J.E. Hopcroft, R.Motwani, J.D. Ullman: Introduction to automata theory, languages, and computation, Addison-Wesley, 2001.
J. Shallit: A second course in formal languages and automata theory, Cambridge University press, 2009.
M. Sipser: Introduction to the theory of computation, Thomson Course Technology, 2006.
Oral examination.
Slovak or English
1: Chomsky hierarchy of grammars: alphabet, symbol (letter, character), transitive closure, word (string), empty word (empty string), length of a string, concatenation, language, grammar, nonterminal symbol, terminal symbol, initial nonterminal (initial symbol), grammar rule, derivation step, language generated by a grammar, Chomsky hierarchy of grammars - phrase-structure, context sensitive, context free, regular
2: Deterministic finite state automata: finite state automaton, state, input symbol, output symbol, initial state, transition function, output function, examples of automata and their graphic representation, generalized transition and output functions and their basic properties
3: Reduction of automata I: equivalent automata, minimal (optimal) automaton, reachable state, properties of reachable states, elimination of unreachable states
4: Reduction of automata II: equivalent states, k-equivalent states, properties of equivalence and k-equivalence, relation between k-equivalence and (k+1)-equivalence, partitioning the state set into equivalence classes, elimination of equivalent states
5: Reduction of automata III: proof of correctness, unambiguity, and optimality of reduced automaton, testing equivalence of two automata
6: Deterministic finite state acceptors: basic definitions, language recognized by a finite state acceptor, common properties of acceptors and automata with an output, minimizing a finite state acceptor
7: Operations with regular languages: complement, intersection, union, difference, symmetric difference, testing of emptiness, inclusion, equality, and disjointness for regular languages
8: Nondeterministic finite state acceptors: definition, transition function, language recognized by a nondeterministic acceptor, elimination of nondeterminism
9: epsilon-acceptors: definition, properties, elimination of epsilon-transitions
10: Regular grammars: regular grammar, extended regular grammar, transformation of acceptor to a regular grammar, transformation of extended regular grammar to an epsilon-acceptor
11: Regular expressions I: basic properties, transformation of regular expression to an epsilon-acceptor
12: Regular expressions II: regular equations, valid algebraic manipulations with regular expressions, solving an equation with a single unknown variable, solving a system of regular equations, transformation of acceptor to a regular expression
13: Another constructions: review of transformations among various representations, an example of a direct transformation of a grammar to a regular expression, closure of the class of regular languages under another language operations – concatenation and Kleene star, mirror image
14: Another operations: homomorphism and inverse homomorphism, a context-free language that is not regular
To provide theoretical background for studying computer science in general, by giving the necessary knowledge in theory of automata.
1. J.E. Hopcroft, R.Motwani, J.D. Ullman: Introduction to automata theory, languages, and computation, Addison-Wesley, 2001.
2. J. Shallit: A second course in formal languages and automata theory, Cambridge University press, 2009.
3. M. Sipser: Introduction to the theory of computation, Thomson Course Technology, 2006.
Test and oral examination.
Slovak or English
Content prerequisities:
1. Basic mathematical background (proof by contradicion and by mathematical induction),
basic notions from the set theory (union, intersection, complement, cartesian product).
2. Basic knowledge about finite state automata and regular languages.
1: Pushdown automata: definition of a pushdown automaton, accepting by final states, accepting by empty pushdown
2: Deterministic pushdown automata: examples of application in practice
3: Context-free grammars: basic definition, leftmost derivation, derivation tree, elimination of rules of type A→epsilon and A→B, Chomsky normal form
4: Relation between context-free grammars and pushdown automata: transforming context-free grammar to a pushdown automaton, transforming pushdown automaton to a context-free grammar
5: Pumping lemma I: Statement of the lemma and its proof
6: Pumping lemma II: applications of the lemma
7: Closure properties of context-free languages
8: Closure properties of deterministic context-free languages
9: Pushdown automata producing an output: basic definitions and properties, applications in practice
10: Context-sensitive languages: context-sensitive grammar, nondeterministic linear-bounded Turing machine (LBA), transforming context-sensitive grammar to an LBA, transforming LBA to a context-sensitive grammar
11: Closure properties of context-sensitive languages
12: Recursively enumerable languages: phrase-structure grammar, nondeterministic and deterministic Turing machine, transforming nondeterministic Turing machine to a phrase-structure grammar, transforming phrase-structure grammar to a deterministic Turing machine, closure properties
13: Universal Turing machine
14: Algorithmically undecidable problems of the formal language theory
To provide theoretical background for studying computer science in general, by giving the necessary knowledge in theory of automata.
G. Birkhoff, S. MacLane: Prehľad modernej algebry, Alfa Bratislava, 1979
M. Hejný a kol.: Geometria 1, SNP, Bratislava 1985
M. Sekanina a kol.: Geometrie 1, SNP Praha 1986
T. Katriňák a kol.: Algebra a teoretická aritmetika 1, Alfa Bratislava, 1985
D.A.R. Wallace: Groups,rings and fields, Springer, 1998
Awarded according to continual evaluation, written and oral examination.
Slovak
- Affine spaces, subspaces and their positions.
- Convex sets, convex polyhedrons.
- Algebraic planes.
- Eigenvalues ans eigenvectors.
- Similarity of matrices, rational and Jordan canonical form.
. Bilinear and quadratic forms, Sylvester law.
- Groups, subgroups, cyclic groups.
- Normal subgroups, factorization, isomorphism theorems.
The students learn basic concepts, theorems and methods of linear algebra, at the level necessary for applications in geometry and other parts of mathematics. They obtain knowledge about the fundamentals of group theory and ring theory, and about properties of the polynomial integral domains.
T.S Blyth, E.F. Robertson: Basic linear algebra, Springer Verlag, 2001.
K. Jänich: Linear algebra, Springer Verlag, 1991.
According to the results from the semester and in view of the results of the written and oral final exam..
Slovak
Divisibility in Z. Fields. Systems of linear equations, Gauss elimination. Maps, permutations. Computing with matrices. Determinants, Cramer rule.
To acquire the methods of mathematical thinking and cognition. Gain basic knowledge of number theory related to divisibility, master the basic concepts of linear algebra and be able to apply them to specific problems and mathematical problems.
T. Katriňák a kol.: Algebra a teoretická aritmetika 1, Alfa Bratislava, 1985.
A. Kurosh: Higher Algebra, Mir Publishers, 1975.
According to tests and to the exam.
Slovak
Linear spaces, bases. Rank of a matrix. Systems of homogeneous linear equations.
Linear transformations.
Ring, fields. Polynomials over a field. Factorization into irreducible factors, roots. Roots of complex numbers. Cubic equations.
Polynomials with several unknowns, symmetric polynomials.
To acquire the methods of mathematical thinking and cognition. To deepen and expand students' knowledge of systems of linear equations, to acquire basic knowledge about vector spaces, linear representations, polynomials and polynomial equations.
1, Laaksonen A.: Guide to Competitive Programming: Learning and Improving Algorithms Through Contests (Undergraduate Topics in Computer Science), Springer, 2017, ISBN 978-3319725468
2, Forišek M., Steinová M.: Explaining Algorithms Using Metaphors. Springer Briefs in Computer Science, Springer (2013), ISBN 978-1-4471-5018-3
3, R. Sedgewick, K. Wayne: Algorithms (4th Edition), Addison-Wesley Professional, 2011, ISBN 978-0321573513, http://algs4.cs.princeton.edu/home/
4, Open Data Structures: http://opendatastructures.org/
Practice activities, homeworks and midterm exam.
Final examination consisting of practice and theoretical test.
Slovak or english
Content prerequisities:
- programming skills in some programming language (Python/Java/C++/...)
- mathematics:
-- computing with polynomials, logarithmic and exponential functions
-- computing limits of sequences, L’Hospital rule
Algorithms’ time and space asymptotic complexity. Main Theorem. Amortized complexity.
Brute Force. Backtrack. Divide and Conquer. Dynamic programming. Comparison and non-comparison sort algorithms. Sweep line algorithms. Graph Theory Algorithms.
Data structures – queue, stack, priority queue, heap, prefix sum, binary search trees, interval trees, union & find, trie.
https://ics.upjs.sk/~rkb/?cmd=asu1
Understand and learn algorithmic paradigms and data structures. Analyse time complexity of these algorithms.
T. Katriňák, M. Gavalec, E. Gedeonová, J. Smítal: Algebra a teoretická aritmetika (1), Alfa, Bratislava, 1985.
T. Šalát, A. Haviar, T. Hecht, T. Katriňák: Algebra a teoretická aritmetika (2), Alfa, Bratislava, 1986.
G. Birkhoff, S. Mac Lane: Prehľad modernej algebry, Alfa, Bratislava, 1979.
N. T. Hamilton, J. Landin: Set Theory. The Structure of Arithmetic, Dover Publications, Inc., 2018.
During the term, each student receives marks for two written exams. Final marking is assigned based on the overall points for the work throughout the term, for homework and their presentation.
Marking classification: A:91%-100%, B:81%-90%, C:71%-80%, D:61%-70%, E:51%-60%, FX:0%-50%
Slovak
Ordered Domains, Axioms for Rings, Construction for Rings,
Definition and Properties of the Integers,
Number-Theoretic Properties of the Integers,
The Rational Numbers, The Arithmetic of the Rational Numbers,
Integral Domains and Quotient Fields, The Arithmetic of Sequences,
Cantor Sequences, Null Sequences, The Real Numbers,
Ordered Fields, Relations between Ordered Fields and the Field of Rational Numbers,
the Completeness of the Real Numbers, more Theorems on Ordered and Complete, Ordered Fields,
the Isomorphism of Complete, Ordered Fields,
the Complex Numbers
Obtain knowledge about sets N, Z, Q and R, about their axiomatic building-up, the operations and
the orderigs on them. The student will
1. familiarise themselves with mathematical culture, ways of thinking, self-expression and putting forward arguments,
2. gain a deeper understanding of the base terminology of real analysis, their properties and interconnections,
3. be able to define and interpret key terms, prove their basic properties and relationships,
4. know how to solve tasks focused on utilising the aforementioned concepts and interpret the obtained results.
G.Birkoff, S. MacLane: A Survey of Modern Algebra, New York 1965
M. Harminc: Elementárna teória čísel (1.časť), PF UPJŠ Košice 2012
T. Katriňák a kol.: Algebra a teoretická aritmetika 1, Alfa Bratislava 1985
A. Legéň: Grupy, okruhy a zväzy, Alfa Bratislava 1980
I.R. Shafarevich: Basic Notions of Algebra, Springer, 2005
It is based on the results of written checks carried out during the semester. Final evaluation is based on the results of written checks carried out during the semester, of test, written and oral exam.
Slovak
1. Congruences in the ring of integers
2. The field of complex numbers
3. Algebraic and transcendent numbers, minimal polynomial
4. Simple extensions of the field of rationals
5. The field of algebraic numbers
6. The concept of group
7. Symmetry groups
8. Orders of elements, Lagrange theorem
9. Normal subgroups, factorization
10. Homomorphism theorems
Obtain basic knowledge about groups and from the elementary number theory.
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
electronic information sources
To prepare and present a contribution related to thesis and its topic.
Slovak and English
Necessary elements and formal aspects of a thesis. WYSIWYG editors, LaTeX, drawing programs. Presentation software, Microsoft PowerPoint and its clones, Beamer. Suggestions for presentation and contribution making.
To get students familiar with basic knowledge on the form and content of thesis and thesis presentation as well as with the support for its realisation.
Broader knowledge of profile subjects of the study program. Ability to define concepts from a given field, formulate properties and statements related to them, know the connections between them and illustrate or apply them to selected problems.
Slovak
Acquired knowledge in basic mathematical disciplines, overview of used objects and properties, understanding of important statements and methods, recognition of possible applications and ability to formulate and solve problems from these areas.
The recommended literature is determined individually in accordance with the topic of the bachelor's thesis.
The bachelor thesis is the result of the student's own work. It must not show elements of academic fraud and must meet the criteria of good research practice defined in the Rector's Decision no. 21/2021, which lays down the rules for assessing plagiarism at Pavol Jozef Šafárik University in Košice and its components. Fulfillment of the criteria is verified mainly in the supervision process and in the process of thesis defense. Failure to do so is reason for disciplinary action.
Slovak and optionally English.
1. Elaboration of the bachelor thesis in accordance with the instructions of the supervisor.
2, Presentation of the results of the bachelor's thesis before the examination commission.
3. Answering questions related to the topic of the bachelor thesis within the discussion.
The bachelor's thesis demonstrates mastery of the basics of theory and professional terminology of the field of study, acquisition of knowledge, skills and competencies in accordance with the declared profile of the graduate of the study program, as well as the ability to apply them creatively in solving selected field problems. The bachelor thesis may have elements of compilation. The student demonstrates the ability of independent professional work in terms of content, formal and ethical. Further details on the bachelor thesis are determined by Directive no. 1/2011 on the basic requirements of final theses and the Study Regulations of UPJŠ in Košice for the 1st, 2nd and combined 1st and 2nd degree.
The recommended literature is determined individually in accordance with the topic of the bachelor's thesis.
The bachelor thesis is the result of the student's own work. It must not show elements of academic fraud and must meet the criteria of good research practice defined in the Rector's Decision no. 21/2021, which lays down the rules for assessing plagiarism at Pavol Jozef Šafárik University in Košice and its components. Fulfillment of the criteria is verified mainly in the supervision process and in the process of thesis defense. Failure to do so is reason for disciplinary action.
Slovak
1. Elaboration of the bachelor thesis in accordance with the instructions of the supervisor.
2. Presentation of the results of the bachelor's thesis before the examination commission.
3. Answering questions related to the topic of the bachelor thesis within the discussion.
Evaluation of student‘s competences with respect to the profile of the graduate.The bachelor's thesis demonstrates mastery of the basics of theory and professional terminology of the field of study, acquisition of knowledge, skills and competencies in accordance with the declared profile of the graduate of the study program, as well as the ability to apply them creatively in solving selected field problems. The bachelor thesis may have elements of compilation. The student demonstrates the ability of independent professional work in terms of content, formal and ethical. Further details on the bachelor thesis are determined by Directive no. 1/2011 on the basic requirements of final theses and the Study Regulations of UPJŠ in Košice.
