To make the acquaintance of various types of advanced porous solids and basic methods for their investigation.
1. F. Rouquerol, J. Rouquerol, K. Sing: Adsorption by powders and porous solids, Academic press, London, UK, 1999
2. S. J. Gregg, K.S.W. Sing: Adsorption, surface area and porosity, Academic Press, London,, UK, 1982.
3. V. Zeleňák: Adsorption and porosity of solid substances, internal study text, PF UPJŠ, 2020.
Written test in the middle and the end of the semester.
The course is standardly realized in full-time form, in case of necessary circumstances by distance.
Terminology and principal terms associated with powders, porous solids and adsorption. Methodology of adsorption at the gas-solid interface, liquid-solid interface. Assessment of surface area and porosity. Inorganic materials (active carbon, metal oxides, zeolites, clay minerals, new advanced materials) and phenomenon of adsorption. Application in the industry and everyday life.
To make the acquaintance of various types of advanced porous solids and basic methods for their investigation. To gen up the students with the methods used in characterisation of specific surface area and pore size of different types of porous materials.
Test and oral examination.
a
Greenwood, N. N., Earnshaw, A: Chemistry of the Elements. Pergamon Press, Oxford, 1984
Atkins O., Overton T., Rourke J., Weller M., Armstrong F.: Inorganic Chemistry, University Press, Oxford, 2006.
a
Written test in the middle and the end of the semester followed by the oral examination. Active participation on seminars.
Electronic configuration, abundance, use, physical and chemical properties, preparation, reactivity of non-metallic elements hydrogen, halogens, oxygen, sulphur, nitrogen, phosphorus, carbon, silicon, boron and rare gases. Binary and other compounds formed by these elements, their properties and reactivity. Metals and transition elements. Abudance, properties, reactivity, important compounds.
Gaining knowledge about the properties and reactivity of elements and their compounds, the periodicity of their properties and the periodicity of the properties of their compounds. Knowledge of the basic physical and chemical properties of elements and their compounds, reactivity, their preparation, production and occurrence.
a
1. Greenwood, N.N., Earnshaw, A.: Chemistry of the elements, Pergamon Press N.Y., 1984.
2. D.F. Shriver, P.W. Atkins: Inorganic Chemistry, Oxford University Press, Oxford, 4th Ed., 2006.
1. Students are required to attend seminars, this also applies to the online form of teaching. The
relevant teacher who leads the seminar will justify the absence of the student (illnes, family reasons,
etc.) in a maximum of two seminars during the semester without the need to replace the teaching
hours. In the case of a longer justified absence (for example due to illness), the teacher will assign
to the student alternative forms of duties;
2. Activity at seminars. The preparation of students and their activity in seminars is always assessed
by the teacher who leads the seminar, within his / her competence.
3. Participation in 10 small written tests within the seminar, for each small test you can get 1 point. In the case of a justified absence of a student from a small test, the teacher may require to elaborate a written job. Successful completion is considered if the student obtains at least 5.5 points from these tests, which is a condition for participation in the exam. The points obtained from the seminar will be included in the total number of points obtained for the subject in the range of 10%.
4. The exam is usually carried out in written form (3 written tests, of which 2 tests during the semester) with the possibility of further oral examination, or, in case of restrictions of contact forms of the teaching, the exam will be performed in a suitable online - electronic form.
5. To successfully complete the course, it is necessary to obtain at least 51% of the maximum number of points in each test and for seminars.
The subject can be realized in the form of personal attendance or, if necessary, also in online
form.
General characterization of metals, chemistry of elements of the 1st and 2nd group, aluminum and other metals elements of groups 13 to 16. Chemistry of transition elements with emphasis on the 1st transition series.
Coordination compounds, chemistry of lanthanides and actinides. In all chapters are discussed the atomic properties of elements, properties of elements as substances, properties of their compounds. Emphasis is also put on environmental aspects of the properties of elements and their compounds.
The lectures are discussed at the seminars in detail.
To acquire knowledge about physical and chemical properties of metallic elements and their compounds.
Survey of basic principles and tasks of analytical chemistry and applications of analytical methods in research and practice.
D.Harvey, Modern Analytical Chemistry. McGraw Hill, Boston, 2000
Skoog D.A., Principles of Instrumental Analysis. Saunders Col. Publishing, New York 1985
3x test of analytical calculations.
1. 3x test of analytical calculations (each 33%, minim. 50%).
2. Examination is composed of 3 questions (each for 33%, it is necessary to reach at least 50%).
Subject and role of analytical chemistry. General principles and procedures - sampling, sample pre-treatment. Preparation of solutions. Evaluation of the results.
Classification of analytical reactions. Qualitative analysis of cations and anions. Basic principles of organic analysis.
Methods of quantitative analysis. General principles of gravimetry. Volumetric analysis.
Instrumental methods of analytical chemistry (basic principles, instrumentaion and applications) - electroanalytical, optical and separation methods.
Survey of basic principles and tasks of analytical chemistry and applications of analytical methods in research and practice.
Examination
1. Labuda a kol. Analytická chémia. ISBN: 9788022742429, Vydavateľstvo: STU Bratislava, Rok vydania: 2014, Počet strán: 671
2. Christian G.D. Analytical Chemistry. John Wiley & Sons, Inc. New York – Chichester – Brisbane – Toronto – Singapore 1994.
3. Holtzclaw H.F., Jr., Robinson W.R. College Chemistry with Qualitation Analysis. D.C. Heath and Company 1988.
Active participation in seminars; successful completion of the final test. Elaboration of 2 written assignments (or subject project), which will be one of the conditions for participation in the exam. The evaluation of the student's study results within the study of the subject is carried out by a combination of continuous control during the teaching part of the semester (50%) with an examination during the examination period (50%).
Note: Detailed conditions are updated annually within the repository for digital support materials (LMS UPJŠ).
Slovak
The course is implemented by full-time or, if necessary, distance method using the MS Teams or BBB or a combined method. The form of teaching is specified by the teacher at the beginning of the semester and updated continuously.
A calculator is required to master the calculation exercises. Not a cell phone!
Classification of instrumental analytical methods. Basic parts of analytical instruments. Comparison of range, accuracy, detection limit, selectivity and economic characteristics of analytical methods. Analytical signal and calibration. Detection limit. Standard addition method. Accuracy and precision. Spectral methods. Electromagnetic radiation. Analytical signal of the optical methods. Classification of spectral and optical analytical methods. Instrumentation of spectral methods. Basic parts of instruments in spectral analysis: optical elements, radiation sources, monochromators, detectors (scheme, principle, basic characteristics, advantages and disadvantages). Molecular spectrometry. Nephelometry and turbidimetry. Luminescence analysis. Infrared spectroscopy. Raman spectroscopy. Refractometry. Chiroptical methods. Mass spectroscopy. Atomic spectral methods. Atomic absorption spectroscopy. Atomic emission spectral analysis. Atomic fluorescence spectrometry. Separation and preconcentration methods. Classification of separation methods. Chromatographic and non-chromatographic separation methods. Basic characteristics of separation methods. Non-chromatographic separation methods. Chromatographic methods of separation. Classification of chromatographic methods. Elution characteristics. Liquid chromatography. Gas chromatography. Supercritical fluid chromatography. Basic parts of instruments in chromatography. Electroanalytical methods. Basic principle of electroanalytical methods and their division. Potentiometry. Polarography. Voltammetry. Electrogravimetry. Coulometry. Conductometry.
The student acquires knowledge of the theoretical foundations and instrumentation in analytical chemistry.
Survey of basic principles, theoretical background and applications of separation methods in research and analytical practice.
Skoog D. A., Leary J. J.: Principles of instrumental analysis. Saunders College Publishing, New York 1997.
Pawliszyn J., Lord H. L.: Handbook of sample preparation, Wiley 2010.
Current scientific literature
1. Preparation and presentation of a project focused on the application of separation methods.
2. Examination. The exam consists of 3 questions (each of 33%), 50% must be obtained for the pass exam.
Slovak, english language
Basic principles, classification, theory and applications of separation methods. Extraction - LLE, SPE, SPME. Chromatographic methods - theory, classification. Gas chromatography, stationary phases. Instrumentation, detectors in GC. Data evaluation - qualitative and quantitative analysis. High-performance liquid chromatography, principles, classification. Stationary and mobile phases in LC, instrumentation. Applications.
Planar chromatographic methods - TLC, HPTLC, PC.
Electrophoretic techniques and their applications.
Survey of basic principles, theoretical background and applications of separation methods in research and analytical practice.
Examination
The basic knowledges about biometal interactions with biomolecules, biomaterials, biominerals, biocatalysis, metals in biology and medicine, metal-based drugs, toxic metals for biosystems and metals in the environment.
1. Shriver D. F., Atkins P. W., Overton T. L., Rourke J.P., Weller M.T., Amstrong F.A.: Shiver & Atkins. Inorganic Chemistry. Oxford University Press, Oxford 2006.
2. Kaim W., Schwederski B.: Bioinorganic Chemistry: Inorganic Elements in the Chemistry of Life. Wiley, Chichester 1998.
3. Wilkins P. C., Wilkins R. G.: Inorganic Chemistry in Biology. OCP, Oxford 1997.
Test or seminar works
Test or seminar works
examination
Metalic and non-metalic elements and their roles in biological systems (biometals, bulk biological elements, essential trace elements). Biocoordination compounds, bioligands. Biocatalyzers. Oxygen carriers and oxygen transport proteins. Photochemical process. Catalysis and regulation processes. Calcium biominerals and biomineralization.Toxic metals. Application of knowledge of bioinorganic chemistry in pharmacy, chemotherapy (e.g. platinum complexes in cancer therapy) radiodiagnostics, mineral biotechnology, ecology and in other branches of life.
The basic knowledges about biometal interactions with biomolecules, biomaterials, biominerals, biocatalysis, metals in biology and medicine, metal-based drugs, toxic metals for biosystems and metals in the environment.
examination
Principles and theoretical foundations the application of analytical methods in bioanalysis.
1. Chromý, V. a kol.: Bioanalytika, MU Brno, 2002
2. Kukačka, J. a kol.: Bioanalytická chemie v príkladech a cvičeních, Karolinum, 2010
3. Mikkelsen, S.R, Cortón E.: Bioanalytical Chemistry, Wiley, 2004
4.Wilson I.: Bioanalytical Separations 4, (Handbook of Analytical
Separations), Elsevier, 2003
5.Lee, D.C., Webb, M.: Pharmaceutical Analysis, Blackwell, 2003
written test
Elaboration and presentation of a semester project with an assigned topic. Completion of block exercises. Oral examination.
