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.
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.
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.
ANDĚL, J. et al. 2019: Makroregiony světa: Nová regionální geografie. Praha (Karolinum), 326 p.
NIJMAN, J., et al. 2019: Regions. New York (Willey), 490 p.
OCE 2019: Countries, Rankings, Visualiazations. The Observatory of Economic Complexi-ty. Available at: https://atlas.media.mit.edu/en/.
ČEMAN, R. 2017: Školský geografický atlas Svet. Bratislava (Mapa Slovakia), 112 s.
DE BLIJ, H. J. et al: 2013: The World Today - Concepts and Regions in Geography, 6th edition. New York (Wiley), 528 p.
BRADSHAW, W. et al. 2012: Contemporary World Regional Geography, 4th edition. New York (McGrawHill), 620 p.
HOBBS, J. J. 2010: Fundaments of World Regional Geography, 2nd edition. Belmont (Bro-oks/Cole), 438 p.
BAAR, V. 2002: Národy na prahu 21. století. Emancipace nebo nacionalismus? Ostrava (Ostravská univerzita), 416 s.
The course is completed with a written final exam aimed to the verification of acquired theoretical knowledge and practical skills. Its weight in the final grading is 50%. Another 50% are results of continuous grading during the semester. To get a grading, at least 50% must be gained in both parts (final and continuous) of evaluation.
Continuous grading consist of writen tests (30%), elaboration and presentation of essay on assigned topic (60%), and active discussions on topics announced in advance by the lecturer. Active participation with max. two absences is a condition to get a grading.
To obtain the final grade A, it is necessary to obtain a weighted average of the continuous evaluation and final exam of 90% or more, for the B grade it is 80%, for the C grade 70%, for the D grade 60% and for the E grade 50%.
Slovak, English
During the semester, students will become familiar with the basic geographical features of the world's macro-regions in lectures, while the emphasis will be placed on the interdependence between the spatial distribution of individual phenomena.
In terms of content, the subject is divided into the following areas: (1) Basic geographical definition of world's macroregions according to population, cultural and economic criteria (1st lecture); (2) movements of lithospheric plates and formation of today's shape of world's landscape (2nd lecture), formation of the current relief, basic geomorphological units (3rd lecture); (3) Climatic-geographical and hydrological-geographical conditions (influence of individual factors on the formation of climatic conditions of regions, basic climatic zones, river basins, river network, non-drainage areas, lakes according to genesis and location) (4th lecture); (4) Basic pedogeographical and biogeographical conditions, landscape protection (5th lecture); (5) Historical-political development of the world in the context of world's macro-regions (6th and 7th lectures); (6) Population and settlements (population development (8th lecture), racial and ethnic composition of the population, linguistic structure of the population (9th lecture), natural reproduction and migration of the population (10th lecture), settlements and urbanisation (11th lecture) ); (7) Economy (development of the economy and general characteristics of the economy, types of countries and regions according to the nature of the economy (12th lecture); (8) Synthesis of geographical knowledge of individual macroregions (13th lecture).
Exercises: In the first part of the semester, the exercises will reflect the content of the above topics. Directly during the exercises, using worksheets prepared by the teacher, the student applies knowledge from the lectures, practices orientation in the atlas and working with online data sources, both within group and individual activities. At the beginning of the semester, the teacher presents a database of topics, from which the student chooses one to write an essay on as part of an independent work. Student will prepare a presentation of the essay, which she/he will present as part of the exercises in the second part of the semester and discuss the topic together with other students and the teacher. Written examinations will take place directly at the exercises.
Knowledge: Students know the basic geographical features of individual world's macroregions. They know where aproximatelly are boundaries, cores and areas where features of several macroregions overlap. The student understands the basic regularities and causations of the distribution of geographical phenomena in global space.
Skills: Students are familiar with thematic databases, are able to identify key indicators in them. They are well versed in the available literature, they can identify professionally relevant sources. Students can interpret the impact of the characteristics of individual macroregions on current environmental, social, political, economic and security developments in the context of vertical and horizontal interactions between geographical phenomena. Students have improved skills in working with the atlas and various forms of maps.
Competences: Students are competent to compose a professional opinion, an essay on basic regional-geographic topics. In them, they can formulate expert opinions on geographical phenomena based on relevant studies, documents and data. They are able to present these opinions in a comprehensible way and to argue about them objectively in the discussion. In this way, the student builds presentation competences, the basics of the competence to moderate a professional discussion on geographical topics, or to be an active and objectively debating participant in such a discussion.
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.
Fleurant, C., Bodin-Fleurant, S.: Mathematics for Earth Science and Geography. Springer. 2019 (in english)
Hughes-Hallett, D. et al.:Applied Calculus. John Wiley & Sons, Inc. 2010 (in english)
Kotvalt, V.: Základy matematiky pro přírodovědné obory. Karolinum, 2008. (in czech)
Štědrý, M.: Sbírka úloh k matematice pro geografy. Karolinum, 2006. (in czech)
Conditions for continuous evaluation:
1. Participation in teaching in accordance with the study rules and instructions of the teacher.
2. Activity.
3. Homework and written tests.
Conditions for the final evaluation:
Final written test and oral exam.
Conditions for successful completion of the course:
1. Participation in teaching in accordance with the study regulations and according to the instructions of the teacher;
2. Credits will be awarded to a student who obtains at least 50% of the continuous assessment and at least 50% of the points in the final written test and oral examination. To obtain an A rating it is necessary to obtain at least 90% of points, to obtain a B rating at least 80%, to obtain a C rating at least 70%, to obtain a D rating at least 60%, to obtain an E rating at least 50% points.
Slovak
1. Basic concepts (percentages, intervals, absolute value, power, polynomial, sum Σ)
2. Geometry in the plane (vector, line in the plane and its analytical expression)
3. Functions (properties of function, composite function, inverse function, elementary functions and their properties)
4. Differentiation, derivative of functions, derivatives of elementary functions , derivative of the sum and product of functions, derivative of a composite function, applications)
5. Integral (definite integral, applications of integration)
6. Functions of 2 variables
Students will be familiar with the basic concepts, knowledge and procedures from higher mathematics and will be able to use them when solving mathematical problems with the context from natural sciences mainly from geography. Student acquire knowledge that will enable him/her to understand based on literature and sources mathematical modelling of some processes in geography.
HOFIERKA, J., KAŇUK, J., GALLAY, M., 2014. Geoinformatika. Univerzita Pavla Jozefa Šafárika v Košiciach, 192 s.
BITTERER, L., 2003. Geodézia. Žilinská univerzita v Žiline, Stavebná fakulta, 359 s.
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Exkurzný sprievodca vytvorený organizátormi exkurzie pred jej začiatkom.
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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.