Moore, J.: Oxford Academic Vocabulary Practice. OUP, 2017.
Kolaříková, Z., Petruňová, H., Timková, R.: Angličtina v akademickom prostredí – cvičebnica. Košice, Vydavateľstvo ŠafárikPress, 2021.
Tomaščíková, S., Rozenfeld, J. Developing Academic English in Speaking and Writing. Vydavateľstvo ŠafárikPress, 2021.
McCarthy, M., O´Dell, F.: Academic Vocabulary in Use. CUP, 2008.
Štepánek, L., J. De Haff a kol.: Academic English-Akademická angličtina. Grada Publishing, a.s., 2011.
Armer, T.: Cambridge English for Scientists. CUP, 2011.
lms.upjs.sk
Completion of e-course English for PhD Students (lms.upjs.sk), consultations (1-3).
Written assignments - Professional/Academic CV, Short Academic Biography.
English, level B2 according to CEFR
Specific aspects of academic and professional English with focus on correct pronunciation, vocabulary development (noun and verb collocations, phrasal verbs, prepositional phrases, word-formation, formal/informal language, etc.), selected aspects of English grammar (prepositions, grammar tenses, passive voice, etc.), academic writing (professional/academic CV, Short Academic Biography).
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 acquire skills for effective and purposeful communication, with focus on Academic English and English for specific/professional purposes, level B2.
Moore, J.: Oxford Academic Vocabulary Practice. OUP, 2017.
Kolaříková, Z., Petruňová, H., Timková, R.: Angličtina v akademickom prostredí (cvičebnica). UPJŠ Košice, 2021.
Tomaščíková, S., Rozenfeld, J. Developing Academic English in Speaking and Writing. Vydavateľstvo ŠafárikPress, 2021.
McCarthy, M., O´Dell, F.: Academic Vocabulary in Use. CUP, 2008.
Štepánek, L., J. De Haff a kol.: Academic English-Akademická angličtina. Grada Publishing, a.s., 2011.
Armer, T.: Cambridge English for Scientists. CUP, 2011.
Test, oral exam in accordance with the exam requirements (available at the web-site of the LTC and in MS TEAMS)
B2 level according to CEFR
Academic communication (self-presentation, presenting at scientific meetings and conferences). Specific aspects of academic and professional English with focus on vocabulary development (formality, academic word-list), English grammar (passive voice, nominalisatio), language functions (expressing opinion, cause/effect, presenting arguments, giving examples, describing graphs/charts/schemes, etc.). Cross-language interference.
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, level B2.
Form of teaching: Lectures, consultation, practical activities and self-study.
Recommended scope of instruction (in hours): 8 h – direct teaching, 30 h – individual consultations, 32 h – practical activities, and 50 h – self-study.
Course method: distance, present.
WESTNEAT D., FOX CH.: Evolutionary Behavioral Ecology, Oxford University Press, 2010
BARROWS E.: Animal Behavior Desk Reference: A Dictionary of Animal Behavior, Ecology, and Evolution, Third Edition. CRC Press, 2011
CÓRDOBA-AGUILAR A., GONZÁLEZ-TOKMAN D., GONZÁLEZ-SANTOYO I.: Insect Behavior: From Mechanisms to Ecological and Evolutionary Consequences, Oxford University Press 2018
FRANCK D.: Etologie. Vyd. Karolinum, Praha, 1996.
DRICKMER, L.C., VESSEY, S.H., MEIKLE, D.: Animal Behavior: mechanisms, ecology, evolution. 4th ed. Dubuque : Wm. C. Brown Publishers, 1996.
DAWKINS R.: Sobecký gen. Mladá fronta, Praha, 1998.
VESELOVSKÝ, Z.: Etologie. Biologie chování zvířat. Praha, 2005.
UHLENBROEK, CH.: Život zvierat, IKAR, 2009
ŠPINKA M., a kol.: Etologie. Academia Praha 2024
Completion of lectures, individual consultations, practical activities in laboratory and field conditions, and self-study of the recommended literature. Evaluation is carried out individually according to the doctoral student’s study plan and based on the demonstrated knowledge related to the dissertation topic.
Slovak, English
The course builds upon behavioral ecology and is intended for PhD students interested in gaining a deeper understanding of the relationships between organismal behavior and the environment. It focuses on critical engagement with scientific literature, independent analysis of theoretical concepts, and the application of knowledge within the student’s own research. Emphasis is placed on developing methodological skills for studying the behavior of model animal species, in accordance with the topic of the dissertation, across different environments. The course fosters the ability to search for, interpret, and synthesize current knowledge in behavioral ecology, with a focus on evolutionary and ecological aspects of behavior, social organization, competition, and reproductive strategies. It also includes discussions on methodological approaches, ethical issues in behavioral research, and opportunities for interdisciplinary collaboration within ecology, ethology, and evolutionary biology.
A graduate of the course is able to independently and critically analyze scientific literature in the field of behavioral ecology and apply the acquired knowledge when formulating their own research questions and hypotheses. They are proficient in methodological approaches used in studying the behavior of different animal species in various environments – from designing experiments and conducting field observations to data analysis and interpretation. They understand the evolutionary and ecological principles shaping the behavior of individuals, groups, and populations in different contexts and can critically evaluate them within the framework of current theories. The graduate is capable of synthesizing theoretical and empirical knowledge from diverse sources and presenting it in professional discussions. They develop competencies necessary for scientific publishing, interdisciplinary collaboration, and the creation of original research in the field of behavioral ecology.
To understand the principles of distribution of living biota on Earth with regard to its history and evolution of global ecosystems. To apply modern methods in the study of recent distribution of organisms using ecology and molecular biology and genetics.
Darlington P.J., 1998: Zoogeography: The geographical distribution of animals. Krieger, USA, p. 1-690
Lomolino M.V., Brown J.H., Riddle B. R., 2005: Biogeography. Sinauer Associates, 1-845
Oral examination.
English language
1. Distribution of species, 2. Geography of communities, 3. Dispersal and immigration, 4. Speciation and extinction, 5. History of Earth, global climate changes in the history, 6. Geography of diversification, 7. History of lineages, 8. Island biogeography
The subject concentrates on environmental and ecological perspectives to show how they have impacted the evolution, distribution and diversity of species. Updated to reflect current research, it involves short introduction to the discipline, then describes the environmental setting and basic biogeographic patterns, earth history and fundamental biogeographic processes, the evolutionary history of lineage and biotas, ecological biogeography, conservation biogeography, and the future of the discipline.
Broadened contemporary knowledge of the principles of distribution of living biota on Earth with regard to its history and evolution of global ecosystems. To apply modern methods of ecology, molecular biology and genetics to the study of the recent distribution of organisms
Examination
Form of instruction: Lectures on selected topics, self-study of professional literature related to the topic of the dissertation, and regular consultations with the instructor.
Recommended scope of teaching (in hours):
For the period of study: 10 hours - direct teaching, 20 hours - consultations, 100 hours - self-study
Method of study: face-to-face, distance learning
Kováč, Ľ., 2017: Zoogeografia. Vysokoškolská učebnica Prírodovedeckej fakulty UPJŠ v Košiciach, 134 pp.
Lomolino, M.V., Riddle, B.R., Whittaker, R.J., 2017: Biogeography: biological diversity across space and time. 5th edition, Sunderland: Sinauer Associates, 759 pp.
The course consists mainly of self-study with consultations, as well as selected lectures. The course is assessed individually according to the doctoral student's study plan and based on the mastery of the necessary knowledge of biogeography directly related to the topic of the dissertation. The assessment of the course is standard and reflects the student's orientation in the given subject with a pass/fail grade.
Slovak, English
compulsory subject
Geographical and ecological foundations of biogeography - analysis of biogeographical distribution, distribution of species and their populations, limits of organism distribution, distribution of communities, global comparison of biomes and communities. Basic biogeographical processes and history of the Earth - modes of dispersal, immigration, barriers to dispersal, biotic exchange and dispersal routes, speciation and extinction, paleogeography, historical changes in the distribution of continents, paleoclimate dynamics in the Pleistocene, glacial refugia. Evolutionary history of biota - size and connectivity of the area, endemism, disjunctions and their causes, reconstruction of the history of evolutionary lines of organisms, molecular systematics and phylogeography. Island biogeography - species diversity on islands, evolution of island biota. Biogeography and biodiversity conservation.
By completing this course, students will acquire the necessary knowledge of biogeography and sufficient orientation in the subject matter, with an emphasis on the focus of their dissertation project in accordance with the specifics of individual topics. This knowledge represents an extension of basic knowledge about ecological conditions and the distribution of organisms on Earth, biogeographical processes and the history of the Earth, the evolution of biota and island biogeography, and the use of knowledge from biogeography in the protection of biodiversity. The aim of the course is to support self-study and independent research of scientific information by doctoral students.
To obtain recent knowledge on cave biology based modern scientific sources.
Culver D.C., Pipan T., 2009: The biology of caves and other subterranean habitats. Oxford University Press, 1-254
Romero, A., 2009: Cave biology – life in darkness. Cambridge University Press, 1-291
Wilkens H., Culver D.C., Humphreys W.F., 2000: Subterranean Ecosystems. Ecosystems of the World, vol. 30. Elsevier, 1-791
Oral examination.
English language.
The content of the subject is following: (1) subterranean domain, (2) sources of energy in subterranean environments, (3) survey of subterranean life, (4) ecosystem function, (5) biotic interactions and community structure, (6) adaptations to subterranean life, (7) colonization and speciation in subterranean environments, (8) geography of subterranean biodiversity, (9) some representative subterranean communities, (10) conservation and protection of subterranean habitats.
The subject offers a concise and comprehensive introduction to cave ecology. There is an emphasis on biological processes occurring in these unique environments as well as on conservation and management aspects. It includes a global range of examples and case studies from both caves and non-cave subterranean habitats.
The content of the subject is following: (1) subterranean domain, (2) sources of energy in subterranean environments, (3) survey of subterranean life, (4) ecosystem function, (5) biotic interactions and community structure, (6) adaptations to subterranean life, (7) colonization and speciation in subterranean environments, (8) geography of subterranean biodiversity, (9) some representative subterranean communities, (10) conservation and protection of subterranean habitats.
Broadened contemporary knowledge in cave biology using modern scientific publications.
Examination
Course type: Lecture / Self-study.
Recommended course-load (hours):
For the entire study period a total of 100 hours: 5 h – direct instruction, 10 h – consultations, 85 h – self-study.
Course method: distance, present.
F.Koukolík: Lidský mozek. Funkční systémy - norma a poruchy. Portál, Praha, 2000. G.F.Michel, C.L.Mooreová : Psychobiologie. Biologické základy vývoje chování. Portál, Praha, 1999.
A.Wickens: Foundations of Biopsychology. Pearson/Prentice Hall, Harlow,London,2005.
The course is conducted through lectures, consultations and self-study. The course is assessed through an oral exam, conducted individually according to the doctoral student’s study plan.
Slovak, English
1. Neuronal mechanisms of learning and memory.
2. Neurochemistry of emotions.
3.The role of the left and right hemispheres in control of various types of behaviour.
4. Neurodegenerative processes in the CNS.
5. Biological basis of patological deviations of behaviour in humans.
6. Neurophysiology of addiction.
7. Neuronal control of eating behaviour.
8. Neurobiology of sleep.
9. Neuronal control of sexual behaviour.
10. Control of circadian rhythms by CNS.
11. Brains centers of speach and its disorders.
12. Biological origin of mental disorders.
13. Genetic bases of behaviour.
After completing the course, the student will be able to:
- explain the neurobiological mechanisms underlying mental processes, sensory perception, motor control, memory, and other higher CNS functions,
- describe and analyze the connections between CNS activity and behavior at the level of neuronal circuits and brain systems,
- characterize the biological and organ-level causes of selected mental disorders and addictions,
- interpret the latest findings in neuroscience in the context of research on the biological basis of behavior,
- link knowledge of behavioral neurobiology to their own research focus and identify its relevance for addressing specialized issues in the doctoral project,
- critically evaluate experimental data from neuroscience studies and assess their significance for the interpretation of behavior.
The main goal of the subject is to get basic knowledge on the diversity of the cave biota, relationships and adaptations to the specific environment, its role in the cave system and protection of the cave biota.
Culver D. C., 1982: Cave life – evolution and ecology. Harvard University Press, Cambridge, Massachusetts and London
Culver D.C., White W.B., 2005: Encyclopedia of caves. Elsevier, 1-654
Vandel A., 1965: Biospeleology - the biology of cavernicolous animals. Pergamon Press, Oxford
Wilkens H., Culver D.C., Humphreys W.F., 2000: Subterranean Ecosystems. Ecosystems of the World, vol. 30. Elsevier, 1-791
UBEV/ZOG1/03
UBEV/EKP1/04
UBEV/EPZ1/03
active participation on the seminars and field trips
preparation of oral presentation to the selected topic
semestral written test
Active participation in seminars and field trips, preparation of oral presentation to a selected topic, completion of semestral written examination, final oral examination.
The subject covers morphology and systematics of the cave fauna and microflora, their adaptations to this specific habitat type, geographic distribution, functioning of the cave system and interactions between its components, human influence and protection of the cave biota.
