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The academic year 2006-2007 is an important milestone for the Defence University, as the freshmen are asked to have relatively high entry knowledge of English language. The concept of English entry tests had to be changed, i.e. entry tests are at the level STANAG 6001 SLP 2. For practical purposes, speaking and writing knowledge of all applicants can't by tested, therefore new test patterns cover only listening and reading (level SLP 2). This represents an extra burden for the staff of the Centre of Language Preparation, influencing language training and testing. The new curriculum was formed, accredited in UNIcert system. It has been implemented for students in the first grade of the Faculty of Military Technologies. This curriculum reflects speaking knowledge at the level STANAG 6001 SLP 3333 and opens the road to European Certificate of English Language.

In October 2008, language knowledge was pretested at the Department of English Language and Literature at the Faculty of Education at the Masaryk University in Brno. The test was developed in accordance with NATO Standardization Agreement 6001 by the examiners of the Defense Language Institute (DLI) of the Czech Army in Vyškov. It covered listening comprehension and reading comprehension tests at SLP 1-2 levels. The tests were organized on behalf of the Department of English Language and Literature by Mgr. Ivana Hrozková and Mgr. Sonia Šamalíková (former Director of DLI Methodology and Testing Department) with a total of 80 students participated in the pretest. The outcomes of such cooperation reiterate the importance of strong ties between both institutions in the field of methodology and testing.

On May 15, 2012, the Czech Defence Minister decided to establish the Centre for Security and Military Strategic Studies. The institution of this type has been long awaited, with great expectations. The author, director of this institute, presents the survey of similar scholarly institutions founded and finally cancelled in this country after 1989. This article introduces the original intent of its founders, namely Centre's future role in the development of strategic studies as a starting point for strategic management, its place in the system of Czech military education and training. The results reached by this institute ought to be truly utilized by MoD leaders and government officials.

The essay deals with the concept of total force policy concept and its implementation. Some facts related to the history, implementation and development of this construct are presented in context of the Czech White Paper on Defence released in 2011. In order to improve capabilities of the national armed forces system, and as well as to diminish risks related to lack of human and financial sources in face of impeding population ageing, the author suggests a return to total force concept in the Czech Republic. He admits that the experiences with this policy before 1990 will be inoperative, as there is no chance of reintroducing of compulsory military service or the re-establishing of such paramilitary institutions such as e.g. the SVAZARM used to be.

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.

Operational art is the use of creative thinking by commanders and staffs to design strategies, campaigns, and major operations and organize and employ military forces. This article is a sequel to the study published in a previous issue of this Military Revue. The author discusses the fundamental pillars of operational art, upon which Alliance countries build their doctrinal and defence documents concerning operational art. A separate section deals with conditions and status of operational art in the Army of the Czech Republic in the last 20 years. The author calls for the need to introduce operational art in several key areas of Czech doctrines. He recalls the necessity to implement those issues in the prepared Doctrine of the ACR.

At first, we are familiarised with terms of extremism, Romanies (Gypsies), anarchists, neo-Nazis, then the author introduces possible picture of security situation at the turn of second and third decades of 21st century. He believes that in every country there is a limited ability to integrate ethnic groups by majority. As soon as the limits are exceeded, problems begin. His scenario ends with a pessimistic vision: increasing tensions will ask army deployment, but even local armed forces are not able to enforce law and order, therefore the government must ask for help neighbouring states.

Management consists of those continuing actions of planning, organizing, directing, coordinating, controlling, and evaluating the use of men, money, materials, and facilities to accomplish missions and tasks. Management is inherent in command, so the candidate officers are trained to execute their authority and responsibility in command. Management principles are lectured both at military graduate schools and application courses. But some themes are repeated, reduplicated; the study plans at the Military University and the Military Academy must be more coordinated, was said at the professional conference on management, held in November 2007, at the Defence University. Some proposals were put forward, e.g. stress on simulation of military functions on computers. The central goal of Army transformation is to reach the decisive information prevalence and operational effectiveness backed by NEC (Network Enabled Capability), established as an accredited study subject.

