Understand to the systemic human anatomy and acquire the accurate idea about arrangement of the individual organs in particular organ system, or across various systems.
Miklošová M.: Anatómia, vysokoškolská učebnica, UPJŠ, Equilibria, Košice, 2011
Ševc, J., Mochnacký, F.: Anatomické termíny pre jednoodborové a medziodborové štúdium biológie, UPJŠ, e-book (https://unibook.upjs.sk/sk), 2020
Kluchová, D. a kol.: Anatómia trupu a končatín, UPJŠ, Equilibria, Košice, 2015
K. S. Saladin: Anatomy and Physiology: The Unity of Form and Function, Mc Graw-Hill; 3rd edition, 2004
Mráz, P. a kol.: Anatómia ľudského tela 1-3, Slovak Academic Press, 2015-2021
1. active participation on Anatomy lectures, max. 3 absences per semester
2. two written exams (20 points each) during semester, results of written exams contribute to the overall ranking
3. elaboration and presentation of selected topic
4. written exam (test, 60 points max.) during winter exam period; 3 regular exam dates (unlimited number of students) + 1 date for correction (for students, which failed in regular exam dates). Final grade will be calculated based on the total sum of earned points from written exams (20+20) and test (60). Grading scale: A (100-91 points), B (90.5-81), C (80.5-71), D (70.5-61), E (60.5-51), FX (50.5 and less)
1. Anatomical terminology
2. The skeletal system
3. The muscular system
4. The respiratory system
5. The gastrointestinal system
6. The urinary system
7. The male reproductive system
8. The female reproductive system
9. The circulatory system
10. The lymphatic system
11. The immune system
12. The nervous system
13. The sensory organs
After successful completion of the lectures, student masters the systemic human anatomy and has an accurate idea about the arrangement of the individual organs in particular organ system, or across various systems. Student understands the function and basic physiology of particular organs in human body in context of both; evolution and processes occurring in cells and tissues. Successful completion of the lectures prepare students for further study of histology, animal physiology, comparative morphology, immunology, etc.
Final grade will be calculated based on the total sum of earned points from two written exams during semester (portion - 20% each) and test (60%).
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. Scientific papers related to the topic of the bachelor project. 2. Directive No. 1/2011 of the rector UPJS in Košice.
Submission of the bachelor project, the defense of the project and acceptance of its content by the supervisor.
1. Scientific papers related to the topic of the bachelor project. 2. Directive No. 1/2011 of the rector UPJS in Košice.
Submission of the bachelor project, the defense of the project and acceptance of its content by the supervisor.
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Mártonfi P.: Systematika cievnatých rastlín, 4. vydanie. - Vydavateľstvo UPJŠ, Košice, 2013.
Judd W. S., Campbell Ch. S., Kellogg E. A. & Stevens P. F., Donoghue M. J.: Plant Systematics.
A phylogenetic Approach, 4th ed. - Sinauer Associates, Sunderland, 2016.
Simpson M. G.: Plant Systematics. - Elsevier - Academic Press, 2019.
Dostál J., Červenka M.: Veľký kľúč na určovanie rastlín I. a II. - SPN, Bratislava, 1991 a 1992.
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Mártonfi P.: Systematika cievnatých rastlín, 4. vydanie. - Vydavateľstvo UPJŠ, Košice, 2013.
Judd W. S., Campbell Ch. S., Kellogg E. A. & Stevens P. F., Donoghue M. J.: Plant Systematics. A phylogenetic Approach, 4th ed. - Sinauer Associates, Sunderland, 2016.
Simpson M. G.: Plant Systematics. - Elsevier - Academic Press, 2019.
Dostál J., Červenka M.: Veľký kľúč na určovanie rastlín I. a II. - SPN, Bratislava, 1991 a 1992
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To provide the students with knowledge on basic principles of statistic methods used in biology and their scope of application
J.H. Zar: Biostatistical analysis. 5th ed. Prentice Hall, 2009.
C. Dytham: Choosing and Using Statistics: A Biologist's Guide, Wiley-Blackwell, 2011
Active participation in practicals (solution of examples).
Active participation on practicals, including successful solving of the assigned numerical examples.
Passing the continual testing.
To absolve the final written test with at least 50% of the maximal score.
Slovak, English
1. Introduction, history and main principles of biostatistics.
2. Experimental design.
3. Basic data types, descriptive statistics and graphical presentation of data.
4. Creation of information, normal distribution model.
5. Point and interval estimates of parameters of normal distribution.
6. Introduction to hypothesis testing.
7. Statistical testing of the mean.
8. Statistical testing of variance, ANOVA.
9. Model distributions of qualitative variables.
10. Statistical tests for contingency tables.
11. Contingency tables and risk assessment.
12. Correlation and regression.
The aim of the course is to teach students the principles, limitations, and application of selected statistical methods and the interpretation of results obtained from biological experiments.
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
To provide the students with knowledge of basic principles of cell microscopic and submicroscopic structure and function.
