Active participation in class and completed home assignments. Students are allowed to miss 2 classes at the most (2x90 min.).
2 tests (week 6/7, 12/13), no retake
Presentation on a topic related to the study field.
Final assessment = average of tests and presentation
Assessment scale: A 93-100%, B 86-92%, C 79-85%, D 72-78%, E 65-71%, FX 64% and less.
Basic information about Greek and Roman religion
VIDMAN, L.: Od Olympu k Panteonu. Praha 1986, 1997
HOŠEK, R.: Náboženství antického Řecka. Praha 2004
RÜPKE, J.: Náboženství Římanů. Praha 2007
DOSTÁLOVÁ, R., HOŠEK, R.: Antická mystéria. Praha 1997
DODDS, E.R.: Řekové a iracionálno. Praha 2000
VEYNE, P.: Věřili Řekové svým mýtům? Praha 1999
KOMOROVSKÝ, J.: Po stopách Asklépiových. Bratislava 1994
essay, written test, 60 % = E.
Characterization of ancient religion
Periodization of history of religion
Gods of ancient religion
Cultus, prayer, sacrifice. Temples, priests, calendar of feasts
Irational elements in religion: magic, mantik, mania (celestial), mysteries
Temple medicine, asklepieia
Ancient atheism
10 % seminary paper, 90% final examination
Basic information about Greek and Roman religion
essay, written test, 60 % = E
The aim of the subject is to gain the particular level of knowledge about human body and its development. It is neccessary for the understanding of specific biological characteristics of children and adolescents linked to development.
Drobný I., Drobná M.: Biológia dieťaťa pre špeciálnych pedagógov I. a II. Bratislava, PdF UK, 2000
Lipková V.: Somatický a fyziologický vývoj dieťaťa. Osveta Bratislava, 1980
Malá H., Klementa J.: Biológia detí a dorastu. Bratislava, SPN, 1989
Written test
Human ontogenesis. Postnatal development. Age specific features of skeletal and muscalar, circulatory, respiratory, gastrointestinal and urinary systems. Reproductive system. Endocrine system. Nervous system. Age specifics of selected diseases and drug dependence arise. Human population and environment.
Acquisition of basic morphological and physiological knowledge about individual organs and systems of the human body with a focus on the specifics of childhood and adolescence. Familiarity with developmental and growth characteristics and with the most common diseases in these stages of ontogenesis.
Written test
1. BUZKOVÁ, K. 2006. Fitness jóga. Praha: Grada. 167 s.
2. ČECHOVSKÁ, I., MILEROVÁ, H., NOVOTNÁ, V. Aqua-fitness. Praha: Grada. 136 s.
3. EVANS, M ., HUDSON, J., TUCKER, P. 2001. Umění harmonie: meditace, jóga, tai-či, strečink. 192 s.
4. JARKOVSKÁ, H., JARKOVSKÁ, M. 2005. Posilováni s vlastním tělem 417 krát jinak. Praha: Grada. 209 s.
5. KOVAŘÍKOVÁ, K. 2017. Aerobik a fitness. Karolium, 130 s.
Completion: passed
Condition for successful course completion:
- active participation in line with the study rule of procedure and course guidelines
- effective performance of all tasks- aerobics, water exercise, yoga, Pilates and others
Slovak language
Brief outline of the course:
1. Basic aerobics – low impact aerobics, high impact aerobics, basic steps and cuing
2. Basics of aqua fitness
3. Basics of Pilates
4. Health exercises
5. Bodyweight exercises
6. Swimming
7. Relaxing yoga exercises
8. Power yoga
9. Yoga relaxation
10. Final assessment
Students can engage in different sport activities offered by the sea resort – swimming, rafting, volleyball, football, table tennis, tennis and other water sports in particular.
Content standard:
The student demonstrates relevant knowledge and skills in the field, which content is defined in the course syllabus and recommended literature.
Performance standard:
Upon completion of the course students are able to meet the performance standard and:
- perform basic aerobics steps and basics of health exercises,
- conduct verbal and non-verbal communication with clients during exercise,
- organise and manage the process of physical recreation in leisure time
1. Carretero Gomez, S., Vuorikari, R. and Punie, Y., DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use, Luxembourg, 2017, ISBN 978-92-79-68006-9, https://www.ecdl.sk/
2. Bruff, D. (2019). Intentional Tech: Principles to Guide the Use of Educational Technology in
College Teaching (1st edition). Morgantown: West Virginia University Press.
3. Baker, Y. (2020). Microsoft Teams for Education. Amazon Digital Services.
4. Miller, H. (2021). Google Classroom + Google Apps: 2021 Edition. Brentford: Orion Edition Limited.
Summary evaluation based on ongoing assessment:
1. Practical ongoing assignments and their defense (at least 50% needed)
3. Active participation during face-to-face contact learning in classical or virtual classroom (3 absences allowed) and during online learning (no absence, uploading all individual ongoing assignments)
slovak
01.-02. Basic digital skills, DigComp framework, ECDL
- modern web browser and its personalization
- security, privacy, responsible use of DT
03.-05. Search, collection and evaluation of digital content
- scanning, audio recording and speech resolution, optical resolution (OCR)
- digital notebooks (Google keep, Evernote, Onenote)
- evaluation of digital resources (Google forms and sections)
06.-08. Editing and creating digital content
- cloud and interactive documents
(text and spreadsheet editors - Google, Microsoft, Jupyter)
- work with pdf documents, e-books and videos
(Kami, Google books, Screencasting)
09. - 10. Organization, protection and sharing of digital content
- modern LMS and cloud storage
(Google Classroom, Microsoft team, Google Drive, Dropbox)
- time management (Google Calendar)
11.-13. Digital communication and cooperation
- collaborative interactive whiteboards (Jamboard, Whiteboard)
- online presentations and online meetings
(Google presentations, Powerpoint, Google meet, Microsoft teams)
The student should obtain and know to apply basic knowledge and skills in working with current digital technologies (mobile phone, tablet, laptop, web technologies):
1. according to the current European framework for the Digital competence DigComp and ECDL
2. for better and more effective learning, work and active life in higher education, later lifelong learning and further career prospects.
• PEKÁR, Martin: Kapitoly zo svetových dejín 1848 - 1918. Prešov 2005, 60 s.
• SKŘIVAN, Aleš: Evropská politika, 1648-1914. Vyd. 1. Praha: Aleš Skřivan ml., 1999. 272 s.
• VACULÍK, Jaroslav: Obecné dějiny novověku IV. (1789-1918). 1. vyd. Brno: Masarykova univerzita, 1999. 174 s.
• KOHÚTOVÁ, Mária: Vybrané kapitoly z dejín novoveku. Trnava : Trnavská univerzita, 2008. 175 s.
• HROCH, Miroslav: Obecné dějiny novověku I. Praha : Státní pedagogické nakladatelství, 1966. 336 s.
• HROCH, Miroslav: Obecné dějiny novověku II. Praha : Státní pedagogické nakladatelství, 1989. 544 s.
• HROCH, Miroslav a kol., Encyklopedie dějin novověku 1492-1815, Praha : Libri, 2005. 416 s. ISBN: 80-7277-246-5.
• Tkadlečková, H.: Úvod do politických dejín Európy 1871-1945. Nitra 2011
• SKŘIVAN, Aleš: Lexikon světových dějin 1492-1914. Praha Nakladatelství Aleš Skřivan ml., 2002. 447 s.
• HROCH, Miroslav: Dějiny novověku. Albra, 2009. 169 s. ISBN: 978-80-86287-14-0
• Pečenka, M. et al.: Encyklopedie moderné historie. (3. rozšírené vydanie). Praha : Libri 1999, 655 s.
• TIBENSKÝ, Ján: Dejiny Novoveku 1. Bratislava : Slovenská akadémia vied, 1955. 421 s.
• Veselý, Z., Dějiny mezinárodních vztahů, (2.vyd.) Plzeň 2010. 605 s.
