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.
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.
DIRECTIVE no. 1/2011 on the basic requisites of final theses, rigorous theses and habilitation theses, their publication and making available during the period of their preservation and control of originality valid for UUPJŠ in Košice and its components
The areas of the state final examination are listed in the information sheets of the subjects.
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 training process and in the process of the thesis defense. Failure to do so is grounds for disciplinary action.
Presentation of the results of the bachelor's thesis, answering the opponent's questions and answering the questions of the members of the examination commission.
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 joint 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.
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.
To teach the students to know and to be aware of the importance of the behavioural aspect in biological sciences
1.J.B.Balcome: Second nature. The inner life of animals. Palgrave.McMillan,2010.
2. T.J.Carew: Behavioral Neurobiology. Sinauer Assoc., Sunderland, 2000.
3. Franck, D.: Verhaltensbiologie. Einfuhrung in die Ethologie. Georg Thieme-Verlag, 1993
4. Manning, A., Dawkins, M. S.: An introduction to animal behaviour. Cambridge University Press, 1992
5. DRICKMER, L.C., VESSEY, S.H., MEIKLE, D. Animal Behavior: mechanisms, ecology, evolution. 4th ed. Dubuque : Wm.C. Brown Publishers, 1996. Internet
Fulfilled conditions for the exercises
Successfully completed oral exam
History and development of ethology. Ethological methods. The innate forms of behaviour. The simplest forms of learning – conditioning and instrumental learning. Higher form of learning. Social behaviour. Sexual behaviour. Play behaviour. Biological rhythms. Orientation in space and animal migrations. Communication systems of animals. Emotions. Aggression in animal and human behaviour. Abnormal forms of behaviour
To teach the students to know and to be aware of the importance of the behavioural aspect in biological sciences
Thematical presentations
Oral examination
Anzenbacher, A.: Introduction to philosophy. Transl. K. Sprunk. Prague: SPN 1990. Hadot, P.: What is ancient philosophy. Transl. M. Křížová. Prague: Vyšehrad 2017. Leško, V.: History of Philosophy I. From Thales to Galileo. Prešov 2007. Leško, V.: History of Philosophy II. From Bacon to Nietzsche. Košice 2008. Patočka, J.: Platón. Prague 1991. Patočka, J.: Aristotelés. Prague 1994. Anthology of the works of philosophers. Pre-Socratics and Plato. Compiled by J. Martinek. Bratislava: Epoch 1970. Pre-Socratics and Plato. An anthology of the works of philosophers. Remainder J. Martinka. Bratislava: Iris 1998. Anthology of the works of philosophers. From Aristotle to Plotinus. Remainder J. Martinka. Bratislava: Pravda 1972. From Aristotle to Plotinus. An anthology of the works of philosophers. Remainder J. Martinka. Bratislava: Iris 2006.
Rating
Conditions of continuous control and awarding of assessment:
Active participation in teaching, the student has assignments during the semester - 2 assignments (Electronic subject bulletin board).
During the semester, students take a knowledge test and a final knowledge test.
If the teaching is carried out in a classical way - face-to-face form of teaching. In the case of the distance form of study, emphasis is placed on independent study and written processing of assignments (seminar work as a project for the entire semester, submission of partial outputs by the specified date. Electronic bulletin board). The condition for registering for the exam is to pass the final written test on the basic problems that are connected with the development of philosophical thinking from Thales to Nietzsche.
Conditions for awarding the exam: only after successfully passing the knowledge test - the final test, the student can take the written exam. After its successful implementation, the student will receive credits for the subject.
Ancient philosophy - origin and development of ancient Greek philosophy • Classical Greek philosophy • Hellenistic philosophy • Medieval philosophy – origin and formation • Renaissance philosophy • Modern philosophy – founders and great systems • Modern empirical-sensualist philosophy • French Enlightenment philosophy • German classical philosophy • Philosophy 19th century after Hegel
Students will gain an understanding of the fundamental issues in the history of philosophy from Thales to Nietzsche. The discipline presents an overview of more specialized philosophical topics and works that influenced the development of disciplines such as psychology and social work. Students will acquire basic terminology from philosophy by studying source texts of periods of the history of philosophy in relation to the discipline of their field of study. The student acquires the ability for a deeper understanding of historical events, where the emphasis is placed on critical thinking with an emphasis on self-knowledge.
The information is updated annually in the subject's electronic message board in AIS2 or in the MS Teams environment.
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.
Brdička, B.: Role internetu ve vzdělávaní, 2003, http://it.pedf.cuni.cz/~bobr/role/econt.htm.
Lukáč, S. a kol.: IKT vo vyučovaní matematiky, Asociácia projektu Infovek 2002.
Vaníček, J.: Počítačové kognitivní technologie ve výuce geometrie. Pedagogická fakulta Univerzity Karlovy, 2009.
Šťastný, Z.: Matematické a statistické výpočty v Microsoft Excelu, Computer Press 2001.
To master the use of basic algorithmic structures, to gain the ability to write algorithms for the construction of geometric shapes in the environment of turtle geometry. To be able to assess the possibilities of using interactive applications available on the Internet and to design procedures for the application of selected applications in the teaching of mathematics. To learn to use numerical and graphical means of a spreadsheet in data analysis, creating models to solve various mathematical problems.
Evaluation:
Algorithm creation paper - 6 b
Elaboration of dynamic constructions for solving geometric problems - 3 b
Seminar work on the use of interactive applications - 7 b + 3 b
Poll - 1 b
Tasks for creating numerical and graphical models in a spreadsheet - 4 b
Classification scale:
A: 91 % - 100 %,
B: 81 % - 90 %,
C: 71 % - 80 %,
D: 61 % - 70 %,
E: 51 % - 60 %,
FX: 0 % - 50 %.
Slovak
1-5: Use of basic algorithmic constructions in turtle geometry for the construction of geometric shapes,
6th - 7th: Basics of work in the environment of dynamic geometry, creation of dynamic constructions,
8th - 9th: Interactive teaching applications available on the Internet, selected possibilities of using digital technologies in mathematics education.
10. - 12 .: Use of numerical and graphical representations of data and modeling in a spreadsheet environment in solving mathematical problems.
Knowledge and skills from the basics of working with standard information and communication technologies, which provide a variety of opportunities to support mathematics education. Skills to use basic commands of turtle geometry for generalization and writing algorithms for construction of geometric shapes. To master the basic principles of creating structures in the environment of dynamic geometry. Acquire creative and evaluative skills to plan and prepare a meaningful integration of modern technologies into mathematics education.
Literature:
Plháková, A. (2023). Učebnice obecné psychologie (4th Edition). Academia.
Sternberg, R., Sternberg S. (2016). Cognitive Psychology (7th Edition). Wadsworth Publishing.
Cognitive Psychology (2020). A Student's Handbook (8th Edition). Psychology Press.
Other recommended literature:
Fredrickson, B., Lutz, C., Loftus C., Nolen-Hoeksema, S. (2020). Psychologie Atkinsonovej a Hilgarda. Cengage.
Körtvélyessy, L., Štekauer, P., & Kačmár, P. (2022). Creativity in Word Formation and Word Interpretation: Creative Potential and Creative Performance (1st vyd.). Cambridge University Press. https://doi.org/10.1017/9781009053556
Example of recommended journal articles:
Bago, B., Kovacs, M., Protzko, J., Nagy, T., Kekecs, ... Kačmár, P., … Aczel, B. (2022). Situational factors shape moral judgements in the trolley dilemma in Eastern, Southern and Western countries in a culturally diverse sample. Nature Human Behaviour, 6(6), Article 6. https://doi.org/10.1038/s41562-022-01319-5
History of cognitive psychology. Research of cognition in the period of psychology as a scientific discipline. The emergence of cognitive psychology.
Cognition - general characteristics. Structure of cognitive processes. Paradigms in cognitive psychology: S-R scheme, information processing model, evolutionary approach, connectionist approach. Stimuli and mental representations.
Perception - sensory processes. Perception - organization of the perceptual field, object recognition, specific types of perception.
Attention - selection and division of attention. Theories of attention. Automatic and controlled processes and attention.
Memory - models, types of memory, memory processes.
Learning - classical conditioning, operant conditioning and other types of learning.
Mental representations and ideas. Thinking – concepts and operations. Language and thinking. Thinking and speech.
Judgment, decision making, problem solving, creativity. Current research of cognitive processes.
