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The article deals with the possibility of using simulation technologies in the training of students of the University of Defence in tactical training and seeks to answer the question whether the use of these means brings demonstrable effectiveness by means of an experiment. First-year students in a Field Training course were randomly divided into 42 sections of approximately equal numbers and then assigned to 3 categories based on their use of live and virtual simulation. All groups were assigned points for a specific tactical activity during the final exercise. The total scores of all groups were subjected to a subsequent statistical investigation using a one-factor analysis of variance on the data to examine whether there were statistically significant differences between the groups. Although students' use of modern simulation technology had a perceived positive effect on improving the quality of training, there was no evidence of statistically significant differences between the groups studied using statistical methods. However, the results of the experiment do show to some extent that some differences do exist between the groups and therefore leaves some opportunity to conduct similar, or more extensive research, in an effort to promote the attractiveness of the training process to military school students.

Within the context of evaluation system of education quality in career courses that are organized at the Center for Security and Military Strategic Studies of the University of Defence in Brno, the article deals with course evaluation questionnaires. It demonstrates benefits of introducing online questionnaires, and a persistence of responses sets that are invalid in terms of internal imbalance. To filter out this undesirable natural phenomenon, a method was proposed for determining the consistency of responses sets. The outcomes lead to the goal to enhance quality as well as quantity of responses to evaluation questionnaires. In terms of quality, the intention is to continue filtering out invalid responses sets using the proposed method. In terms of quantity, the intention is to motivate the course participants to fill the evaluation questionnaire by dividing it in parts, so that they can experience the changes based on their responses yet during their course.

This paper deals with problem of education in a military college on the background of military-economic reality. It shows the requirements of the Bologna Declaration in the relation to economic education. Training of military officers has four levels: qualifying (in relation to the performance of different professional roles), developing (in relation to the developing leader personality), motivational (in relation to recruitment) and accepting (in relation between public and army). The economics is of great importance here. It should be beneficial for responsible managers, for their decision-making that can lead to optimization of the results based on economic behaviour, linked to motivational factors.

During the past twenty years there have been many substantional changes in the field of language preparation. As more and more military professional take part in military missions abroad, we lay emphasis on language drills, so that military professionals could communicate with members of other armies. For teachers at the Centre of Language Preparation this situation constitutes necessity to find out new ways how to language schooling do more and more effective, how to motive students and learners. The article is accompanied by chart with the appraisal of language skills.

With regard to changing external and internal surroundings of MoD and the creation and transfer of IT knowledge, it is necessary in practice to implementimprovements in logistics database and functionality of the so-called Logistics Information System MoD, during the whole cycle of managing, i.e. in the in the areas of sequential management and continuous management functions, depicted in this article. The paper presents results gained from a survey about the knowledge of logistics study models, academic and science projects, in Logistics Department of University of Defence Brno. The purpose of the paper is to compare student's knowledge and ability to adapt new approaches and developments in IT technology, including their capability to contribute in science research projects.

Making use of multimedia, ICT, in a foreign language teachinglearning process is the effective way how to influence motivation and results of the educational process. Based upon the Czech-Canadian Partnership for Learning Program, the project provides synchronous communication between a native speaker and a student during language training, regardless the distance. Mutual communication is an opportunity when the students/learners can use their second language not only in professional discussions, but also in solving problem matters, relevant to their study branch, interests, current events or hobbies. The authors' experience and its analysis form also a part of this paper.

The paper is a contribution to the ongoing discussion regarding training, drills and education of military personnel. It indicates a comprehensive solution of the issue both in national and international connection of the current approach to military vocations, life-long learning Vojenské rozhledy 1/2011 and expected deployment of the present-day armed forces. Using results of a research conducted within the Czech Ministry of Defence and Armed Forces, authors specify roles of individual stakeholders in the process of training and education in the military and define prerequisites of an effective military educational and training system. The authors treat this problem in context of the so-called National Qualification Framework, multinational project of EU member states Military Erasmus, activities conducted by European Security and Defence College (ESDC) and others.

Attributes and quality of the security system of the Czech Republic depend on the quality of human potential, which is part of institutions to guarantee security in the broadest sense of the word. The preparation of the staff of each part of the security system, as defined in the Security Strategy of the Czech Republic (2011), is performed in universities, colleges, and middle schools, training facilities, scientific research facilities and by employers. The capacity of educational institutions, in effect exceeds requirements of practice. The coordination of their activities and the content of education are managed by twelve-year-old conceptual document that has been in need of updating. This paper discusses those aspects and points out directions and ideas for addressing of some problems of current practice, and also some of the challenges of the future.

