ORIGINAL_ARTICLEWhile illegal artisanal and small-scale mining (ASM) supports many Ghanaians’ livelihoods and contributes to the country’s mineral richness, its uncontrolled and unlawful nature results in various negative repercussions. This is particularly concerning because it is considered a key sector of Ghana’s economy, employing about a third of its workforce in 2023. For this reason, the following article examines the impact of illegal mining on agriculture in the East Akim municipality of Ghana using qualitative and quantitative research methods. Through a three-stage sampling technique, 40 smallholder farmers selected from ten communities at the East Akim Municipality participated in the questionnaire survey in January-July 2023. In addition, four interviews were conducted with leaders and officials from the East Akim Municipal Assembly on the topic surveyed. Findings represented by the descriptive statistical methods confirmed that illegal mining has resulted in mass land degradation, pollution from toxic chemicals, continuous flooding, and soil erosion, adversely affecting agriculture productivity in the region.2024-12-3172610.2478/acc-2024-0010Illegal miningAgricultural productivityEnvironmental impactSub-Saharan AfricaHenriettaAddaiaddaihenrietta124@gmail.com1Kwame Nkrumah University of Science and Technology, Faculty of Social SciencesAUTHORKelvin JefferyAdjeichemahdennis32@gmail.com2Kwame Nkrumah University of Science and Technology, Faculty of Social SciencesAUTHORBrightEshunchemahdennis32@gmail.com3Kwame Nkrumah University of Science and Technology, Faculty of Social SciencesAUTHORDennis NyojahChemahchemahdennis32@gmail.com4Kwame Nkrumah University of Science and Technology, Faculty of Social SciencesAUTHORWilliamAppiahappiahwilliam0505@gmail.com5Kwame Nkrumah University of Science and Technology, Faculty of Social SciencesAUTHORAborah, E. 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ORIGINAL_ARTICLEThis article examines the motivation of adults with intellectual disabilities who participate in the “Come to College!” regular educational program. This program has been implemented at the Department of Social Work and Special Education of the Faculty of Science, Humanities and Education of the Technical University of Liberec by teachers in tandem teaching together with their students since March 9, 2023. The activation program follows the trend of sustainable lifelong learning. It mainly aims to increase motivation to learn, continuous development of cognitive abilities, social interaction, and strengthening self-awareness in people with intellectual disabilities. The research is based on the reflections of these individuals in their second year of regular attendance at the university. In this paper, we present a qualitative research investigation conducted as a focus group to determine the views of adults with intellectual disabilities involved in the “Come to College!” program about education and also to define the factors that influence these people’s motivation to learn from their own perspective. The data collected were coded using thematic analysis and evaluated in the context of the three pre-defined research questions.2024-12-31273610.2478/acc-2024-0011EducationIntellectual disabilitiesMotivationAdults with intellectual disabilitiesKateřinaBrzáková Beksovákaterina.brzakova.beksova@tul.cz1Technická univerzita v Liberci, Fakulta přírodovědně-humanitní a pedagogická, Katedra sociální práce a speciální pedagogikyAUTHORHanaRyšlaváhana.ryslava@tul.cz2Technická univerzita v Liberci, Fakulta přírodovědně-humanitní a pedagogická, Katedra sociální práce a speciální pedagogikyAUTHORLenkaNádvorníkoválenka.nadvornikova@tul.cz3Technická univerzita v Liberci, Fakulta přírodovědně-humanitní a pedagogická, Katedra sociální práce a speciální pedagogikyAUTHORAlenaBjørkealena.bjorke@tul.cz4Technická univerzita v Liberci, Fakulta přírodovědně-humanitní a pedagogická, Katedra sociální práce a speciální pedagogikyAUTHORZuzanaPalounkovázuzana.palounkova@tul.cz5Technická univerzita v Liberci, Fakulta přírodovědně-humanitní a pedagogická, Katedra sociální práce a speciální pedagogikyAUTHORLiborLopušanlibor.lopusan@tul.cz6Technická univerzita v Liberci, Fakulta přírodovědně-humanitní a pedagogická, Katedra sociální práce a speciální pedagogikyAUTHORBazalová, B. (2023). Psychopedie. Grada. ISBN 978-80-271-3725-1.1Frielink, N. (2017). Motivation, Well-being, and Living with a Mild Intellectual Disability. Prismaprint. ISBN 978-90-821184-5-2. https://pure.uvt.nl/ws/files/30142536/Frielink_Motivation_17_03_2017_emb_tot_24_05_2019.pdf2Nolen-Hoeksema, S. a kol. (2012). Psychologie Atkinsonové a Hilgarda, 3rd ed. Portál. ISBN 978-80-262-0083-3.3Petty, G. (2008). Moderní vyučování, 5th ed. Portál. ISBN 978-80-7367-427-4.4Pörtner, M. (2009). Na osobu zaměřený přístup v práci s lidmi s mentálním postižením a s klienty vyžadujícími trvalou péči. Portál. ISBN 978-80-7367-582-0.5Rosenberg, M. B. (2023). Nenásilná komunikace ve škole. Portál. ISBN 978-80-262-2006-0.6ÚZIS. (2024). 