• Gilbert, M., Dějiny dvacátého století 1900 - 1933 svazek I. Praha, NLN, 2005
• VESELÝ, Z.: Smlouvy, pakty, dohody: slovník mezinárodně politických a diplomatických aktů. Praha: Epocha, 2006. 288 s. ISBN 8086328953.
• HYNA, Alfréd: Vybrané kapitoly z dějin novověku II: dějiny Balkánu 1800-1913. Plzeň: Západočeská univerzita, 1999, 168 s.
• VESELÝ, Z.: Mezinárodní vztahy v datech: (od starověku do současnosti). Praha : Professional Publishing, 2008, 386 s. ISBN 9788086946658.
• Purvis, Thomas: Encyklopedie dějin USA. Brno 1999, 575 s.
• NÁLEVKA, V.: Koncert velmocí - Mezinárodní vztahy v letech 1871-1914. Triton, 2006, 256 s. ISBN 8072547631.
• Oxfordský slovník světových dějin. Praha : Academia, 2005. 680 s. ISBN 8020010548.
• Werner Hilgermann - Hermann Kinder: Encyklopedický atlas světových dějin. Praha : NLN, 2002. 628 s. ISBN 807106243X.
• MEJDŘICKÁ, Květa (red.), Dějiny novověku 1 (1648-1815), Praha 1969
• KABRDA, Josef a Josef KOLEJKA a Richard PRAŽÁK. Dějiny národů střední a jihovýchodní Evropy : v období od Velké francouzské revoluce do roku 1918. Část 1, 1790-1878. 1. vyd. Praha: Státní pedagogické nakladatelství, 1963. 174 s.
• Kol.: Atlas svetových dejín 2. /Stredovek – novovek/. VKÚ Harmanec, 2001. 56 s.
• BLACK, Jeremy: Evropa osmnáctého století. Praha: Vyšehrad 2003, 543 s.
• RAPPORT, Michael: Evropa devatenáctého století. Praha: Vyšehrad, 2011, 436 s
Preparation of two seminar papers of required quality elaborated on the basis of specialized literature and presented by a student during exercise + presentation in ppt. (at least 10 slides). The paper should consist of at least 5 standard pages (1.5 lining, TIMES NEW ROMAN, 12), however, it should not have more than 10 standard pages, it must contain notes and bibliography. Active participation in seminar-preparation for individual seminars by means of studying the text assigned in advance. Final written test.
Slovak
The French Revolution as a phenomenon of European history of Modern Era (Causes of crisis of the French society, stages and course of the French Revolution)
The Napoleonic Era in the history of France, division of the world after the Congress of Vienna in 1814-1815
Development in Europe in 1815 – 1848 (particularities of the so-called "Metternich" system, establishment and activities of the Holy Alliance, events of 1830s and 1840s in Europe, liberation movements in Serbia and Greece).
Decline of the Ottoman Empire in the 19th century (Demonstrations of timar-sipahi system crisis, reforms of Sultan Selim III (1761 – 1808), the Tanzimat period (1839–1876). The Eastern question at the end of Modern Era (the Third Balkan Crisis (1875-1879), Congress of Berlin and the Bosnian Crisis).
Revolutionary years 1848 - 1849 (revolutionary years and their causes and consequences for development of European continent, description of revolutions in individual countries).
Historical development of the Far East in 1839 – 1905 (involvement of great powers and division of influence, the so-called “Opium Wars”, Sino-French war, Meiji reforms in Japan, Sino-Japanese war, "Boxer" Rebellion in China, Russo-Japanese war).
Development in USA in the 19th century – on the road to isolationism + causes, course and results of civil war in the USA (1861-1865)
The end of colonial division of the world and attempts at its new division (Dissolution of Spanish colonial domination on American continent, Characteristics of colonial division of the world at the end of the 19th century, fighting for colonies in Africa at the end of the 19th century and at the beginning of the 20th century).
The aim of the course is to present the history of the "long" 19th century from the French Revolution (1789) to the First World War (1914-1918), in political, social and cultural connections. The priorities include development of European great powers and especially development of their political system, history of great ideological systems of the 19th century, history of symbolical aspects of revolutions, history of intellectual movements and cultural institutions with political importance. The course also involves analysis of basic terms connected with the 19th century, i.e. revolution, secularization, nationalism, imperialism, liberalism, feminism. The course is primarily focused on development in Europe and USA, but also other issues of development on the Far East, dissolution of the Ottoman Empire or decolonization of Africa will be discussed. The course graduates will be able to understand basic development trends of the 19th century and to interpret also new definitions and issues connected with this period.
Slovak
Chronologization and characteristics of the period. Unification of Spain and overseas discoveries. History of reformation. Charles V of Habsburg. France in the 16th century. England during the reign of the Tudors. The Dutch Revolution. Revolution in England in the 17th century. The Thirty Years War. France during the reign of Louis XIV. Poland and Russia in the 16th and 17th centuries. Frederick II the Great of Prussia. The reign of Peter the Great and Catherine II. Colonies of European states in the 17th and 18th centuries. Establishment of the United States of America. Culture and art from the 16th to the 18th century.
Active participation in seminars
Written tests: 40%
Oral exam: 60%
The Slovak National Uprising and the liberation of the Czechoslovak Republic. Restoration of the Czechoslovak Republic and the political and economic development in 1945 – 1948 (political system, economy, relationships between Czechs and Slovaks, status of minorities). Coup d'état in February 1948. Czechoslovakia in 1948 – 1960 (economy, politics, administration system, persecutions and political processes, status of Churches). Early Spring and attempts at reform of socialism. August 1968, its preconditions and consequences. Federation of Czechoslovakia. “Normalisation”. Development of the state until 1989 (economic, political situation, formation of opposition groups. Slovak exile. “Velvet” Revolution. Economic and political relations in the state. Establishment of the Slovak Republic. Political, economic and national development in 1993-2004. Accession to the European Union.
During the continuous and final assessment, students will demonstrate adequate mastery of the content standard of the course, which is defined by the required reading list, and will demonstrate mastery of the performance standard, within which students, after completing the course, will be able to ask probing questions (i.e., formulate scientific problems) based on knowledge of the basic historical categories, phenomena, events, and processes of Slovak history after 1945, be able to apply the acquired knowledge in various situations and when working with primary and secondary sources, be able to methodologically, methodologically, and ethically use, verify, and interpret the acquired knowledge, structure the results of their studies, and formulate their own conclusions.
Completing of the course requires active participation of students in seminars, presentation and submission of seminar papers, passing of a test and, subsequently, a final exam within the extent of bibliography defined by the teacher.
Slovak
Slovak
Chronologization and characteristics of the period. Political consequences of battle of Mohacs. Hungarian administration and process of modernisation of the Habsburg Monarchy. Ottoman expansion in the 16th century.
The Renaissance culture and Humanism in Slovakia in the 16th century. Causes of insurrections of the estates and the revolt of Stephen Bocskay. The insurrection of Gabriel Bethlen and George I Rákóczi. Political development in the Kingdom of Hungary from peace in Linz until 1683. Defeat of Turks at Vienna and occupation of the Kingdom of Hungary. The insurrection of Francis II Rákóczi. Foreign policy of the Habsburgs in the 18th century. Reformation activities of Maria Theresa.
The aim of the course is to make students familiar with the knowledge of modern history of Slovakia in the Slovak historiography and develop their knowledge by combining interpretation and their own activity.
SOLOMON, Gwen and Lynne SCHRUM, 2014. Web 2.0 How-to for Educators. Second. International Society for Technology in Education, 314 p. ISBN 978-1564843517.
STOBAUGH, Rebecca, 2019. Fifty Strategies to Boost Cognitive Engagement: Creating a Thinking Culture in the Classroom (50 Teaching Strategies to Support Cognitive Development). Solution Tree Press, 176 p. ISBN 978-1947604773.