The main goal of the subject is to get basic knowledge on the diversity of the cave biota, relationships and adaptations to the specific environment, its role in the cave system and protection of the cave biota.
Oral examination.
Form of instruction: Lectures on selected topics, field trips to caves, self-study of professional literature related to the topic of the dissertation, and regular consultations with the instructor.
Recommended scope of teaching (in hours):
For the period of study: 10 hours - direct teaching, 10 hours - consultations, 20 hours - practical activities, 80 hours - self-study.
Method of study: face-to-face, distance learning.
Culver, D.C., Pipan, T., 2009: The biology of caves and other subterranean habitats. Oxford University Press, 256 pp.
Košel, V. 2012: Subterranean fauna of the Western Carpathians. Tribun EU, Brno, 209 pp.
Kováč Ľ., Elhottová D., Mock A., Nováková A., Krištúfek V., Chroňáková A., Lukešová A., Mulec J., Košel V., Papáč V., Ľuptáčik P., Uhrin M., Višňovská Z., Hudec I., Gaál Ľ. & Bella P. 2014: The cave biota of Slovakia. Speleologia slovaca 5. State Nature Conservancy of the Slovak Republic, Slovak Caves Administration, Liptovský Mikuláš, 192 pp.
Moldovan, O.T., Kováč, Ľ., Halse, S. (eds.) 2018: Cave Ecology. Ecological Studies, vol. 235, Springer, 545 pp.
White, W.B., Culver, D.C., Pipan, T., 2019: Encyclopedia of caves. 3rd edition. Academic Press, 1250 pp.
The course consists mainly of self-study, lectures with consultations, and practical activities. The course is assessed individually according to the doctoral student's study plan and based on the mastery of the necessary knowledge of biospeleology directly related to the topic of the dissertation. The assessment of the course is standard and reflects the student's orientation in the given subject with a pass/fail grade.
Slovak, English
Conditions of the subterranean environment, types of caves. Biodiversity of the subterranean environment, diversity of invertebrates, taxonomic and functional groups. Processes occurring underground, the cycle of substances and energy flow. Food sources and characteristics of the trophic network in this environment. Biotic interactions and community composition. Morphological and ecophysiological adaptations of organisms. Biogeography, evolution, population genetics, and phylogeny of invertebrates in the subterranean environment. Anthropogenic influences, threats and protection of subterranean habitats. Methods of studying the ecology of populations and communities of subterranean invertebrates.
By completing this course, students will acquire the necessary knowledge of biospeleology and sufficient orientation in the subject matter, with an emphasis on the focus of their dissertation project in accordance with the specifics of individual topics. This knowledge represents an extension of basic knowledge about the structure and functioning of subterranean ecosystems, the cycle of substances and energy flow within them, and the biodiversity of these ecosystems with a focus on invertebrate populations and communities. Doctoral students will also acquire basic skills related to biological research underground. The aim of the course is also to support self-study and independent search for scientific information by doctoral students.
Form of instruction: Lecture and self-study of scientific literature and methodologies related to the topic of the dissertation.
Recommended scope of instruction (in hours): For the entire period of study – 110 h (self-study), 10 h (direct instruction), 10 h (consultations).
Study method: Full-time and distance form.
The selection of recommended literature will take into account the topic of the specific dissertation. The titles listed in the list may be considered suitable examples.
Adams R. A. & Pedersen S. C., 2013: Bat evolution, ecology, and conservation. Springer Science+Business Media New York, New York.
Betancur-R, R., Wiley, E. O., Arratia, G., Acero, A., Bailly, N., Miya, M., Lecointre, G. & Orti, G. 2017: Phylogenetic classification of bony fishes. BMC evolutionary biology, 17(1), 162.
Dodd C. K. J., 2009: Amphibian ecology and conservation. A handbook of techniques. Oxford University Press, New York.
Feldhamer G. A., Drickamer L. C., Vessey S. H., Merrit J. F. & Krajewski C., 2015: Mammalogy. Adaptation, diversity, ecology. Fourth edition. Johns Hopkins University Press, Baltimore.
Hillman S. S., Withers P. C., Drewes R. C. & Hillyard S. D., 2009: Ecology and Environmental Physiology of Amphibians. Oxford University Press, New York, xx pp.
Kottelat, M. and Freyhof , J. 2007: Handbook of European freshwater fishes. Berlin: Kottelat, Cornol and Freyhof.
Kunz T. H. & Fenton M. B. (eds.), 2003: Bat Ecology. University of Chicago Press Chicago.
Moreno-Rueda G. & Comas M., 2023: Evolutionary Ecology of Amphibians. CRC Press, Boca Raton.
Pough F. H., Andrews R. M., Crump M. L., Savitzky A. H., Wells K. D. & Brandley M. C., 2015: Herpetology. Fourth edition. Sinauer Associates, Sunderland, Massachusetts.
Pough F. H., Bemis W. E., McGuire B. A. & Janis C. M. (eds.), 2022: Vertebrate life. Eleventh edition. Oxford University Press.
Reilly J., 2018: The ascent of birds. How modern science is revealing their story. Pelagic Publishing, Exeter.
Ryan J. M., 2011: Mammalogy. Techniques manual. 2nd edition. Lulu, Raleigh, NC.
Scott G., 2020: Essential Ornithology. Oxford University Press.
Smith R. K. & Sutherland W. J., 2014: Amphibian Conservation. Global evidence for the effects of interventions. Pelagic Publishing, Exeter, UK.
Vitt L. & Caldwell J. P., 2014: Herpetology. An introductory biology of amphibians and reptiles. Fourth edition. Academic Press.
Williams D. R., Pople R. G., Showler D. A., Dicks L. V., Child M. F., Zu Ermgassen E. K. H. J. & Sutherland W. J., 2013: Bird conservation. Global evidence for the effects of interventions [Synopses of Conservation Evidence Series, Volume 2]. Pelagic Publishing.
The study is predominantly self-study and consists of lectures and consultations. The course is assessed individually according to the doctoral student's study plan and based on mastering the necessary scope of knowledge in the relevant topic of sensu lato biology of target vertebrate species/groups in connection with the dissertation topic. The course assessment typically reflects the student’s sufficient orientation in the given issues and is evaluated as passed/failed.
Slovak, English
The course Vertebrate Biology – Doctoral Seminar is part of the doctoral student’s study activities and is predominantly individual in nature due to the specificity of the individual dissertation topics. The basic syllabus is determined as follows: (1) Biology, ecology, and other aspects of the study of vertebrates with an emphasis on the dissertation topic. (2) Methodological aspects of the study of target vertebrate species/groups.
By completing the course, students acquire the necessary scope of knowledge and sufficient orientation in the issues of vertebrate biology and ecology, with an emphasis on the focus of the dissertation project in accordance with the specifics of its individual topics and objectives, including the study of methodologies. This knowledge represents an extension of the basic knowledge acquired in subjects of previous study (for example, Comparative Morphology of Animals, Zoology 2, Ecology of Mammals, Ethology, Evolutionary Biology, Urban Ecology, Ecology of Amphibians, etc.). The aim of the course is also to support self-study and the independent search for scientific information.
Form of teaching: Lectures, consultation, practical activities and self-study.
Recommended scope of instruction (in hours): 10 h – direct teaching, 20 h – individual consultations, 40 h – practical activities, and 40 h – self-study.
Course method: distance, present.
1. Sonenshine D.E., Roe R.M. Biology of Ticks Volume 1, 2, Oxford University Press 2013
2. Canning-Clode J. Biological Invasions in Changing Ecosystems: Vectors, Ecological Impacts, Management and Predictions, De Gruyter, 2016
3. Kettle D.S. Medical and veterinary entomology. Wallingford : CAB International, 1995.
4. Lehane M.J. The biology of blood-sucking in insects. Cambridge : Cambridge University
5. Press, 2005. ISBN 0-521-54395-9.
6. Mullen GR, Durden LA: Medical and Veterinary Entomology, Elsevier, Third edition 2019
Completion of lectures, individual consultations, practical activities in laboratory and field conditions, and self-study of the recommended literature. Evaluation is carried out individually according to the doctoral student’s study plan and based on the demonstrated knowledge related to the dissertation topic.
Slovak, English
The aim of the course is to introduce hematophagous invertebrates, their biology and ecology, as well as the range of viral, bacterial, and parasitic microorganisms they transmit, which cause diseases in humans and animals. The course focuses on the taxonomy, morphology, physiology, life cycles, and ecological requirements of blood-feeding invertebrates, along with the biology of epidemiologically significant pathogens. The course also emphasizes practical methodologies for laboratory including microscopy and molecular methods and field research, as well as the development of skills in literature work and self-study.
Upon completing the course, the student will understand the biological and ecological characteristics of hematophagous invertebrates, and will be familiar with their taxonomy, morphology, and the life cycles of major vectors. The student will be able to distinguish adaptations to a parasitic lifestyle and understand the mechanisms of transmission of viral, bacterial, and parasitic pathogens. They will acquire the ability to identify epidemiologically important vectors and related diseases, as well as understand the basic principles of control and prevention of vector-borne infections.
Citation in a national scientific journal
Obtaining a citation demonstrates broad and very well-founded scientific knowledge in the researched field, based on the ability to formulate research questions, to reflect on a scientific problem in such a way that generates new knowledge. At the same time, a citation in an indexed source demonstrates the competence to communicate new knowledge, which is a significant contribution to scientific knowledge, at the highest expert level.
Obtained citation registered in SCI or Scopus.
Obtaining a citation demonstrates broad and very well-founded scientific knowledge in the researched field, based on the ability to formulate research questions, to reflect on a scientific problem in such a way that generates new knowledge. At the same time, a citation in an indexed source demonstrates the competence to communicate new knowledge, which is a significant contribution to scientific knowledge, at the highest expert level.
Completion of a certified professional/training course.
The PhD student acquires up-to-date scientific knowledge, develops the capabilities of scientific work and familiarizes himself with the methodologies of making scientific knowledge available. He confronts his own knowledge and skills with other course participants, develops the abilities of peer discussion in the given scientific field.
To outline the problematics of the time organisation of biological processes and their significance in evolution of living organisms
Active participation on practicals.
Passing of the final oral examination.
1. Time structure of the physiological variables in animals.
2. Overview of the history of chronobiology.
3. Basic notions and division of biological rhythms.
4. Genetic basis and molecular mechanisms of the biological rhythms in animals.
5. Endogenous character of the biological rhythms. Localization of the biological clock.
6. Synchronsation of rhythms. Multioscillatory system of the body.
7. Model animals in study of biological rhythms.
8. Ultradian rhythms.
9. Circaannual (seasonal) rhythms.
10. Application of chronobiological principles in medicine.
11. Disturbations of the biological rhythms. The jet-lag syndrome.
12. Biological rhythms in shift-work.
13. The significance of biological rhythms in the evolution of living organisms.
To outline the problematics of the time organization of biological processes and their significance in evolution of living organisms.
To understand the mechanisms, ensuring the adaptation to regular changes in their environment with various periodicity, as well as of the common action of external and internal factors in control of the biological rhythms..
Oral examination.
Obtained citation in a foreign scientific journal.
Obtaining a citation demonstrates broad and very well-founded scientific knowledge in the researched field, based on the ability to formulate research questions, to reflect on a scientific problem in such a way that generates new knowledge. At the same time, a citation in an indexed source demonstrates the competence to communicate new knowledge, which is a significant contribution to scientific knowledge, at the highest expert level.
Form of teaching: Independent theoretical preparation on the topic of the dissertation with regular consultations with the supervisor, practical preparation of laboratory and/or field research under the professional supervision of the supervisor and the scientific team in which the work is carried out.
Recommended scope of teaching (in hours):
For the period of study: 60 hours – individual consultations, 100 hours of practical activities, 120 hours of self-study.
Method of study: face-to-face, distance learning.
Meško, D., Katuščák, D., Findra, J., et al., 2013: Academic Handbook. 3rd ed., Osveta, Martin. 495 p.
ISBN: 9788080633929.
The course takes place during the first three semesters of study: in both semesters of the first year and in the winter semester of the second year. The course assessment reflects the student's basic orientation in the topic of their dissertation thesis. The form of assessment is pass/fail.
Slovak, English
compulsory subject
During their studies, doctoral students focus on preparing a literature review on the topic of their thesis, which is part of the written thesis for the dissertation exam. They become familiar with research methodology and, under the guidance of their supervisor, carry out practical laboratory and/or field research. They process the data obtained through analysis with a high degree of independence, using modern mathematical methods. They interpret the original findings appropriately and develop a scientific discussion with synthesizing conclusions.
Completion of this course contributes to the theoretical and practical preparation of doctoral students for their dissertation exam and the defense of their written dissertation.
Active participation in the home conference.
By actively participating in the national scientific conference, the PhD student demonstrates a high degree of ability to identify, evaluate, and apply correct scientific methods or research methodology in his scientific field. He demonstrates the ability to reflect on a specific scientific problem by using the latest approaches and applying them critically. Demonstrates competence in using existing theories and concepts in an innovative way, as well as generating new original scientific knowledge and communicating research results to a wider audience using adequate means and through the Slovak language.