Detailed conditions for completing the subject are listed in the electronic bulletin board of the subject and in the repository of digital support materials LMS UPJŠ and are updated annually.
If necessary, the teaching also takes place in a distance form with the use of various tools of LMS UPJŠ, MS teams, etc. The form of teaching is specified by the teacher at the beginning of the semester, it is continuously updated.
Introduction to Bioanalytical Chemistry. Biological samples classification. Factors that affect analytes in biological samples. Collection, transport and storage of samples, the main principles of sampling, the suppressing of undesirable phenomena. Selected methods of pretreatment of biological samples. Analyzers, equipment and organization of work in a clinical laboratory. Control and management of quality in clinical laboratory. Quality manual, calibration, control, and reference materials. Validation and Good Laboratory Practice. Buffers in bioanalysis. Enzymes in bioanalysis, introduction, distribution, Mechanism of enzyme catalysis. The kinetics of enzymatic reactions with one substrate, the Michaelis constant, constant specificity, lag phase, kinetics of reactions with two substrates. Moderators of enzyme activity. Selected methods for the analysis of biomolecules.
Introduction to Bioanalytical Chemistry. Biological samples classification. Factors that affect analytes in biological samples. Collection, transport and storage of samples, the main principles of sampling, the suppressing of undesirable phenomena. Selected methods of pretreatment of biological samples. Analyzers, equipment and organization of work in a clinical laboratory. Control and management of quality in clinical laboratory. Quality manual, calibration, control, and reference materials. Validation and Good Laboratory Practice. Buffers in bioanalysis. Enzymes in bioanalysis, introduction, distribution, Mechanism of enzyme catalysis. The kinetics of enzymatic reactions with one substrate, the Michaelis constant, constant specificity, lag phase, kinetics of reactions with two substrates. Moderators of enzyme activity. Selected methods for the analysis of biomolecules.
After completing the course, the student has basic knowledge about biological samples, factors affecting biological samples and analytical methods used in clinical chemistry and bioanalysis.
Oral examination
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
Successful completion of the exam, which consists of two parts: (i) written and (ii) oral part. The student passes the exam if he / she obtains at least 60% of the points in the written part and at the same time adequately answers the asked questions in the oral part.
1. Protein Structure and Function, Exploring proteins.
2. DNA and RNA and the Flow of Genetic Information, Exploring genes.
3. Enzymes: Basic Concepts and Kinetics, Catalytic Strategies and Regulatory Strategies.
4. Carbohydrates (Monosaccharides, Disaccharides, Polysaccharides – Functions and Properties).
5. Lipids and Cells Membranes, Membrane Channels and Pumps.
6. Metabolis: Basic Concepts and Design, Signal-Transduction Pathways.
7. Glycolysis and Gluconeogenesis, Glycogen Metabolism.
8. The Citric Acid Cycle and Glyoxylate Cycle.
9. Oxidative Phosphorylation, The Light Reactions of Photosyntesis.
10. The Calvine Cycle and the Pentose Phosphate Pathway.
11. Fatty Acids Metabolism, Urea Cycle.
12. DNA Replication, Transcription (RNA Synthesis).
13. Protein Synthesis & Degradation, the Integration of Metabolism.
Gain knowledge of: (i) the basic building blocks of biomacromolecules (proteins, DNA, RNA, fats and sugars) and their properties, (ii) the basic biochemical processes that take place in living organisms, (iii) the way energy is produced and used in cells.
The aim of biochemistry teaching is to acquire knowledge in the field of living organisms on the basis of their molecular structure information on cell metabolism.
Koolman J., Roehm K.H.: Color atlas of biochemistry. Thieme, Stuttgart, Germany, 2005.
Kodíček M., Valentová O., Hynek R.: Biochemie, chemický pohled na biologický svět, Vysoká škola chemicko-technologická v Praze, Praha, 2022.
test
Test and oral examination.
1. Basic principle of metabolism, integration of metabolism.
2. Glycolysis, gluconeogenesis, metabolism of glycogen.
3. Citrate cycle, glyoxalate cycle.
4. Metabolism of lipids, synthesis lipids and steroids.
5. Electron transport and oxidative phosporylation.
6. Photosynthesis.
7. Calvin a pentosephosphate cycles.
8. Proteins turnover, katabolism of aminoacids, urea cycle.
9. Fixation of nitrogen, aminoacids synthesis, aminoacids as sources of biomolecules.
10.Nucleotide metabolism.
11. DNA replication.
12. Transcription.
13. Translation.
14. Gene expression.
Basic principle of metabolism, basic metabolic pathways and cycles, integration of cell metabolism.
The aim of biochemistry teaching is to acquire knowledge in the field of living organisms on the basis of their molecular structure information on cell metabolism.
Test and oral examination.
Oral presentation of the thesis results. Answering questions of the thesis oponent or members of the state examination board.
slovak
Oral presentation of the thesis results. Answering questions of the thesis oponent or members of the state examination board.
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.
KAŇUK, J., 2015. Priestorové analýzy a modelovanie. Vysokoškolské učebné texty. Prírodovedecká fakulta Univerzity Pavla Jozefa Šafárika v Košiciach. 114 s.
ŽITNIAK, J., 2017. Microsoft Office 2016. Podrobná uživatelská příručka. Computer Press. 464 s.
KLATKOVSKÝ, K., 2016. Word 2016 nejen pro školy. Computer Media. 124 s.
KLATKOVSKÝ, K., 2016. Powerpoint 2016 nejen pro školy. Computer Media. 80 s.
LAURENČÍK, M., 2019. Excel 2016 a 2019 - pokročilé nástroje, Grada, 256 s.
Assessment is based on a combination of midterm (30%) and final assessment (70%) at the end of the semester. The overall evaluation is calculated as a weighted average of the final and midterm evaluation. The evaluation scheme applies to the overall evaluation: A (100-90 points), B (80-89 points), C (70-79 points), D (60-69 points), E (50-59 points), FX (0 -49 points).
Important and useful information regarding the study, standards and services provided by the university for students (WiFi, information retrieval, websites, citation manager - CitacePro) operating systems, data types, file types, software used. Work with statistical data, DataCube, SO SR, Soil portal, ŠGÚDŠ, Geoenviroportal, Geoportal and similar web applications. Explanation of the essence of vector and raster graphics, graphic formats and their use. Work with spreadsheet and databases (formulas, contingency tables and graphs), advanced work and formatting in MS Word. Using MS PowerPoint to create presentations and posters.
Knowledge: The student will gain knowledge in the field of information and communication technologies specific to the study of geography and geoinformatics. The student will learn to search for and sort different types of information. The acquired knowledge will be used in working with professional literature published in scientific databases and selected geospatial databases.
Skills: The student will learn to work with selected WebGIS portals publishing geodata and use databases of scientific journals and citation manager. They will learn the basic methods of modifying different types of data in order to prepare them for integration into GIS. They will get acquainted with the license conditions of the used software within the department. Gain advanced knowledge of using Office.
Competences: The student will acquire basic competencies in the field of ICT needed for the study of geography. The result is the student's ability to manage the study fluently and smoothly in terms of ICT literacy. The student is able to independently use ICT tools.
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.
COE, N. M., KELLY, P. F., YEUNG, h. W. C. 2020: Economic Geography: A Contemporary Introduction. John Wiley and sons.
KNOX, P., L., et al. 2010: Human geography. Places and regions in Global Context. pearson
International Edition., 513 p.
KOREC, P. 1994: Humánna geografia 1. Prírodovedecká fakulta, Univerzita Komenského,
Bratislava, 120 s.
MIRVALD, S., 2002: Geografie dopravy II. ZČU Plzeň, 56 s.
MIRVALD, S., 2002: Geografie dopravy III. ZČU Plzeň, 43 s.
NÉMETHOVÁ, J. 2019: Učebné texty z geografie poľnohospodárstva, rybného a lesného hospodárstva. UKF Nitra, 101 s.
PÁSZTO, V. 2020 : Economic Geography. In. Spationnomy: Spatial Exploration of Economic Data and Methods of Interdisciplinary Analytics p. 173-192
POPJAKOVÁ, D., 1997: Základné kapitoly z geografie priemyslu, Prešov: PU, 144 s.
POPJAKOVÁ, D., MINTÁLOVÁ, T. 2019: Priemysel 4.0, čo mu predchádzalo a čo ho charakterizuje – geografické súvislosti. Acta Geographica Universitatis Comenianae, 63 (2), 173-192.
SPIŠIAK, P., 2005: Základy geografie poľnohospodárstva a lesného hospodárstva. Prírodovedecká fakulta, Univerzita Komenského, Bratislava. 140 s.
TOUŠEK, V. a kol., 2008: Ekonomická a sociální geografie, Plzeň, 2008, 411 s.
ŽENKA, J. 2018: Ekonomická geografie 1. Ostravská univerzita. 42 s.
The final assessment is based on a combination of continuous evaluation during the teaching part of the semester and a final examination.
Seminars/Practical Exercises: Attendance is mandatory, with a maximum of 2 absences allowed. Students are required to regularly submit and present assigned tasks (3 assignments), which will be graded. Students may obtain a maximum of 30 points and a minimum of 16 points from the seminars. If a student receives 15 points or fewer, they will not be allowed to take the final examination.
Examination: The exam consists of a written and an oral part. The written test is worth a maximum of 70 points, with a minimum requirement of 36 points.
The final grade is determined by the total number of points obtained from continuous assessment (seminars) and the examination:
A – 91–100 points
B – 81–90 points
C – 71–80 points
D – 61–70 points
E – 51–60 points
FX – fewer than 50 points
Basic terminology and economic indicators. Fundamental features of the world economy. Developmental stages of the global economy. Global development trends and issues of the world economy. Economic sectors and the sectoral structure of the economy.
Localization factors influencing the geographical distribution of agriculture. Historical and geographical aspects of agricultural development.
The Common Agricultural Policy of the European Union.
Multifunctional, conventional, and organic agriculture.
Typology and regionalization of agriculture. Global crop and livestock production.
Basic functions of forests. Geographical distribution of economic forest ecosystems on Earth.
Extraction of mineral resources. Spatial differentiation of the extraction of the most important mineral resources worldwide (oil, natural gas, coal, iron ore, etc.).
The role and importance of industry in a country. Geography of industry – its characteristic features and geographical methods of industrial evaluation.
Localization factors and theories of industry. Formation of industrial parks and their impact on the landscape structure.
Development of industry worldwide with emphasis on the Industry 4.0 stage.
Characteristics of selected industrial sectors worldwide.
Economic crises and their impacts on agriculture and industry.
Basic modes of transport and selected concepts in transport geography. Localization of transport routes and facilities.
