufficient proficiency, learners must cover a long way. Language teaches should do it for students the most pleasant as possible. Listening in language classrooms is being assessed, according to levels of students' understanding contents. The authoress familiarizes readers with several ways of teaching by principles that are in fact interactive approaches to learning foreign languages. We may use forecasts, news, listen radios, watch films in target language, be in touch with native speakers. It is reccomended to write down new word power, according to set context.

In the Czech Republic, the schooling of security experts is broken into fragments, i.e. into many fields of study, which go beyond security politics. The state of affairs can't be regarded as satisfactory. The first step is the Resolution of Czech Security Council No. 32/2007, Common Minimum for Security Experts, which put a proposal to introduce security issues into teaching programmes in universities and institutions of further education, so that such institutions could obtain accreditation in this field. This minimum is specified namely for undergraduate study; graduated security studies ought to be more specialized. Political scientists involved in the study of security policy should attempt to devise solutions for problems of public concern. Security study covers issues such as non-military threats and risks, proliferation, pollution, natural disasters, mass migration, economy risks. It is tied with international relations, foreign policy and national security strategies.

In October 2008, language knowledge was pretested at the Department of English Language and Literature at the Faculty of Education at the Masaryk University in Brno. The test was developed in accordance with NATO Standardization Agreement 6001 by the examiners of the Defense Language Institute (DLI) of the Czech Army in Vyškov. It covered listening comprehension and reading comprehension tests at SLP 1-2 levels. The tests were organized on behalf of the Department of English Language and Literature by Mgr. Ivana Hrozková and Mgr. Sonia Šamalíková (former Director of DLI Methodology and Testing Department) with a total of 80 students participated in the pretest. The outcomes of such cooperation reiterate the importance of strong ties between both institutions in the field of methodology and testing.

Understanding the importance and role of present-day operational art is not always a matter of knowledge of relevant doctrinal publications or the use of experiences from military operations. Number of aspects of operational art had their roots deep in the history of warfare. Many of them are unknown or forgotten. This article aims to give the reader some basic information about the context that led to the awareness of the need of operational art and finally to real fulfilling the imaginary gap between strategy and tactics, which was the place for operational art. The article briefly describes the background of the emergence of operational art and the approach of two basic schools of military theory: Soviet and German that were crucial to its development.

Although private military companies like the former Blackwater were regarded as a relatively new phenomenon in international security, their history is not new. The participation of private individuals, and /or groups of private individuals, soldiers of fortune, in "foreign" armed conflicts is at least as old as the history of wars by itself. It is impossible to open a debate about the scope and possible impact of the current use of private military and security companies without knowing and evaluating their long-term historical developments. The goal of this study is therefore to map the history of the use of private military forces, their involvement in various conflicts, services they offer, among others, from the point of international law.

The article points out the altered role of intelligence and counterintelligence under the conditions of new security threats and relevant problems of intelligence analysis. Authors compare the theories of the orthodox and revisionist intelligence schools dealing with the detection of surprise attacks and finally outlines solutions related to the training of intelligence analytics. Orthodox views are as follows: surprising attacks are inevitable, such attacks will succeed as they are unpredictable, complex and sophisticated; reformists say that too much attention is paid to various failures, there are many cases in which intelligence prevention was successful. Threat analyses are very complicated; hints are not clear, ambiguous. New threats must be examined and eliminated with cooperation with other force branches, police, integrated rescue system, and others. Last but not least, there is indispensable role of preparation and schooling of intelligence officers.

This article deals with the problem of theoretical base of reflective teaching methods and illustrates practical examples and recommendations of experienced language teachers. In detail it explains the structure and principles of this educational concept, and defines differences from regular teaching methods. The authoress explains both teaching and learning through critical reflection practice, how to develop critically engaged learners. She explains how to gather information on students in class in charge, and enumerates questions to be answered. Reflective thinking by means of feedback enriches both students and teachers. "Reflective" teachers are able to monitor, criticize and defend their own activities, planning, implementation and assessment language programmes and instructions. fl

It is a point at which attacking forces are unable to continue their attack or even defend themselves, because do casualties, shortages of fuel, ammunition and rations, and sheer physical exhaustion. This sequel article deals with the theory of the operational art focusing on the culminating point operational concept. The article emanates from Carl von Clausewitz's ideas and concepts described in his book "On War", doctrinal publications analysis and study projects of the operational art theorists. It treats conditions influencing achievement of the culminating point on single levels of war-strategic, operational and tactical and highlights coherences and factors having fundamental influences on culmination. The article is accompanied by several graphs describing this theory in detail. Key words: Culmination, Culminating Point, Zeroing, Intelligence Preparation of the Battlespace, Campaign Planning and Developing Operations.

The article describes certain findings obtained during the introduction of new methods in the teaching of English language courses organized at Defense Language Institute, Vyškov. It outlines possible problems, which will have to be addressed before the wider exploitation of e-learning in language education for the MoD. It expresses the optimism that e-learning will find the rightful place, especially in the realm of distance learning, as well as support of the administrative and command authorities. The dynamic development of e-learning is prevented only by the barriers of legislative provenance, as military computer network must be protected and secure. The leading authorities are searching for suitable connecting of users that are not only passive participants, but they must be tested and instructed.