There are no military conflicts without deception, as it is among others a very cheap method how to contribute to the successful accomplishment of the assigned mission. Military deception (MILDEC) is applicable across a wide range of military operations. MILDEC can be conducted during all phases of military operations at strategic, operational, and tactical levels. It is defined as being those actions executed to deliberately mislead adversary decision makers as to friendly military capabilities, intentions, and operations, thereby causing the adversary to take specific actions (or inactions) that will contribute to the accomplishment of the friendly mission. According to he author, the operational deception is to be explained in more detail, basic rules are to be outlined, including fundamental principles and methods of deception for operational planning.

In recent years both authoresses took part in several important international terminology meetings: European Association for Lexicography (EURALEX), International Conference and Exhibition Dedicated to Defence Training, Education and Simulation (ITEC), and finally the highest Alliance terminology forum: NATO Terminology Programme. In our country this subject is under the authority of Defence Standardisation, Codification and Government Quality Assurance Authority. All problems are incorporated in the Terminology Programme of Defence Department. It deals with STANAG 3680 implementations, MoD's standardisation policy, standardisation terminology process. The most representative terminology body within the Army of the Czech Republic is the Terminology Conference of MoD, traditionally held in the premises of the Defence University Brno.

"Légion étrangere" is a unique elite unit within the French Army established in 1831. It was created as a unit for foreign volunteers. It is known as an elite military unit whose training focuses not only on traditional military skills, but also its strong esprit de corps, including learning French, as its men come from different countries with different cultures. Consequently, training is often described as not only physically hard, but also extremely psychologically stressful. Particular attention is given to the integration of the young recruits. Teaching of the French language occupies a central part of the training, and it is helped by the original training methods of the Legion, the Képi Blanc method, the authors describe in this in this article. They collected data on it during their visit to France (Fort de Nogent) in March 2007. During the four months of training, the Legionnaires work in small groups of two or three, composed of one French speaker and two foreigners. The French speaker helps his comrades when they have trouble understanding something, and part of his accomplishments in this training is assessed by the success of those he was tasked to help.

The article familiarizes readers with theoretical fundamentals of the key element of operational design, i.e. decisive point that is described as "a point from which a hostile or friendly centre of gravity can be threatened". It may exist in time, space or the information environment. As a tool of operational art, it helps commander and his staff to unlock the path to the centre of gravity. The concept is further evolved via example of peace support military operation planning process. The close understanding to terms decisive points, lines of operations, centre of gravity, kinetic effects, non-kinetic operations, doctrine is for military planners fundamental. The aim of this article is therefore to explain this basic terminology, to describe connections with other element of operational planning that could be used during all steps of operational planning. Basic theoretical Jomini's implications are introduced and their doctrinal interpretations are highlighted.

The most frequent word in language preparation is successfulness. This term could be quantified, defined, examined from the point of growth or rating decrease. Our language preparation sticks to Defence Minister Order No 1/2007 (effective from September 2010) on language training. It abolished integrated language courses, teaching units for SLP 1, 2 were decreased. The author examines the situation before and after the publication of the said order and provides possible explanations of the current state, showing slow descent. He supports his explanations with empirical data gathered in foregoing years, through surveys, statistical analyses of test results, in-class observations, and oral feedback from course learners.

The article is oriented towards making up language curriculum at the Faculty of Military Technology, Defence University. It is a follow-up to earlier essays published in Vojenské rozhledy 2006-2007, dealing with language preparation of learners enrolled at the Defence University, i.e. at educational institution with technical bias. The authors analyse the optimalization of current schedule used for teaching English language. Data were collected by means of questionnaire poll. The cluster of respondents covered both teachers giving lessons under mentioned scheme and university students preparing themselves in accordance with tested scheme. The results reached proved the necessity to form language curriculum at several levels and concept of flat language teaching.

The author, director of military hospital base, reacts favourably to the article mentioned above. He would like to add something from the practical point of military commander. In his unit, there is a deficiency of attested graduated surgeons, whereas there are a lot of graduated nurses, rescue workers, because of a wide offer of civil colleges and universities. They study in their leisure time and thus gain higher educational background. In consequence, his unit does not need graduates from Defence University in Brno. He comes to the conclusion that necessary commissioned officers could be recruited from among ranks of non-commissioned officers or sergeants, by means of additional schooling and scholarships, or by recruiting graduates from civilian colleges and universities.

