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
Case studies and materials from current international projects available on online platforms (e.g., Erasmus+, Horizon Europe).
Active participation in the physical mobility and online meetings – 100%.
The course is conducted in the form of active participation in a Blended Intensive Programme (BIP) within the Erasmus+ programme. The student is required to complete a predetermined number of hours, which depends on the specific project.
The final evaluation consists of points earned from partial assignments, and the overall (summative) assessment is based on the following grading scale:
A: 91–100%, B: 81–90%, C: 71–80%, D: 61–70%, E: 51–60%, FX: 0–50%.
German
Introductory online meeting, work in international groups, participation in webinars, workshops, excursions, or short-term mobility.
Final reflection: Sharing experiences and insights gained during the activities.
Understanding the importance and principles of international cooperation in academic, cultural, and professional environments. Gaining practical experience in the organization and implementation of international projects. Strengthening intercultural competencies and the ability to communicate effectively in international groups. The ability to apply acquired knowledge in solving real-world problems related to international cooperation. Improvement of presentation and organizational skills through participation in activities such as workshops, webinars, or excursions.
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.
HELMLING, B. – WACKWITZ, G.(1986): Literatur im Deutschunterricht am Beispiel von narrativen Texten. München.
DELABAR, W.(2009): Literaturwissenschaftliche Arbeitstechniken. Darmstadt.
DUDERSTADT, M. – FORYTTA, C. (1999): Literarisches Lernen. Frankfurt am Main.
WICKE, R. E. (2019): Deutsch als Fremdsprache. Zwischendurch mal... kurze Geschichten. München: Huber Verlag.
WICKE, R. E. (2012): Deutsch als Fremdsprache. Zwischendurch mal... Gedichte. München: Huber Verlag.
German language
- Basics of reading theory
- Reading as activity
- Development of ability to distinguish between important and not important
- Development of ability to deduce meaning of unknown words
- Discussion with a literary text - ability to give own questions regarding literary text and to find answers to these questions
- Aesthetic perception
- Ability to deduct and formulate the meaning of a literary text
- Ability to interprete a literary text
To become familiar and learn basic techniques of reading of literary texts in the German language, to acquire first interpretation experience
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.
DREYER, H. – SCHMITT, R. : Lehr- und Übungsbuch der deutschen Grammatik – aktuell. München 2009.
HALL, K. – SCHEINER, B. : Übungsgrammatik für Fortgeschrittene. Deutsch als Fremdsprache. Ismaning 2001.
HELBIG, G. – BUSCHA, J. : Übungsgrammatik Deutsch. Berlin, München 2008.
HERING, A. – MATUSSEK, M. – PERLMANN-BALME, M. : Übungsgrammatik für die Mittelstufe. Deutsch als Fremdsprache. München 2009.
PERLMANN-BALME, M. – SCHWALB, S. : em neu, Deutsch als Fremdsprache – B2, Kursbuch und Arbeitsbuch. Ismaning 2008.
RUG, W. – TOMASZEWSKI, A. : Grammatik mit Sinn und Verstand. Stuttgart 2001.
none
final written test
German
- Gender, article, declension of nouns
- Declension of adjectives
- Pronouns – types, functions and declension
- Numerals – types, functions and declension
- Prepositions – their function in declension of nouns, prepositional relations
- Conjunctions – their position in German syntax
final assessment
Students can use definite, indefinite and zero article in the German language correctly, they decline nouns, adjectives, pronouns and some numerals with definite article, indefinite article and with no article correctly; can use correct prepositions and conjunctions in German sentences; in analysing of texts, students can apply theoretical grammatical knowledge.
GAIDOSCH, U.; MÜLLER, C. (2008) : Zur Orientierung. Basiswissen Deutschland. Ismaning : Hueber Verlag.
KOPPENSTEINER, J. (2014) : Österreich. Ein landeskundliches Lesebuch. Wien : Praesens.
LUTSCHER, R. (2014) : Von der Wende bis heute. Landeskunde Deutschland. München : Hueber Verlag.
(2011) Tatsachen über Deutschland. Frankfurt am Main : Societätsverlag.
