Planimetrija Zadaci

Uni(ersity of S#lit
Faculty of natural sciences, mathematics and education
PROPOSAL FOR
THE
UNDER
RADUATE STUD!
PRO RA""E
Mathematics
S#lit, "arch $%th, &''%
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STUD! PRO
RA""E +URR*+ULU"
Under,raduate Study Pro,ramme) "athematics
Faculty of Natural Sciences, "athematics, and Education N- Tesle$&, &$''' S#lit, +roatia Phone) . /0% &$ /0% $// Fa1) . /0% &$ /0% 2/$ de3anat4#mfst-hr htt#) 55666-#mfst-hr
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1.
1.1.
Introduction
General information on the programme
The study #ro,ramme here #ro#osed has its ori,in in the current educational study of mathematics that has 7een held continuously for more than a decade at this faculty- For many years, to,ether 6ith the #enetration of mathematics into more and more 7ranches of economy and science, 6e ha(e 7een 6itnesses to a ,reat interest of re,ional hi,h school #o#ulation, as 6ell as our o6n students, for initiation of a scientific study of mathematics- A si,nificant num7er of students comin, from the 7road re,ion ,ra(itatin, to S#lit, e(ery year enroll on such a study at the De#artment of "athematics, Uni(ersity of 8a,re7- 9esides to 7ein, teachers of mathematics in elementary and secondary schools, mathematicians today find :o7 in 7an3s, insurance com#anies, com#uter centers, centers of communication technolo,ies de(elo#ment, they are needed at the ma:ority of faculties, etc- On em#loyment a,ency lists there are no unem#loyed mathematicians and the e1#erience throu,hout the 6orld sho6s that this is not only tem#orarily so, 7ut the need for mathematicians 6ill increase in the future;e #ro#ose the ne6 t6o<cycled study structure accordin, to contem#orary #erce#tions of teachin, mathematics and to meet the needs of e(er de(elo#in, domain of a##lications of mathematics;e e1#ect the first cycle de,ree to 7rin, a 6ide choice of careers a(aila7le to students 6ho ,raduate 7ecause of their intellectual a7ility, ri,our and esta7lished numeracy- At this study le(el student is in(ol(ed in draftin, of #ro,ramme contents to minor e1tent throu,h choosin, one of three o#tional modules accordin, to his5her li3in, and #ossi7le intention of continuin, study*n the EU a lar,e (ariety of mathematics #ro,rammes currently e1ist- The efforts re,ardin, their harmoni=ation are coordinated 7y The "athematics Tunin, rou# 6ithin the EU #ilot<#ro:ect >Tunin, Educational Structures in Euro#e?- *n this #ro#osal, all the 7asic #rinci#les and instructions a,reed and recommended 7y >The rou#? @in the so far issued documentsA ha(e 7een included- 9ro6sin, throu,h the 6e7 sites of Euro#ean uni(ersities one can see that the study #ro,ramme most similar to our #ro#osal can 7e found in countries :ust recently :oined to EU, for instance in +=ech Re#u7lic and in Slo(a3ia @htt#)55666-mff-cuni-c= or htt#)55666-fm#h-uni7a-s3A- Uni(ersities in ;estern Euro#e still mostly hold four<year ,raduate maths studies in t6o eBually lastin, cycles- Sometimes their #ro,rammes are denoted as >tem#orary until 7ein, harmoni=ed?-
1.2.
Previous experience in the field
De#artment of "athematics has lon, e1#erience in or,ani=in, and #erformin, four<year educational study #ro,ramme of mathematics at the Faculty, as a sin,le<#ro,rammed study and com7ined 6ith #hysics or com#uter science- 9y this #ro#osal framed in a >/.&? cycled scheme 6e try to ma3e studyin, easier for students and to ma3e shorter the #eriod needed 7y students to finish study- 9esides, 6e 6ant to achie(e #ro,ramme, staff, eBui#ment, and s#ace o#timi=ation re,ardin, initiation of ne6, scientifically oriented ,raduate #ro,rammes in #ure and com#utational mathematics3
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1.3.
Student mobility scheme
The study entirely consists of one<semester courses 6hich is fa(ora7le for student mo7ility- The t6o<6ay e1chan,e of maths students 6ith the other +roatian uni(ersities @8a,re7, Ri:e3a, Osi:e3A 6ill stay unBuestiona7le as in #resent #ractice- *n e1chan,in, students 6ith forei,n countries our e1#erience is not si,nificant, 7ut since 6e ha(e included in this #ro#osal the so far settled conce#t of >Euro#ean first de,ree in mathematics? 6ith the 7elon,in, mathematical contents @htt#)55odur-let-ru,-nl5Tunin,Pro:ect5docCtunin,C#hase$-as#A, 6e donDt e1#ect difficulties re,ardin, student mo7ility-
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2.
General description
Under,raduate "athematics Proposed by De#artment of "athematics, Faculty of natural sciences, mathematics and education Faculty of natural sciences, mathematics and education
!ype of programme Programme title Institution
Participating institutions "uration #$!S %dmission re&uirements 'earning outcomes and competences / years $0'
Secondary school com#letion satisfactorily (alued and entrance e1amination in mathematics @until the State "atriculate is esta7lishedA Ealid 3no6led,e in 7asic areas of mathematics and ca#a7ility of a7stract reasonin, and sol(in, #ro7lems 7y usin, mathematical tools, sufficient for a##lication in (ariety of #rofessions or for continuation of study-
%ccess to further studies (ualification a)arded
raduate study in mathematics or related ,raduate study 6ith #rescri7ed difference courses9achelor in mathematics
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3.
3.1.
Study+"egree programme
Programme structure )ith credits
1st Semester
$ourse code
P""''$ P""''& P"*''' P"*''/ P"*''G P"S''$
$ourse title
!ype of course +$ourse structure+