This article illustrates the troubles encountered with development of the NRF. The NATO Response Force is a highly ready and technologically advanced force made up of land, air, sea and special operations forces components that the Alliance can deploy quickly wherever needed. The NRF is intended to be a transformational force that will not only be able to meet the security needs of NATO in 21st century but also serve as an agent of change whereby all the member nations of NATO will be able to bring capabilities, and concepts of operations into their national forces. Undoubtedly, the NRF will not provide a basis for solving all of complex challenges. But it does offer an opportunity for experimentation and testing-the essence of military transformation-and the forging of creative solutions. The views expressed in this assessment are those of the author and do not reflect the official policy or position of NATO or EU.

In the Czech Republic, the schooling of security experts is broken into fragments, i.e. into many fields of study, which go beyond security politics. The state of affairs can't be regarded as satisfactory. The first step is the Resolution of Czech Security Council No. 32/2007, Common Minimum for Security Experts, which put a proposal to introduce security issues into teaching programmes in universities and institutions of further education, so that such institutions could obtain accreditation in this field. This minimum is specified namely for undergraduate study; graduated security studies ought to be more specialized. Political scientists involved in the study of security policy should attempt to devise solutions for problems of public concern. Security study covers issues such as non-military threats and risks, proliferation, pollution, natural disasters, mass migration, economy risks. It is tied with international relations, foreign policy and national security strategies.

Academic year 2006-2007 gave rise to Continuous Assessment Project prepared by the Centre of Language Preparation Brno. The project is concentrated on monitoring study results in English language with the aim to make teaching process more effective, so that the students could meet required levels SLP 3333, NATO STANAG 6001. The research was conducted within Faculty of Economy and Management and Faculty of Military Technologies. Because of specific situation at Faculty of Military Medicine, the research was not done here. The authors offer comparison of two study classes of Defence University, collected by means of questionnaire method. The results reached are illustrated upon several accompanying tablets. But more generalized results could be concluded at the end of winter semester / academic year 2008-2009 respectively, when officer candidates pass final English exams.

Such exercises are regular part of European exercise process that in periodical cycles examines individual capacities of solving crisis situations, conducting crisis operations under methods developed by the EU. European training process does not cover only the preparation of military units, but also those of civil elements (police, rescue teams, diplomats). Since 2007 the exercises have been ran according to a common scenario "ALISIA", with the purpose to practise crisis operations control by commanders and staffs of EU nations, without any means and elements or support by NATO. European exercise process allows to the EUMS to organize and harmonize two exercises of solving crisis situations in a year. Five members of the Czech Army took part in the exercise MILEX 09 last year. They were involved in the operational planning process at the EU OHQ Specialist Staff, CJ2, CJ4, CJ5 and CJ7 departments. The article is mostly based on the experiences of Czech offi cers at the EU OHQ LARISSA.

The EU language programme called Content and Language Integrated Learning (CLIL) issued in 2003 comprises the practical idea of effective language preparation by means of vocational subjects discoursed in foreign languages. This way of learnig is suitable specially for graduates from military schools who are going to cooperate with their counterparts from NATO countries. Its a great challenge both for English learners and their language instructors. This article summarises the results of case studies related to prospective accreditation of vocational subjects lectured in English at Defence University, e.g. methods of instruction in mathematical cartography (maps projection) or e-learning (ToolBook II Instructor). For evaluation of case studies covering both possitive and negative aspespects of this method of learnig, the authors used even students opinions.

What is motivation? In fact, motivation is the force behind doing something, including the desire, the need, the energy, and the actual doing of it. It is a combination of various factors. Motivations vary so much. In formal descriptions of the socio-educational model of language acquisition (Gardner), we define the whole class of variables as the social milieu. Individual differences regarded as the most eminent are as follows: intelligence, aptitude to learn foreign language, last but not least, and the pressure from social surrounding. Nowadays, the concept of integrative motivation is often referred to (Dorneyi) in discussions about the learning of another language. The present-day concept is drawn from real life, from social interactions that force a man to overcome his language barrier (Finegan). Instrumental motivation means better university/working rating, better financial reward (Sansone, Harackiewicz, Intrinsic and Extrinsic Motivation: The Search for Optimal Motivation and Performance). In spite of mentioned differences, motivation and successful acquisition of foreign language represent a complex outlet that could be tested and evaluated.

