http://hdl.handle.net/10563/1000008 Sun, 10 May 2026 10:28:21 GMT 2026-05-10T10:28:21Z http://hdl.handle.net/10563/1012819 Development of spiritual literacy of children by educators in forest preschool education Patakiová, Jitka; Musilová, Jitka; Jirásek, Ivo The study presents the results of qualitative research into the concept of spiritual literacy as understood by forest preschool educators and its integration into educational processes. Data were collected through semi-structured interviews and analysed using interpretative phenomenological analysis. The main thematic motifs highlight the personal journey towards spirituality, the perception of spirituality, the specifics of children’s spirituality, a love for nature, and the development of spiritual literacy in preschool education. The findings indicate that some educators regard spiritual literacy as an important element of children’s personal development, while others focus more on practical activities related to nature and creative learning. The integration of spiritual literacy into the educational process is understood as a means to support the overall development of the child and to enhance their personal and social skills. © 2026 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. Thu, 01 Jan 2026 00:00:00 GMT http://hdl.handle.net/10563/1012819 2026-01-01T00:00:00Z http://hdl.handle.net/10563/1012792 Spatial and temporal changes of social flood vulnerability in municipalities of Slovakia Vojtek, Matej; Tirpáková, Anna; Repaská, Gabriela; Vojteková, Jana Social flood vulnerability analysis is an inevitable task for effective flood risk assessment and management, as it defines the sensitivity, resistance, and resilience of people, households, and communities against floods. This study aimed to assess the spatial and temporal changes in social flood vulnerability between 2001, 2011, and 2021. A place-based (municipalities) and hazard-independent approach was used to calculate the social flood vulnerability index (SFVI) in the studied years using geographic information systems (GIS) and spatial‒statistical methods. The interdependencies among the eight selected indicators were studied based on principal component analysis and factor analysis, whereas variance analysis was used to analyze the changes in each of the indicators as well as in the SFVI within the studied years. Spatial clusters of indicators and SFVI were determined using the spatial autocorrelation. Based on the results, the highest values of SFVI in each of the studied years were recorded in southern and eastern Slovakia, and overall, it showed an increasing trend throughout the study period. The changes in SFVI and almost all indicators, except population density, were statistically significant between the studied years. The results of this study are of practical importance for integrated flood risk management at a national scale. Thu, 01 Jan 2026 00:00:00 GMT http://hdl.handle.net/10563/1012792 2026-01-01T00:00:00Z http://hdl.handle.net/10563/1012785 Complex families in the United Kingdom: mapping children's diverse family pathways and their correlates from birth to age ten Šťastná, Michaela; Mikolai, Júlia; Finney, Nissa; Keenan, Katherine Lisa The rise in divorce, cohabitation, non-marital childbearing and multi-partner fertility means that today’s children are more likely to experience less common or less stable family settings compared to previous generations. This may lead to increasing inequalities across the life course. Unlike most existing studies on family change, we investigate family trajectories in the United Kingdom from children’s perspective. We map the family trajectories characterising children’s first ten years of life using multi-channel sequence analysis on data from the UK Household Longitudinal Study, jointly capturing the dynamics of maternal partnership histories and paternal co-residence patterns from the children’s perspective. Multinomial logistic regression is applied to understand the characteristics associated with experiencing different childhood family trajectories. Children experience six typical family trajectories: continuously married; early separation; continuously cohabiting; later separation; early solo motherhood; and a new father. From birth to age ten, over a quarter of children do not continuously live with their two biological parents. Children with lower-educated mothers, mothers in the youngest or oldest groups, who live in urban areas, and belong to certain ethnic groups (White British, Mixed, Caribbean, Black African) tend to experience less common or less stable trajectories. Our elucidation of factors associated with more/less stable childhood family pathways can inform policy decision-making around support for families to mitigate growing short-and long-term inequalities giving rise to children’s diverging destinies. Thu, 01 Jan 2026 00:00:00 GMT http://hdl.handle.net/10563/1012785 2026-01-01T00:00:00Z http://hdl.handle.net/10563/1012773 Machiavellianism and emotional intelligence in higher education students Hrbáčková, Karla; Petr Šafránková, Anna Machiavellianism as a social phenomenon reveals certain person's tendencies that are evident in communication with others in both personal and working life. Especially in the helping professions, empathy, helpfulness as well as low motivation for personal benefit is an important part of their work. The aim of this study is to determine to what extent Machiavellianism is manifested among university students with a focus on managerial professions and social professions along with to what extent emotional intelligence is involved in Machiavellianism in these students. The research, which involved 1109 university students, revealed that students of managerial professions achieve statistically significantly higher Machiavellianism scores than students of social professions. The results also show a negative connection between the degree of Machiavellianism and emotional intelligence. In managerial students, a lower degree of psychological well-being and emotionality along with a higher degree of sociability contribute to a higher degree of Machiavellianism. For students in social professions, a lower degree of selfcontrol, emotionality and psychological well-being along with higher sociability contribute to a higher degree of Machiavellianism. The research results point to specific features that students of different professions utilise in communicating and which they can develop further during their professional training. Wed, 01 Jan 2025 00:00:00 GMT http://hdl.handle.net/10563/1012773 2025-01-01T00:00:00Z