K.Kapeller, H.Strakele: Cytomorfológia. Osveta Martin, 1999
M.Babák, J.Šamaj: Cytológia. Univerzita Komenského Bratislava, 2002
Alberts B., Bray D., Johnson A., Lewis J.: Základy buněčné biologie. Espero Publishing, 2003
Campbell N. a Reece J.: Biologie. Computer Press, 2006
Kleban J., Mikeš J., Jendželovská Z., Jendželovský R., Fedoročko P.: Cytológia pracovný zošit na praktické cvičenia, 2018
Practicals graduation (without absence); Two written tests graduation (min. 70 % fruitfulness of each); Written examination
Lectures:
1.) Cell theory. Cell. 2.) Organization of living systems. 3.) Biological membranes. 4.) Transfer of substances across membranes. 5.) Cell wall of plant cells. 6.) Surface structures of cells. Extracellular matrix. Cell movement. 7.) Intercellular connections. 8.) Cytoskeleton. 9.) Cell nucleus. 10.) Mitochondria and cellular metabolism. 11.) Plastids and vacuoles. 12.) Ribosomes. Endoplasmic reticulum. Golgi apparatus. Lysosomes. 13.) Differentiation, aging and cell death, pathological changes in cells.
Exercises:
1.) Safety at work in a cytomorphological laboratory. Conditions for successful completion of exercises. 2.) Basics of optics. Origin and construction of the image with a magnifying glass and a microscope. 3.) Microscopic technique. 4.) Shape and size of cells. 5.) Principle of fluorescence and confocal microscopy. 6.) Control test. Vacuole. 7.) Cytoplasm movement. 8.) Nucleus and nucleolus. 9.) Cytoplasmic membrane. 10.) Osmotic processes. 11.) Cell inclusions. 12.) Cell walls of plant cells. 13.) Cell counting. Control test.
To provide the students with knowledge of basic principles of cell microscopic and submicroscopic structure and function.
Written examination from lectures and practicals.
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.
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.
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Hendrych R.: Fytogeografie. - SPN, Praha 1984.
Prach K., Štech M., Říha P.: Ekologie a rozšíření biomů na Zemi. - Scientia, Praha 2009.
Krippel E.: Postglaciálny vývoj vegetácie Slovenska. – Veda, vyd. SAV, Bratislava, 1986.
Dahl, E.: The Phytogeography of Northern Europe, - Cambridge University Press, 2007.
Brown J. H., Lomolino M. V.: Biogeography. - Sinauer Associates, Sunderland, 1998.
Myers A. A., Giller P. S.: Analytical Biogeography. - Chapman & Hall, 1990.
Various literature devoted to the geography of vegetation (mainly nature and travel), articles in National Geographic, Živa, Vesmír and other magazines.
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1. Lectures are optional, but highly recommended due to the presentation of otherwise difficult-to-access information and its synthesis.
2. In addition to the exam, the student must complete a mandatory 5-hour field trip focusing on the aspects that determine the spread of plants on Earth, solve practical tasks from the topic of the subject and prepare a semester presentation on the given topic, the presentation is defended at a scientific mini-conference.
1. History of the subject. Plants and environment. Dynamics of the earth's surface.
2. Abiotic and biotic factors of the plant environment.
3. Chorology, range, areal disjunctions, relics, endemism, vicarism.
4. Elements of flora - older and newer approaches.
5. Main features of florogenesis. Paleozoic, Mesozoic, Cenozoic.
6. Main features of florogenesis. Cenozoic - Pleistocene, Holocene.
7. Basics of GIS (geographic information systems) and their use in botanical research.
8. Postglacial development of vegetation in Slovakia.
9. Current changes in terrestrial vegetation and their study, plant invasions.
10. Geography of vegetation: from tropical rainforests to tundra I.
11. Geography of vegetation: from tropical rainforests to tundra II.
12. Geographical origin of cultivated plants.
Seminars and exercises consist of a 5-hour excursion focusing on the connections and conditionality of plant distribution and indoor exercises focusing on an overview of phytogeographical literature, atlases of plant distribution and their importance, types of mapping, types of areas, practical assessment of floristic elements and types of disjunctions , work with maps of specific taxa throughout Europe. Further: regional phytogeography of the Earth, historical overview of opinions on the phytogeographical (floristic) division of Slovakia. Plant phylogeography. Student presentations of final semester theses (phytogeographical mini-conference).
After completing the subject, the student is oriented in various aspects of phytogeographic issues and can apply the acquired knowledge both in basic research within chorology, historical and regional phytogeography, as well as in the evaluation of world biomes. The practical application of the subject is within the study of geographically and climatically conditioned changes in vegetation, in the assessment of the reduction of biodiversity and the extinction of the natural plant communities of the Earth, and the acquired knowledge can be used in work in environmental protection.
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Bhatla S.C., Lal M.A. Plant Physiology, development and metabolism. Springer Nature Singapore Pte Ltd. 2018
1. Active participation in laboratory practicals. In case of justified non-participation, the teacher will determine an alternative form of lessons.
2. Before the practicals, the students will study the main points of the task that will be carried out. Students will receive an exact list of tasks according to individual lessons at the beginning of the semester.
3. Students make a written report of the practicals. The students will evaluate the results of the tasks and form a conclusion. The protocols are handed over to the teacher before the next lessons at the latest. The teacher checks the protocols and, in case of errors, returns the protocols for revision. If the submitted protocol is correct, the task is considered validly completed.
4. Practicals are considered to have been completed when at least 10 practical tasks are validly completed. Completion of practicals by the end of the semester at the latest (the date will be specified by the teacher) and succesfull test result (6 of 10 points) is obligatory for participation in the exam.
