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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.

After the communist coup détat in 1948, although formally independent, the Czechoslovak army was subordinated under the General Staff of the Soviet Army. Following the year 1960, its inner life was directed by the Central Committee of the Communist Party of Czechoslovakia (KSČ), in fact by the Military Commission, headed by the First Secretary KSČ. Overall militarization of Czech society was even higher than e.g. in Poland, because in case of military conflict, our territory was supposed to play the role of main European theatre of war. In time of the so-called reform movement in the late 60's, there were some trends to release close ties with the Soviet Union, but at the same time the leading political and military authorities tried to place Soviet forces in Czech territory to strengthen Russian position in arms reduction talks with the US, so that the Soviet Union could boost its units at the borders with People's China. The author compares those events with the recent ones, after November 1989, and following processes of introducing civil control in the forces, their reduction, transformation, and professionalization. He quotes names and works of authors occupied with this theme.

The primary aim of the method Hazard & Impact Index (H&I Index) is to enable the commander to evaluate possible negative impacts of military exercise on environment, and quickly and in an operative way interpret whether intended military activities can be a threat to the conditions or surroundings, in which the units are employed. The authors propose several tables for the comparison of environmental groups (soils, forests, climates) with forces movements. The method still undergoes the development. The evaluated numbers are set only for a mechanized company of the Army of the Czech Republic in our local surrounding. But in the near future the authors predict its extension to all organic units of NATO stationed in European continent. The article is a sequel to the article by the same authors in Vojenské rozhledy, No 1 /2006.

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.

The end of conscription (i. e. national service) is accompanied by a dozen of economy implications that ought to be respected. Among others, there is a problem of non-military activities being done by soldiers during their compulsory military service. Supposedly, many of those activities can be performed by private entrepreneurship. One of possible solutions is the socalled "outsourcing". Our Army might buy services and supplies outside the forces, in civilian sector. Similar practices should reduce Army's expenses for labour, outlays for materials, maintenance, etc. Outsourcing directs public expenditures to places where labour and material costs are lower than in the ACR. But, we must not forget, there is one precondition; the public sector must be factually economical, with low expenses in competitive surrounding.

This article is a sequel to the previous disputes over financial management within the Czech Armed Forces. The origins of the first polemic article lay in gaining facts for research work, arranged by the Faculty of Economics and Management, Defence University, "Allocation and Management of Defence Sources of the CR and the Formation of Economic Thinking in the ACR". The system of planning, programming and budgeting (PPBS) was introduced into Czech forces several years ago, but the it did not worked in a way it was supposed. There were many deficiencies the PPB system suffered from. Unfortunately, the author lacks sufficient data to evaluate properly the performance of this system. He has to combine diverse data sources, booklets, statistics, data releases, to make accurate picture of a day-to-day financial military administration. In his opinion, the system is not transparent enough. He appeals for clear figures, released e.g. on army interned pages, to avert accusation of wasting public sources ...168

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.

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.