Aktuálne texty v printových a elektronických médiách.
none
assessment (H) - test
German
The content of the course is based on comparison of studies of Slovakia and German speaking countries from the following aspects
- Physical geography
- Political structure, characteristics of individual regions
- Political system, institutions, parties, representatives, civil initiatives
- Famous personalities from science, engineering, economics and culture
- Society: demography, social classes, preferred values, extended behavioural patterns, life goals of young people, immigrants and their integration, the role of church and religious societies
- Education: system of schools and universities, priorities, problems and perspectives of university education, possibilities of study mobilities in German speaking countries
- Economics, dominant economic sectors, economic geography, economic policy lines, labour market development, unemployment and its dimensions
- Media and contemporary media discourse
- Language and its varieties
- Culture: Music, Theatre, Film
final
Students will familiarize themselves with selected country-related topics, realize common features and differences between their own culture and cultures in German speaking countries. By working with authentic texts and secondary literature, students will understand causes and connections of studied phenomena in German speaking countries culture. Acquired knowledge will enable students to better understand concepts from different areas of life presented in media and culture of Germanophone countries.
BAMBACH-HORST, E. (ed.): Der Brockhaus Kunst: Künstler Epochen, Sachbegriffe. Wiesbaden 2005.
EPKENHANS, M. at al.: Geschichte und Geschichten. Stuttgart - Leipzig 2011.
GUTJAHR, H.- J.(ed.): Duden. Geschichte. Basiswissen Schule. Berlin 2011.
KAMENICKÝ, M. et al.: Lexikón svetových dejín. Bratislava 1997.
KOVÁČ, D.: Dejiny Slovenska. Praha 1998.
MÜLLER, H. M.: Deutsche Geschichte in Schlaglichtern. Mannheim 1996.
...
German
X
The content of the course includes history of Germany and Slovakia, comparison of development in both territories and clarification of mutual relations
Germanic and Slavic tribes: the way of life, individual tribes: basic classification, primary sources, contacts with the Roman Empire. Early Middle Ages: migration of nations, characteristics of Middle Ages, Samo’s Empire, Frankish Empire with focus on Charles the Great, Christianisation of present-day Germany, the Great Moravia and its Christianisation, disintegration of the Frankish Empire, origins of the Holy Roman Empire, establishment of the Kingdom of Hungary, the Arpád dynasty, Ottonians, Romanesque style. High Middle Ages: characteristics of era, system of church, Investiture Controversy, increase of Papal power, emergence of mendicant orders, establishment of universities, rise of cities, Hanseatic League, the Arpád dynasty, Tartar attacks, expansion of the Teutonic Order into Baltic countries, German colonization in Slovakia, the Anjou dynasty, Sigismund of Luxembourg, the “Bratríci” Movement, Matthias Corvinus, the Jagiellonian dynasty, Battle of Mohács. Late Middle Ages: crisis of Middle Ages, humanism and renaissance, Reformation, spread of Reformation in Slovakia, rise of the Habsburghs, counter-reformation, Turkish wars, Thirty-Year’s War, its causes and consequences, anti-Habsburg uprisings. The Enlightenment, enlightened despotism and baroque in German countries and in Habsburg Monarchy, reforms, classicism. Germany during the period of French control 1789 – 1815, Prussian reforms, Congress of Vienna and restoration, industrialization period; nationalistic movements, revolutions 1848. Unification of Germany 1871, German Empire, Bach’s absolutism, Memorandum of the Slovak Nation, Matica slovenská, Dualism in Habsburg Monarchy, modernisation and social system, imperialism, WWI. Weimar Republic, consequences of the Treaty of Versailles, Golden Twenties, artistic styles: expressionism, Bauhaus, New Objectivity, establishment of the First Czechoslovak Republic, interwar Czechoslovakia, causes of Hitler’s rise to power. The Third Reich, ideology, power structures, WWII, destruction of Czechoslovakia, the Slovak State, forms of resistance. After-war history in Federal Republic of Germany and German Democratic Republic, development in the Czechoslovak Socialist Republic, Revolutionary year 1989, Unification of Germany, contemporary art
Student has an overview of political, economic and church history as well as history of culture and art in Germany and in Slovakia in the context of European history, with particular focus on intercultural contacts.
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.
BUSCHA, A. – FRIEDRICH, K.: Deutsches Übungsbuch. Übungen zum Wortschatz der deutschen Sprache. Berlin 2001.
BUSSMANN, H: Lexikon der Sprachwissenschaft. Stuttgart 2002.
RÖMER, C. – MATZKE, B.: Lexikologie des Deutschen. Eine Einführung. Tübingen 2003.