During the semester, the student is required to complete three tasks:
A) Written examination (max. number of points is 15, the required number of points is 8). The date is by default scheduled after a consultation week.
B) Presentation of a seminar work on a chosen topic (max. number of points is 15, the required number of points is 8).
C) Active participation during the seminar (max. number of points is 10, the required number is 1).
To proceed to the final exam, it is necessary to obtain more than half of the total points that can be gained during the semester (note that a minimum number of points for activities A, B and C should be fulfilled as listed above).
The final exam is in a written form. A student can get a maximum of 60 points. To pass, a student needs to obtain 31 and more points (note that credits will not be awarded to a student who gets less than 31 points from the final exam and whose sum of points obtained during the semester and the final exam is less than 51).
The final mark is created by adding the points that the student gained during the semester and the final exam. At least 90 points must be obtained to obtain an "A" rating, 80-89 points to obtain an "B" rating, 70-79 points to obtain a "C" rating, 60-69 points to obtain a "D" rating and 51 to obtain an "E" rating 51 -59 points.
The information will be yearly specified on the electronic noticeboard of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
Lectures and activities are adapted to both, physically present and distance form of education. For further information and current changes in the form of teaching (distance vs. full-time), please see electronic noticeboard.
History of cognitive psychology. Research of cognition in the period of psychology as a scientific discipline. The emergence of cognitive psychology.
Cognition - general characteristics. Structure of cognitive processes. Paradigms in cognitive psychology: S-R scheme, information processing model, evolutionary approach, connectionist approach. Stimuli and mental representations.
Perception - sensory processes. Perception - organization of the perceptual field, object recognition, specific types of perception.
Attention - selection and division of attention. Theories of attention. Automatic and controlled processes and attention.
Memory - models, types of memory, memory processes.
Learning - classical conditioning, operant conditioning and other types of learning.
Mental representations and ideas. Thinking – concepts and operations. Language and thinking. Thinking and speech.
Judgment, decision making, problem solving, creativity. Current research of cognitive processes.
The information will be yearly specified on the electronic noticeboard of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
The main goal of the course is to acquaint students with cognitive psychology, as a scientific discipline that deals with the study of human cognition, and to provide them with the current knowledge related to human cognition. In addition, the course also emphasizes the ability to properly understand this knowledge and apply it. For this purpose, the course provides not only an overview of the main theories of selected cognitive processes and the broader context of the discipline but also practice: practical illustrations and systematic encouragement of critical thinking. The main goal of seminars is to train the ability to use and adequately present the acquired knowledge, connect this knowledge to other related areas, think about it independently, discuss it critically and, last but not least, to flexiblty and cretively solve various related model activities.
Knowledge: Students will gain an overview of the history and development of cognitive psychology, including major theories and models. They will acquire knowledge about cognitive processes such as perception, attention, memory, learning, thinking, and language. They will be familiar with the main paradigms of thinking about these cognitive processes and the research methods used in cognitive psychology.
Abilities: Students will develop the ability to think about cognitive processes within the framework of selected theoretical models. They will be able to apply cognitive psychology theories to real-life situations and problems. They will gain the skill to design and conduct experiments to investigate cognitive processes. Students can build upon the acquired abilities and further develop them in subsequent courses.
Skills
Students will be able to use the principles of cognitive psychology to solve practical problems. They will understand optimally functioning cognitive processes as well as their natural limits and will be able to effectively communicate concepts and research findings in the field of cognitive psychology. They will be prepared to critically follow current developments and research in cognitive psychology.
The information will be yearly specified on the electronic noticeboard of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
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).
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.
The teaching of the subject is realized with an emphasis on the activity and independence of students.
Science in pedagogy and psychology. Scientific research, scientific thinking. Ethical issues of scientific research. The language of science.
How to write a scientific article, presentation, poster, qualification work. Interpretation of findings, integration of findings into context.
Topic selection, material search, research problem creation. Hypothesis, variable. Types of research plans. Reliability and validity of research
Research sample, methods of sample selection. Preliminary research.
Data collection techniques - questionnaire, experiments, introduction to qualitative methodology, observation, interview.
Viac o tomto zdrojovom texteNa získanie ďalších informácií o preklade sa vyžaduje zdrojový text
Odoslať spätnú väzbu
Bočné panely
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.
1. DITTELOVÁ, E. - ZAVATČANOVÁ, M.: Einführung in das Studium der deutschen Fachsprache. Košice: ES UPJŠ, 2000
2. KNAACK, W. - KUHN, M. - LAUDEL, H. - WALLRABENSTEIN, W.: Reden, Schreiben, Rechnen. Hamburg: Xenos, 1984
3. KOZMOVÁ, R. - BERGLOVÁ, E. - FORMÁNKOVÁ, E. - MAŠEK, M.: Moderná gramatika nemčiny. Bratislava: Fraus, 2003, 312 s.
4. FAST, J.: Körpersprache. Reinberg bei Hamburg: Rowohlt, 1983
5. ILLICHMANN, A.: Arbeitsbuch Psychologie für höhere Lehranstalten. Wien: Verlag Hölder -Pichler - Tempsky, 2006, 259 S.
6. Psychologie heute. Verlagsgruppe Beltz, Julius Beltz GmbH & Co. KG, Werderstr. 10
7. KRENN, W. - PUCHTA, H.: Motive Kompaktkurs D a F, Hueber 2020.
1 written test during the semester (test, min. 60 %), seminar work (verification method presentation of the assigned topic of the seminar min. 60 %)
German, Slovak
1. Introduction to professional language
2. Communication in private and professional life
3. Written communication (CV, job application, complaint)
4. Macrostructure of written documents
5. Our world on the threshold of the third millennium (environment, scientific progress)
6. School system in our country and in Germany
7. Universities in our country and in Germany. Pavol Jozef Šafárik University in Košice
8. Mass media communication and public opinion. Media diversity. Advertising as a means of manipulation
9. Family and personal happiness
10. Multicultural society
11. Prejudices and stereotypes in Slovak and German culture
12. Department of Psychology. My profession
Student develops and consolidates his language competencies, is able to communicate in written and oral form at the level of advanced language knowledge and skills, which it applies in the field of study – psychology. Student presents the results of his seminar work.
1. DITTELOVÁ, E. - ZAVATČANOVÁ, M.: Einführung in das Studium der deutschen Fachsprache. Košice: ES UPJŠ, 2000
2. KNAACK, W. - KUHN, M. - LAUDEL, H. - WALLRABENSTEIN, W.: Reden, Schreiben, Rechnen. Hamburg: Xenos, 1984
3. KOZMOVÁ, R. - BERGLOVÁ, E. - FORMÁNKOVÁ, E. - MAŠEK, M.: Moderná gramatika nemčiny. Bratislava: Fraus, 2003, 312 s.
4. FAST, J.: Körpersprache. Reinberg bei Hamburg: Rowohlt, 1983
5. ILLICHMANN, A.: Arbeitsbuch Psychologie für höhere Lehranstalten. Wien: Verlag Hölder - Pichler - Tempsky, 2006, 259 S.
6. Psychologie heute. Verlagsgruppe Beltz, Julius Beltz GmbH & Co. KG, Werderstr. 10
7. KRENN, W. - PUCHTA, H.: Motive Kompaktkurs D a F, Hueber 2020
1 written test during the semester (test, min. 60 %), seminar work (verification method presentation of the assigned topic of the seminar min. 60 %)
German, Slovak
1. Introduction to professional language
2. Communication in private and professional life
3. Written communication (CV, job application, complaint)
4. Macrostructure of written documents
5. Our world on the threshold of the third millennium (environment, scientific progress)
6. School system in our country and in Germany
7. Universities in our country and in Germany. Pavol Jozef Šafárik University in Košice
8. Mass media communication and public opinion. Media diversity. Advertising as a means of manipulation
9. Family and personal happiness
10. Multicultural society
11. Prejudices and stereotypes in Slovak and German culture
12. Department of Psychology. My profession
Student develops and consolidates his language competencies, is able to communicate in written and oral form at the level of advanced language knowledge and skills, which he applies in the field of study – psychology. He presents the results of his seminar work.
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.