11. revize Mezinárodní klasifikace nemocí (MKN-11). Ústav zdravotnických informací a statistiky ČR. https://www.uzis.cz/index.php?pg=registry-sber-dat--klasifikace--mezinarodni-klasifikace-nemoci-mkn-117Vágnerová, M. (2004). Psychopatologie pro pomáhající profese, 3rd ed. Portál. ISBN 80-7178-802-3.8Valenta, M., Michalík, J., Lečbych, M. a kol. (2012). Mentální postižení v pedagogickém, psychologickém a sociálně-právním kontextu. Grada. ISBN 978-80-247-3829-1.9

ORIGINAL_ARTICLEThis article focuses on understanding social innovations in Lusatia from a life-world perspective. Ethnographic case studies in two small towns explore people’s perspectives on transformation, particularly its impact. The analysis critically assesses the concept of social innovation, revealing implicit, often unreflected assumptions. Drawing on sociological perspectives, the article challenges notions of intentional change management and normative progress, instead emphasizing the complexity of social practices. It suggests that promoting social innovations requires nuanced understanding and context sensitivity for local communities, acknowledging diverse experiences shaping responses to change.2024-12-31374510.2478/acc-2024-0012TransformationSocial innovationEthnographic case studiesContext sensitivityLusatiaNadineJukschatnadine.jukschat@hszg.de1Hochschule Zittau/Görlitz, University of Applied Sciences, Faculty of Social SciencesAUTHORFranzErhardfranz.erhard@uni-siegen.de2University of Siegen, Faculty of Social SciencesAUTHOREmiliaSochaemilia.socha@hszg.de3Hochschule Zittau/Görlitz, University of Applied Sciences, Institute for Transformation, Housing, and Socio-Spatial DevelopmentAUTHORBaumann, Z. (1997). Postmodernity and its Discontents. Polity Press. ISBN 0745617905.1Bohnsack, R. (2000). Gruppendiskussion. In Flick, U., von Kardorff, E., & Steinke, I. (Eds.), Qualitative Forschung: Ein Handbuch. (pp. 369–383). Rowohlt. ISBN 978-3-499-55628-9.2Bohnsack, R. (2014). Rekonstruktive Sozialforschung: Einführung in qualitative Methoden, 9th ed. Verlag Barbara Budrich.310.36198/9783838585543Böschen, S. (2023). Ambivalence and side-effects of social innovations. In Howaldt, J., & Kaletka, C. (Eds.), Encyclopedia of Social Innovation. (pp. 2–6). Edward Elgar Publishing. ISBN 978-1-80037-334-1.4Bundesministerium für Bildung und Forschung. (2024). REGION.innovativ. https://www.innovation-strukturwandel.de/strukturwandel/de/innovation-strukturwandel/region-innovativ/region-innovativ_node.html5Collins, H. (2000). What is tacit knowledge? In Knorr Cetina, K., Schatzki, T. R., & von Savigny, E. (Eds.), The Practice Turn in Contemporary Theory. (pp. 115–128). Routledge. eISBN 9780203977453.610.4324/9780203977453Degele, N., & Dries, C. (2005). Modernisierungstheorie. Eine Einführung. München: Fink (UTB). https://www.soziologie.uni-freiburg.de/personen/dries/1degele-dries-2005-modernisierungstheorie.-eine-einfuhrung.pdf7Dittrich, E. (2005). Perspektiven neuer Transformationsforschung. In Kollmorgen, R. (Ed.), Transformation als Typ sozialen Wandels. Postsozialistische Lektionen, historische und interkulturelle Vergleiche. (pp. 85–92). Lit. ISBN 978-3-8258-7868-6.8Ergen, T. (2023). Imagined futures and social innovation. In Howaldt, J., & Kaletka, C. (Eds.), Encyclopedia of Social Innovation. (pp. 7–10). Edward Elgar Publishing. ISBN 978-1-80037-334-1.9Erhard, F., & Jukschat, N. (2023). Soziale Innovationen: implizite Annahmen und analytisches Potenzial. Behemoth A Journal on Social Dis/Order, 16(2), 109–122.1010.6094/behemoth.2023.16.2.1102Erhard, F., & Sammet, K. (Eds.). (2018). Sequenzanalyse praktisch. Beltz Juventa. ISBN 978-3-7799-3695-4.11Garfinkel, H. (1967). Studies in Ethnomethodology. Polity. ISBN 978-0-745-60005-5.12Ghys, T. (2023). Resistance to social innovation. In Howaldt, J., & Kaletka, C. (Eds.), Encyclopedia of Social Innovation. (pp. 18–22). Edward Elgar Publishing. ISBN 978-1-80037-334-1.13Glaser, B. G. & Strauss, A. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. Aldine Transaction. ISBN 978-0-202-30260-7.14Godin, B., & Vinck, D. (Eds.). (2017). Critical Studies of Innovation: Alternative Approaches to the Pro-Innovation Bias. Edward Elgar Publishing. ISBN 978-1-78536-696-3.15Howaldt, J., & Kaletka, C. (Eds.). (2023a). Encyclopedia of Social Innovation. Edward Elgar Publishing. ISBN 978-1-80037-334-1.16Howaldt, J., & Kaletka, C. (2023b). Introduction to the Encyclopedia of Social Innovation. In Howaldt, J., & Kaletka, C. (Eds.), Encyclopedia of Social Innovation. (pp. xxv–xxx). Edward Elgar Publishing. ISBN 978-1-80037-334-1.17Howaldt, J., Kreibich, M., Streicher, J., & Thiem, C. (Eds.). (2022). Zukunft gestalten mit Sozialen Innovationen: Neue Herausforderungen für Politik, Gesellschaft und Wirtschaft. Campus. ISBN 9783593451268.18Howaldt, J., & Schwarz, M. (2011). Social Innovation – Social Challenges and Future Research Fields. In Jeschke, S., Isenhardt, I., Hees, F., & Trantow, S. (Eds.), Enabling Innovation: Innovative Capability - German and International Views. (pp. 203–223). Springer.1910.1007/978-3-642-24503-9_22Howaldt, J., & Schwarz, M. (2021). Soziale Innovation. In Blättel-Mink, B., Schulz-Schaeffer, I., & Windeler, A. (Eds.), Handbuch Innovationsforschung: Sozialwissenschaftliche Perspektiven. (pp. 247–262). Springer Nature.2010.1007/978-3-658-17668-6Jaeggi, R. (2023). Fortschritt und Regression. Suhrkamp. ISBN 978-3-518-58714-0.21Knoblauch, H. (2005). Focused Ethnography. Forum Qualitative Sozialforschung Forum: Qualitative Social Research, 6(3).2210.17169/fqs-6.3.20Mau, S., Lux, T., & Westheuser, L. (2023). Triggerpunkte. Konsens und Konflikt in der Gegenwartsgesellschaft. Suhrkamp. ISBN 978-3-518-02984-8.23Moulaert, F., MacCallum, D., Mehmood, A., & Hamdouch, A. (Eds.). (2014). The International Handbook on Social Innovation: Collective Action, Social Learning and Transdisciplinary Research. Edward Elgar. ISBN 978-1-78254-559-0.24Mulgan, G. (2019). Social Innovation: How Societies Find the Power to Change. Policy Press.2510.56687/9781447353805Przyborski, A., & Wohlrab-Sahr, M. (2014). Qualitative Sozialforschung: Ein Arbeitsbuch, 4th ed. De Gruyter Oldenbourg. ISBN 978-3-486-70892-9.26Rammert, W. (2024). Innovation. In Peer, C., Semlitsch, E., Güntner, S. A., Haas, M., & Bernögger, A. (Eds.), Urbane Transformation durch soziale Innovation. (pp. 89–98). TU Wien Academic Press.2710.34727/2024/isbn.978-3-85448-064-8_12Reckwitz, A. (2024). Verlust: Ein Grundproblem der Moderne. Suhrkamp. ISBN 978-3-518-58822-2.28Schubert, C. (2023). Social innovations as a repair of social order. In Howaldt, J., & Kaletka, C. (Eds.), Encyclopedia of Social Innovation. (pp. 31–35). Edward Elgar Publishing. ISBN 978-1-80037-334-1.29Schumpeter, J. A. (1939). Business Cycles. McGraw-Hill.30Schütz, A., & Luckmann, T. (2003). Strukturen der Lebenswelt. UVK.3110.36198/9783838524122Schütze, F. (1983). Biographieforschung und narratives Interview. Neue Praxis. Zeitschrift für Sozialarbeit, Sozialpädagogik und Sozialpolitik, 13(3), 283–293. https://www.ssoar.info/ssoar/handle/document/531432Thomas, M. (2005). Ostdeutscher Stillstand versus ungleichzeitige Lernprozesse – Transformationsmodus und Innovationsblockaden. In Kollmorgen, R. (Ed.), Transformation als Typ sozialen Wandels. Postsozialistische Lektionen, historische und interkulturelle Vergleiche. (pp. 95–110). Lit. ISBN 978-3-8258-7868-6. Wiesenthal, W. (1994). Die Krise holistischer Politikansätze und das Projekt der33Zapf, W. (1989). Über soziale Innovationen. Soziale Welt, 40(1/2), 170–183. https://www.jstor.org/stable/4087804834