Active participation in a national conference with foreign participation.
By actively participating in a scientific conference, the PhD student demonstrates a high degree of ability to identify, evaluate, and apply correct scientific methods or research methodology in his scientific field. He demonstrates the ability to reflect on a specific scientific problem by using the latest approaches and applying them critically. Demonstrates competence to use existing theories and concepts in an innovative way, as well as generate new original scientific knowledge and communicate research results to a wider audience by adequate means and through Slovak or a foreign language.
Piantadosi C.A.: The Biology of Human Survival. Oxford University Press, 2003
Ashcroft F.: Life at the Extremes. University of California Press, 2000
Kamler K.: Surviving the Extremes. Penguin Books, 2004
oral exam
1. Definition and classification of adaptations.
2. Regulation of energy homeostasis.
3. Molecular basis of food intake regulation.
4. Energy deficit, factors influencing survival in fasting.
5. Increased energy intake and its consequences.
6. High temperature tolerance, limits of survival.
7. Adaptations to low temperature.
8. Survival in hypobaric environment.
9. Hyperbaria and its effects.
10. Effects of hypergravity and microgravity.
11. Electromagnetic radiation, the significance and effects on living organisms.
12. Xenobiotics and their metabolism.
13. The effects of environmental xenobiotics on organisms.
The aim of this subject is to explain the influence of environmental factors and mechanisms of adaptations in animals and humans.
Form of instruction: Lectures, consultations and self-study of scientific journal articles related to the topic of the dissertation.
Recommended scope of instruction (in hours):
Per study period: 10 h - lectures, 10 h - consultations, 50 h - self-study.
Study method: present and distance learning.
Piantadosi C.A.: The Biology of Human Survival. Oxford University Press, 2003
Ashcroft F.: Life at the Extremes. University of California Press, 2000
Scientific journal articles.
The study takes place in the form of lectures, consultations and self-study. The course is assessed individually according to the doctoral student's study plan and based on mastering the necessary range of knowledge in environmental physiology related to the topic of the dissertation. The course assessment is standard and reflects the student's sufficient orientation in the given subject with a pass/fail assessment.
Slovak, English
To understand the context of this subject, knowledge of human anatomy, histology, animal and human physiology, molecular biology, and biochemistry is essential.
The subject Environmental Physiology is related to the topic of the dissertation and its content is adapted to the individual needs of the student.
Basic course syllabus: Definition and classification of adaptations. Maintenance of energy homeostasis. Food intake regulation. Energy deficit, factors affecting survival during starvation. Increased energy intake and its consequences. Tolerance of high temperatures, survival limits. Adaptations to low temperatures. Survival strategies in a hypobaric environment. Hyperbaria and its effects. Effects of hypergravity and microgravity. Electromagnetic radiation, significance and effects on living organisms. Xenobiotics and their transformation in the organism. Effects of environmental xenobiotics on organisms.
By completing the course, students will gain basic knowledge of environmental physiology with a focus on the topic of their dissertation thesis. This knowledge includes key knowledge about reaction of organisms to environmental changes, maintenance of energy homeostasis, thermoregulation, adaptations in hypobaric and hyperbaric environments, the impact of hypergravity and microgravity, the effects of electromagnetic radiation and xenobiotics on living organisms. Emphasis is also placed on supporting active independent search for the latest knowledge related to the topic of the dissertation.
To understand a) ekological position of mammal groups in ecosystems and their importance in ecological networks; b) anthropogenic impacts on mammals and their coenoses; c) population ecology of some mammal groups
Feldhamer G., Drickamer L., Vessey SH., Merritt JF., 2000. Mammalogy: Adaptation, Diversity and Ecology. McGraw Hill Hardback, 563 pp.
Vlasák P., 1986. Ekologie cicavcu. Academia, Praha, 292 pp.
1. Factors of environment. Temperature. Water. Snow. Light. Adaptations. Hypothermy. Hibernation, aestivation, letargy. 2. Reseources. Food. Food strategies and specialistaions. 3. Habitat and nika. Interactions. 4. Komensalism. Mutualism. Kooperation. Competion. Predator and prey. 5. Mammals and plants. Food webs. 6. Teritoriality. Home range. Lek. Metapopulations. 7. Reproduction. Mating systems. Oestrus. r- and K- strategy. Monogamy, polygamy. 8. Dispersion. Migration. Habitat selection. Individual. Population. Natality, mortality. Kohorts. Population dynamics and cycles. Gradations. 9. Mammal diversity. Island biogeografy. Macroecology. Gradients. Long-term studies. 10. Habitat fragmentations. Synanthropy. 11. Conservation of mammals. Wind energy. Mammal introductions. Repatriations, reintroductions. Expansions. 12. Global climate changes and mammals. Protected areas. 13. Vulneralble species. Minimal viable population.
To understand a) ekological position of mammal groups in ecosystems and their importance in ecological networks; b) anthropogenic impacts on mammals and their coenoses; c) population ecology of some mammal groups
Gullan P.J., Cranston P.S. (2010). The Insect: an outline of entomology. Wiley-Blackwell
Capinera J.(ed.) (2008). Encyclopedia of Entomology.
International databases (WOS, SCOPUS etc.)
Selected theoretical topics in close relation to Dissertation Thesis. Running evaluation during the semester is based on individual presentation of a doctoral student.
Oral examination is based on the theoretical knowledge on insect ecology and individual presentation of the selected topic.
English language
1. Effects of abiotic factors on insects.
2. Population dynamics in selected groups of insects.
3. Biocenotic characteristics of insect communities.
4. Interactions between insect communities.
5. Function and importance of insects in ecosystems.
6. Management actions for conservation of insect diversity.
Broadening of knowledge on insect ecology with the recent understanding and development trends of this scientific subject.
Form of instruction: lecture, individual consultations, practical activities and self-study of literature.
Recommended scope of instruction (in hours): For the entire period of study – 60 h (self-study), 10 h (direct instruction), 20 h (consultations), 10 h (practical activities).
Study method: Full-time and distance form.
The selection of recommended literature will take into account the topic of the specific dissertation. The titles listed in the list may be considered as suitable examples.
Adams R. A. & Pedersen S. C., 2013: Bat evolution, ecology, and conservation. Springer Science+Business Media New York, New York.
Feldhamer G. A., Drickamer L. C., Vessey S. H., Merrit J. F. & Krajewski C., 2015: Mammalogy. Adaptation, diversity, ecology. Fourth edition. Johns Hopkins University Press, Baltimore.
Kunz T. H. & Fenton M. B. (eds.), 2003: Bat Ecology. University of Chicago Press Chicago.
Pough F. H., Bemis W. E., McGuire B. A. & Janis C. M. (eds.), 2022: Vertebrate life. Eleventh edition. Oxford University Press.
Ryan J. M., 2011: Mammalogy. Techniques manual. 2nd edition. Lulu, Raleigh, NC.
The study is mostly self-study and mainly in the form of consultations. Over the entire period of study, the student completes 60 hours of self-study, 10 hours of lectures, 20 hours of consultations and 10 hours of practical activities. The course will be assessed individually according to the doctoral student’s study plan and based on the necessary knowledge scope from the relevant mammal ecology topics in connection with the aims of the dissertation. The subject assessment reflects the student's sufficient orientation in the given issue with a pass/fail assessment.
Slovak, English
Concerning to the goals and focus of the dissertation study topic, the following topics are included in the curriculum: 1. Environmental factors. Adaptations. 2. Resources. Food. Food strategies. 3. Concept of habitat and niche. 4. Commensalism. Mutualism. Cooperation. Competition, competition. Predator and prey. 5. Food webs. 6. Territoriality. Metapopulations. 7. Reproduction. Reproductive systems. Life strategies. r- and K- strategists. Monogamy, polygamy. 8. Dispersion. Migration. Individual. Population. Natality, mortality. Population cycles. 9. Species richness. Island biogeography. Macroecology. 10. Synanthropization. 11. Mammal protection. Global climate change. Endangered species.
By completing the course, students acquire a range of knowledge and sufficient orientation in the issues of mammalian ecology with an emphasis on the focus of the dissertation project in accordance with the specifics of its individual topics and goals, including the study of methodologies. This knowledge represents an extension of the basic knowledge acquired in the subjects of previous study (for example, zoology 2, mammalian ecology, ethology, urban ecology, etc.). The aim of the course is also to support self-study and independent search for scientific information.
To broaden the student´s knowledge of endocrine organ and tissue function at all levels of the animal and human organism
1. Goodman H.M.: Basic Medical Endocrinology. Academic Press 2009
2. Jameson J.L.: Harrison´s Endocrinology. McGraw-Hill Companies Inc., 2010
3. Gardner D.G., Shoback D.: Greenspan´s Basic and Clinical Endocrinology. McGraw-Hill Companies Inc., 2011
Oral examination. Application of knowledge from endocrinology to the solved problem of the doctoral student's thesis.
1. Chemical structure of hormones, general principles of hormone action.
2. Hormone biosynthesis, secretion, transport and degradation.
3. Hormone-receptor interaction, receptor types, transmission of hormonal signal into the cell.
4. Neuroendocrinology, hypothalamic-pituitary system.
5. Hormones of thyroid gland, regulation of thyroid secretion.
6. Parathyroid glands, hormonal regulation of calcium and phosphorus homeostasis.
7., 8. Hormones of adrenal glands – adrenal cortex and medulla.
9. Pancreatic islets, regulation of metabolic processes.
10. Hormones and regulatory peptides of gastrointestinal tract.
11. Neuroendocrine regulation of food intake and body mass, endocrine activity of adipose tissue.
12. Hormones of male and female reproduction, hormonal regulation of pregnancy and lactation.
13. Pineal gland. Principles of hormonal integration.
To broaden the student´s knowledge of endocrine organ and tissue function at all levels of the animal and human organism
Oral examination.
Form of teaching: Lecture and self-study of literature related to the topic of the dissertation.
Recommended scope of teaching (in lessons):
Per study period: 10 h – direct teaching, 10 h - consultation, 90 h – self-study.
Method of study: full-time, distance.
Norris D.O., Carr J.A.: Vertebrate Endocrinology. Academic Press 2013
Goodman H.M.: Basic Medical Endocrinology. 2 vydanie. McGraw-Hill 2010
Gardner D.G., Shoback D. (eds.): Greenspan’s Basic and Clinical Endocrinology. The McGraw-Hill Companies, 2011
Bolander F.F.: Molecular Endocrinology. Elsevier Academic Press 2004
Selected articles from scientific journals
The course consists partly of lectures and consultations, but is largely self-study. The course is assessed individually in the form of an oral exam and reflects the student's sufficient knowledge of the subject matter. The teacher assesses the extent to which the student has mastered the necessary knowledge in selected areas of endocrinology related to the topic of the dissertation, as well as the student's ability to synthesize and critically analyze information obtained from textbooks and scientific articles. Course assessment: passed/failed.
Slovak, English
The course is partly individual in nature, taking into account the specific nature of individual dissertation topics. Basic course outline: Biosynthesis, secretion, transport, and degradation of hormones; general principles of their action. Hormone-receptor interaction, types of receptors, hormone signal transduction in cells. Hypothalamus-pituitary system, neuroendocrine mechanisms of regulation of physiological processes. Thyroid gland, regulation of thyroid hormone secretion. Hormonal regulation of calcium and phosphorus homeostasis, parathyroid glands. Adrenal gland – cortical and chromaffin cells, stress response. Neuroendocrine regulation of food intake and body weight, metabolic functions, endocrine activity of the pancreas. Hormones and regulatory peptides of the gastrointestinal tract and adipose tissue. Hormonal control of biological rhythms, pineal gland. Endocrine control of reproduction, pregnancy, and lactation.
By completing this course, students will acquire the necessary comprehensive knowledge of endocrinology with an emphasis on the focus of their dissertation project in accordance with the specifics of a particular topic. Graduates of this course will be able to apply the knowledge they have acquired in their own research. The aim of the course is also to promote self-study and independent search for scientific information. Completing the course increases the professional potential of doctoral students in further stages of their studies.
Form of instruction: Lectures, consultations and self-study of scientific journal articles related to the topic of the dissertation
Recommended scope of instruction (in hours):
Per study period: 10 h - lectures, 10 h - consultations, 65 h - self-study.
Study method: present and distance learning.
Scientific journal articles.
Weinberg R.A, The biology of cancer. Garland Science, Taylor and Francis Group, LLC, 2007.
The study takes place in the form of lectures, consultations and self-study. The course is assessed individually according to the doctoral student's study plan and based on mastering the relevant knowledge in experimental oncology related to the topic of the dissertation. The course assessment is standard and reflects the student's sufficient orientation in the given subject with a pass/fail assessment.
Slovak, English
To understand the context of this subject, knowledge of human anatomy, histology, animal and human physiology, molecular biology, and biochemistry is essential.
The subject Experimental Oncology is related to the topic of the dissertation and its content is adapted to the individual needs of the student.