LEMOV, Doug, 2015. Teach Like a Champion 2. 0: 62 Techniques That Put Students on the Path to College [online]. 2nd edition. John Wiley & Sons, Incorporated, 509 p. [cited 2021-7-10]. ISBN 9781118898628. Available from: https://ebookcentral.proquest.com/lib/upjs-ebooks/detail.action?docID=1895720
European Schoolnet: Transforming education in Europe [online]. [cited 2021-7-10]. Available from: http://www.eun.org/home
Science On Stage Europe [online]. Science on Stage Europe e.V. [cited 2021-7-10]. Available from: https://www.science-on-stage.eu/
Conditions for ongoing evaluation:
1. Creation of a worksheet for student.
2. Creation of a multimedia educational game.
3. Creation of an interactive educational quiz.
4. Creation of an instructional educational video.
Conditions for the final evaluation:
Creation and presentation of final project on the use of educational software in education.
Conditions for successful completion of the course:
Obtaining at least 50% of points for ongoing and final assignments.
Slovak and partly English due to selected programs and information sources
By default, teaching is carried out face to face. If this is not possible (eg due to a pandemic), teaching is provided at a distance through video conferencing programs and LMS.
1. Overview of educational software and educational web resources and tools.
2. Creating and processing of materials for teaching aid .
3. Creation and use of electronic and interactive educational documents (worksheets, presentations, textbooks and workbooks).
4. Creation of instructional educational video.
5. Electronic voting and questionnaire creation.
6. Creation of didactic tests and educational games. Gamification elements, tools and environments.
7. Collaborative web applications.
8. Online communication tools.
9. Complex online learning environments.
10. Online educational platforms, repositories, projects and competitions.
11. Simulations and modelling. Subject-focused educational programmes.
12. Use digital tools to plan, monitor, differentiate and personalise learning. Accessibility of digital tools and learning resources.
Students will receive, resp. deepen their basic skills in working with:
a) presentation software, programs for creating and editing images, animations, diagrams, sounds, conceptual maps,
b) programs for the creation of didactic tests, questionnaires, surveys,
c) simulation and modeling software,
d) selected subject-oriented educational programs,
Students present and discuss their idea of the use of educational software and educational Internet resources and tools in the selected school subject.
MIQUEL, C. Vite et bien 1 (2009 a nasledujúce vydania). Méthode rapide pour adultes. Paris : CLE International.
Pravda, M., PRAVDOVÁ, M. (2006). Francúzština pre samoukov. Bratislava : Slovenské pedagogické nakladateľstvo - Mladé letá, 2006.
TARABA, J. (2008). Francúzska gramatika. Bratislava : Slovenské pedagogické nakladateľstvo - Mladé letá, 2008.
The tests given in weeks 6 and 12 will examine students' knowledge of the material covered in class and assigned for homework. To receive a passing grade, a student's final score on both tests must total at least 65%. Students are expected to attend class regularly and actively: more than two absences will prevent the teacher from awarding the final grade.
Evaluation:
Test 1 - 50%
Test 2 - 50%
Total: 100%
Opportunity to earn plus points on quizzes during the semester.
Percentage needed to award a grade: 65%
Scale determined by official grading criteria:
100-92% A
91-87% B
86-82% C
81-77% D
76-65% E
64% and less Fx
Slovak.
French - A0 (this course is ONLY for beginners in French).
Week 1: Introductory lesson, making students familiar with the structure of the semester and the conditions for receiving assessment
Week 2 – 5: Working with texts and exercises
Week 6: Test No. 1
Week 7 – 11: Working with texts and exercises
Week 12: Test No. 2
The course is focused on development of basic language competences of students, on strengthening and development of all language skills, in particular in French necessary for day-to-day communication required for successful stay of students within international projects (e.g. Erasmus+), in academic and professional French, as well as regarding the future possibilities of being successful on labour market on the beginner level (A1- A2) under the Common European Framework of Reference for Languages. Emphasis is put on active using of foreign language in everyday life, in academic and research environment, but also in future professional life.
Textbook: Girardet J.: Campus 1, Vydavatelstvo Clé internationale, Paríž 2004, ISBN : 978-2-09-033248-3
Hand-outs
Walterová H: Francouzština známá, neznámá, Vyd. Jan Kanzelsberger, Praha 1993
Bohuslav Balcar and kol: Čtyřjazyčný tematický slovník v 50 kapitolách. Evropská agenda, Resonance, edice Kontakty, Praha, 2004, ISBN 80-902812-5-7
Pravdová, M. 2011. Le français pour vous. Praha: Leda.
Grevisse, M. 2009. Le Petit Grevisse. Grammaire française. Bruxelles: De Boeck Duculot.
Rey-Debove, J., Rey, A. 2004. Le Nouveau Petit Robert. Paris: Dictionnaires les Robert.
French Language for Students of Philology 1
Two tests are intended for weeks 7 and 14. The tests will verify students’ knowledge of materials covered during seminars and assigned for home preparation. In order to pass the course, the sum of the scores from the two tests must be at least 65%. There will not be any re-take tests. If a need arises to change the date of the test due to holiday or absence of a lecturer, the students will be informed well in advance through the official website of the Department/by email. Regular and active seminar attendance is required; more than two absences will make it impossible for the lecturer to assign a final grade. If a student is not prepared, he/she will be considered absent. Should the students fail to bring their own copy or a completed home assignment for a particular seminar, they will be asked to leave the classroom. Students shall respect their distribution into individual seminar groups.
Assessment: Test No. 1. - 50% Test No. 2. - 50% Total: 100%
Number of percent necessary for receiving assessment: 65% Grading scale prescribed by the official assessment criteria: 100-92 % A 91-87 % B 86-82 % C 81-77 % D 76-65 % E 64 % and less Fx
French: A2 - B1
Week 1: Introductory lesson, making students familiar with the structure of the semester and the conditions for receiving assessment
Week 2 – 6: Working with texts, practical translations and exercises
Week 7: Test No. 1
Week 8 – 13: Working with texts, practical translations and exercises
Week 14: Test No. 2
The course is focused on development of basic language competences of students, on strengthening and development of all language skills, in particular in French necessary for day-to-day communication required for successful stay of students within international projects (e.g. Erasmus+), in academic and professional French, as well as regarding the future possibilities of being successful on labour market from the beginner up to upper intermediate level (from A1 to B1) under the Common European Framework of Reference for Languages. Emphasis is put on active using of foreign language in everyday life, in academic and research environment, but also in future professional life.
Regular preparation and active participation in the class is required. Interim and final evaluation.
During the semester, students will write three written exams of 30 points each (a total of 90 points per semester). They can get another 10 points for continuous work during the semester. At least 93 points must be obtained to obtain an A rating, at least 85 points to obtain a B rating, at least 77 points to obtain a C rating, at least 69 points to obtain a D rating and at least 61 points to obtain an E rating.
If the student does not obtain the required number of points from the continuous tests, he / she will write a final test at the end of the semester. It is necessary to obtain 60% to obtain a rating. The rating is given according to the scale:
A (100-95%, excellent - excellent results),
B (94-85%, very good - above average standard),
C (84 - 77%, good - normal reliable work),
D (76 - 70%, satisfactory - acceptable results),
E (69-60%, results meet minimum criteria),
Fx (59 - 0%, insufficient - additional work required).
If necessary, the exercise and evaluation will take place remotely.
Slovak language
the course is taught only in the summer semester
The aim of the course is to acquaint students with the basics of ancient Greek at the grammatical, lexical and syntactic level, to gradually develop basic knowledge of the morphology of the Greek language, simpler syntactic relations and basic vocabulary.
Upon successful completion, the student
- is able to apply basic knowledge of the lexical level of the ancient Greek language in the analysis of lexicon in sentences and exercises
- masters the basic phenomena of flexion of nouns, pronouns and verbs (according to the syllabus), can identify them in a sentence and correctly translate
- correctly forms and grades adverbs.
Regular preparation and active participation in the class is required.
Interim and final evaluation.
During the semester, students will write three written examinations of 30 points each (a total of 90 points per semester). They can get another 10 points for continuous work during the semester (90 + 10 = 100 points). At least 93 points must be obtained to obtain an A rating, at least 85 points to obtain a B rating, at least 77 points to obtain a C rating, at least 69 points to obtain a D rating and at least 61 points to obtain an E rating.
