特纳瓦大学

While previous research has primarily focused on narcissistic leadership in workplace settings, its manifestations within religious contexts have received considerably less attention. This study addresses this gap by qualitatively exploring the experiences of members of Catholic religious orders serving under superiors who exhibit narcissistic traits. Specifically, it examines how such leadership is perceived, how it manifests in leadership, and how it subsequently impacts individuals and community dynamics. The research sample comprised 10 members of religious congregations in Slovakia (seven women and three men), aged 27–61 years (M = 44.8, SD = 9.04). Data were collected through in-depth semi-structured interviews and analysed using the consensual qualitative research method. The analysis revealed five main manifestations of narcissistic leadership: manipulative behaviour, lack of empathy, demanding admiration, problematic reactions to feedback, and charisma and innovation. Participants reported negative emotional consequences such as anger, sadness, stress, lack of freedom, and feelings of powerlessness, as well as relational deterioration and community polarisation. Despite these adverse outcomes, some individuals described their personal growth and strengthened faith under such leadership, noting specific positive effects of innovative leadership on the community. These findings provide insight into how narcissistic leadership operates within religious communities, revealing its impact on personal well-being, interpersonal relationships, and overall community functioning.

OBJECTIVE:To evaluate pathological changes identified in a skeleton of a horse from Roman-period Gerulata, Slovakia. MATERIALS:The remains consist of a partially preserved, articulated skeleton of an adult horse from today's southern urban district of Bratislava-Rusovce in southwestern Slovakia. METHODS:The specimen underwent macroscopic analysis to assess taxonomic identification, biological profile, and pathological changes. Thoracolumbar lesions were further evaluated using computed tomography (CT). Radiocarbon dating determined the absolute age of the remains. RESULTS:Species determination indicates that the remains, radiocarbon dated to 21-133 cal CE (90.1% probability), belonged to a male domestic horse that died between 9-10 years of age. Key pathological features include flowing ossification corresponding to the ventral longitudinal ligament, as well as signs of active bone remodeling. Complete bridging was observed between T11-T12, and near-complete bridging in the T10-T11 and T12-T14 segments. CONCLUSIONS:Recorded changes at T10-T14 are most consistent with diffuse idiopathic skeletal hyperostosis (DISH). The interpretation of lesions in non-contiguous segments (T16-T17, L3-L4) remains ambiguous. SIGNIFICANCE:This case highlights diagnostic challenges in distinguishing DISH from spondylosis in horses and demonstrates structural limitations of current criteria derived from human and veterinary medicine. LIMITATIONS:The skeleton was incompletely preserved due to post-depositional disturbance, and the vertebral arches in the affected segments (T10-T13, and partially T14) were not recovered. SUGGESTIONS FOR FURTHER RESEARCH:Future work should focus on standardizing diagnostic criteria for equine spinal pathologies, aligning them more closely with current human medicine standards.

This study investigated the impact of storytelling on English vocabulary acquisition among bilingual young learners in primary education, focusing on Slovak and Hungarian speaking children learning English as a third language. Recognising the motivational challenges of third-language learning, engaging storytelling activities were incorporated to improve learning outcomes. The qualitative action research was conducted over 16 English lessons using four books by Julia Donaldson. Each lesson combined warm-up activities, vocabulary pre-teaching, reading, video viewing, and interactive tasks such as games, drawing, character descriptions, and dramatization. Data were collected through classroom observations, focus group discussions, pupils’ evaluations, and written vocabulary recall tasks. The finding revealed considerable improvements in vocabulary acquisition, pronunciation, and learner engagement. Pupils responded enthusiastically to the storytelling-based lessons, showing increased participation and motivation to use English actively. Overall, storytelling proved to be an effective pedagogical approach for improving vocabulary learning and motivation among bilingual young learners learning English as a third language.

Generative AI (artificial intelligence) tools are now widely used by university students for language learning, yet empirical evidence from Central and Eastern Europe remains scarce, and a number of studies rely on closed-ended instruments that capture attitude strength but not the reasoning behind it. This mixed-methods study examines Slovak university students’ use of generative AI for English language learning through three research questions addressing AI readiness, perceived challenges, and the impact on language skills development. A purpose-designed 62-item semi-structured questionnaire was administered to 153 students. The instrument combined 59 closed-ended items with three open-ended questions, creating a within-instrument triangulation design in which qualitative responses corroborated, contextualised, and extended the quantitative findings. An interesting tension emerged from the data: students reported high AI readiness and confidence in responsible use, yet expressed genuine concern about academic integrity and the consequences of AI use. Content reliability was the most prominent challenge, with fabricated references receiving the highest agreement score among the challenge items. The open-ended data reinforced this pattern, with content inaccuracy and over-reliance emerging as the most frequently cited problems. A clear split appeared between text-based and oral skills: students perceived strong AI benefits for vocabulary, grammar, reading, and writing, but reported limited or no perceived benefit for speaking, listening, and pronunciation, with listening falling in the Low range. The qualitative data revealed patterns the Likert scale could not detect: a self-reinforcing cycle of over-reliance and diminished critical thinking, and clear divisions on whether institutions should adopt or limit AI. An institutional gap was also documented: students disagreed that their university had provided adequate AI training, and independently identified AI literacy courses as the most frequently mentioned intervention. This study advances e-learning research by providing one of the first empirical analyses in this specific geographical context. It highlights the importance of including open-ended questions in surveys to reveal contradictions that closed-ended questions might miss. Additionally, it offers concrete recommendations for practice: embedding AI literacy in language curricula, teaching source verification alongside prompting skills, and preserving the dedicated speaking and listening practice for which generative AI is not a substitute.