Basic course syllabus: Carcinogenesis, molecular basis. Oncogenes, tumour suppressor genes. Cell cycle regulation. Types of cell death. Tumour microenvironment. Tumour cell metabolism. Classification of tumours. Carcinogens and their classification. In vitro and in vivo models of carcinogenesis. Possibilities for prevention of carcinogenesis, risk factors. Chemoprevention of carcinogenesis, mechanisms of chemoprevention. Natural and synthetic chemopreventive agents. Phases of clinical testing of chemopreventive agents.
By completing the course, students will gain basic knowledge of experimental oncology with a focus on the topic of their dissertation thesis. This knowledge includes key facts about the process of carcinogenesis, genes and molecular pathways involved in the regulation of cell growth and division, characteristics of the tumour microenvironment, basic classification of tumours and carcinogens, models of carcinogenesis, prevention of carcinogenesis and testing of chemopreventive agents. Students are encouraged to actively search for the latest knowledge due to the dynamics of the given field.
Form of instruction: Self-study of professional literature related to the topic
of the dissertation and regular consultations with the instructor.
Recommended scope of teaching (in hours):
For the period of study: 20 hours - consultations, 30 hours - practical activities, 85 hours - self-study.
Method of study: face-to-face, distance learning.
Coleman, D.C., Crossley, D.A. Jr., Hendrix, P.F., 2004: Fundamentals of soil ecology. 2nd edition. Elsevier, 408 pp.
Culver, D.C., Pipan, T., 2009: The biology of caves and other subterranean habitats. Oxford University Press, 256 pp.
Culver, D.C., Pipan, T., 2014: Shallow subterranean habitats: ecology, evolution and conservation. Oxford University Press, 266 pp.
Miko, L. Šantrůčková, H., Máchal, A., 2019: Life in the soil. Lipka, Brno, 240 pp.
Moldovan, O.T., Kováč, Ľ., Halse, S. (eds.) 2018: Cave Ecology. Ecological Studies, vol. 235, Springer, 545 pp.
The course is partly self-study. Over the entire period of study, students complete consultations with the teacher and practical activities related to methods of capturing and collecting invertebrates in the field. The course is assessed individually according to the doctoral student's study plan and based on the mastery of the necessary knowledge of the ecology of soil and subterranean invertebrates in direct connection with the topic of the dissertation. The assessment of the course is standard and reflects the student's orientation in the given subject with a pass/fail grade.
Slovak, English
Soil environment, its composition, edaphic conditions and processes occurring in the soil. Soil genesis and typology. Soil biodiversity, taxonomic and functional groups of organisms, diversity of soil invertebrates. Characteristics of the soil food web. Adaptations of animals to the soil environment. Types of subsurface environments, conditions for the life of organisms and their adaptations. Interconnection of soil, subsurface and deep subsurface environments, nutrient cycles and energy flows. Morphological and ecophysiological adaptations of organisms in subsurface habitats. Evolution, population genetics and phylogeny of invertebrates in the subterranean environment. Natural disturbances and anthropogenic factors. Threats and degradation of soils and sediments, protection of soil and subterranean habitats. Methods of studying the ecology of populations and communities of soil and subterranean invertebrates.
By completing this course, students will acquire the necessary knowledge of soil and subterranean animal ecology and sufficient orientation in the subject matter, with an emphasis on the focus of their dissertation project in accordance with the specifics of individual topics. This knowledge represents an extension of basic knowledge about the structure and functioning of soil and subterranean ecosystems, the cycle of substances and energy flow within them, and the biodiversity of these ecosystems with a focus on invertebrates. The aim of the course is also to support self-study and independent research of scientific information by doctoral students.
Course type: lectures, individual consultations and self-study in relation to the topic of the dissertation.
Recommended range of course (in hours):
10 hours of lectures, 10 hours of consultations, and 100 hours of self-study.
Course method: present, distance.
Lepš J. & Šmilauer P. (2010) Multivariate analysis of ecological data using CANOCO, Cambridge University Press
Magurran AE. (2004) Measuring Biological Diversity. Blackwell Publishing, Oxford
Nielsen UN. (2019) Soil fauna assemblages: Global to local scales. Cambridge University Press
Smith TM. & Smith RL. (2015) Elements of Ecology. 9th Edition, Pearson, England
Software:
CANOCO 5, PC-ORD 5, STATISTICA 13, PAST
The study takes place partly in the form of lectures, consultations and mainly by self-study. The evaluation of the course is carried out individually according to the doctoral student's study plan and on the basis of mastering the necessary amount of knowledge of invertebrate community ecology in relation to the topic of the dissertation. The assessment of the course reflects the student's sufficient orientation in the subject with a pass/fail mark.
Slovak, English
Global patterns of biodiversity. Application of the theory of island biogeography in invertebrate communities. Assessment of functional (ecological) diversity in invertebrate communities based on morphological, ecological and behavioral characteristics (traits). Key factors influencing community diversity: geographical factors, climatic variability/stability, energy flow and environmental productivity, climate change, disturbances, isolation of habitats/island effect, environmental heterogeneity – environmental gradients and biological factors. Analysis of quantitative, structural and relational characteristics of invertebrate communities. Community similarity and the impact of environmental factors – correlation and regression analysis, multivariate methods – classification and ordination analyses, interpretation of results. Rank-abundance diagrams and their use. Estimation of the number of species – species accumulation curve, rarefaction analysis. Data processing in invertebrate community ecology using case studies. Preservation and accessibility of primary data in journals, public repositories (Dryad Digital Repository) and databases (e.g. Edaphobase for soil invertebrates).
Student will acquire knowledge of community ecolgy and sufficient orientation in the subject with emphasis on the focus of the dissertation project in accordance with the specifics of the individual topics. This knowledge represents an expansion of basic knowledge within community ecology with an emphasis on key factors of community diversity, methodological data processing in the ecology of invertebrate communities, including the preservation and accessibility of primary data in databases. The course also aims to promote self-study, independent search for scientific information and support for processing own data within dissertation.
The aim is to provide students with basic facts about carcinogenesis, the possibilities of its research using experimental models and possibilities of cancer prevention.
Scientific journal articles.
Weinberg R.A, The biology of cancer. Garland Science, Taylor and Francis Group, LLC, 2007.
oral exam
.
1. Carcinogenesis, molecular basis of carcinogenesis.
2. Oncogens, tumour supressor genes.
3. Cell cycle regulation.
4. Types of cell death.
5. Tumour microenvironment.
6. Cancer cell metabolism.
7. Tumour classification.
8. Classification of carcinogens.
9. In vitro and in vivo models of carcinogenesis.
10. Possibilities of cancer prevention, risk factors.
11. Mechanisms of cancer chemoprevention.
12. Natural and synthetic chemopreventive substances.
13. Clinical chemoprevention trials.
To clarify the general mechanisms and principles of neoplastic transformation and possibilities of its modulation in experimental animals.
oral exam
Form of instruction: lecture, individual consultations, practical activities and self-study of literature.
Recommended scope of instruction (in hours): For the entire period of study – 60 h (self-study), 10 h (direct instruction), 20 h (consultations), 10 h (practical activities).
Study method: Full-time and distance form.
The selection of recommended literature will take into account the topic of the specific dissertation. The titles listed in the list may be considered suitable examples.
Adler F. R. & Tanner C. J., 2013: Urban ecosystems. Ecological principles for the built environment. Cambridge University Press, New York, x&346 pp.
Francis R. A. & Chadwick M. A., 2013: Urban ecosystems. Understanding the human environment. Routledge, New York, xii&220 pp.
Gaston K. J. (ed.). 2010: Urban ecology. Cambridge University Press, Cambridge, xii&318 pp.
Niemelä J. (ed.). 2011: Urban ecology. Patterns, processes, and applications. Oxford University Press, New York, xiv&374 pp.
The study is mostly self-study and mainly in the form of consultations. During the entire period of study, the student completes 60 hours of self-study, 10 hours of lectures, 20 hours of consultations and 10 hours of practical activities. The subject is assessed individually according to the doctoral student's study plan and based on mastering the necessary scope of knowledge in the relevant topic of urban ecology in connection with the topic of the dissertation. The subject assessment reflects the student's sufficient orientation in the given issue with a pass/fail assessment.
Slovak, English
With regard to the goals and focus of the dissertation study topic, the following topics are part of the subject: 1. Specifics of the anthropogenic environment as a habitat for animals. 2. Specifics of ecological study methods in this environment. 3. Diversity in the urban environment. 4. Adaptations. 5. Synanthropization, synurbanization, domestication. 6. Artificial habitats, urban ecosystems, the city as a hybrid ecosystem. 7. Man in the urban environment: ecology and ethology.
By completing the course, students will gain a range of knowledge and sufficient orientation in the issues of animal ecology in the anthropogenic environment in connection with the dissertation project and in accordance with the specifics of its individual topics and goals, including the study of methodologies. This knowledge represents an extension of the basic knowledge acquired in the subjects of previous study (for example, zoology 2, ethology, urban ecology, etc.). The aim of the course is also to support self-study and independent search for scientific information.
Hill, Wyse, Anderson : Animal Physiology, Sinauer Assoc., 2008
oral examination
english
1. Basic principles in Animal Physiology.
2. The goal and functioning of the integrating systems of the body. Control and regulating processes.
3. Homeostatic mechanisms for maintenance of the stability of the inner environment. The aim of physiological adaptations.
4. Transport processes in the human body.
5. Principles of the energetic metabolism. Anaerobic and aerobic processes in the metabolism of nutrients.
6. Adaptation to low and high environmental temperatures.
7. Control of movement - motoric bases of behaviour.
8. Mechanisms of salt and water housholding. Adaptations to dry environment.
To extend the knowledge from the basic subject of Animal physiology with respect to the topic of the dissertation.
Form of teaching: Lecture and self-study of literature related to the topic of the dissertation.
Recommended scope of teaching (in lessons):
Per study period: 10 h – direct teaching, 20 h - consultation, 100 h – self-study.
Method of study: full-time, distance.
Hill R.W., Wyse G.A., Anderson M.: Animal Physiology. Sinauer Assoc. 2021
Silbernagl S., Despopoulos A.: Color Atlas of Physiology. Elsevier Science 2015
Silverthorn D.U.: Human Physiology: An Integrated Approach. Pearson 2018
Selected articles from scientific journals
The course consists partly of lectures and consultations, but is largely self-study. The course is assessed individually in the form of an oral exam and reflects the student's sufficient orientation in the subject matter. The teacher assesses the student's ability to critically analyze information provided by textbooks and scientific articles from selected areas of animal and human physiology related to the topic of the doctoral dissertation. Course assessment: passed/failed.
Slovak, English
compulsory subject
The subject Animal and Human Physiology for Doctoral Students is part of the doctoral student's study activities and is partly individual in nature, taking into account the specificity of the individual topics of the dissertation. The basic syllabus is determined as follows: Basic principles in animal and human physiology. Control and integration systems, their significance and mechanisms of functioning, regulation of physiological processes. Homeostasis of the internal environment, mechanisms of its maintenance, significance of physiological adaptations. Transport processes in the human and animal organism. Energy metabolism, its principles, aerobic and anaerobic processes in nutrient metabolism. Thermoregulation, adaptations to life at low and high ambient temperatures. Movement control – motor bases of animal behavior. Water and electrolyte management, adaptations to life in a dry environment. Physiology of reproduction, mechanisms of its regulation, role of the environment.
By completing this course, students will acquire the necessary knowledge and adequate orientation in the areas of animal and human physiology related to the focus of their doctoral dissertation. This knowledge represents an extension and deepening of the basic knowledge of the functions and relationships between tissues, organs, and organ systems that students acquired by completing the basic course. The course promotes self-study, independent search for scientific information, and increases the professional potential of doctoral students in further stages of their studies.
Form of teaching: Lecture, consultation, practical activity and self-study of literature related to the topic of the dissertation.
Recommended scope of instruction (in hours): 10 h – direct teaching, 20 h – individual consultations, 50 h – practical activities, and 30 h – self-study.
Course method: distance, present.
1. MORAVEC a kol.: Plazi. Academia Praha, 2015BARUŠ V. a kol.: Plazi-Reptilia (Fauna ČSFR), Praha, 1992.
2. SPEYBROEK, J a kol.: Field Guide to the Amphibians and Reptiles of Britain and Europe, Christopher Helm, 2016
3. BAKER K.J.: Reptiles: Biology, Behavior and Conservation : Biology, Behavior and Conservation, Nova Science Publishers, 2011
4. BARUŠ V. a kol.: Obojživeníci-Amphibia (Fauna ČSFR). Praha,1992.
5. ROČEK Z.: Studies in Herpetology. Praha, 1986.
6. ZWACH I. : Naši obojživelníci a plazi ve fotografii. Praha,1990.
7. DIESENER G., REICHHOLF J.: Obojživelníky a plazy. Bratislava,1997
Completion of lectures, individual consultations, practical activities in laboratory and field conditions, and self-study of the recommended literature. Evaluation is carried out individually according to the doctoral student’s study plan and based on the demonstrated knowledge related to the dissertation topic.