General trends in transport development. Main development trends in individual modes of transport.
Seminars / Practical Exercises:
The seminars will focus on the practical application of basic methods used in the individual subdisciplines of the geography of agriculture, industry, and transport. Students will process and evaluate various databases using basic statistical and mathematical methods, create syntheses, and interpret the obtained results spatially with the help of GIS tools. Assignments will be completed at home based on given instructions and will be designed to develop both independent and teamwork skills. Students may use text outputs generated by artificial intelligence tools; however, they will be required to critically assess their relevance and accuracy
Knowledge: Students will become familiar with the basic theoretical and methodological approaches in the field of economic geography, including the geography of agriculture, forestry, industry, and transport. They will acquire knowledge of the basic methods used for data evaluation and interpretation.
Skills: After successfully completing the course, students will be able to identify the basic principles and patterns governing the spatial distribution of production-oriented economic activities. They will be able to apply basic methods used in the geography of agriculture, industry, and transport to evaluate key economic indicators. During seminars, students will use GIS tools. Students will also be able to work with various information sources, including text outputs generated by artificial intelligence tools, while critically assessing their accuracy and relevance.
Competencies: Students will be capable of conducting both independent and team-based professional work in the field of economic geography. They will be able to interpret the results of processed analyses and synthesize acquired knowledge based on them. Using appropriate data sources, students will also be able to prepare analyses aimed at identifying the most suitable location for selected production-oriented economic activities within a region or country.
DUBCOVÁ, A. a kol., 2013: Didaktika geografie v teréne. UKF Nitra, 394 s.
LAUKO, V., TOLMÁČI, L., DUBCOVÁ, A., 2006: Humánna geografia Slovenskej republiky. Kartprint Bratislava, 200 s.
LAUKO, V., TOLMÁČI, L., KRIŽAN, F., GURŇÁK, D., CÁKOCI, R., 2013: Geografia Slovenskej republiky, Humánna geografia. Geografika, 300 s.
MATLOVIČ, R., KANDRÁČOVÁ, V., MICHAELI, E., 1998: Trasy za poznaním Slovenska. ATA, Akademická turistická agentúra, Prešov. 500 s.
TOLMÁČI, L., a kol. 2008: Geografická exkurzia – nástroj praktického vzdelávania (aplikácia na Slovensko). Iuventa Bratislava, 207 s.
Kol. 2002: Atlas krajiny Slovenskej republiky. Bratislava: Ministerstvo životného prostredia SR a Banská Bystrica: Slovenská agentúra životného prostredia, 344 s
The awarding of the evaluation is conditional on active participation in the entire excursion, participation in the team development of the project on the assigned topic and its presentation during the excursion (30% of the total evaluation), and the preparation of a final report from the excursion with a specified focus by the excursion leader before its beginning (50% of the total assessments). 20% of the final evaluation is made up of the student's activity during the active part of the excursion (active participation in explanations, adequate familiarization with background materials, participation in discussions about observed phenomena, etc.). The prepared project must be submitted for approval to the tour leader no later than a week before the start of the excursion, any comments from the leader must be worked in before the presentation. To obtain the final grade A, it is necessary to obtain a weighted grade average of 90% or more, for grade B it is 80%, for grade C 70%, for D 60% and for E 50%.
An information meeting will be held in reasonable time before the excursion, where the excursion leader will present the professional plan and program of the excursion and specify the assignments for the students. The route and program of the excursion change every year, but they always follow the effort to provide students with the widest possible spectrum of human-geographical phenomena with an emphasis on connections with other elements of the country. They mainly visit: - different types of landscape: lowland, basin and mountain - historically significant and culturally rich or
otherwise specific cities, cultural regions - places with a specific population structure, residential structure - localities and regions with a diverse representation of economic activities - territories with a specific transport infrastructure, important transport corridors. The excursion also includes a visit to selected production enterprises, where students will learn about the localization factors of the location of the enterprise, customer-supplier relations, etc.
Knowledge: The student will verify the knowledge about the spatial distribution of human-geographical phenomena in a broader spatial context in the field, and will gain new knowledge that
can be applied in further study and practice. The student is acquainted with the basic patterns and laws of distribution of population, settlements, territorial administration, logistics and transport infrastructure, cultural, educational, medical institutions and other public services, agriculture, forestry, industry, tourism and other economic activities in the country, even in the natural connection with physical-geographical or historical-geographical conditions.
Skills: Students build the ability to understand the functioning of selected human geographic phenomena directly in the field, to identify the causes of the location of selected production and non-production activities in the country. At the same time, they gain experience in organizing ex-courses, which they can use in pedagogical or professional practice.
Competences: The student is competent to actively participate, to carry out professional interpretation and discussion on a pre-prepared topic directly in the field, builds organizational competencies. Through the development of a project on a given topic, the student builds competencies in the field of teamwork.
Acquirement of the basics knowledgements of physical chemistry within the chapters: thermodynamics, phase equilibria, chemical equilibria, electrochemistry, chemical kinetics.
T. Engel, P. Reid: Physical Chemistry, Pearson Educat. Inc., San Francisco 2006
P.W. Atkins: Physical Chemistry, Oxford University Presss, Oxford 1986, 1990, 1996
W.J. Moore: Physical Chemistry, Longman, London 1972 and newer editions
Two partial tests from computational seminars, each must be mastered at A-E.
In the case of distance learning, it is necessary to prepare 2 assignments, each must be mastered at 80%.
Active participation in seminars. Two partial tests from computational seminars, each must be mastered at A-E. In the case of distance learning, it is necessary to prepare 2 assignments, each must be mastered at 80%.
Examination, unerstanding of three thematic areas of the subject (thermodynamics, electrochemistry, kinetics), must be mastered at A-E.
Teaching is carried out in person. If a distance form is required, the lectures will take place online, using the BigBlueButton (https://bbb.science.upjs.sk/). Other conditions will be specified by the teacher.
State of aggregation,laws for ideal and real gases, liquids and solids - characteristics and properties. Principles of thermodynamics, thermodynamic equilibrium, characteristic thermodynamic changes, heat, work, internal energy, enthalpy, entropy, 1st, 2nd and 3rd law of thermodynamics, Gibbs energy. Thermochemistry, heat of reaction, 1st and 2nd thermometric laws, enthalpy of formation, enthalpy of combustion, calorimetry.
Phase equilibria, Gibbs´ phase rule, phase diagrams for 1-, 2- and 3-componental systems, colligative properties, activity. Adsorption, adsorption isotherms. Diffusion. Chemical equilibrium, van´t Hoff´s reaction isotherm, isobar and isochore, influence of temperature and pressure on chemical equilibrium.
Electrochemistry. Conductivity of electrolytes, utilization, Faraday´s law, strong electrolytes - theory, activity coefficients, ionic strength. Weak electrolytes, theories of acids and bases, buffer solutions, hydrolysis of salts. Galvanic cells, electromotive force of cells, types of electrodes, standard electrode potentials, potentiometric measurments. Electrode processes, polarization of electrodes, concentration cells, corrosion of metals and passivity. Principles of polarography and voltammetric methods.
Chemical kinetics - reaction types and mechanism, reaction rate, molecularity and order of reaction, rate laws for 1st and 2nd order reactions, reaction mechanisms, reaction rate theories, temperature dependence of rate constants.
Catalysis - homogeneous and heterogeneous, acidobasic catalysis, enzyme catalysis.
Fundamental concepts of thermodynamics, thermochemistry, chemical equilibrium, phase equilibria and diagrams, laws for ideal gas and reals gases, liquids, solutions, solutions of electrolytes. Electrochemistry: ionics and electrodics. Electrodes and electrochemical cells, corrosion. Chemical kinetics, catalysis. Adsorption.
Acquirement of the basics knowledgements of physical chemistry within the chapters: thermodynamics, phase equilibria, chemical equilibria, electrochemistry, chemical kinetics.
Examination, unerstanding of three thematic areas of the subject (thermodynamics, electrochemistry, kinetics).
Understandable explain to students the principles of chemical kinetics of processes, to elucidate the kinetics and mechanism of some reactions. To analyse particularly the equilibrium and kinetics of electrode processes.
T. Engel, P. Reid : Physical Chemistry, Pearson Educat. Inc., San Francisco 2006
P.W. Atkins : Physical Chemistry,Oxford University Presss, Oxford 1986, 1990, 1994, 1998
W.J. Moore : Physical Chemistry,Longman, London 1972 and newer editions
Two partial tests from computational seminars in 6th and 12th week of semester.
1. Participation in seminars (also applies to the online form of teaching). Students are required to attend seminars. The relevant teacher who leads the seminar will justify the reasoned absence of the student (incapacity for work, family reasons, etc.) in a maximum of two seminars during the semester without the need for replacement. In the event of a longer-term reasoned absence (for example due to incapacity for work), the relevant teacher will provide the student with an alternative form of mastering the missed material.
2. Activity at seminars. The preparation of students and their regular monitoring is always assessed by the relevant teacher who conducts the seminar, within his/her competence.
3. Two tests from computational exercises, usually in the 6th and 12th week of the semester. To successfully pass each test, it is necessary to obtain at least 8 points (out of 15 points). Successful completion of continuous tests is a condition of admission to the oral exam.
4. The exam is observed in a regular oral form, resp. in case of restrictions of contact forms of the pedagogical process, the exam is performed by a suitable distance - electronic form.
5. To successfully master the subject, it is necessary to prove mastery of the required curriculum at least 51%.
Slovak language
Teaching is carried out in person or, if necessary, remotely using the bbb or MS Teams tool. The form of teaching is specified by the teacher at the beginning of the semester, updated continuously.
1. Electrochemistry. Equilibrium homogeneous processesn electrolyte solutions. Charge transfer in electrolyte solutions.
2. Nonequilibrium homogeneous processes. Trnasport processes in electrolyte solutions. Conductance and molar conductivity. Hindering effects. Transport numbers.
3. Equilibrium in heterogeneous electrochemical systems. Pocesses on charged interfaces. Electrochemical cells and fuel cells.
4. Classification of electrode types. Concentration cells. Electrolysis.
5. Electrochemical power sources. Potentiometry.
6. Electrical double layer. Surface tension.
7. Chemical kinetics. Homogeneous processes. Reaction rate. Reaction order. Classification of chemical reactions. Elementary chemical reactions.
8. Mechanism and kinetics equations of complicated chemical processes. Methods of rate low determination.
9. Theory of chemical kinetics. Ttemperature dependence of reaction rates. Collision theory. Activated complex theory.
10. Chain reactions. Structure and rate lows of chain reactions. Explosion. Polymerisation reactions. Photochemical reactions.
