ORIGINAL_ARTICLEThe article examines the current practice of identifying children with different intellectual development in regular preschools in the Liberec and Ústí nad Labem regions. The aim of this qualitative research was to find out how preschool teachers approach the identification of intellectually gifted children and children with reduced intellectual abilities. The data were collected between March and May 2025 through semi-structured interviews with teachers from seven selected preschools. The results suggest important implications for pedagogical practice in the area of early identification of children with different intellectual development in preschool education and may contribute to further research in this area.https://acc-ern.tul.cz/archiv/PDF/ACC_2026_3_01.pdf2026-02-0112010.2478/acc-2026-0001IdentificationIntellectual giftednessBelow-average intellectual abilityPreschool educationPreschool teacherEducational diagnosticsKateřinaBrzáková Beksovákaterina.brzakova.beksova@tul.cz1Technická univerzita v Liberci, Fakulta přírodovědně-humanitní a pedagogická, Katedra sociální práce a speciální pedagogikyAUTHORZuzanaPalounkovázuzana.palounkova@tul.cz2Technická univerzita v Liberci, Fakulta přírodovědně-humanitní a pedagogická, Katedra sociální práce a speciální pedagogikyAUTHORAutorský tým APIV B. (2020). NOMI – metoda k identifikaci nadaných dětí v mateřské škole. Národní pedagogický institut ČR. https://zapojmevsechny.cz/clanek/212-nomi-metodak- identifikaci-nadanych-deti-v-materske-skole1Babiker, R., Sami, M. M., Ahmed, H. K., & Salama, R. A. (2025). Types and Diagnosis of Childhood Intellectual Disabilities: Advancing Accuracy for Better Outcomes. Children, 12(12), 1585.2https://doi.org/10.3390/children12121585Bazalová, B. (2014). Dítě s mentálním postižením a podpora jeho vývoje. Portál. ISBN 978-80- 262-0693-4.3Bazalová, B. (2023). Psychopedie. Grada. ISBN 978-80-271-3725-1.4Bednářová, J., Šmardová, V. (2007). Diagnostika dítěte předškolního věku: Co by dítě mělo umět ve věku od 3 do 6 let. Brno: Computer Press. ISBN 978-80-251-1829-0.5Borland, J. H. (2005). Gifted Education Without Gifted Children: The Case for No Conception of Giftedness. In Sternberg, R. J., Davidson, J. E. (Eds.), Conceptions of Giftedness (2nd ed.). (pp. 1–19). Cambridge University Press. ISBN 978-0-521-54730-7. https://assets.cambridge.org/97805215/47307/excerpt/9780521547307_excerpt.pdf6Boulton, K. A., Guastella, A. J., Hodge, M.-A., Demetriou, E. A., Ong, N., & Silove, N. (2023) Mental health concerns in children with neurodevelopmental conditions attending a developmental assessment service. Journal of Affective Disorders, 335, 264–272.7https://doi.org/10.1016/j.jad.2023.04.098ČŠI. (2024). Kvalita vzdělávání v České republice ve školním roce 2023/2024: Výroční zpráva České školní inspekce. Praha: Česká školní inspekce. ISBN 978-80-53039-09-3. https://www.csicr.cz/CSICR/media/Prilohy/2024_p%c5%99%c3%adlohy/Dokumenty/ VZ_CSI_2023-2024_everze.pdf8Delgado-Valencia, L., Delgado, B., Navarro-Soria, I., Torrecillas, M., Rosales-Gómez, M., Sánchez-Herrera, M. de la C., & Soto-Díaz, M. (2025). The Identification of Giftedness in Children: A Systematic Review. Education Sciences, 15(8), 1012.9https://doi.org/10.3390/educsci15081012Elagha, R. E. K., & Wadai, F. A. A. (2024). The Status of Using of Strategies for Discovering Gifted Children from Early Childhood Educators’ Perspectives. Iris Journal of Educational Research – IJER, 2(2).10https://doi.org/10.33552/IJER.2024.02.000532Emerson, E., & Llewellyn, G. (2025). Using UNICEF's Early Child Development Index 2030 to Identify Young Children With Significant Cognitive Delay. Journal of Intellectual Disability Research – JIDR, 69(7), 621–629.11https://doi.org/10.1111/jir.13245Fábik, D. (2019). Psychológia intelektovo nadaných žiakov. Equilibria. ISBN 978-80-8143- 252-1.12Fořtík, V., & Fořtíková, J. (2007). Nadané dítě a rozvoj jeho schopností. Portál. ISBN 978-80- 7367-297-3.13Hendl, J., & Remr, J. (2017). Metody výzkumu a evaluace. Portál. ISBN 978-80-262-1192-1.14Havigerová, J. M. (2013). Vyhledávání nadaných dětí v předškolním věku. Grada. ISBN 978- 80-247-5150-4.15Hříbková, L. (2009). Nadání a nadaní: Pedagogicko-psychologické přístupy, modely, výzkumy a jejich vztah ke školské praxi. Grada. ISBN 978-80-247-1998-6.16Hříbková, L. (2012). Rizikové skupiny, typy a profily nadaných žáků (studentů). Svět nadání, 1(2), 16–30. https://zapojmevsechny.cz/clanek/795-svet-nadani-cislo-2-rocnik-i-201217Huang, S.