Slovak, English
The course provides a systematic overview of reptile groups, emphasizing species’ zoogeographical distribution and evolutionary relationships. It focuses on the phylogenetic development of reptiles, current trends in systematics, and molecular phylogenetics. The course analyzes morphological, ecophysiological, and behavioral adaptations to different environments, mechanisms of thermoregulation, and water balance. It includes the study of feeding strategies, microhabitat preferences, and responses to abiotic and biotic factors. Population dynamics and ethological traits of reptiles are discussed in a comparative context, including reproductive and defensive strategies. The final part addresses current research trends, the impact of climate change, and issues in the conservation of endangered species. The course also emphasizes practical methodologies for laboratory and field research, as well as the development of skills in literature work and self-study.
Upon completing the course, the student will acquire advanced knowledge of the systematics, evolution, and behavioral ecology of reptiles. They will be able to identify the main reptile taxa and explain their phylogenetic relationships and zoogeographical distribution. The student will understand morphological, physiological, and behavioral adaptations to various environments and will be able to interpret their significance in ecological and evolutionary contexts. They will master basic methods of field and experimental research and be capable of analyzing reptile behavior in relation to biotic and abiotic factors.
Course type: Lecture / Practice /Self-study.
Recommended course-load (hours):
For the entire study period a total of 120 hours: 13 h – direct instruction, 13 h – consultations, 24 h – practical activities, 70 h – self-study.
Course method: present/distance.
J.C.Dunlap, J.J.Loros, P.J.DeCoursey: Chronobiology. Biological timekeeping. Sinauer Ass.,USA, 2004.
J.Kisková: Biologické rytmy živočíchov a človeka. Prešovská Univerzita, Prešov, 2015.
The course is conducted through lectures, practical exercises, individual consultations and self-study. The course is assessed through an oral examination, conducted individually according to the doctoral student’s study plan.
Slovak, English
1. Time structure of the physiological variables in animals.
2. Overview of the history of chronobiology.
3. Model animals in study of biological rhythms.
4. Basic notions and division of biological rhythms.
5. Genetic basis and molecular mechanisms of the biological rhythms in animals.
6. Localization of the biological clock. Endogenous character of the biological rhythms.
7. Multioscillatory system of the body. Synchronsation of rhythms.
8. Circadian rhytms.
9. Ultradian rhythms.
10. Circaannual (seasonal) rhythms.
11. Application of chronobiological principles in medicine. The jet-lag syndrome. Disturbations of the biological rhythms. Biological rhythms in shift-work.
12. The significance of biological rhythms in the evolution of living organisms.
After completing the course, the student will be able to:
- explain the principles of temporal organization of biological processes and their evolutionary significance,
- describe the mechanisms of organismal adaptation to periodic environmental changes with different cycle lengths (circadian, circannual, ultradian rhythms),
- analyze the interaction of endogenous and exogenous factors in the regulation of biological rhythms,
- interpret molecular, physiological, and behavioral manifestations of biological clocks in model organisms,
- apply chronobiology knowledge to analyze topics related to their own research focus and assess their relevance in the context of the doctoral dissertation,
- critically evaluate experimental data in the field of biological rhythms.
To receive contemporary state of knowledge on bat ecology
Kunz T. H. & Fenton M. B. (eds), 2003: Bat ecology. The University of Chicago Press, Chicago and London, 779 pp.
Kunz T. H. & Parsons S. (eds), 2009: Ecological and behavioral methods for the study of bats. Second edition. Johns Hopkins University Press.
Based on presentation of an elaborated topic.
Oral examination.
English language.
The new knowledge on bat autecology and popualtion ecology will be presented in the course. Life history and social biology. Sensoric ecology and communication. Ecology of migration. Hibernation. Echolocation. long-term trends, roost ecology, diet and foraging ecology, habitat using, molecular ecology. Ecomorophology. Ecophysiology and metabolic energetics. Macroecology, diversity.
Broadened contemporary knowledge on bat ecology..
Teaching format:
Lectures, individual consultations, practical research activities, and self-study of scientific literature related to the topic of the PhD thesis.
Recommended Workload (in hours):
For the entire course duration: 130 h
• 15 h – direct teaching
• 15 h – individual consultations
• 30 h – practical activities / project work
• 70 h – self-study
Study Method: in-person, distance / blended learning
• Murphy et al.: Janeway’s Immunobiology (2022)
• Abbas, Lichtman: Cellular and Molecular Immunology (2022)
• Goel, Requena, Bansal: Human-gut microbiome (2023)
• Faris Q. Alenzi: Animal Models in Experimental Medicine (2024)
• Current scientific papers from PubMed and Scopus databases
• continuous study of scientific literature relevant to the dissertation topic
• preparation of a scholarly text (10–15 pages) focused on an immunological problem in the context of the PhD project
• presentation of the processed topic
• successful completion of an oral examination aimed at evaluating the understanding of general and applied immunology in the context of the doctoral research
Slovak, English
Integrated mechanisms of innate and adaptive immunity; immunoregulatory processes; cytokine signaling pathways; complement; immunometabolism; intestinal and mucosal immunity (GALT); the role of the gut microbiome in modulating innate and adaptive immune responses; host–microbe interactions; the significance of microbial metabolites (SCFA, tryptophan derivatives, secondary bile acids) in regulating inflammation and homeostasis; the gut–brain–immune axis; dysbiosis and mucosal inflammation; immune processes in chronic diseases; experimental models for studying immune responses (in vitro, in vivo); advanced immunological methods and immunological data analysis, including PhD student presentations and expert discussion.
Knowledge:
• acquisition of advanced knowledge in molecular, cellular, and systems immunology,
• understanding of regulatory mechanisms, immunometabolism, and immune system interactions,
• development of an in-depth overview of immunological processes relevant to the PhD topic.
Skills:
• ability to analyse and interpret immunological mechanisms in experimental settings,
• ability to evaluate current scientific literature and formulate immunology-oriented hypotheses,
• competence in applying immunological principles within biomedical research.
Competences:
• ability to independently address immunology-related research tasks,
• ability to present scientific results and defend conclusions,
• ability to integrate immunological knowledge into the context of the PhD thesis research.
Form of teaching: lectures, consultations, practical activities and self-study.
Recommended scope of instruction (in hours): 8 h – direct teaching, 20 h – individual consultations, 52 h – practical activities, and 30 h – self-study.
Course method: distance, present.
Hamish D.R. Fish Disease Manual, 2010
Noga E.J. Fish Disease: diagnosis and treatment, Wiley-Blackwell, 2010
Volf P, Horák P a kol: Paraziti a jejich biologie, Triton, 2007
Woo, P.T.K. and Buchmann, K.. Fish Parasites: Pathobiology and Protection. (2012). India: CABI.
Williams, H. (1994). Parasitic Worms Of Fish. Spojené kráľovstvo: Taylor & Francis.
Walster CH., Tepper J., Urdes L. Fundamentals of Aquatic Veterinary Medicine. (2022). Spojené kráľovstvo: Wiley.
Smith S. A. Fish Diseases and Medicine. (2019). USA: CRC Press.
Completion of lectures, individual consultations, practical activities in laboratory and field conditions, and self-study of the recommended literature. Evaluation is carried out individually according to the doctoral student’s study plan and based on the demonstrated knowledge related to the dissertation topic.
Slovak, English
This PhD-level course focuses on the advanced study of the taxonomy, morphology, physiology, and behavioral characteristics of selected groups of parasitic organisms of freshwater fish. It provides an in-depth insight into the adaptations of unicellular and multicellular parasites to parasitic lifestyles, the mechanisms of parasite–host interactions, and their influence on population dynamics, diversity, and evolutionary relationships. Special attention is given to host specificity, co-evolutionary processes between parasites and hosts, and the ecological and environmental factors affecting parasite distribution. The course also emphasizes applied aspects — the socio-economic consequences of parasitic diseases, and the impacts of anthropogenic environmental changes and intensive aquaculture on the occurrence and development of parasitic communities. The course further includes practical methodologies for laboratory and field research, as well as the development of skills in literature work and self-study.
Upon completing the course, the PhD student will be able to analyze and interpret complex parasite–host interactions in freshwater fish at the individual, population, and ecosystem levels. They will acquire advanced knowledge of the morphological and physiological adaptations of parasites, their life cycles, and host specificity. The student will understand the evolutionary and ecological mechanisms of co-evolution, as well as the factors influencing the diversity and dynamics of parasitic communities. They will master modern research and diagnostic methods used in ichthyoparasitology and will be able to critically assess the socio-economic impacts of parasitic diseases in the context of aquaculture and environmental change.
Proceedings of the Spring School of Doctoral Students.
Active participation in the Spring School of PhD students of UPJŠ.
1. Interdisciplinary lectures from the fields of medicine, natural sciences, law, public affairs, humanities. Lecturers - top foreign or national experts from the mentioned fields.
2. Scientific lectures in sections created within related disciplines. Lecturers - top experts from UPJŠ from the mentioned fields.
3. Scientific contributions of PhD students in sections of related fields.
4. Panel discussions on the issue of PhD studies and current trends in the development of scientific disciplines at UPJŠ.
By actively participating in the Spring School of PhD Students of UPJŠ, the PhD student demonstrates a high level of ability to process the issues of his dissertation for a multidisciplinary audience with an emphasis on clarifying the motivation, scientific problem, processing methodology and own contribution to the solution of the selected topic. The PhD student demonstrates the ability to professionally discuss various research topics, present his own positions and accept a plurality of opinions. Demonstrates the ability to communicate research results to a wider professional audience with adequate means and through the Slovak language.
Final thesis consultant.
By consulting the final thesis, the PhD student demonstrates broad and scientifically based knowledge in the field of study, as well as knowledge of a wide range of methods and approaches. Demonstrates the ability to critically assess a professional problem and its proposed solution, as well as to evaluate it and possibly propose another solution. He applies knowledge and skills from the field of pedagogical sciences to his own field.
Form of teaching: Lecture and self-study of literature related to the topic of the dissertation.
Recommended scope of teaching (in lessons):
Per study period: 10 h – direct teaching, 10 h - consultation, 100 h – self-study.
Method of study: full-time, distance.
Devlin T.M.: Textbook of Biochemistry with Clinical Correlations. Wiley-Liss 2006
Bhagavan N.V., Chung-Eun Ha: Essentials of Medical Biochemistry. Elsevier 2011
Newsholme E., Leech T.: Functional Biochemistry in Health and Disease. Wiley-Blackwell 2010
The study takes place partly in the form of lectures and mainly by self-study. The evaluation of the course is carried out individually according to the doctoral student's study plan and on the basis of mastering the necessary amount of knowledge of cell metabolism in relation to the topic of the dissertation. The assessment of the course is standard and reflects the student's sufficient orientation in the subject with a pass/fail mark.
Slovak, English
The course Seminar in Cell Metabolism is a part of the doctoral student's study activities and has a partly individual character with regard to the specificity of the individual topics of the dissertation. The basic curriculum is determined as follows: the role of glucose, fructose and galactose in the energy metabolism of the cell, possibilities of obtaining energy under anaerobic conditions. Regulation of glucose homeostasis, intracellular insulin signalling. Fatty acids, acylglycerols and their metabolism, specific features of white and brown adipose tissue cells. Acetyl-CoA, its formation and utilization, importance of ketone bodies in cell bioenergetics. ATP as an energy and signaling molecule. Phospholipids, sphingolipids and their functions. Cellular cholesterol metabolism and its regulation. Degradation and transformation of amino acids, amino nitrogen metabolism. Heme biosynthesis and degradation, iron metabolism. Prostaglandins, prostacyclins and thromboxanes, their synthesis and functions. Cytosolic production and role of reactive oxygen and nitrogen species, maintenance of redox homeostasis in cells. Compartmentation of metabolic processes in the cell.
By completing the course, students will acquire the necessary amount of knowledge of cell metabolism and sufficient orientation in the subject with emphasis on the focus of the dissertation project in accordance with the specifics of the individual topics. This knowledge represents an extension of the basic knowledge of energy and metabolic processes used to maintain homeostasis in animals and humans, acquired in the core course, with a focus on key molecules and processes occurring at the subcellular and molecular level. The course also aims to promote self-study and independent search for scientific information.
Broadening of the basic knowledge of metabolic processes for homeostasis maintenance in animal and human organism
1. Devlin T.M.: Textbook of Biochemistry with Clinical Correlations. Wiley-Liss 2006
2. Bhagavan N.V., Chung-Eun Ha: Essentials of Medical Biochemistry. Elsevier 2011
3. Newsholme E., Leech T.: Functional Biochemistry in Health and Disease. Wiley-Blackwell 2010
Oral examination
Carbohydrates – structure, biological significance of mono-, di-, polysaccharides and its derivatives, pathways of carbohydrate synthesis and degradation, glycaemia regulation, clinical aspects of carbohydrate metabolism. Lipids – categories, metabolism, lipogenesis, lipolysis, the metabolic roles of the liver and adipose tissue. Ketogenesis. Regulation of carbohydrate and lipid metabolism. Plasma lipoprotein metabolism, hyper- and hypolipoproteinemias. Cholesterol metabolism, biochemical and clinical aspects of atherogenesis and atherosclerosis. Arachidonic acid – biological significance, formation and functions of eicosanoids, clinical correlations. Reactive oxygen and nitrogen species, oxidative metabolism, antioxidative systems. Metabolic pathways of protein degradation and amino acid transformation, special products of amino acid metabolism. Nitrogen metabolism, urea biosynthesis. Metabolism of porphyrins, purines and pyrimidines. Water metabolism and its disturbances. Metabolism of solutes. Mechanisms of metabolic processes regulation.