If the student does not obtain the required number of points from the continuous tests, he / she will write a final test at the end of the semester. It is necessary to obtain 60% to obtain a rating. The rating is given according to the scale:
A (100-95%, excellent - excellent results),
B (94-85%, very good - above average standard),
C (84 - 77%, good - normal reliable work),
D (76 - 70%, satisfactory - acceptable results),
E (69-60%, results meet minimum criteria),
Fx (59 - 0%, insufficient - additional work required).
If necessary, the exercise and evaluation will take place remotely.
Slovak language
the course is taught only in the winter semester
The aim of the course is to consolidate and expand the basic knowledge of the morphology of the ancient Greek language (completion of the third declension, aorist, withdrawn verbs, irregular verbs, numerals), mastering simpler syntactic relations and basic vocabulary.
Upon successful completion, the student
- is able to apply basic knowledge of the syntax of ancient Greek in the analysis of simple sentences and in their translation
- masters full name flexion and verbal flexion to the extent that he can independently translate not only individual sentences but also short texts
- has an extended vocabulary
- can effectively use dictionaries and orient themselves in them.
Regular preparation and active participation in the class is required.
Interim and final evaluation.
During the semester, students will write three written examinations of 30 points each (a total of 90 points per semester). They can get another 10 points for continuous work during the semester (90 + 10 = 100 points). At least 93 points must be obtained to obtain an A rating, at least 85 points to obtain a B rating, at least 77 points to obtain a C rating, at least 69 points to obtain a D rating and at least 61 points to obtain an E rating.
If the student does not obtain the required number of points from the continuous tests, he / she will write a final test at the end of the semester. It is necessary to obtain 60% to obtain a rating. The rating is given according to the scale:
A (100-95%, excellent - excellent results),
B (94-85%, very good - above average standard),
C (84 - 77%, good - normal reliable work),
D (76 - 70%, satisfactory - acceptable results),
E (69-60%, results meet minimum criteria),
Fx (59 - 0%, insufficient - additional work required).
If necessary, the exercise and evaluation will take place remotely.
Slovak language
the course is taught only in the summer semester
The aim of the course is to consolidate knowledge of morphology and expand the basic knowledge of the syntax of ancient Greek.
Upon successful completion of the course, the student
- controls noun and verbal flexion
- knows the lexicon
- can translate coherent Greek text with understanding.
- ŠANDEROVÁ, Jadwiga. Jak číst a psát odborný text ve společenských vědách. Praha: Slon, 2005.
- COECKELBERGH, Mark. Etika umělé inteligence. Praha: FILOSOFIA, 2023.
- ABDAAL, Ali. Feel-Good Productivity. Panguin Random House UK, 2023.
- SEIXAS, Peter - MORTON, Tom. The Big Six. Historical Thinking Concepts. Nelson Education, 2013.
- STOREY, William Kelleher. Writing history. A guide for students. 4th edition. New York; Oxford: Oxford University Press, 2013.
- Rozhodnutie rektora č. 1/2025, ktorým sa upravujú zásady používania umelej inteligencie na Univerzite Pavla Jozefa Šafárika v Košiciach
- Smernica č. 1/2011 o základných náležitostiach záverečných prác
Mastering the conditions of continuous assessment with an overall score of at least 80% (active participation in teaching in accordance with the study regulations and the teacher's instructions, submission of the required outputs: annotation, source analysis, digital tool output, essay).
Slovak
Historical thinking and the information cycle.
Digital databases, searching, evaluating information.
Working with primary and secondary sources.
Fundamentals of academic integrity and ethics in the use of AI.
Annotation of academic texts.
Digital tools.
Knowledge:
- the student can define historical sources and secondary sources, their function and significance in historical research
- understands the basic principles of academic integrity, citation and plagiarism
- understands the individual steps leading from the formulation of a problem to the presentation of results in research (scientific) activity, can name these steps, explain and apply them when solving a simple historical research problem, and understands that scientific research is not chaotic, but has a certain logic and methodological sequence
Subject-specific skills:
- the student is able to analyze and classify a simple historical source (textual, visual, or digital)
- creates an annotation of a secondary historical text with a focus on key theses and arguments
- knows how to use basic digital tools to organize sources and notes and support their studies
Transferable skills:
- students critically assess the quality, relevance, and credibility of information from various sources, including AI
- reflect on their learning style and approach to digital technologies
- apply an ethical approach to digital tools (AI translators, summarizers) in an academic context
Slovak
Teaching will take place in person.
ROSENBERG, M. B. 2023. Nenásilná komunikácia. Aktuell. 234 s.
VÝROST, Jozef - SLAMĚNÍK, Ivan. Sociální psychologie. 2., přepr. a rozš. vyd. Praha : GRADA, 2008. 408 s.
VÝROST, Jozef - SLAMĚNÍK, Ivan. Aplikovaná sociální psychologie I : Člověk a sociální instituce. 1. vyd. Praha : Portál, 1998. 384 s. ISBN 80-7178-269-6.
KOMÁRKOVÁ, Růžena - SLAMĚNÍK, Ivan - VÝROST, Jozef. Aplikovaná sociální psychologie III : Sociálněpsychologický výcvik. 1. vyd. Praha : Grada Publishing, 2001. 224 s.
VÝROST, Jozef - SLAMĚNÍK, Ivan. Aplikovaná sociální psychologie II. 1. vyd. Praha : Grada Publishing, 2001. 260 s.
.
1. Active participation in teaching (absence allowed max. 90 min.),
2. Implementation of assignments and presentation of assignments focused on the application of knowledge, skills and competence in the field of communication with a particular focus on teacher communication in the school environment.
Detailed information in the electronic bulletin board of the subject in AIS2.
slovak
.
Basics of communication (Transmitter-receiver principle, "What is said is not equal to what is heard", "Internal dialogue", The concept of communication)
Active listening (The most important criteria for active listening)
Misunderstandings (How Misunderstandings Arise, How to Avoid Misunderstandings)
Body language (What is body language, Active / passive body language, Dress psychology)
Signs of Physical Expression, Disadvantages of Fake Physical Expression, Difference Between Active and Passive Body Expression
Personality development (Voices in us, "child in me" - identification of one's own personality)
Basics of assertive and non-violent communication. Specifics of communication in the school environment.
The student will acquire knowledge and information about the basics of verbal and non-verbal communication, communication errors, assertive and non-violent communication. The content of the subject will be enriched with knowledge, skills and competencies necessary for the work of a teacher.
The student is able to apply the acquired communication skills in practice, is able to apply effective principles and principles of communication with others, is able to anticipate and thus prevent possible misunderstandings, which will contribute to the development of his social and professional skills.
The student will acquire the competencies to communicate effectively in work and personal life, especially in the school environment.
1. JUNGER, J. et al. Turistika a športy v prírode. Prešov: Fakulta humanitných a prírodných vied PU v Prešove. 2002. 267s. ISBN 80-8068-097-3.
2. PAVLÍČEK, J. Člověk v drsné přírodě. 3. vyd. Praha: Práh. 2002. ISBN 8072520598.
3. WISEMAN, J. SAS: příručka jak přežít. Praha: Svojtka & Co. 2004. 566s. ISBN
8072372807.
Completion: passed
Condition for successful course completion:
- active participation in line with the study rule of procedure and course guidelines,
- effective performance of all the tasks defined in the course syllabus
Slovak language
Brief outline of the course:
1. Principles of conduct and safety in the movement in unfamiliar natural environment
2. Preparation and guidance of a hike tour
3. Objective and subjective danger in the mountains
4. Principles of hygiene and prevention of damage to health in extreme conditions
5. Fire building
6. Movement in the unfamiliar terrain, orientation and navigation
7. Shelters
8. Food preparation and water filtering
9. Rappelling, Tyrolian traverse
10. Transport of an injured person, first aid
Content standard:
The student demonstrates relevant knowledge and skills in the field, which content is defined in the course syllabus and recommended literature.