C.J. Date, Database Design and Relational Theory, 2012, O’Reilly Media, Inc., ISBN: 978-1-449-32801-6
J. Murach, Murach's MySQL, 3rd Edition, 2019, Mike Murach & Associates, Inc., ISBN-10: 1943872368
- R. Ramakrishnan, J. Gehrke, Database Management Systems, 2020, McGraw-Hill, ISBN13 9780071231510
- S. Krajčí: Databázové systémy, UPJŠ, 2005
Demonstration of adequate mastery of the content standard of the subject in the ongoing and final evaluation, the ability to formulate a problem in the acquired terminology and solve it within a project.
Written works during the semester, project.
Written and oral exam.
Slovak or English
1) Relational databases. Query language SQL, filtering.
2) Data types, operators, numerical, string and time functions.
3) JOIN operations.
4) AGGREGATION AND GROUP BY.
5) Data and database models. Relational scheme. RDB principles. Data integrity.
6) DB design, ER diagrams.
7) System commands about DB and tables. Cascading deletion and update.
8) Nested queries. ROLLUP. CASE expression.
9) Three-valued logic. Quantifiers and NOT. Set operations.
10) Data science and knowledge acquisition using R.
11) Data warehouses. Data cube. Pivot table.
12) Normalization of relational databases - 1. Relational algebra.
https://databazy.ics.upjs.sk/
After completing the course, the student acquires the principles of relational databases, is able to apply standard data models, design relational databases and formulate filtering queries.
- Date C.J., Database Design and Relational Theory, O'Reilly, 2012
- I. Ben-Gan, D. Sarka, A. Machanic, K. Farlee, T-SQL Querying, 2015, Microsoft Press, ISBN: 978-0-7356-8504-8
- I. Ben-Gan, T-SQL Fundamentals, Third Edition, 2016, Microsoft Press, ISBN: 978-1-5093-0200-0
- L. Davidson, Pro SQL Server Relational Database Design and Implementation, 2021, Apress, ISBN-13: 978-1-4842-6496-6
- K. Chodorow, MongoDB: The Definitive Guide, O’Reilly, second edition, 2013
Demonstration of adequate mastery of the content standard of the subject in the ongoing and final evaluation, the ability to formulate a problem in the acquired terminology and solve it within a project.
Written works during the semester, project.
Written and oral exam.
Slovak or English
If necessary, teaching, mid-term and final evaluation will be by distance form.
1) Introduction to SQL Server. Set operations. Window functions.
2) Stored procedures. System and user functions.
3) Views. CTE, recursion and transitive closure.
4) Transactions. Cursors. Pivoting.
5) Triggers and integrity. Physical organization of data, B-trees and indexes.
6) XML documents and their querying. JSON.
7) Functional dependencies and NF.
8) The latest normal form - ETNF.
9) Big data and NoSQL.
10) MongoDB, CRUD and cursors.
11) Aggregations and indices.
12) Replication and sharding.
https://databazy.ics.upjs.sk/
After completing the course, the student will be able to apply more sophisticated techniques of relational databases, theoretical analysis of functional dependencies of attributes and is able to work with non-relational databases.
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.
1. I. Anderson, A first course in discrete mathematics, Springer-Verlag London, 2001.
2. J. Matoušek and J. Nešetřil, Invitation to discrete mathematics, Oxford University Press Inc. , New York 1999.
3. S. Jendroľ, P. Mihók: Diskrétna matematika I, UPJŠ Košice 1992.
Examination.
Slovak
Basic principles.
Counting and binomial coefficients, Binomial theorem, polynomial theorem.
Recurrence: Some miscellaneous problems, Fibonacci-type relations, Using generating functions, miscellaneous methods.
The inclusion-exclusion principle. Rook polynomials.
Introduction to graphs: The concept of graphs, paths in graphs. Connectivity. Trees, bipartite graphs. Planarity. Polyhedra.
Traveling round a graph: Eulerian graphs, Hamiltonian graphs.
Partitions and colourings: Vertex colourings of graphs. Edge colourings of graphs
To be familiar with some factual knowledge of combinatorics and graph theory. To understand an appreciate mathematical notions, definitions, and proofs, to solve problems requiring more than just standard recipes, and to express mathematical thoughts precisely and more rigorously.
1. A. Bondy, U.S.R. Murty, Graph theory, Springer, 2008
2. G. Chartrand, L. Lesniak, P. Zhang, Graphs and digraphs, CRC Press, 2011
3. R. Diestel, Graph Theory, Springer, 2017
4. D. West, Introduction to Graph Theory, Pearson, 2001
In the covered areas of graph theory, the ability to formulate definitions and statements, to present proofs of statements, to explain individual steps in proofs and to solve selected problems related to given topics is required.
During the semester (continuous assessment) two tests take place, from which 50% of points can be obtained, and from the oral exam alike 50% can be obtained. Evaluation: A ... at least 90%, B ... at least 80%, C ... at least 70%, D ... at least 60%, E ... at least 50%, FX ... less than 50% .
Slovak
- (week 1) Introduction to graphs (graph relations, graph operations, special graph classes)
- (week 2-3) Connectivity and distance in graphs (connectedness of vertices, eccentricity, incidence matrix)
- (week 4) (Spanning) Trees (trees isomorphism)
- (week 5-6) Connectivity in graphs (vertex and edge k-connectedness)
- (week (7-8) Independence and coverings (independent set, matching, vertex and edge covering)
- (week 9-10) Extremal graph theory (Ramsey numbers, Turán graphs)
- (week 11-13) Graph colorings (vertex coloring, chromatic polynomial, edge coloring)
- (week 14) Directed graphs (strong/weak connectedness, tounaments, acyclic graphs)
Acquired knowledge of basic areas of graph theory, overview of used objects and properties, understanding of important statements and methods, knowledge of possible applications and the ability to formulate and solve problems in this area.
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.
1. Skřivánková V.-Skřivánek J.: Kvantitatívne metódy finančných operácií, IURA Edition, Bratislava, 2006.
2. Capiński M., Zastawniak T.: Mathematics for Finance, Springer, London, 2011.
3. Lovelock at al.: An Introduction to the Mathematics of Money, Springer, London, 2007.
4. Janssen at al.: Mathematical Finance, ISTE / Wiley, 2009.
Two tests during the semester. Final evaluation based on written tests and oral exam.
Slovak
Financial systems and their structure. Simple, compound and continuous interesting and discounting. The time value of money, inflation and taxes. Cash flows, their present and future value. Annuities, savings and loan amortizations. The time structure of interest rates, yield curves. Analysis of investments, decisional criteria and techniques of valuation and comparison of financial projects. Stocks and bonds, their valuation, duration and konvexity. Immunization of portfolio. Financial derivatives, business strategies.
Knowledge of the basics of financial mathematics.
1. Kulcsár, Š. - Kulcsárová, O.: Zbierka úloh z matematickej analýzy I., UPJŠ, 2002.
2. Kulcsár, Š. - Kulcsárová, O.: Zbierka úloh z matematickej analýzy II., UPJŠ, 2003.
3. Hutník, O. - Kulcsár, Š. - Kulcsárová, O. - Mojsej, I.: Zbierka úloh z matematickej analýzy III., UPJŠ, 2011.
4. Demidovič, B. P.: Sbírka úloh a cvičení z matematické analýzy, Fragment, Praha, 2003.
5. Brannan, D.: A First Course in Mathematical Analysis, Cambridge University Press, Cambridge 2006.
6. Bruckner, A. M., Bruckner J. B., Thomson, B. S.: Real Analysis, Second Edition, ClassicalRealAnalysis.com, 2008.
7. Zorich, V. A.: Mathematical Analysis I, Springer-Verlag 2002.
Continuous assessment of student's work during the semester (submission of compulsory homework, writing three tests). Final test and oral discussion on the topics of the subject.
Slovak
1. Basics of mathematical logic and notations (1 week)
2. Real functions - basic notions, operation, graphs and their transformations (2 weeks)
3. Continuity of a real-valued function (1 week)
4. Derivative of a function using the geometric concepts, rules of differentiation (2 weeks)
5. Basic of differential calculus - relations with monotonicity and convexity, extremas, using in optimisation, geometric and physics tasks (2 weeks)
6. Primitive function, methods of their finding (3 weeks)
7. Newton definite integral - methods of its computation, using in geometric and physics tasks (2 weeks)
The course provides an introductory knowledge on basic tools of differential and integral calculus of real functions of one real variable, and a development of certain calculation skills in the field.
1. D. Hilbert, Grundlagen der Geometrie, Teubner, 1968.
2. H.G. Forder, Foundations of Euclidean geometry, Dover Publ., 1958.
3. H.S.M. Coxeter, S.L. Greitzer, Geometry revisited, MAA, 1967.
4. R.A. Johnson, Advanced Euclidean geometry, Dover Publ., 2007.
5. D.A. Brannan, M.F. Esplen, J.J. Gray, Geometry, Cambridge Univ. Press, 2007.
In the covered areas of geometry, the ability to formulate definitions and statements, to present proofs of statements, to explain individual steps in proofs and to solve selected problems related to given topics is required. During the semester (continuous assessment) a test take place, from which 50% of points can be obtained, and from the oral exam the remaining 50% can be obtained. Evaluation: A ... at least 90%, B ... at least 80%, C ... at least 70%, D ... at least 60%, E ... at least 50%, FX ... less than 50%
Slovak
- (week 1-3) Hilbert's axiom system (axioms, triangle congruence theorems, pairs of congruent or "complementary" angles, basic proportionality theorem, triangle similarity theorems)
- (week 4-5) Basic tools of planimetry (Euclid's theorem, Pythagorean theorem, Thales' theorem, law of cosines, extended law of sines, central and inscribed angle theorem, area of a triangle)
- (week 6) Point sets of the given property (bisectors, equidistants, Apollonius circle)
- (week 7) Transformations (congruence transformations of the plane, homothety in the plane)
- (week 8-11) Points and lines connected with a triangle (Menelaus's theorem, Ceva's theorem, points of interest, the incircle and excircles, pedal triangles, Euler line, nine-point circle, Simson lines)
- (week 12-13) Quadrangles (Varignon's parallelogram, cyclic quadrangles, Ptolemy's theorem, Brahmagupta's formula)
Acquired knowledge about the axiom system of Euclidean geometry, about the validity of the basic tools of planimetry, about sets of points of a given property, about congruence transformations and homothety in the plane, about important points, lines and circles in triangles and about quadrilaterals and their properties. The ability to use the above knowledges and tools to solve problems on this area. A new look at classical geometric results.
1. Pomykalová, E.: Matematika pro gymnázia - Stereometrie. Prometheus, 2009.
2. Šedivý, O., Pavlovičová, G., Rumanová, L., Vallo, D.: Stereometria. Umenie vidieť a predstavovať si priestor. Nitra, 2007.
3. Kuřina, F.: Deset pohledů na geometrii. Praha: MÚ AV ČR, 1996.
Mastering the terminology of stereometry, basic properties of geometric solids, understanding concepts, basic stereometric definitions and theorems.
Understanding and using basic transformation methods for projection of solids,
effective use of suitable methods in the construction of planar cutting bodies, in the construction of the intersection of a line with a solid and in solving metric problems.
The conditions of the continuous assessment are active participation in the exercises, elaboration of home assignments and elaboration of two tests. Evaluation: A ... at least 90%, B ... at least 80%, C ... at least 70%, D ... at least 60%, E ... at least 50%, FX ... less than 50%
Slovak
- basic properties of geometric solids in space,
- images of solids in parallel projection,
- basic stereometric theorems (relative positions of straight lines, parallelism of a line and a plane, parallelism of two planes, relative position of three planes, perpendicularity of a line and a plane, perpendicularity of two planes),
- positional and metric properties of spatial solids (cuttings of polyhedrons, distances and angles of points, straight lines, planes, intersection of a straight line with a solid, intersection of planes),
- properties of polyhedrons, Euler's theorem, regular polyhedrons (Platonic solids, their number and properties)
- volume and surface area of solids and their parts, Cavalieri's principle
- projection methods (principle of parallel and central projection, axial affinity, use of axial affinity in the construction of cuts of prisms and cylinders, basics of Monge's Projection).
An important result of education is the deepening and developing of knowledge of school stereometry and the development of the ability to apply a synthetic approach in deriving and proving relationships in stereometry and in their use in solving problems. The construction of solid images and problem solving will develop analytical thinking and spatial imagination of students.
1. M.Sekanina, L.Boček, M.Kočandrle, J.Šedivý: Geometrie 1, SPN Praha 1986
2. M.Hejný, V.Zaťko, P.Kršňák: Geometria 1, SPN Bratislava 1985
3. J.Eliaš, J.Horváth, J.Kajan: Zbierka úloh z vyššej matematiky 1, Alfa Bratislava
Two written tests.
Written and oral examinations
For continuous evaluation - max. 40 points
for the written test - max. 20 points
for oral exams - max. 40 points)
Final score:
A: 100-91 points, B: 90-81, C: 80-71, D: 70-61, E: 60-51, F: less than 51 points
Note: In each of the student needs to have at least 50% max. number of points
Slovak
1. Affine n-dimensional space - definition, linear coordinate system.
2. Subspace and its parametric expression, general equation of superplane, subspace as intersection of superstructures, general equations of subspace
3. Mutual position of subspaces, orientation of affine space, change of coordinate system
4. Arrangement of points on a line, half-spaces
5. Scalar product, external product, vector product of vectors and their basic properties
6. Euclidean space and its subspaces, Cartesian coordinate system
7. Perpendicularity of subspaces, distance of point from subspace, distance of point from superstructure, distance of subspaces,
8. Deviation of two lines, two superstructures, line and superplane, deviation of line and subspace
9. Axis of two extraterrestrial subspaces, Gram determinant, examples in E2 and E3
Mastering the basics of the theory of linear and quadratic formations in the Affine and Euclidean space, mastering the methods of solving problems in analytical geometry in relation to the secondary school curriculum.
