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In Czechoslovakia, the "labour camps" came into existence under the Act 247 of October 25, 1948. They were camps for those who had not committed any crime, but ought to have been isolated from other civilian public. The sentences: "... the said person has no positive attitude to current regime" or "shows no interest in joining the Communist Party" constituted the reasons for 10 to 24 months of imprisonment. "Offenders" were not sent to labour camps by courts, but only under the prescription issued by "prescription committee", at the level of local and regional "national authorities". A total of 23,000 people went through those camps, as a cheap labour force, taken from among "class enemies". The special position among those camps had military camp of hard labour Mírov, designated for the former commissioned and warrant officers who fought during WWII not only on western but also on eastern fronts. In 1949-1950, there were six roundups (Action D) in which the former "bourgeois" officers were arrested by mixed teams of State Security and Military Intelligence guards; in fact, many times even in the contradiction with the then effective laws and regulations.

The purpose of the paper is to explain some of the connections among military and public spendings and its influence on forming fiscal policy in the 90s. Security doctrines influence national military concepts, level of defence expenditures, and developments of other spheres of public spending. Defence and other items are parts of spending budget, constituting government's fiscal policy, and vice versa; the economy in respective countries influences defence policy. The author treats the question how Czech expansive fiscal policy reached the limits of its growth, how it was reflected in defence policy. The key military reform proved to be inevitable; the reform of armed forces demanded the reform of civil administration. He comes to the conclusion that in our country, government spendings are not a stimulus of economy growth, even not in a short time period, that it is economy growth that determines public spendings, so does the defence budget.

This article examines depth in the nonlinear battlefield and how planners might develop operational effects to defeat insurgencies. The former field manual stated that depth was the extension of operations in time, space and resources. This is a decidedly linear construction of the battlefield based on industrialized warfare between conventional enemies. The Global War on Terrorism operating environment is both nonlinear and non-contiguous. The enemy has no national borders or traditional infrastructure. If we understand cognitive depth, we can develop ways to paralyze the insurgent system or produce operational shock. Colonel John A. Warden III, an architect of the Persian Gulf War air campaign, introduced Five Rings Model as a methodology for successfully attacking and paralyzing a conventional enemy system in depth. An adaptation of this model depicts tangible targets that together constitute depth in the insurgent battle space. Source: Is There a Deep Fight in a Counterinsurgency by Lee K. Grubbs and Michael J. Forsyth, Military Review, July-August 2005.

The term Content and Language Integrated Learning (CLIL) was originally defined in 1994, and launched in 1996 by continuing education centre of UNICOM, University of Jyäskylä (Finland). It serves to describe educational methods where subjects are taught through a foreign language with dual-focused aims, namely the learning of content, and the simultaneous learning of a foreign language. This was later extended to include learning through any language that is not the first language of the learner. The authoresses discuss several articles released among others at the Internet pages of Guardian Weekly or The OneStop Magazine: The Magazine for English Language Teachers (Prof. Dr. Bob Wilkinson, Prof. Dr. Kari Smith, and Mrs. Gil173 lian Rosner). In our country, at the Defence University Brno, this sort of language instructions is still at its very beginning. The decision to introduce this type of language instruction was by ordered by superior authorities, taking into account increasing language demands on graduates from bachelor type of studies. For military students this sort of learning is, at the same time, both more demanding but also more rewarding.

The authoress makes us acquainted with several basic methods of language drills, standardly used not only in military or state schools, but also in private educational institutions. Every described method is elaborated in detail, together with desirable educational goals, key characteristics, and representative ways of instruction. They are as follows: Audio-lingual Method, Grammar Translation Method, Direct Method (i.e. Berlitz Method) and Silent Way. Berlitz's method, although popular, was superseded by the old, classical, form-emphasizing Grammar Translation Method, which held reign until the 1950s when it was supplanted by the Audio-lingual Method (ALM), a method sometimes called "military method", based upon deep control, examination, extensive repetition. In a kind of behavioural conditioning, students do language drills, memorize set phrases and patterns, learn vocabulary in context, and focuse on correct form and the production of error-free sentences. "Silent Way", which came into existence in the 60s, covers all above mentioned methods. Learners of foreign language study the language in a similar way as they learned their own mother tongue, even with mistakes, later corrected by a teacher.