Performance standard:
Upon completion of the course students are able to meet the performance standard and should:
- acquire knowledge about safe stay and movement in natural environment,
- obtain theoretical knowledge and practical skills to solve extraordinary and demanding situations connected with survival and minimization of damage to health,
- be able to resist and face situations related to overcoming barriers and obstacles in natural environment,
- be able implement the acquired knowledge as an instructor during summer sport camps for children and youth within recreational sport.
1. JUNGER, J. et al. Turistika a športy v prírode. Prešov: FHPV PU v Prešove. 2002. ISBN 8080680973.
Internetové zdroje:
1. STEJSKAL, T. Vodná turistika. Prešov: PU v Prešove. 1999.
Dostupné na: https://ulozto.sk/tamhle/UkyxQ2lYF8qh/name/Nahrane-7-5-2021-v-14-46-39#!ZGDjBGR2AQtkAzVkAzLkLJWuLwWxZ2ukBRLjnGqSomICMmOyZN==
Completion: passed
Condition for successful course completion:
- active participation in line with the study rule of procedure and course guidelines
- effective performance of all tasks: carrying a canoe, entering and exiting a canoe, righting a canoe, paddling
Slovak language
Brief outline of the course:
1. Assessment of difficulty of waterways
2. Safety rules for rafting
3. Setting up a crew
4. Practical skills training using an empty canoe
5. Canoe lifting and carrying
6. Putting the canoe in the water without a shore contact
7. Getting in the canoe
8. Exiting the canoe
9. Taking the canoe out of the water
10. Steering
a) The pry stroke (on fast waterways)
b) The draw stroke
11. Capsizing
12. Commands
Content standard:
The student demonstrates relevant knowledge and skills in the field, which content is defined in the course syllabus and recommended literature.
Performance standard:
Upon completion of the course students are able to meet the performance standard and:
- implement the acquired knowledge in different situations and practice,
- implement basic skills to manipulate a canoe on a waterway,
- determine the right spot for camping,
- prepare a suitable material and equipment for camping.
The conditions for passing the course are as follows:
1. Active participation in exercises. Max. the missed range is 90 min.
2. Submission of the reflection on the selected topic within the specified time. Reflection topic: My strengths and weaknesses in conflict management. In a short presentation of their reflection, in the form of deconstruction, students will describe their strengths and weaknesses in the management of conflict situations with a focus on the application of knowledge, skills and competences needed in conflict situations in the work environment and the school environment.
The evaluation of the course and its subsequent completion will be based on clearly and objectively set requirements, which will be set in advance and will not change. The aim of the assessment is to ensure an objective and fair mapping of the student's knowledge while adhering to all ethical and moral standards. There is no tolerance for students' fraudulent behavior, whether in the teaching process or in the assessment process.
Disputes and their causes (Types of disputes, External influences, Be able to reveal the causes of disputes), Dispute origin (Levels of disputes, Escalation warning signals, Escalation removal strategies, Know how to explain escalation stages; How do I approach a dispute?) Dispute Resolution, Dispute Resolution Strategies, Dispute Discussion, Dispute Settlement Initiatives, Knowing how to handle a dispute and how to effectively resolve it), Dispute Resolution (Options, Public Struggle, Covert Struggle, Indefinite Postponement, Agreement, “Fair play ”, compromise, cooperation, capitulation, escape or separation), Prevention (Structures that produce disputes, The meaning and purpose of disputes, Stages and steps of dispute resolution, What does a positive corporate culture mean? Dispute is an incentive for change)
Successful mastery and demonstration of knowledge in the field of conflict management and control of basic rules.
The method of teaching the subject will be oriented to the student. Lecturers will be interested in students' needs, expectations and opinions so as to encourage them to think critically by expressing respect and feedback on their opinions and needs.
The content of the curriculum will be based on primary and high-quality sources that will reflect the topicality of the topics so as to ensure the connection of the curriculum with other subjects and also the connection of the curriculum with practice. Students will be expected to take an active approach in lectures and seminars with an emphasis on their independence and responsibility.
The student is able to demonstrate an understanding of an individual's behavior in various conflict situations. The student is able to describe, explain and evaluate their own internal resources, competencies as well as limitations and weaknesses that are directly related to conflict management.
The student is able to apply theoretical knowledge and principles of conflict resolution to everyday situations.
After completing the course, students will be able to: a) express and summarize basic knowledge related to conflict management; b) understand the basic rules and dynamics of the origin, course and termination of the conflict; c) apply knowledge in practice, e.g. in the school environment; d) apply key competencies that increase the possibilities of their application in all areas of practice with a special focus on the work of a teacher. They will acquire knowledge from the theory of conflict management as well as capabilities and competences for solving them, e.g. in the context of school teams.
1. DITTELOVÁ, E. - ZAVATČANOVÁ, M.: Einführung in das Studium der deutschen Fachsprache. Košice: ES UPJŠ, 2000
2. KNAACK, W. - KUHN, M. - LAUDEL, H. - WALLRABENSTEIN, W.: Reden, Schreiben, Rechnen. Hamburg: Xenos, 1984
3. KOZMOVÁ, R. - BERGLOVÁ, E. - FORMÁNKOVÁ, E. - MAŠEK, M.: Moderná gramatika nemčiny. Bratislava: Fraus, 2003, 312 s.
4. Krenn, W. - Puchta, H.: Motive. Kompaktkurs DaF. Kursbuch und Arbeitsbuch. 2015.
Active participation in class and completed homework assignments. Students are allowed to miss 2 classes at the most (2x90 min.). 2 control tests during the semester. Final grade will be calculated as follows: A 93-100 %, B 86-92%, C 79-85%, D 72-78%, E 65-71%, FX 64 % and less.
German, Slovak
1. Introduction to study of specialized language
2. Communication in private and professional life (exercises: separable and inseparable prefixes of verbs)
3. Written communication: CV, job application, complaint (exercises: tenses)
4. Macrostructure of written documents (exercises: active/passive voice)
5. Test: test from acquired language and communication skills
6. Our world at the turn of the third millennium: environment, scientific progress (exercises: verb structures)
7. Educational system in Slovakia and in Germany (exercises: prepositions for 3rd and 4th grammatical cases)
8. Universities in Slovakia and in Germany. Pavol Jozef Šafárik University in Košice (exercises: gender of nouns, geographical nouns)
9. Mass media communication and public opinion. Media diversity. Advertisement as a means of manipulation (exercises: declension of nouns)
10. Family and personal happiness (exercises: declension of adjectives)
11. Multicultural society (exercises: comparatives and superlatives)
12. Prejudices and stereotypes in Slovak and German culture (exercises: connections of verbs, nouns and adjectives)
13. Test: test from acquired language and communication skills
14. Study field of Philosophy and Ethics. My job (final verification of acquired language and communication skills)
continuous assessment
Student develops and consolidates his language competencies, is able to communicate in written and oral form at the level of advanced language knowledge and skills, which it applies in the field of study – philology.
Dreyer/Schmitt: Lehr- und Ubungsbuch derdeutschen Grammatik.Neubearbeitung. Max HueberVerlag 2008.Ismaning. Deutschland.
Duden:Diedeutsche Rechtschreibung.24.Auflage.Band 1. Mannheim 2006
Häusler/Scherling/Häublein:Stellensuche. Bewerbung.Kundigung.Langenscheidt 2003. Baustein 3. Berlin. Munchen.
Nourse,K./Schicker,C.: FokusDeutsch. OxfordUniversity 1998.
Krenn.W./ Puchta, H.: Motive. Kompaktkurs DaF. Kursbuch und Arbeitsbuch. 2015.
Active participation in class and completed homework assignments. Students are allowed to miss 2 classes at the most (2x90 min.). 2 control tests during the semester and written assignments. Final grade will be calculated as follows: A 93-100 %, B 86-92%, C 79-85%, D 72-78%, E 65-71%, FX 64 % and less.
German, Slovak
Reform of German orthography, General and specialized foreign language, Body language, Flexible working time, At the Labour Office - registration form, German minorities in the world, International students in Germany, General abbreviations and abbreviations of companies, Influence of English on German - New words from English in German, Searching for job - Plans for future, Communication by phone, Immigrants in Germany and their language culture.
