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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.

The essay summarizes several articles published in Vojenské rozhledy dealing with mass media and its activities during armed conflicts or peace-support operations. In fact, more attention to war information is paid by civilian press or books. The author, PhDr. Antonín Rašek (-ar-) cites e.g. English sociologist D. Hallin The 'The Uncensored War', D. Kellner The Persian Gulf TV War, and some books or reportages by Czech journalists and authors, K. Hvižďala, P. Procházková, V. Bělohradský, T. Halík, etc. The Vietnam War was the first televised war and it was largely uncensored. People saw the true horror of war on their television screens night after night, and that caused them to turn against the war. The media seems to be influencing the direction of government policy; the American military always claimed the media caused the war to be lost. But today, namely during the wars in Iraq, the media are blamed to be too subordinated to official policy, they present "a war of choice as a war of necessity". "Abedded" journalists and stringers sell war stories and information, their primary purpose is to make money. An example of the strict control of war information is Chechnya, closed for independent journalists and the only information available is released through official information's agencies, both Russian and opposing Chechen forces.

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).

Even after the Cold War, our world is full of local and international conflicts. There were dozens of wars, fringe clashes between local opposing groups in Africa, Asia and so on. Among them there were four wars of lager size, with more than thousands of deaths in each of them that could be characterized as international wars: Desert Storm 1991, Iraqi Freedom 2003, Allied Strength 1999, and Enduring Freedom 2001. Now we can look at them from a distance ...217 Problems tied with those large-scale wars have several levels: supranational (international) level and military level, being accompanied by paradoxes: international and political paradoxes and military ones. This influenced structures and methods of training and preparation of Australian, Britain and US forces. The lessons were embedded into their military concepts, rules and regulations, e.g. Complex Warfighting (Australia), Future Land Operating Concept (UK), Field Manual: Interim Counterinsurgency Operations (US). New roles of military forces, global and local implications, ought to be embedded also into the structures and concepts of the Army of the Czech Republic, concludes the author.

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.

He was born in the early part of the last century, in 1919. After the German occupation, he fled the country and in 1939 he joined French Foreign Legion. He fought in Southern France and after the defeat of France he flew to England, where he was requalified for Spitfires. He took part in two operational runs, so he belonged among the most engaged and dedicated Czech pilots. In 1945 he was awarded DFC. Returning to his native country, he became a flying instructor and in 1946 Capt. Liškutin was assigned Aide, 7th Air Regiment, Brno. After 1948 (when communists came to power), he was dismissed from the Czech Air Force, and again escaped abroad. In Britain he joined the Royal Air Force. He retired in 1962 to find a position in a civilian airline company. He accepted the offer to become a pilot instructor in the Republic of Zambia (Central Africa). He wrote two books that were also published in the Czech Republic. Apart from the above mentioned DFC, he was awarded 5 Czechoslovak War Crosses 1939, Medal for Bravery, Merit Medal and many others.

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.

One of key attributes of the military professional is fitness. This article would like to open a discussion over women' physical potential. Are physical qualities of man and women equal? Is it possible to set those norms in military rules and tables? What about the risks factors for training-related injuries among men and women in combat training? Can we compare muscular strength of man and women? Does women's strength/power affect the occupational performance? The Committee on Women in NATO Forces (CWINF) asks to create the equal conditions for occupational performance both for men and women. The same was introduced by the Order of the Czech Minister of Defence No 29/2002, MoD Bulletin; similar annotations can be found also in US Army Field Manual 21-18. For us, it is necessary to specify unbiased profiles, entrance tests for woman soldiers, taking into account physical capacities but disregarding gender.

The language preparation was the main theme of the research done by the Faculty of Military Technology (Defence University Brno) in 2005. Two types of questionnaires were employed, one for university staff and a second one for career officers. Although we still underline the importance of English language for career soldiers in the ACR, the professional usage of foreign languages is low. Among others, the total of 43 per cent of respondents to the poll on usage of English language answered that they never had used English in their work; only 36 per cent used English occasionally, from time to time. It was not a research for academic sake; the answers by professional soldiers represent an important back feed for English teachers. They identified the fields of language teaching on which we could concentrate (military English, technical terminology) and prepared study schemes for teaching some subjects in English. The language preparation in our army is based upon NATO STANAG 6001 that ought to be harmonized with the requirements of individual departments ...220

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.

In April 2006, there was another symposium dealing with military professional terminology. Its main purpose was to evaluate experiences with introducing standardized terminology, their levels. Established in September 2004, the Terminology Committee introduces current NATO terminology into all branches of defence department, by means of Standardization Information System. At present, the Training and Doctrine Directorate in Vyškov studies the chance to develop similar database for operational terminology.

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.

Security system is an institutional frame for the creation and implementation of Czech security policy. It is closely tied with NATO, the EU, and other international institutions, which enables its compatibility and interoperability within European security systems. The Czech government prepared The Concept of Security System of the Czech Republic that put emphasis on its effectivity and simplified cooperation and coordination among individual components of security structures. The concept was based upon the analysis of Czech security system, covering events after 11/9 2001, NATO Summit 2002, the Floods 2002, etc. Presented principles of the optimalization of current security system of the CR incorporate key proposals of legislative character that ought to be processed in two years; partial measures will be implemented step by step. The author proposes to incorporate mentioned steps into amendments to defence and recruitment laws, laws dealing with emergency or crisis situations. Such amendments are to be offered till the end of 2007.

The professionalization of armed forces is a process causing qualitative changes in the personnel structure of the armed forces. This process should form the armed forces as a professional institution, where the most of soldier is not enlisted for a life-long career of soldiering, but enrolled only for certain amount of time (Soldat auf Zeit). The U.S. Armed Forces (all-volunteer service) and the Royal Armed Forces serve as an example of a kind of professional armed forces in the NATO. There are two contrasting models of professional armed forces: the US-inspired armed forces and the lifelong-careerof-soldiering armed forces. Both models served as an inspiration for application in the Czech Armed Forces. The Czech Act No 211/1999 "Career Soldiers" defines military service of Czech professional soldiers in terms of all-volunteer forces. As there were some problems with the unification of career officers and volunteer soldiers, nowadays we gradually return to the concept that again differentiates between those groups.

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.