L.S.PF
#$!S
*ntroduction to "athematics *ntroduction to Al,e7ra 6ith Analytic eometry *ntroduction to +om#utin, Pro,rammin, * +om#uter La7 * En,lish Lan,ua,e *
!otal,
FL.S.P H Lectures . Seminars . Practice
2%.'.2% 2%.'.2% /'.'./' $%.'./' '.'./' '.2%.' 13*- *-1./
0 0 % 2 / & 3/
2nd Semester $ourse code

P""''/ P""$'$ P"*''0 P"*'$' P"S''&
$ourse title

L.S.P
#$!S
Differential and *nte,ral +alculus $ Linear Al,e7ra Pro,rammin, ** +om#uter La7 ** En,lish Lan,ua,e ** Electi(e Social Science and Humanities +ourseJ
!otal JStudent here cannot choose second forei,n lan,ua,e-
2%.'.2% 2%.'.2% /'.'./' '.'./' '.2%.' $%.$%.' 13*-0/-1*/
I I % / & & 3/
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#lective Social Science and 1umanities $ourses SP2I3G $ourse code $ourse title !ype of course +$ourse structure+
L.S.P
#$!S
ENERAL +OURSES
P"S$'$ P"S$'2 P"S$'/ P"S$$$ P"S$&' P"S$'% P"S$'0 P"S$$2
Philoso#hy of Science Lan,ua,e +ulture +roatian Society in Transition Sociolo,y of Science erman Lan,ua,e ** @Secondary Le(elA EDU+AT*ONAL +OURSES "edia in Education Psycholo,y of Self<"oti(ation "ethodolo,y of Scientific Research in Education
$%.$%.' $%.$%.' $%.$%.' $%.$%.' './'.' $%.$%.' $%.$%.' $%.$%.'
& & & & & & & &
3rd Semester $ourse code

P""''K P""$'& P""$'/ P""$'2
$ourse title

L.S.P
#$!S
Differential and *nte,ral +alculus & *ntroduction to Num7er Theory Ordinary Differential EBuations Euclidean S#aces Electi(e Social Science and Humanities +ourse JJ Electi(e Social Science and Humanities +ourse
!otal
2%.'.2% /'.'./' /'.'./' /'.'./' $%.$%.' $%.$%.' 10*-3/-13*
I % G G & & 3/
JJ*f the student chooses second forei,n lan,ua,e, the corres#ondin, course structure is @'./'.'A-
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#lective Social Science and 1umanities $ourses 5%'' $ourse code $ourse title !ype of course +$ourse structure+
L.S.P
#$!S
ENERAL +OURSES
P"S$$I P"S$'& P"S$$& P""/'0 P"S$'G P"S$'' P"S$'I P"S$$K P"S$$2
Social Ecolo,y Rhetoric Lo,ic 9rid,e erman Lan,ua,e * @Elementary Le(elA EDU+AT*ONAL +OURSES radin, and E(aluation Psycholo,y of Self<+onfidence and Positi(e Thin3in, Sociolo,y of Teacher "ethodolo,y of Scientific Research in Education
$%.$%.' $%.$%.' $%.$%.' $%.$%.' './'.' $%.$%.' $%.$%.' $%.$%.' $%.$%.'
& & & & & & & & &
th Semester $ourse code