5. The activity in the practicals is evaluated by means of an ongoing point evaluation. A student can get 1-3 points. Obtaining 2 points is considered a standard completion of practicals. The best students can get 3 points for high-quality performance in the laboratory or excelent protocols. On the other hand, 1 point will be awarded to students who completed the practicals despite the teacher's minor reservations.
6. The examination of the subject takes place orally. Students need to answer to three questions and have a max. 30 minutes to prepare them.
Any changes or modifications to the conditions for completing the subject due to the COVID19 pandemic or other serious reasons are continuously posted on the subject's electronic board.
1. Water in plant life, properties of water, water regime; uptake and transport of water, transpiration.
2. Mineral substances in plants, transport mechanisms of mineral substances, Essential elements and their main functions, useful substances and toxic substances.
3. Photosynthesis: Meaning of photosynthesis, photosynthetic pigments, electron and proton transport, ATP production.
4. Metabolic phase of photosynthesis, CO2 fixation, Calvin cycle, Photorespiration, C4 and CAM plants, ecophysiology of photosynthesis.
5. Mobilization of storage substances, Glycolysis, Pentose cycle, Citrate (Krebs) cycle, Mitochondrial respiration, Biosynthesis and mobilization of lipids
6. Nitrogen and sulfur metabolism: Nitrogen uptake and reduction, assimilation of nitrogen, nitrogenase, assimilation of sulfur
7. Secondary plant metabolism: Isoprenoids, phenolic substances, substances derived from amino acids, stress metabolites
8. Plant growth, cell division, cellulose formation, embryogenesis, meristems, regeneration
9. Photoreceptors: Phytochromes, physiological effects of phytochromes, blue light receptors
10. Plant hormones: Characteristics and method of signaling, auxins, gibberellins, cytokinins, abscisic acid, ethylene, brassinosteroids and other hormones
11. Plant movements, tropisms, circadian rhythms
12. Flowering control: Internal and external regulation of flowering, floral meristem and control of flower development.
13. Physiology of stress: Abiotic stress, biotic stress, response of plants to stress.
Getting a basic overview of life processes in plants. Acquisition of basic laboratory practice in biochemical methods and work with plant material. Ability to evaluate results and form the conclusions.
To provide students with basic knowledge about physiological processes in organisms of animals and man.
Varder, A. J., Sherman, J. H., Luciano, D. S.: The mechanisms of body functions, McGraw-Hill, 1990
Schmidt, R. F., Thews, G.: Human Physiology, Springer-Verlag, 1989
R.W.Hill, R.Wyse, M.Anderson : Animal Physiology, Sinauer Assoc., 2008
Active participation on practicals.
Passing the test in recognition of microscopical preparations (min. 50% of correct identification and description)
Passing the final examination of knowledge and practical skills from the content of practicals.
Oral examination.
1. Basic physiological principles. Homeostatic mechanisms.
2. Physiology of blood and hemopoetic organs.
3. Physiology of respiration.
4. Thermoregulation.
5. Physiology of cardio-vascular system.
6. Physiology of the gastro-intestinal system.
7. The functions of the liver.
8. Physiology of nutrition and the energetic metabolism. The water and mineral household.
9. General neurophysiology.
10. Sensory and motoric functions of the nervous system. Associative functions of the brain.
11. Physiology of excretion. The work of the muscles.
12. Sensory physiology.
13. Hormonal regulation. Physiology of reproduction.
12. Sensory physiology.
To provide students with basic knowledge on the physiological processes in animals on different levels of the phylogenesis. Learn the principles of their control, aimed to secure the inner integrity of the animal and to its adaptation to the environment. To point out the unity of the structure (on the molecular, cellular, tissue and organ levels) and of the functions of the body.
..
To provide the students with knowledge of basic morphology of tissues of animals.
Gartner, L.P., Hiatt, J.L.: Color Texbook of Histology. W.B. Saunders Company, Philadelphia, 1997
Juanqueira, L.C., Carneiro, J., Kelley, R.O.: Basic Histology. Prentice Hall International Inc., Apleton & Lange, 1992
Michel H. Ross, Wojciech Pawlina: Histology, Lippincott Wiliams & Wilkins, 2011
KBMB/CYT1a
Oral examination
1. Epithelium and glands.
2. Connective tissue.
3. Cartilage. Bone.
4. Muscle.
5. Nervous Tissue.
6. Blood and hemopoiesis.
7. Circulatory system. Lymphoid system.
8. Endocrine system.
8. Respiratory system. Integument.
9. Digestive system.
10. Urinary system.
11. Female reproductive system.
12. Male reproductive system.
13. Nervous system. Special senses.
To provide the students with knowledge of basic morphology of tissues of animals.
Oral examination
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.
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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
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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.
Bordwell, D. (1985). Narration in the Fiction Film. Madison: University of Wisconsin Press.
Bluestone, G. (1957). Novels into Film. Baltimore: Johns Hopkins University Press.
Elliott, K. (2003). Rethinking the Novel/Film Debate. Cambridge: Cambridge University Press.
Leitch, T. (2007). Film Adaptation and Its Discontents: From Gone with the Wind to The Passion of the Christ. Baltimore: Johns Hopkins University Press.
Participation in classes in accordance with the study regulations and according to the instructor’s instructions. (2 absences without compensation or 3 with compensation are permitted; 1 seminar paper required).