1. M. Sekanina et al, Geometry 2, SPN, 1988 (in slovak).
2. O. Šedivý et al, Geometry 2, SPN, 1987 (in slovak).
3. H.S.M. Coxeter, Introduction to geometry, Wiley, 1989.
4. J.T. Smith, Methods of geometry, Wiley, 2000.
In the covered areas of geometry, the ability to formulate definitions and statements, to present proofs of statements, to explain individual steps in proofs and to solve selected problems related to given topics is required. During the semester (continuous assessment) two tests take place, from which 50% of points can be obtained, and from the oral exam alike 50% can be obtained. Evaluation: A ... at least 90%, B ... at least 80%, C ... at least 70%, D ... at least 60%, E ... at least 50%, FX ... less than 50%
Slovak
- (week 1-2) Quadric surfaces (circular and general quadric surfaces)
- (week 3-7) Affine transformations (associated transformation, matrix representation, affinities, fixed points and lines, pseudo-reflections)
- (week 8-10) Isometric transformations (matrix representation, isometries, classification in the plane, composiion of reflections)
- (week 11-12) Similarity transformations (matrix representation, similarities, homothety, composition of homotheties)
- (week 13-14) Geometry of circles (the power of a point with respect to a circle, radical axis of two circles, pencils of circles)
Acquired knowledge of the properties of affine, isometric and similarity transformations, understanding of important statements and methods, knowledge of the use of isometric and similarity transformations in construction and optimization problems and the ability to solve other problems in this area.
1. Franců, M: Jak zvládnout testy ECDL. Praha : Computer Press, 2007. 160 s. ISBN 978-80-251-1485-8.
2. Jančařík, A. et al.: S počítačem do Evropy – ECDL. 2. vydanie. Praha : Computer Press, 2007. 152 s. ISBN 80-251-1844-3.
3. Kolektív autorov: Sylabus ECDL verzia 5.0. [on-line] [citované 9.2.2010]. Dostupné na internete: <http://www.ecdl.sk/buxus/docs//interne_informacie/Sylabus_V5.0/20090630ECDL-SylabusV50_SK-V01_FIN.pdf>.
Problems solved during the semester. A final project using presentation programs, spreadsheet programs, text processors, internet resources and search tools. The ECDL certificate (all 7 modulus) is accepted as the exam with the ranking "A-výborne".
Slovak or English
1.Information sheet of the subject. ÚINF / IKTP, content of the exercise, teaching resources, evaluation of the subject, examples of projects,
e-mail (message structure, attachments, addresses, signature, filters),
2.WWW (advanced information search, bookmarks - naming, organizing, exporting, importing, feeds - iGoogle)
3.Word (font, search and replace, inserting links, symbols and images, tabs, line breaks, paragraphs, pages, multi-column rate, tables)
4.Word (paragraph styles, sections, header and footer, content and index creation)
5.Word (revision, mass correspondence, creation of forms, printing the document to the printer and to PDF)
6.Word (overview of typographic rules, project creation1 - design of structure and content)
7. Excel (workbook, sheet, table, cells (cell format), formulas (aggregation functions), data filtering, graphs)
8.PowerPoint (inserting slides with different layouts, tables, graphs, multimedia objects, changing designs, creating a presentation by importing a text file),
submission of PROJEKT1 (text in the style of the final thesis) by e-mail to lubomirsnajder@gmail.com (Subject: IKTP - projekt1)
9.PowerPoint (slide master, slide numbering, presentation navigation - links, buttons, image compression, line color change)
10.PowerPoint (custom animations, presentation timing, annotations, printing the presentation and its outline, running the presentation)
11 PowerPoint (project creation2 - structure and content design)
12. Presentation PROJEKT2 (PowerPoint presentation)
13. Presentation PROJEKT2 (PowerPoint presentation)
To achieve and extend fundamental information and communication knowledge to the level which is acceptable in the EU region.
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.
M. Hamala, M. Trnovská: Nelineárne programovanie, Epos, 2012
M.S. Bazaraa, H.D. Sherali, C.M. Shetty: Nonlinear Programming: Theory and Algorithms, 3rd edition, Wiley-Interscience, 2006
To complete the course, it is necessary to demonstrate the ability to formulate definitions and theorems from the lectured material, to demonstrate the proofs of theorems and to solve selected problems of convex resp. nonlinear programming.
The overall evaluation of the course is awarded on the basis of semester evaluation (which includes the completion of two semester tests focusing on problem solving; for each of them, a maximum of 25 points can be obtained) and the results of an oral exam (consisting of three questions of a theoretical nature, with a total of 50 points). To pass the exam, it is necessary to obtain
more than half of the maximum number of 100 points (otherwise the test is evaluated by FX), whereby
evaluation E is given in case of point gain 51-59, D in case of 60-69, C in case of 70-79, B
in the case of 80-89 and A in the case of more than 90 points.
Slovak or English
Knowledge of the basics of differential calculus of functions of one and more variables, linear algebra and linear programming (simplex method) is required.
Week 1: Practical problems leading to nonlinear programs.
Week 2 - 3: Convex sets and their properties.
Week 4 - 6: Convex functions – properties and criteria of convexity.
Week 7 - 8: Necessary and sufficient conditions of optimality. Karush-Kuhn-Tucker conditions.
Week 9 - 10: Quadratic programming. Duality in nonlinear programming.
After completing the course, the student is acquainted with the basics of nonlinear programming from both theoretical point of view (the topics include properties of convex sets, properties of convex functions, optimality conditions for nonlinear problems, Karush-Kuhn-Tucker theory, quadratic programming), as well as from practical one (illustrations of real problems with underlying models that use nonlinear programming, and methods of their solution using computer algebra systems and computer technology).
1. PAAR, Ch., PELZL, J.: Understanding Cryptography, Springer 2010.
2. STINSON, D. R.. PATERSON, M. B.: Cryptography: Theory and Practie. CRC Press, 2018.
3. MAO, W. Modern Cryptography: Theory and Practice. Prentice Hall, 2003.
4. MENEZES, A., OORSCHOT, P. van, VANSTONE, S.: Handbook of Applied Cryptography. CRC Press, 1996.
5. SCHNEIER, B.: Applied Cryptography, 20th Edition, John Wiley & Sons Inc., 2015
Homeworks, midterm written exam, active participation in laboratory exercises.
Final written exam, possibly oral exam.
Slovak or English
Content prerequisities: basic number theory and algebra, basic programming
Classical cryptography, basic information theory, cryptoanalysis, security of classical ciphers. Symmetric ciphers - stream ciphers, block ciphers (DES, AES), modes of operation. Asymmetric ciphers - RSA, Elgamal, elliptic curve cryptosystems. Hash functions, message authentication codes, digital signatures. Authentication, key establishment and distribution, certificates.
https://ics.upjs.sk/~jirasek/krs/
This course covers the basic knowledge in understanding and using cryptography. The main focus is on definitions, theoretical foundations, and rigorous proofs of security, with some programming practice. Topics include symmetric and public key encryption, message integrity, hash functions, block cipher design and analysis, number theory, and digital signatures. The course also provides an introduction to cryptographic protocols for authentication and key management, including PKI and certificates.
lms.upjs.sk - podklady k prednáškam a zadania úloh na cvičenia.
Plesník, Dupačová, Vlach: Lineárne programovanie, Alfa, Bratislava 1990
Ch. Papadimitriou – K. Steiglitz: Combinatorial Optimization: Algorithms and Complexity, 1984
R.J. Vanderbei, Linear Programming:Foundations and Extentions, Springer 2020, electronic version: http://www.princeton.edu/~rvdb/LPbook/
Continuous evaluation: a small test during each tutorial, two large tests, a project with real data and commercial software. Bonus points awarded for homeworks (formulation of proofs). A necessary condition for final exam is at least 50% of points from th semester. Final exam: demonstrate the understanding of the theory and ability of argumentation.
Slovak
Formulation of linear and integer programs. Geometric solution. Simplex method, its correctness an finiteness. Duality and its economic interpretation. Dual and revised simplex method. Sensitivity analysis and parametric programming. Algorithms for integer programming: branch and bound, Gomory cuts. Computational complexity of LP and ILP. Solution of practical problems.
Ability to formulate practical tasks in a form of a linear program. Proficiency in solving linear programs by several methods, also using software. Understanding of the underlying theory and ability of exact argumentation.
1. Olivier Blanchard, Alessia Amighini, Francesco Giavazzi, Macroeconomics, a European perspective, Pearson Education, 2021
2. N. Gregory Mankiw, Macroeconomics, 7th Edition, Harvard University, Worth Publishers 2009
The final mark is given based on the results of the tests written during the semester ("small" written exams every week, two written exams checking the ability of computations). The final oral exam evaluates the ability of argumentation about the studied models. The student has to obtain at least 50% of points in the written exams to have the right to take part in the oral exam.
Slovak
Basic macroekonomic notions: Gross domestic product, inflation, unemployment.. Analysis of godds markets. Financial markets. IS-LM model in closed economy. Open economy. IS-LM model in open economy. Models of labour market. Inflation and economic growth. High depth.
The student understands the basic macroeconomic models and is able to use them to explain the real economic phenomena.
The conditions for passing the course are as follows:
1. Active participation in exercises. Max. the missed range is 90 min.
2. Submission of the reflection on the selected topic within the specified time. Reflection topic: My strengths and weaknesses in conflict management. In a short presentation of their reflection, in the form of deconstruction, students will describe their strengths and weaknesses in the management of conflict situations with a focus on the application of knowledge, skills and competences needed in conflict situations in the work environment and the school environment.
The evaluation of the course and its subsequent completion will be based on clearly and objectively set requirements, which will be set in advance and will not change. The aim of the assessment is to ensure an objective and fair mapping of the student's knowledge while adhering to all ethical and moral standards. There is no tolerance for students' fraudulent behavior, whether in the teaching process or in the assessment process.
Disputes and their causes (Types of disputes, External influences, Be able to reveal the causes of disputes), Dispute origin (Levels of disputes, Escalation warning signals, Escalation removal strategies, Know how to explain escalation stages; How do I approach a dispute?) Dispute Resolution, Dispute Resolution Strategies, Dispute Discussion, Dispute Settlement Initiatives, Knowing how to handle a dispute and how to effectively resolve it), Dispute Resolution (Options, Public Struggle, Covert Struggle, Indefinite Postponement, Agreement, “Fair play ”, compromise, cooperation, capitulation, escape or separation), Prevention (Structures that produce disputes, The meaning and purpose of disputes, Stages and steps of dispute resolution, What does a positive corporate culture mean? Dispute is an incentive for change)
Successful mastery and demonstration of knowledge in the field of conflict management and control of basic rules.
The method of teaching the subject will be oriented to the student. Lecturers will be interested in students' needs, expectations and opinions so as to encourage them to think critically by expressing respect and feedback on their opinions and needs.
The content of the curriculum will be based on primary and high-quality sources that will reflect the topicality of the topics so as to ensure the connection of the curriculum with other subjects and also the connection of the curriculum with practice. Students will be expected to take an active approach in lectures and seminars with an emphasis on their independence and responsibility.
The student is able to demonstrate an understanding of an individual's behavior in various conflict situations. The student is able to describe, explain and evaluate their own internal resources, competencies as well as limitations and weaknesses that are directly related to conflict management.
The student is able to apply theoretical knowledge and principles of conflict resolution to everyday situations.
After completing the course, students will be able to: a) express and summarize basic knowledge related to conflict management; b) understand the basic rules and dynamics of the origin, course and termination of the conflict; c) apply knowledge in practice, e.g. in the school environment; d) apply key competencies that increase the possibilities of their application in all areas of practice with a special focus on the work of a teacher. They will acquire knowledge from the theory of conflict management as well as capabilities and competences for solving them, e.g. in the context of school teams.
1. Mihalíková, B. - Ohriska, J.: Matematická analýza I (elektronický učebný text), UPJŠ Košice, 2012.
2. Mihalíková, B. - Ohriska, J.: Matematická analýza II (skriptum), ES UPJŠ Košice, 2007.
3. Kluvánek, I. - Mišík, L. - Švec, M.: Matematika I, ALFA, Bratislava, 1971.
4. Demidovič, B. P.: Sbírka úloh a cvičení z matematické analýzy, Fragment, Praha, 2003.
5. Brannan, D.: A First Course in Mathematical Analysis, Cambridge University Press, Cambridge 2006.
6. Bruckner, A. M., Bruckner J. B., Thomson, B. S.: Real Analysis, Second Edition, ClassicalRealAnalysis.com, 2008.
7. Zorich, V. A.: Mathematical Analysis I, Springer-Verlag 2002.
Two written tests during semeter and activity student to practice. Final evaluation is given by continuous assessment, written and oral part of the exam.
Slovak
Limit and continuity of real functions, elementary functions. Differential calculus - derivatives of the first and of higher orders, the basic theorems of differential calculus and their use to investigate properties and behavior of functions.
The purpose of the course is to strengthen the knowledge in differential and integral calculus of real functions of one real variable and to develop computational skills in the field.
1. Mihalíková, B. - Ohriska, J.: Matematická analýza II (skriptum), UPJŠ Košice, 2007.
2. Hutník, O.: Určitý integrál (elektronický učebný text), UPJŠ, Košice, 2012.
3. Kluvánek, I. - Mišík, L. - Švec, M.: Matematika I, ALFA, Bratislava, 1971.
4. Demidovič, B. P.: Sbírka úloh a cvičení z matematické analýzy, Fragment, Praha, 2003.
5. Eliaš, J. - Horváth, J. - Kajan, J.: Zbierka úloh z vyššej matematiky 2, 3, 4, Alfa, Bratislava, 1971.
6. Brannan, D.: A First Course in Mathematical Analysis, Cambridge University Press, Cambridge 2006.
7. Bruckner, A. M. - Bruckner J. B. - Thomson, B. S.: Real Analysis, Second Edition, ClassicalRealAnalysis.com, 2008.
8. Zorich, V. A.: Mathematical Analysis I, Springer-Verlag 2002.
During the term, each student receives marks for two written exams each worth 25 points. Final marking is assigned based on the overall points for the work throughout the term followed by a written and oral examination where the student can obtain further 30+20 points.
Marking classification: A:91%-100%, B:81%-90%, C:71%-80%, D:61%-70%, E:51%-60%, FX:0%-50%
Slovak
Definite Riemann integral - definition, elementary properties, calculation methods, applications. Improper Riemann integral. Sequences and series of real functions – pointwise and uniform convergence, properties of the limit function and the sum. Power series, Taylor series and their applications.