-Y. (2008). Early Identification: Cultivating Success for Young Gifted Children. Gifted Education International, 24 (1), 118–125.18https://doi.org/10.1177/026142940802400113Jurášková, J. (2006). Základy pedagogiky nadaných. Praha: Institut pedagogickopsychologického poradenství ČR. ISBN 80-86856-19-4.19Kebbeh, N., & Jelsma, E. (2025). The impact of child flourishing on school readiness: a structural equation modeling approach. Cogent Education, 12(1).20https://doi.org/10.1080/2331186X.2025.2511445Krieglstein, F., Beege, M., Rey, G. D., Sanchez-Stockhammer, C., & Schneider, S. (2023). Development and Validation of a Theory-Based Questionnaire to Measure Different Types of Cognitive Load. Educational Psychology Review, 35, 9.21https://doi.org/10.1007/s10648-023-09738-0Madigan, S., Deneault, A.-A., Duschinsky, R., Bakermans-Kranenburg, M. J., Schuengel, C., van IJzendoorn, M. H., Ly, A., Fearon, R. M. P., Eirich, R., & Verhage, M. L. (2024). Maternal and paternal sensitivity: Key determinants of child attachment security examined through meta-analysis. Psychological Bulletin, 150(7), 839–872.22https://doi.org/10.1037/bul0000433Mossberg, F., & Lundqvist, J. (2025). Giftedness and talent in inclusive preschools: A multiplecase study regarding identification, teaching, quality of interactions, and experiences of children. Journal of Pedagogical Research – JPR, 9(5), 20–39.23https://doi.org/10.33902/JPR.202534450Mönks, F. J. & Ypenburg, I. H. (2002). Nadané dítě. Grada. ISBN 80-247-0445-5.24Murphy, M. C. (2024). Why Labeling Some People as ‘Gifted’ Actually Hurts Us All. Time. https://time.com/6962332/gifted-kids-future-success/25NPI. (2025). Rámcový vzdělávací program pro předškolní vzdělávání. Národní pedagogický institut ČR. https://prohlednout.rvp.cz/predskolni-vzdelavani/obecne-casti#_ftn126NÚV. (2018). Standard komplexní diagnostiky mimořádného (intelektového) nadání. Národní ústav pro vzdělávání. https://archiv-nuv.npi.cz/t/nadani/standard-komplexnidiagnostiky- mn.html27Olusanya, B. O., de Camargo, O. K., Gulati, S., & Raman, S. (2025). Advancing early childhood development for children with disabilities and the Global Disability Summit 2025. BMJ Paediatrics Open, 9(1), e003595. https://doi.org/10.1136/bmjpo-2025- 00359528Piaget, J. & Inhelder, B. (2014). Psychologie dítěte (6th ed.). Portál. ISBN 978-80-262-0691-0.29Portešová, Š. (2011). Rozumově nadané děti s dyslexií. Portál. ISBN 978-80-7367-990-3.30Pugnerová, M. & Kvintová, J. (2016). Přehled poruch psychického vývoje. Grada. ISBN 978- 80-247-5452-9.31Rivard, M., Mestari, Z., Coulombe, P., Morin, D., Mello, C. & Morin, M. (2023). Developmental and behavioral groupings can predict changes in adaptive behavior over time in young children with neurodevelopmental disorders. Research in Developmental Disabilities, 132, 104390.32https://doi.org/10.1016/j.ridd.2022.104390Shaheen, H. R. A. (2025). The impact of early giftedness identification on long-term academic success: a cross-sectional study in King Abdullah II schools for excellence in Jordan. Frontiers in Education, 10, 1594727.33https://doi.org/10.3389/feduc.2025.1594727Schmitt, S. A., Duncan, R. J., Paes, T. M. & Vandell, D. L. (2025). Identifying the Onset and Magnitude of Prediction From Early Cognitive Skills to Adult Socioeconomic Outcomes. Child Development, 96(6), 2017–2031.34https://doi.org/10.1111/cdev.70006Stehlíková, M. (2018). Nadané dítě. Jak mu pomoci ke štěstí a úspěchu. Grada. ISBN 978-80- 271-0512-0.35Syslová, Z., Kratochvílová, J. & Fikarová, T. (2018). Pedagogická diagnostika v MŠ: Práce s portfoliem dítěte. Portál. ISBN 978-80-262-1324-6.36Tzuriel, D. (2015). Dynamická diagnostika učebního potenciálu: Teoretické a výzkumné pohledy. Psychologie pro praxi, 50(1–2), 9–35. https://karolinum.cz/casopis/psychologie-pro-praxi/rocnik-50/cislo-1/rok-2015/clanek- 166237Valenta, M., Michalík, J. & Lečbych, M. a kol. (2018). Mentální postižení (2nd ed.). Grada. ISBN 978-80-271-0378-2.38Vyhláška 27/2016 Sb. (2016). Vyhláška o vzdělávání žáků se speciálními vzdělávacími potřebami a žáků nadaných. https://www.zakonyprolidi.cz/cs/2016-2739Zákon č. 561/2004 Sb. (2004). Zákon o předškolním, základním, středním, vyšším odborném a jiném vzdělávání (školský zákon). https://www.zakonyprolidi.cz/cs/2004-56140

ORIGINAL_ARTICLEThe aim of the research was to examine the occurrence of injuries and their nature among people engaged in climbing activities in the Czech Republic, with regard to gender differences. The research was based on an online survey conducted in the form of a blanket campaign in the spring of 2025. A pilot test was carried out on a sample of 64 climbers. A total of 1,063 respondents participated in the research (634 men, 427 women, 2 non-binary persons). The analysis focused on the age of the respondents, their climbing performance, length of experience, frequency of climbing activities, and the occurrence of injuries, including the type of activity during which the injury occurred. A total of 1,277 injuries were recorded in 1,233 climbing accidents. The findings correspond to trends described in foreign literature and point