11. Catalysis. Theory of homogeneous catalysis. Chemical oscillation reactions.
12. Heterogeneous processes. Difusion. Physical and chemical adsorption. Adsorption and diffusion. Processes in heterogeneous electrochemical systems.
13. Electrode kinetics, activation and diffusive mechanism of charge transfer.
Electrochemistry. Equilibrium homogeneous processesn electrolyte solutions. Charge transfer in electrolyte solutions. Nonequilibrium homogeneous processes. Trnasport processes in electrolyte solutions. Conductance and molar conductivity. Hindering effects. Transport numbers. Equilibrium in heterogeneous electrochemical systems. Pocesses on charged interfaces. Electrochemical cells and fuel cells. Classification of electrode types. Concentration cells. Electrolysis. Electrochemical power sources. Potentiometry. Electrical double layer. Surface tension.
Chemical kinetics. Homogeneous processes. Reaction rate. Reaction order. Classification of chemical reactions. Elementary chemical reactions. Mechanism and kinetics equations of complicated chemical processes. Methods of rate low determination. Theory of chemical kinetics. Ttemperature dependence of reaction rates. Collision theory. Activated complex theory. Chain reactions. Structure and rate lows of chain reactions. Explosion. Polymerisation reactions. Photochemical reactions. Catalysis. Theory of homogeneous catalysis. Chemical oscillation reactions. Heterogeneous processes. Difusion. Physical and chemical adsorption. Adsorption and diffusion. Processes in heterogeneous electrochemical systems. Electrode kinetics, activation and diffusive mechanism of charge transfer.
Application of theoretical relationships on the solving of concrete problems and on the calculation of examples during seminars.
Students will gain knowledge about the principles that govern the speed of chemical processes, the kinetics and mechanism of some selected reactions, the balance and kinetics of electrode processes. They will also learn the basics of electrochemistry and catalysis.
Examination.
1. V. Hajko, J. Daniel-Szabó: Základy fyziky. Veda, Bratislava, 1980.
2. Š. Veis, J. Maďar, V. Martišovič: Všeobecná fyzika 1, Mechanika a molekulová fyzika. Alfa, Bratislava, 1978.
3. P. Čičmanec: Všeobecná fyzika 2, Elektrina a magnetizmus. Alfa, Bratislava, 1980.
4. R.P. Feynman, R.B. Leighton, M. Sands: Feynmanove prednášky z fyziky 1-5. Alfa, Bratislava, 1985.
5. V. Hajko a kol.: Fyzika v príkladoch. Alfa, Bratislava, 1983.
Two written examinations during the semester, where students apply the new knowledge by solving problems.
Oral exam where students present theoretical knowledge of the thematic areas listed in the syllabus.
Slovak language.
1. Kinematics of a point mass.
- Average and instantaneous velocity, 1D and 3D.
- Acceleration of a point mass (free fall, angled shot).
- Steady movement on a circle.
2. Dynamics of a mass point I.
- Newton's laws, applications. Different types of forces. Friction.
3. Dynamics of a mass point II.
- Mechanical work.
- Kinetic energy.
- Conservative force field, potential energy (gravitational, springs).
- The law of conservation of mechanical energy.
- The power.
4. System of mass points and rigid bodies I.
- Center of gravity. 1st impulse theorem.
- The law of momentum conservation.
5. System of mass points and rigid bodies II.
- Rotary motion. Angular momentum, moment of inertia. 2nd impulse theorem.
- The law of angular momentum conservation. Kinetic energy of rotational motion of rigid bodies.
- Balance.
6. Fluid mechanics I.
- Ideal fluid. Density and pressure.
- Hydrostatics, pressure measurement. Pascal's law. Archimedes' law.
7. Fluid mechanics II.
- Fluid dynamics.
- Continuity equation.
- Bernoulli equation, applications.
8. Molecular physics and thermodynamics I.
- Molecular structure of substances (osmosis, Brownian motion).
- Amount of substances, molar mass, Avogadro's law.
- Internal energy. Temperature and its measurement (Celsius, Kelvin).
- Heat, heat capacity. Latent heat.
9. Molecular physics and thermodynamics II.
- Ideal gas: state equation, internal energy, speed distribution.
- I. law of thermodynamics. Isothermal, adiabatic and cyclic processes.
- Heat transfer: conduction, convection, radiation.
- II. law of thermodynamics. Entropy.
- Heat engines, Carnot cycle.
10. Electricity and magnetism I.
- Electric charge. Coulomb's law. Electric field intensity and potential (voltage).
- Capacitor, capacity.
- Electric current. Ohm's law. Electrical power. Kirchhoff's laws.
11. Electricity and magnetism II.
- Magnetism. Magnetic induction, Lorentz force. Ampere's force. Biot-Savart law.
- Faraday's law of electromagnetic induction. Lenz's law.
12. Modern physics
- Relativity. Introduction to quantum physics.
- Atomic physics. Nuclear physics, applications. Elementary particles and cosmology.
Completing the course students will get knowledge of fundamental physical laws and will understand their relation to chemistry.
BLEHA, B., VAŇO, B., BAČÍK, V. 2015: Demografický atlas Slovenskej republiky. Dostupný na: http://www.humannageografia.sk/demografickyatlas/.
BENŽA, M., KUSENDOVÁ, D., MAJO, J., TIŠLIAR, P. 2015. Národnostný atlas Slovenska. Dajama Bratislava.
BUČEK, J., KOREC, P. eds. 2013: Moderná humánna geografia mesta Bratislava: priestorové siete, štruktúry a procesy. UK Bratislava, 345 s.
DUBCOVÁ, A. a kol., 2008: Geografia Slovenska. Učebnica geografie pre regionálny rozvoj. 350 s. Dostupné na: http://www.kgrr.fpv.ukf.sk/index.php/publikacie/geografia-slovenska ĎURKOVSKÁ, M., 2007: História nemeckého osídlenia na území Slovenska do začiatku 19. storočia. ČaS, 2. Spoločenskovedný ústav SAV Košice. Dostupné na: http://www.saske.sk/ cas/archiv/2-2007/durkovska.html.
GURŇÁK, D., BLAŽÍK, T., MÁRIÁSSYOVÁ, A. 2014: Meniaca sa geopolitická poloha Slovenska. In Lauko, V. a kol. Regionálne dimenzie Slovenska, Univerzita Komenského v Bratislave, 33-65. http://www.regionalnageografia.sk/index.php?p=3265792585.
KARPÁTY, P., 2002: Karpatskí Nemci a nemecká otázka na Slovensku. Acta Facultatis Studiorum Humanitatis et Naturae Universitatis Presoviensis, Prírodné vedy - Folia Geogrpahica, 6, 41-53. http://www.foliageographica.sk/public/media/26624/5-Karpatskí%20Nemci %20%20a%20nemecká%20otázka%20na%20Slovensku.pdf.
KOREC, P., POPJAKOVÁ, D. 2019: Priemysel v Nitre: globálny, národný a regionálny kontext. UK Bratislava, 218 s. Dostupné na: http://www.humannageografia.sk/stiahnutie/nitra _priem_korec_popjakova_2019.pdf.
KRIVÝ, V. (nedatované). Výsledky volieb 1929 - 2012 za obce na Slovensku (databáza). Dostupné na: http://sasd.sav.sk/sk/data_katalog.php .
LAUKO, V., TOLMÁČI, L., DUBCOVÁ, A., 2006: Humánna geografia Slovenskej republiky. Kartprint Bratislava, 200 s.
LAUKO, V., TOLMÁČI, L., KRIŽAN, F., GURŇÁK, D., CÁKOCI, R., 2013: Geografia Slovenskej republiky, Humánna geografia. Geografika, 300 s.
LAUKO, V. a kol. 2014: Regionálne dimenzie Slovenska. Univerzita Komenského v Bratislave. 525s.
MADLEŇÁK, T. 2012: Regionálna diferenciácia volebného správania na Slovensku (1998 - 2010). VEDA.
MAJO, J., KUSENDOVÁ, D. 2015. Náboženský atlas Slovenska. Dajama Bratislava. MIKUŠ, R. 2014: Politická diferenciácia územia Slovenska z pohľadu volebných preferencií. In Lauko a kol. Regionálne dimenzie Slovenska.
MLÁDEK, et al, 2006: Demogeografická analýza Slovenska. Univerzita Komenského v Bratislave, Bratislava, 222 s.
ŠPROCHA, B. a kol. 2019: Populačný vývoj v krajoch a okresoch Slovenska od začiatku 21. storočia. INFOSTAT Bratislava - VDC, Prir.F. UK, SAV Prognostický ústav. http:// www.infostat.sk/vdc/sk/index.php?option=com_content&view=article&id=16&Itemid=16 ŠPROCHA, B.,VAŇO, B., BLEHA, B. 2019: Kraje a okresy v demografickej perspektíve. Populačná prognóza do roku 2040. Infostat– VDC, PrirF. UK, SAV Prognostický ústav, http://www.infostat.sk/vdc/sk/index.php?option=com_content&view=article&id=16&Itemid=16 Štatistický úrad SR, http://volby.statistics.sk/
Kol. 2002: Atlas krajiny Slovenskej republiky. Bratislava: Ministerstvo životného prostredia SR a Banská Bystrica: Slovenská agentúra životného prostredia, 344 s..
The evaluation is based on a combination of continuous control on the exercises. Continuous control of the exercises is carried out during the teaching part of the exercises in the form of a test aimed at verifying the student's practical skills with a share of 20% of the final assessment. Lectures are conducted in the form of interactive presentations with interactive discussion and exchange of views between the teacher and students. After completing the first block of lectures (territorial development, settlement development, territorial and administrative development, population, settlements of the SR), the first written examination (40%) will take place, and after the second block (production and non-production sphere of the SR), a second written examination will be carried out during the examination period (40%). Both written reviews form an exam, the weight of which is 80% in the final evaluation. The resulting assessment is a weighted average of the assessment from the interim control (20%) and the exam (80%). Credits will only be awarded to a student who achieves a grade of at least 51% in each part of the assessment - exercises and both written examinations. The final assessment is the sum of points from the continuous assessment (exercises) and the exam: A – 91-100 points, B – 81-90 points, C – 71-80 points, D – 61-70 points, E – 51- 60 b., FX – less than 50 b.