The article deals with the teaching of management at the University of Defence. Its authors are long-standing university teachers, possessing also experiences from command and staff appointments. In recent years, the emphasis in military schools has shifted more to subjects indirectly related to civilian courses of study, e.g. the theory of management. At the Defence University Brno it covers a wide range of other subjects: economy, informatics, operational investigation, etc.; other subjects are in fact only "supporting": applied mathematics, sociology, psychology, humane resource control and law. Military management, theory of military operations, staff service, and that belong to the group of applied fundamentals. At present, "military management" at the Defence University has only a limited scope of teaching units. It is read both at bachelor and master levels of studies, inevitably many themes are duplicated. So, among others, the authors recommend to shift the core of military management teaching to higher levels of studies, at master levels.

For many years we have been talking about simulators/trainers. The first phase of this process ended in 1998 by publishing "The Concept of Introducing Simulation and Trainer Technology". This year, in 2005, two simulation centres, in Brno and Vyškov, are opened. We elaborated new programmes for the preparation of mechanised and armour units. In these days the Instruction Book is printed and very soon it will be distributed into respective units and institutions of ACR. The author is a strong supporter of exploiting simulators. He knows from his own experiences that the quality of training is much better and soldier's skills grow in high speed. To understand this question better, the author enumerates several time-schedules for simulator training and recommends few time-tested procedures and methods of exercises. He believes that once you try to use simulators, you will see how advantageous this method is. The simulators can be used not only for practicing combat situations, but also for operations other than war. But this theme will be treated next time.

In fact, we have no universal method for evaluating impacts and protection of nature during military exercises and training. Establishing Environmental Training Group (NATOTraining Group/Army-Sub-Group) revolutionized the ways in which hazards were defined and analyzed to help communities protect themselves against these perils. Newly developed Training Impact Matrix/ Hazard & Impact Index methods enable truly to assess environmental dangers of military materials, vehicles, activities, energy consumption, and their impacts on important localities. Many features of above mentioned methods were introduced by Czech representatives in 2000 at Aachen (Germany). The index of environmental acceptability was further elaborated by Czech experts, among others by the authors of this article. It enables set levels of environmental dangers, their impacts, independently from organic structure of national forces, or individual countries. The article is accompanied by tables, mathematical formulas and patterns of calculation risk categories.

Mr. Koutný belonged among those who went through the fire of World War II and lately became victims of despotism of the so-called "class laws". In fact, Col. Koutný was not a soldier, but the journalist. At the beginning of war, Mr. Koutný was sent to Poland to inform about Polish practices to return Czechoslovak refugees back to the "Protectorate Bohemia and Moravia". At Poland he joined the Czechoslovak Military Group; lately he experienced Soviet labour camps. In a small city of Buzuluk, where the first Czechoslovak Field Battalion was formed, he became the chief of recruiting commission. There he met people returning from the NKVD's camps (i.e. Soviet Secret Police's detention camps). Many his reports to the Chief of Czechoslovak Military Mission Heliodor Pika were preserved in archives. Nowadays they bear witness on those fearful camps. As a press officer he laid down the foundation of the Czech army daily "Our Army in the USSR". He worked at the Czechoslovak Headquarters in Russia, as a liaison officer at the Command of the 1st Czechoslovak Army Corps in the USSR, as a political and military advisor to the commander of armour brigade Lt.Col. Janko. In his liberated country he helped to establish the military publishing house Our Army (Naše vojsko). Shortly after the communist coup d'etat, in 1949, he was imprisoned. He died in a communist jail in 1960.