to the need to strengthen preventive measures in the field of climbing activities.https://acc-ern.tul.cz/archiv/PDF/ACC_2026_3_02.pdf2026-02-01213410.2478/acc-2026-0002Climbing activitiesInjury rateCzech RepublicGender differencesJaroslavKuprjaroslav.kupr@tul.cz1Technická univerzita v Liberci, Fakulta přírodovědně-humanitní a pedagogická, Katedra tělesné výchovy a sportuAUTHORVáclavaHorákovávaclava.horakova@tul.czv2Technická univerzita v Liberci, Fakulta přírodovědně-humanitní a pedagogická, Katedra tělesné výchovy a sportuAUTHORKláraKuprováklara.kuprova@tul.cz3Technická univerzita v Liberci, Fakulta přírodovědně-humanitní a pedagogická, Katedra tělesné výchovy a sportuAUTHORAuer, J., Schöffl, V. R., Achenbach, L., Meffert, R. H., & Fehske, K. (2021). Indoor Bouldering—A Prospective Injury Evaluation. Wilderness & Environmental Medicine, 32(2), 160–167.1https://doi.org/10.1016/j.wem.2021.02.002Backe, S., Ericson, L., Janson, S., & Timpka, T. (2009). Rock climbing injury rates and associated risk factors in a general climbing population. Scandinavian Journal of Medicine & Science in Sports, 19(6), 850–856.2https://doi.org/10.1111/j.1600- 0838.2008.00851.xBaláš, J. (2016). Fyziologické aspekty výkonu ve sportovním lezení. Univerzita Karlova, Nakladatelství Karolinum. ISBN 978-80-246-3361-9.3Buzzacott, P., Schöffl, I., Chimiak, J., & Schöffl, V. (2019). Rock Climbing Injuries Treated in US Emergency Departments, 2008–2016. Wilderness & Environmental Medicine, 30(2), 121–128.4https://doi.org/10.1016/j.wem.2018.11.009ČHS. (2025). Výroční zpráva Českého horolezeckého svazu za rok 2024. Praha: Český horolezecký svaz. https://www.horosvaz.cz/res/archive/530/095598.pdf5Diez-Fernández, P., Ruibal-Lista, B., Rico-Díaz, J., Rodríguez-Fernández, J. E., & López- García, S. (2023). Performance Factors in Sport Climbing: A Systematic Review. Sustainability, 15(24), 16687.6https://doi.org/10.3390/su152416687Gassner, L., Dabnichki, P., Langer, A., Pokan, R., Zach, H., Ludwig, M., & Santer, A. (2022). The therapeutic effects of climbing: A systematic review and meta-analysis. PM&R: The Journal of Injury, Function and Rehabilitation, 15(9), 1194–1209.7https://doi.org/10.1002/pmrj.12891Hill, E., Ahl, P., Gabriele, C., Willett, M., Shellman, A., & Gómez, E. (2018). Perceived Health Outcomes of College Climbers: Exploring Why They Climb. Journal of Outdoor Recreation, Education, and Leadership – JOREL, 10(3), 259–262.8https://doi.org/10.18666/jorel-2018-v10-i3-9046Kovářová, M., Pyszko, P., & Kikalová, K. (2024). Analyzing Injury Patterns in Climbing: A Comprehensive Study of Risk Factors. Sports, 12(2), 61.9https://doi.org/10.3390/sports12020061Langer, K., Simon, C., & Wiemeyer, J. (2023). Physical performance testing in climbing—A systematic review. Frontiers in Sports and Active Living, 5(May), 1130812.10https://doi.org/10.3389/fspor.2023.1130812Lee, S. Y., Kim, S. M., Lee, R. S., & Park, I. R. (2024). Effect of Participation Motivation in Sports Climbing on Leisure Satisfaction and Physical Self-Efficacy. Behavioral Sciences, 14(1), 76.11https://doi.org/10.3390/bs14010076Lutter, C., Tischer, T., Hotfiel, T., Frank, L., Enz, A., Simon, M., & Schöffl, V. (2020). Current Trends in Sport Climbing Injuries after the Inclusion into the Olympic Program. Analysis of 633 Injuries within the years 2017/18. Muscles, Ligaments and Tendons Journal, 10(2), 201–210. https://scispace.com/pdf/current-trends-in-sport-climbing-injuries-after-theasqlc0uf9z. pdf12Mangan, K., Andrews, K., Miles, B., & Draper, N. (2025). The psychology of rock climbing: A systematic review. Psychology of Sport and Exercise, 76(December 2023), 102763.13https://doi.org/10.1016/j.psychsport.2024.102763Müller, M., Heck, J., Pflüger, P., Greve, F., Biberthaler, P., & Crönlein, M. (2022). Characteristics of bouldering injuries based on 430 patients presented to an urban emergency department. Injury, 53(4), 1394–1400.14https://doi.org/10.1016/j.injury.2022.02.003Nelson, N. G., & McKenzie, L. B. (2009). Rock Climbing Injuries Treated in Emergency Departments in the U.S., 1990–2007. American Journal of Preventive Medicine – AJPM, 37(3), 195–200.15https://doi.org/10.1016/j.amepre.2009.04.025Saeterbakken, A. H., Stien, N., Pedersen, H., Langer, K., Scott, S., Michailov, M. L., Gronhaug, G., Baláš, J., Solstad, T. E. J., & Andersen, V. (2024). The Connection Between Resistance Training, Climbing Performance, and Injury Prevention. Sports Medicine - Open, 10, 10.16https://doi.org/10.1186/s40798-024-00677-wSladký, P., & Řičicová, H. (2023). „Občas jsou na stěnách i ve skalách k vidění šílené věci.“ Česko zažívá boom lezení. Český rozhlas Radio Wave. https://wave.rozhlas.cz/obcasjsou- na-stenach-i-ve-skalach-k-videni-silene-veci-cesko-zaziva-boom-lezeni-899296517Schöffl, V., Popp, D., Küpper, T., & Schöffl, I. (2015). Injury Trends in Rock Climbers: Evaluation of a Case Series of 911 Injuries Between 2009 and 2012. Wilderness & Environmental Medicine, 26(1), 62–67.18https://doi.org/10.1016/j.wem.2014.08.013Ticháková, K. (2017). Traumatologie a etiologie úrazů při lezecké činnosti. [Práce ke státní rigorózní zkoušce]. Lékařská Fakulta Univerzity Karlovy v Hradci Králové. https://www.horosvaz.cz/res/archive/202/028607.pdf19Woollings, K. Y., McKay, C. D., & Emery, C. A. (2015). Risk factors for injury in sport climbing and bouldering: a systematic review of the literature. British Journal of Sports Medicine, 49(17), 1094–1099.20https://doi.org/10.1136/bjsports-2014-094372