Development of the Territory of Slovakia (history, border delimitation, geographical location of Slovakia);
Development of the Territorial and Administrative Division (stages, creation of new legislation, current territorial and administrative division, public administration reform);
Electoral Geography of Slovakia (development, regions according to voter turnout, regional preferences by political parties);
Development of Settlement Patterns (settlement structure, urbanization, cities);
Population (development, natural and migration movement, structure by age, nationality, education, economy, and religiosity);
Housing Construction and the Real Estate Market;
Economy of the Slovak Republic (basic economic indicators – GDP, unemployment – and their spatial differentiation);
Agriculture (development and current state);
Extraction and Processing of Raw Materials; Industry (development and current state, spatial and sectoral structure);
Transport (development and current state, basic characteristics of individual transport modes);
Tourism (domestic and outbound tourism, tourism regionalization, characteristics of selected forms of tourism); Domestic and Foreign Trade (commodity and territorial structure).
Seminars / Practical Exercises:
The seminars are focused on the practical application of acquired knowledge from individual areas of the Human Geography of Slovakia within the spatial organization of the territory of Slovakia. During classes, students will complete prepared worksheets on individual topics related to the lectures: location, development of territorial and administrative division, administrative structure, population, settlements, agriculture, industry, and transport in Slovakia. Students will also be guided toward the effective use of artificial intelligence tools. AI will serve as support in completing various tasks, especially in: analyzing the latest data, creating graphical outputs (maps, charts, visualizations), and formulating analytical conclusions based on processed data. The aim is to develop students’ digital competencies and support their ability to critically work with modern technologies in the context of geographical knowledge about Slovakia.
The aim of the course is to provide
Knowledge: Students will acquire comprehensive knowledge of individual areas of human geography within Slovakia as a whole and in its regions. The student will get to know key information from the area of HG SR and also the basic spatial differentiation of the investigated HG phenomena in the regions of Slovakia. Graduates of the course will gain up-to-date knowledge about the current state and development of economic sectors in Slovakia. Skills: After successfully completing this subject, the student will be able to identify the basic principles and regularities of the distribution of the population, settlements and economic sectors in Slovakia. Can use basic methods used in geography to evaluate basic demographic and economic indicators available for the Slovak Republic. Competences: The student is able to conduct independent and team professional work. He is able to apply the geographical methods he became familiar with during his studies to evaluate the distribution and development of selected HG phenomena in a specific territory within the Slovak Republic. On the basis of appropriate documents, the student is able to develop an analysis of the current situation and also forecasts of the future development of selected demographic and economic indicators for the Slovak Republic.
The awarding of the final evaluation to the student is conditional on active participation in the exercises, part of which is carried out in the field (max. 2 absences, participation in field training is mandatory in full). The final assessment will be given to the student based on the level of mastery of work with selected methods of human geographic research. He will demonstrate this in the form of a final report from the exercises, to which he will also attach the compiled databases. To obtain an overall grade A, it is necessary to obtain a weighted average of three parts of the grade of 90% or more, for grade B it is 80%, for grade C 70%, for D 60% and for E 50%. Credits will not be granted to a student who scores less than 50 in any part of the assessment, or does not reach the overall evaluation level of at least 50%.
Students will become familiar with the planning of human geographic research, methods of data collection, analysis, and interpretation. They learn to work with selected data collection methods through exercises in the field. As part of their independent work, they subsequently analyze and graphically interpret the data obtained based on the instruction.
Knowledge: The student is acquainted with the basic methods of human geographic research,
including data collection, analysis, evaluation and interpretation. The student understands what
methods can be used for specific research goals.
Skills: The student is oriented in the applicability of various methods in human geographic
research and is able to compile a methodological framework for a specific research goal. During
the course, the student gained practical experience with selected methods of data collection,
analysis and evaluation.
Competences: The student is competent to independently compile a methodological framework for
specific human geographic research. Thanks to practical experience with the application of
selected methods, he has an overview of their time intensity, thanks to which he is able to better
manage the time management of the research.
To teach students how to calculate material balances in the systems with or without chemical processes and how to calculate examples concerning the chemical equilibrium.
Potočňák I.: Chemické výpočty vo všeobecnej a anorganickej chémii (skriptum), PF UPJŠ, Košice, 2017.
https://unibook.upjs.sk/sk/chemia/843-chemicke-vypocty-vo-vseobecnej-a-anorganickej-chemii
Any chemical laboratory tables.
Short written tests, which may make imroved final assessment. Short written test are not necessary.
Successful completion of two written tests in the middle and at the end of the semester. Accomplished test is with minimal 50% of point. The exact dates will be determined after mutual consultation between the teacher and the students.
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). The form of teaching is specified by the teacher at the beginning of the semester and updated continuously.
Expression of the clear matter amount and the system composition. Stoichiometric formula. Material bilances for preparation, dissolving and mixing of solutions, and for separating of mixtures. Material bilances for combined processes. Chemical equations and material bilances in the systems with chemical processes. Acid-Base equilibrium and the pH calculations. The solubility product and solubility.
To teach students how to calculate material balances in the systems with or without chemical processes and how to calculate examples concerning the chemical equilibrium.
Student get assessment after successful writting of both tests (minimal 50% points). Final point number is improved with points from small written tests and according to this, the final mark will be given.
The student acquires basic knowledge on the coordination compounds, preparation, isomerism and properties of coordination compounds as well as about the chemical bonding in coordination compounds.
J. Ribas: Coordination Chemistry, Wiley-VCH, Weinheim, 2008.
J. C. Huheey, E. A. Keiter, R. L. Keiter: Inorganic Chemistry, Haper Collins, New York, 1993.
G. A. Lawrance: Introduction to Coordination Chemistry, Wiley, 2010.
Final written exam
1. Definition and nomenclature of coordination compounds.
2. Central atom and ligands
3. Coordination numbers, coordination polyhedra.
4. Isomerism of coordination compounds
5. Preparation of coordination compounds
6. Stability of coordination compounds
7. Chemical bonding in coordination compounds.
The student acquires basic knowledge on the coordination compounds, preparation, isomerism and properties of coordination compounds as well as about the chemical bonding in coordination compounds.
Final written exam
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.
HOFIERKA, J., J. KAŇUK, M. GALLAY, 2014. Geoinformatika. Košice: Univerzita Pavla Jozefa Šafárika v Košiciach. ISBN 978-80-8152-178-2.
VOŽENÍLEK, V. et al., 2011. Metody tematické kartografie - Vizualizace prostorových jevů. Olomouc: Univerzita Palackého v Olomouci. ISBN 978-80-24427-90-4.
SLOCUM, T.A., McMASTER, R.B., KESSLER, F.C., HOWARD, H.H. 2023. Thematic Cartography and Geovisualization: CRC Press/Taylor & Francis Group. ISBN 978-0-367-71270-9
LONGLEY, P.A., M. GOODCHILD, D. J. MAGUIRE, D. W. RHIND, 2010. Geographic Information Systems and Science. 3rd ed. Hoboken: Wiley & Sons. ISBN 978-0-470-72144-5.
PETERSON, G.N., 2014. GIS Cartography: A Guide to Effective Map Design, 2nd. ed. Boca Raton: CRC Press/Taylor & Francis Group. ISBN 13-978-4822-2067-4.
ROBINSON, A. H. et al., 1995. Elements of Cartography. 6th ed. Hoboken: Wiley & Sons. ISBN 0-471-55579-7.
HOJOVEC, V. et al., 1987. Kartografie. Praha: Geodetický a kartografický podnik v Praze. ISBN 29-621-87.
NOVÁK, V., Z. MURDYCH, 1988. Kartografie a topografie. Praha: SPN
PRAVDA, J., D. KUSENDOVÁ, 2004. Počítačová tvorba tematických máp. Bratislava: Univerzita Komenského v Bratislave. ISBN 80-223-2011-0.
PRAVDA, J., D. KUSENDOVÁ, 2007. Aplikovaná kartografia. Bratislava: Geo-grafika.
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 recognize the beauty of nature and to obtain basic knowledge from mineralogy. To familiarize students with properties of usual minerals and to recognize these minerals.
M. Košuth: Mineralógia. Elfa, s.r.o. Košice, 2001
V. Radzo: Mineralógia, Alfa Bratislava, 1987.
Verification of theoretical knowledge and recognizing minerals.
Verification of theoretical knowledge and recognizing minerals.
A semester project about selected minerals (40 %), a practical test from recognizing of minerals (30 %), a written examination (30 %). The student must obtain totally at least 51%.
In a case of online education the practical test is canceled and the written examination contains more questions (60 %).
Slovak
Teaching is carried out in person or, if necessary, online using the MS Teams tool. The form of teaching is specified by the teacher at the beginning of the semester, updated continuously.
1. Basic concepts and definitions. Historical development and dividing of mineralogy.
2. Fundamentals of morphological crystallography – symmetry, crystal surfaces, crystal shape.
3. Basics of structural crystallography - Bravais cell, crystallographic system and examples of minerals.
4. Crystallochemistry - coordination numbers, types of bonds and properties of minerals, polymorphism, isomorphism ...
5. Physical properties of minerals - mechanical, thermal, electrical, magnetic, optical.
6. Genetic mineralogy.
7. Systematic Mineralogy - elements, sulfides, halides, oxides, hydroxides, salts of oxyacids, silicates.
Basic terms and definitions, origin of minerals in nature. Basis of morphological and structural crystallography: characteristic properties of crystals, crystallographic laws, crystal structure, unit cells and their parameters, crystallographic systems with examples of minerals. Crystallochemistry: types of bonds and structures and their effect on the properties of minerals. Physical properties of minerals and their utilize in minerals classification. Basis of genetic and systematic mineralogy. Structure of silicates.
To recognize the beauty of nature and to obtain basic knowledge from mineralogy. After completing the course, students will be familiar with the properties of commonly available minerals and will be able to recognize these minerals.
Semester project, practical test from recognizing of minerals, written examination.
1. Kováč Š., Ilavský D., Leško J.: Spektrálne metódy v organickej chémii a technológii, ALFA, Bratislava, 1987.
2. Milata V., Segľa P.: Vybrané metódy molekulovej spektroskopie. STU BA, 2007.
3. Milata V., Segľa P.: Spektrálne metódy v chémii. STU FCHPT Bratislava 2002.
4. Miertuš S. a kol.: Atómová a molekulová spektroskopia, ALFA, Bratislava 1991.
5. T. D. W. Claridge: High-Resolution NMR Techniques in Organic Chemistry, 5. Ed., Elsevier, 2016.
1. Participation in exercises in accordance with the Study Rules of PF UPJŠ.
2. Successful execution of 3 control written works on exercises after 4., 8. and.12. weeks of teaching. Obtaining a minimum grade E from seminars.
The test consists of: 1. Solution of 2 structures of unknown compounds on the basis of combined application of spectral methods. 2. Theoretical and practical questions.