Broadening of the basic knowledge of metabolic processes for homeostasis maintenance in animal and human organism
Oral examination
Active participation in an international conference abroad.
By actively participating in an international scientific conference abroad, the phD student demonstrates a high level of ability to identify, evaluate, and apply correct scientific methods or research methodology in his scientific field. He demonstrates the ability to reflect on a specific scientific problem by using the latest approaches and applying them critically. Demonstrates competence to use existing theories and concepts in an innovative way, as well as generate new original scientific knowledge and communicate research results to a wider audience by adequate means and through a foreign language.
Co-author of a monograph in a renowned publishing house.
By publishing a monograph in a renowned publishing house, the PhD student demonstrates a high level of ability to identify, evaluate, and apply correct scientific methods or research methodology. He demonstrates the ability to reflect on a scientific problem by using the latest approaches and applying them critically. He demonstrates the competence to use existing theories and concepts in an innovative way, as well as to generate new original scientific knowledge, which he can publish according to the highest qualitative and ethical standards of the field. The doctoral student demonstrates the ability to critically evaluate and respond to reviewers' suggestions, to finalize his own ideas.
Co-author of the monograph.
By publishing a monograph, the PhD student demonstrates a high level of ability to identify, evaluate, and apply correct scientific methods or research methodology. It demonstrates the ability to reflect on a scientific problem by using the latest approaches and applying them critically. He demonstrates the competence to use existing theories and concepts in an innovative way, as well as to generate new original scientific knowledge, which he can publish according to the highest qualitative and ethical standards of the field. The doctoral student demonstrates the ability to critically evaluate and respond to reviewers' suggestions, to finalize his own ideas.
To learn the knowledge on anatomy and organization of central and peripheral nervous system. Understanding the particular functions of nervous system in homeostasis, sensory perception, motor functions, as well as in processing of signal at various levels of nervous system.
Lovásová, K., Kluchová, D., Boleková, A.:Neuroanatómia pre psychológov, Košice, Equilibria, UPJŠ 2015
Miklošová M.: Anatómia, Košice, Equilibria, UPJŠ 2011
Druga R., Grim M., Dubový P.: Anatomie centrálního nervového systému Galén Karolinum, 2011
Ševc, J., Mochnacký, F.: Anatomické termíny pre jednoodborové a medziodborové štúdium biológie, UPJŠ, e-book (https://unibook.upjs.sk/sk), 2020
1. compulsory participation on Anatomy lectures, max. 3 absences per semester
2. oral exam during summer exam period. Exam grade depends on the gained knowledge on the structure, functions and spatial organization of individual parts of nervous system.
1. introduction to neuroanatomy, basic principles of functional neuroanatomy, classification of the nervous system,dividing of the Nervous System (CNS, PNS, autonomous NS, somatic NS),
2. the spinal cord and nervous tracts
3. the brainstem: medulla oblongata, pons, mesencephalon
4. peripheral nervous system: spinal and cranial nerves
5. the cerebellum
6. the diencephalon - topography, organization, basal ganglia
7. the telencephalon - cerebral cortex (paleopalium, archipallium), limbic system
8. the telencephalon - neocortex: cortical centers
9. the telencephalon - neocortex: associative cortex
10. the telencephalon, cerebral cortex (paleopallium, archipallium, neopallium) and basal ganglia
11. ventricular system of the brain, meninges and blood supply,
12. autonomic nervous system: symphatetic and parasymphathetic
13. sensory organs
After successful completion of the lectures, student masters the knowledge on anatomy and organization of central and peripheral nervous system. Student understands the particular functions of nervous system in homeostasis, sensory perception, motor functions, as well as in processing of signal at various levels of nervous system. Successful completion of the lectures prepare students for further study of Neurophysiology, Neuropsychology, etc.
Form of teaching: lectures, consultations and self-study of literature related to the topic of the dissertation thesis.
Recommended scope of teaching (in lessons):
Per study period: 10 h – direct teaching, 10 h - consultations, 90 h – self-study.
Method of study: full-time, distance.
Miklošová: Anatómia, Equilibria, UPJŠ, Košice (2011)
Mráz et al.: Anatómia Ľudského tela 2, SAP, Bratislava (2012)
Druga et al.: Anatomie centrálního nervového systému, Galén Karolinum, (2011)
Jacobson et al.: Neuroanatomy for the Neuroscientist, 3rd edition, Springer Cham (2018)
Schröder et al.: Neuroanatomy of the Mouse. An Introduction. Springer Cham (2020)
Ševc and Alexovič Matiašová: Anatomické termíny pre štúdium anatómie človeka a neuroanatómie, druhé vydanie, ŠafárikPress, Košice (2023)
The study takes place in the form of lectures, consultations and the self-study of literature. The evaluation of the course is carried out individually according to the doctoral student's study plan and on the basis of mastering the necessary amount of knowledge of neuroanatomy related to the topic of the dissertation thesis. The assessment of the course is standard and reflects the student's orientation in the subject with a pass/fail mark.
Slovak, English
The subject Neuroanatomy for PhD students covers study activities of doctoral student and has partly individual character taking into account specificity of the topic of dissertation thesis. Brief syllabus is determined as follows: Introduction to neuroanatomy, general principles of functional neuroanatomy, classification of the Nervous System (CNS, PNS, autonomous NS, somatic NS). The spinal cord and nervous tracts. The brainstem: medulla oblongata, pons, mesencephalon. Peripheral nervous system: spinal nerves and cranial nerves. The cerebellum. The diencephalon. The telencephalon – topography, organization, basal ganglia. The telencephalon – cerebral cortex (paleopallium, archipallium), limbic system. The telencephalon – neocortex: cortical centres. The telencephalon – neocortex: associative cortex. Ventricular system of the brain, meninges and blood supply CNS. Autonomic nervous system: sympathetic and parasympathetic. Sensory organs.
By completing the course, students understand problematics of anatomy of nervous system. Students will acquire knowledge on organization of central and peripheral nervous system with emphasis on the dissertation project and in accordance with the specifics of the individual topics. Students will understand functions and activities of nervous system in homeostasis, sensory perception, motor functions and processing of signal at various levels. The course also aims to promote self-study and independent search for relevant and actual scientific information in neuroanatomy.
To provide students with the most recent knowledge on the biological basis of behaviour.
A.Wickens: Foundations of Biopsychology. Pearson/Prentice Hall, Harlow,London,...,2005.
T.J.Carew: Behavioral Neurobiology. Sinauer Assoc.,Sunderland (USA), 2000.
R.P.Kesner, J.L.Martinez: Neurobiology of learning and memory. Academic Press,Elsevier, Amsterdam,....,2007.
Oral examination.
1. Neuronal mechanisms of learning and memory.
2. Neurochemistry of emotions.
3.The role of the left and right hemispheres in control of various types of behaviour.
4. Neurodegenerative processes in the CNS.
5. Biological basis of patological deviations of behaviour in humans.
6. Neurophysiology of addiction.
7. Neuronal control of eating behaviour.
8. Neurobiology of sleep.
9. Neuaral control of sexual behaviour.
10. Control of circadian rhythms by CNS.
11. Brains centers of speach and its disorders.
12. Biological origin of mental disorders.
13. Genetic bases of behaviour.
This subject is aimed to provide knowledge on the correlation between processes in
Oral examination.
A publication published in a non-reviewed foreign or national journal as an author/co-author.
By publishing in a non-reviewed foreign or national journal as an author/co-author, the PhD student demonstrates the ability to identify, evaluate, and apply correct scientific methods or research methodology. He demonstrates the ability to reflect on a scientific problem by using the latest approaches and applying them critically. He demonstrates the competence to use existing theories and concepts in an innovative way, as well as to generate new original scientific knowledge, which he can publish according to the highest qualitative and ethical standards of the field. The phD student demonstrates the ability to finalize his own thoughts in a written speech.
The Dissertation thesis is the result of the student's own scientific research. It must not show elements of academic fraud and must meet the criteria of correct research practice defined in the Rector's Decision no. 21/2021, which lays down the rules for assessing plagiarism at Pavel Jozef Šafárik University in Košice and its constituents. Fulfillment of the criteria is verified mainly in the process of supervising and in the process of the thesis defense. Failure to do so is grounds for disciplinary action.
The Dissertation thesis has elements of a scientific work and the student demonstrates extensive mastery of the theory and professional terminology of the field of study, acquisition of knowledge, skills and competences in accordance with the declared profile of the graduate of the field of study, as well as the ability to apply them in an original way in solving selected problems of the field of study. The student demonstrates the ability of independent scientific work in terms of content, formal and ethical aspects. Further details of the Dissertation thesis are determined by Directive no. 1/2011 on the essential prerequisites of final theses and by the Study Rules of Procedure at UPJŠ in Košice for doctoral studies.
The doctoral student demonstrated the ability and readiness for independent scientific and creative activity in the field of study of philology in accordance with the expectations of the relevant qualification framework and the profile of the graduate.
1. Roberts, Janovy Jr. Nadler,Foundations of Parasitology, 9th edition, 2012 McGraw-Hill
Education, 701pp.
2. Loker, Parasitology: A Conceptual Approach, 2015, Garland Science, 560 pp.
active participation in practical exercises
presentation of seminar work
continuous written examinations
oral examination
slovak, english
The course builds on the knowledge acquired in the Parasitology I. course, expands them and includes vectors transmitted organisms. It focuses on mastering the methods used in parasitology.
Syllabus:
Week 1: Parasitic adaptations
Week 2: Parasite-host interactions
Week 3: Behavioral strategies of parasites
Week 4: Effect of the parasite on host behavior
Week 5: Vector-borne viruses
Week 6: Vector-borne bacteria
Week 7: Vector-borne parasites
Week 8: Laboratory diagnostic methods
Week 9: Flotation and serological methods
Week 10: Molecular detection and identification
Week 11: Methods of capturing vertebrates for parasitological purposes
Week 12: Methods of capturing invertebrates for parasitological purposes
Week 13: Parasitological autopsy
After completing the course Parasitology II. students will demonstrate
- knowledge of diagnostic methods commonly used in parasitology
- practical use of methods commonly used in parasitology
- evaluate the method of detection and identification on the basis of knowledge of parasite life cycles
To review actual knowledge in soil biology and soil habitats based on new scientific papers and monographs.
Coleman, D. C., Crossley, D. A. Jr., Hendrix, P. F., 2004: Fundamentals of soil ecology, 2nd edition. Elsevier, 1-408
Eisenbeis G., Wichard W., 1987: Atlas on the biology of soil Arthropods Springer Verlag, 1-437
Lavelle P., Spain A. V., 2001: Soil Ecology. Kluwer Academic Publishers. Dordrecht-Boston-London, 1-654
Oral examination.
English language.
The subject is focused on the recent knowledge of soil processes in the soil. Content of the subject: (1) mineral and biotic composition of the soil, (2) soil profile, specification of organic soil subhorizons, (3) soil-forming processes and pedogenesis, (4) soil biodiversity and methods of analysis of communities of living organisms, (5) abiotic and biotic interactions of soil organisms, (6) soil biota and soil processes, (7) soil biodiversity and soil protection, (8) soil degradation, (9) global changes and theit effects upon the soil environment and soil microhabitats.
Broadened contemporary knowledge in soil biology: soil components and their interactions, processes in soil environment, soil biodiversity.
Examination
Obtaining the required number of credits in the prescribed composition according to the UPJŠ study regulations, preparation and defense of the thesis, successfully completed dissertation examination.
The PhD student demonstrated the prerequisites for successful continuation of the study by fulfilling the conditions prescribed by the study regulations for the study and scientific part of the doctoral study related to the topic of the dissertation.
Working out the given themes of the report.
Passing the final oral examination.
1. Phylogeny of food acquisition, processing and utilization in animals.
2. Energy metabolism (factors influencing the metabolic rate; physiology of physical work; principles of aerobic performance in various species).
3. Thermal housekeeping (poikilothermic and homoiothermic strategies.
4. Life in cool environment).
5. The phylogenic development of the nervous system.
6. Sensory abilities of the animals.
7. Evolution of the brain. Endocrinal and neuroendocrinal regulation of body functions in evertebrates and vertebrates.
8. Reproductive systems of the animals.
9. Navigation in animals. Motoric basics of animal behaviour.
10. The mechanisms of the exchange of respiratory gases in a phylogenetic view.
11. Comparison of circulatory systems in animals.
12. Water- and mineral housekeeping in terrestrial and aquatic animals.
13. Excretory systems of the animals.
The students receive an overview on the significance of physiological adaptational mechanisms to the various life conditions on the individual levels of the phylogenesis.
Beránek, J. (2023). Moderní pedagogické metody a přístupy. Praha: Portál.