ORIGINAL_ARTICLEThis article reconceptualizes drawing from imagination as a distributed social practice and develops an empirically grounded triadic model that informs the design and assessment of visualization-literacy instruction. A mixed-methods pilot study with 30 Czech secondaryschool graphic design students (March–June 2025) combines observation, questionnaires, and artifact analysis across three task regimes and age cohorts. The analysis identifies five repertoires and three recurring thresholds, interpreting difficulties as translation bottlenecks between modalities and between mental models and marks on paper. Visualization literacy is framed as a transferable material-discursive competence, and a triadic model is proposed as a portable script for assessing visualization-literacy activities.https://acc-ern.tul.cz/archiv/PDF/ACC_2026_3_03.pdf2026-02-01354910.2478/acc-2026-0003Mental imageryDrawing processesTranslation thresholdsExternalizationEducational designTerezaVlasákovátereza.vlasakova@kaveka.cz1Jan Evangelista Purkyně University in Ústí nad Labem, Faculty of Education, Department of Art EducationAUTHORArnheim, R. (1969). Visual thinking. University of California Press. ISBN 978-05-200-1871- 6.1Association of College and Research Libraries. (2012). Visual literacy competency standards for higher education: Approved by the ACRL Board of Directors, October 2011. College & Research Libraries News, 73(2), 97–104.2BERA. (2024). Ethical guidelines for educational research (5th ed.). British Educational Research Association. https://www.bera.ac.uk/publication/ethical-guidelines-foreducational- research-fifth-edition-2024-online3Binali, T., Chang, C.-H., Chang, Y.-J., & Chang, H.-Y. (2024). High School and College Students’ Graph-Interpretation Competence in Scientific and Daily Contexts of Data Visualization. Science & Education, 33, 763–785.4https://doi.org/10.1007/s11191-022- 00406-3Börner, K., Bueckle, A., & Ginda, M. (2019). Data visualization literacy: Definitions, conceptual frameworks, exercises, and assessments. Proceedings of the National Academy of Sciences – PNAS, 116(6), 1857–1864.5https://doi.org/10.1073/pnas.1807180116Boy, J., Rensink, R. A., Bertini, E., & Fekete, J.-D. (2014). A Principled Way of Assessing Visualization Literacy. IEEE Transactions on Visualization and Computer Graphics, 20(12), 1963–1972.6https://doi.org/10.1109/TVCG.2014.2346984Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. Sage. ISBN 978-14-739- 5324-6. https://uk.sagepub.com/en-gb/eur/thematic-analysis/book2484817Braun, V., & Clarke, V. (2022). Toward good practice in thematic analysis: Avoiding common problems and be(com)ing a knowing researcher. International Journal of Transgender Health, 24(1), 1–6.8https://doi.org/10.1080/26895269.2022.2129597Brockbank, E., Verma, A., Lloyd, H., Huey, H., Padilla, L., & Fan, J. E. (2025). Evaluating convergence between two data visualization literacy assessments. Cognitive Research: Principles and Implications, 10, article 15.9https://doi.org/10.1186/s41235-025-00622-9Fiorella, L., & Zhang, Q. (2018). Drawing Boundary Conditions for Learning by Drawing. Educational Psychology Review, 30, 1115–1137.10https://doi.org/10.1007/s10648-018- 9444-8Fransecky, R. B., & Debes, J. L. (1972). Visual Literacy: A Way to Learn—A Way to Teach. Association for Educational Communications and Technology. https://files.eric.ed.gov/fulltext/ED064884.pdf11Fukuda, K., & Woodman, G. F. (2017). Visual working memory buffers information retrieved from visual long-term memory. Proceedings of the National Academy of Sciences – PNAS, 114(20), 5306–5311.12https://doi.org/10.1073/pnas.1617874114Ge, L. W., Cui, Y., & Kay, M. (2023). CALVI: Critical Thinking Assessment for Literacy in Visualizations. In Proceedings of the 2023 CHI Conference on Human Factors in Computing Systems (CHI ’23). (pp. 1–18). Association for Computing Machinery – ACM.13https://doi.org/10.1145/3544548.3581406Goldschmidt, G. (1991). The dialectics of sketching. Creativity Research Journal, 4(2), 123– 143.14https://doi.org/10.1080/10400419109534381Hetland, L., Winner, E., Veenema, S., & Sheridan, K. M. (2013). Studio Thinking 2: The Real Benefits of Visual Arts Education (2nd ed.). Teachers College. ISBN 978-0-8077-5435-1.15Jin, F., Hsu, S.