Fulltext search in archive

The purpose of this article is to get readers acquainted with new facts that are arising in the sphere of defence and security of state and at the same time they might influence defence economics research. This recent phenomena came into existence as a consequence of new world layout and events especially tied with massive terrorist attacks after September 2001.

The article characterises process measuring, the base of which is a system of metrics. They, or indicators come out from principal requirements laid down: process efficiency, process stability, embrace of processes by an organization, qualif ication of processes f or ar r angements of outputs and chances for their permanent innovation. Stated qualities are described above all in relation with process performances. The authoress uses the definitions introduced by the EFQM.

Under the definition, the present management covers leading the people, implementation of tasks, processes, so that the organization could achieve set prospective targets. Its structure in the ACR is pyramidal and it is divided into vertical and horizontal elements, so is economic management. The purpose of this article is to outline orientation in the education scheme of new professional soldiers - economic experts - to make easier to integrate them into everyday life in units and institutions of the ACR.

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.

China's premier intelligence services are as follows: the Ministry of Public Security (MBS), the Ministry of State Security (MSS), and the Military Intelligence Department (MDI) of the People's Liberation Army/General Staff Department. Last but not least, the central institution of the Chinese intelligence community is the Communist Party of China (CPC) having its own intelligence and security bodies. The operational methods of the China's intelligence services are nothing new to espionage. They run aggressive surveillance and recruitment programs against visiting foreign businessmen, scholars, government officials, and scientists. It is a normal to debrief the returning Chinese delegates to determine whether useful information was acquired by simple observation. However, the MSS and military intelligence services further exploit these opportunities by co-opting a number of these travellers to carry out specific operational activities. Chinese intelligence services can count on state ministries, people's friendship societies, academic institutions, and the militaryindustrial complex to support activities such as agent recruitment and information collection as well as to provide cover jobs to their operatives. Main source: Alain Rodier, Raids, No. 234/2005 (nas).

In the near future, all joint deployments (activities, operations in which elements of two or more "branches of arms" participate) will be characterized as combined deployments (i.e. with forces or agencies of two or more allies). In view of those facts, Commanders (Army) Academy in Hamburg introduced a new concept of military schooling of GSOs, with regard to combined and multinational deployment and employment. Schooling and training are not mere matters of skill and proficiency. It is also the question of taking over responsibility, "action competence". GSOs must be able to react quickly, be capable to operate even in multinational agencies. This type of instruction underlines two main levels: firstly, the lessons must offer overall view not only on armed forces, but also on security, political, social development of forces, tied with their further advance. GSOs have to see problems and tasks in proper context, to "see the whole by eyes of its individual parts". This will give them a surprising sense of coherence. At the top of this schooling lies combined joint Euro-exercise, at operational level, being prepared in cooperation with military academies from allied European nations.

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.

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.

Mr. Koutný belonged among those who went through the fire of World War II and lately became victims of despotism of the so-called "class laws". In fact, Col. Koutný was not a soldier, but the journalist. At the beginning of war, Mr. Koutný was sent to Poland to inform about Polish practices to return Czechoslovak refugees back to the "Protectorate Bohemia and Moravia". At Poland he joined the Czechoslovak Military Group; lately he experienced Soviet labour camps. In a small city of Buzuluk, where the first Czechoslovak Field Battalion was formed, he became the chief of recruiting commission. There he met people returning from the NKVD's camps (i.e. Soviet Secret Police's detention camps). Many his reports to the Chief of Czechoslovak Military Mission Heliodor Pika were preserved in archives. Nowadays they bear witness on those fearful camps. As a press officer he laid down the foundation of the Czech army daily "Our Army in the USSR". He worked at the Czechoslovak Headquarters in Russia, as a liaison officer at the Command of the 1st Czechoslovak Army Corps in the USSR, as a political and military advisor to the commander of armour brigade Lt.Col. Janko. In his liberated country he helped to establish the military publishing house Our Army (Naše vojsko). Shortly after the communist coup d'etat, in 1949, he was imprisoned. He died in a communist jail in 1960.