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The authoress surveys recent research into how people acquire languages and considers its relevance for language teaching. She describes the most important studies and ideas about language acquisition. The method mentioned above is element. If we compare it with other language skills, i.e. reading, writing, speaking, it is above all listening that is used most. But to acquire sufficient proficiency, learners must cover a long way. Language teaches should do it for students the most pleasant as possible. Listening in language classrooms is being assessed, according to levels of students' understanding contents. The authoress familiarizes readers with several ways of teaching by principles that are in fact interactive approaches to learning foreign languages. We may use forecasts, news, listen radios, watch films in target language, be in touch with native speakers. It is reccomended to write down new word power, according to set context.

In February 2008 the Security Forum took place in Slovakian city Banská Bystrica. The collection of 32 presented papers was issued by Matěj Bél University. This review summarizes main ideas of those papers, in a form of cross-section study. The reviewer finds most inspirative Maersheimer?s neorealistic theory of stability, classifying bipolarity above multipolarity, which is reflected in consequent evaluation of security threats. New security threats ask for the transformation of NATO alliance, in the background of political Islam or the recent Russian-Georgian conflict. The contents analysis of presented papers points to main hidden problem lying behind all security questions: whether the U.S. would be able to continue in its role as a world leader, explicitly owing to American economy difficulties, e.g. today?s financial and mortgage crisis.

This article deals with the problem of theoretical base of reflective teaching methods and illustrates practical examples and recommendations of experienced language teachers. In detail it explains the structure and principles of this educational concept, and defines differences from regular teaching methods. The authoress explains both teaching and learning through critical reflection practice, how to develop critically engaged learners. She explains how to gather information on students in class in charge, and enumerates questions to be answered. Reflective thinking by means of feedback enriches both students and teachers. "Reflective" teachers are able to monitor, criticize and defend their own activities, planning, implementation and assessment language programmes and instructions. fl

The Slovak author Štefan Volner wrote a book called The Wars of the 21st Century (Zvolen 2007). After the break-up of common Czechoslovak state we promised each other that the relations between Czechs and Slovaks will not change, but after fifteen years we see that we are really departed, when speaking about Slovak home policy, about Slovak security questions, its army. Štefan Volner who often publishes in the review Vojenské rozhledy helps to cover this gap and thus our military public can follow his scholarly works dealing with security and defence. In reviewed book he enumerates the causes of 21st century wars and analyses four basic paradigms: civilizational; Toffler's third wave; realistic approach; and finally thermodynamics, dealing with non-linear causes of war. Asymmetric wars came into existence as the roots of wars are asymmetric. It is not difficult to win the war, but more difficult is to guarantee post-war reconstruction.

At present, we pay great attention to alternative methods of teaching and learning foreign languages. Actually, it is difficult for language instructor to choose from among them. This article is a sort of hint to help teachers to pick up the most suitable one. Reciprocal teaching has its prominent position, namely in the field of reading with understanding. There four basic strategies: prediction, questioning, clarification, summarizing. During socio-cognitive conflict, in discussion, the language knowledge of learners (students) is pushed up and higher, learners are mutually influenced in social interaction. This learning process is sometimes recorded, monitored. The role of a teacher is multifaceted, indispensable and very demanding. New security threats ask for the transformation of NATO alliance, in the background of political Islam or the recent Russian-Georgian conflict. The contents analysis of presented papers points to main hidden problem lying behind all security questions: whether the U.S. would be able to continue in its role as a world leader, explicitly owing to American economy difficulties, e.g. today's financial and mortgage crisis.

This article examines depth in the nonlinear battlefield and how planners might develop operational effects to defeat insurgencies. The former field manual stated that depth was the extension of operations in time, space and resources. This is a decidedly linear construction of the battlefield based on industrialized warfare between conventional enemies. The Global War on Terrorism operating environment is both nonlinear and non-contiguous. The enemy has no national borders or traditional infrastructure. If we understand cognitive depth, we can develop ways to paralyze the insurgent system or produce operational shock. Colonel John A. Warden III, an architect of the Persian Gulf War air campaign, introduced Five Rings Model as a methodology for successfully attacking and paralyzing a conventional enemy system in depth. An adaptation of this model depicts tangible targets that together constitute depth in the insurgent battle space. Source: Is There a Deep Fight in a Counterinsurgency by Lee K. Grubbs and Michael J. Forsyth, Military Review, July-August 2005.

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.