-M., & Li, Y. (2024). A Systematic Review of Aphantasia: Concept, Measurement, Neural Basis, and Theory Development. Vision, 8(3), 56.16https://doi.org/10.3390/vision8030056Kirsh, D. (2010). Thinking with external representations. AI & Society, 25, 441–454.17https://doi.org/10.1007/s00146-010-0272-8Kosslyn, S. M. (1994). Image And Brain: The Resolution of the Imagery Debate. The MIT Press. ISBN 978-0-262-61124-4.18Paivio, A. (2014). Intelligence, dual coding theory, and the brain. Intelligence, 47, 141–158.19https://doi.org/10.1016/j.intell.2014.09.002Pandey, S., & Ottley, A. (2023). Mini-VLAT: A Short and Effective Measure of Visualization Literacy. Computer Graphics Forum, 42(3), 1–11.20https://doi.org/10.1111/cgf.14809Pearson, J. (2019). The human imagination: the cognitive neuroscience of visual mental imagery. Nature Reviews Neuroscience, 20, 624–634.21https://doi.org/10.1038/s41583- 019-0202-9Schön, D. A. (1992). Designing as reflective conversation with the materials of a design situation. Research in Engineering Design, 3, 131–147.22https://doi.org/10.1007/BF01580516Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press. ISBN 0-674-57629-2.23https://doi.org/10.2307/j.ctvjf9vz4

ORIGINAL_ARTICLERansomware is an evolving cyber threat that continues to challenge organizations in the United States (U.S.). This study examines ransomware trends and defense strategies across healthcare, finance, and education from 2019 to 2023. Using a mixed-methods approach that combines survey data from 154 professionals with industry reports, the study identifies healthcare as the most vulnerable sector, finance as sustaining the highest losses, and education as facing the longest recovery times. The rise of ransomware-as-a-service and artificial intelligence (AI) has increased the complexity of attacks. Effective defense requires a coordinated approach to technical, organizational, and regulatory measures that build adaptive resilience.https://acc-ern.tul.cz/archiv/PDF/ACC_2026_3_04.pdf2026-02-01506110.2478/acc-2026-0004CybersecurityOrganizational resilienceArtificial intelligenceAttack vectorsMajidZiaei Nafchimajid.nafchi@vse.cz1Prague University of Economics and Business, Faculty of Informatics and Statistics, Department of Systems AnalysisAUTHORKristinaMiskamiskaxristina@gmail.com2Prague University of Economics and Business, Faculty of Informatics and Statistics, Department of Systems AnalysisAUTHORAhmed, U., Lin, J. C.-W., & Srivastava, G. (2022). Mitigating adversarial evasion attacks of ransomware using ensemble learning. Computers and Electrical Engineering, 100, 107903.1https://doi.org/10.1016/J.COMPELECENG.2022.107903Bischoff, P. (2024). On average, US schools & colleges lose $500K per day to downtime from ransomware attacks. Comparitech. https://www.comparitech.com/blog/informationsecurity/ school-ransomware-attacks/2CISA. (2016). Protecting Your Networks from Ransomware. Cybersecurity & Infrastructure Security Agency. https://www.cisa.gov/resources-tools/resources/protecting-yournetworks- ransomware3CISA. (2022). Cyber Incident Reporting for Critical Infrastructure Act of 2022 (CIRCIA) Fact Sheet. Cybersecurity & Infrastructure Security Agency. https://www.cisa.gov/sites/default/files/2023- 01/CIRCIA_07.21.2022_Factsheet_FINAL_508%20c.pdf4CISA. (2023). JCDC Cultivates Pre-Ransomware Notification Capability. Cybersecurity & Infrastructure Security Agency. https://www.cisa.gov/newsevents/ alerts/2023/03/23/jcdc-cultivates-pre-ransomware-notification-capability5Drake, V. (2022). The History and Evolution of Ransomware Attacks. Flashpoint. https://www.flashpoint.io/blog/the-history-and-evolution-of-ransomware-attacks6FBI IC3. (2024). Federal Bureau of Investigation Internet Crime Report 2023. Federal Bureau of Investigation (FBI) Internet Crime Complaint Center (IC3). https://www.ic3.gov/annualreport/reports/2023_ic3report.pdf7Greenberg, A. (2019). Sandworm: A New Era of Cyberwar and the Hunt for the Kremlin’s Most Dangerous Hackers. Doubleday. ISBN 978-0385544412.8HHS. (2025). The U.S. Department of Health & Human Services. https://www.hhs.gov/9McIntosh, T., Liu, T., Susnjak, T., Alavizadeh, H., Ng, A., Nowrozy, R., & Watters, P. (2023). Harnessing GPT-4 for generation of cybersecurity GRC policies: A focus on ransomware attack mitigation. Computers & Security, 134, article 103424.10https://doi.org/10.1016/J.COSE.2023.103424Meurs, T., Cartwright, E., Cartwright, A., Junger, M., & Abhishta, A. (2024). Deception in double extortion ransomware attacks: An analysis of profitability and credibility. Computers & Security, 138, 