Psychology of cognition, emotions and motivation, personalitiesThemical areas for the state exam in Psychology MOS psychologyPsychological aspects of human cognition. History of cognitive psychology. General characteristics of human cognition, models of cognition. Perception. Sensory and perceptual processes. Basic issues of receiving information, organization of the perceptual field and object recognition. Theories and models of these processes. Attention. Basic functions and properties of attention. Theories of selection and division of attention. Memory and learning. Types of memory. Forgetting. Conditioning and other forms of learning. New memory approaches. Imagination. Basic characteristics of imagination and imagination. Theory of imagination. Types of ideas. Thinking. Basic thought operations. Concepts. Thinking, language and speech. Judgment. Decision making and problem solving. Theories and models of decision making. Creativity Intelligence. Definitions. History of IQ detection. Approaches and theories. Psychology of emotions. Definition of basic terms: emotion, emotion, emotional behavior, emotional states, emotional episodes, moods. Emotional situations. Functions of emotions. Emotion regulation and emotional intelligence. Coping and emotions. Traditional and contemporary approaches to the study of emotions: Philosophical, historical, biological, neurophysiological and psychological approach to the study of emotions. Evolutionary psychological and psychophysiological theory of emotions. Cognitive approaches to explaining emotions. Voice communication of emotions and facial expressions. Functional approach to emotions. Intrapersonal, social and developmental function of emotions. Classification of emotions. Characteristics and research findings related to basic emotions: Joy and happiness. Love and affection. Hate and anger. Fear and sadness. Resistance, disgust and anger. Emotions associated with JA. The concept of motivation, motive. Categorization of motifs. Primary and secondary motives. Performance motives. Social motives. Approaches to the study of motivation. Classical approaches and theories: Theory of instincts and instincts. Basic homeostatic models. Humanistic theories of motivation. Performance motivation theory, attribution motivation theory and cognitive approaches to motivation. Selected current approaches to the study of motivation. Theories based on expectations, current interests, reasons for involvement. Theories integrating expectation and value. Theories of motivation and choice. Focus on psychodynamic forces, general tendencies of the representatives of this group of Personality Psychology. Evaluation of the Classical Psychoanalysis by Sigmund Freud. Psychoanalytic Tradition and Ego-Psychology. Evaluation of current Psychoanalytic Theory. Permanent personality traits according to the Analytical Psychology of C. G. Jung. Evaluation of Jungian Theory in Personality Psychology. Main characteristics of A. Adler's Individual Psychology. The focus of research and evaluation of Individual Psychology by A. Adler. Interpersonal dynamics and its evaluation in Personality Psychology. Focus on the surviving person and evaluation of the personality theory of the representatives of the Humanistic and Holistic approach. Existential psychology of personality and Phenomenological approach to personality. Personality structure according to K. Lewin and a critique of Lewin's theory.G. Kelly's theory of personal constructs and critique of Kelly's theory. Emphasis on lasting characteristics; evaluation of the contribution of theorists of Personality Psychology: H. Murray and G. Allport. Evaluation of W. H. Sheldon's contribution in Personality Psychology. Evaluation of the theory of R. Cattell and H. J. Eysenck in Personality Psychology. Structural models of personality traits. Three-factor personality models and Big five. Evaluation of the Theory of Social Learning in the Context of Contemporary Personality Psychology.
Obtaining the required number of credits in the prescribed composition by the study plan.
Psychology of cognition, emotions and motivation, personalitiesThemical areas for the state exam in Psychology MOS psychologyPsychological aspects of human cognition. History of cognitive psychology. General characteristics of human cognition, models of cognition. Perception. Sensory and perceptual processes. Basic issues of receiving information, organization of the perceptual field and object recognition. Theories and models of these processes. Attention. Basic functions and properties of attention. Theories of selection and division of attention. Memory and learning. Types of memory. Forgetting. Conditioning and other forms of learning. New memory approaches. Imagination. Basic characteristics of imagination and imagination. Theory of imagination. Types of ideas. Thinking. Basic thought operations. Concepts. Thinking, language and speech. Judgment. Decision making and problem solving. Theories and models of decision making. Creativity Intelligence. Definitions. History of IQ detection. Approaches and theories. Psychology of emotions. Definition of basic terms: emotion, emotion, emotional behavior, emotional states, emotional episodes, moods. Emotional situations. Functions of emotions. Emotion regulation and emotional intelligence. Coping and emotions. Traditional and contemporary approaches to the study of emotions: Philosophical, historical, biological, neurophysiological and psychological approach to the study of emotions. Evolutionary psychological and psychophysiological theory of emotions. Cognitive approaches to explaining emotions. Voice communication of emotions and facial expressions. Functional approach to emotions. Intrapersonal, social and developmental function of emotions. Classification of emotions. Characteristics and research findings related to basic emotions: Joy and happiness. Love and affection. Hate and anger. Fear and sadness. Resistance, disgust and anger. Emotions associated with JA. The concept of motivation, motive. Categorization of motifs. Primary and secondary motives. Performance motives. Social motives. Approaches to the study of motivation. Classical approaches and theories: Theory of instincts and instincts. Basic homeostatic models. Humanistic theories of motivation. Performance motivation theory, attribution motivation theory and cognitive approaches to motivation. Selected current approaches to the study of motivation. Theories based on expectations, current interests, reasons for involvement. Theories integrating expectation and value. Theories of motivation and choice. Focus on psychodynamic forces, general tendencies of the representatives of this group of Personality Psychology. Evaluation of the Classical Psychoanalysis by Sigmund Freud. Psychoanalytic Tradition and Ego-Psychology. Evaluation of current Psychoanalytic Theory. Permanent personality traits according to the Analytical Psychology of C. G. Jung. Evaluation of Jungian Theory in Personality Psychology. Main characteristics of A. Adler's Individual Psychology. The focus of research and evaluation of Individual Psychology by A. Adler. Interpersonal dynamics and its evaluation in Personality Psychology. Focus on the surviving person and evaluation of the personality theory of the representatives of the Humanistic and Holistic approach. Existential psychology of personality and Phenomenological approach to personality. Personality structure according to K. Lewin and a critique of Lewin's theory.G. Kelly's theory of personal constructs and critique of Kelly's theory. Emphasis on lasting characteristics; evaluation of the contribution of theorists of Personality Psychology: H. Murray and G. Allport. Evaluation of W. H. Sheldon's contribution in Personality Psychology. Evaluation of the theory of R. Cattell and H. J. Eysenck in Personality Psychology. Structural models of personality traits. Three-factor personality models and Big five. Evaluation of the Theory of Social Learning in the Context of Contemporary Personality Psychology.
Verification of acquired competencies of the student in accordance with the profile of the graduate.
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.
Carr, A. (2016): The Handbook of Child and Adolescent Clinical Psychology. A contextual approach. Routledge. ISBN 978-I-138-80600-9.
Venta, A., Sharp, C., Fletcher, J.M., Fonagy, P. (2021): Developmental Psychopathology. Hoboken: Wiley, ISBN 9781118686485.
Pugnerová, M., Kvitová, J. (2016): Přehled poruch psychického vývoje. Grada, ISBN
9788024754529.
ŘÍČAN, Pavel a KREJČÍŘOVÁ, Dana. Dětská klinická psychologie. 4., přeprac. a dopl. vyd. Psyché. Praha: Grada Publishing, 2006. ISBN 80-247-1049-8.
Course completion requirement
1.Written credit test– 20 points
2.Seminar paper – 20 points
(analysis of a film or literary character from the perspective of a developmental disorder):
-written assignment – 10 points
-presentation of the assignment – 10 points
3.Seminar assessment (oral responses to specific questions during seminars) – 10 points
4.Presentation of the results of a current research article on a developmental disorder related to the topic covered in the given week – 10 points
Introduction to developmental disorders in childhood
Classification systems
Etiology of developmental disorders
Intellectual developmental disorders
Autism spectrum disorders (ASD)
Communication and speech disorders
Specific learning disorders
Attention-deficit/hyperactivity disorder (ADHD)
Motor development disorders
Emotional and behavioral disorders in childhood
Disorders of behavior and emotional regulation in early childhood
Elimination disorders and somatic symptoms
Comorbidities and differential diagnosis
The information will be yearly specified on the electronic noticeboard of the course in AiS2, aleternatively in LMS UPJŠ.
Upon successful completion of the course, the student acquires fundamental theoretical knowledge in the field of developmental disorders in childhood and adolescence. The student understands the differences between typical and atypical development, recognizes the significance of developmental trajectories, risk and protective factors, and comprehends the principle of neuroplasticity. The student is familiar with the main classification systems of developmental disorders, understands their strengths and limitations, and is able to take into account developmental specificities of diagnostic processes in childhood.
