Suchergebnisse

Denmark was heavily militarized until the Napoleonic wars. After heavy territorial losses to Sweden in 1814 and to Prussia in 1864, it concluded that only the Copenhagen area could be defended and spent much on fortifications there before World War I. The interwar period combined isolated neutrality with a low Danish military profile (about 1% of GNP); after the German occupation during World War II it joined NATO and rearmed. Its arms expenditures have quadrupled in absolute terms since about 1950, but have receded from about 3 to about 2% of GNP. This rearmament has been at about NATO pace and slightly slower than European NATO. It also indicates that Denmark has taken a more relaxed view since the 1960s than Norway and Finland. If military expenditures are reduced, the conversion problems will primarily concern manpower: some 40,000 persons are directly employed by the defence ministry. A reduction of some 3% per annum could be absorbed without anybody losing employment, but a slower reduction might be called for to avoid demographical problems in the armed forces. In addition, the closing of air and naval bases and regiments would create local problems. Most defence materiel is imported; domestic orders — and some compensation purchases linked to import — employ some 5,000 persons in Denmark. Lost orders would normally create conversion problems. Some 5,000 additional persons produce goods and services to the ministry other than `defence materiel proper' (construction, maintenance, etc.). There would often be an alternative civilian market, but closing major bases down may in some cases make the local market too small to absorb the lost military demand.

Civil defence education in Czechoslovakia was one of the elements of education and the creation of conditions for every citizen to be physically and mentally capable and willing to fulfil his or her duties related to homeland defence. The aim of the paper is to examine the basic approaches to the implementation of military defence training as one of the basic elements of civil defence education in Czechoslovakia in the period from 1918 to 1989. The historical-comparative analysis is used as a method for researching military defence training issues. This method is treated as a qualitative research tool. The individual elements that military defence training included, such as exercising in nature, field orientation practice, and marching exercises are characterized. In military defence training in Czechoslovakia, emphasis was simultaneously placed on enabling children to be in touch with nature, to toughen them up and to train their observation skills. The training was an organizational form of school civil defence education. Its main aim was to train and prepare individuals, as well as schools as wholes, for emergencies.

"Other papers laid before the Conference are published in . Minutes of proceedings are published in ." ; At head of title: Imperial Conference, 1911. Dominions no. 9. ; Memorandum of conferences between the British Admiralty and representatives of Canada and Australia.--Report of a committee of the Imperial Conference convened to discuss defence (military) at the War Office. ; Mode of access: Internet.