RÖMER, C.: Der deutsche Wortschatz. Struktur, Regeln und Merkmale. Tübingen 2019.
VAJÍČKOVÁ, M. : Lexikalisches Grundwissen in Sprachsystem und Sprachgebrauch. Bratislava 2005.
WANZECK, C: Lexikologie. Göttingen 2010
-
-
German
- Lexicology as science - position of lexicology in linguistics, areas of lexicology
- Word as language sign, specific features of language sign, theoretical concepts of language sign
- Lexical meaning of word - types of lexical meanings, structure and methods of analysis of lexical meaning
- Lexical and semantic relations in vocabulary - polysemy, homonyms, paradigmatic and syntagmatic relations in vocabulary: synonyms, hyperonym and hyponym, antonyms, word field, semantic field.
- Words formation: motivation and its types, word-formation procedures, broadening and narrowing of meaning of words, morphemic structure of words
- Vocabulary stratification
- Phraseology: types of phraseologisms, features of phraseologisms, lexical and semantic relations between phraseologisms
- Lexicography, types of dictionaries and their use
-
Students will learn basic lexicological terms, concepts and methods. Working during seminars will deepen their knowledge of the system of vocabulary of studied language, and will extend and establish their own lexis.
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.
DUDEN : Die neue Rechtschreibung. Mannheim 1996.
FELSENSTEIN, T. – HAGGENMÜLLER, R.: Basis-Trainer Deutsch. Neue Recht-schreibung. Augsburg 1999.
LÜBKE, D. : Übungen zur neuen Rechtschreibung. In: Deutsch als Fremdsprache München 2000.
MAIER, M. – NILL, Chr.: Rechtschreibung 2000. Grundlegende Übungen zur Reform. Stuttgart, Düsseldorf, Leipzig 2004.
SCHEURINGER, H. – STANG, Chr. Die deutsche Rechtschreibung. Geschichte. Reformdiskussion. Neuregelung. Wien 2004.
none
assessment (H)
German
- Relationship between written and spoken language, phoneme - grapheme relationship
- Historical and phonetic principle in orthography - contrastive view
- Overview of development of written German language, 1st and 2nd orthographic conference
- the latest reform of German orthography - overview of changes in specific areas of orthography and training of selected rules
assessment - H
Students have knowledge of development of German orthography, in particular problems of reform of 1903 and the latest orthography reform, they are aware of changes and rules of the latest orthography reform in practice.
DUDEN. Das Aussprachewörterbuch (2000) 4. Auflage., Mannheim, Dudenverlag
Einführung in die Phonetik und Phonologie der deutschen Aussprache. Handout zur Lehrveranstaltung. Jena 2004.
KOHLER, K. J.: (1995) Einführung in die Phonetik des Deutschen. Berlin
RAUSCH, R. – RAUSCH, I.:(1991) Deutsche Phonetik für Ausländer, München, Langenscheidt,
GEHRMANN, S.: (1994) Deutsche Phonetik in Theorie und Praxis,, Zagreb, Školska knjiga
STOCK, E.: Deutsche Intonation (1996), Langenscheidt Verlag Enzyklopädie
KRÁĽ, A, - SABOL, J.:(1989) Fonetika a fonológia, Bratislava, SPN
none
examination (S)
German
- Definition of terms phonetics and phonology
- System of vowels and consonants in German and their comparison with Slovak
- Connection of phonemes
- Phonemes in German (place and manner of articulation, assimilation)
- Phonetic transcription
- Relations between phonemes and graphemes
- Syllable
- Suprasegmental phenomena (word and sentence accent, pause, intonation)
- Phonological and stylistic levels of the German language
Learning of basic phonetic terms from the German language and their practical implementation
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.
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.
EISENBERG, P. : Der Satz (Bd.2) – Grundriss der deutschen Grammatik. Stuttgart 2006.
ENGEL, U. : Syntax der deutschen Gegenwartssprache. Berlin 1994.
HALL, K. – SCHEINER, B. : Übungsgrammatik für Fortgeschrittene. Ismaning 2001.
HELBIG, G. – BUSCHA, J. : Deutsche Grammatik. Berlin 2007.
HELBIG, G. – BUSCHA, J. : Leitfaden der deutschen Grammatik. Berlin, München 2000.