Percentage rating: 100-91% (A), 90-81% (B), 80-71% (C), 70-61% (D), 60-51% (E), 50% and less FX.
slovak, english
In-person course, alternatively online course using the BigBlueButton tool or MS Teams. The form of teaching is specified by the teacher at the beginning of the semester, updated continuously.
Fundamentals of molecular spectroscopy, mass spectrometry and magnetic methods as powerful
tools for structure determination in chemistry. Ultraviolet and visible spectroscopy. Emission
spectroscopy. Symmetry and group theory. Infrared and Raman spectroscopy. Mass spectrometry in
organic and analytical chemistry and biochemistry. Nuclear magnetic resonance - NMR. Chemical shift and splitting of signals by spin-spin coupling. Coupling constants. 1H NMR, 13C NMR, NMR of other nuclei. Two- and more dimensional NMR. NMR applications. Methods and instruments used for spectra measurements. Combined application of spectral methods for solution of chemical problems.
Fundamentals of molecular spectroscopy and magnetic properties study, as powerful tools for structure determination in chemistry. Ultraviolet, visible, infrared and Raman spectroscopy, mass spectrometry and methods based on magnetic resonance (1H NMR, 13C NMR).
Basic organic chemistry course.
1. Organic chemistry, J. Clayden, N. Greeves Warren, S. Wothers, Oxford University Press, 2012, ISBN 978-0-19-92-7029-3.
2. Organic chemistry, J. E. McMurry, Brooks/Cole, a Thomson Learning Company 2004, Sixth Eddition, ISBN 0534389996.
3. Organic chemistry, P. Zahradník, M. Mečiarová, P. Magdolen, Univerzita Komenského v Bratislave, 2019, ISBN: 978-80-223-4589-7.
General Chemistry
Two tests at lecture in 7 and 14th week. Test max 50 points. At least 25 points required.
Written test. Two tests, in 7th and 14th week. Test max 50 points. A student must obtain at least 51% of points. Writing of the tests is mandatory.
Written exam, 100 points. 69 Theoretical questions (69 points), 62 chemical formulas (31 points). A student must obtain at least 51% of points. Final evaluation: A 91-100 pts, B 81-90 pts, C 71-80 pts, D 61-70 pts, E 51-60 pts, FX 0-50 pts.
anglický
Teaching is carried out in person or, if necessary, online using the MS Teams tool. The form of teaching is specified by the teacher at the beginning of the semester, updated continuously.
Alkenes Electrophilic Additions Strong Brønsted Acids Lewis Acids (non-Proton Electrophiles) Electrophilic Halogen Reagents Other Electrophilic Reagents Reduction Oxidation Radical Additions Allylic Substitution Alkynes Addition Reactions Hydrogenation Electrophiles Hydration & Tautomerism Hydroboration Nucleophilile Addition & Reduction Acidity of Terminal Alkynes (Substitution of H) Alkyl Halides General Reactivity Substitution(of X) SN2 Mechanism SN1 Mechanism Elimination (of HX) Summary of Substiution vs. Elimination Substitution by Metals Elimination Reactions of Dihalides Alcohols Reactions of Alcohols Substitution of the Hydroxyl H Substitution of the Hydroxyl Group Elimination of Water Oxidation of Alcohols Reactions of Phenols Acidity of Phenols Ring Substitution of Phenols Oxidation to Quinones Aromatic compounds Electrophilic Substitution A Substitution Mechanism Reactions of Substituted Benzenes Reaction Characteristics Reactions of Disubstituted Rings Reactions of Substituent Groups Nucleophilic Substitution, Elimination & Addition Reactions Amines Basicity of Nitrogen Compounds Acidity of Nitrogen Compounds Important Reagent Bases Reactions of Amines Electrophilic Substitution at Nitrogen Preparation of 1°-Amines Preparation of 2° & 3°-Amines Reactions with Nitrous Acid Reactions of Aryl Diazonium Intermediates Elimination Reactions of Amines Oxidation States of Nitrogen Basic information: Aldehydes & Ketones Carboxylic Acids Carboxylic Derivatives Natural products, Saccharides, Aminoacids, Biologically active compounds
Chemical bonding Hybridization and Bonding Covalent bonds Double bonds and Triple Bonds Structural Formulas of Organic Molecules Polar Covalent Bonds and Electronegativity Constitutional Isomers Alkenes Electrophilic Additions Strong Brønsted Acids Lewis Acids (non-Proton Electrophiles) Electrophilic Halogen Reagents Other Electrophilic Reagents Reduction Oxidation Radical Additions Allylic Substitution Alkynes Addition Reactions Hydrogenation Electrophiles Hydration & Tautomerism Hydroboration Nucleophilile Addition & Reduction Acidity of Terminal Alkynes (Substitution of H) Alkyl Halides General Reactivity Substitution(of X) SN2 Mechanism SN1 Mechanism Elimination (of HX) Summary of Substiution vs. Elimination Substitution by Metals Elimination Reactions of Dihalides Alcohols Reactions of Alcohols Substitution of the Hydroxyl H Substitution of the Hydroxyl Group Elimination of Water Oxidation of Alcohols Reactions of Phenols Acidity of Phenols Ring Substitution of Phenols Oxidation to Quinones Aromatic compounds Electrophilic Substitution A Substitution Mechanism Reactions of Substituted Benzenes Reaction Characteristics Reactions of Disubstituted Rings Reactions of Substituent Groups Nucleophilic Substitution, Elimination & Addition Reactions Amines Basicity of Nitrogen Compounds Acidity of Nitrogen Compounds Important Reagent Bases Reactions of Amines Electrophilic Substitution at Nitrogen Preparation of 1°-Amines Preparation of 2° & 3°-Amines Reactions with Nitrous Acid Reactions of Aryl Diazonium Intermediates Elimination Reactions of Amines Oxidation States of Nitrogen Basic information: Aldehydes & Ketones Carboxylic Acids Derivatives of Carboxylic acids Natural products
Basic organic chemistry course.
Nomenclature of organic compounds, their chemical properties, structure, reactivity and characteristic reactions. Preparation of organic molecules, explanation of the basic mechanisms and principles of organic reactions.
After completing the subject, the student understands the studied theories, principles, methods and logical procedures of organic chemistry. He has knowledge of modern organic chemistry with an emphasis on the current development of knowledge in the aforementioned area.
EN
Written exam, 100 points. At least 51% of points required. Final evaluation: A 91-100 pts, B 81-90 pts, C 71-80 pts, D 61-70 pts, E 51-60 pts, FX 0-50 pts
Recommended literature:
1. J. Clayden, N. Greeves, S. Warren, P. Wothers: Organic Chemistry, Oxford University Press, 2012.
2. Solomons T.W. Graham: Solomon’s Organic Chemistry, Willey&Sons Inc., 2017.
3. J. E. McMurry: Organic Chemistry, Vysoké učení technické v Brne, 2007, VUTIUM, ISBN: 978-80-214-3291-8 (VUT v Brne).
4. J. E. McMurry: Organic Chemistry, Cengage, 2015.
Written test. Two tests, in 7th and 14th week. Test max 50 points. A student must obtain at least 51% of points from each test. Writing of the tests is mandatory.
Written exam, 100 points. 69 Theoretical questions (69 points), 62 chemical formulas (31 points). A student must obtain at least 51% of points. Final evaluation: A 91-100 pts, B 81-90 pts, C 71-80 pts, D 61-70 pts, E 51-60 pts, FX 0-50 pts.
english
Teaching is carried out in person or, if necessary, online, using the MS Teams tool. The form of teaching is specified by the teacher at the beginning of the semester, updated continuously.
Ethers - their nomenclature, preparation and reactions. Sigmatropic rearrangements, their selectivity. Preparation and reactions of epoxides.
Nitrogen compounds, Amines, their nomenclature, basicity and nucleophilicity, preparation amines, their reactions. Diazonium salts, their preparation and reactions. Nitro compounds, their preparation and reactions. Nitroso compounds, oximes, hydrazones, nitroaldol reaction.
Carbonyl compounds - aldehydes and ketones, their nomenclature and reactivity. Nucleophilic additions, addition of the primary and secondary amines and related nitrogen reagents, the aldol reaction, self-condensations, cross-condensations and related reactions. Claisen condensation and its variants. Alkylation of enolates and their applications. Benzilic acid rearrangement, Benzoin condensation, Cannizzaro reaction, Mannich reaction, Reformatsky reaction, Perkin synthesis, Knoevenagel condensation, Julia olefination, Julia-Kocienski and Petersen olefination, Wittig reaction, HWE olefination, Baylis-Hillman reaction, Darzens reaction, Baeyer-Villiger oxidation, conjugate addition, Michael addition (Michael’s donors and acceptors), Robinson annulation.
Carboxylic acids, their nomenclature, properties and preparation. Reactions of carboxylic acids, Esterification. Carboxylic acid derivatives (acyl halides, anhydrides, esters, amides, – their nomenclature, properties, preparation and reactions). β-Oxoesters – their preparation and reactions. Acyloin condensation, Arndt-Eistert synthesis, Hofmann degradation, Lossen degradation, Curtius rearrangement, Wolff rearrangement.
Amino acids – their stereochemistry, properties, preparation and reactions, peptide bond - its structure, synthesis of peptides, the protective groups for amino acids.
Saccharides - classification, their nomenclature and stereochemistry. Fischer and Haworth projection, conformation of saccharides, reaction of saccharides (oxidation, reduction, production of the glycosidic bond). The protective groups. Oligosaccharides, polysaccharides.
Nucleotides and nucleic acids (structure of nucleoside, saccharides in NA, purine and pyrimidine bases in NA). Examples of nucleotides in RNA and DNA.
Heterocyclic compounds. Five and six membered heterocyclic compounds.
Terpenes, stereoids and alkaloids - their classification and properties.
The advanced organic chemistry. The structure, reactivity and synthesis of organic compounds with careful explanations of difficult concepts and reaction mechanisms.
After completing the subject, the student has deeper knowledge of organic chemistry, knows how to connect the properties of organic compounds with their structure and reactivity. He can explain the principles of the mechanisms of organic reactions and propose syntheses of various groups of organic compounds (also multi-stage).
The student understands the studied theories, principles, methods and logical procedures of advanced organic chemistry. He has knowledge of modern trends in the field of organic chemistry with an emphasis on the current development of knowledge in the aforementioned field.
Application of theoretical knowledge of qualitative and quantitative analytical chemistry into analytical laboratory practise.
