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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.

This article presents not only an non-conventional approach towards psychology of military groups, but also offers the deep insight into British way of military thinking. This article is concerned with cohesion in its broadest sense. The term cohesion is usually used to describe one of the many contributions to morale. British military doctrine says that manoeuvres approach is an approach to operation in which shattering the enemy's overall cohesion and will to fight is paramount. The cohesion in this context is being used to describe the complex interaction of the physical, moral and conceptual components of fighting. A thorough understanding of the cohesion between people would enhance their fighting power. The good leadership is the means by which an understanding of what enables cohesion can be used to bring it about. Source: Human Cohesion; Shock and Surprise on the Battlefield (D. Rowland, D. Roney, J. Storr), British Army Review No 137, 2005.

The main theme of this extensive paper is ethical evaluation of the state of affairs in Iraq that would play greater role - directly or indirectly - in the decision-making of foremost politicians, more role then we might think. Although the author quotes various positive or negative attitudes towards the war, he does not intend to prove or refute presented theses. He broadly treats e.g. the so-called just-war, events when imminent threat might be a case for war, moral clarity in a time of war, situations when we consider that our aims might be achieved by peaceful means. Last but not least, he writes about attitudes of church leaders, the Holy See, lines of their reasoning. The armed forces are called upon to do their duty. The greater the threat, the grater is the risk of inaction, the more compelling the case for taking anticipatory actions. In such case, the governments make their final decisions. It is not the responsibility of church-leaders or military commanders. To obey it, it would not be in conflict with the churches teaching. In these circumstances, the troops could regard an order to go to battle as morally decent, in pursuit of a moral good purpose.

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.