Activity during the seminar.
Oral presentation on a selected topic of adaptation or an adaptive phenomenon (5–10 minutes).
Analysis of adaptation or an adaptive phenomenon (3–6 standard pages).
Fulfillment of the assessment requirements at an overall level of at least 60%.
Ongoing communication within the course takes place in the course group in the MS Teams application.
english language (for international students)
Genological starting points in defining a literary text: lyrical, epic, and dramatic. The overlap of genre categories into film form. The issue of film adaptations of literary works.
Knowledge: During continuous and final assessment, the student demonstrates an adequate mastery of the course content standard defined by the required literature, and demonstrates mastery of the performance standard, within which the student, after completing the course, is able to pose problem-oriented questions (i.e., formulate scientific problems) arising from the essence of the adaptation process, in which artistic products are created within complex intertextual relationships.
Skills: The student will be able to perceive adaptations not only within the extended logocentric metaphor of intersemiotic translation, but also in newer contexts of adaptation as appropriation or revision.
Professional competencies: The student will master basic adaptation theory models, the knowledge of which will help them identify adaptations within the broader concept of repetition theory. They will be able to use diverse motivational forms of teaching literature more effectively without disproportionately replacing literary theory with film theory. They will be better able to prepare/evaluate a screenplay of an adapted work.
Transferable competencies: The student will be able to apply acquired knowledge in various situations and, when working with primary and secondary sources, will be able to use, verify, and interpret acquired knowledge in a methodologically and ethically sound manner, structure the results of their study, and formulate their own conclusions.
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.
To provide the students with knowledge of molecular basis of inheritance and control of gene expression and development.
Lodish, H., Baltimore, D., Berk, A. et al.: Molecular Cell Biology. Sci. Amer. Books Inc., W.H. Freeman and Company, New York, 1995
Myers, R.A.: Molecular Biology and Biotechnology. VCH Publishers Inc., New York, 1995
KOCH/OCH1a, KBCH/BCH2a
Oral examination.
Structure and properties of information macromolecules. Molecular mechanisms of DNA replication and repair, transcription and translation. Prokaryotic and eukaryotic genome. Control of gene expression in prokaryotes and eukaryotes. Control of cell cycle.
To provide the students with knowledge of molecular basis of inheritance and control of gene expression and development.
Oral examination.
Attendance of practicals (at least 90%), 2 written examinations during semester, final oral examination
Microbiology as a biological science. The history, role and perspectives of microbiology. Prokaryotic and eukaryotic microorganisms, systematics, physiology, genetics and metabolism of microorganisms. Methods for studying microorganisms. Basic methods and techniques in microbiology laboratorium. Bacteriology, cytology, morphology and reproduction of microorganisms. Eukaryotic microorganisms, micromycetes. Microorganisms in environment, microbiology of water, soil, and air. Biogeochemical cycles. Symbiosis between micro- and macroorganisms. Important microbial diseases. Control of growth of microorganisms, antibiotics. Basics of applied microbiology. Virology basics, properties, classification, nomenclature of viruses. Interactions of viruses with host cell. Methods for studying viruses. Patogenesis of viral diseases. Plant and animal viruses. Bacteriophages. Subviral agens: viroids, prions.
Viruses, prokaryotic and eukaryotic microorganisms, their cytology, physiology, genetics, ecology, classification. The importance of microorganisms for humans and environment.
Evaluation of practicals: 30%
In semester evaluation: Two written tests in 7th (15%) and 14th(15%) week
Final evaluation: Oral examination - 40%
Students will obtain a basic informations on viruses, prokaryotic and eukaryotic microorganisms, their cytology, physiology, genetics, ecology, classification, and importance . Information on basic methods for studying microorganisms will be provided.
E. Bohl, Mathematik in der Biologie, Springer, Berlin Heidelberg, 2006.
D. Studenovská, T. Madaras, S. Mockovčiak: Zbierka úloh z matematiky pre nematematické odbory, UPJŠ 2006.
D. Studenovská, T. Madaras: Matematika pre nematematické odbory, UPJŠ 2006.
In the covered areas of mathematics, skills in solving standard problems related to given topics are required.
Evaluation based on the results of two tests (during the semester): A ... at least 80%, B ... at least 70%, C ... at least 60%, D ... at least 50%, E ... at least 40%, FX ... less than 40% .
Slovak
- (week 1) Basic terms
- (week 2) Geometry in the plane (vectors, lines in the plane and their representations)
- (week 3) Systems of linear equations (linear equation and inequality, system of linear equations, Gaussian elimination)
- (week 4-6) Functions (monotonicity, local extrema, function composition, inverse function, elementary functions and their properties)
- (week 7) Combinatorics (binomial theorem, combinations and permutations without / with repetition, inclusion-exclusion principle)
- (week 8) Sequences and series (monotonicity and boundedness, recurrent sequence, geometric series)
- (week 9) Limit (limit of a sequence, limit of function, convergence, divergence, methods for computing limits, continuity)
- (week 10-11) Derivatives (sum, product, quotient and chain rule, derivatives of elementary functions, Taylor polynomial, analysis of functions)
- (week 12) Integrals (indefinite integral, integration methods: by substitution, by parts, by partial fractions; definite integral)
- (week 13-14) Ordinary differential equations (first order separable ODE, first order linear ODE)
Short introduction to mathematics, mathematical problem solving strategies and their applications to solving problems in biology and other sciences. Introduction to the computer algebra system MAPLE.