Fiala, M. (2023). Didaktika a metodika v současné škole. Praha: Grada Publishing.
Kováč, M. (2023). Vzdelávanie v 21. storočí: Inovatívne prístupy a metódy. Nitra: Vydavateľstvo UKF v Nitre.
Koudelka, J. (2023). Moderní didaktika a její aplikace. Praha: Karolinum.
Křížová, M., & Šebová, P. (2023). Vzdělávání učitelů: Teoretické a praktické přístupy. Praha: Triton.
Kučerová, M. (2023). Vzdělávání učitelů a profesionální rozvoj. Praha: Triton.
Mocová, M., & Lázňovská, M. (2023). Pedagogika a jej aplikácie v praxi. Bratislava: Vydavateľstvo Spolku slovenských pedagogických pracovníkov.
Novák, J., & Pol, M. (2024). Pedagogické výzkumy a inovace ve vzdělávání. Praha: Portál.
Sikora, J. (2022). Didaktika a metodika vzdelávania: Nové výzvy a trendy. Bratislava: Vydavateľstvo Univerzity Komenského v Bratislave.
Škoda, J. (2022). Efektivní výuka: Praktické strategie a metody. Praha: Grada Publishing.
Švec, J. (2023). Didaktika a školní politika: Teorie a praxe. Praha: Grada Publishing.
Vojtová, K. (2024). Diferenciace a inkluze ve vzdělávání. Praha: Wolters Kluwer.
1. Development of a teaching diary—100%
2. Compulsory active participation and attendance in accordance with the Study Regulations.
slovak
The personality of a university teacher. Teaching styles. Student in university education. Student learning styles. Possibilities of adapting teaching styles and student learning styles. University teacher–student interaction and communication in the teaching process. Pedagogical competencies of a university teacher. Didactic analysis of the curriculum; teaching materials and textbooks. Forms of university teaching. Methods of university teaching. Verification methods and student assessment. Creation of a didactic test. Designing university teaching process. University teacher self-reflection.
After completing the course, the student will acquire knowledge, skills, and competencies, i.e., will be able to:
Knowledge
Define and apply basic didactic principles, methods, forms, and tools in the teaching process of university-level professional subjects. Identify and specify educational procedures of a university teacher aimed at effective teaching management, pedagogical diagnostics, and assessment of learning outcomes. Recognize different approaches to pedagogical evaluation and their impact on improving the quality of the educational process at the university level.
Skills
Implement effective educational methods and techniques into the teaching of professional subjects, tailored to the needs of university students. Conduct pedagogical diagnostics, assess students' progress, and apply appropriate evaluation methods to improve learning outcomes. Analyze and reflect on one's own teaching process, identify areas for improvement, and enhance the teaching of professional subjects, including the rationalization of the time and content structure of teaching. Present specific proposals for improving the teaching process, including the use of new technologies and innovative pedagogical approaches.
Competencies
Confidently and effectively manage the teaching of university subjects, applying educational competencies that consider the specifics of higher education. Critically reflect on one's own pedagogical practice and the learning outcomes of students to improve teaching methods and achieve a higher quality of the educational process. Apply innovative solutions to streamline and optimize the teaching process, aiming to increase the engagement and success of university students.
Active involvement in the popularization of science.
Demonstrated ability to present science to the lay public, use interactive methods of scientific communication, identify the target group and adapt the communication language to the level of professional knowledge. A PhD student is able to arouse interest and motivate specific target groups in the field of his scientific work, but also in the wider context of science.
Work in the organizing committee of the conference
By working in the organizing committee of the conference, the PhD student demonstrates the abilities and competences to organize a scientific or professional event independently or in a team, to manage the implementation in terms of time and content, to communicate effectively verbally and in writing using various technical means as needed, including in a foreign language at a professional level with various types of people, if necessary, correctly recommend solutions or make independent decisions.
Direct teaching activity 1 semester hour
Through pedagogical activity, the PhD student demonstrates the ability to transfer and integrate knowledge from his own field of study into education. He is able to select and apply the right techniques and strategies of study group management, higher education and evaluation of learning outcomes. He is capable of designing and implementing part of the educational process in accordance with current trends in higher education and the requirements placed on the level of communication and digital competencies.
Direct teaching activity 2 semester hours
Through pedagogical activity, the PhD student demonstrates the ability to transfer and integrate knowledge from his own field of study into education. He is able to select and apply the right techniques and strategies of study group management, higher education and evaluation of learning outcomes. He is capable of designing and implementing part of the educational process in accordance with current trends in higher education and the requirements placed on the level of communication and digital competencies.
Direct teaching activity 3 semester hours
Through pedagogical activity, the PhD student demonstrates the ability to transfer and integrate knowledge from his own field of study into education. He is able to select and apply the right techniques and strategies of study group management, higher education and evaluation of learning outcomes. He is capable of designing and implementing part of the educational process in accordance with current trends in higher education and the requirements placed on the level of communication and digital competencies.
Direct teaching activity 4 semester hours
Through pedagogical activity, the PhD student demonstrates the ability to transfer and integrate knowledge from his own field of study into education. He is able to select and apply the right techniques and strategies of study group management, higher education and evaluation of learning outcomes. He is capable of designing and implementing part of the educational process in accordance with current trends in higher education and the requirements placed on the level of communication and digital competencies.
Course type: Lecture / Practice
Redommended course-load (hours):
Per week: 2/2 Per study period: 28/28
Course method:
1. Woo, P.T.K. and Buchmann, K.. Fish Parasites: Pathobiology and Protection. (2012). India: CABI.
2. Williams, H. (1994). Parasitic Worms Of Fish. United Kingdom: Taylor & Francis.
3. Walster CH., Tepper J., Urdes L. Fundamentals of Aquatic Veterinary Medicine. (2022). United Kingdom: Wiley.
4. Smith S. A. Fish Diseases and Medicine. (2019). USA: CRC Press.
active participation in practical exercises,
presentation of seminar work,
continuous written examinations,
oral examination
The course focuses on the taxonomy, morphology, physiology, and behavioral manifestations, life cycles, and ecological requirements of selected groups of parasitic organisms of freshwater fish. It explores adaptations to a parasitic lifestyle in both unicellular and multicellular parasites, parasite-host interactions, and the mutual influence on the population dynamics of both parasites and hosts, host specificity, co-evolution with the host, the socio-economic impact of parasitic diseases, and the influence of humans and aquaculture.
After completing the course Fish parasites students will demonstrate:
- knowledge of diagnostic methods commonly used in fish parasitology
- practical use of methods commonly used in fish parasitology
- evaluate the method of detection and identification on the basis of knowledge of fish parasite life cycles
Alexitch, L. R. (2005). Applying social psychology to education. Social Psychology.–Еd.: Schneider F., Gruman J., Coutts L.–Sage Publications, Inc, 205-228.
Fry, H., Ketteridge, S., & Marshall, S. (2008). A handbook for teaching and learning in higher education: Enhancing academic practice. Routledge.
Mareš, J.: Pedagogická psychologie. Portál, 2013.
Kniha psychologie. Universum, 2014
Čáp, J., Mareš, J.: Psychologie pro učitele. Praha: Portál 2007.
Vágnerová, M.: Školní poradenská psychológie pro pedagogy. Praha: Karolínum 2005.
Cuevas, J. A., Childers, G., & Dawson, B. L. (2023). A rationale for promoting cognitive science in teacher education: Deconstructing prevailing learning myths and advancing research-based practices. Trends in neuroscience and education, 100209.
Case study, micro-output, its analysis
Current modifications of the course are listed in the electronic bulletin board of the course.
slovak
The content of the course is based on selected psychological knowledge of cognitive psychology, psychology of emotions and motivation, personality psychology, developmental, social, educational psychology and health psychology. Teaching is realized by a combination of lectures with interactive, experiential methods, discussion, open communication with mutual respect, support of independence, activity and motivation of students. Syllabus: University teacher and his work in the teaching process with a focus on: teachers in relation to themselves (cognitive, personal, social and competencies in the use of methods), in relation to students and as part of the teacher-student relationship on the basis of selected areas of cognitive psychology, psychology of emotions and motivation, developmental psychology, social psychology, educational psychology and health psychology with application to the university environment
After completing the course, students will gain knowledge that allows them to understand, summarize and explain selected psychological knowledge from cognitive psychology, emotion and motivation psychology, personality psychology, developmental, social, educational psychology and health psychology. They will acquire skills to apply the above psychological knowledge necessary for the professional, competent performance of university teaching practice of doctoral students
to create and implement the teaching of a professional topic with applied psychological knowledge
and develop the competences to create and implement teaching of a professional topic with the application of psychological knowledge, as well as to evaluate their performance and the performance of their classmates in the form of constructive feedback.
Publication accepted in a journal of category Q1 as co-author.
By publishing in a journal of category Q1 as a co-author, the PhD student demonstrates a high degree of ability to identify, evaluate, and apply correct scientific methods or research methodology. He demonstrates the ability to reflect on a scientific problem by using the latest approaches and applying them critically. He demonstrates the competence to use existing theories and concepts in an innovative way, as well as to generate new original scientific knowledge, which he can publish according to the highest qualitative and ethical standards of the field. The PhD student demonstrates the ability to critically evaluate and respond to reviewers' suggestions, to finalize his own ideas.
Publication accepted in a journal of category Q1 as first or corresponding author.
By publishing in a journal of category Q1 as the first or corresponding author, the PhD student demonstrates a high degree of ability to identify, evaluate, and apply correct scientific methods or research methodology. He demonstrates the ability to reflect on a scientific problem by using the latest approaches and applying them critically. He demonstrates the competence to use existing theories and concepts in an innovative way, as well as to generate new original scientific knowledge, which he can publish according to the highest qualitative and ethical standards of the field. The PhD student demonstrates the ability to critically evaluate and respond to reviewers' suggestions, to finalize his own ideas.
Publication accepted in a journal of category Q2 as co-author.
By publishing in a journal of category Q2 as a co-author, the PhD student demonstrates a high degree of ability to identify, evaluate, and apply correct scientific methods or research methodology. He demonstrates the ability to reflect on a scientific problem by using the latest approaches and applying them critically. He demonstrates the competence to use existing theories and concepts in an innovative way, as well as to generate new original scientific knowledge, which he can publish according to the highest qualitative and ethical standards of the field. The PhD student demonstrates the ability to critically evaluate and respond to reviewers' suggestions, to finalize his own ideas.
Publication accepted in a journal of category Q2 as first or corresponding author.
By publishing in a journal of category Q2 as the first or corresponding author, the PhD student demonstrates a high degree of ability to identify, evaluate, and apply correct scientific methods or research methodology. He demonstrates the ability to reflect on a scientific problem by using the latest approaches and applying them critically. He demonstrates the competence to use existing theories and concepts in an innovative way, as well as to generate new original scientific knowledge, which he can publish according to the highest qualitative and ethical standards of the field. The PhD student demonstrates the ability to critically evaluate and respond to reviewers' suggestions, to finalize his own ideas.
Publication accepted in a journal of category Q3 as co-author
By publishing in a journal of category Q3 as a co-author, the PhD student demonstrates a high degree of ability to identify, evaluate, and apply correct scientific methods or research methodology. He demonstrates the ability to reflect on a scientific problem by using the latest approaches and applying them critically. He demonstrates the competence to use existing theories and concepts in an innovative way, as well as to generate new original scientific knowledge, which he can publish according to the highest qualitative and ethical standards of the field. The PhD student demonstrates the ability to critically evaluate and respond to reviewers' suggestions, to finalize his own ideas.
Publication accepted in a journal of category Q3 as first or corresponding author
By publishing in a journal of category Q3 as the first or corresponding author, the PhD student demonstrates a high degree of ability to identify, evaluate, and apply correct scientific methods or research methodology. He demonstrates the ability to reflect on a scientific problem by using the latest approaches and applying them critically. He demonstrates the competence to use existing theories and concepts in an innovative way, as well as to generate new original scientific knowledge, which he can publish according to the highest qualitative and ethical standards of the field. The PhD student demonstrates the ability to critically evaluate and respond to reviewers' suggestions, to finalize his own ideas.
Publication accepted in a journal of category Q4 as co-author.
By publishing in a journal of category Q4 as a co-author, the PhD student demonstrates a high degree of ability to identify, evaluate, and apply correct scientific methods or research methodology. He demonstrates the ability to reflect on a scientific problem by using the latest approaches and applying them critically. He demonstrates the competence to use existing theories and concepts in an innovative way, as well as to generate new original scientific knowledge, which he can publish according to the highest qualitative and ethical standards of the field. The PhD student demonstrates the ability to critically evaluate and respond to reviewers' suggestions, to finalize his own ideas.
Publication accepted in a journal of category Q4 as first or corresponding author.
By publishing in a journal of category Q4 as the first or corresponding author, the PhD student demonstrates a high degree of ability to identify, evaluate, and apply correct scientific methods or research methodology. He demonstrates the ability to reflect on a scientific problem by using the latest approaches and applying them critically. He demonstrates the competence to use existing theories and concepts in an innovative way, as well as to generate new original scientific knowledge, which he can publish according to the highest qualitative and ethical standards of the field. The PhD student demonstrates the ability to critically evaluate and respond to reviewers' suggestions, to finalize his own ideas.