ORIGINAL_ARTICLEThe study investigates how university management practices could be applied as a novel and restorative strategy to improve the declining quality of university education in developing countries. A survey questionnaire was employed as a research tool in February-December 2022, and participants (n = 505) were selected from the total population, which comprised both management, administrative, and academic/non-academic staff of the selected universities from among the six geopolitical zones in Nigeria, using a simple random technique. The study applied Spearman’s rank-order correlation coefficient and Kruskal-Wallis tests for statistical hypothesis testing. Based on Spearman's rank-order correlation coefficient results, hypothesis H1 was rejected, and a favorable, moderate, and statistically significant relationship between students’ academic performance and university management practice has been confirmed. At the same time, hypothesis H2 was confirmed using the Kruskal-Wallis test, and there is no statistically significant difference between students’ academic performance and the university's geopolitical location. The study concludes that an efficient democratic management practice positively affects the overall quality output of university education. The study is unique because the principles of the University Education Quality Improvement Model (UEQI model) were applied to improve the status quo.2024-12-31466210.2478/acc-2024-0013Management practiceStudents’ academic performanceUniversity education qualityDeveloping countries.Charles N. Ohanyeludeeperlife@hotmail.com1Turiba University Riga, Department of Management ScienceAUTHORAli, N., Jusoff, K., Ali, S., Mokhtar, N., & Salamat, A. S. A. (2009). The Factors Influencing Students’ Performance at Universiti Teknologi MARA Kedah, Malaysia’. Management Science and Engineering, 3(4), 81–90.110.3968/j.mse.1913035X20090304.010Baum, C. L. (2003). Does Early Maternal Employment Harm Child Development? An Analysis of the Potential Benefits of Leave Taking. Journal of Labor Economics, 21(2),210.1086/345563Bhakuni, R. S. (2010). Elton Mayo’s Theory of Human Relation. International Journal of Research in Commerce, IT, Engineering and Social Sciences (IJRCIESS), 4(7), 9–14. https://gejournal.net/index.php/IJRCIESS/article/view/4723Biggs, J. (2001). The reflective institution: Assuring and enhancing the quality of teaching and learning. Higher Education, 41, 221–238.410.1023/A:1004181331049Bobby, C. (2014). The ABCs of Building Quality Cultures for Education in a Global World. In International Conference on Quality Assurance, Bangkok, Thailand.5Bogue, E. G. (2002). Quality assurance in higher education: The evolution of systems and design ideals. New Directions for Institutional Research, 1998(99), 7–18.610.1002/ir.9901Bok, D. (2009). Our Underachieving Colleges: A Candid Look at How Much Students Learn and Why They Should Be Learning More. Princeton University Press.710.2307/j.ctvcm4jc0Bruce, K. & Nyland, C. (2011). Elton Mayo and the Deification of Human Relations. Organization Studies, 32(3), 383–405.810.1177/0170840610397478Bush, T. (2007). Education Leadership and Management: Theory, policy, and practice. South African Journal of Education, 27(3), 391–406. https://files.eric.ed.gov/fulltext/EJ1150205.pdf9Campbell, C., & Rozsnyai, C. (2002). Quality assurance and the development of course programmes. Bucharest: UNESCO – CEPES. ISBN 92-9069-17l-3. https://api.semanticscholar.org/CorpusID:16825108710Cheng, Y., & Tam, W. (1997). Multi-models of quality in education. Quality Assurance in Education, 5(1), 22–31.1110.1108/09684889710156558Cooley, S. (2016). Human Relations Theory of Organizations. In Farazmand, A. (Ed.), Global Encyclopedia of Public Administration, Public Policy, and Governance. Cham: Springer.1210.1007/978-3-319-31816-5_2998-1Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 4th ed. Pearson. ISBN 9780131367395.13Díaz, C., González, G., Jara-Ramírez, L. I., & Muñoz-Parra, J. A. (2018). Validation of a Classroom Management Questionnaire for pre and Inservice Teachers of English. Revista Colombiana de Educación, 75, 263–285. https://www.researchgate.net/publication/326004155_Validation_of_a_Classroom_Management_Questionnaire_for_pre_and_Inservice_Teachers_of_English14Ebimiere, A.-O., Uloaku, N. J., & Onyekachi, N. E. (2020). Classroom Management and Students’ Academic Performance in Public Secondary Schools in Rivers State. International Journal of Educational Research and Management Technology. 