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.
Fretter, V., Graham, A., 1976: A Functional Anatomy of Invertebrates. Academic Press, London, New York, San Francisco, 589 pp.
Kardong, K. V., 2002: Vertebrates. Comparative anatomy, function, evolution. 3rd ed., Mc-Graw-Hill, New York.
Pough, F. H., Janis, Ch. M., Heiser, J. B., 2008: Vertebrate Life. Prentice Hall, Inc., 752 pp. 8th edition.
Ruppert, E. E., Fox, R. S., & Barnes, R. D., 2004: Invertebrate zoology: a functional evolutionary approach. Belmont, CA: Thomas-Brooks/Cole.
Lectures and practical exercises, original drawing of some parts of animal body or it derivates, examination.
The study of the animal body structure of animals is a very old scientific discipline that has accumulated a vast amount of detailed knowledge. Comparing them is not only a way to put the knowledge into a comprehensive system, but mainly a way to find general anatomical rules that are tied to one of the animal's phylogenetic linneage or have general validity and reveal the degree of phylogenetic relationship of animals or the degree of adaptation to the environment and a way of life. A brief summary of the phylogeny of the animal body building plan and organ systems using the knowledge of classical and modern comparative morphological approach, supported by knowledge of embryology and molecular data for interpretation of the phenotype are the content of this course.
The student will acquire basic knowledge about the principles of building the animal body from the simplest protostomian invertebrates to vertebrates. Despite the huge taxonomic diversity of animals, their bodies can be interpreted by a relatively limited number of building principles that correspond to the systematic position of the examined animal and functional adaptations to the environment and way of life. The subject examines the structure of the body at the level of organs and organ systems, by applying the method of comparison it seeks general principles and also peculiarities. It is also important to get acquainted with the principal terms, which the student will use in the spectrum of other study subjects.
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.
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.
Myronova, H., Gálová, D.: Ruština pro podnikatelskou sféru. Brno: Masarykova univerzita v Brně, Ekonomicko-správní fakulta, 2003. ISBN 80-210-3258-8. Available at: www.kj.fme.vutbr.cz/studopory/RU/phrases/BusinessRussian.pdf
Oganesjanová D., Tregubová, J.: Cvičebnice ruské gramatiky. Praha: Polyglot, 2004.
+ other materials provided by the lecturer
Active seminar participation (2 absences tolerated), selfstudy, home assignments, tests, dictations, home reading, mini-presentations.
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.
Slovak language
Russian alphabet, orthography, pronunciation.
Russian sentence, nouns, verb conjugation, modal and irregular verbs.
Pronouns, numerals, adjectives and adverbs.
Language interference.
Vocabulary development (getting to know, who is who, hobbies and interests, family, friends, people – character traits, countries and nationalities, home town, my university, biography, famous people, etc.)
Home reading - A. P. Chekhov
Students will acquire basic knowledge of the Russian language (pronunciation, 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: A1 (Common European Framework of Reference for Languages).
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
+ materials provided by the lecturer
https://ru.wikisource.org/wiki/
UN News in Russian: https://news.un.org/ru/
Euronews in Russian: https://ru.euronews.com/tag/european-union
Russian Language for Students of Philology 1
Active seminar participation (2 absences tolerated), home assignments, tests, home reading, mini-presentations, selfstudy.
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 A1
Vocabulary development (hobbies, foreign languages, job and duties, travel, plans, in a foreign city, abroad, leisure time, friends, EU, UNO, etc.).
Grammar (nouns, verbs, adjectives and adverbs, verbs in present, past and future tense, modal and irregular verbs).
Language interference, written communication.
Home reading - L.N.Tolstoy, B. Pasternak, Radio UNO - news
Students will acquire a good knowledge of the Russian language (pronunciation, 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: A1/A2 (Common European Framework of Reference for Languages).
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).
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.
Nekolová, V., Camutaliová, I., Vasilieva-Lešková, A.: Ruština nejen pro samouky. Praha: Leda, 2022.
Myronova, H., Gálová, D.: Ruština pro podnikatelskou sféru. Brno: Masarykova univerzita v Brně, Ekonomicko-správní fakulta, 2003. ISBN 80-210-3258-8. Available at: www.kj.fme.vutbr.cz/studopory/RU/phrases/BusinessRussian.pdf
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
https://ru.wikisource.org/wiki/
https://gramota.ru/
Active seminar participation (2 absences tolerated), selfstudy, home assignments, tests, dictations, home reading, mini-presentations.
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.
Slovak language
Russian alphabet, orthography, pronunciation.
Russian sentence, nouns, verb conjugation, modal and irregular verbs.
Pronouns, numerals, adjectives and adverbs.
Language interference.
Vocabulary development (getting to know, who is who, hobbies and interests, family, friends, people – character traits, countries and nationalities, home town, my university, biography, famous people, etc.)
Home reading - A. P. Chekhov
Students will acquire basic knowledge of the Russian language (pronunciation, 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: A1 (Common European Framework of Reference for Languages).
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.
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Any literature (identification keys, animal atlases) for identifying different groups of invertebrates and vertebrates. Electronic applications for identifying animals from photographs and voice recordings.
