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From economic point of view, the army of every nation spends immense sources from the state budget. To spent sources economically, the officers - managers economists have to be educated in economic science, i.e. they ought to acquire proper economic knowledge, systematically, during his military studies, in army college, or defence university. One of many things the ACR is missing is an economic course explaining army officials above all how to find adequate proportion between costs and incomes, not to make decision only intuitively.

In the early 21st century defence research can be discussed in two ways: we can stay either within existing discipline "theory of state defence", or we can set up new academic specialization concentrating more on the notion "security" and its individual aspects, including their inner ties. In the former case, there are spheres in which civil and military experts can complement each other, whereas other spheres of studies ought to stay exclusively in the domain of military experts. Mutual cooperation between civilian and military experts can be concentrated on systematic studies of security threats, predictions of potential conflicts, analyses of security cooperation between the Czech Republic and NATO, the EU and the OSCE, economy support of state defence. On the contrary, military specialist ought to focus on e.g. major regional conflicts, low intensity conflicts, military operations other than war. As the term "security science" is not used in NATO nations, the author suggests, it would be more useful to preserve academic discipline "defence theory" to make full use of military experts.

As the EU is conducting its third military operation, the EUMS has become a key player in the development of the European Security and Defence Policy. In order to provide political control and strategic direction in a crisis, the European Council (Nice, December 2000) decided to establish new permanent political and military structures within the Council of the European Union: PSC-Political and Security Committee, EUMC-European Union Military Committee, EUMS-European Union Military Staff. The EUMS is responsible for peacekeeping tasks, tasks of combat forces in crisis management (including peacemaking), and further tasks identified in the European Security Strategy, such as joint disarmament operations, support for third countries in combating terrorism and security sector reform. As the only permanent integrated military structure of the EU, the EUMS has become the military linchpin of the EU. (Truppendienst, Bundesheer,

Thispaperdealswiththeareaof organization values or to say it better, by organisation culture, including its importance for overall efficiency and effectivity. It is a set of values, norms, beliefs, attitudes, assumptions. The authoresses explain those terms, cite their definitions. They underline the fact that highly motivated servicemen are the real assets for our forces. We have to do our best to recruit them, to set up such quality of military life, so that they would like to serve for longer periods.

On 13-17 March, 2006, the Directorate of Centre of Simulation and Trainer Technologies Brno ran experimental computer-aided exercise dealing with combat activities of a Battalion Task Force (BTF) in urban area. It was outlined as a double-sided opponent procedural exercise, with the use of computer potential, in attendance of staff and personnel from Special Force Command, Support and Training Force Command, Training Base Vyškov, Military Academy Vyškov, designated unit commanders from Special Force, namely 72 Mech Bt. This experimental exercise proved right some factors that are prepared in accordance with NATO operational concept USECT (Understand, Shape, Engage, Consolidate, Transition). In the first place, the experiment demonstrated the practicability of manoeuvre attack by BTF on fully prepared opponent's defences and subsequently occupying his positions and locations, even though at the cost of relatively higher losses of combat vehicles. The article is accompanied by the Table of Exercise Summary.

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.

Developing Czech national defence system is based on long-term predictions of potential security threatsandplanningofresourcesavailablefordefence, including defence spending plans. This paper analyses the issue of current value of defence expenditures. It attempts to give an answer to the question whether defence requires a specific price index or if common civilian indicators like GDP deflator or consumer price index can be used in defence.

While evaluating spending activities of defence department, it is required to make an audit of results and outputs, besides ordinary accounting and documentation controls. This standard is defined by the European directive for the implementation of audit standards INTOSAI. The author, who is an expertmember in various economy commissions, can seriously declare that the Czech Army is a pioneer institution in the field of monitoring public expenses, namely in comparison with civilian spending ministries.

Building up a picture of adversaries in complicated operations other than war (OOTW) requires fresh thinking on the collection and analysis of intelligence material, writes Dr Dave Sloggett in Jane's Defence Weekly No 48/2005. Operations undertaken in present-day theatres include the need to arrest war criminals, defeat insurgency operations and disrupt the activities from those engaged in criminal activities that do not respect national boundaries (trafficking, drugs smuggling and the proliferation of weapons of mass effect). OOTW pose problems for the development of what is now referred to as effects-based operations, where the use of kinetic devices to destroy a target is one way to achieve an outcome. One important element of a solution is to build common definitions of terms that enable a discipline to be brought to the underlying freedom of authors compiling contact reports. Projects such as Dabinett, a multifaceted system of systems programme, can link together information contained in existing systems. Commanders able to exploit this capability, against the complex background in which OOTW are conducted, will truly take superior decisions.

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.