The development of students´ language skills - reading, writing, listening, speaking, improvement of their linguistic competence - students acquire knowledge of selected phonological, lexical and syntactic aspects, development of pragmatic competence.
The evaluation of the course and its subsequent completion will be based on clearly and objectively set requirements, which will be set in advance and will not change. The aim of the assessment is to ensure an objective and fair mapping of the student's knowledge while adhering to all ethical and moral standards. There is no tolerance for students' fraudulent behavior, whether in the teaching process or in the assessment process.
1. Active participation in seminars
2. Elaboration and presentation of PPT presentation on the assigned topic. Maximum number of points 20; minimum number of points 11.
3. Elaboration of an essay in the range of 4xA4 (standard pages). Maximum number of points 20; minimum number of points 11.
The final evaluation (grade) is the sum of points for the presentation and the essay.
A 40b - 37b
B 36b - 33b
C 32b - 29b
D 28b - 25b
E 24b - 21b
FX 20b - 0b
How to understand human behavior (overview of basic approaches in psychology); Basic overview of cognitive processes; Learning processes and their use in practice; Social influences, prosocial and antisocial behavior; How human emotions and motivations work; Deciding - why and when we take risks; Childhood experiences and their relationship to adulthood; Abnormal behavior, mental disorders and therapeutic approaches
The student is able to demonstrate an understanding of the individual's behavior in selected everyday situations such as conflict, group influence, empathy, helping, aggression, etc.
The student is able to describe, explain and evaluate the psychological mechanisms that occur in everyday situations.
The student is able to apply basic psychological knowledge to himself (self-regulation) but also in interaction with others (cooperation).
The method of teaching the subject will be oriented to the student. Speakers will be interested in the needs, expectations and opinions of students so as to encourage them to think critically by expressing respect and feedback on their opinions and needs.
The content of the curriculum will be based on primary and high-quality sources that will reflect the topicality of the topics so as to ensure the connection of the curriculum with other subjects and also the connection of the curriculum with practice. Students will be expected to take an active approach in lectures and seminars with an emphasis on their independence and responsibility.
Brewer, M. B., & Hewstone, M. (2004). Emotion and motivation. Blackwell.
Deci, E., & Ryan, R. M. (2002). Handbook of self-determination research. Rochester.
Křivohlavý, J. (2003). Pozitivní psychologie. Praha: Portál.
Křivohlavý, J. (2007). Psychologie vděčnosti a nevděčnosti. Praha: Grada.
Křivohlavý, J. (2012). Psychologie moudrosti a dobrého života. Praha: Grada.
Křivohlavý, J. (2013). Psychologie pocitu štěstí. Praha: Grada.
McAdams, D. P. (2002). The person. New York.
Seligman, M. E. P., & Csikszentmihalyi, M. (Eds.). (2000). Positive psychology [Special issue]. American Psychologist, 55(1).
Říčan, P. (2007). Psychologie náboženství a spirituality. Praha: Portál.
Slezáčková, A. (2012). Průvodce pozitivní psychologií. Praha: Grada.
Carr, A. (2022). Positive psychology: The science of wellbeing and human strengths (3rd ed.). Routledge.
Assessment of Study Results:
The evaluation of study results for the course is conducted through continuous assessment. Active participation in seminars (a maximum of 2 absences is allowed) accounts for 20%; a presentation during the exercises on a pre-assigned date accounts for 30%; and the preparation and submission of a group year-long methodological guide on Positive Psychology accounts for 50%.
Final Grading Scale:
A: 100 – 90%
B: 89 – 80%
C: 79 – 70%
D: 69 – 60%
E: 59 – 50%
FX: 49% or less – failed and must revise the assignment where a low score was obtained.cademic information system of the UPJŠ.
1. Different perspectives on well-being nad happiness in psychology
2. Main theoretical approaches to positive psychology
3. Positive emotions and positivity
4. Meaningfulness
5. Positive interpersonal relations
6. Post-traumatic growth
7. Hope and optimism
8. Gratitude
9. Spirituality as a personality dimension
10. Wisdom
11. Positive institutions
12. New themes and topics in PP
Knowledge: Students will gain basic knowledge about the origins, foundations, and applications of Positive Psychology as a new and dynamically developing field of psychology. They will become familiar with research in this area and various perspectives on personal well-being, happiness, and life meaning. They will acquire an overview of the main theoretical approaches in Positive Psychology and their application in the context of individuals and society, with an emphasis on their use in educational settings.
Skills: Students will develop the ability to independently and critically address current topics in Positive Psychology, such as positive emotions, interpersonal relationships, hope, optimism, gratitude, and wisdom. They will learn to apply Positive Psychology principles in designing programs aimed at promoting personal well-being and developing positive traits, which can be utilized in working with children and youth in school environments.
Competencies: After completing the course, students will be able to effectively apply the principles of Positive Psychology in educational contexts, such as fostering positive interpersonal relationships and developing optimism and gratitude in students. They will be prepared to participate in the creation and implementation of programs focused on personal development and mental well-being, contributing to the creation of a positive and supportive school environment.
seminar paper (50%)
written test (50%)
Slovak
Introduction to study of Prehistory.
Quarter climatic cycle. Creation and evolution of a man. Palaeolithic cultures of Slovakia.
Emergence and spreading of Neolithic civilization, overview and characteristics of Neolithic cultures in Slovakia.
The Late Stone Age, interventions of foreign ethnic groups.
Cultures of the Bronze Age in Slovakia.
Contacts with the Aegean area.
Civilization centres in the Iron Age.
Celtic civilization, its features and legacy.
Germanic people and territory of Slovakia.
The Roman period and the Migration Period – territory of Slovakia in the first 6 centuries A.D., contacts with the Roman Empire, migrations of ethnic groups and influences of different cultures.
Status of Slovakia within Prehistory of Central Europe.
Orosová, O. a kol. (2012). Základy prevencie užívania drog a problematického používania internetu v školskej praxi. Košice: UPJŠ.
Sloboda, Z., & Bukoski, J. (Eds.). (2006). Handbook of Drug Abuse Prevention: Theory, Science, and Practice. New York: Springer.
National and international scientific journals.
1st of the evaluation: active participation in the training part (30p). 2nd part of the evaluation: active participation in workshops (20p). In total, students can get 50p and the final evaluation is as follows: 50 - 45: A; 44 - 40: B; 39-35: C; 34-30: D; 29 - 25: E 24 and less: FX. Detailed information in the electronic bulletin board of the course in AIS2. The teaching of the subject will be realized by a combined method.
slovak
The student understands the principals of research data based prevention of risk behavior, can describe and explain the determinants of risk behavior as well as protective and risk factors for substance use. Student understands and adequately interprets the theory explaining the background of substance and non-substance addictions.
The student is also able to state and classify the types and forms of prevention, strategies and approaches in prevention, can distinguish effective strategies from ineffective ones.
The student is able to adequately interpret their experience with preventive activities in the group and assume their positive effect as well as limitations and threats.
Nekolová, V., Camutaliová, I., Vasilieva-Lešková, A.: Ruština nejen pro samouky. Praha: Leda, 2022.
Baláž, G., Čabala, M., Svetlík, J.: Gramatika ruštiny. Bratislava: SPN, 1995.
Balcar M.: Ruská gramatika v kostce. Praha: Leda, 1999.
Fozikoš, A., Reiterová, T.: Reálie rusky mluvících zemí. Plzeň: Fraus, 1998.
Oganesjanová D., Tregubová, J.: Cvičebnice ruské gramatiky. Praha: Polyglot, 2004.
+ other materials provided by the lecturer
Active seminar participation (2 absences tolerated), tests, home assignments, presentations, home reading.
Final assessment = the average of results obtained.
Grading scale: A 100–92%, B 91–85%, C 84–78%, D 77–71%, E 70–65%, FX 64% and less.
Russian language A2-B1
Vocabulary development (people – character traits, biography, education, job and duties, famous Slovaks in Russia, bussiness, economy and finance, EU)
Functional vocabulary (agreement, disagreement, strategies for speaking, making presentation, expressing opinion, cause and effect, etc.)