103670.11https://doi.org/10.1016/J.COSE.2023.103670Neprash, H. T., McGlave, C. C., Cross, D. A., Virnig, B. A., Puskarich, M. A., Huling, J. D., Rozenshtein, A. Z., & Nikpay, S. S. (2022). Trends in Ransomware Attacks on US Hospitals, Clinics, and Other Health Care Delivery Organizations, 2016-2021. JAMA Health Forum, 3(12), e224873.12https://doi.org/10.1001/jamahealthforum.2022.4873Saccone, F., Melillo, P., Sgueglia, A., Di Sorbo, A., & Visaggio, C. A. (2025). The ransomware blueprint: Attack patterns and strategic variations across gangs. Journal of Information Security and Applications, 95, 104264.13https://doi.org/10.1016/J.JISA.2025.104264Saleem, J., Islam, R., Kabir, M. A. (2022). The Anonymity of the Dark Web: A Survey. IEEE Access, 10, 33628–33660.14https://doi.org/10.1109/ACCESS.2022.3161547Statista. (2023). Estimated amount of ransom demanded from U.S. healthcare organizations from 2019 to 2023 YTD. https://www.statista.com/statistics/1422162/us-healthcareransom- estimated-demanded/15Statista. (2024). Average amount of cyber ransom payments at organizations in the United States in 2023, by industry. https://www.statista.com/statistics/1465613/average-ransompayment- us-by-industry/16University of Tulsa. (2024). Famous Ransomware Attacks in History. https://online.utulsa.edu/blog/famous-ransomware-attacks-in-history17VMware. (2020). Amid COVID-19, Global Orgs See a 148% Spike in Ransomware Attacks; Finance Industry Heavily Targeted. VMware Security Blog. https://blogs.vmware.com/security/2020/04/amid-covid-19-global-orgs-see-a-148-spikein- ransomware-attacks-finance-industry-heavily-targeted.html18Yan, P., & Khoei, T. T. (2025). Securing the internet of things: A comprehensive review of ransomware attacks, detection, countermeasures, and future prospects. Franklin Open, 11, article 100256.19https://doi.org/10.1016/J.FRAOPE.2025.100256Zetter, K. (2017). What Is Ransomware? A Guide to the Global Cyberattack’s Scary Method. Wired. https://www.wired.com/2017/05/hacker-lexicon-guide-ransomware-scary-hackthats- rise/20

ORIGINAL_ARTICLEThis study focuses on the development and validation of the test of thinking strategies in German as a foreign language. The main aim is to develop a valid and reliable instrument for assessing the thinking strategies of lower-secondary school children (aged 14–16) in the Hradec Králové region, Czech Republic. The test development process involved item analysis, pilot testing, and psychometric evaluation conducted between October and December 2024 on a sample of 69 respondents, to establish both item-level and overall test validity and reliability. The results indicate that the developed test is an appropriate assessment tool enabling professionals to assess and therefore better understand the needs of individual learners during the foreign language acquisition process.https://acc-ern.tul.cz/archiv/PDF/ACC_2026_3_05.pdf2026-02-01627810.2478/acc-2026-0005Educational measurementPilot studyPsychometric propertiesItem analysisMartinaHoffmannovámartina.hoffmannova443@student.cuni.cz1University of Hradec Králové, Faculty of Science, Department of Applied CyberneticsAUTHORSimonaTušicovásimona.tusicova@uhk.cz2University of Hradec Králové, Faculty of Science, Department of Applied CyberneticsAUTHORAERA, APA, & NCME. (2014). The Standards for Educational and Psychological Testing. American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. ISBN 978-0-935302-35-6. https://www.testingstandards.net/open-access-files.html1Anderson, L. W., & Krathwohl, D. R. (2001). Remembering and understanding: The cognitive process dimension. In L. W. Anderson & D. R. Krathwohl (Eds.), A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives (pp. 27–38). Longman. ISBN 0-8013-1903-X.2APA. (2018a). Cognitive ability. In APA Dictionary of Psychology. https://dictionary.apa.org/cognitive-ability3APA. (2018b). Creativity. In APA Dictionary of Psychology. https://dictionary.apa.org/creativity4Asmar, N., Youssef, N. Y., Malhab, S. B., Bahous, S., & Karam, V. G. Y. (2025). Evaluating construct validity of virtual osces in exceptional conditions. BMC Medical Education, 25, 841.510.1186/s12909-025-07383-5Bauer, A., Butler, E., & Popović, Z. (2015). Approaches for teaching computational thinking strategies in an educational game: A position paper. In 2015 IEEE Blocks and Beyond Workshop (Blocks and Beyond) (pp. 121–123). IEEE. ISBN 978-1-4673-8367-7.610.1109/blocks.2015.7369019Bell, T., & Lodi, M. (2019). Constructing Computational Thinking Without Using Computers. Constructivist Foundations, 14(3), 342–351. https://123dok.net/document/q2nke36qconstructing- computational-thinking-without-using-computers.html7Bilbao, N., Goioaga, O., Latorre, I., & Perea, F. (2018). Thinking Strategies and Special Educational Needs. In 12th International Technology, Education and Development Conference Proceedings (pp. 3817–3821). IATED.810.21125/inted.2018.0742Brečka, P., & Valentová, M. (2017). Critical and Creative Thinking Strategies in Teaching Technical Subjects. In 10th annual International Conference of Education, Research and Innovation Proceedings (pp. 1565–1571). IATED Academy.910.21125/iceri.2017.0490Carr, N. T. (2011). Designing and Analyzing Language Tests. Oxford University Press. ISBN 978-0-19-442297-0.10Coniam, D., Lee, T., Milanovic, M., Pike, N., & Zhao, W. (2022). Role of expert judgement in language test validation. 