5(3), 63–101. https://casirmediapublishing.com/wp-content/uploads/2021/02/Page-63-101-2020-5083.pdf15Gallup. (2023). Gallup’s Employee Engagement Survey: Ask the Right Questions With the Q12® Survey. https://www.gallup.com/q12/16Harvey, L., & Green, D. (1993). Defining quality. Assessment & Evaluation in Higher Education, 18(1), 9–34.1710.1080/0260293930180102Harvey, L., & Knight, P. T. (1996). Transforming Higher Education. London, UK: Society for Research into Higher Education & Open University Press. ISBN-0-335-19589-X. https://www.qualityresearchinternational.com/Harvey%20papers/Harvey%20and%20Knight%201996%20Transforming%20Higher%20Education%20ED418640.pdf18Haworth, J. G., & Conrad, C. F. (1997). Emblems of Quality in Higher Education: Developing and Sustaining High-Quality Programs. Needham Heights, Massachusetts: Allyn & Bacon. ISBN 0-205-19546-6.19Houlihan, F. (2020). Autocratic, Democratic and Laissez-Faire Leadership Styles: Is there a link between these Leadership Styles and Absenteeism/ Withdrawal Amongst Millennials? Masters thesis, Dublin: National College of Ireland. https://norma.ncirl.ie/4843/20Iacovidou, M., Gibbs, P., & Zopiatis, A. (2009). An Exploratory Use of the Stakeholder Approach to Defining and Measuring Quality: The Case of a Cypriot Higher Education Institution. Quality in Higher Education, 15(2), 147–165.2110.1080/13538320902995774Kumpulainen, K., Kajamaa, A., & Rajala, A. (2018). Understanding educational change: Agency-structure dynamics in a novel design and making environment. Digital Education Review.2210.1344/der.2018.33.26-38Likert, R. (1947). Kurt Lewin: A Pioneer in Human Relations Research. Human Relations, 1(1), 131–140.2310.1177/001872674700100109Luxton, A. (2005). Quality Management in Higher Education. All Books. Book1. http://digitalcommons.andrews.edu/books/124Nestour, A. L., Moscoviz, L., & Sandefur, J. (2022). The Long-Run Decline of Education Quality in the Developing World. CGD Working Paper 608. Washington, DC: Center for Global Development. https://www.cgdev.org/publication/long-run-decline-education-quality-developing-world25NUC. (2019). Nigerian University System Statistical Digest. National Universities Commission. ISSN 2659-1251. https://nuc.edu.ng/wp-content/uploads/2019/10/2018%20Statistical%20Digest%20Full%20version.pdf26OECD, (2008). TALIS – The Teaching and Learning International Survey. Paris: OECD. https://www.oecd.org/education/talis27Ohanyelu, C. N. (2021). Augmentation of Students’ Academic Performance in Mathematics Through Classroom Management Practices in Nigeria. Acta Prosperitatis, 2021(12), 103–118.2810.37804/1691-6077-2021-12-103-118Ohanyelu, C. N. (2023). The University Education Quality Improvement Model (UEQIModel): A 21st Century Design for University Education Quality Improvement in Developing Countries. Acta Prosperitatis, Sciendo, 14(1), 144–154.2910.37804/1691-6077-2023-14-144-154Srikanthan, G., & Dalrymple, J. (2003). Developing alternative perspectives for quality in higher education. International Journal of Educational Management, 17(3), 126–136.3010.1108/09513540310467804Thom-Otuya, B. E. N., & Inko-Tariah, D. C. (2016). Quality education for national development: The Nigerian experience. African Educational Research Journal, 4(3), 101–108. https://eric.ed.gov/?id=EJ121617631UNESCO. (2013). The Global Learning Crisis: Why Every Child Deserves a Quality Education. https://unesdoc.unesco.org/ark:/48223/pf000022382632Welzant, H., Schindler, L., Puls-Elvidge, S., & Crawford, L. (2015). Definitions of Quality in Higher Education: A synthesis of literature. Higher Learning Research Communications, 5(3), 3–13.3310.18870/hlrc.v5i3.244World Bank. (2018). LEARNING to Realize Education’s Promise. https://www.worldbank.org/en/publication/wdr201834

ORIGINAL_ARTICLEWith the increasing life expectancy without a significant increase in health quality, the number of seniors in the population requiring special care due to incapacity following neurodegenerative diseases and the demands on home and institutional care for these persons are increasing as well. What was once an individual family concern has become a major societal challenge. The implications of this issue and the experience of families caring for a senior patient have recently been increasingly reflected in the arts. In this paper, the focus is primarily on recent works of fiction and film from the Czech context (Urban: Dr. Alz, Vlasáková: Těla, Slavík: Tancuj Matyldo); other culturally related works are referred to for comparison. In the enquiry, social contexts and subjects that the artworks represent are examined; we distinguish between those focused on the patient and those tracking the changes in the family, whether they remain in the private sphere or include aspects of institutional care, whether they use the perspective of the patient or the caregiver; and what effects these