The student understands the multifactorial etiology of developmental disorders and is able to identify the core characteristics of the main groups of developmental disorders. Furthermore, the student is capable of applying theoretical knowledge to the analysis of developmental manifestations in children, is oriented in issues of comorbidity and basic principles of differential diagnosis, and understands the importance of interdisciplinary collaboration. The graduate adopts a developmentally sensitive, non-pathologizing, and contextual approach when considering the child and their family.
The information will be yearly specified on the electronic noticeboard of the course in AiS2, aleternatively in LMS UPJŠ or MS Teams environment.
Orosová, O. a kol. (2012). Základy prevencie užívania drog a problematického používania internetu v školskej praxi. Košice: UPJŠ.
Sloboda, Z., & Bukoski, J. (Eds.). (2006). Handbook of Drug Abuse Prevention: Theory, Science, and Practice. New York: Springer.
National and international scientific journals.
1st part of the semester evaluation: active participation in the training part (30p). 2nd part of the semester evaluation: active participation in workshops (20p). 3rd part of the semester evaluation - preparation (10p) and implementation (10p) of block activities (20b, minimum 11 points). 4th part of the evaluation - written knowledge exam (20p, minimum 11 points). In total, students can get 90p and the final grade is as follows: 90 - 82: A 81 - 73: B 72 - 66: C 65 - 59: D 58 - 54: E 53 and less: FX. Detailed information in the electronic board of the course in AIS2. The teaching of the subject will be realized by a combined method.
slovak (SS), english (WS)
The course is also offered in English (in the summer semester) within the Virtual Academic Mobility Program (VMP) and listed in the databank of the International Consortium of Universities for Drug Demand Reduction (ICUDDR). The course is primarily intended for students of psychology, education and social work.
Psychological, pedagogical-psychological, medical and legal-forensic aspects of substance abuse prevention
Prevention of substance use based on risk and resilience
Primary, secondary and tertiary prevention of substance use
Universal, selective and indicated prevention of substance abuse
Effective substance prevention strategies based on research data
School substance abuse prevention programs
Preparation and implementation of components of effective programs for the prevention of substance abuse in school practice.
The student understands the laws of the 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. 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 apply the learned rules, procedures and competencies of the lecturer in the prevention of drug addiction in terms of working with a group of students.
Required:
1. Prednášky Psychológia motivácie a emócií.
2. PLHÁKOVÁ, A.: Učebnice obecné psychologie. Praha, Academia, 2023.
3. STUCHLÍKOVÁ, I.: Základy psychologie emocí. Praha : Portál, 2007.
4. Džuka, J.: Motivácie a emócie človeka. PU, 2003.
Recommended:
1. BARRETT, L., F., LEWIS, M., HAVILAND-JONES, J., M.: Handbook of emotions. 4th. ed., The Guilford Press, 2018.
2. GORMAN, P.: Motivation and Emotion: Textbook. London: Routledge. 2004.
3. MADSEN, K.B.. Moderní teorie motivace. Praha: Academia, 1979.
4. IZARD, C. et al.:Temperament, cognitive ability, emotion knowledge, and adaptive social behavior. Imagination, cognition and personality, roč, 19, 1999-2000, č.4, s.305-309 vrátane
5. JAMES, W. Principles of Psychology. The emotion.1890 (od genézy emócií) Prístupné:http://www.des.emory.edu/mfp/james.html
6. ATKINSON, J. W.: Personality Dynamics, s. 263-267 (ffweb)
7. GREWAL, D. - SALOVEY, P: Feeling Smart: A Science of Emotional Intelligence: American Scientist, roč. 93, 2005, č. 4, s. 330-339
8. GASPER, K.- BRAMESFELD, K.: Imparting wisdom: Magda Arnold´s contribution to research on emotion and motivation. Preview. In Cognition and Emotion. vol 20, 2006, c. 7, s. 1001-1013 - prístup k článku cez databázu EBSCO, vyhľadať časopis Cognition and Emotion, rok. 2006, č. 6
9. DECI, E. L., & RYAN, R. M. (2008). Self-Determination Theory: A Macrotheory of Human Motivation, Development, and Health. Canadian Psychology, 49(3), 182-185.
10. McCLELLAND, D. C. (1967). Money as a Motivator: Some Research Insights. Mckinsey Quarterly, 4(2), 10-21.
11. WEINER, B. (2010). The Development of an Attribution-Based Theory of Motivation: A History of Ideas. Educational Psychologist, 45(1), 28-36.
12. MASLOW, A.: Theory of Human Motivation. Psychological Review 1943 50, 370-396.
13. EDWARD L. DECI: On The Nature And Eunctions of Motivation Theories. Psychological Science, Vol. 3, No. 3, May 1992, S. 167-171
14. LEWIS, M., HAVILAND-JONES, J.M., FELDMAN BARRETT, L.: Handbook of Emotions. Third ed. New York, Guilford Press, 2010. ISBN 978-1-60918-044-7
1 Psychology of emotion and motivation - definition of basic concepts. The relationship of emotion and motivation. 2 Traditional approaches to the study of emotions - historical, philosophical, biological, social and psychological approaches. 3 Evolutionary psychological and psycho-physiological theory of emotions. 4 Vocal communication of emotions and facial expressions. 5 Regulation of emotions. 6 Function, development and education of emotions. 7 Basic concepts of psychology of motivation. 8 Classical approaches to the study of motivation. Homeostatic theories of motivation. 9 Humanistic theory of motivation. 10 Achievement motivation. 11 Attribution theory and cognitive approaches. 12 Current theories of motivation.
Interim evaluation of 40%
1. 2x credit tests (after part about emotions and after part about motivations, 2 x 15b, max 30b, min 15b).
2. activity in seminars (max 10b, min 5b).
Min. the number of points obtained per semester required for admission to the examination is 21p.
60% final evaluation - written exam (in the exam period), max. 60b, min. 31b.
A final evaluation is a sum of assessment during semester and exam. The information will be yearly specified on the electronic noticeboard (aj black board môže byť) of the course in AiS2, aleternatively in LMS UPJŠ or MS Teams environment.
Slovak language
Lectures and seminars will take place in person or online (depending on the current situation). Study materials will be accessible to students through OneDrive.
Psychology of emotion and motivation
Definition of the object of study of psychology of emotion and motivation, definition of basic concepts - the emotions, motives, the relationship between motivation and emotion.
Psychology of emotions. Definition of terms : emotion, feeling, emotional behavior, emotional states, emotional episodes emotional transaction emotionality. Situations of emotions. Functions of emotions. Models explaining emotions. Classification of emotions.
Traditional approaches. Historical, philosophical, biological, neurophysiological, social and psychological approach to the study of emotions. Philosophical and historical approaches to the emotions. Traditional approaches - Freud and dynamic tradition. Approaches to physiological, neurological aspect, neuropsychological aspect. Traditional approaches to expression and behaviors. Traditional biological approaches.
Evolutionary psychological and psycho-physiological theory of emotions. Cognitive approaches. Psychoevolutionary theory of emotions : Plutchik´s psychoevolutionary theory of emotions. Schachter´s cognitive- physiological theory. Lazarus cognitive- phenomenological theory, Izard´s theory of discrete emotions. Neuropsychological approaches to the emotions. Psychophysiological theory of emotions. Cognitive approaches to explaining emotions.
Vocal communication of emotions and facial expressions of emotions
Affective vocalization. Facial expressions of emotions as accurate indicators of emotion. Ekman´s neuro - cultural theory of emotions.
Regulation of emotions. Motivational, organizational, and regulatory functions of emotions. Cognitive factors and emotions (emotions and decision making, emotion and memory, emotional terms ). Regulation of emotions - emotional regulation strategies. Methods and effects of emotional regulation. Coping and emotion.
Functions of emotions. Development of emotions and emotion education.
Functions of emotions - Intrapersonal, social and developmental. Emotional experiences, conditions, symptoms and their development. Social context of emotional development.
Classical approaches to the study of motivation. Concept of motivation. Basic concepts. Approaches and models to study motivation. Theory of impulses and instincts -Hull, psychoanalysts, McDougall, ethological approach.
Homeostatic models of motivation. Homeostatic models. Psychological homeostatic models and their contribution to the explanation of motivation. Lewin's field theory of motivation as a homeostatic model.