Deepening the knowledge of real analysis of function with a single variable. The student will
1. familiarise themselves with mathematical culture, ways of thinking, self-expression and putting forward arguments,
2. gain a deeper understanding of the base terminology of real analysis, their properties and interconnections,
3. be able to define and interpret key terms, prove their basic properties and relationships,
4. know how to solve tasks focused on utilising the aforementioned concepts and interpret the obtained results.
1. J. Kuben a kol: Diferenciální počet funkcí více proměnných, Brno a Ostrava, 2012.
2. L. Kluvánek, I. Mišík, M. Švec: Matematika I, II, SVTL, Bratislava, 1959.
3. P. Vodstrčil, J. Bouchala: Integrální počet funkcí více proměnných, Ostrava a Plzeň, 2012.
4. Z. Došlá, O. Došlý: Metrické prostory, Teorie a príklady. 3.vydání, 2006.
5. J. Eliaš, J. Horváth, J. Kajan: Zbierka úloh z vyššej matematiky 3, 4, SVTL, Bratislava, 1966.
6. D. Hughes-Hallett et al.: Calculus, Wiley, 1998.
7. B. S. Thomson, J. B. Bruckner, A. M. Bruckner: Elementary real analysis, Prentice Hall (Pearson), Lexington, 2008.
Continuous assessment is taken the form of two main tests during the semester. Final evaluation is given by continuous assessment (60%), written and oral part of the exam (40%).
Slovak
1. Function of several real variables - basic notions, limits and continuity. (3 weeks)
2. Differential calculus of functions of several real variables - partial derivative, differentiability, directional derivative, local and global extrema, constrained local extrema. (5 weeks)
3. Multivariable Riemann integral - definition, calculation methods, applications. (2 weeks)
4. Metric space - Euclidean space, topological properties of points and sets in metric space, completeness (3 weeks)
The student understands the basic concepts and their properties, which are defined in the content of the course. He has developed skills to use this theory in solving theoretical and practical problems. The student is able to do connections in solving problem tasks.
1. lms.upjs.sk: lectures, tutorials and other material
2. H.L. Varian, Intermediate Mikroekonomics, WW Norton, 1993
3. J.M. Perloff, Microeconomics, 6th Edtion, Addison Wesley, 2012
4. J. Sloman, Economics, 6th Edition, Prentice Hall, 2006
Continuous assessment: feedback in MOODLE, small tests during tutorial (notions), two written exams (solving problems). Final oral exam: ability of verbal argumentation and graphical explanation of studied models.
Slovak
Economics and economy. Supply and demand. Consumer Theory. Theory of firm. Perfect competition. Monopoly. Labour market. Market failure. Externalities and Public goods.
Understanding of basic principles of microeconomics and ability to apply them in practical situations.
1. E. Lindner, A. Micheletti, C. Nunes (eds.), Mathematical Modelling in Real Life Problems, Springer, 2020.
2. K.K. Tung, Topics in Mathematical Modeling, Princeton University Press, 2007.
3. H. P. Williams, Model Building in Mathematical Programming, Wiley, 2013.
Submitting a project from the specified list of projects and, possibly, a related short presentation.
Slovak
One specified real-life problem will be discussed, explored and modeled each week.
Using concrete examples of problems from real life, students will become familiar with several approaches and strategies for creating a mathematical model of specified problem as well as with defining the conditions related a real problem and transforming them into created mathematical model.
Kubáček, Z., Černek, P., Žabka J. a kol.: Matematika a svet okolo nás, zbierka úloh. FMFI UK Bratislava, 2008
Kopka, J., Hrozny problémů ve školské matematice, Univerzita J. E. Purkyně, Ústí nad Labem,1999.
Učebnice a zbierky úloh z matematiky ZŠ a SŠ.
Assessment is given on the basis of the results of written examinations carried out during the semester and active participation in exercises.
Classification scale:
A: 91 % - 100 %, B: 81 % - 90 %, C: 71 % - 80 %, D: 61 % - 70 %, E: 51 % - 60 %, FX: 0 % - 50 %.
Slovak
1. - 7. Solving equations, inequalities and systems of equations (equations and inequalities with absolute values, equations with parameters, irrational equations and inequalities, exponential and logarithmic equations and inequalities, trigonometric equations and inequalities).
8. - 13. Concept of function, properties of elementary functions, graphs of functions.
The student is able to explain the basic concepts and methods of solving mathematical problems selected from various areas of school mathematics. The student is able to apply the acquired knowledge in finding and using various strategies for solving problems. The student will get acquainted with typical and more demanding tasks in school mathematics and with specific problems and misconceptions that occur in their solution in the teaching of mathematics in primary and secondary school.
Hecht, T., Sklenáriková, Z., Metódy riešenia matematických úloh, Bratislava, SPN, 1992. (in slovak)
Krantz, S.G., Techniques of Problem Solving, AMS, 1997.
Larson, L.C., Metódy riešenia matematických problémov, Bratislava, Alfa, 1990. (in slovak)
Textbooks for secondary and middle schools.
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 test.
4. 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 scores at least 50% on homework assignments and at least 50% on written test. A grade of A requires at least 90%, a grade of B requires at least 80%, a grade of C requires at least 70%, a grade of D requires at least 60%, and a grade of E requires at least 50%.
Slovak
The content is focuses on different methods of problem-solving in combinatorics, probability and statistics. We are dealing with developing combinatorial, probabilistic and statistical thinking through different methods of problem-solving. The content of the course is based on current research results in this area. In solving combinatorial problems, students are introduced to the components of the model of combinatorial thinking - the listing of possibilities, the counting process, and combinatorial formulas and methods, and the connections between these components. When solving probability problems, we emphasize the different approaches to probability - statistical, classical, geometric, and subjective and their connections. In part aimed at statistics, we focus on descriptive statistics and on the connection between probability and statistics.
Students demonstrate a shift in different methods of problem-solving from combinatorics, probability and statistics. They will be aware of the connections between different methods of solution, and also the connections of these methods of solution with other topics of school mathematics.
While solving problems on written tests, the students will show that they have a conceptual understanding of the concepts of school combinatorics, probability and statistics. They are ready to use several methods of solving problems from these topics, they are able to consider whether a non-standard student’s solution is correct or not, and they can explain this solution.
https://ics.upjs.sk/~krajci/skola/vyucba/jesen/predmety/MZI.html
Understanding of basic mathematical notions
Slovak
1. Mathematical text
2. Connections and quantifiers
3. Classes and sets
4. Other operarions operácie
5. Relations
6. Relational algebra
7. Orderings
8. Equivalences
9. Functions
10. Cardinalities
11. Infinities
12. Cardinal arithmetics
Understanding of basic mathematical notions
1. Ackleh, A. S., Allen, E. J., Kearfott, R. B., & Seshaiyer, P. (2009). Classical and Modern Numerical Analysis: Theory, Methods and Practice (1 edition). Boca Raton: Chapman and Hall/CRC.
2. Anastassiou, G. A., & Mezei, R. (2015). Numerical Analysis Using Sage. Springer International Publishing.
3. Cheney, E. W., & Kincaid, D. R. (2012). Numerical Mathematics and Computing (7 edition). Boston, MA: Cengage Learning.
4. O’Leary, D. P. (2008). Scientific Computing with Case Studies. Philadelphia: Society for Industrial and Applied Mathematics.
5. Sauer, T. (2017). Numerical Analysis. (3 edition). Hoboken, NJ? Pearson.
6. Segethová, J. (2002). Základy numerické matematiky. Karolinum.
7. M. Vicher (2003). Numerická matematika.
Form: Lectures and practices using computers. Solving problems and programming algorithms using the computational platform SageMath (including Python, NumPy, SciPy, SymPy, R, Maxima, matplotlib, GAP, FLINT, and many other packages).
Interim assessment (50% of the total assessment): Solving assigned tasks e.g. in the form of implementation of algorithms or their parts, modification of existing codes or use of available packages in solving real problems.
Final examination (50% of the total assessment): It consists of verifying the understanding of the theory taken over and demonstrating the practical skills acquired.
Slovak
1. Basic principles and techniques of numerical analysis - computer implementation and representation of real numbers, numerical vs. symbolic (analytical) calculations, method vs. algorithm, error measurement of numerical solution, conditionality of numerical problems, stability and convergence of numerical algorithms.
2. Solution of nonlinear equations - methods of bisection and simple iteration, the false position method and Newton method, Newton-Raphson method.
3. Numerical differentiation and integration - trapezoidal method, Simpson method, Newton-Cotes formulas.
4. Approximation of functions and smoothing of data, using polynomials, interpolation, splines, kernel methods.
5. Linear systems - Gaussian elimination with and without pivoting, forward and backward substitution, scaled partial pivoting, singularity and perturbation, matrix conditionality, Thomas method, iterative methods - Jacobi, Gauss-Seidel, SOR method, gradient methods - gradient descent, conjugate directions.
6. Eigenvalues and eigenvectors of matrices - estimation of eigenvalues, partial eigenvalue problem (power method and Rayleigh method, Hessenberg shape), complete eigenvalue problem (calculation of dominant eigenvalue, LU, QU, QR - decomposition, Jacobi method), SVD - Singular Matrix Decomposition.
7. Optimization - MLS, Cauchy method of the highest gradient, Newton method, conjugated gradient method of Fletcher-Reeves, Quasi-Newton methods, Regularization of ill-conditioned problems.
After completing the course, the student will acquire theoretical knowledge and practical skills regarding the principles and implementation of basic numerical algorithms with emphasis on algorithms used in the field of data analysis.
The student should be able to understand and implement numerical algorithms in programming language independently, to be able to modify components of existing algorithms
and also be able to solve (real) problems by selecting an appropriate numerical method with the available effective computational packages.
1. SILBERSCHATZ, Abraham, Peter B. GALVIN a Greg GAGNE. Operating System Concepts. 10th Revised edition. New York, United States: John Wiley, 2021. ISBN 9781119800361.
2. TANENBAUM, Andrew, Herbert BOS. Modern Operating Systems. 4th edition. London, UK: Pearson Education Limited, 2014. ISBN 9781292061429.
3. The Linux Kernel documentation. Linux Kernel Library [online]. Dostupné z: https://www.kernel.org/doc/html/latest/
4. DOWNEY, Allen B. The Little Book of Semaphores [online]. Version 2.2.1. Green Tea Press, 2016. Dostupné z: https://greenteapress.com/semaphores/LittleBookOfSemaphores.pdf
Oral exam
Slovak or English
1. History, development, user interface and structure of operating systems.
2. Kernel of the operating system and system calls, implementation.
3. Process - definition, structure, life cycle, implementation.
4. Process - planning algorithms, multiprocessing.
5. Process - inter-process communication.
6. Thread - definition, structure, life cycle, implementation.
7. Synchronization of processes and system resources.
8. Deadlock and starvation - prevention, detection, recovery.
9. Memory - definition, types of memories, usage, volatility, DMA.
10. Memory - allocation strategies, paging, fragmentation.
11. Memory - MMU, TLB, MPU, segmentation.
12. Memory - virtual memory management strategies.
13. File system - definition, structure, implementation.
14. File system - file, directory, attributes, access control, ACL.
Student obtains base knowledge about the properties and internal processes of operating systems, their structure and concept. By completing the course, the student will gain a comprehensive picture of the life cycle of processes, their planning and communication between them. He will also gets a knowledge of physical, logical and virtual memory management and understands synchronization as well as phenomena such as deadlocks or starvation. The acquired knowledge will enable the student to understand the behavior of the operating system, which leads to gaining the ability to intervene with running operating system, eventually optimize it.
1. ECKEL, Bruce. Thinking in Java. Fourth edition. Upper Saddle River, NJ: Prentice Hall, c[2006]. ISBN 978-01-318-7248-6.
2. PECINOVSKÝ, Rudolf. OOP: naučte se myslet a programovat objektově. Brno: Computer Press, 2010. ISBN 978-80-251-2126-9.
3. SIERRA, Kathy a Bert BATES. Head first Java. Vyd. 2. Sebastopol: O´Reilly, 2005. ISBN 978-05-960-0920-5.
Graded activities during semester: assignments, small exams, midterm, final project.
Final examination: practical finalterm focused on a complex task.
Rules to pass the subject: Pass the minimal limit of points for category of homeworks (assignments, final project) and tests (small exams, midterm). Get at least 42% from the finalterm and pass the defined limit of total points for all graded activities.
Slovak language, english language is required only to read Java API documentation.
1. Introduction to Java and JPAZ2 framework, first Eclipse project, interactive communication with objects using turtle graphics, repeating code in loops, notion of class, object, and method.
2. For-loops, local variables, variable types, arithmetic expressions, random numbers, random walk, conditions.
3. While-loop, returning a value from a method, reference and reference variables, debugging.
4. Primitive and reference types, chars, String objects (including basic algorithms), mouse events, instance variables.
5. Array of primitive values and array of references, simple array algorithms.
6. Advanced array algorithms, two-dimensional array.
7. Exceptions and exception handling, files and directories, writing to text files.
8. Reading from text files.
9. Creating classes, encapsulation, getters and setters, constructors and their hierarchy, method overloading.
10. Inheritance and polymorphism.
11. Java Collections Framework, ArrayList class, wrapper classes for primitive types and autoboxing, interfaces List, Set, Map and their implementations, methods equals and hashCode.
12. Access modifiers, abstract classes and methods, creating and implementing interfaces, sorting, static methods and variables.
13. Creating and throwing exceptions, checked and runtime exceptions, JavaDoc, Maven.
https://paz1a.ics.upjs.sk/
Get an ability to implement basic Java programs and obtain essential knowledge related to object-oriented programming.
1. WRÓBLEWSKI, Piotr. Algoritmy: datové struktury a programovací techniky. Brno: Computer Press, 2004. ISBN 80-251-0343-9.
2. CORMEN, Thomas H. Introduction to algorithms. 3rd ed. Cambridge: MIT Press, c2009. ISBN 978-0-262-03384-8.
3. KLEINBERG, Jon a Éva TARDOS. Algorithm design. Thirteenth impression. Noida, India: Pearson, c2014. ISBN 9789332518643.
4. MAREŠ, Martin a Tomáš VALLA. Průvodce labyrintem algoritmů. Praha: CZ.NIC, z.s.p.o., 2017. CZ.NIC. ISBN 978-80-88168-19-5.
Graded activities during semester: assignments, small theoretical exams, practical and theoretical midterm.