Understanding/Use of professional discourse
Home reading
UNO news
Students will acquire greater knowledge of the Russian language (grammar, vocabulary, language interference, etc.), basic language skills (listening, speaking, reading, writing) and communicative language competence (linguistic, sociolinguistic, pragmatic) according to the course syllabus with special reference to topics related to their study programme.
The level of proficiency: B1 (Common European Framework of Reference for Languages).
Basic information about the periodization, the emergence of particular genres and the authors of Roman literature
STIEBITZ, F.: Stručné dějiny římské literatury. Praha 1967,1977, Brno 1991
CONTE, L.: Dějiny římské literatury. Praha 2003, 2. vyd. 2008
ŠUBRT, J.: Římska literatura. Praha 2005
TRONSKIJ, I. M.: Dějiny římské literatury. Praha 1955
STEHLÍKOVÁ, E. Antické divadlo. Praha 2005
NOVÁKOVÁ, J.: Devět kapitol o tzv. stříbrném věku římské slovesnosti. Praha 1953
essay, written test, 60% = E
- Origin of Roman literature, periodization of its history
- Early period of Roman literature
- Cicero´s period
- Augustus´period
- Literature of imperial Rome
90% final valuation
Basic information about the periodization, the emergence of particular genres and the authors of Roman literature
essay, written test, 60% = E
Nekolová, V., Camutaliová, I., Vasilieva-Lešková, A.: Ruština nejen pro samouky. Praha, Leda, 2007
Baláž, G., Čabala, M., Svetlík, J.: Gramatika ruštiny. Bratislava, SPN, 1995
Balcar M.: Ruská gramatika v kostce. Praha, Leda, 1999
Fozikoš, A., Reiterová, T.: Reálie rusky mluvících zemí. Plzeň, Fraus, 1998
Oganesjanová D., Tregubová, J.: Cvičebnice ruské gramatiky. Praha, Polyglot, 2004
+ additional handouts of lecturer
http://public-library.narod.ru/
Active seminar participation (2 absences tolerated), selfstudy, home assignments, home reading, mini-presentations.
Final assessment = the average of results obtained.
Grading scale: A 93-100%, B 86-92%, C 79-85%, D 72-78%, E 65-71%, FX 64% and less.
Russian language A2
Vocabulary development (interesting towns, places, famous people, travel and acomodation, transport, food, shopping, health and illness, Niznij Novgorod, EU, Slovak-Russian relatios, humanitarian aid, migration, cross-cultural communication, history of interpreting, etc.).
Grammar ((irregular verbs, nouns, adjectives, passive and active voice,
pronouns, etc.).
Language interference, written communication, translation of texts, etc.
Home reading
Radio UNO – news
Students will acquire greater knowledge of the Russian language (grammar, vocabulary, language interference, etc.), basic language skills (listening, speaking, reading, writing) and communicative language competence (linguistic, sociolinguistic, pragmatic) according to the course syllabus with special reference to topics related to their study programme.
The level of proficiency: A2/B1 (Common European Framework of Reference for Languages).
KATUŠČÁK, Dušan: Ako písať vysokoškolské a kvalifikačné práce : Ako písať seminárne a ročníkové práce, práce študentskej vedeckej a odbornej činnosti, diplomové, záverečné a atestačné práce a dizertácie. 2. doplnené vyd. Bratislava : Stimul, 1998. 121 s. (alebo iné vydania)
ČMEJRKOVÁ, Světla - DANEŠ, František - SVĚTLÁ, Jindra: Jak napsat odborný text. Praha : Leda, 1999. 256 s.
MISTRÍK, Jozef: Štylistika. 2. vyd. Bratislava : Slovenské pedagogické nakladateľstvo, 1989. 582 s. (alebo novšie vydania)
HROCH, Miroslav a kol.: Úvod do studia dějepisu. Praha : Státní pedagogické nakladatelství, 1985. 304 s.
BARTOŠ, Josef: Metodika diplomové práce. Olomouc : FF Univerzity Palackého, 1991.77 s.
MEŠKO, Dušan - KATUŠČÁK, Dušan a kol.: Akademická príručka. Martin : Osveta, 2004. 316 s. (alebo iné vydania)
ŠANDEROVÁ, Jadwiga: Jak číst a psát odborný text ve společenských vědách : Několik zásad pro začátečníky. Praha : Slon, 2005. 209 s.
To be awarded the credits, students are required to participate regularly in consultations according to the supervisor’s instructions, continuously read the recommended literature and work on own bachelor thesis, the written draft of which will be submitted by a student for final assessment according to the supervisor’s instructions.
Slovak
Bachelor thesis (its place and importance in university education), time schedule of preparation of bachelor thesis, main parts of bachelor thesis, format of bachelor thesis, principles of quotation and bibliography references.
The seminar is scheduled in the form of individual consultations between the supervisor and a student, according to the supervisor’s instructions. The content of the seminar depends on selected topic of the bachelor thesis, condition of its preparation and individual needs or agreement between the supervisor and a student.
Students are able to manage preparation and writing of own bachelor thesis in terms of is structure, time schedule and formal arrangement in line with valid standards. Under supervision of the supervisor students make initial research of sources, research itself and writing of the thesis.
KATUŠČÁK, Dušan: Ako písať vysokoškolské a kvalifikačné práce : Ako písať seminárne a ročníkové práce, práce študentskej vedeckej a odbornej činnosti, diplomové, záverečné a atestačné práce a dizertácie. 2. doplnené vyd. Bratislava : Stimul, 1998. 121 s. (alebo iné vydania)
ČMEJRKOVÁ, Světla - DANEŠ, František - SVĚTLÁ, Jindra: Jak napsat odborný text. Praha : Leda, 1999. 256 s.
MISTRÍK, Jozef: Štylistika. 2. vyd. Bratislava : Slovenské pedagogické nakladateľstvo, 1989. 582 s. (alebo novšie vydania)
HROCH, Miroslav a kol.: Úvod do studia dějepisu. Praha : Státní pedagogické nakladatelství, 1985. 304 s.
BARTOŠ, Josef: Metodika diplomové práce. Olomouc : FF Univerzity Palackého, 1991.77 s.
MEŠKO, Dušan - KATUŠČÁK, Dušan a kol.: Akademická príručka. Martin : Osveta, 2004. 316 s. (alebo iné vydania)
ŠANDEROVÁ, Jadwiga: Jak číst a psát odborný text ve společenských vědách : Několik zásad pro začátečníky. Praha : Slon, 2005. 209 s.
To be awarded the credits, students are required to participate regularly in consultations according to the supervisor’s instructions, continuously read the recommended literature and work on own bachelor thesis, the written draft of which will be submitted by a student for final assessment according to the supervisor’s instructions.
Slovak
Bachelor thesis (its place and importance in university education), time schedule of preparation of bachelor thesis, main parts of bachelor thesis, format of bachelor thesis, principles of quotation and bibliography references.
The seminar is scheduled in the form of individual consultations between the supervisor and a student, according to the supervisor’s instructions. The content of the seminar depends on selected topic of the bachelor thesis, condition of its preparation and individual needs or agreement between the supervisor and a student.
Students are able to manage preparation and writing of own bachelor thesis in terms of is structure, time schedule and format in line with valid standards. Under supervision of the supervisor students make initial research of sources, research itself and writing of the thesis.
VÝROST, Jozef - SLAMĚNÍK, Ivan. Sociální psychologie. 2., přepr. a rozš. vyd. Praha : GRADA, 2008. 408 s.
VÝROST, Jozef - SLAMĚNÍK, Ivan. Aplikovaná sociální psychologie I : Člověk a sociální instituce. 1. vyd. Praha : Portál, 1998. 384 s. ISBN 80-7178-269-6.
KOMÁRKOVÁ, Růžena - SLAMĚNÍK, Ivan - VÝROST, Jozef. Aplikovaná sociální psychologie III : Sociálněpsychologický výcvik. 1. vyd. Praha : Grada Publishing, 2001. 224 s.
VÝROST, Jozef - SLAMĚNÍK, Ivan. Aplikovaná sociální psychologie II. 1. vyd. Praha : Grada Publishing, 2001. 260 s.