P""$'G P""$'K P""$'0 P"*$$% P"*$$2
$ourse title

L.S.P
#$!S
+om7inatorial and Discrete "athematics Fundamentals of eometry *ntroduction to Numerical "athematics +om#uter La7 *** +om#uter Architecture Electi(e Social Science and Humanities +ourse JJ Electi(e Social Science and Humanities +ourse
!otal
2%.'.2% /'.'./' /'.'./' '.'./' /'.'./' $%.$%.' $%.$%.' 10*-3/-10*
0 % % / % & & 3/
JJ*f the student chooses second forei,n lan,ua,e, the corres#ondin, course structure is @'./'.'A-
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*th Semester $ourse code $ourse title !ype of course +$ourse structure+
L.S.P
#$!S
P""$'I P""&'$ P""$$'P P""$$$ !otal
Real Analysis Eector S#aces $ Lo,ic Al,e7raic Structures Electi(e module $ or
2%.'./' /'.'./' /'.'./' /'.'./' G'.'./' or 2%.$%./' 16*-/-1*/ 1./-1*-1*/

#lective module 1
K % % % 0 3/
7Student chooses courses bringing at least . #$!S8999
$ourse code P""'$2 P""$$& P"*$$$ P"*$$G P"P'I/ P"*$&'
$ourse title

L.S.P
#$!S
+onstructi(e "thods in eometry Set Theory Data Structures and Al,orithms *ntroduction to Artificial *ntelli,ence *ntroduction to eneral Physics * Net6or3 A##lication Pro,rammin,
/'.'./' /'.'./' /'.'./' /'.'./' /'.'.' $%.$%.'
% % % % / /
JJJ Should the student ha(e in mind a ,raduate study, the coordinator ad(ises him5her accordin,ly-
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0th Semester999 $ourse code

P""$$2 P""$$% P""$$G P""''I P""$$K
$ourse title

L.S.P
#$!S
*ntroduction to To#olo,y *ntroduction to Pro7a7ility and Statistics +om#le1 Analysis History of "athematics Electi(e module & Final Under,raduate Seminar
#lective module 2 7Student chooses one of the courses offered8999
!otal
/'.'./' 2%.'.2% /'.'./' /'.'.' /'.'./' '.$.' 10*-1-13*
G 0 G / % & 3/
$ourse code
$ourse title