Final examination: practical and theoretical finalterm.
Rules to pass the subject: Get at least 50% from theoretical activities (small exams, theoretical midterm and theoretical finalterm) and from practical activities (practical midterm and finalterm). Pass the defined limit of total points for all graded activities.
Slovak language, literature is available in english and czech language.
1. Recursion and fractals.
2. Binary search, basic sorting algorithms, time complexity analysis, O-notation.
3. Basic data structures and algorithms: linked list, stack, queue.
4. Trees and their applications.
5. Efficient sorting algorithms (QuickSort, MergeSort, HeapSort).
6. Backtracking.
7. Dynamic programming, divide and conquer strategy.
8. Unweighted graphs, graph traversal, graph topological sort.
9. Weighted graphs, the shortest path algorithms.
10. Minimum spanning tree, greedy algorithms.
11. Hashing, amortized time complexity, string-searching algorithms.
https://paz1b.ics.upjs.sk/
To know essential algorithms, data structures, and methods used for efficient algorithms design. To understand time complexity analysis. To practice efficient implementation of algorithms. To recognize combinatorial and graph algorithms.
1. WALLS Craig. Spring in Action. Manning Publications; 5th edition, 2018. ISBN 978-1-617-29494-5.
2. ECKEL, B. Thinking in Java. Pearson; 4th edition,2006. ISBN 0131872486.
3. Website of framework Angular. Available online: <https://angular.io/>
Conditions for continuous evaulation: Active participation in exercises.
Conditions for the final evaluation: Implementation and presentation of one or two team projects with sufficient score. Criteria for obtaining points are listed on the course page https://paz1c.ics.upjs.sk/
Slovak
Content prerequisites: basic programming in Java
1. Identification of Classes, Methods and Instance Variables, Entities, Unit Tests and JUnit.
2. Introduction to JavaFX, FXML, Scene Builder, Controller.
3. Model-View-Controller design pattern, Observable and Property classes, model of JavaFx models, persistent layer, entities and identifiers, CRUD in-memory storage, GUI and persistent layer interconnection.
4. Design of interfaces for DAO objects. Advantages and disadvantages of associations between classes against manually wired associations. Implementation of the Factory design pattern as an abstraction of wired classes. Enum. Database persistent layer. JDBCTemplate configuration, RowMapper.
5. Data input via JDBCTemplate. Associations between classes. Relationships with cardinalities: 1:1, 1:M, M:N. RDB design and implementation in code. Design of a more complex data model, ResultSetExtractor.
6. Business layer, three-tier application, modal windows, entity modification in JavaFX and MySQL.
7. Logging - System.out.println as the easiest way to log. Logging with Slf4j. Secure password storage.
8. Annotations, work with lambda expressions, generic classes.
9. Spring Boot and REST services. Json format.
10. Angular - installation, TypeScript, DOM model, components and their properties, event capture in components.
11. Angular - communication between components, forms, input validation.
12. Angular - services, Observable, injection, communication with REST server via HTTP.
https://paz1c.ics.upjs.sk/
Ability to design and implement more complex applications with a three-tier architecture, relational database and standard design patterns. The ability to create a REST server in the Spring boot framework and a simple Angular application that can communicate with this server.
1. STN 01 6910. Rules of writing and editing documents. 2011.
2. STN ISO 2145. Documentation. Numbering of sections and subsections of written documents. 1997.
3. STN ISO 690. Information and documentation. Instructions for creating bibliographic references to information sources and their citation. 2012
4. KATUŠČÁK, Daniel. How to write final and qualification theses. Enigma, 2013
5. Scientific literature related to the topic of the final thesis according to the recommendation of the thesis supervisor.
Creating a website about a bachelor's thesis. Selection of bachelor thesis topic. Presentation of the bachelor's thesis assignment and its objectives. Preparation of an essay in the extent of 1 page on the motivation to select a bachelor's thesis. Creation of the bachelor's thesis assignment and its insertion into the AIS by the thesis supervisor.
Slovak or English
1. Principles in creating a final thesis.
2. The presentations of bachelor thesis topics by potential supervisors.
3. The presentations of bachelor thesis topics by potential supervisors.
4. The presentations of bachelor thesis topics by potential supervisors.
5. Bachelor thesis and its objectives.
6. Assignment of bachelor thesis.
7. Basic types of bachelor theses.
8. Structure of different types of bachelor theses.
9. Requirements for final bachelor theses.
10. External company final theses.
11. Presentation of selected topics of final theses.
12. Presentation of selected topics of final theses.
13. Presentation of selected topics of final theses.
https://bakalarky.ics.upjs.sk/
Basic knowledge of the principles of creation and structure of bachelor's theses. Criteria and requirements for selecting an appropriate bachelor thesis topic. Knowledge about the structure of the bachelor's thesis assignment.
PILGRIM, Mark, 2011. Ponořme se do Pythonu(u) 3 [online]. Praha: CZ.NIC, z. s. p. o. ISBN 978-80-904248-2-1. Available at: https://www.nic.cz/files/edice/python_3.pdf
PIRNAT, Mike, 2015. How to Make Mistakes in Python [online]. Boston: O’Reilly Media. ISBN 978-1-4919-3447-0. Available at: https://www.dbooks.org/how-to-make-mistakes-in-python-1491934476/
STACK OVERFLOW CONTRIBUTORS, 2018. Python® Notes for Professionals [online]. B.m.: GoalKicker. Available at: https://books.goalkicker.com/PythonBook/PythonNotesForProfessionals.pdf
ROSEMAN, Mark, 2024. Modern Tk Best Practices [online]. 2024. Available at: https://tkdocs.com/
At least 50 % of the marks in the continuous assessment
A minimum of 50 % marks in the mid-term test and the final exam practical test
Slovak language, knowledge of English language is only required to read documentation of
Python.
1. Introduction to the environment, basic features of Python, simple and structured data types.
2. Input, output, function definition, lambda function, generator notation, function as parameter, string formatting.
3. Control structures, iterating over data structures, context manager.
4. Exception handling and exception raising. Philosophy of exceptions in Python.
5. Working with files. Serialization and deserialization of data - json and pickle protocol. Text and binary files. Manipulation with files. Open data.
6. Object-oriented programming 1. Design of custom classes, special methods, properties, philosophy of accessing methods and attributes.
7. Object-oriented programming 2. Comparison and differences with Java. Multiple inheritance.
8. Method overloading. Static methods, abstract classes, data class.
9. Decorators, memoization, modules, packages.
10. Code validation (debugging), testing (doctest, unittest), test-driven development.
11. Parallel computing, processes, process triggering and inter-process communication (shared variable, pipe, queue).
12. Graphical program design and implementation.
Implement solutions to selected problems in Python using available modules. Use and implement non-trivial algorithms to solve selected problems. Use an object-oriented approach to problem solving. Program in Python in an object-oriented manner using Python specifics. Test programs. Implement parallel computing.
The evaluation of the course and its subsequent completion will be based on clearly and objectively set requirements, which will be set in advance and will not change. The aim of the assessment is to ensure an objective and fair mapping of the student's knowledge while adhering to all ethical and moral standards. There is no tolerance for students' fraudulent behavior, whether in the teaching process or in the assessment process.
1. Active participation in seminars
2. Elaboration and presentation of PPT presentation on the assigned topic. Maximum number of points 20; minimum number of points 11.
3. Elaboration of an essay in the range of 4xA4 (standard pages). Maximum number of points 20; minimum number of points 11.
The final evaluation (grade) is the sum of points for the presentation and the essay.
A 40b - 37b
B 36b - 33b
C 32b - 29b
D 28b - 25b
E 24b - 21b
FX 20b - 0b
How to understand human behavior (overview of basic approaches in psychology); Basic overview of cognitive processes; Learning processes and their use in practice; Social influences, prosocial and antisocial behavior; How human emotions and motivations work; Deciding - why and when we take risks; Childhood experiences and their relationship to adulthood; Abnormal behavior, mental disorders and therapeutic approaches
The student is able to demonstrate an understanding of the individual's behavior in selected everyday situations such as conflict, group influence, empathy, helping, aggression, etc.
The student is able to describe, explain and evaluate the psychological mechanisms that occur in everyday situations.
The student is able to apply basic psychological knowledge to himself (self-regulation) but also in interaction with others (cooperation).
The method of teaching the subject will be oriented to the student. Speakers will be interested in the needs, expectations and opinions of students so as to encourage them to think critically by expressing respect and feedback on their opinions and needs.
The content of the curriculum will be based on primary and high-quality sources that will reflect the topicality of the topics so as to ensure the connection of the curriculum with other subjects and also the connection of the curriculum with practice. Students will be expected to take an active approach in lectures and seminars with an emphasis on their independence and responsibility.
Brewer, M. B., & Hewstone, M. (2004). Emotion and motivation. Blackwell.
Deci, E., & Ryan, R. M. (2002). Handbook of self-determination research. Rochester.
Křivohlavý, J. (2003). Pozitivní psychologie. Praha: Portál.
Křivohlavý, J. (2007). Psychologie vděčnosti a nevděčnosti. Praha: Grada.
Křivohlavý, J. (2012). Psychologie moudrosti a dobrého života. Praha: Grada.
Křivohlavý, J. (2013). Psychologie pocitu štěstí. Praha: Grada.
McAdams, D. P. (2002). The person. New York.
Seligman, M. E. P., & Csikszentmihalyi, M. (Eds.). (2000). Positive psychology [Special issue]. American Psychologist, 55(1).
Říčan, P. (2007). Psychologie náboženství a spirituality. Praha: Portál.
Slezáčková, A. (2012). Průvodce pozitivní psychologií. Praha: Grada.
Carr, A. (2022). Positive psychology: The science of wellbeing and human strengths (3rd ed.). Routledge.
Assessment of Study Results:
The evaluation of study results for the course is conducted through continuous assessment. Active participation in seminars (a maximum of 2 absences is allowed) accounts for 20%; a presentation during the exercises on a pre-assigned date accounts for 30%; and the preparation and submission of a group year-long methodological guide on Positive Psychology accounts for 50%.
Final Grading Scale:
A: 100 – 90%
B: 89 – 80%
C: 79 – 70%
D: 69 – 60%
E: 59 – 50%
FX: 49% or less – failed and must revise the assignment where a low score was obtained.cademic information system of the UPJŠ.
1. Different perspectives on well-being nad happiness in psychology
2. Main theoretical approaches to positive psychology
3. Positive emotions and positivity
4. Meaningfulness
5. Positive interpersonal relations
6. Post-traumatic growth
7. Hope and optimism
8. Gratitude
9. Spirituality as a personality dimension
10. Wisdom
11. Positive institutions
12. New themes and topics in PP
Knowledge: Students will gain basic knowledge about the origins, foundations, and applications of Positive Psychology as a new and dynamically developing field of psychology. They will become familiar with research in this area and various perspectives on personal well-being, happiness, and life meaning. They will acquire an overview of the main theoretical approaches in Positive Psychology and their application in the context of individuals and society, with an emphasis on their use in educational settings.
Skills: Students will develop the ability to independently and critically address current topics in Positive Psychology, such as positive emotions, interpersonal relationships, hope, optimism, gratitude, and wisdom. They will learn to apply Positive Psychology principles in designing programs aimed at promoting personal well-being and developing positive traits, which can be utilized in working with children and youth in school environments.
Competencies: After completing the course, students will be able to effectively apply the principles of Positive Psychology in educational contexts, such as fostering positive interpersonal relationships and developing optimism and gratitude in students. They will be prepared to participate in the creation and implementation of programs focused on personal development and mental well-being, contributing to the creation of a positive and supportive school environment.
1. STALLINGS, William. Computer Organization and Architecture. Prentice Hall, 2002. ISBN 978-0-13-410161-3.
2. DEMBOWSKI, Klaus. Mistrovství v hardware. Computer Press, 2009. ISBN 978-80-251-2310-2.
3. MINASI, Mark. Velký průvodce hardwarem. Grada, 2002. ISBN 978-80-251-2310-2.
Graded activities: assignments, mid semester exam, final exam
Slovak or English
1. Computers of von Neumannovho type, brief history of computer science.
2. Encoding of integers, real numbers and arithmetic operations. Encoding of symbols.
3. Logic functions and their realization and optimisation.
4. Combination circuits. Realization of basic functional and control elements on computer circuits.
5. Arithmetic logic unit ant its realization.
6. Sequential circuits, memory cell, organization of memory matrix, types of memories.
7. Machine cycle.
8. Types of instruction and instructions sets.
9. Instruction cycle and processing of instructions.
10. Memory and memory subsistem.
11. Communication between processor and peripheral devices. Input output devices, mechanism of interruption in computer, direct memory access. Functionality of device drivers. Device controllers and functionality.
12. Portability of programs. External and peripheral memories their principles and their use. Graphical adapters, monitors, printers, digital scanners.
- Know brief history of computer, classification and construction principles of computers of von Neumann type.
- Understand relation between real numbers, integers and their binary representation as well as be able to perform basic arithmetic and logic operations over binary represented numbers.
- Learn basics about logic gates, combination and sequence circuits and their structure. Understand principles of how basic circuits realize arithmetic-logic unit and other parts of computers e.g. memory.
- Know principles of communication of processor and other devices via interruptions and direct memory access.
- Get idea of device drivers, device controllers and their functionality.
1. BUMGARDNER, J. (2007) The Origins of Mindstorms. Wired, 2007. http://www.wired.com/geekdad/2007/03/the_origins_of_/
2. Carnegie Mellon. Robotics Academy. http://www.education.rec.ri.cmu.edu/
3. Pavel Petrovič, http://robotika.sk/events/18Skolenia/priruckaEV3.pdf
4. Get ready with Lessons: https://education.lego.com/en-us/lesson
5. LEGO® Education Professional Development, https://education.lego.com/en-us/professional-development#about
6. SCRATCH Programming Lessons, https://primelessons.org/en/Lessons.html,
Evaluation of independent work with kits and in educational programming environments in solving robotic mini-projects.
Creation of own task and presentation of the solution with methodological recommendations.
Slovak
1. Robotic kit (Lego Mindstorms EV3 and Spike Prime) - parts, motors, sensors, basics of building mechanical parts of models
2. Programming of robotic models in Lego Education Mindstorms EV3 and Classroom, Lego Education Spike - branching commands, cycles, blocks, events, parallel processes, working with sensors, datalogging. Creating mini-projects (eg explorer, rescuer, parking, Super Cleanup, Life Hacks, Rain or shine?)