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ISBN 978-3-19-501791-6.17Finocchiaro, M., & Sako, S. (1983). Foreign Language Testing: A Practical Approach. New York: Regents Publishing. ISBN 0-88345-362-2.18Fritz, A., Gürsoy E., & Herzog, M. (Eds.). (2021). Diversity Dimensions in Mathematics and Language Learning. De Gruyter.1910.1515/9783110661941Futschek, G. (2006). Algorithmic Thinking: The Key for Understanding Computer Science. In Mittermeir R. T. (Ed.), Informatics Education – The Bridge between Using and Understanding Computers. ISSEP 2006. Lecture Notes in Computer Science, vol. 4226. (pp. 160–168). Springer, Berlin, Heidelberg.2010.1007/11915355_15Galaczi, E. (2020). What is Validity? Cambridge University Press & Assessment. https://www.cambridgeenglish.org/blog/what-is-validity/21Georgiakaki, M., Bovermann, M., Graf-Riemann, E., & Seuthe, C. (2014). Beste Freunde A1.1. Max Hueber Verlag. ISBN 978-3-19-101058-4.22Hering, A., Matussek, M., & Perlmann-Balme, M. (2017). Sicher! Deutsch als Fremdsprache Übungsgrammatik. Max Hueber Verlag. ISBN 978-3-19-301206-7.23Herzog W. et al. (2012). Pädagogische Diagnostik. https://www.walterherzog.ch/lehre/virtueller-campus/24Hismanoglu, M. (2000). Language Learning Strategies in Foreign Language Learning and Teaching. The Internet TESL Journal, 6(8). http://iteslj.org/Articles/Hismanoglu- Strategies.html25Hughes, A., & Hughes, J. (2020). Testing for Language Teachers (3rd ed.). Cambridge University Press.2610.1017/9781009024723Chomsky, N. (2016). The language capacity: architecture and evolution. Psychonomic Bulletin & Review, 24, 200–203.2710.3758/s13423-016-1078-6Chráska, M. (2016). Metody pedagogického výzkumu: Základy kvantitativního výzkumu (2nd ed.). Grada Publishing. ISBN 978-80-247-5326-3.28Krathwohl, D. R. (2002). A Revision of Bloom’s Taxonomy: An Overview. Theory Into Practice, 41(4), 212–218.2910.1207/s15430421tip4104_2Lcom Team. (2022). Pattern Recognition in Computational Thinking. 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ORIGINAL_ARTICLEThis systematic review examines how artificial intelligence (AI) affects media production and consumption. The review analyzes 17 peer-reviewed articles from Scopus and Web of Science (WoS) databases published between 2020 and 2025. The goal is to develop an integrative framework that synthesizes the diverse impacts of AI across media production, consumption, and ethical governance. The results shed light on the fact that AI can significantly improve efficiency decreasing production time by 35%-60% and, at the same time, increase accessibility; however, the review also notes the salient issues of bias, authenticity, and informational variety. Significant conflicts arise between quality and efficiency, personalization and diversity, and, lastly, between accountability and transparency.https://acc-ern.tul.cz/archiv/PDF/ACC_2026_3_06.pdf2026-02-01799310.2478/acc-2026-0006Content creation workflowsAlgorithmic curationFilter bubblesGenerative modelsGovernance frameworksPRISMA methodologyMayureePalmayureepal18@gmail.com1Amity University, Amity School of Communication, Opp. Deputy Commissioner OfficeAUTHORC. P.Rashmicprashmi1@gmail.com2Amity University, Amity School of Communication, Opp. Deputy Commissioner OfficeAUTHORAleessawi, N. A. K., & Alzubi, S. F. (2024). The Implications of Artificial Intelligence (AI) on the Quality of Media Content. Studies in Media and Communication, 12(4), 41–51.110.11114/smc.v12i4.7058Anantrasirichai, N., & Bull, D. (2021). Artificial intelligence in the creative industries: a review. Artificial Intelligence Review, 55, 589–656.210.1007/s10462-021-10039-7Anter, A., & Ibrahim, N. (2025). New/s Gatekeepers: The Impact of Social Media Algorithms on Arab TV News Coverage. The International Journal of Press/Politics.310.1177/19401612251370924Beyari, H., & Hashem, T. (2025). The Role of Artificial Intelligence in Personalizing Social Media Marketing Strategies for Enhanced Customer Experience. Behavioral Sciences, 15(5), 700.410.3390/bs15050700Brantner, C., Karlsson, M., & Kuai, J. (2025). Sourcing behavior and the role of news media in AI-powered search engines in the digital media ecosystem: Comparing political news retrieval across five languages. Telecommunications Policy, 49(5), 