practices achieve, i.e., how they can contribute to awareness and reflection of the issue and its social processing.2024-12-31647410.2478/acc-2024-0014Artistic representationCaregivingCommunicationDementiaGenerationSocial schemesAliceJedličkováalice.jedlickova@tul.cz1Technická univerzita v Liberci, Fakulta přírodovědně humanitní a pedagogická, Katedra českého jazyka a literaturyAUTHORČSÚ (2024). Senioři. Praha: Český statistický úřad. https://csu.gov.cz/seniori?pocet=10&start=0&skupiny=31&razeni=-datumVydani1Ernaux, A. (1989), česky (1995). Místo. Obyčejná žena. EWA. Z francouzských originálů přeložila a doslovem opatřila Anna Kareninová. ISBN 80-85764-14-8.2Glatzer, R., & Westmoreland, W. (režiséři) (2014). Still Alice (Pořád jsem to já). Film.3Hakl, E. (2010). Pravidla směšného chování. ISBN 978-80-257-0262-8.4Haneke, M. (režisér) (2012). Amour (Láska). Film.5Jacobs, A. (režisér) (2023). His Three Daughters. Film.6Klímová Chaloupková, J. (2013). Neformální péče v rodině: sociodemografické charakteristiky pečujících osob. Data a Výzkum – SDA Info / Data & Research – SDA Info, 7(2), 107–124.710.13060/23362391.2013.127.2.39Monet, C. O. (1885). Les Falaises à Étretat (Útesy v Étretat). Série maleb.8NFCRo (2024). Ježíškova vnoučata. Praha: Nadační fond Českého rozhlasu. https://jeziskovavnoucata.rozhlas.cz/9Pakuła, M. (2021). Jak nie zabiłem swojego ojca i jak bardzo tego żałuję. Nisza. ISBN 978-83-665-9930-7.10Pakuła, M. (2023). Jak nie zabiłem swojego ojca i jak bardzo tego żałuję. Divadelní hra.11Rais, K. V. (1891). Výminkáři. František Šimáček.12Skálová, A. (2013). Kvalita života osob s demencí v domácí a institucionální péči. Aktuální otázky sociální politiky – teorie a praxe, 7(2). https://theatrum.upce.cz/index.php/aosp/article/view/26113Slavík, P. (režisér) (2023). Tancuj Matyldo. Film.14Suchomelová, V., Lhotská, L., Tetourová, R. (2022) Virtuální realita a její využití (nejen) v domovech pro seniory. Nakladatelství Jihočeské univerzity v Českých Budějovicích. ISBN 978-80-7394-943-3, eISBN 978-80-7394-946-4. https://www.mpsv.cz/documents/20142/978228/Virtu%C3%A1ln%C3%AD%20realita%20a%20jej%C3%AD%20vyu%C5%BEit%C3%AD%20(nejen)%20v%20domovech%20pro%20seniory.pdf/0ffa6ae2-41e9-847b-d038-95ab0795f2bf15Svěrák, J. (režisér) (1996). Kolja. Film.16Šindelář, M. (2014). Sendvičová konstelace a well-being člověka: vhled do českého terénu. Sociální studia / Social Studies, 11(3), 31–49.1710.5817/SOC2014-3-31Šindelka, M. (2011). Zůstaňte s námi. Odeon. ISBN 978-80-207-1372-8.18Torčík, M. (2023). Rozložíš paměť. Paseka. ISBN 978-80-7637-399-0.19Urban, M. (2024). Dr. Alz. Argo. ISBN 978-80-257-4493-2.20Vidovićová, L. (2018). New Roles for Older People. Journal of Population Ageing, 11, 1–6.2110.1007/s12062-017-9217-zVlasáková, K. (2023). Těla. Listen. ISBN 978-80-242-8855-0.22Zeller, F. (2012). Le Père (Otec). Divadelní hra.23Zeller, F. (režisér) (2020). The Father (Otec). Film.24

ORIGINAL_ARTICLEHumans are associated with varied decision-making skills in their daily lives. These involve a range of metacognitive abilities that primarily focus on being aware consciously or unconsciously while engaging in a particular action. In a given societal condition, finance plays a crucial role in understanding socio-economic and emotional factors. The article aims to understand the fundamental aspects of decision-making skills across adulthood within the crossroads of understanding the elements of finance, cognitive abilities, behavioral responses, and beliefs while executing an action. Lastly, the article is an ongoing thesis and will be continuing with research which will eventually be supported by data collection, thus helping us understand human behavioral system.2024-12-31758410.2478/acc-2024-0015ConsciousnessDecision makingFinancial exploitationSocio-economicEmotionsConfirmation bias.AkankshaNambiarnambiarakanksha@gmail.com1University of West Bohemia, Faculty of Arts, Department of PhilosophyAUTHORAhmed, F., Berta, R., Bellotti, F., Lazzaroni, L., Floris, F., Barresi, G., & Carrion, J. R. (2023). Socio-Economic Decision Making and Emotion Elicitation with a Serious Game in the Wild. Applied Sciences, 13(11), 6432.110.3390/app13116432Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using Self-Report Assessment Methods to Explore Facets of Mindfulness. Assessment, 13(1), 27–45.210.1177/1073191105283504Baumeister, R. F., & Leary, M. R. (2007). The Need to