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The paper deals with the risk assessment of professional exposure to the non-ionizing electromagnetic fields caused by radars in the selected military unit. The measured values of electric field or power density in the indication zones where the staff is exposed to the effects of the radar's non-ionizing electromagnetic field was used for the risk assessment with the acceptance of national and European standards. The principle of preliminary precaution was applied concurrently with the risk assessment according to the valid standards. The authors discuss the values of measured outcomes. They used the Checklist Analysis for qualifications of risks and for quantitative risk specifications they use the so-called brainstorming.

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 Military Technical Institute of Ground Forces (VTÚPV) Vyškov was established in 1978 as a research authority and its activities have covered both requirements of the Army of the Czech Republic as well as the civilian sector. The VTÚPV Vyškov Division specializes in equipment, material and technologies of the ground forces. It solves tasks ranging from theoretical analyses and applied research and development to the prototype production phase, testing and validation, and small series production. It is an accredited testing laboratory for testing products and systems; it operates as an accredited certifying body for a large number of products. Since 2003 it is a part of the military repair shop VOP-026 Šternberk, s.p. (state enterprise) founded by the Ministry of Defence. The article enumerates its activities, namely just finishing semi-anechoic hall EMC (electromagnetic compatibility), the most important and most expensive investment project since the late 80s.

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 NATO, here are many common items in welfare benefits, and there are different ones. Authoress depicts military social welfare in the CR, Slovakia, Germany, France, Poland, Hungary. The final part of this article compares systems of military benefits of mentioned countries. The authoress enumerates various conditions to be fulfilled, so that soldiers were entitled for welfare or retirement benefits. In nearly all countries, veteran?s pensions are regarded as the substitute for deferred, postponed pay. Retirement pays have its source in the last soldier?s salary. In the Czech Republic, retirement pays are based upon serviceman?s average best income in a calendar year, before he leaves the army, the time he served in the army, and its real income. Czech veteran?s social security scheme is separated from general (civil) social security system, as there some special military benefits that can?t be taken over by civil authorities.

In February 2008 the Security Forum took place in Slovakian city Banská Bystrica. The collection of 32 presented papers was issued by Matěj Bél University. This review summarizes main ideas of those papers, in a form of cross-section study. The reviewer finds most inspirative Maersheimer?s neorealistic theory of stability, classifying bipolarity above multipolarity, which is reflected in consequent evaluation of security threats. New security threats ask for the transformation of NATO alliance, in the background of political Islam or the recent Russian-Georgian conflict. The contents analysis of presented papers points to main hidden problem lying behind all security questions: whether the U.S. would be able to continue in its role as a world leader, explicitly owing to American economy difficulties, e.g. today?s financial and mortgage crisis.

The Slovak author Štefan Volner wrote a book called The Wars of the 21st Century (Zvolen 2007). After the break-up of common Czechoslovak state we promised each other that the relations between Czechs and Slovaks will not change, but after fifteen years we see that we are really departed, when speaking about Slovak home policy, about Slovak security questions, its army. Štefan Volner who often publishes in the review Vojenské rozhledy helps to cover this gap and thus our military public can follow his scholarly works dealing with security and defence. In reviewed book he enumerates the causes of 21st century wars and analyses four basic paradigms: civilizational; Toffler's third wave; realistic approach; and finally thermodynamics, dealing with non-linear causes of war. Asymmetric wars came into existence as the roots of wars are asymmetric. It is not difficult to win the war, but more difficult is to guarantee post-war reconstruction.

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

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.

In this article the author explores the potential roles for unmanned ground vehicles (tactical UGVs) in the modern battle space as pack mules, fighting scouts and perimeter sentries as new concepts of operation, designs and products emerge. Remote control vehicles could be also used in explosive ordnance disposal operations. Urban warfare looks set to become a particularly rich field for this sort of robots. The article discusses the challenges in developing and deploying cost-effective UGVs on the battlefield. There are still many problems, namely technological. The price for a UGV is comparable to price for four or five wheeled armoured vehicles. The article is based upon materials from RUSI Defence Systems (No. 2/2007), studies by Myron E. Mills, Kevin Ivison, James Masey. Ulf Stremmel; and Andy Simms: Robot Wars. Soldier, No. 12, 2007.

This article deals with the birth of a new concept in the field of the warfare-FORCE XXI, the long-terms vision that influenced all advanced militaries, among others the author introduces a list with names of programmes: USA (Land Warrior), Great Britain (FIST - Future Integrated Soldier Technology), Canada (ISSP - Integrated Soldier System Platform), Germany (IdZ - Infanterist der Zukunft), France (FELIN - Fantssin a Equipement et Liaison Intégrés), the Netherlands (SMP - Soldier Modernisation Programme), Norway (NORMANS - Norwegian Modular Artic Network Soldier), Denmark (Danish Soldier Modernisation), Belgium (BEST - Belgium Soldier Technology), Italy (Soldato Futuro), Portugal (Sodado do Futuro), Slovakia (PIBS - advanced combat individual system) Poland (Tytan). The author underlines fundamental changes within this course of study, both technical-implementation of new technologies and weaponry-and doctrinal. He also describes current situation within the Armed Forces of the Czech Republic.

At present, we pay great attention to alternative methods of teaching and learning foreign languages. Actually, it is difficult for language instructor to choose from among them. This article is a sort of hint to help teachers to pick up the most suitable one. Reciprocal teaching has its prominent position, namely in the field of reading with understanding. There four basic strategies: prediction, questioning, clarification, summarizing. During socio-cognitive conflict, in discussion, the language knowledge of learners (students) is pushed up and higher, learners are mutually influenced in social interaction. This learning process is sometimes recorded, monitored. The role of a teacher is multifaceted, indispensable and very demanding. New security threats ask for the transformation of NATO alliance, in the background of political Islam or the recent Russian-Georgian conflict. The contents analysis of presented papers points to main hidden problem lying behind all security questions: whether the U.S. would be able to continue in its role as a world leader, explicitly owing to American economy difficulties, e.g. today's financial and mortgage crisis.

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 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.