The Association of Officers and Warrant Officers is a voluntary civic society directed and planned by the Central Council. It is the professional association of officers, former officers, and spouses, civilian employees and friends. Its activities cover a broad range of special-interest clubs. It cooperates with similarly oriented associations in NATO countries. The association has a long history of effective professional activities. The author enumerates performances done this year, namely the Paintball Czech Army Cup 2009 or demonstrations of combat engagement of a multinational squad to destroy the attack of terrorist groups. They produced multimedia compact disc "Pictures from Czech History 1914-2004" and organized the conference "The Youth in Present-time Czech History: Risks and Hopes" and are preparing another audio-visual teaching aid "Czech Society in Modern Europe: Destiny, Ties, Retreats and Approaches", made for all elementary and secondary schools.

How to master foreign language? There are many methods the teacher can use. The authoress enumerates at least the most important ones: grammatical-translation method and communicative language teaching. Both methods are subdivided into smaller groups, emphasizing different aspects of teaching. The second method puts the stress on communication in practical life. The teacher is only a mediator, learners (students) take over responsibility for mastering foreign language. The language is used prevalently in tangible social context. This method could be called "natural approach". The language acquisition is hard and demands extreme efforts. It is 206 never ending process, assuming perpetual repetition of gained knowledge. At the end the authoress (language teacher at Komorní Hrádek Institute) describes her own experiences with learning foreign language.

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.

The second part of this short serial deals with the theory of the operational art focusing on the centre of gravity (COG). The article emanates from Carl von Clausewitz's ideas, doctrinal publications analysis and many study projects of the operational art theorists. The author especially aims on disunity and heterogeneity of comprehension of the centre of gravity theory in confrontation of contemporary doctrinal publications and original Clausewitz's theory. He compares operational manuals (those of U.S. and NATO), and finds similarities concerning characteristics, capabilities or localities from which a military force, nation or alliance, derives its freedom of action, physical strength or will to fight. Finally, he himself defines enemy's centre of gravity and highlights coherences that can affect fulfilling political and military objectives in current and future military operations.

This operation was led by Germany, and made up of elements contributed by twenty EU nations; as well as Turkey and Switzerland. The EU deployed FHQ in Kinshasa and simultaneously kept the over-the-horizon force in Gabon, in order to ensure a deterrent capacity and to avoid unnecessary heavy military presence in Kinshasa. After Operation Althea in Bosnia and Herzegovina, the EUFOR RD Congo was a second EU largest military operation, involving a total of almost 3,000 soldiers and officers). The co-operation with MONUC was decisive in containing the potential spread of violence at a particularly sensitive moment in the election process. The operation demonstrated the EU ability to successfully conduct medium scale autonomous multinational operations within a planned time frame under the UN mandate. The views expressed in this assessment are those of the author and do not reflect the official policy or position of EU Military Structure or the Czech Ministry of Defence. All information and data for this paper were drawn from unclassified sources.

This article deals with the EU command and control functions and provides basic information on the structure and capabilities of the EU CCS in Battle Group EU operations. The author describes political and strategical levels CCS (COREPER, GAERC, COPS, CivCom, EUMC, EUMS, BDE HQ, prospective EU FHQ). Only US, EU and E3 (Britain, France, Germany) are capable to realize integrated expeditional operations. The ACR can work only with cooperation with them. The Czech Republic as a small EU member state is actively engaged in the building of the Battle Group EU. The Czech Army is going to increase its expeditionary capabilities as demanded and be prepared for a broader range of conflicts and crises in the vital area of the EU concerns. At present, the ACR is able to carry out a self-supported, integrated expedition operation only on the edge of all its strength. The political leaders must bear this fact in mind, as the army mustn't be overburdened, otherwise it might lose its credibility. All information and data for this paper were drawn from unclassified sources.