A publication published in a peer-reviewed foreign or national proceedings as an author/co-author.
By publishing in a peer-reviewed foreign or national journal as an author/co-author, the PhD student demonstrates a high degree of ability to identify, evaluate, and apply correct scientific methods or research methodology. He demonstrates the ability to reflect on a scientific problem by using the latest approaches and applying them critically. He demonstrates the competence to use existing theories and concepts in an innovative way, as well as to generate new original scientific knowledge, which he can publish according to the highest qualitative and ethical standards of the field. The PhD student demonstrates the ability to critically evaluate and respond to reviewers' suggestions, to finalize his own ideas.
Obtained citation registered in SCI or Scopus.
Obtaining a citation demonstrates broad and very well-founded scientific knowledge in the researched field, based on the ability to formulate research questions, to reflect on a scientific problem in such a way that generates new knowledge. At the same time, a citation in an indexed source demonstrates the competence to communicate new knowledge, which is a significant contribution to scientific knowledge, at the highest expert level.
Co-investigator of the domestic project
The PhD student demonstrates the ability to participate in teamwork, to bring his own contribution to the solution of the project objective and to take responsibility for the assigned tasks. By solving the domestic project, he acquires the ability to implement the project intention according to the established procedure, to follow the project schedule, to coordinate his own activities with colleagues, to participate in the creation of outputs. The PhD student gains valuable experience from the practical course of the grant project.
Form of teaching: Lectures, consultation, practical activities and self-study of literature related to the topic of the dissertation.
Course method: distance, present.
Recommended scope of instruction (in hours): 10 h – direct teaching, 20 h – individual consultations, 40 h – practical activities, and 50 h – self-study.
Nordell E.S., Valone T.J.: Animal behavior: concepts, methods, and applications, Oxford University Press, 2107
Bread M.D.: Conceptual Breakthroughs in Ethology and Animal Behavior, Academic press, 2017
Rubenstein D.R., Alcock J.: Animal Behavior, Oxford University Press, 2020
D.Franck: Etologie. Vyd.Karolinum, Praha,1996.
E.O.Wilson : O lidské přirozenosti. Nakl.Lidové noviny, Praha, 1993.
Veselovský, Z. Etologie. Biologie chování zvířat. Praha, 2005.
Fraňková, S. , Bičík, V. Srovnávací psychologie a úvod do etologie. Praha, 1999
Špinka, M.: Etologie. Mechanismy, ontogeneze, funkce a evoluce chování živočichů, Academia Praha, 2024
Completion of lectures, individual consultations, practical activities in laboratory and field conditions, and self-study of the recommended literature. Evaluation is carried out individually according to the doctoral student’s study plan and based on the demonstrated knowledge related to the dissertation topic.
Slovak, English
The course builds upon fundamental knowledge of animal behavior across different taxa, expanding it to include a comprehensive perspective on the behavior of these organisms. It covers neurophysiological mechanisms of sensory and motor systems, adaptive strategies, and behavioral regulation. Students will engage with advanced topics such as migration, orientation, biocommunication, social and sexual behavior, aggression, and parental investment, with an emphasis on the latest research methods and theoretical approaches. The course integrates evolutionary, ecological, and neurobiological perspectives, highlighting the application of knowledge in specialized research. It is tailored to the analysis of specific behavioral types according to the target organism group of the student’s dissertation. The course also emphasizes practical methodologies for laboratory and field research, as well as the development of skills in literature work and self-study.
By completing the course Special Ethology, students will gain comprehensive knowledge and practical skills essential for understanding behavioral disciplines across various animal taxa. The course aims to deepen students’ understanding of progressive areas of ethology and to familiarize them with the methodology of experimental ethology in relation to the focus of their doctoral dissertation.
Co-worker of project supported by internal grant schemes (VVGS)
The PhD student demonstrates the ability to participate in teamwork, to bring his own contribution to the solution of the project objective within the internal grant system at UPJŠ. By solving the internal VVGS grant, he acquires the ability to implement the project plan according to the established procedure, adhere to the project schedule, coordinate his own activities with colleagues, and participate in the creation of outputs. The PhD student gains valuable experience from the practical course of the grant project.
Membership in the research team of an international project.
Active involvement by solving a specific task within a team of international project solvers. The PhD student demonstrates the ability to work in a team, take responsibility for the assigned task, adhere to the time schedule and fulfill the project outputs. The PhD student gains personal experience from the implementation of an international project, participation in its key stages, creation of measurable outputs, grant funding of science.
Form of teaching: Lecture, consultation, practical activities and self-study of literature related to the topic of the dissertation.
Recommended scope of instruction (in hours): 10 h – direct teaching, 25 h – individual consultations, 50 h – practical activities, and 50 h – self-study.
Course method: distance, present.
1. Roberts, Janovy Jr. Nadler,Foundations of Parasitology, 9th edition, 2012 McGraw-Hill Education, 701pp.
2. Paniker, C.K.J. Paniker’s Textbook of Medical Parasitology, 2018
3. Ridley, J.W. Parasitology for Medical and Clinical Laboratory Professionals, Cengage Learning, 2011
4. Loker, Parasitology: A Conceptual Approach, 2015, Garland Science, 560 pp.
5. Volf, Horák a kol.: Paraziti a jejich biologie, 2007, Triton, 318 pp.
Completion of lectures, individual consultations, practical activities in laboratory and field conditions, and self-study of the recommended literature. Evaluation is carried out individually according to the doctoral student’s study plan and based on the demonstrated knowledge related to the dissertation topic.
Slovak, English
The course focuses on the classification of significant parasitic animals and provides a comprehensive overview of fundamental parasitological, ecological, and epidemiological concepts. The study also includes understanding the natural focality and transmission of parasitic diseases. Students will become familiar with the evolution of parasites and various forms of parasite transmission. In addition to general knowledge, students will study in detail specific taxa of parasitic representatives, emphasizing topics related to their dissertation research. This approach allows them to deepen their expertise and prepare for specialized research in the field of parasitology. The course also emphasizes practical methodologies for laboratory and field research, as well as the development of skills in literature work and self-study.
By completing the course Special Parasitology, students will gain comprehensive knowledge and practical skills essential for understanding parasitism as a biological phenomenon. They will acquire a detailed understanding of fundamental terminology and theoretical principles of parasitism, enabling them to better comprehend the relationships between parasites and their hosts. Furthermore, they will be able to systematically describe and analyze the general life cycles of key parasitic organisms of medical and veterinary importance. Students will develop the ability to perform independent taxonomic determination and morphological identification of common human and animal parasites using current diagnostic methods.
Co-investigator of the applied research project
The PhD student demonstrates the ability to participate in teamwork, to bring his own contribution to the solution of the project objective of applied research and to take responsibility for assigned tasks. By solving an applied research project, he acquires the ability to implement the project objective according to the established procedure, to follow the project schedule, to coordinate his own activities with colleagues, to participate in the creation of applied research outputs. The PhD student gains valuable experience from the practical course of a grant project with a focus on applied research.
Form of teaching: Independent theoretical preparation on the topic of the dissertation with regular consultations with the supervisor.
Recommended scope of teaching (in hours):
For the period of study: 60 hours – individual consultations, 220 hours – self-study.
Method of study: face-to-face, distance learning.
Meško, D., Katuščák, D., Findra, J., et al., 2013: Academic Handbook. 3rd edition, Osveta, Martin. 495 pp.
ISBN: 9788080633929
The course takes place during the first three semesters of study: in both semesters of the first year and in the winter semester of the second year. The assessment of the course reflects the student's basic orientation in the topic of their dissertation based on independent study of professional literature. The form of assessment is pass/fail.
Slovak, English
During their studies, doctoral students focus on preparing a literature review on the topic of their work, which is part of the written work for the dissertation exam. They become familiar with research methodology, including methods of mathematical data analysis. By studying scientific literature, they also become familiar with how to interpret their own original data and prepare a scientific discussion with synthesizing conclusions. They become familiar with the method of preparation and structure of a scientific study manuscript, its review and publication in scientific journals. They are skilled with the ethical aspects of scientific studies and the intellectual property of their authors.
Completion of this course contributes to the doctoral student's theoretical preparation for the dissertation exam and the defense of the written work for the dissertation exam.
To broaden the knowledge of students on evolution, taxonomy, morphology, ecology and ecology of reptiles aquired before in the subject Zoology.
1. BARUŠ V. a kol.: Reptiles-Reptilia (Fauna of the ČSFR),Prague, 1992 (in Czech)
2. BARUŠ V. a kol.: Amphibia (Fauna of the ČSFR). Prague,1992. (in Czech)
3. OLIVA O., HRABĚ S., LÁC J. : Vertebrates of Slovakia I. Bratislava, 1968 (in Slovak
4. ROČEK Z.: Studies in Herpetology. Praha, 1986.
5. ZWACH I. : Our species of amphibia and reptilia on the photograph. Prague,1990.
6. DIESENER G., REICHHOLF J.: Amphibia and reptilia. Bratislava,1997
ZO1/03,ZOO1/03
Field excursion
Field excursion
Oral examination.
Systematical overview of amphibia and reptilia with a classification on species level. Phylogenetical development of amphibia and reptilia. Charcteristics of morphological and ecophysiological adaptations. Adaptaions on the significant abiotic and biotic factors (food, tepmerature,substrate, humidity, etc.). Selected aspects of population dynamics of some groups. Behavioral manifestations of amphibia and reptilia from a comparative aspect.
To broaden the knowledge of students on evolution, taxonomy, morphology, ecology and ecology of reptiles aquired before in the subject Zoology.
Oral examination.
Supervision of Student's Scientific Activity
By guiding a student within the SOČ or ŠVOČ, the PhD student demonstrates broad and scientifically based knowledge in the field of study, as well as knowledge of a wide range of methods and approaches. Demonstrates the ability to critically assess a professional problem and its proposed solution, as well as to evaluate it and possibly propose another solution. He applies knowledge and skills from the field of pedagogical sciences to his own field.
Scientific work after being sent to the editorial office as an author/co-author.
Elaboration of reviewer report
The PhD student demonstrates broad and scientifically based knowledge in the field of study, as well as knowledge of a wide range of methods and approaches. Demonstrates the ability to critically assess a professional problem and its proposed solution, as well as to evaluate it and possibly recommend another solution. He applies knowledge and skills from the field of pedagogical sciences to his own field.
Presentation at the seminar
By actively participating in the seminar, the PhD student demonstrates the ability to identify, evaluate, and apply correct scientific methods or research methodology in his field of study. He demonstrates the ability to reflect on a specific scientific problem by using the latest approaches and applying them critically. Demonstrates competence in using existing theories and concepts in an innovative way, as well as generating new original scientific knowledge and communicating research results by adequate means and through Slovak or a foreign language.
Supervisor of the final thesis.
By supervising the final thesis, the PhD student demonstrates broad and scientifically based knowledge in the field of study, as well as knowledge of a wide range of methods and approaches. Demonstrates the ability to critically assess a professional problem and its proposed solution, as well as to evaluate it and possibly propose another solution. He applies knowledge and skills from the field of pedagogical sciences to his own field.
Publication accepted in a foreign journal as an author/co-author.
By publishing in a foreign journal as an author/co-author, the PhD student demonstrates a high level of ability to identify, evaluate, and apply correct scientific methods or research methodology. He demonstrates the ability to reflect on a scientific problem by using the latest approaches and applying them critically. He demonstrates the competence to use existing theories and concepts in an innovative way, as well as to generate new original scientific knowledge, which he can publish according to the highest qualitative and ethical standards of the field. The PhD student demonstrates the ability to critically evaluate and respond to reviewers' suggestions, to finalize his own ideas.
Principal investigator of an internal grant (VVGS)
The PhD student demonstrates the ability to process a successful application for his own research problem within the internal grant system at UPJŠ. Acquires skills with the design of research stages, their time schedule, measurable outputs and adequate distribution of funds. The very solution of the internal VVGS grant acquires the ability to implement the project intention according to the established procedure, to be responsible for achieving the set outputs. As a responsible researcher, the PhD student acquires competencies in project management, its administration, and presentation of results.
Completion of a foreign study stay lasting less than 30 days.
By completing a shorter study stay, the PhD student demonstrates the ability to reflect on research problems and work critically with sources at an expert level and in an interdisciplinary context, while being able to generate new knowledge. He is able to actively communicate at an expert level in more than one language. He acts as a responsible independent scientist, works independently and in a group with the aim of pushing the boundaries of knowledge and transferring them to other areas of research, to practice and to the wider public. He can competently argue and explain his ideas.
Completion of a foreign study stay lasting more than 30 days.
By completing the study stay, the PhD student demonstrates the ability to reflect on research problems and work critically with sources at an expert level and in an interdisciplinary context, while being able to generate new knowledge. He is able to actively communicate at an expert level in more than one language. He acts as a responsible independent scientist, works independently and in a group with the aim of pushing the boundaries of knowledge and transferring them to other areas of research, to practice and to the wider public. He can competently argue and explain his ideas.