The condition for successful completion of the field exercises in zoology is active participation in the specified field trips, submission of a collection of 10 correctly identified species of animals or their resident characters, processing of the assigned task and presentation of the results of the task at the final student conference.
Study of fauna directly in the field in different habitats of Slovakia; observation, collection, recording, conservation and determination. Getting to know the representatives of fauna connected with the principles of nature conservation.
Students will see and practically try different methods of collecting, capturing and observing different groups of animals in nature. They will try identifying animals using identification keys. Students will try processing a small scientific project and presenting the obtained results in front of other course participants.
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.
o
Bobák, M. a kol.: Botanika. Anatómia a morfológia rastlín. SPN, Bratislava, 1992;
Vinter V.: Rostliny pod mikroskopem. Základy anatómie cévnatých rostlin. Univerzita Palackého v Olomouci, Olomouc, 2009;
Lux, A. (ed.) Obrazový průvodce anatomíí rostlin, Academia, Praha, 2017.
Two tests during the semester, oral examination
Slovak
The structure and function of plant cells and tissues. Plant organs, their structure, function, shape and organization. Plant reproduction and grounding in embryology. Basic information and terms that are necessary for understanding of relationship between internal structure and functions of organs and functions of plant organism en bloc. 1. Contents of General botany, significant evolutionary adaptations of plants; 2. Plant cell cytology. Basic cell organelles; 3. Plastids, cell wall; 4. Histology, plant tissue systems, meristematic tissues; 5. Dermal and ground tissues; 6. Vascular tissues; 7. Plant organs, root; 8. Stem; 9. Leaf; 10. Flower, Inflorescence; 11. Pollination and fertilisation in plants; 12. Sexual and apomictic reproduction of plants. Seeds and fruits; 13. Alternation of generations and life cycles of bryophytes and vascular plants.
The subject enables to understand the structure and function of plant cells, tissues and organs and to enhance student’s ability to describe the biological role of plants for life on earth. Students will acquire skills for simple preparation of native microscopic slides, for working with a light microscope and demonstration of observed plant structures in relation to the lectured theoretical topics.
Fundamental parameters and relations in ecological science.
Begon, M., Harper, J. L., Townsend, C. L.: Ecology: individuals, populations, and communities. Blackwell Sci. Publ., 1990
oral examination
Ecological factors and relations in environment (air, water, soil); influence of ecological factors on individuals (morphological adaptations, behavioral reactions); populations and communities; ecosystems (impact assessment); conservation and biodiversity.
1. Basic ecological terms. 2. Characterisation of the basic ecological factors (light, temperature, water). 3. Air environment (composition of atmosphere, physical and chemical factors, air pollutants, organisms and their adaptations in air environment). 4. Aquatic environment (water properties physical and chemical factors, gases in water, water pollutants, eutrophication and saprobity, aquatic organisms). 5. Soil environment (physical and chemical properties, soil profile, humus layer, soil pollutants, soil organisms and their adaptations). 6. Characterization of Populations, structure and ppuatin dynamics. 7.Biocenoses and biotops. 8. Qualitative and quantitative community characteristics. 9. Ecosystems. 10. Biomes and their characteristics, 11. Bidiversity-factors affecting biodiversity, Species-Area relationships. 12. Biodiversity protection.13. Biospheric cycles.
Fundamental parameters and relations in ecological science. Abiotic, biotic and anthropogenic factors in air, aquatic and terrestrial/soil environment. Autecology, Demecology and Synecology. Ecosystem and Nature Protection.
The main goal of this subject is to provide a basic overview of general, inorganic and organic chemistry for biology students.
1. Mária Reháková, Základy chémie pre biológov, časť anorganická chémia. Interný učebný text. PF UPJŠ, Košice 2012.
2. P. Segľa, I. Potočňák, V. Jorík, J. Švorc, M. Tatarko, Anorganická chémia: Základy anorganickej chémie, 2020.
3. J. Krätsmár-Šmogrovič kolektív, Všeobecná a anorganická chémia, Osveta, 2007.
4. Hrnčiar P.: Organická chémia, UK Bratislava 1997.
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1. Participation in lectures and seminars.
2. Activity at seminars. The student must have mastered the theory of the lecture that will be discussed at the seminar.
3. Exam: test in inorganic chemistry (max. 50 p, min. 26 p) and test in organic chemistry (max. 50 p, min. 26 p).
4. The rating scale is determined as follows: A (100-91%), B (90-81%), C (80-71%), D (70-61%), E (60-51%), Fx (50- 0%).
SK - slovak
The subject is carried out in person or, if necessary, remotely using the online platform Big Blue Button (BBB) or MS Teams. The form of teaching is specified by the teacher at the beginning of the semester and updated continuously.
Part 1 - Inorganic chemistry - basic chemical terms, chemical nomenclature, atomic structure, isotopes, atomic nucleus, electron shell, atomic orbitals, electron configuration, periodic table, s, p, d, f elements, chemical bonds - ionic and covalent bonds, electronegativity, coordination bond, metal bond, hydrogen bond and its influence on properties and structure of compounds, Van der Waals interactions, chemical structure and physical properties of substances, open, closed, isolated and biological systems, introduction to biocoordination compounds, extension elements in nature, their importance for biosystems, biometals, their function in living organisms, biominerals, compounds of s-block elements, alkali metals and their compounds, calcium, biomineralization, magnesium, photosynthesis, p-block elements and their compounds, oxygen, carbon, radiocarbon dating, silicon, nitrogen, sulfur, halides, d-block elements and their compounds with focusing on biometals and their function.