1. Y. Bazel a kol.: Praktikum z analytickej chémie, PF UPJŠ, Košice 2019.
2. T. Gondová a kol.: Praktikum z analytickej chémie, PF UPJŠ, Košice 1999.
3. V. Szmereková, P.Meľuch: Praktikum z analytickej chémie, PF UPJŠ, Košice 1988.
4. J. Labuda a kol. Analytická chémia, STU, Bratislava 2014.
5. Z. Holzbecher a kol: Analytická chemie, SNTL, ALFA Praha 1987.
6. L. Koller: Analytická chémia, TU Košice, 2002, skriptum a v digitálnej forme.
7.D. Harvey: Modern Analytical Chemistry. McGraw Hill, Boston, 2000.
Active participation in laboratory exercises and seminars; successful completion of the tests.
1. Participation in laboratory exercises is required. Assigned teacher who leads exercises might excuse without substitute the student's absence (incapacity for work, family reasons, etc.) for a maximum of two exercises during the semester with substitute supplying.
2. The assigned teacher, who leads the seminar, assesses the preparation of students and their activity in seminars. For the active participation in the exercises, the student can get a maximum of 10 points.
3. Two written tests are obligatory. The written test will consist of 15 questions with 15 points, together for 2 written testes of 30 points. To successful completion of the exam, it is necessary to achieve at least 8 points from each test.
Overall score: Max. number of points: 50 (elaboration of protocols / assignments - 10 points; active participation in practical exercises - 10 points; written tests - 2 × 15 points). Min. number of points to successful completion of course: 26.
Note: Detailed conditions are updated annually within the repository for digital support materials (LMS UPJŠ).
Slovak
The course is implemented by full-time or, if necessary, distance method using the MS Teams or
BBB or a combined method. The form of teaching is specified by the teacher at the beginning of
the semester and updated continuously.
Practical in qualitative and quantitative analysis. Qualitative analysis, separation by selective precipitation. Quantitative methods. Gravimetry, general principles of method. Volumetric methods. Preparation of accurate solutions. Indication of equvivalency point. Titration curves, calculations in volumetric analysis. Acidimetry, alkalimetry. Manganometry. Iodometry. Complexometry. Selected Instrumental analytical methods.
Application of theoretical knowledge of qualitative and quantitative analytical chemistry into analytical laboratory practise.
Written test.
The practical acquirements at preparation and study of inorganic compounds and their physico-chemical properties by common laboratory techniques.
J. Černák, J. Bubanec, M. Dzurillová, V. Zeleňák: Praktikum z anorganickej chémie. UPJŠ Košice, 1999.
Z. Vargová, J. Kuchár: Základné praktikum z anorganickej chémie, UPJŠ, Košice, 2009.
Z.Vargova, M.Almáši, J. Kuchár, J.Dinajová: Základné laboratórne cvičenia z anorganickej chémie, ŠafárikPress, 2020.
The utilization of common laboratory techniques for preparation of elements (H2, O2, Cu, Ni), oxides(CO2, Al2O3·xH2O), nitrides(Mg3N2), acids (HNO3, H3BO3), salts((NH4)2SO4, KMnO4), binary salts(NH4)Fe(SO4)2·12H2O), halides (CuCl, CuCl2·2H2O, CuBr2) and coordination compounds [Cu(NH3)4]SO4·H2O, K3[Al(C2O4)3]·3H2O).
Acquisition of practical skills and knowledge necessary for work in a chemical laboratory in the preparation of inorganic and other compounds, in the preparation of solutions, methods of distillation and other basic techniques of work in the laboratory. Students will also be able to perform basic characterization of substances and proof reactions.
Sedlák, Varhač, Danko, Paulíková, Podhradský: Praktické cvičenia z biochémie, 2020, https://
unibook.upjs.sk/sk/chemia/1411-prakticke-cvicenia-z-biochemie
Active participation with a maximum of one excused absence without the need for compensation. In case of excused absence from two or more practical exercises (e.g. due to illness), the student agrees with the teacher on alternative dates for practice.
Correctly prepared protocols from all completed tasks.
At least 51% of points from each of the written tests.
Slovak
Teaching is carried out in person.
1. Biochemistry laboratory safety rules. Basic biochemical laboratory procedures.
2. Qualitative tests for amino acids and proteins.
3. Isolation of casein from milk. Determination of protein concentration by Lowry method.
4. Determination of the iodine number by Yasud method. Soap production. Reactions with soap. Oxidation of unsaturated fatty acids.
5. Saponification number of fats and oils. Determination of the cholesterol concentration. Qualitative test for cholesterol: Salkowsky reaction.
6. Qualitative tests for carbohydrates. Determination of reducing carbohydrates by the Schoorl’s method.
7. Determination of reducing and nonreducing carbohydrates in germinant plants.
8. Time-dependent course of enzyme-catalyzed reaction: digestion of gelatin by trypsine.
9. Determination of catalase activity and the first order rate constant. Effect of pH on alpha-amylase activity.
10. Isolation of DNA from spleen. Isolation of RNA from yeast. Qualitative tests for DNA and RNA components.
11. Determination of vitamin C concentration by 2,4-dinitrofenylhydrazine. Determination of vitamins A, B1, and C.
12. Final evaluation of students.
1. Biochemistry laboratory safety rules. Basic biochemical laboratory procedures.
2. Qualitative tests for amino acids and proteins.
3. Isolation of casein from milk. Determination of protein concentration by Lowry method.
4. Determination of the iodine number by Yasud method . Soap production. Reactions with soap. Oxidation of unsaturated fatty acids.
5. Saponification number of fats and oils. Qualitative test for cholesterol: Salkowsky reaction.
6. Qualitative tests for carbohydrates. Determination of reducing carbohydrates by the Schoorl’s method.
7.Determination of reducing and nonreducing carbohydrates in germinant plants.
8. Time-dependent course of enzyme-catalyzed reaction: digestion of gelatin by trypsine.
9. Determination of catalase activity and the first order rate constant. Effect of pH on alpha-amylase activity.
10. Effect of substrate concentration on initial rate of reaction, determination of Km and Vmax for urease-catalyzed hydrolysis of urea.
11. Isolation of DNA from spleen. Isolation of RNA from yeast. Qualitative tests for DNA and RNA components.
12. Determination of vitamin C concentration by 2,4-dinitrofenylhydrazine. Determination of vitamins A, B1, and C.
13. Final evaluation of students.
To allow students to get practical experience in experimental techniques and methods, currently used in a biochemical research: UV/VIS spectrophotometry, thin layer chromatography (TLC), gel electrophoresis, isolation of macromolecules and substances from biological materials and their quantitative and qualitative determination.
Active participation with a maximum of one excused absence.
Correctly prepared protocols from all completed tasks.
At least 51% of points from each of the written tests.
Theoretical principles, description of each technique and appropriate physical chemistry experiments.
B.P. Levitt: Findlay´s Practical Physical Chemistry, Longman, London 1973
W.J. Moore: Physical Chemistry, Longman, London 1972
P.W. Atkins: Physical Chemistry, Oxford University Press, Oxford, New York 2002
The theoretical preparation for individual tasks of experimental exercises according to the recommended literature is evaluated.
Realization tasks with relevant results.
Processing of experimental work results in the form of a protocols and its acceptance.
1. Adequate theoretical preparation for individual tasks of experimental practice according to the recommended literature.
2. Passing tasks with relevant results.
3. Processing of experimental work results in the form of a protocols and its acceptance.
4. Assessment of theoretical knowledges and practical skills.
<p>
In the case of distance learning:
1. Elaboration of a paper on a selected topic and its presentation.
2. Theoretical preparation in the form of protocols, where the basic principles of individual tasks are stated.
3. Teaching is realized in blocks without limiting the scope in the alternative term.
Teaching is carried out in person. If a distance form is required, the conditions will be specified by the teacher.
List of experimets:
1. Calorimetric determination of the integral heat of solution
2. Cryoscopy
3. Solubility of a liquid in a liquid, three-component liquid system
4. Determination of the activity coefficients
5. Determination of standard electrode potentials
6. Verification of the Faraday´s law
7. Conductivity
8.Polarography
9. Polarimetry - Inversion of sucrose
10. Adsorption
11. Refractometry
12. Absorptive spectrophotometry
Experimental verification of theoretical knowledge on thermodynamics, thermochemistry, chemical equilibria (determination of enthalpy, phase diagrams), colligative properties (cryoscopy, ebulioscopy), adsorption.
Experimental verification of theoretical knowledge on electrochemistry (conductivity, dissociation constants, activity coefficients, electromotive force of galvanic cell, Daniell cell, potentials, polarography) and chemical kinetics (determination of rate constants).
Theoretical principles, description of each technique and appropriate physical chemistry experiments.
Assessment of theoretical knowledge and practical skills.
Students will recieve informations and knowledges about chemical substances in food, their importance and chemical changes in food during processing and storage.
Active work during semester, presentation on certain theme. Two exams, one in the middle and second at the end of semester (min. 51%). A: 91-100b, B: 81-90b, C: 71-80b, D: 61-70b, E: 51-60b, FX: 0-50b.
english
Teaching is carried out in person or, if necessary, online using the MS Teams or BBB (BigBlueButton) tool. The form of teaching is specified by the teacher at the beginning of the semester, updated continuously.
The main categories of substances in the most important group of food. Aminoacids, proteins, lipids, carbohydrates. Water, minerals, low concentration anorganic compounds, vitamins. Hydrocarbons, colorants, toxic compounds, aditives. Chemical reactions in dairy products.
Students will recieve informations and knowledges about chemical substances in food, their importance and chemical changes in food during processing and storage.
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.
Students will become familiar with the basic isolation and purification methods used in a synthetic laboratory. Students should master basic laboratory technique and be able to apply the theoretical knowledge from the basic course of organic chemistry in simple synthetic projects.
1. Handout with experimental procedures http://kekule.science.upjs.sk/pochu.
2. Organic chemistry lectures.
Two tests 2x25 p., twelve reports 12x2 p., laboratory skills 12 p., short quizzes and questions 14 p. A 100 p. in total.
Grades: A: 91-100b, B: 81-90b, C: 71-80b, D: 61-70b, E: 51-60b, Fx: 0-50b.
100% participations in practical exercises.
Two written tests 2 x 25 pts (a minimum of 13 points must be obtained in each test), twelve reports 12 x 2 pts, laboratory skills 12 pts, short quizzes and questions 14 pts.
A 100 pts. in total.
Assessment A: 91-100; B: 81-90; C: 71-80; D: 60-71; E: 51-60; FX: 0-50 pts.
Slovak
Preparation, isolation, purification and identification of organic compounds. The emphasis is on gaining the experimental skills in synthesis of organic compounds, distillation, extraction, crystallization, sublimation and thin-layer chromatography.
