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Motivation and motivational factors are becoming ever more important in the process of learning. It not a new problem. When discussing this matter, we refer to two types of motivation-intrinsic (internal, determined by one's set of values and needs) and extrinsic (external, influenced by the surrounding circumstances). Each has its own triggering mechanisms, but both are equally important and constantly interacting. Instructors play an obviously important role in the process in which the students are acquiring the knowledge/skills. However, by recognizing and acknowledging the set of values of a student, an instructor places himself in the position to affect the student's motivation. Therefore, it is important that the instructor be notjust a subject matter expert, with outstanding teaching methods, but also a true personality. Then, such teacher can form highly motivated students/ officer candidates for their path to career success.

The behaviour of an individual is (apart from mental elements) influenced by plenty of social events. Within the process of institutionalization of behaviour, normative orders are being established. The normative orders are defined as sets of rules, i.e. rules prescribing a certain ways of behaviour. There are legal, moral, religious, political, courtesy and aesthetic rules. The legal rules are the principal and integral rules for the soldier. The legal rules are defined as binding, specifically expressed and by state power enforceable rules of behaviour. The obligation to adhere to the legal rules is prescribed by constitution as well as by laws. In spite of the fact that laws do not expressly prescribe the obligation to adhere to the moral rules, these are indispensable for the soldier. The laws directly solve potential conflict between duties of soldier with religious and political rules. The laws also prescribe the commitment to adhere to the courtesy and aesthetic rules. The purpose of the all above mentioned regulations is to assure that soldiers will carry out their legal duties; they will behave morally, and respect laws and courtesy rules.

Official objectives of war on terrorism are as follows: we must face theorist threats, prevent terrorist strikes; suppress the power of terrorist groups such as al-Qaeda. War on terrorism is not a classical or conventional warfare; the term is wide-ranging, covering longterm strategies of national importance. The war on terrorism and employed means are also a source of controversy. It is a question of adequacy of used tools. It is necessary to implement the new strategy of improving conditions in Muslim countries to eliminate their background supporting negative religious and political attitudes towards democracy. Outlined ways of "smoothing edges" in economical, social spheres can noticeably change hateful attitudes of Muslim population towards values of Western democratic society.

After a short review of defence R&D history, the author concludes that our country used to reach world's level in some fields: passive warning systems, NBC protection, military surgery, explosives. After the change of political system in 1989 we began to dispose Czech military industries. The only scientific place to left is Defence University Brno, but it is an institution more or less concentrated on education. It is almost impossible to maintain pace with foreign defence industry. In the article there is an exhaustive list of military plants, institutions after 1989, together with the date of their closing down. It is followed by research orientation of defence industry, set according to time periods. The special chapter concentrates on financing defence research, the closing part deals with the period of our membership in NATO. Although there are same positive aspects, such as international cooperation, exploiting sources from abroad, strategical control declined. We see unwise reductions in personnel, abolishing accredited institutions, etc.

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 complex security strategy must pay attention not only to outer threats, but also to inner security risks. Social and cultural impacts of globalisation produced even to our country a rise of several extremist right-wing political groups inspired by or following the tenets of Hitler's Nazi Party, referred to as neo-Nazis, because they modify Nazi doctrine and because the original Nazi movement inspires them. Some forms of fascism are also anti-Semitic or xenophobic. On the contrary, Anarchism is a political theory opposed to all forms of government. Anarchists believe that the highest attainment of humanity is the freedom of individuals, unhindered by any form of repression or control. To accept matching strategy, we must know those theories, their international background, as those movements are usually tied with organized crime and terrorism.

From the point of history, at present, there is a turn in the deployment of the Czech army. The turning point lies in philosophy change concerning security and defence of our country, as well as in army build-up by itself. In the past, our armed forces used to be semi-professional army, i.e. the core of forces was formed by professional soldiers (officers, NCOs), supplemented by conscripts. In time of peace, all males were prepared and trained during their compulsory military service, after that they were trained as compulsory reserves. In war they could be immediately deployed in war organization. This deployment was planned well ahead, so was its logistical support. Upon examples the USA and Germany the author explains weak points of present organization, which-according to him-constitute a danger for wartime deployment of the ACR. The problem is in questions of mobilization, as volunteer soldiers represent only 0.6 per cent of respective population.

The forward-thinking and respond to the challenges of today's dynamic operational environment demands as necessary: first, to attract and develop young people to become adaptative leaders possessing enhanced skills, i.e. we must align leader-development programmes for the new operating environment; second, to respond to the forces' needs in meeting the challenges of the operational environment-the forces have to undergo a transformation. Adaptability is critical to urban stability and support operations, as these operations present complex challenges to commanders for which no prescribed solutions exist. Warfare and technology are rapidly evolving; doctrine lags behind the need for ready solutions. Officers are confronted by many situations outside the doctrinal framework. No amount of technology can offset the effects of chaos theory ...169 Clearly, there is a need to quickly learn knowledge/skill sets, coupled with a new operating frame that might be radically different from the skills and knowledge developed through classical training (Military Review, January/February 2006, Tomáš Weiser, What is the Chaos? Dějiny a současnost, 5/2002).

Under the definition, the present management covers leading the people, implementation of tasks, processes, so that the organization could achieve set prospective targets. Its structure in the ACR is pyramidal and it is divided into vertical and horizontal elements, so is economic management. The purpose of this article is to outline orientation in the education scheme of new professional soldiers - economic experts - to make easier to integrate them into everyday life in units and institutions of the ACR.

The conscription is a system of compulsory enrolment of men and women into the armed forces. Conscripts may be called to serve in time of peace in order to train for war; they may be called into uniform in time of emergency. Conscripts are distinguished from volunteers and professionals, as well as from mercenaries, who offer their service to any government solely for pay. Recent general discussion regarding reducing duties to perform military service in the Czech Republic between 2000 and 2005 has indicated that the sense of citizens' responsibility for the defence their country is limited, in public eyes, to the conscription only. In reality, the sphere of citizens' defence liabilities is much broader. The comprehensiveness of this issue comes to light particularly when we compare the practice in this area in different NATO nations. In this particular case, the article indicates one of possible solutions to these efforts, i.e. a systemizing approach.

In the near future, all joint deployments (activities, operations in which elements of two or more "branches of arms" participate) will be characterized as combined deployments (i.e. with forces or agencies of two or more allies). In view of those facts, Commanders (Army) Academy in Hamburg introduced a new concept of military schooling of GSOs, with regard to combined and multinational deployment and employment. Schooling and training are not mere matters of skill and proficiency. It is also the question of taking over responsibility, "action competence". GSOs must be able to react quickly, be capable to operate even in multinational agencies. This type of instruction underlines two main levels: firstly, the lessons must offer overall view not only on armed forces, but also on security, political, social development of forces, tied with their further advance. GSOs have to see problems and tasks in proper context, to "see the whole by eyes of its individual parts". This will give them a surprising sense of coherence. At the top of this schooling lies combined joint Euro-exercise, at operational level, being prepared in cooperation with military academies from allied European nations.