3. Programming of robotic models in the block programming environment EV3 and Spike - creation of mini-projects
4. Robotic competitions, ideas for more demanding projects.
5. Creation and presentation of the final project - a programmed robotic model (eg going through a maze, sports, rescuer) with documentation.
1. To acquire an overview of robotic sets and robotic programming environments.
2. To acquire skills in constructing and programming robots in selected robotic programming environments.
1. J. F. Kurose, Keith W. Ross: Computer Networking: A Top-Down Approach, 7. edition, 2016
2. A. S. Tanenbaum: Computer Networks, 5. edition, Pearson, 2010
3. W. Stallings: Local and Metropolitan Area Networks, Prentice Hall, 2000
4. E. Comer, R.E. Droms: Computer Networks and Internets, Prentice Hall, 2003
5. W. R. Stevens: TCP/IP Illustrated, Vol.1: The Protocols, Addison-Wesley, 1994
Activity at excercises (max 18 points), home work (max 18 points), test (max 30 points).
Verbal exam (min 25 points, max 50 points). Required minimum for passing the course is 55 points.
Slovak or English
Content prerequisities: basic programming skills in Java
1. Introduction to computer networks, internet connection types, delay and loss in packet-switched networks, ISO OSI reference model and TCP/IP protocols family.
2. Application layer: Web and HTTP, protocol FTP ,e-mail and protocols SMTP, POP3, IMAP,
3. Application layer: domain names and DNS, Peer-to-peer applications. Security in computer networks.
4. Transport layer: services, multiplexing and demultiplexing, protocol UDP, reliable data transfer
5. Transport layer: connection oriented transport protocol TCP, flow and congestion control.
6. Network Layer: Internet protocol IPv4, virtual circuit and datagram networks, packet fragmentation, routing table, application protocol DHCP
7. Network Layer: network address translation NAT, ICMP protocol, internet protocol IPv6
8. Network Layer: routing algorithms and protocols, broadcast and multicast routing
9. Link layer: error detection, multiple access methods CSMA/CD and CSMA/CA, Ethernet, frames, protocols ARP and RARP, link layer addressing
10. Link Layer and wireless and mobile networks: hub, switch, virtual LAN, 802.11 Wireless LAN, Bluetooth 802.15, WiMAX 802.16, Mobile IP, mobility in GSM
11. Physical Layer: Communication channels parameters, digital and analog encoding.
https://siete.ics.upjs.sk/
Students will get the informations about principles and achitecture of Internet. They will understand the principles of ISO/OSI layers reference model for network communication. They will understand the meaning and usage of terms protocol, service, interface. They will analyze the parameters of communication channels, understand the function of interconnection devices (hub, switch, router). They will understand the structure of IP packets, addressing and how packets are transmitted, the principle of routing protocols and the creation of routing tables. They will understand the priciples of acknowledged TCP transport transmission and its implementation. They will know how to use the interface of UDP and TCP protocols in a program code. They will understand the basic application protocols of the Internet.
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.
BLUM, Richard. PHP, MySQL& JavaScript: All-in-One. Hoboken, New Jersey: John Wiley, 2018. ISBN 978-1-119-46838-7.
KROMANN, Frank M. Beginning PHP and MySQL: From Novice to Professional. 5. CA, USA: Apress, 2018. ISBN 978-1-4302-6043-1.
HUSEBY, Sverre H. Zranitelný kód. Brno: Computer Press, 2006, 207 s. ISBN 80-251-1180-6.
SNYDER, Chris, Thomas MYER a Michael SOUTHWELL. Pro PHP Security: From Application Security Principles to the Implementation of XSS Defenses. 2. United States of America: Apress, 2010. ISBN 978-1-4302-3318-3.
JavaScript assignment – 5 points
PHP assignment (1) – 10 points
PHP assignment (2) – 10 points
MySQL assignment – 10 points
PHP, MySQL, Security assignment – 5 points
Error (non-grammatical) in course texts, suggestion for improving the learning materials, or proposal for a new topic to include in the materials – up to 5 bonus points.
Late submission of an assignment – (-1 point) * number of weeks late
The final grade will be awarded based on the total number of points in accordance with the grading scale:
36 <= number of points - A
32 <= number of points < 36 - B
28 <= number of points < 32 - C
24 <= number of points < 28 - D
20 <= number of points < 24 - E
number of points < 20 - Fx
Slovak language, knowledge of English language is only necessary for reading documentation.
Content prerequisite: WBdi/15 Web and user interface design
1. JavaScript - introduction to JavaScript programming.
2. JavaScript - communication with the user, validation of data in forms using JavaScript.
3. JavaScript - introduction to using the jQuery library.
4. PHP - introduction to PHP programming.
5. PHP - data and control structures of the PHP language.
6. PHP - communication with the user, validation of data in forms using PHP.
7. PHP - object oriented problem solving in PHP language. File manipulation.
8. PHP - User authentication (cookies, session).
9. MySQL - introduction to working with MySQL database system.
10. MySQL - Simple applications using the database for data storage and access.
11. Web application security - an introduction to web application security.
12. Web application security - the most common web application security problems and how to eliminate them.
https://lms.upjs.sk/course/view.php?id=332
An overview of modern technologies for creating dynamic websites. Describing and appliyng the basic principles of creating dynamic web pages. Utilize client-side (JavaScript) and server-side (PHP) web programming technologies. Using relational databases (MySQL) to create application web pages. Know the security risks of dynamic websites and be able to eliminate them.
1. MURDOCH, Don. Blue Team Handbook: Incident Response Edition: A condensed field guide for the Cyber Security Incident Responder. South Carolina, United States: CreateSpace Independent Publishing Platform, 2014. ISBN 978-1500734756, 2. ANSON, Steve. Applied Incident Response. New York, United States: Wiley, 2020. ISBN 978-1119560265, 3. ROBERTS, Scott. Intelligence-Driven Incident Response: Outwitting the Adversary. Sebastopol, California, United States: O'Reilly Media, 2017. ISBN 978-1491934944.
The condition for passing the course are homeworks (50% of the total number of points) and the final practical task (50% of the total number of points).
Slovak or English
Content prerequisites: basic knowledge in the field of information security, basics of working with the Linux operating system, basic knowledge of computer networks.
1. Introduction to computer security incident hadling and response, 2. The process of handling and response to computer security incidents and computer security incident response teams, 3. Legal aspects of the computer security incidents handling, 4. Preparing for the security incidents handling and the first response, 5. Introduction to digital forensic analysis, 6. Incident handling and response to computer security incidents in the field of malware, 7. Incident handling and responseto computer security incidents in the field of email communication, 8. Incident handling and response to network security incidents I., 9. Incident handling and response to network security incidents II., 10. Incident handling and responseto computer security incidents in the field of web applications I., 11. Incident handling and responseto computer security incidents in the field of web applications II., 12. Incident handling and response to cloud security incidents, 13. Incident handling and responseto cyber security incidents in the field of insiders, 14. Final assignment.
The result of the education is an understanding of the basic approaches to solving computer security incidents from procedural and legal requirements to ways of identifying the security incident and the method of its technical solution.
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.
1. Krajči S., https://ics.upjs.sk/~krajci/skola/vyucba/ucebneTexty/logika-stromy.pdf
2. Goldstern M., Judah H.: The Incompleteness Phenomenon, A New Course in Mathematical Logic, A K Peters, Wellesley, Massachusetts, 1995
Knowledge of studied notions will be evaluated.
Slovak
1. Mathematical symbols
2. Expressions
3. Interpretation
4. Value of expression
5. Standard interpretation
6. Theories and their models
7. Substitutions
8. Allowed substitutions
9. Proving system
10. Correctness of basic proving system
11. Work with logical connections
12. Work with quantifiers
https://ics.upjs.sk/~krajci/skola/vyucba/jar/predmety/logika/SLO.html
To understand basic notions of symbolic logic.
Acheson, D.: 1089 a další parádní čísla, Dokořán, 2006. (in czech)
Brožúry z edície Škola mladých matematikov. (in slovak)
Séria brožúr: XY. ročník matematickej olympiády. (in slovak)
Ziegler, G.M.: Matematika Vám to spočítá, Universum, Praha, 2011. (in czech)
Zhouf, J. a kol.: Matematické příběhy z korespondenčních seminářu, Prometheus, Praha, 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.
4. Seminar work and its presentation at the seminar - plan the selected topic for one math circle
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 scores at least 50% on homework assignments, at least 50% on written tests, and at least 50% on a seminar work. A grade of A requires at least 90%, a grade of B requires at least 80%, a grade of C requires at least 70%, a grade of D requires at least 60%, and a grade of E requires at least 50%.
Slovak
The content is focuses on solving problems from mathematical competitions, and on familiarization with activities that will be motivating and fun for pupils and will develop their mathematical thinking
Students will also learn about the structure of mathematical competitions for middle and high school students and will be theoretically prepared for guiding mathematics circle.
The seminars focus on the following topics:
Number theory.
Equations, inequalities, inequalities.
Word problems.
Planimetry.
Stereometry.
Combinatorics. Dirichlet principle. Combinatorial geometry. Probability.
Mathematical games.
While solving homework, the student will become familiar with different types of problems from mathematical competitions and demonstrate the ability to solve them with the mathematical apparatus of the student for whom the problem is intended.
While solving problems in written tests, the student will gain proficiency in solving problems from mathematical competitions such as Pythagorean and Mathematical Kangaroo.
The student will demonstrate in the seminar work that he/she can prepare the content of a mathematics circle that are motivating for his/her students.
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.
PILGRIM, Mark. Ponořme se do Python(u) 3: Dive into Python 3. 1. Praha: CZ.NIC, c2010, 430 s. CZ.NIC. ISBN 978-80-904248-2-1. Dostupné také z: http://knihy.nic.cz/files/nic/edice/mark_pilgrim_dip3_ver3.pdf
SHIPMAN, John W. Tkinter 8.5 reference: a GUI for Python. Socorro, NM 87801: New Mexico Tech Computer Center, 2013. Dostupné také z: https://anzeljg.github.io/rin2/book2/2405/docs/tkinter/tkinter.pdf
GUNIŠ, Ján, Viera MICHALIČKOVÁ, Martin CÁPAY a Ľubomír ŠNAJDER. Riešenieproblémov a programovanie. Bratislava: Centrum vedecko-technických informácií SR, 2020.ISBN 978-80-89965-62-5.
HETLAND, Magnus Lie. Beginning Python: from novice to professional. New York: Distributed to the book trade worldwide by Springer-Verlag, c2005. ISBN 1-59059-519-X.
KRNÁČ, Jozef, Miloslava SUDOLSKÁ a Ľudovít TRAJTEĽ. Ďalšie vzdelávanie učiteľov základných škôl a stredných škôl v predmete informatika: Učiteľ s kompetenciami programátora. Bratislava: Štátny pedagogický ústav Bratislava, 2010. ISBN 978-80-8118-083-5.
At least 50 % of the marks in the intermediate assessment
A minimum of 50 % marks in the mid-term and end-of-semester practical tests
Slovak language, knowledge of English is only required to read Python documentation.
1. Introduction to Python, basic features of Python, syntax.
2. Simple data types (number, logical type), structured types (string, list, dictionary, set, tuple).
3. Control structures (loops, conditional statements, exception management).
4. Function definition (parameters, return value), function documentation.
5. Import and creation of modules.
6. Error types and error condition handling. Exception handling and raising.
7. Saving data to a file and reading data from a file. Data serializing. Open data and its analysis.
8. Testing the correctness of algorithms (doctest, unittest), test data.
9. Object-oriented programming. Design and implementation of custom classes.
10. Creation of graphical interface of programs.
11. Design criteria, design and programming of educational software.
12. Solving more complex algorithmic problems from real life or school practice using the object-oriented approach and the resources of the Python programming language.
Ability to implement more complex algorithms algorithms in the Python programming language. Ability to design and program educational software in the Python programming language. Formulate and solve school computer science problems.
BELL, Charles A., 2017. Micropython for the internet of things: a beginner's guide to programming with Python on microcontrollers. New York, NY: Springer Science+Business Media. ISBN 9781484231227.
GUTSCHANK, Jörg et al., 2019. Coding in STEM Education [online]. Berlin: Science on Stage Deutschland e.V., 76 p. [cited 2021-7-10]. ISBN 978-3-942524-58-2. Available from: https://www.science-on-stage.eu/sites/default/files/material/coding_in_stem_education_en_2nd_edition.pdf
ŠNAJDER, Ľubomír, Gabriela LOVÁSZOVÁ, Viera MICHALIČKOVÁ and Ján GUNIŠ, 2020. Programovanie mobilných zariadení [online]. Bratislava: Centrum vedecko-technických informácií SR, 300 p. [cited 2020-11-30]. ISBN 978-80-89965-63-2. Available from: https://registracia.itakademia.sk/media/themes/nip-pmz.pdf
WOLBER, David, 2014. App Inventor: Vytvořte si vlastní aplikaci pro Android. Brno: Computer Press. ISBN 978-80-251-4195-3.
LOVÁSZOVÁ, Gabriela, Jana GALBAVÁ, Viera PALMÁROVÁ and Monika TOMCSÁNYIOVÁ, 2010. Ďalšie vzdelávanie učiteľov základných škôl a stredných škôl v predmete informatika: Malé programovacie jazyky. Bratislava: Štátny pedagogický ústav. ISBN 978–80–8118–066–8.
CODE.ORG. Learn today, build a brighter tomorrow.
Code.org [online]. [cited 2021-7-13]. Available from: https://code.org/
THE LIFELONG KINDERGARTEN GROUP AT MIT MEDIA LAB. Scratch - Imagine, Program, Share [online]. [cited 2021-7-13]. Available from: https://scratch.mit.edu/
MASSACHUSETTS INSTITUTE OF TECHNOLOGY. MIT App Inventor
Explore MIT App Inventor [online]. [cited 2021-7-13]. Available from: http://appinventor.mit.edu/
MICRO:BIT EDUCATIONAL FOUNDATION. BBC micro:bit [online]. [cited 2021-7-13]. Available from: https://microbit.org/
SPY O.Z. Učíme s Hardvérom [online]. [cited 2021-7-13]. Available from: https://www.ucimeshardverom.sk/
Conditions for ongoing evaluation:
1. Educational software or game programmed in the Scratch environment,
2. A programming etude created for learning of programming in the MIT App Inventor environment.
3. Educational or assistive software programmed in the MIT App Inventor environment.
4. A programmed project using the BBC micro: bit kit.
Conditions for successful completion of the course:
Obtaining at least 50% of points for ongoing assignments.