Belong: Desire for Interpersonal Attachments as a Fundamental Human Motivation. In: Zukauskiene, R. (Ed.), Interpersonal Development. (pp. 57–89).310.4324/9781351153683Barchard, K. A. (2001). Emotional and social intelligence: Examining its place in the nomological network. Doctoral dissertation thesis. University of British Columbia.410.14288/1.0090848Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822–848.510.1037/0022-3514.84.4.822Brust-Renck, P. G., Weldon, R. B., & Reyna, V. F. (2021). Judgment and Decision Making. Oxford Research Encyclopedia of Psychology.610.1093/acrefore/9780190236557.013.536Campbell, R. J., & Lichtenberg, P. A. (2020). A Short Form of the Financial Exploitation Vulnerability Scale. Clinical Gerontologist, 44(5), 594–603.710.1080/07317115.2020.1836108Carstensen, L. L., Mikels, J. A., & Mather, M. (2006). Fifteen - Aging and the Intersection of Cognition, Motivation, and Emotion. In Handbook of the Psychology of Aging, 6th ed. (pp. 343–362). Academic Press.810.1016/B978-012101264-9/50018-5Chomik, R., Yan, G. S., Anstey, K., & Bateman, H. (2022). Financial decision making for and in old age. CEPAR. https://cepar.edu.au/resources-videos/research-briefs/financial-decision-making-and-old-age9Dessin, C. (2000). Financial Abuse of the Elderly. Idaho Law Review, 36(203).10FINRA. (2024). Risk Meter. Financial Industry Regulatory Authority. https://riskmeterquiz.nga.finra.org/11Fischhoff, B., & Broomell, S. B. (2020). Judgment and Decision Making. Annual Review of Psychology, 71, 331–355.1210.1146/annurev-psych-010419-050747James, B. D., Boyle, P. A., & Bennett, D. A. (2014). Correlates of Susceptibility to Scams in Older Adults Without Dementia. Journal of Elder Abuse & Neglect, 26(2), 107–122.1310.1080/08946566.2013.821809Kahneman, D. (2012). Thinking, Fast And Slow. London: Penguin Books. ISBN 978-0-141-03357-0.14Lerner, J. S., Li, Y., Valdesolo, P., & Kassam, K. S. (2015). Emotion and Decision Making. Annual Review of Psychology, 66, 799–823.1510.1146/annurev-psych-010213-115043Lichtenberg, P. A., Gross, E., Campbell, R. (2018). A Short Form of the Lichtenberg Financial Decision Rating Scale. Clinical Gerontologist, 43(3), 256–265.1610.1080/07317115.2018.1527424Lusardi, A. (2012). Financial Literacy and Financial Decision-Making in Older Adults. Generations, 36(2), 25–32. https://www.jstor.org/stable/2655590717Mannion, M. (2024). The impact of social influences on your finances. J. P. Morgan Wealth Management. https://www.chase.com/personal/investments/learning-and-insights/article/the-impact-of-social-influences-on-your-finances18McMaughan, D. J., Oloruntoba, O., & Smith, M. L. (2020). Socioeconomic Status and Access to Healthcare: Interrelated Drivers for Healthy Aging. Frontiers in Public Health, 8(231). https://pmc.ncbi.nlm.nih.gov/articles/PMC7314918/19Nambiar, A. (2024). The Role of Consciousness and Emotion in Decision-making. A NeuroPhilosophical perspective. Journal of NeuroPhilosophy, 3(2), 298–318.2010.5281/zenodo.14272695Peters, E., Hess, T. M., Västfjäll, D., & Auman, C. (2007). Adult Age Differences in Dual Information Processes: Implications for the Role of Affective and Deliberative Processes in Older Adults’ Decision Making. Perspectives on Psychological Science,2110.1111/j.1745-6916.2007.00025.xQuadt, L., Critchley, H., & Nagai, Y. (2022). Cognition, emotion, and the central autonomic network. Autonomic Neuroscience: Basic and Clinical, 238, 102948.2210.1016/j.autneu.2022.102948Rami, L., Mollica, M. A., García-Sanchez, C., Saldaña, J., Sanchez, B., Sala, I., ... & Molinuevo, J. L. (2014). The Subjective Cognitive Decline Questionnaire (SCD-Q): A Validation Study. Journal of Alzheimer’s Disease, 41(2), 453–466.2310.3233/jad-132027Rassin, E. (2008). Individual differences in the susceptibility to confirmation bias. Netherlands Journal of Psychology, 64, 87–93.2410.1007/BF03076410Salthouse, T. A. 