The article sums up the evolution of the Czech officers' qualification structure since the start of downsizing in 1990 and provides an outlook beyond 2010. At the early 90's graduate education used to be only for officers. A total of 65 % were holding university degrees. Today this number reaches 98 %, with 3 % holding Ph.D. or CSc. degrees. There is also an increase in numbers of WOs with graduate education, it is 4 %, despite the fact that such qualification is not necessary for them. Authors discuss this evolution and compare it with the ageing of the Czech population and overall academic education system. The gradual decrease of people aged 20-24 till 2020 is an important challenge to reforming recruitment and education of junior officers. The reform is needed to avoid deficits in quality junior officers and consequently the lack of personnel selection for military education at the University of Defence.

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.

The article elaborates local conditions that lead to the fundamental changes in recruitment and preparation system of new army officers. Traditionally, new career officers used to be graduates from military colleges (since 2004 University of Defence). Due to the changes aroused by the transition from conscription to all volunteer forces, Czech military is experiencing increased internal and external pressures on this traditional models of recruitment and preparation. At present, the most visible outcome of this development is severe shortage of junior officers. The combination of internal and external factors (competitive civilian job market) brings the need for expansion of the traditional recruitment models. One of the most promising ways of manning appears to be recruitment of graduates from civilian universities and their subsequent military training at Military Academy in Vyškov.

Management by objectives works very well only if there is a rating and evaluation system of objectives. To form such organization one is not easy, especially when using aggregate objectives, combining many partial objectives of various levels. This article deals with the problem how to rate and evaluate this kind of aggregate objectives. The problem is explained in the enlistment goal 2008 of the Czech Armed Forces, which sets the number of volunteers joining the Czech Armed Forces in 2008. The key role here is played by the suitable gauges steering a level (percentage) reached. Thus, recruiting reflects manning the Czech forces by professional personnel in a given period (calendar year). The author proposes to run recruitment for military schools separate from enlistment for the army, i.e. to conceive this recruitment only as a practical goal.

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.

The famous quotation from Moliére that says "Grammar, which knows how to control even kings", implies importance of grammar for everyday use. There are many way of the acquisition of grammar. The best or smartest way of teaching grammar is to memorize rules in sentence contexts to bear them in mind for a longer time, and learn those rules more easily. The authoress presents new ways in teaching grammar, expressed in works by several famous authors, Barton, Birch, Chomsky, Hudson, Larsen-Freeman, Patterson, Pennington, Weaver. Those are: communicative and competitive models, together with systematic and consistent procedures, resulting in highly motivated structure of learning grammar. In the core of this process lies the strong personality of language instructor.

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.

Both in our country and the world the wider concept of security is on its way. It influences wide variety of various subjects and objects that create national and coalition strategies. There are many academic branches dealing with various individual aspects of security, but the present day calls for more complex and sophisticated access to security problems. The author proposes to establish a new academy discipline, the so-called security science or securitology, to respond adequately to current security challenges. It would be an interdisciplinary, transdisciplinary, problems oriented "meta-science", associating history, philosophy, social sciences, international politics, axiology, the Arts, law studies, psychology (namely military psychology), demographics, criminology, ethics, environmentalism, geography and so on. To tell the truth, in practice, complex security system is accepted. The author enumerated all relevant institutions in our society, civilian or armed, bodies, authorities, legislative and executive powers that are being involved in predictions, analyses, assessments and responses to possible threats, dangers or perils.

Managerial economics is a branch of economy science which constitutes the introduction of economy theories and methods into the practice of management control. The principles of managerial economics can be applied even to non-business and nonprofit organizations. The author introduces recently released "Managerial Economics in the Army of the Czech Republic" (Defence University Brno). Proposed issues of economic control and functionality of system offer both immediate and long-term economical effects

The Czech Republic is developing professional, highly mobile forces, with up-to-date arms, weapons, capable to take part in wide scope of Alliance or other multinational operations, even abroad, outside European territory. But this capacity depends on defence budget, on the percentage from our GDP allocated for military. From the part of the ACR, it will depend on effective spending, usefulness of used resources.

A new branch of educational science called pedeutology is focused on a teacher's personality. Studying a pedagogue's personality includes various typologies which are categorized by the names of their originators (typology according to Doring, Luka, Worwickel, Caselmann, Anderson and Zaborowski). A teacher's personality extends a strong influence, either positive or negative, on the life of every individual. For this reason, anybody who aspires to become a teacher should contemplate their own personality features to find out if at least some of them are fit for this profession. Apt pedagogues must be patient in their job, rigorous in their explanations and willing to listen to the opinions of their students and help them with their problems. In addition to their appropriate educational background, teachers should also be equipped with sound professional and pedagogical knowledge, and mainly be able to find a way to reach student, communicate, listen to them, advise them and demonstrate the power of personal example.

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.