Slovak or English
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. Teaching algorithmization and programming in primary and secondary school - objectives, content, textbooks and methodological materials. Algorithmic computer games.
2. Programming in the Scratch environment.
3. Programming in the Scratch environment.
4. Programming in the Scratch environment.
5. Programming of mobile devices in the MIT App Inventor environment.
6. Programming of mobile devices in the MIT App Inventor environment.
7. Programming of mobile devices in the MIT App Inventor environment.
8. Programming of mobile devices in the MIT App Inventor environment.
9. Programming of mobile devices in the MIT App Inventor environment.
10. Programming BBC micro: bit kits in MS MakeCode environment.
11. Programming BBC micro: bit kits in MS MakeCode environment.
12. Overview of educational programming initiatives and development environments.
After completing this course, students are able to:
a) get an overview of educational programming environments,
b) acquire programming skills in selected educational programming environments,
c) develop the ability to design and program educational software for devices using their sensors and actuators.
With respect to the research problematics (article in journals, books).
Slovak or English
Individual scientific work of students. Publishing of obtained results in a written form and as a
public presentation.
The recommended literature is specified individually by the student or research team in agreement with the consultant or the supervisor.
It is required to be registered for the participation on the Student Scientific Conference (ŠVK) in accordance to the Statute of the Student Scientific Conference at PF UPJŠ and the specific conditions for participation in a given year, which are announced by the dean of the faculty. Within one year of the ŠVK, a student or a research team can register in one track only. It is also possible to apply with a written work that is an integral part of a bachelor's or master's thesis or a result of a student support program. The written work at ŠVK is the result of the student's own work or the work of the research team. It must not show elements of academic fraud and must meet the criteria of good research practice defined in the Rector's Decision no. 21/2021, which lays down the rules for assessing plagiarism at Pavol Jozef Šafárik University in Košice and its components. Fulfillment of the criteria is verified mainly in the process of supervision and in the process of work presentation. Failure to do so is reason for disciplinary action. The condition for the evaluation is a successful presentation and defense of the work in the relevant track headed by a commission appointed by the dean of the faculty. The commission decides on the eligibility of credits and states its decision in the memorandum of the ŠVK.
Slovak or english
1. Analysis of the state of the art in the field.
2. Design and implementation of a solution to the researched problem.
3. Evaluation of achieved results.
4. Preparation of work annotation.
5. Processing the written work.
6. Preparation of results presentation.
7. Presentation and defense of the obtained results.
The student demonstrates mastery of extended theory and professional terminology of the field of study, acquisition of knowledge, skills and competences, the ability to apply them creatively in solving selected field problems, ability to present the results using appropriate presentation methods and tools and ability to actively participate in a professional discussion.
1. BERKUN, S. The Art Of Project Management. O Reilly, 2005.
2. BJORNER, D. Software engineering 1,2,3. Springer-Verlag Berlin, 2006.
3. SOMMERVILLE, I. Software Engineering. Addison-Wesley, 2015.
The evaluation will be given on the basis of the proper fulfilment of the partial tasks of solving the (group) project during the semester. The minimum prerequisite for passing the subject is obtaining 50% of the total possible number of points. The sub-probation conditions for evaluation are published in the AIS.
Slovak or English
Content prerequisities: Database systems, OOP
1. Introduction to software engineering.
2. Software processes
3. Selected support tools for managing software processes.
4. Requirements engineering.
5. Agile methods.
6. Modeling of systems.
7. Implementation of software systems.
8. Architectures of software systems.
9. Testing.
10. Evolution of systems.
11. Case studies of software systems.
By completing the subject, the student:
- acquires basic knowledge of the principles and methods of software engineering,
- get familiar with the individual stages of the software development life cycle,
- familiarizes himself with the modeling of software systems and acquires basic knowledge from the use of relevant SW tools,
- will gain basic experience in working in a team and with project management and presentation.
1. STN 01 6910. Rules of writing and editing documents. 2011.
2. STN ISO 2145. Documentation. Numbering of sections and subsections of written documents. 1997.
3. STN ISO 690. Information and documentation. Instructions for creating bibliographic references to information sources and their citation. 2012
4. KATUŠČÁK, Dušan. How to write final and qualification theses. Enigma, 2013
5. Scientific literature related to the topic of the final thesis according to the recommendation of the thesis supervisor.
Update of the bachelor thesis website. Presentation of the obtained results of the bachelor's thesis. Preparation of at least a 10-page scientific article for the topic chosen in the bachelor's thesis in the required structure and its approval by the thesis supervisor. Creating a promotional image (poster) about the results of the bachelor's thesis.
Slovak or English
1. Central register of final theses.
2. Licenses and Copyrights.
3. Directive on basic requirements for final theses at UPJŠ in Košice.
4. The most common mistakes in writing a final thesis.
5. Evaluation criteria and examples of assessments.
6. Preparation of a presentation for the defense of the final thesis.
7. Preparation of a scientific article.
8. Preparation of a presentation for the defense of the final thesis.
9. Preparation of a scientific article.
10. Procedure for submitting the final thesis.
11. Popularization of bachelor thesis results.
12. Presentations of the results of bachelor theses.
13. Presentations of bachelor thesis results.
https://bakalarky.ics.upjs.sk/
Basic knowledge of the central register of final theses, licenses and copyrights, content and form of presentation of the overall results achieved in the bachelor's thesis. Basic knowledge about the preparation of a scientific article and presentation of the achieved results for popularization purposes.
CENTRUM VEDECKO-TECHNICKÝCH INFORMÁCIÍ SR. Centrálny register záverečných a kvalifikačných prác [online]. [cited 2022-1-31]. Available from: https://cms.crzp.sk/
Informatics in Education. Vilnius University Institute of Data Science and Digital Technologies. ISSN 2335-8971 (online). Also available from: https://infedu.vu.lt/journal/INFEDU
COMPUTER SCIENCE TEACHERS ASSOCIATION. Home Page Computer Science Teachers Association [online]. [cited 2022-1-31]. Available from: https://www.csteachers.org/
ASSOCIATION FOR COMPUTING MACHINERY. The ACM Digital Library [online]. [cited 2022-1-31]. Available from: https://dl.acm.org/
SPRINGER NATURE SWITZERLAND AG. Home - Springer [online]. [cited 2022-1-31]. Available from: https://link.springer.com/
UNIVERZITA MATEJA BELA V BANSKEJ BYSTRICI, TECHNICKÁ UNIVERZITA V LIBERCI, 2021. Zborníky medzinárodnej konferencie DidInfo (od roku 2011) [online]. [cited 2022-1-31]. Available from: http://www.didinfo.net/predchozi-rocniky (or http://www.didinfo.net/minule-rocniky)
Conditions for ongoing evaluation:
1. Analysis of selected types of educational/assistance software.
2. Analysis of selected types of teaching aids (2D/3D/digital, educational kits).
3. Analysis of selected types of non-formal computer education (competitions, circles, camps, science festivals, experience centres).
Conditions for the final evaluation:
1. Creation of the bachelor thesis assignment (title, objectives, literature, supervisor).
2. Creation of an overview of the current state of the studied issue.
Conditions for successful completion of the course:
Fulfillment of all ongoing and final assignments.
Slovak and partly English due to selected 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. Bachelor theses focused on the creation of educational and assistive software, teaching aids for formal and informal informatics education (types of work, structure of work, life cycle of work)
2. Analysis of selected bachelor theses from CRZP.
3. Overview of information resources (available publication databases, journals and conference proceedings, educational projects).
4. Educational and assistive software development (life cycle, development environments, examples of educational and assistive software).
5. Types of teaching aids (2D/3D/digital, educational kits).
6. Specifics of formal and informal informatics education (competitions, clubs, camps, science festivals, experience centres).
The student will get an idea of the bachelor thesis focused on the creation of educational and assistive software, teaching aids for formal and informal informatics education (its types, structure and life cycle).
The student actively uses educational information resources (publication databases, journals and conference proceedings, educational projects).
The student will create an overview of the current state of teaching of issues related to the selected topic of the bachelor thesis.
1. Skřivánková V.: Pravdepodobnosť v príkladoch, UPJŠ, Košice, 2006 (in Slovak)
2. DeGroot, M. H., Schervish, M. J.: Probability and Statistics, 4th ed., Pearson, Boston, 2012
3. Evans, M. J., Rosenthal, J. S.: Probability and Statistics: The Science of Uncertainty, 2nd Ed., W. H. Freeman, 2009
4. Riečan et al.: Pravdepodobnosť a matematická štatistika, Alfa, Bratislava, 1984 (in Slovak)
5. Potocký a kol.: Zbierka úloh z pravdepodobnosti a matematickej štatistiky, Alfa, Bratislava, 1991
To obtain at least 50% in two written tests during the semester.
Total evaluation based on written tests and oral exam.
Slovak
Probability space, definitions and properties of probability.
Conditional probability and independence.
Random variables, their distribution function and characteristics.
Mean, variance and skewness.
Discrete and absolutely continuous distributions.
Quantile and characteristic functions, their properties. Relation between characteristic function and moments. Median and mode.
Transformation of random variables.
Special types of distributions with applications (binomial, Poisson, geometric, uniform, exponential, normal, chi-square, Student, Fisher).
Central limit theorem.
To obtain knowledge of the axiomatic theory of probability, random variables and their characteristics, special types of distributions and their applications.
1. BRIDGES, Douglas. Computability, A Mathematical Sketch book. Springer--Verlag, 1994. ISBN:: 978-0387941745
2. BUKOVSKÝ, Lev. Teória algoritmov, ES UPJŠ, Košice, 1999. ISBN 8070973730
3. MACHTEY, Michael a Paul YOUNG. An Introduction to the General Theory of Algorithms, North--Holland, Amsterdam 1978.
4. KRAJČI, Stanislav. Teória vypočítateľnosti. http://ics.upjs.sk/~krajci/skola/vyucba/ucebneTexty/vypocitatelnost.pdf
Two written examinations focused on the construction of Turing machines, creating sequences of (primitive) recursive functions, solving examples. Oral exam focused on the relationship between classes of recursive and computable functions, the problem of stopping a Turing machine.
Slovak
1. Turing machine, basic principles of work of Turing machine, formalization of basic notions
2. Shifting of states, compositions of machines, computations on composed machines
3. Modifications of configuration
4. Elementary Turing machines
5. Compositions of elementary Turing machines
6. Primitively recursive functions
7. Primitively recursive predicates
8. Functions and predicates from number theory
9. Goedelian arithmetizationa of Turing computability
10. Recursive functions
11. Relationship of recursivity and Turing computability
12. Halting problem
https://ics.upjs.sk/~krajci/skola/vyucba/jesen/predmety/TVY.html
Knowledge of computational model of Turing machine, Goedelian arithmetization, and relationship between Turing computability and recursivity of functions.
1. D. E. Knuth, The TeXbook, Computers and Typesetting, Addison-Wesley, Reading, Massachusetts, 1986.
2. M. Doob, Jemný úvod do TeXu, CSTUG, 1990; èeský preklad z "A Gentle Introduction to TeX” (text vo¾ne prístupný v CTAN archíve).
3. O. Ulrych, AMS-TeX za 59 minút, (verzia 1.0), Praha, 1989.
4. J. Chlebíková, AMS-TeX (verzia 2.0), Bratislava, 1992.
5. M. Spivak, The Joy of TeX, Amer. Math. Soc., 1986.
6. L. Lamport, LaTeX: A Document Preparation System, Addison-Wesley, Massachusetts, 1986.
7. L. Lamport, MakeIndex: An index processor for LaTeX, 17 February 1987.
8. J. Rybièka, LaTeX pro začátečníky, Konvoj, Brno, 1995.
9. H. Partl, E. Schlegl, I. Hyna, P. Sýkora, LaTeX – Stručný popis.
10. T. Oetiker, H. Partl, I. Hyna, E. Schlegl, M. Kocer, P. Sýkora, Ne příliš stručný úvod do systému LaTeX2e (neboli LaTeX2e v 73 minutách).
11. M. Goossens, F. Mittelbach, and A. Samarin, The LaTeX Companion, Addison-Wesley, Reading, Massachusetts, 1994. Kapitola 8 je volne prístupná v TeX archívoch (ch8.pdf). 4
12. G. Grätzer, Math into LaTeX, 3rd edition, Birkhäuser, Boston, 2000.
Satisfiable ability to correct mainly mathematical typesetting.
Slovak.
1. Principles for typesetting of documents containing mathematical formulas.
2. Typesetting of a plain text, special text symbols, using of text fonts.3
3. TeX macros.
4. Enumerations in text and footnote command. Parameter setting determining the appearance of the pages.
5. Typesetting of mathematical formulas in text and displays, aligning formulas.
6. Making tables and pictures.
7. Definitions, theorems, and proofs in a mathematical document.
8. Contents, bibliography, sections in a document.
9. Pictures.
10.-12. Project.
https://ics.upjs.sk/~krajci/skola/vyucba/jar/predmety/tex/tex.html
To provide the basic information on principles for typesetting of documents containing mathematical formulas.
1. Rossman, A.J. et al.: Workshop Statistics: Discovery with Data, 4th ed. Wiley, 2011
2. Utts, J.M.: Seeing Through Statistics, 5th ed., Cengage Learning, 2024
3. Utts, J.M., Heckard R.F.: Mind on Statistics, 6th ed.. Cengage Learning, 2021
4. Anděl, J.: Statistické metody, Matfyzpress, 5. vydanie, Praha, 2019 (in Czech)
Test (40p) and individual project work (20p).
Oral presentation of the individual project work (5p).
At least 50% must be obtained from each part.
Final evaluation: ≥90% A; ≥80% B; ≥70% C; ≥60% D; ≥50% E; <50% FX.