Part 2 - Organic Chemistry: This course was developed to serve the needs of Chemistry for Biology students. It will be valuable to anyone interested in how organic chemicals (including biological molecules) interact at a molecular level with other molecules, including in biological systems, and how we can synthesise new molecules with desirable properties (e.g. new pharmaceuticals and new materials). The course focuses on chemical principles involved in biological processes loosely linked to biomolecules such as DNA, proteins and secondary metabolites, including the organic reactions of the components of these biomolecules – heterocycles, amino acids, ... 1. Introduction to Organic Chemistry 2. Saturated and unsaturated hydrocarbons and their derivatives: alkanes, alkenes, alkynes, aromatic compounds, alcohols, phenols, thiols, ethers, amines, amides 3. Carbonyl compounds (aldehydes, ketones), carboxylic acids and its functional derivatives 4. Carbohydrates 5. Lipids 6. Amino acids and proteins 7. Enzymes and vitamins 8. Nucleic acids.
Introduction to general and inorganic chemistry. Periodic systems of elements and periodicity. Atomic structure. Electron configuration, Chemical bonds. Relationship between structure and properties of substances. Transition and non transition elements and their compounds. Coordination and biocoordination compounds. Basic chemical calculations and balancing of chemical equations. Elements essential for living organisms and their function. Biometals. Biominerals. Introduction to organic chemistry. Saturated and unsaturated hydrocarbons and their derivatives. Heterocyclic compounds. Carbohydrates. Lipids. Aminoacids and proteins. Enzyms and vitamins. Nucleic acids.
The main goal of this subject is to provide a basic overview of general, inorganic and organic chemistry for biology students.
Exam: test in inorganic chemistry (max. 50 p, min. 26 p) and test in organic chemistry (max. 50 p, min. 26 p).
The main goal of the subject is to get knowledge on the basic reasons of recent distribution of the animals on the Earth, zoogeographic regionalization of the Earth´s surface and human influence on the faunal distribution in the history.
Buchar, J., 1983: Zoogeografie. SPN Praha
Darlington, P.J., 1998: Zoogeography: The geographical distribution of animals. Krieger, USA
Lomolino M.V., Brown J.H., Riddle B. R., 2005: Biogeography. Sinauer Associates, 1-845
Plesník, P., Zatkalík, F., 1996: Biogeografia. Vysokoškolské skriptá, PríFUK Bratislava
ÚBEV/ZO1/03
ÚBEV/VEK1/03
ÚBEV/ZOO1/03
active participation in seminars
preparation of the oral presentation to the selected topic
semestral written test
Active participation in seminars.
Preparation of oral presentation to a selected topic.
Completion of two semestral written examinations.
Oral examination.
This course will review our current understanding of the patterns of animal distribution and the processes that influence distributions of species and their attributes. Zoogeography will integrate information on the historical and current ecology, genetics, and physiology of animals and their interaction with environmental processes (continental drift, climate) in regulating geographic distributions. The course will emphasize descriptive and analytical approaches useful in hypothesis testing in zoogeography and will illustrate applied aspects of zoogeography (e.g. refuge design in conservation).
The main goal of the subject is to get knowledge on the basic reasons of recent distribution of the animals on the Earth, zoogeographic regionalization of the Earth´s surface and human influence on the faunal distribution in the history.
oral examination
Fundamental information on taxonomy and morphology of vertebrates
Systematic and phylogenetic relationships of vertebrate. Review of important groups of fishes, amphibians, reptiles, bidrs and mammals. 1. Introduction 2. Chordata, Protochordata 3. Verrtebrata introduction 4. Agnatha 5. Chondrichthyes 6. Osteognathostomata 7. Actinopterygii 8. Sarcopterygii 9. Tetrapoda 10. Lissamphibia 11. Reptilia 12. Aves 13. Mammalia
Fundamental information on taxonomy and morphology of vertebrates
Fundamental information on taxonomy and morphology of vertebrates
Systematic and phylogenetic relationships of vertebrate. Review of important groups of fishes, amphibians, reptiles, bidrs and mammals.
1. Introduction
2. Chordata, Protochordata
3. Verrtebrata introduction
4. Agnatha
5. Chondrichthyes
6. Osteognathostomata
7. Actinopterygii
8. Sarcopterygii
9. Tetrapoda
10. Lissamphibia
11. Reptilia
12. Aves
13. Mammalia
Fundamental information on taxonomy and morphology of vertebrates
The condition for passing the subject is active participation in mandatory exercises, completion of all interim assessments during the exercises and successful completion of the final exam.
After successfully completing the exercises, students proceed to the final exam, bringing with them points from the exercises that make up 30% of the final grade. Students receive 70% of the final grade from the final oral exam.
Continuous evaluations during the exercises are: a test on zoological terms (knowing how to define selected terms; the list is published at the beginning of the semester), recognizing animals according to the picture (assign the Slovak and scientific genus and species name to the depicted animal and classify it into a class or series; the list of animals is published at the beginning of the semester, the students' task is to find the correct animal pictures for the names and learn to name the animal according to the picture). Students have one correction period for the paper and animal knowledge. All interim assessments are scored. The maximum number of points from the exercises is 40, while the student must obtain at least 28 points to pass the exercises.