The conditions for passing the subject are as follows: 1. Active participation in exercises. Max. the missed range is 90 min. 2. Submission of the reflection on the selected topic within the specified time. Reflection topic: will be given in the exercise.
The evaluation of the subject and its subsequent completion will be based on clearly and objectively determined requirements, which will be determined in advance and will not change. The aim of the evaluation is to ensure an objective and fair mapping of the student's knowledge while observing all ethical and moral standards. There is no tolerance for fraudulent student behavior in either the teaching or assessment process.
slovak
What is marketing? (Marketing - Mix)
Basics of self-marketing (Personal opinion is crucial, Goal setting, Proper use of opportunity)
Me and my influence (What can I offer? What does he / she have unlike me? How do others see me? Ability to defend one's own opinion, Think positively!, I know how to explore myself - what options do I have?),
Competence (Have your own opinion, How to withstand criticism, Be a team player, Competence at work),
Draw attention to yourself (Voice and word selection, Active in meetings, Present yourself successfully).
The student is able to understand and explain the basic assumptions of good self-marketing, knows the possibilities for the correct presentation of his own person and understands the related knowledge and principles of personal and communication area. He / she can understand his / her competencies, his / her goals, how to make his / her strengths visible and he / she can apply this knowledge and social and professional skills in the personal and professional sphere of his / her life, which will also improve his / her employment opportunities.
The workload of students is divided between:
Direct teaching (face-to-face and distance learning via LMS), which accounts for 10% of the student's workload;
Group work (presentations), which accounts for 75% of the student's workload;
Individual consultations, which account for 5% of the student's workload;
Self-study, which accounts for 10% of the student's workload
Domestic and foreign journal literature
Kudláčová, B.(2007) Človek a výchova v dejinách európskeho myslenia. Trnava: PdF TU
Zeus Leonardo (2010) Handbook of Cultural Politics and Education. Rotterdam, The Netherlands.
Evaluation of the developed assignment.
A ... 100,00% - 91,00%
B ... 90,99% - 81,00%
C ... 80,99% - 71,00%
D ... 70,99% - 61,00%
E ... 60,99% - 51,00%
FX ... 50,99% and less
Slovak
The status, role and functions of education in human life and society. The political, social and economic objectives of education. Education, learning and social change in the context of globalisation. Macrosocial determinants of education. Current roles of education and training in modern performance and democratic society.
The aim and purpose of teaching the subject is to impart knowledge and promote reflection on the issues of education and training in the context of social and political change.
Development of knowledge: the student will be able to know the current theoretical background related to the process of education and training in a modern democratic society.
The student will be able to navigate the social and political space - politically, legally, socially and culturally. He/she will be able to look for alternatives and solutions to dysfunctions, while at the same time exploiting opportunities and ways to implement them.
Basic information about geography of ancient world
BARTONĚK, A.: Světem starých Řeků. Praha 1977
PAUSANIAS: Cesta po Řecku I-II. Praha 1973-1974
KAMPEN, ALV. van: Orbis terrarum antiquus. Gothae et Lipsiae 1967
Chaline, E.: Turistický průvodce po starověkém světě. Řecko Praha 2009
Laurence, .: Turistický průvodce po starověkém světě. Řím Praha 2009
kol. Řím v roce 300 n. l. Turistický pruvodce. Praha 2009.
100% final valuation
Essay (one Roman province)
written test, 60% = E
Introduction to the historical geography, basic ressources of geographical knowledge
Ancient Greece in general
Athens and single parts of Greece
Ancient Italy in general
Rome and single parts of Italy
100% final valuation
Basic information about geography of ancient world
Essay (one Roman province)
written test, 60% = E
BENCE, M. et al. 2005. Plávanie. Banská Bystrica: FHV UMB. 198s. ISBN 80-8083-140-8.
[online] Dostupné na: https://www.ff.umb.sk/app/cmsFile.php?disposition=a&ID=571
BUZKOVÁ, K. 2006. Fitness jóga, harmonické cvičení těla I duše. Praha: Grada. ISBN 8024715252.
JARKOVSKÁ, H, JARKOVSKÁ, M. 2005. Posilování s vlastním tělem 417 krát jinak. Praha: Grada. ISBN 9788024757308.
KAČÁNI, L. 2002. Futbal:Tréning hrou. Bratislava: Peter Mačura – PEEM. 278s. ISBN
8089197027.
KRESTA, J. 2009. Futsal.Praha: Grada Publishing, a.s. 112s. ISBN 9788024725345.
LAWRENCE, G. 2019. Power jóga nejen pro sportovce. Brno: CPress. ISBN 9788026427902.
SNER, Wolfgang. 2004. Posilování ve fitness. České Budějovice: Kopp. ISBN 8072322141.
STACKEOVÁ, D. 2014. Fitness programy z pohledu kinantropologie. Praha: Galén. ISBN 9788074921155.
VOMÁČKO, S. BOŠTÍKOVÁ, S. 2003. Lezení na umělých stěnách. Praha: Grada. 129s. ISBN
8024721743.
Min. 80% of active participation in classes.
Slovak language
Brief outline of the course:
The Institute of physical education and sport at the Pavol Jozef Šafárik University offers 20 sports activities aerobics; aikido, basketball, badminton, body-balance, body form, bouldering, floorball, yoga, power yoga, pilates, swimming, fitness, indoor football, SM system, step aerobics, table tennis, chess, volleyball, tabata, cycling.
Additionally, the Institute of physical education and sport at the Pavol Jozef Šafárik University offers winter courses (ski course, survival) and summer courses (aerobics by the sea, rafting on the Tisza River) with an attractive programme, sports competitions with national and international participation.
Sports activities in all their forms prepare university students for their professional and personal life. They have a great impact on physical fitness and performance. Specialization in sports activities enables students to strengthen their relationship towards the selected sport in which they also improve.
BENCE, M. et al. 2005. Plávanie. Banská Bystrica: FHV UMB. 198s. ISBN 80-8083-140-8.
[online] Dostupné na: https://www.ff.umb.sk/app/cmsFile.php?disposition=a&ID=571
BUZKOVÁ, K. 2006. Fitness jóga, harmonické cvičení těla I duše. Praha: Grada. ISBN 8024715252.
JARKOVSKÁ, H, JARKOVSKÁ, M. 2005. Posilování s vlastním tělem 417 krát jinak. Praha: Grada. ISBN 9788024757308.
KAČÁNI, L. 2002. Futbal:Tréning hrou. Bratislava: Peter Mačura – PEEM. 278s. ISBN
8089197027.
KRESTA, J. 2009. Futsal.Praha: Grada Publishing, a.s. 112s. ISBN 9788024725345.
LAWRENCE, G. 2019. Power jóga nejen pro sportovce. Brno: CPress. ISBN 9788026427902.
SNER, Wolfgang. 2004. Posilování ve fitness. České Budějovice: Kopp. ISBN 8072322141.
STACKEOVÁ, D. 2014. Fitness programy z pohledu kinantropologie. Praha: Galén. ISBN 9788074921155.
VOMÁČKO, S. BOŠTÍKOVÁ, S. 2003. Lezení na umělých stěnách. Praha: Grada. 129s. ISBN
8024721743.
active participation in classes - min. 80%.
Slovak language
Brief outline of the course:
The Institute of physical education and sport at the Pavol Jozef Šafárik University offers 20 sports activities aerobics; aikido, basketball, badminton, body-balance, body form, bouldering, floorball, yoga, power yoga, pilates, swimming, fitness, indoor football, SM system, step aerobics, table tennis, chess, volleyball, tabata, cycling.
Additionally, the Institute of physical education and sport at the Pavol Jozef Šafárik University offers winter courses (ski course, survival) and summer courses (aerobics by the sea, rafting on the Tisza River) with an attractive programme, sports competitions with national and international participation.
Sports activities in all their forms prepare university students for their professional and personal life. They have a great impact on physical fitness and performance. Specialization in sports activities enables students to strengthen their relationship towards the selected sport in which they also improve.