Achievement motivation - approaches of Atkinson and McClelland. Approaches of Murray, McClelland. TAT. Atkinson´s theory of achievement motivation. Intelligence and achievement motivation. Application of achievement motivation in school and work.
Attribution theory and cognitive approaches. Approach of Heider. Kelley's attribution theory. Weiner´s model of achievement motivation. Rotter´s approach - individual differences in causal attribution.
Humanistic theories of motivation. Self-actualization. Apporach of Gordon Allport. Maslow's theory. Herzberg's theory and Alderfer's approach.
Selected current approaches to the study of motivation. Theory -based expectations. Theories based on current interests. Theories based on the reasons for engaging in the activity. Integrative theory and expectation value. Theories of motivation and will.
1 Psychology of emotion and motivation - definition of basic concepts. The relationship of emotion and motivation. 2 Traditional approaches to the study of emotions - historical, philosophical, biological, social and psychological approaches. 3 Evolutionary psychological and psycho-physiological theory of emotions. 4 Vocal communication of emotions and facial expressions. 5 Regulation of emotions. 6 Function, development and education of emotions. 7 Basic concepts of psychology of motivation. 8 Classical approaches to the study of motivation. Homeostatic theories of motivation. 9 Humanistic theory of motivation. 10 Achievement motivation. 11 Attribution theory and cognitive approaches. 12 Current theories of motivation.
es.
The information will be yearly specified on the electronic noticeboard (even a black board can be) of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
interim evaluation of 40%, final evaluation 60%
The aim of the subject is to give students a systematic explanation of the basics of psychological knowledge about emotions and motivation with an emphasis on the interpretation of the latest research findings.
Knowledges: Upon successful completion of the course, students are well versed in the basic concepts / terminology of the course.
Skills: Students can identify the basic characteristics of different approaches to emotions and motivation and are able to distinguish between them. Based on the acquired knowledge, they are able to understand them and perceive individual approaches in the context of the genesis of their empirical research.
Competences: Through exercises, students deepen their knowledge in the subject matter and train their skills to use the acquired knowledge in a relevant way, to think about it independently and critically, and to apply it adequately to practical / model cases.
The information will be yearly specified on the electronic noticeboard (even a black board can be) of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
Short, J.: English for Psychology in Higher Education Studies. Garnet Publishing Ltd., 2010.
Treger, A., Treger B.: Psychology Vocabulary in Use. Slowko, 2022.
Seal, B.: Academic Encounters. Reading, Study Skills and Writing. Content Focus – Human Behavior. CUP, 1997
http://www.bbc.co.uk/worldservice/learningenglish
www.youtube.com
Active classroom participation (2 absences tolerated).
2 tests (7th week, 13th week), 1 retake - 14th week, presentation.
Final assessment = the average obtained in tests (50%) and presentation (50%).
Grading scale: A 93-100%, B 86-92%, C 79-85%, D 72-78%, E 65-71%, FX 64% and less.
English, level B2 according to CEFR.
The development of students´ language skills - reading, writing, listening, speaking, improvement
of their linguistic competence - students acquire knowledge of selected phonological, lexical and
syntactic aspects, development of pragmatic competence - students can efectively use the language
for a given purpose, with focus on Academic English and English for specific/professional purposes
- Psychology, level B2.
Short, J.: English for Psychology in Higher Education Studies. Garnet Publishing Ltd., 2010.
Treger, A., Treger B.: Psychology Vocabulary in Use. Slowko, 2022.
Murphy, R.: English Grammar in Use. A self-study reference and practice book for intermediate students. CUP, 1994.
Seal, B.: Academic Encounters. Reading, Study Skills and Writing. Content Focus – Human Behavior. CUP, 1997
http://www.bbc.co.uk/worldservice/learningenglish
Class attendance and participation, max. 2 absences. 2 tests (6th/7th week, 12th/13th week), no retake. Oral presentation.
Final assessment = the average obtained in tests and presentation.
Grading scale: A 93-100%, B 86-92%, C 79-85%, D 72-78%, E 65-71%, FX 64% and less.
English, level B2 according to CEFR
Memory. Short-term, long-term memory. Theories of forgetting. Memory and hypnosis. Mental illnesses. Common myths about mental illnesses. Personality theories. Measuring personality. Modern addictions. Selected aspects of academic communication in English. Presentation skills - sign-posting language, presentation structure, etc.
The development of students´ language skills - reading, writing, listening, speaking, improvement
of their linguistic competence - students acquire knowledge of selected phonological, lexical and
syntactic aspects, development of pragmatic competence - students can efectively use the language
for a given purpose, with focus on Academic English and English for specific/professional purposes
- Psychology, level B2.
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.
Katuščák, D. Ako písať záverečné a kvalifikačné práce.Enigma, Nitra, 2004.
Meško, D., Katuščák, D. a kol.: Akademická príručka. Martin: Osveta 2005.
relevant research studies
Course requirements:
1. Participation in the seminar
2. 10 pages of the theoretical part of the thesis, from which the research questions will be derived
3. Preparation and presentation of the research project
4. Preparation of the research at least to the stage of developing specific research methodologies (approved by the thesis supervisor)
Up-to-date information concerning the subject for the given academic year can be found on the electronic board of the subject in the Academic information system of the UPJŠ.
Combined method.
Changes and current information specifying the content and form of teaching are published on the electronic bulletin board of the subject in the AIS system.
1. Work procedure in creating a research project2. Compilation of an individual research schedule (research planning) 3. Writing a bachelor's thesis (formal and content page) 4. Presentation of research results (final thesis)
The aim of the course is to provide students with information about the implementation of a research project and the rules of writing the final thesis.
Compulsory:
Lectures (Literary sources in published lectures)
HALL, C.S., LINDZEY, G. (1997). Psychológia osobnosti. Bratislava: SPN.
Recommended:
HŘEBÍČKOVÁ, M. (2011). Pětifaktorový model v psychologii osobnosti. Grada Publishing as.
JOHN, O. P., ROBINS, R. W., & PERVIN, L. A. (Eds.). (2008). Handbook of personality: Theory and research (3rd edition). New York: Guilford.
BLATNÝ, M. a kol. (2010). Psychologie osobnosti. Hlasní témata, současné prřístupy. Praha: Grada.
VAGNEROVÁ, M. (2010). Psychologie osobnosti. Praha: Karolinum.
NAKONEČNÝ, M. (2009). Psychologie osobnosti. Praha: Academia.
DRAPELA, K. (1997). Přehled teórii osobnosti. Praha: Portal.
VÝROST, J., RUISEL, I. (Eds.) (2000). Kapitoly z psychológie osobnosti. Bratislava: Veda. ŘÍČAN, P. (2007). Psychologie osobnosti. Praha: Grada 2007.
SMÉKAL, V. (2002). Psychologie osobnosti. Člověk v zrcadle vědomí a jednání. Praha: Barrister&Principal.
ELECTRONIC INFORMATION RESOURCES (UL UPJŠ)
Assessment: A maximum of 40 points can be earned during the semester (through two assignments and a written verification).
Exam entry criteria: Active participation in exercises and a minimum of 30 points earned during the semester.
Continuous assessment (40%) and written examination (60%).
For more information and updates, refer to the electronic board of the course AIS2.
Final evaluation: A 87 – 100 B 77 – 86 C 69 – 76 D 61 – 68 E 56 – 60 FX 55 and less
Combined method.
The information will be yearly specified on the electronic noticeboard of the course in AIS2, aleternatively in LMS UPJŠ or MS Teams environment.
slovak
1. History of Personality Psychology. Personality as a topic of psychology.
2. Focus on psychodynamic strengths: Classical psychoanalysis, personality as hierarchic
arrangement of functionally differentiated layers in Sigmund Freud’s theory. Current
psychoanalytical theory (ego as an equal partner/A. Freud, autonomous ego/H. Hartmann.
3. Focus on psychodynamic strengths: Analytical psychology (C. G. Jung/ features of personality,
dynamics, and development of personality).
4. Interpersonal dynamics (A. Adler, K. Horney, E. Fromm, H. S. Sullivan)
5. Focus on human experience: Holism and humanism (Kurt Goldstein, A. Maslow, C. Rogers
theory of Self, dynamics, development of personality. Critics of humanistic approach.
6. Focus on human experience: Phenomenology and existential psychology (the main points of
existentialism, shaping psychology, phenomenological approach to personality, phenomenal self).
Logotherapy (Freedom of will, will to meaning, meaning of life, existential vacuum).