1. Isolation and purification methods - crystallization
2. Isolation and purification methods - distillation
3. Preparation of ethyl acetate
4. Preparation of acetylsalicylic acid
5. Preparation of benzalaniline
6. Spectral methods in organic chemistry
7. Preparation of acetophenone oxime
8. Preparation of benzilic acid
9. Preparation of 4,5-diphenylimidazole
10. Isolation of caffeine from tea
11. Isolation of trimyristin from nutmeg
Students will become familiar with the basic isolation and purification methods used in a synthetic laboratory. Students should master basic laboratory technique and be able to apply the theoretical knowledge from the basic course of organic chemistry in simple synthetic projects.
Based on continuous evaluation.
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.
VÝROST, Jozef - SLAMĚNÍK, Ivan. Sociální psychologie. 2., přepr. a rozš. vyd. Praha : GRADA, 2008. 408 s.
VÝROST, Jozef - SLAMĚNÍK, Ivan. Aplikovaná sociální psychologie I : Člověk a sociální instituce. 1. vyd. Praha : Portál, 1998. 384 s. ISBN 80-7178-269-6.
KOMÁRKOVÁ, Růžena - SLAMĚNÍK, Ivan - VÝROST, Jozef. Aplikovaná sociální psychologie III : Sociálněpsychologický výcvik. 1. vyd. Praha : Grada Publishing, 2001. 224 s.
VÝROST, Jozef - SLAMĚNÍK, Ivan. Aplikovaná sociální psychologie II. 1. vyd. Praha : Grada Publishing, 2001. 260 s.
The conditions for passing the subject are as follows: 1. Active participation in exercises. Max. the missed range is 90 min. 2. Submission of the reflection on the selected topic within the specified time. Reflection topic: will be given in the exercise.
The evaluation of the subject and its subsequent completion will be based on clearly and objectively determined requirements, which will be determined in advance and will not change. The aim of the evaluation is to ensure an objective and fair mapping of the student's knowledge while observing all ethical and moral standards. There is no tolerance for fraudulent student behavior in either the teaching or assessment process.
slovak
What is marketing? (Marketing - Mix)
Basics of self-marketing (Personal opinion is crucial, Goal setting, Proper use of opportunity)
Me and my influence (What can I offer? What does he / she have unlike me? How do others see me? Ability to defend one's own opinion, Think positively!, I know how to explore myself - what options do I have?),
Competence (Have your own opinion, How to withstand criticism, Be a team player, Competence at work),
Draw attention to yourself (Voice and word selection, Active in meetings, Present yourself successfully).
The student is able to understand and explain the basic assumptions of good self-marketing, knows the possibilities for the correct presentation of his own person and understands the related knowledge and principles of personal and communication area. He / she can understand his / her competencies, his / her goals, how to make his / her strengths visible and he / she can apply this knowledge and social and professional skills in the personal and professional sphere of his / her life, which will also improve his / her employment opportunities.
The workload of students is divided between:
Direct teaching (face-to-face and distance learning via LMS), which accounts for 10% of the student's workload;
Group work (presentations), which accounts for 75% of the student's workload;
Individual consultations, which account for 5% of the student's workload;
Self-study, which accounts for 10% of the student's workload
Domestic and foreign journal literature
Kudláčová, B.(2007) Človek a výchova v dejinách európskeho myslenia. Trnava: PdF TU
Zeus Leonardo (2010) Handbook of Cultural Politics and Education. Rotterdam, The Netherlands.
Evaluation of the developed assignment.
A ... 100,00% - 91,00%
B ... 90,99% - 81,00%
C ... 80,99% - 71,00%
D ... 70,99% - 61,00%
E ... 60,99% - 51,00%
FX ... 50,99% and less
Slovak
The status, role and functions of education in human life and society. The political, social and economic objectives of education. Education, learning and social change in the context of globalisation. Macrosocial determinants of education. Current roles of education and training in modern performance and democratic society.
The aim and purpose of teaching the subject is to impart knowledge and promote reflection on the issues of education and training in the context of social and political change.
Development of knowledge: the student will be able to know the current theoretical background related to the process of education and training in a modern democratic society.
The student will be able to navigate the social and political space - politically, legally, socially and culturally. He/she will be able to look for alternatives and solutions to dysfunctions, while at the same time exploiting opportunities and ways to implement them.
After choosing a topic suggested by supervisors implying a geographical problem, the students will work on the topic, write a thesis and defense it before the committee.
Individual scientific work of students. Publishing of obtained results in a written form and as a public presentation.
Present the results of student's work at the Student Scientific Conference and answer questions from committee members and others present.
The student will acquire competences for independent scientific work in the laboratory, for analysis and written processing of obtained results and knowledge. By presenting the obtained results, the student prepares to present the obtained results in the defense of the bachelor's thesis and in front of the professional public at scientific conferences.
Introduction to topics in environmental chemistry and basic procedures applied for environmental protection.
1. Gary W. van Loon, Stephen J. Duffy : Environmental Chemistry - A Global Perspective, Oxford University Press, Oxford 2003
2. R.A. Bailey, H.M. Clark, J.P. Ferris, S. Krause, R.L. Strong : Chemistry of the Environment, Academic Press, San Diego 2002
3. G. Schwedt: The Essential Guide to Environmental Chemistry, Wiley and Sons, London 2001
4. R.N. Reeve, J.D. Barnes: General Environmental Chemistry, Wiley, London 1994
5. G. Burton, J. Holman, G. Pilling, D. Waddington: Chemical Storylines, Heinemann, Oxford, London 1994
6. www
Continuous test. Active participation in exercises - elaboration of semester work. Passing the final examination in the form of a written test.
Based on the current pandemic situation in Slovakia and in accordance with the conditions of the Faculty of Natural Sciences of UPJŠ in Košice, the education and examination can also be carried out in a distance form. The tutorial will be carried out in the form of online lectures and consultings in the BigBlueButton system. The written form of the exam takes place through the Google Forms app. Students prepare responses to the final written test. Test questions are randomly generated each time. The final oral exam is conducted through a webinar in BigBlueButton https://bbb.science.upjs.sk/b) system with online generation of random question numbers.
Introduction to Environmental Chemistry
Chemical aspects of pollution and environmental problems. Composition and behavior of the atmosphere. Energy balance of the Earth and climate changes. Principles of photochemistry, photoprocesses in the atmosphere. Petroleum, hydrocarbons and coal (characteristics, sources and environmental pollution). Soaps, polymers and synthetic surfactants. Haloorganics and pesticides. Environmental chemistry of some important elements (C, N, S, P, halogens, biologically important metals ...). Environmental chemistry in aqueous media. Aqueous systems, parameters, cycles and their protection. The Earth´s crust (rocks, minerals, soils). Natural and artificial radioactivity, utilization. Energy and energy sources (fossil fuels, nuclear, geothermal, solar energy, wind and water energy). Solid waste disposal and recycling.
Introduction to topics in environmental chemistry and basic procedures applied for environmental protection. Discusses current and future environmental problems and possibilities how to solve them from chemichal point of view.
To provide students with knowledge of atoms and molecules their electronic structure, theories of chemical bonds, physical and chemical properties of elements and compounds as well as their periodicity.
1. Atkins P., Jones L.: Chemical Principles, 2nd ed., Freeman, New York 2002.
2. Russel J.B.: General Chemistry, 2nd ed., McGraw Hill, London 1992.
2 written tests
Written test in the middle and the end of the semester followed by the oral examination. Active participation on seminars.
Main terms used in chemistry. Atoms – models of atoms, electron configuration, chemical periodicity and its effect on the properties of elements, radioactivity. Chemical bonds and intermolecular interactions. Chemical structure and physical properties of matter. State of matter. Solutions. Chemical equilibrium. Basis of chemical thermodynamics and chemical kinetics. Classification of chemical reactions. Electrochemistry.
To provide students with knowledge of atoms and molecules their electronic structure, theories of chemical bonds, physical and chemical properties of elements and compounds as well as their periodicity.
Oral examination.
Exkurzný sprievodca vytvorený organizátormi exkurzie pred jej začiatkom.
BEHRENDT, M., FRANKLIN, T. 2014: A Review of Research on School Field Trips and Their Value in Education. International Journal of Environmental & Science Education, 9, 235-245.
ILOVAN, O. R. 2019: Geographical field trips during University studies. Whereto? Roma-nian review of geographical education, 8, 5-23.
KRAKOWKA, A, R. 2012: Field Trips as Valuable Learning Experiences in Geography Courses. Journal of Geography, 111, 236-244.
PRAKAPIENĖ, D., OLBERKYTĖ, L. 2013: Using Educational Tourism in Geographical
Education. Review of International Geographical Education Online, 3(2), 138-151.
STEENEKAMP, K., VAN DER MERWE, M., MEHMEDOVA, A. S. 2018: Enabling the
development of student teacher professional identity through vicarious learning during an
educational excursion. South African Journal of Education, 38(1), 1-8.
The awarding of the evaluation is conditional on active participation in the entire excursion (participation in explanations, adequate familiarization with background materials, participation in discussions about observed phenomena, etc.), preparation of a paper on the assigned topic and its presentation during the excursion, preparation of a final reports from the excursion with a focus specified by the excursion leader before its start. The report must be submitted for approval to the excursion leader no later than a week before the start of the excursion, any comments from the leader must be processed before presenting the report. Grading scale: A (100-91%), B (81-90%), C (71-80%), D (61-70 %), E (51-60%).
English
An information meeting will be held in reasonable time before the excursion, where the excursion leader will present the professional plan and program of the excursion and specify the assignments for the students. The exact outline depends on the specific route of the excursion. The excursion routes are planned in such a way that within them the participants have the opportunity to observe and get to know a balanced mixture of physical-geographical (coastal or limnic, high-altitude, polder, subarctic, steppe, glacial and other areas), historical-geographical and human-geographical (specific ethnic, linguistic or religious groups of the population, rural or metropolitan locations, areas with different economic focus and performance, areas with specific tourism, unique transport solutions, etc.) phenomena. As part of each excursion, we also deal with specific border situations or geopolitical phenomena.
Knowledge: Students confront their geographical knowledge with the observed reality directly in the field, in connection with phenomena that cannot be observed in Slovakia. They gain new knowledge in the field of regional geography, physical, human geography and geopolitics, which they can use during further study.
Skills: Students build the ability to understand other cultures, the functioning of society, but also other physical-geographical or human-geographical phenomena abroad. At the same time, they gain primary experience in organizing excursions, which they can use in pedagogical or professional practice.
Competences: The student builds the basics of competencies to actively participate in the professional preparation of the excursion, to implement professional interpretation and discussion on a pre-prepared topic directly in the field, builds basic organizational competencies.