102952.510.1016/j.telpol.2025.102952Chemnad, K., & Othman, A. (2024). Digital accessibility in the era of artificial intelligence— Bibliometric analysis and systematic review. Frontiers in Artificial Intelligence, 7, 1349668.610.3389/frai.2024.1349668Gao, B., Wang, Y., Xie, H., Hu, Y., & Hu, Y. (2023). Artificial Intelligence in Advertising: Advancements, Challenges, and Ethical Considerations in Targeting, Personalization, Content Creation, and Ad Optimization. SAGE Open, 13(4).710.1177/21582440231210759Gavran, I., Honcharuk, S., Mykhalov, V., Stepanenko, K., & Tsimokh, N. (2025). The Impact of Artificial Intelligence on the Production and Editing of Audiovisual Content. Preservation, Digital Technology & Culture, 54(3), 223–235.810.1515/pdtc-2025-0022Gutiérrez-Caneda, B., Lindén, C.-G., & Vázquez-Herrero, J. (2024). Ethics and journalistic challenges in the age of artificial intelligence: talking with professionals and experts. Frontiers in Communication, 9, 1465178.910.3389/fcomm.2024.1465178Haddaway, N. R., Page, M. J., Pritchard, C. C., & McGuinness, L. A. (2022). PRISMA2020: An R package and Shiny app for producing PRISMA 2020-compliant flow diagrams, with interactivity for optimised digital transparency and Open Synthesis. Campbell Systematic Reviews: Better Evidence for a Better World, 18(2).1010.1002/cl2.1230Haleem, A., Javaid, M., Qadri, M. A., Singh, R. P., & Suman, R. (2022). Artificial intelligence (AI) applications for marketing: A literature-based study. International Journal of Intelligent Networks, 3, 119–132.1110.1016/j.ijin.2022.08.005Hastuti, H., Maulana, H. F., Lawelai, H., & Suherman, A. (2025). Algorithmic influence and media legitimacy: a systematic review of social media’s impact on news production. Frontiers in Communication, 10, 1667471.1210.3389/fcomm.2025.1667471Mitchelstein, E., & Boczkowski, P. J. (2021). What a Special Issue on Latin America Teaches Us about Some Key Limitations in the Field of Digital Journalism. Digital Journalism, 9(2), 130–135.1310.1080/21670811.2021.1873813Munoriyarwa, A., Chiumbu, S., & Motsaathebe, G. (2021). Artificial Intelligence Practices in Everyday News Production: The Case of South Africa’s Mainstream Newsrooms. Journalism Practice, 17(7), 1374–1392.1410.1080/15228053.2023.2233814Noy, S., & Zhang, W. (2023). Experimental evidence on the productivity effects of generative artificial intelligence. Science, 381(6654), 187–192.1510.1126/science.adh2586Papagiannidis, E., Mikalef, P., & Conboy, K. (2025). Responsible artificial intelligence governance: A review and research framework. The Journal of Strategic Information Systems, 34(2), 101885.1610.1016/j.jsis.2024.101885Pizzi, G., Scarpi, D., & Pantano, E. (2020). Artificial intelligence and the new forms of interaction: Who has the control when interacting with a chatbot? Journal of Business Research, 129, 878–890.1710.1016/j.jbusres.2020.11.006Prasetyo, M. L., Peranginangin, R. A., Martinovic, N., Ichsan, M., & Wicaksono, H. (2025). Artificial intelligence in open innovation project management: A systematic literature review on technologies, applications, and integration requirements. Journal of Open Innovation: Technology, Market, and Complexity, 11(1), 100445.1810.1016/j.joitmc.2024.100445Rashid, A. B., & Kausik, A. K. (2024). AI revolutionizing industries worldwide: A comprehensive overview of its diverse applications. Hybrid Advances, 7, 100277.1910.1016/j.hybadv.2024.100277Scheffauer, R., Goyanes, M., & de Zúñiga, H. G. (2023). Social media algorithmic versus professional journalists’ news selection: Effects of gate keeping on traditional and social media news trust. Journalism, 25(4), 755–778.2010.1177/14648849231179804Shanmugasundaram, M., & Tamilarasu, A. (2023). The impact of digital technology, social media, and artificial intelligence on cognitive functions: a review. Frontiers in Cognition, 2, 1203077.2110.3389/fcogn.2023.1203077Shin, D., & Shin, E. Y. (2025). Cascading falsehoods: mapping the diffusion of misinformation in algorithmic environments. AI & Society, 41, 1435–1452.2210.1007/s00146-025-02575-5Sonni, A. F., Hafied, H., Irwanto, I., & Latuheru, R. (2024). Digital Newsroom Transformation: A Systematic Review of the Impact of Artificial Intelligence on Journalistic Practices, News Narratives, and Ethical Challenges. Journalism and Media, 5(4), 1554–1570.2310.3390/journalmedia5040097Voinea, D. V. (2025). Reconceptualizing Gatekeeping in the Age of Artificial Intelligence: A Theoretical Exploration of Artificial Intelligence-Driven News Curation and Automated Journalism. Journalism and Media, 6(2), 68.2410.3390/journalmedia6020068Zaidan, E., & Ibrahim, I. A. (2024). AI Governance in a Complex and Rapidly Changing Regulatory Landscape: A Global Perspective. Humanities and Social Sciences Communications, 11, 1121.2510.1057/s41599-024-03560-x