7. Cognitive theory of personality of G. A. Kelly. Emphasis on permanent characteristics:
Personology. Structure and dynamics of personality by G. Allport. Emphasis on permanent
characteristics: Constitutional psychology.
8. Structural analysis of personality, concept of personal features.
9. Emphasis on Learning.
The information will be yearly specified on the electronic noticeboard of the course in AIS2, aleternatively in LMS UPJŠ or MS Teams environment.
Students will gain an understanding of the role of personality theory in psychology and ways in which personality is assessed and explored, critically evaluate and compare different teories of personality.
The information will be yearly specified on the electronic noticeboard of the course in AIS2, aleternatively in LMS UPJŠ or MS Teams environment.
Orosová, O. a kol. (2012). Základy prevencie užívania drog a problematického používania internetu v školskej praxi. Košice: UPJŠ.
Sloboda, Z., & Bukoski, J. (Eds.). (2006). Handbook of Drug Abuse Prevention: Theory, Science, and Practice. New York: Springer.
National and international scientific journals.
1st of the evaluation: active participation in the training part (30p). 2nd part of the evaluation: active participation in workshops (20p). In total, students can get 50p and the final evaluation is as follows: 50 - 45: A; 44 - 40: B; 39-35: C; 34-30: D; 29 - 25: E 24 and less: FX. Detailed information in the electronic bulletin board of the course in AIS2. The teaching of the subject will be realized by a combined method.
slovak
The student understands the principals of research data based prevention of risk behavior, can describe and explain the determinants of risk behavior as well as protective and risk factors for substance use. Student understands and adequately interprets the theory explaining the background of substance and non-substance addictions.
The student is also able to state and classify the types and forms of prevention, strategies and approaches in prevention, can distinguish effective strategies from ineffective ones.
The student is able to adequately interpret their experience with preventive activities in the group and assume their positive effect as well as limitations and threats.
Katuščák, D. (2004). Ako písať záverečné a kvalifikačné práce. Enigma, Bratislava.
Kimlička, Š. (2006). Metodika písania vysokoškolských a kvalifikačných prác. UK v Bratislave.
Bačíková, M., Janovská, A., Orosová, O. (2019) Základy metodológie pedagogicko-psychologického výskumu. Šafárik Press, Košice.
Žiaková, E., Lisnik, A., Greňová, K. (2014). Návod na písanie záverečných prác. UPJŠ, Košice.
domáce a zahraničné publikácie súvisiace s témou projektu
The student will independently conduct a scientific research study and process it into a scientific text of approximately 10 standard pages. The study will then be presented and defended at the Student Scientific Conference (ŠVOČ).
Further details will be published on the course's electronic bulletin board.
1. Preparation of a research project.
2. Searching for theoretical sources.
3. Work with literature, citation.
4. Structure of a scientific article.
5. Implementation of research - practical advice and procedures.
6. Processing of research results - work with SPSS.
7. Processing of research results - tables and graphs.
8. Processing research results - writing a scientific article.
9. Presentation of research results.
The graduate of the course will understand and apply in practice the knowledge of completed theoretical subjects - Methodology for interdisciplinary study and Introduction to statistical methods for interdisciplinary study. With its practical focus, the subject contributes to the development of students' professional skills. The result of the completed course will be a short research study focused on some of the current topics of psychology.
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.
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 40% of the student's workload;
- Group work (presentations or other activities), which accounts for 10% of the student's workload;
- Self-study, which accounts for 30% of the student's workload;
- Assessment, which accounts for 20% of the student's workload.
BAUMAN, Z.: Myslet sociologicky Praha: Slon, 1996.
BERGER, P. L.: Pozvání do sociologie. Praha: FMO, 1991.
BUOCOVÁ, Z.: Úvod do sociológie. Prešov: FF PU, 2006.
GIDDENS, A.: Sociologie. Praha: Argo, 1999.
HAVLÍK, R.: Úvod do sociologie. Praha: Karolinum, 2005.
JANDOUREK, J.: Úvod do sociologie. Praha: Portál, 2003.
KELLER, J.: Úvod do sociologie. Praha: Slon, 1991.
MONTONSSÉ, M.; RENNOARD, G.: Přehled sociologie. Praha: Portál, 2005.
NOVOTNÁ, E.: Základy sociologie. Praha: Grada, 2008.
PETRUSEK, M.; ALAN, J.; DUFFKOVA, J.; HAVLÍK, R.; KABELE, J.: Sociologie. Praha: SPN, 1997.
SOPÓCI, J.; BÚZIK, B.: Základy sociológie. Bratislava: SPN, 1995.
URBAN, L.: Sociologie trochu jinak. Praha: Grada, 2011.
Continuous evaluation: active participation in seminars, test
Final evaluation: Exam (In case of an unfavorable epidemiological situation, teaching will take place in an online environment). Summary of assessment: A: 100-92; B: 91,5-84; C: 83,5-76; D: 75,5-68; E: 67,5-60; FX: less than 60
Slovak, Czech
Origin, development, essence and subject of Sociology;
Relation of Sociology to other scientific disciplines;
Paradigms, Directions and Theories of Sociology;
Culture;
Socialization, Social status, Social role;
Deviation and Social control;
Society, Social structure, Social groups;
Social stratification, Social mobility, Social (in)equalities;
Organizations and Bureaucracy;
Social Change;
Social Institutions: Economics and Politics;
Social Institutions: Family and Religion;
Research in Sociology;
Getting acquainted with the basics of sociology as a theoretical-empirical science in an effort to create a basis for the study of other sociological and political science disciplines.
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.
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, either in the teaching process or in the assessment process.
Continuous assessment: credit test (min. Number of 11 points) + individual work - power point presentation (min. Number of points 11). Total max. 40 b. - min. 22 b.
Final evaluation (exam, final thesis ...): exam max. 60 points, min. 30 points.
At least 90 points are required to obtain an "A" rating, 80-89 points to obtain an "B" rating, 70-79 points to obtain an "C" rating, 60-69 points to obtain an "D" rating and 51 to obtain an "E" rating 51 -59 points. The final evaluation is calculated as the sum of the points obtained
Background, subject and history of social psychology. Social cognition. Social communication. Social psychology of personality. Self-image and identity. Coping. Social impact, conformity. Aggression and aggression.
Analysis of the social and socio-psychological context of human existence, with emphasis on the relationship to oneself, the relationship to others and the relationship to the social environment. The objectives of the study of the subject social psychology can be divided into three basic areas: a / to approach the subject, key areas of building the knowledge system and methods of this psychological discipline; b / specify the place of social psychology in the structure of psychological sciences and its relations to social and behavioral sciences; c / to provide information on the main directions of application of socio-psychological knowledge in research, expertise and routine work.
The basic thematic areas of the course will be the content of lectures. The purpose of the seminars will be to expand the subject matter in the form of presentations by students on the topic (papers) and to illustrate approaches to knowledge of the field (methodologies, research, model situations, socio-psychological influenza procedures).
The student is able to demonstrate an understanding of an individual's behavior in socio-psychological contexts (eg social cognition, social communication, affiliation, aggression, social conflicts, etc.).
The student is able to describe, explain and evaluate basic socio-psychological theoretical concepts and be able to illustrate them with examples.
The student is able to apply the learned knowledge - will be able to predict some forms of human behavior in socio-psychological contexts.
The method of teaching the subject will be oriented to the student. Lecturers 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.
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.
Hunt, M.: Dejiny psychológie, Portál, Praha, 2000;
Plháková, A.: Dejiny psycholoie, Grada, 2006;
Hoskovec, J., Hoskovcová, S.: Stručné dejiny stredoeurópskej psychológie. Portál, Praha, 2000
Hergenhahn, B. R. (2001). An introduction to the history of psychology (4th ed.). Wadsworth/Thomson Learning.
Written exam (max 100 points). It is necessary to obtain at least 90 points to obtain the A rating, 80-89 points to obtain the B rating, 70 to 79 points to obtain the C rating, 60 to 69 points to obtain the D rating and 51 to 59 points to obtain the E rating. Credits will not be awarded to a student who obtains less than 51 points from the written exam.
The information will be yearly specified on the electronic noticeboard of the course in AiS2, aleternatively in LMS UPJŠ or MS Teams environment.
Brief syllabus:
1 Introduction to the study of history and systems of psychology,
2 The influence of philosophy and physiology on modern psychology.
3 The beginnings of modern psychology as a separate scientific discipline.
4 Structuralism in psychology.
5 Functionalism in psychology - CH. Darwin, W. James and his system of psychology, Chicago School J. Dewey. R. S. Woodworth.