HELBIG, G. – BUSCHA, J. : Übungsgrammatik Deutsch. Berlin, München 2008.
MARKO, E.: Príručná gramatika nemčiny. Bratislava 2006.
PILARSKY, J.: Deutsch-ungarische kontrastive Grammatik, Debrecen 2018.
Active participation in seminars 20%, tests 60%, final written exam 20%. A: 91-100%, B: 81-90%, C: 71-80%, D: 61-70%, E: 51-60%, FX: 0-50%.
German
- sentence (definitions, constituents, word order)
- modifier (syntactic and semantic description)
- types of sentences in German
- sentence models
- compound sentences in German language (general principles, coordination and subordination types):
- subordinate sentences (frequent types of subordinate sentences – relative clauses, clauses of purpose, clauses of reason, temporal clauses etc.)
- infinite and participle structures
Interpretations and analyses are based on both traditional and dependency syntax.
final
Students can in individual sentences explain position of constituents in different types of German sentences and are familiar with specific features of simple and compound sentences in the German language, with particular attention paid to subordinate clauses. After completing the course, students can analyze German individual sentences and sentences in longer texts in terms of traditional and dependency syntax.
MEŠKO, D. – KATUŠČÁK, D. a kol.: Akademická príručka. Martin 2004.
The respective primary and secondary literature for master theses from linguistics, literature and intercultural studies
none
German language
choosing a topic – working title and formulation of objective
- information survey - gathering, selection and processing of relevant professional literature inprinted and electronic form - preliminary bibliography - excerpts making and elaboration of thesis contents
- distribution of materials into units according to their content - definite thesis contents
final
- to master theory and specialized terminology of study programme and field of study - sufficiently deep and systematic information survey focused on a selected topic
- to distinguish the elements of originality, compilation and summarization
- to apply the basic standard research methods as well as knowledge and skills acquired during the study
- to demonstrate competence to work and think independently and creatively in terms of content and form
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.
BECKER, S.; HUMMEL, Ch.; SANDER, G. (2002) : Grundkurs Literaturwissenschaft. - Stuttgart : Reclam,.
CULLER, J. (2002): Literaturtheorie : eine kurze Einführung / Jonathan Culler. Aus dem Engl. übers. von Andreas Mahler. - Stuttgart : Reclam.
GUTZEN, D.; OELLERS, N.; PETERSEN, J. H. (2009): Einführung in die neuere deutsche Literaturwissenschaft : ein Arbeitsbuch / von - 6., neugefaßte Aufl. - Berlin : Schmidt.
JEßING, B.; KÖHNEN, R.(2007): Einführung in die Neuere deutsche Literaturwissenschaft. Stuttgart [u.a.] : Metzler.
KOMMICH, D., RENNER, R. G.; STIEGLER, B. (1996): Texte zur Literaturtheorie der Gegenwart. Stuttgart: Reclam Verlag.
MEYER-KRENTLER, E. (2001): Arbeitstechniken Literaturwissenschaft - 9., vollst. überarb. und aktualisierte Aufl. - München : Fink. (oder neuere Auflage)
NEUHAUS, S. (2003): Grundriss der Literaturwissenschaft. Tübingen u. Basel: Francke.
VOGT, J. (2002): Einladung zur Literaturwissenschaft : mit einem Hypertext-Vertiefungsprogramm im Internet / Jochen Vogt. - 3., durchges. und aktualisierte Aufl. - München : Fink, 2002. - 287 S. (oder neuere Auflage)
WALDMANN, G.(2003): Neue Einführung in die Literaturwissenschaft. Aktive analytische und produktive Einübung in Literatur und den Umgang mit ihr – Ein systematischer Kurs. Hohengehren: Schneider-Verlag.
Final assessment: examination (S)
German language
1. What is literature. Basic definitions.
2. Poetics and aesthetics in individual periods.
3. Development of types, genres and their basic characteristics - work with literary texts. Lyric poetry, epic poetry, drama.
4. Theory of verse.
5. Fundamentals of literary communication, reception, interpretation based on analysis of selected texts.
6. Interpretation approaches (positivist, historical, phenomenological, existential, morphological and sociological method) – demonstration and analysis of texts of master works of German poetry, prose, and drama.
7. Classic texts of German literature and their reception today.
8. Reception of German literature in Slovakia.
To gain a basic overview of theory of literature and literary science and to learn practical basis and methods of work with literary texts.
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