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ORIGINAL_ARTICLEThis article examines whether and to what extent Polish can be integrated into a model based on Germanic languages. The model deals with the categorization and use of reflexive verbs and pronouns. In addition to some similarities between languages and language families, the phenomena in which there are disagreements are of particular interest. Polish has usage types that were not taken into account in the model due to their absence in the original languages under study. These include the use of reflexive verbs as licensors of null objects. License elements are language elements/constructs that allow other language elements to appear. Reflexive verbs in Polish license or allow the occurrence of null objects, which means that null objects in combination with reflexive verbs lead to a well-formed construction.2024-12-31859510.2478/acc-2024-0016Reflexive verbsReflexive pronounsPolishGermanic LanguagesSemanticsKarolinaZuchewiczkarolina.zuchewicz@uni-leipzig.de1Universität Leipzig, Philologische Fakultät, Institut für SlavistikAUTHORLilliCzarnetzkililli.czarnetzki@studserv.uni-leipzig.de2Universität Leipzig, Philologische Fakultät, Institut für SlavistikAUTHORBułat, E. (2004). Reflexive verbs as null object licensers in Polish: Similarities between the reflexive się and small pro. Poznań Studies in Contemporary Linguistics, 39, 29–38.1Campos, H. (1986). Indefinite Object Drop. Linguistic Inquiry, 17(2), 354–359. https://www.jstor.org/stable/41784922Dowty, D. (1991): Thematic Proto-Roles and Argument Selection. Language, 67(3), 547–619.310.2307/415037Heim, I. & Kratzer, A. (1998). Semantics in Generative Grammar. Blackwell Textbooks in Linguistics 13. Oxford, UK: Wiley-Blackwell. ISBN 978-0-631-19713-3.4Kaufmann, I. (2002). Exploring the semantic expressivity of a 2-feature system. Theoretical Linguistics, 28(3), 341–356.510.1515/thli.28.3.341Krifka, M. (2008). Basic notions of information structure. Acta Linguistica Hungarica, 55(3–4), 243–276.610.1556/ALing.55.2008.3-4.2Levin, B. (1993). English Verb Classes and Alternations: A Preliminary Investigation. University of Chicago Press. ISBN 978-0-226-47533-2.7Oya, T. (2010). Three types of reflexive verbs in German. Linguistics, 48(1), 227–257.810.1515/ling.2010.007Reinhart, T., & Siloni, T. (2005). The Lexicon-Syntax Parameter: Reflexivization and Other Arity Operations. Linguistic Inquiry, 36(3), 389–436. https://www.jstor.org/stable/41793309Rivero, M. L. & Sheppard, M. M. (2003) Indefinite Reflexive Clitics in Slavic: Polish and Slovenian. Natural Language & Linguistic Theory, 21(1), 89–155. https://www.jstor.org/stable/404803610Rizzi, L. (1986) Null Objects in Italian and the Theory of pro. Linguistic Inquiry, 17(3), 501–557. https://www.jstor.org/stable/417850111Rothstein, R. A. (1970) Reflexive “Reflexive Verbs” in Polish. The Slavic and East European Journal, 14(2), 194–197.1210.2307/306002Steinbach, M. (2002). Middle Voice: A comparative study in the syntax-semantics interface of German. Amsterdam/Philadelphia: John Benjamins Publishing Company. ISBN 978-9027227713.13Yoshida, M. (1986). Sintaxis del pronombre SE en el Español de México. Tesis de Maestría. Universidad Naciona1 Autónoma de México. https://ru.enallt.unam.mx/jspui/handle/ENALLT.UNAM/33314

ORIGINAL_ARTICLEThis review informs about a new textbook for students of the German language with specialist orientation on policing „Němčina (nejen) pro policisty“ („German (not only) for Police Officers“). It comprises topics from different German-speaking countries based on legal studies. As it is intended not only for students of the Police Academy of the Czech Republic in Prague, it can be used by a wider public since it is divided into several parts, including the topics of Security, Law, Criminal Law, Management, and Public Administration, Universities, and Communication. Enclosed, there is a Czech-German Vocabulary as well as German-Czech Vocabulary and Czech-German phrases. A detailed and beneficial Grammar review giving an overview of the necessary grammar needed to acquire the language can be found at the very end. Not only this is a reason why the textbook can be recommended for all levels of language learners.2024-12-319710410.2478/acc-2024-0017TextbookTerminologyLaw enforcementProfessional languageTest itemsItem bankHanaRomováromova@polac.cz1Policejní akademie ČR v Praze, Fakulta bezpečnostního managementu, Katedra jazykůAUTHORNerandžičová, O., & Poláčková, V. (2023). Němčina (nejen) pro policisty, 2. vydaní, Praha: Policejní akademie České republiky. ISBN 978-80-7251-555-4.1Poláčková, V., Nerandžičová, O., & Romová, H. (2022). Grundtexte der Fachsprache. Praha: Policejní akademie České republiky. ISBN 978-80-7251-542-4.2Nerandžičová, O., & Poláčková, V. (2023). Němčina (nejen) pro policisty, 2. vydaní, Praha: Policejní akademie České republiky. ISBN 978-80-7251-555-4.3