6 Russian reflexology and associationism - predecessors of behaviorism.
7 Behaviourism, J.B Watson
8 Skinner's behaviorism and neo-neobehaviorizmus.
9 Gestalt psychology.
10 Psychoanalysis: Freud S. Predecessors of psychoanalysis.
11 Neofreudism: ego psychology A. Freud, analytical psychology of C.G. Jung.
12 Individual psychology - A. Adler, K. Horney, Fromm E, H. Sullivan.
12, Humanistic psychology.
13 Cognitive psychology.
14 Effects of postmodern thinking in psychology. Critical psychology, its main ideas and leaders.
15 Social constructivism J. Shotter and K. J. Gergen. Psychology of discourse and narrative psychology
The information will be yearly specified on the electronic noticeboard of the course in AiS2, aleternatively in LMS UPJŠ or MS Teams environment.
Brief syllabus:
1 Introduction to the study of history and systems of psychology,
2 The influence of philosophy and physiology on modern psychology.
3 The beginnings of modern psychology as a separate scientific discipline.
4 Structuralism in psychology.
5 Functionalism in psychology - CH. Darwin, W. James and his system of psychology, Chicago School J. Dewey. R. S. Woodworth.
6 Russian reflexology and associationism - predecessors of behaviorism.
7 Behaviourism, J.B Watson
8 Skinner's behaviorism and neo-neobehaviorizmus.
9 Gestalt psychology.
10 Psychoanalysis: Freud S. Predecessors of psychoanalysis.
11 Neofreudism: ego psychology A. Freud, analytical psychology of C.G. Jung.
12 Individual psychology - A. Adler, K. Horney, Fromm E, H. Sullivan.
12, Humanistic psychology.
13 Cognitive psychology.
14 Effects of postmodern thinking in psychology. Critical psychology, its main ideas and leaders.
15 Social constructivism J. Shotter and K. J. Gergen. Psychology of discourse and narrative psychology
The information will be yearly specified on the electronic noticeboard of the course in AiS2, aleternatively in LMS UPJŠ or MS Teams environment.
The aim is to acquaint students with the development of psychological thinking with emphasis on the main psychological directions and their representatives. The student will acquire a basic orientation in the main psychological directions of the 20th century and current directions of psychology, through their basic theories, research as well as connection to a broader context.
The information will be yearly specified on the electronic noticeboard of the course in AiS2, aleternatively in LMS UPJŠ or MS Teams environment.
Džuka, J. (2006). Základy psychometrie a teórie testov. Prešov.
Urbánek, T., Denglerová, D., & Širuček, J. (2011). Psychometrika. Praha: Portál.
Říčan, P. (1977). Základy psychometrie. Bratislava: Psychodiagnostika.
Ferjenčík, J. (2006). Základy štatistických metód v sociálnych vedách. Košice: UPJŠ.
Martončik, M. (2019). Validita merania v sociálnych vedách. Prešovská univerzita v Prešove.
Cohen, R. J., Schneider, W. J., & Tobin, R. (2021). Psychological testing and assessment: An introduction to tests and measurements (10th ed.). McGraw Hill.
Furr, R. M. (2021). Psychometrics: An introduction (4th ed.). SAGE Publications, Inc.
Assessment of Study Results:
The evaluation of study results for the course is based on a combination of continuous assessment from two semester assignments and a third assignment, which constitutes the final exam. The final grade is determined by the following components: active participation in seminars (a maximum of 2 absences is allowed) – 20%, first assignment – 20%, second assignment – 40%, and third assignment – 30%. Submission of all three assignments and obtaining at least half of the points for each assignment is required.
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 with a low score.
Psychometrics and Definition of Basic Terms:
Introduction to measurement and scaling in psychology.
Topics Covered:
Types of tests and their characteristics.
Types of variables in psychometrics.
Characteristics of psychodiagnostic methods.
Psychological test theories: classical test theory and contemporary models.
Introduction to test construction and item analysis.
Reliability and methods of its assessment.
Validity and sources of evidence for validity.
Normalization and norms.
Responsible research practices and issues in measurement.
Ethics in psychodiagnostics.
Knowledge: Students will acquire basic knowledge of psychological measurement, including the principles of measurement and scaling, characteristics of psychodiagnostic methods, and test theories. They will learn the fundamentals of test construction, item analysis, reliability and validity assessment, as well as normalization and norm creation. These insights will enable them to apply psychodiagnostic tools in practice, not only in clinical settings but also in educational environments, such as in assessing and supporting student development.
Skills: Students will learn to critically evaluate and interpret data obtained through psychological and psychodiagnostic tools. They will master basic procedures for test construction and item analysis, with the ability to apply these skills in school settings, for example, in creating tools for student assessment or supporting their individual development.
Competencies: Graduates will be able to effectively apply psychological knowledge and diagnostic tools in various areas of practice, including educational settings. They will be prepared to responsibly and ethically use psychodiagnostic methods, contributing to individual development and improving the quality of the educational process.
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. 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. FERJENČÍK, J.: Základy štatistických metód v sociálnych vedách. Košice: UPJŠ, 2006
2. FIELD, A.: Discovering Statistics using SPSS, London: Sage, 2005
3. HENDL, J.: Přehled statistických metod zpracování dat. Praha: Portál,2004
The assessment for this subject is based on a combination of interim evaluation and the final exam. Proportionally the interim evaluation represents 40% and the final exam 60% of the overall assessment. The subject may be taught in both present and distance format. Up-to-date information concerning the subject for the given academic year can be found on the electronic board of the subject in the Academic information system of the UPJŠ.
Theoretical basics of statistical methods. Defining variables and creating databases. Graphical and numerical representation of data. Correlations between variables. Probability. Statistical significance and its determination. Statistical estimation and verification of hypotheses. Differential statistics.
Students will acquire basic theoretical knowledge and understanding of descriptive and inductive statistics. They will also gain practical skills in creating databases, performing analyses and presenting data in available statistical program. The emphasis will be put on developing individual ability to work independently and to be able to apply acquired knowledge and skills in their own research.
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.
Bačíková a kol. Keď dospievajúci potrebuje nielen psychológa. Grada, 2023
Jursová Zacharová, Z. OD NARODENIA PO MATURITU časť 1 - OD NARODENIA PO VSTUP DO ŠKOLY, Univerzita Komenského, 2021
Thorová, K. Vývojová psychologie. Portál, Praha, 2015.
Vágnerová, M. Vývojová psychologie. Portál, Praha 2000
Říčan, P. Cesta životem. Portál, Praha, 2004.
Matějček, Z. - rôzne diela
Active participation in seminars, continuous assessment of activities in seminars, evaluation of seminar work, final exam
Introduction to developmental psychology. Basic concepts, factors and determinants of development, maturation and learning, developmental tasks, history of developmental psychology. Biological and social determinants of development, healthy and unhealthy development. Factors of socialization. Socialization at an early age, theory of attachment, psychological deprivation. Personality development. Theories of personality development. Identity development. Cognitive development. Moral development. Development periodization - basic characteristics of separate development periods from prenatal development to old age.
Knowledge: The graduate will acquire knowledge of the principles of developmental psychology, the laws of development, and will be able to characterize the norms in each developmental stage. They will be able to orient themselves in the current social discourse surrounding the topics discussed.
Skills: During seminars, the student will solve practical situations. In the course of seminar papers, they will process current findings published in foreign journals.
Competencies: The graduate of the course will be able to interpret the acquired knowledge and apply it in practice.
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.
Hricová, M. (2022). Úvod do klinickej psychológie. Košice: UPJŠ.
Heretik, A., Heretik, A., a spol. (2016). Klinická psychológia, Nové Zámky: Psychoprof.
Trull, T.J., Prinstein, M. (2012). Clinical psychology. Wadsworth: Cengage Learning.
Maximum 40 points per semester
Semester 40%,
exam 60% - oral form
Result mark
Sum of points from semester and exam:
A 90 – 100
B 80 – 89
C 70 – 79
D 60 – 69
E 51 – 59
FX 50 and less
The information will be yearly specified on the electronic noticeboard of the course in AiS2, aleternatively in LMS UPJŠ or MS Teams environment.