The paper deals with the assessment of extremism in connection with the Czech Armed Forces. It analyses attitudes of various forms of Czech domestic extremist movements to the military sphere and possible impacts of the infiltration of extremists into the army, namely in time of danger (training militant activities, including paramilitarism, subversion, espionage, etc). The most important problem of the contemporary Czech counter-extremist policy in this area is the rise of neo-Nazi activities in the armed forces and the establishing of extreme right paramilitary units which take interest in the engagement of soldiers. Even though these activities are limited in our country, the author offers overall survey various obscure organizations, having connections to foreign groups sponsoring their Czech counterparts.

Suicide bombing represents a low-cost, low-tech weapon that is readily available, requires little training, leaves little forensic trace, and strikes fear into the general population. Almost exclusively, suicide bombers emanate from distinct ethnicities and religions; furthermore, recent history indicates that they come from the Arab/Muslim or East Asian cultures. As important as the suicide bombers are the activists and sympathizers who offer them support and comfort. These activists may recoil from committing acts of violence themselves but may sympathize with those who do, and offer moral and material support. This article explores the psychosocial aspects and methods of suicide bombers in general, but with particular focus on those operating in Palestine, Moscow (Chechen guerrillas, 2002), Singar (Iraq 2007).

The Czech Republic became involved in ISAF in 2002, among others we sent there both field hospital and field surgical team; later meteorological group, traffic control group with EOD team began to serve at the Kabul International Airport. In 2004, the 601st Special Force Group was engaged in Enduring Freedom operation, Czech soldiers served in German Provincial Reconstruction Team (PRT), positive role was played by Czech Operational Mentoring and Liaison Team. Another successful mission was establishing PRT Logar, supporting social, economical development in this province. New common features of PRT, helicopter OMLT, EUPOL mission, partly SOG is the concentration on building Afghan capacities, namely ANSF (Afghan National Security Force) and public administration. Together with their deliberate support, it has multiplying effect, as assistance and training bring more effects than mere fulfilling standard military tasks, guarding e.g. Dutch base.

The second part of this short serial deals with the theory of the operational art focusing on the centre of gravity (COG). The article emanates from Carl von Clausewitz's ideas, doctrinal publications analysis and many study projects of the operational art theorists. The author especially aims on disunity and heterogeneity of comprehension of the centre of gravity theory in confrontation of contemporary doctrinal publications and original Clausewitz's theory. He compares operational manuals (those of U.S. and NATO), and finds similarities concerning characteristics, capabilities or localities from which a military force, nation or alliance, derives its freedom of action, physical strength or will to fight. Finally, he himself defines enemy's centre of gravity and highlights coherences that can affect fulfilling political and military objectives in current and future military operations.

This article covers the EUFOR RD Congo operation preparation phase and provides information on Military Strategic Planning Process, Military Operational Planning, Collaborative Planning, EU OHQ Potsdam activation and Force Generation Process. It describes planning period to highlight a pivotal role of training and education. Operation EUFOR RD CONGO was the EU second military intervention in the RDC, following Operation Artemis in 2003. The EUFOR RD CONGO mission was to support MONUC during running election process, in accordance with the UN Security Council Resolution 1671, authorizing the temporary deployment of an EU force in the RDC. The views expressed in this assessment are those of the author and do not reflect the official policy or position of EU Military Structure or the Czech MoD. All information and data for this paper were drawn from unclassified sources.

English is one of official NATO languages, therefore at the Defence University belongs among very important subjects. The Centre of Language Preparation took over ELT (English Language Teaching) in all faculties of Defence University, so did at FEM (Faculty of Economics and Management). This paper is dealing with students' proficiency monitoring in ELT and the factors that could influence their results during their language preparation. The authoresses have been monitoring bachelor programme students from the very beginning to the final university terminology exam in English language. The teachers' teams from particular faculties of the University of Defence observe in their research the students' progress for which the questionnaires data were used. The recommendations provide guidance for improving and making more uniform procedures for screening and entrance testing prospective students of the Defence University

After forming Czechoslovak military units abroad he served in Egypt, where he was engaged in the battle of Tobruk, a lengthy confrontation between Axis and Allied forces in North Africa during the Western Desert Campaign of World War II. He went through higher training in Scotland, after the Allied invasion of Normandy he took part in the siege of Dunkerque harbour where 12,000 German soldiers of Wehrmacht were concentrated. In 1945, in the rank of Staff Captain, he became career soldier in military judicial service. After communist coup d'etat he was suspended, stripped of honours, degraded from the rank of Lieutenant Colonel to the rank of retired Private. The Velvet Revolution brought him rehabilitation, he was promoted to the rank of Colonel. Among others, in 2005 he was awarded the French Legion of Honour.

Professional, or Professionalized NCO Corps by CSM Dušan Rovenský. This article covers the process of transition from conscript army to entirely professional, allvolunteer force (AVF). It deals with the role and responsibilities of NCOs generally, rank and grade structure, career rules, NCOs' training and education. The author identifies the problems of a rapid professionalization, discusses the possibilities for improvement and finally suggests the possible solutions to those problems. Among others, there is some sort of misunderstanding as far as Other Ranks/Enlisted corps is concerned. The Czech translations of those ranks do not always correspond to their general positions, ranks, responsibilities, command authority, the length of service of individual non-commissioned officers (NCOs), sergeants, or warrant officers (WOs). The author, Command Sergeant Major, Support and Training Forces Command (a graduate of U.S. Army Sergeants Major Academy Fort Bliss) puts forward several proposals to make those translations more precise.