If students get less than 28 points from the interim evaluations in the exercises, they have not completed the exercises and must enroll in the subject again in the next academic year. If the students get at least 28 points, they have successfully completed the exercises and can register for the final exam, bringing with them the points from the exercises, which make up 40% of the final grade.
The exam is always oral. Specific exam dates will be posted in AIS2 at the end of the semester. More detailed information on the types of questions on the exam is published in the Moodle course for the subject. Students get 60% of the final grade from the exam.
Point limits for individual grades:
A - 100.0-93.0 points
B - 92.9-86.0 points
C - 85.9-79.0 points
D - 78.9-72.0 points
E - 71.9-65.0 points
FX - less than 65 points
If necessary, students have the opportunity to consult with the lecturer. Unless otherwise stated at the first lecture, consultations take place every Wednesday between 10:00 and 11:00. If the date is not convenient for someone, it is advisable to arrange a consultation date individually by contacting the lecturer by email (peter.luptacik@upjs.sk).
1. Fundamentals of the history of zoology.
System, anatomy, morphology, development, phylogenetic relationships and exemplary species of selected groups of invertebrates:
2. Porifera, Cnidaria, Ctenophora
3. Platyhelminthes, Rotifera, Acantocephala
4. Entoprocta, Ectoprocta, Cycliophora
5. Mollusca, Annelida
6. Nematode, Onychophora, Tardigrad
7. Arthropoda - Chelicerata
8. Arthropoda - Myriapoda
9. Arthropoda - Crustacea (Branchiata)
10. Arthropoda - Hexapoda / Entogantha
11. Arthropoda - Hexapoda / Insecta Heterometabola
12.Arthropoda - Hexapoda / Insecta Holometabola
13. Deusterostomia - Echinodermata
Students will gain knowledge of the systematic classification and phylogenetic relationships of the higher groups of non-chordates, knowledge of their morphology, anatomy, mode of reproduction, biology and geographic distribution.
The condition for passing the course is active participation in mandatory exercises, completion of all interim assessments during the exercises and successful completion of 3 interim tests on topics currently covered in lectures.
Continuous evaluations during the exercises are: a test on zoological terms and determination of animals according to the picture. To successfully complete the exercises, students must obtain at least 28 out of a maximum of 40 points.
Mid-term tests from the lectures will be written using the Moodle environment. There are no correction dates for these tests. Students earn points for each test.
The final grade for the subject is determined by adding up the points from the exercises and the points from the tests within lecture topics, with the points from the exercises making up 30% and the points from the tests making up 70% of the final grade.
Continuous evaluations during the exercises are: a test on zoological terms (know how to define selected terms; the list is published at the beginning of the semester), determnation of animals according to the picture (assign the Slovak and scientific genus and species name and classify them into a class or series; the list of animals is published at the beginning semester, the students' task is to find the correct animal pictures for the names and learn to name the animal according to the picture). Students have one correction period for the test of terms and one of animal determination. All interim assessments are scored.
In addition to the points from the exercises, the points obtained for the 3 mid-term tests from the content of the teached topics will also be reflected in the final grade for the subject. Test dates will be announced at the first lecture and will also be listed in the Moodle course for the subject. For tests, taxonomic classification needs to be controlled to the level of classes, for insects to the level of orders.
By adding up all the points from the interim evaluation within the exercises and tests from the previous lectures, the final grade for the subject is determined.
Point limits for individual grades:
A - 100.0-93.0 points
B - 92.9-86.0 points
C - 85.9-79.0 points
D - 78.9-72.0 points
E - 71.9-65.0 points
FX - less than 65 points
If necessary, students have the opportunity to consult with the lecturer. The exact date has not been set. Consultations must be arranged individually with the lecturer at the email address peter.luptacik@upjs.sk.
1. Fundamentals of the history of zoology.
System, anatomy, morphology, development, phylogenetic relationships and exemplary species of selected groups of invertebrates:
2. Porifera, Cnidaria, Ctenophora
3. Platyhelminthes, Rotifera, Acantocephala
4. Entoprocta, Ectoprocta, Cycliophora
5. Mollusca, Annelida
6. Nematode, Onychophora, Tardigrad
7. Arthropoda - Chelicerata
8. Arthropoda - Myriapoda
9. Arthropoda - Crustacea (Branchiata)
10. Arthropoda - Hexapoda / Entogantha
11. Arthropoda - Hexapoda / Insecta Heterometabola
12.Arthropoda - Hexapoda / Insecta Holometabola
13. Deusterostomia – Echinodermata
Students will gain knowledge of the systematic classification and phylogenetic relationships of the higher groups of non-chordates, knowledge of their morphology, anatomy, mode of reproduction, biology and geographic distribution.
The workload of students is divided between:
- Direct teaching (face-to-face and distance learning via LMS), which accounts for 40% of the student's workload;
- Group work (presentations or other activities), which accounts for 10% of the student's workload;
- Self-study, which accounts for 30% of the student's workload;
- Assessment, which accounts for 20% of the student's workload.
Summary of assessment: A: 100-92; B: 91,5-84; C: 83,5-76; D: 75,5-68; E: 67,5-60; FX: less than 60