Slovak, English
1. The subject of clinical psychology, its position in the system of psychological sciences
2. History of the development of clinical psychology, history of clinical psychology in our country, important personalities in contemporary clinical psychology
3. Practical issues of the work of a clinical psychologist: prevention, crisis intervention, clinical-psychological interview, ethics in clinical psychology
4. Psychopharmacotherapy - overview, effect
5. The methodology of research and individual approach in clinical psychology
6. Systems of classification in psychiatry (ICD-10,DSM-V).
7. Clinical psychological methods in a/ anxiety disorders, b/affective disorders, c/ psychotic disorders, d/ addictions, e/ eating disorders, f/ organic mental disorders, g/ personality disorders. Basic psychotherapeutic strategies – review. Crisis interventions, suicidology.
8. Psychology of the sonmatic disease - change of needs, psychological correlates of pain, communication with the patient
9. Psychodiagnostics in clinical psychology - clinical and test methods
10. Personal history and its place in clinical psychology - specifics for adult and pediatric patients
The students will get theoretical background, examples and tips from practice, experience for yourself.
The information will be yearly specified on the electronic noticeboard of the course in AiS2, aleternatively in LMS UPJŠ or MS Teams environment.
Semester 40%, exam 60%
Knowledge: The course will offer the major theories explaining the nature of health, illness, disorder, and disadaptation. The graduate will acquire the basic knowledge needed in clinical psychology, and in working with patients.
Skills: The student will acquire the practical skills necessary to work as a clinical psychologist, especially in the area of basic psychodiagnostics and clinical-psychological interviewing. The student will be able to distinguish basic taxative units of categories of psychological disorders, he/she will be able to solve ethical dilemmas in clinical psychology, he/she will be able to conduct a clinical-psychological interview, he/she will be able to collect anamnestic data from a patient.
Competencies:
(a) Demonstrate the following knowledge:
- Characteristics and scope of clinical psychology,
- (a) the conditions of undergraduate and postgraduate education in clinical psychology,
- the specific features of clinical research
- biopsychosocial approach to the treatment of psychological disorders,
- basic classification systems and diagnostic criteria of psychological disorders,
(b) apply their knowledge to
- administer basic psychodiagnostic tests in clinical psychology,
- specification of psychodiagnostics in clinical psychology,
- decision making in psychological intervention of psychological disorders,
- making ethical decisions in clinical psychology
The information is updated annually on the electronic course bulletin board in AiS2, alternatively in the UPJŠ LMS or the MS Teams environment.
Mesárošová, M. a kol.: Starostlivosť o seba u pomáhajúcich profesií. Košice, Vydavateľstvo Šafarik Press, 2019.
Smitkova, Hana & Orlická, Lucia & Bilíková, Erika & Cagáň, Roland & Celušáková, Hana & Čech, Boris & Halamova, Julia & Hambálek, Vladimír & Jašeková, Dominika & Kašáková, Jana & Klubert, Peter & Kolejáková, Veronika & Kuricová, Veronika & Lednická, Jana & Lenicka, Lucia & Mikoska, Petr & Ondrušek, Dušan & Palenikova, Viera & Pilárik, Ľubomír & Wolt, Richard. (2024). Poradenská psychológia a jej využitie v praxi Counselling psychology and its use in practice.
1.Active approach at classes (12 points)
2. Written assignments (12 points)
3. Written tests (36 points)
3. Final exam (40 points). Components: a) Final test in the form of written test.
Prerequisites and co-requisites: Continuous assessment 60%, at least 36 points; final evaluation 40%, min. 24 points.
The information will be yearly specified on the electronic noticeboard (even a black board can be) of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
Slovak language
Practice of each part of counselling process: Helping as a road. Counselling relationship. Cultural background and counselling relationship. Skills for creating the contact/relationship. The ability to reflect: paraphrasing. Reflection: emotions, feelings. Advanced reflection: reflection of the meaning, summarizing. Confrontation. Evaluation and setting the goals. Techniques supporting the change I. Techniques supporting the change II: Interventions and actions. Final evaluation and closing the counselling relationship.
1. Knowledge of counselling psychology about the main approaches of counselling, models of counselling, the process of counselling, the counselling relationship, the main application areas of counselling.
2. Skills like the ability to establish a counselling relationship, to acquire the basic competencies of conducting a counselling interview with a client.
3. Ability to critically evaluate different counselling approaches, ability to choose an appropriate counselling approach to the client and ethical attitude to the application of knowledge and work with the client.
The information will be yearly specified on the electronic noticeboard (even a black board can be) of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
Aim of study is to give the opportunity to students to familiarize with basic knowledge from applied field of psychology – work psychology. During the semester, focus is on meaning of job, work conditions, relationships on workplace and interaction between work and family. Besides, students can capture basic skills needed for execution of selected job areas of work psychologist.
During semester students will obtain knowledge in:
- history and development of work psychology, meaning of work in human life
- unemployment and options how to work with unemployed people
- workplace environment and possible negative consequences of it on people´s mental health
- job and organization adaptation
- job satisfaction and interaction between work and family
- basic psychodiagnostics methods used in work psychology
Besides, students can obtain skills in:
- analysis of physical work environment with focus on it´s psychological effect on employee
- preparation of adaptation program
- solving negative consequences of work environment
- setting of work environment design in order to avoid work-family conflicts
- work with selected psychodiagnostics methods
Dean, L., Cousans, F. (2023) Work Psychology (The Basics). Rouledge.
Rothmann, S., Cooper, C. L., & Rothmann, S. (2022). Work and organizational psychology (Third Edition). Routledge, Taylor & Francis Group.
Schmitt, N., & Weiner, I. B. (Eds.). (2013). Industrial and organizational psychology (2. ed). Wiley.
Muchinsky, P. M. (2006). Psychology applied to work: An introduction to industrial and organizational psychology (8th ed). Thomson/Wadsworth.
Levy, P. E. (Paul E. (2017). Industrial/organizational psychology: Understanding the workplace. Worth Publishers, Macmillan Learning.
Arnold, J., & Randall, R. (2016). Work psychology: Understanding human behaviour in the workplace (Sixth Edition). Pearson.
- test (20p)
- semester assignment (20p)
During semester:
-Credit test (20p), minimum 11p
- Semester assignment - essay (20p), minimum 11p, for detailed information please see electronic noticeboard.
Overall evaluation:
- Semester maximum 40 points (minimum 22p), exam 60 points (minimum 31p)
- together min. 53p
The information will be yearly specified on the electronic noticeboard of the course in AiS2, aleternatively in LMS UPJŠ or MS Teams environment.
Slovak, English
Lectures and activities are adapted to both, physically present and distance form of education. For further information and current changes in the form of teaching (distance vs. full-time), please see electronic noticeboard.
1. History of work psychology,
2. Human and work, function of work in the human life,
3. Work conditions, adaptation and identification with work
4. Workplace relationships
5. Career and flexibility
6. Unemployment
7. Work and family,
8. Work satisfaction and adherence,
9. Negative outcomes of workplace
10. Basics of psychodiagnostics in work psychology
Definition of work psychology, historical preconditions of constitution of work psychology, work and her conditions, work performance, motivation to work and work satisfaction, forming of work environment, relationships on workplace, job-family interaction
Semester 40%, exam 60%
Aim of study is to give the opportunity to students to familiarize with basic knowledge from applied field of psychology – work psychology. During the semester, focus is on meaning of job, work conditions, relationships on workplace and interaction between work and family. Besides, students can capture basic skills needed for execution of selected job areas of work psychologist.
During semester students will obtain knowledge in:
- history and development of work psychology, meaning of work in human life
- unemployment and options how to work with unemployed people
- workplace environment and possible negative consequences of it on people´s mental health
- job and organization adaptation
- job satisfaction and interaction between work and family
- basic psychodiagnostics methods used in work psychology
Besides, students can obtain skills in:
- analysis of physical work environment with focus on it´s psychological effect on employee
- preparation of adaptation program
- solving negative consequences of work environment
- setting of work environment design in order to avoid work-family conflicts
- work with selected psychodiagnostics methods
Over the course of the semester, they will acquire the following competencies:
- effective communication
- analysis of the work environment and setting up interventions
- working with the unemployed
- working with negative phenomena in the workplace
The information will be yearly specified on the electronic noticeboard of the course in AiS2, aleternatively in LMS UPJŠ or MS Teams environment.
- test (20p), min. 11p
- semester assignment (20p), min. 11p
- exam (60p), min. 31p
- together min. 53p