Slovak
1. Introduction (the basic philosophy and aim of statistical data analysis, descriptive and inductive statistics)
2. Collecting Data (types of data, random sample, randomized experiment)
3. Handling Data (visualization, summarizing – measures of center, measures of variability, skewness and kurtosis, empirical rule) - 5 weeks
4. Relationships in data (introduction to regression and correlation) - 4 weeks
5. Statistical inference (elementary view into estimation and testing hypothesis) - 2 weeks
To know the basic purpose of statistical data analysis, its methods and statistical thinking and understand its importance for science and practical life.
To understand elementary statistical concepts.
To gain experience in handling real data using spreadsheet Excel and statistical software R.
1. V. Medek - L. Mišík - T. Šalát: REPETITÓRIUM STREDOŠKOLSKEJ MATEMATIKY, Alfa Bratislava, 1976
2. S. Richtárová - D. Kyselová: MATEMATIKA (pomôcka pre maturantov a uchádzačov o štúdium na vysokých školách), Enigma Nitra, 1998
3. O. Hudec – Z. Kimáková – E. Švidroňová: PRÍKLADY Z MATEMATIKY (pre uchádzačov o štúdium na TU v Košiciach), EF TU Košice, 1999
4. F. Peller – V. Šáner – J. Eliáš – Ľ. Pinda: MATEMATIKA – Podklady na prijímacie testy pre uchádzačov o štúdium, Ekonóm Bratislava, 2000/2001
5. F. Vesajda – F. Talafous: ZBIERKA ÚLOH Z MATEMATIKY pre stredné všeobecnovzdelávacie školy a gymnáziá, SPN Bratislava, 1973
6. J. Lukášová – O. Odvárko – B. Riečan – J. Šedivý – J. Vyšín: ÚLOHY Z MATEMATIKY pre 4. ročník gymnázia, SPN Bratislava, 1976
Two tests during the semester.
Slovak
Simplification of algebraic expressions. Real number, absolute value of real numbers; equations and inequalities. Irrational equations and inequalities. Concept of function. Linear and quadratic function; equations and inequalities. Exponencial and logarithmic function; equations and inequalities. Goniometric functions; equations and inequalities. Complex numbers.
Repetition of problematic sections of the secondary mathematics by interesting tasks. Explanation of basic terms, properties and proof methods used in various areas of mathematics.
1. MARTIN, Andrew, Awais RASHID, Steve SCHNEIDER a Howard CHIVERS. CyBOK: The Cyber Security Body of Knowledge. The National Cyber Security Centre, 2021, 2. ANDRESS, Jason, Awais RASHID, Steve SCHNEIDER a Howard CHIVERS. Foundations of Information Security: A Straightforward Introduction. 1. No Starch Press, 2019. ISBN 978-1718500044, 3. PELTIER, Thomas, Awais RASHID, Steve SCHNEIDER a Howard CHIVERS. Information Security Fundamentals. 2. Boca Raton: Auerbach Publications, 2013. ISBN 978-1138436893.
The condition for passing the course is: 1. Exercise tasks (20% of the total number of points), 2. Homeworks (30% of the total number of points), 3. Written final theoretical exam (25% of the total number of points), 4. Written final practical exam (25% of the total number of points).
Slovak or English
1. Introduction to information security and information security model, 2. Information security management, 3. Risk and risk management, 4. Legal, normative and ethical aspects of information security, 5. Continuity management of activities, processes and security incidents handling, 6. Introduction to cryptology, 7. Access control, 8. Physical and environmental security, 9. Human resources security and social engineering, 10. End point security and malicious code, 11. Computer network security, 12. Application security, 13. Final exam.
https://csl.science.upjs.sk/#/predmety/
The result of the education is an understanding of the basic concepts of information security from the technical, legal and procedural views of point.
1. Poeppel D., Mangun G., Gazzaniga M. (ed.): The Cognitive Neurosciences. 6th ed. MIT Press. 2020. ISBN-13: 978-0262043250
2. Dayan P and LF Abbott: Theoretical Neuroscience - Computational and Mathematical Modeling of Neural Systems. MIT Press, 2005 ISBN-13: 978-0262541855
3. Thagard P: Mind: Introduction to Cognitive Science, 2nd Edition. Bradford Books. ISBN-13 : 978-0262701099
Midterm exam
Final exam consisting of written and/or oral part
Slovak or English
Content prerequisites:
Algebra, programming (Matlab).
1. Intro to neural and cognitive science
2. Overview of anatomy and physiology of the central nervous system (CNS)
3. Methods of study in neuroscience. Sensory, motor and associative brain areas.
4. Neuron: anatomy, types, action potential
5. Propagation of signals in the neuron, neural coding.
6. Synaptic transmission and plasticity - neural basis of learning and memory.
7. Psychology of memory and learning.
8. Vision: Intro. Perception of brightness, edges, color. Model BCS/FCS. Perception of size and sitance.
9. Hearing and auditory cognition.
10. Language, psycholinguistics, speech perception and production.
11. Attention.
12. Crossmodal interaction (vision, hearing, touch).
13. Reasoning and decision making.
https://pcl.upjs.sk/unv_eng/
Overview anatomy, physiology, and cognitive processes in the human brain with focus on computational aspects of cognition and computational tools used in neuroscience.
1. AGGARWAL, Charu C. Neural networks and deep learning: a textbook. Cham: Springer, 2018. ISBN 978-3319944623.
2. KVASNIČKA, Vladimír. Úvod do teórie neurónových sietí. [Slovenská republika]: IRIS, 1997. ISBN 80-88778-30-1.
3. KVASNIČKA, Vladimír. Evolučné algoritmy. Bratislava: Vydavateľstvo STU, 2000. Edícia vysokoškolských učebníc. ISBN 80-227-1377-5.
4. MITCHEL, Melanie. An Introduction to Genetic Algorithms. Cambridge: MIT Press, 2002. ISBN 0-262-63185-7.
5. SINČÁK, Peter, ANDREJKOVÁ, G. Úvod do neurónových sietí, I. diel, Košice: ELFA, 1996. ISBN 808878638X
The condition for passing the course is the realization of a project with the application of neural networks, successful completion of two written tests in the field of neural networks, their basic types, and genetic algorithms, as well as successful completion of the written and oral part of the exam.
Slovak or English
Content prerequisites:
Basics of programming in Python, or another alternative programming language suitable for data analysis
1. Basic concept arising from biology. Linear threshold units, polynomial threshold units, functions calculable by threshold units.
2. Perceptrons. Linear separable objects, adaptation process (learning), convergence of perceptron learning rule, higher order perceptrons.
3. Forward neural networks, hidden neurons, adaptation process (learning), backpropagation method.
4. Recurrent neural networks. Hopfield neural networks, properties, associative memory model, energy function, learning, optimization problems (business traveler problem).
5. Model of gradually created network. ART network, architecture, operations, initialization phase, recognition phase, search and adaptation phase. Use of the ART network.
6. Applications of studied models in solving practical problems.
7. Written test I.
8. Motivation to model genetic elements. Genetic algorithm. Application of genetic algorithms.
9. Genetic programming, root trees, Read's linear code. Basic stochastic optimization algorithms: blind algorithm and climbing algorithm. Forbidden search method.
10. Genetic and evolutionary programming with typing, examples of use. Grammatical evolution.
11. Special techniques of evolutionary computations. Selection mechanisms in evolutionary algorithms.
12. Use of genetic algorithms in training neural networks. Artificial life.
13. Written test II.
The result of the education is an understanding of the basic principles of neural networks and genetic algorithms. The student will gain the ability to apply the acquired knowledge in intelligent data analysis and also work with a selected tool for modeling neural networks.
Elements of AI (https://course.elementsofai.com/)
Microsoft Azure AI fundamentals: get started with artificial intelligence (https://learn.microsoft.com/sk-sk/training/paths/get-started-with-artificial-intelligence-on-azure/?wt.mc_id=academic-77998-cacaste)
People + AI guidebook (https://pair.withgoogle.com/guidebook/)
Fan, S.: will AI replace us? A primer for the 21st century. Thames&Hudson, 2019. ISBN 978-0-500-29457-4
Using AI for social good (https://ai.google/education/social-good-guide/)
Europe’s approach to artificial intelligence: how AI strategy is evolving (https://www.accessnow.org/cms/assets/uploads/2020/12/europes-approach-to-ai-strategy-is-evolving.pdf)
The essential AI handbook for leaders (https://peltarion.com/peltarions-essential-ai-handbook-for-leaders.pdf)
1. Participation in exercises (max. 3 absences per semester)
2. Take the Elements of AI course (with certificate)
3. Write an essay on the given topic (min. 50% points)
4. Develop and present a AI implementation proposal project (min. 50% points)
Slovak
1. First encounter with artificial intelligence - what is and what is not AI, basic terminology, domains of AI
2. UI tools and procedures
3. Machine learning
4. Neural networks
5. Robotics and AI
6. AI around us
7. AI in art and entertainment
8. Chatbots and linguistic models
9. Ethical, legal and social applications of AI
10. Design Thinking exercises: AI implementation design project
11. Projects presentations
After completing the course, students can
- To identify the basic application areas of the use of AI nowadays
- Characterize basic AI tools and procedures
- Critically analyze the acquired knowledge, reevaluate it and use it in practice
- Discuss the ethical, legal and social aspects of using AI
- Propose the possibilities of using AI in the chosen field of science, research, industry, art or everyday life
J. Doboš: Rovnice a nerovnice, Bolchazy-Carducci Publ., 2003.
W.W. Esty: The language of mathematics, Montana State University, 2007.
F. Klein: Elementary Mathematics from an Advanced Standpoint, Dower Publications, 1945.
F. Kuřina, Z. Půlpán: Podivuhodný svět elementární matematiky, Academia, Praha, 2006.
P. Vrábel: Heuristika a metodológia matematiky, Nitra, 2005.
During the term, each student receives marks for two written exams. Final marking is assigned based on the overall points for the work throughout the term, for homework and their presentation.
Marking classification: A:91%-100%, B:81%-90%, C:71%-80%, D:61%-70%, E:51%-60%, FX:0%-50%
Slovak
Theory of Equations and Inequalities, Solving Higher Order Polynomials, The Role of CAS systems in Solving Equations and Inequalities,
Building the Real Number System, Rational and Irrational Numbers, Farey Sequences, Review of Geometric Series: Preparation for Decimal Representation, Decimal Expansion, Decimal Periodicity, Building the Complex Numbers, Operating on the Complex Numbers, Picturing Complex Numbers and Connections to Transformation Geometry, The Polar Form of Complex Numbers and De Moivre’s Theorem, Some Connections to Roots of Polynomials, Euler’s Identity and the Irrationality of e,
Functions and Modeling, Ways of Representing Functions, Solutions of Cubic Equations Using Trigonometry
Obtain knowledge about the structure of elementary mathematics with respect to advanced
mathematics; the development of mathematical skills of prospective teachers. The student will
1. familiarise themselves with mathematical culture, ways of thinking, self-expression and putting forward arguments,
2. gain a deeper understanding of the base terminology of real analysis, their properties and interconnections,
3. be able to define and interpret key terms, prove their basic properties and relationships,
4. know how to solve tasks focused on utilising the aforementioned concepts and interpret the obtained results.
T. Menyhért: Kurz bridžu 2013, http://new.bridgekosice.sk/kurz-bridzu-2013/
R. Pavlicek: Learn To Play Bridge!, http://www.rpbridge.net/1a00.htm
ACBL SAYC System Booklet, http://ebookbrowsee.net/acbl-sayc-pdf-d201415187
Active participation on exercises.
Slovak or English
Minimum number of participants is 4.
Bridge rules.
Principles of the bidding system Standard American.
Basic techniques of declarer's play.
Basic techniques of the defence.
Lead conventions, signals.
Common bidding conventions.
Selected advanced techniques of the card play.
Partnership cooperation in the contract bridge.
Bridge ethics.
A student gets acquainted with fundamentals of the contract bridge, develops his/her logical thinking and consolidates his/her habits of positive social behaviour.
• Cipra: Pojistná matematika. Teorie a praxe., Ekopress, 1999
• Gerber: Life insurance mathematics, Springer, 1997
• Bowers et al.: Actuarial mathematics, The Society of Actuaries, 1986
• Žežula, Cipra, Klein: Životné poistenie, Equilibria, 2022
Given at the basis of partial examination, written part, and oral part of the exam.
Slovak
• Interest calculus in insurance (compound and continuous interests, annuities and perpetuities)
• Mortality modeling
o Lifetime, force of mortality, distribution of future lifetime
o Curtate and fractional future lifetime
o Multiple decrement model
o Life tables
o Estimation of probabilities of death
• Elementary types of life insurance
o Equivalence principle
o Life insurance with fixed and varying benefits
o Elementary types of life annuities, variable life annuities
• Calculation of premiums
o Net premiums
o Expense-loaded premiums
o Health risks in insurance
o Multiple lifes insurance
• Premium reserves
o Net premium reserves
o Expense-loaded premium reserves
• Reinsurance in life insurance
Mastering basics of insurance mathematics for life insurance.
1. LPIC-1 Exam 101. LPI [online]. Canada: The Linux Professional Institute, 2021 [cit. 2021-9-22]. Dostupné z: https://learning.lpi.org/en/learning-materials/101-500/, 2. LPIC-1 Exam 102. LPI [online]. Canada: The Linux Professional Institute, 2021 [cit. 2021-9-22]. Dostupné z: https://learning.lpi.org/en/learning-materials/102-500/, 3. Linux - Dokumentační projekt [online]. 4. Praha: Computer Press, 2007 [cit. 2021-9-22]. Dostupné z: https://i.iinfo.cz/files/root/k/LDP_4.pdf.
The condition for passing the course is: 1. Homeworks (50% of the total number of points), 2. Written final theoretical exam (25% of the total number of points), 3. Written final practical exam (25% of the total number of points).
Slovak or English
1. Introduction to Unix/Linux systems, 2. Linux ommand line, 3. Text processing tools, 4. Managing files, 5. Managing users, groups and rights, 6. Managing processes, 7. Managing software and packages, 8. Administering the system - system booting, jobs, logging,9. Basic networking, 10. Managing network interfaces, 11. Managing disk partitions, 12. Exam.
https://csl.science.upjs.sk/#/predmety/
The result of the education is an understanding of the theoretical and practical background for studying computer science, by giving the necessary knowledge in the usage of Unix/Linux operating systems.