L.S.P
#$!S
*ntroduction to Pro:ecti(e eometry Noneuclidean S#aces *ntroduction to eneral Physics ** "athematical "ethods of Physics Data7ases
/'.'./' /'.'./' /'.'./' /'.'./' /'.'./'
% % % % %
JJJ Should the student ha(e in mind a ,raduate study, the coordinator ad(ises him5her accordin,ly-
First< and second< year students ha(e ri,ht to enrol the course L ymnastics and Health +ultureM @/' school hours in total #er semesterA- *ts #ro,ramme 6ill 7e #resented to students at the 7e,innin, of each academic year-
1/
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3.2.
$ourse information
Al,e7raic structures P""$$$ Theoretical course9asic mathematics course 6ith formal mathematical lan,ua,e***Semester E% E+TS Total E+TS score for) attendin, lectures @/' hours of lectures . /' hours of e1ercisesA, studyin,, #re#arin, #artial and final e1amsPh-D- NoO3o "andiP, Senior Lecturer 9asic 3no6led,e in theory of ,rou#s, rin,s and al,e7ras, com#rehension and ca#a7ility of a##lyin, the 3no6led,e in sol(in, (ariety of #ro7lemsLinear al,e7ra **Groups- rou#, su7,rou#, cosets of su7,rou#, normal su7,rou#, Buotient ,rou#, mor#hisms of ,rou#s, direct and semidirect #roduct of ,rou#s, e1am#les of ,rou#s, ,rou# GL@nA 2ings; fields i algebras. Rin,, ideals, homomor#hisms of rin,s, rin,s of #olynomials, #rinci#al ideal domain, uniBue factori=ation domain, fields, al,e7ras, associati(e al,e7ras @matrices al,e7ras, ,rou# al,e7ras, Buaternion al,e7ras, ;eyl al,e7rasA, Lie al,e7rasModules. "odule, su7module, Buotient module, sim#le and semisim#le module, e1am#les of modules"- F- Atiyah, *- - "acdonald, Introduction to Commutative Algebra, Addison< ;esley, Readin,, "A, $IGI N- 9our7a3i, Algebre, +ha#- *<**, Hermann, Paris $IK'"- Hall, Nr-, The theory of groups, +helsea Pu7lishin, com#any, Ne6 !or3, $IKGT- ;- Hun,erford, Algebra (2nd ed.), S#rin,er<Eerla,, $I0'S- Lan,, Algebra @/rd ed-A, Addison<;esley, Readin,, "A, $II/Themes from the course contents are tau,ht throu,h lectures- The adeBuate mathematical #ro7lems are sol(ed throu,h e1ercises;ritten and oral e1am- EBual #ercenta,e of final ,rade is allocated to 7oth e1ams+roatian Statistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
$ourse title $ourse code !ype of course 'evel of course :ear of study #$!S 73umber of credits allocated8 3ame of lecturer 'earning outcomes and competences Prere&uisites $ourse contents
2ecommended reading
Supplementary reading !eaching methods %ssessment methods 'anguage of instruction (uality assurance methods
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9rid,e P""/'0 Social<humanistic course S#eciali=ed course *****Semester+trimester & E+TS @Lectures and seminars $%.$% hours Q '-K% E+TS- Study, e1ams and home6or3 <$-&% E+TS-A Ph-D- Nenad U:e(iP, Assistant Professor Students 6ill acBuire 3no6led,e a7out 7asic conce#ts of 7rid,e) 7iddin,, #layin, and scorin,No #rereBuisites Descri#tion of the ,ame and ethics- Scorin,) (ulnera7ility, #enalties, dou7le contracts9iddin,) the #oint count, ty#es of hands, o#enin, 7ids, res#onses, forcin, 7ids, re7ids, dou7les, defense- +on(entions) 9lac36ood, "ichaels, DONT, Naco7y+ard #lay) finessin,, entries, #romotion, 7loc3in,, communication 6ith dummy, dra6in, trum#s, defense tacticsN- Ele=o(iP, Learn 9rid,e in Ten Days, Element, 8a,re7, &''%- @in +roatianA-
2ecommended reading Supplementary reading
Ed6in Rantar, "odern 7rid,e defense, "aster Point Press, Toronto $III;illiam Root, Richard Pa(lice3, "odern 7rid,e con(entions, Three Ri(ers Press, Ne6 !or3 $II%E- 9- Rantar, Test !our 9rid,e Play, ;ilsher 9oo3 +om#any, Holly6ood, $IK2+lassical teachin, in classroom and #ractical e1ercises- Home6or3Home6or3 chec3in,) solutions of assi,ned #ro7lems- Practical e1am+roatian Statistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
!eaching methods %ssessment methods 'anguage of instruction (uality assurance methods
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+om7inatorial and Discrete "athematics P""$'G Lectures and classroom e1ercises 9asic maths course **Semester *E0 E+TS @Lectures and e1ercises 2%.2% hours , study and e1ams A Ph-D- An3a olemac, Assoc- Prof9asic 3no6led,e and s3ills in com7inatorial countin,, ,ra#h theory and construction of discrete structuresElementary 3no6led,e in differential and inte,ral calculus and linear al,e7ra 9rief re(ie6 of historical de(elo#ment- +om7inatorial countin,- Permutations and com7inations of sets and multisets- 9inomial and multinomial coefficients- The #rinci#le of inclusion and e1clusion- *n(ersion formulae- Recursion relationseneratin, functions- Recursions and ,eneratin, functions- ra#hs- +ycles and trees- Planarity- +olorin,s of ,ra#hs and RamseySs theorem- Di,ra#hs- Additional e1am#les of some im#ortant discrete structuresD- Eel:an, ombinatorna i dis!retna matemati!a, Al,oritam, 8a,re7, &''$- DEel:an, ombinatori!a s teori"om grafova, T3ols3a 3n:i,a, 8a,re7, $I0I- "+(it3o(iP, ombinatori!a# $bir!a $adata!a, Element, 8a,re7, $II2-, N- "atouOe3, N- NeOetril# Invitation to %iscrete &athematics, O1ford Uni(ersity Press, O1ford, $II0R-N- ;ilson, Introduction to Graph Theory, Lon,man, Harlo6, Esse1, $IIIE1<cathedra frontal lectures and e1ercises ;ritten and oral e1am- EBual #ercenta,e of final ,rade is allocated to 7oth e1ams+roatian Statistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
2ecommended reading Supplementary reading !eaching methods %ssessment methods 'anguage of instruction (uality assurance methods
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+om#le1 Analysis P""$$G Lectures and tutorial sessions Elementary course ***Semester E*G Total E+TS score for) attendance at lectures @/' hours of lectures . /' hours of e1ercisesA, home6or3, self<study and #re#aration for #artial e1ams and final e1amAssoc- Prof- "ar3o "atiP, Ph-DThe #ur#ose of this course is to introduce students to the theory of functions of a com#le1 (aria7le, 6ith the em#hasis on analytic functions- Students are e1#ected to de(elo# an understandin, of the 7asic conce#ts of the theory as 6ell as the a7ility to sol(e related #ro7lems- Students 6ill #ractice #ro7lem sol(in, techniBues durin, the tutorial sessionsA #assin, ,rade in Differential and *nte,ral +alculus $ and &The field of com#le1 num7ers- SeBuences and series of com#le1 num7ersFunctions of a com#le1 (aria7le- Analytic functions and their 7asic #ro#ertiesElementary analytic functions- The inte,ral of a function of a com#le1 (aria7leThe inde1 of a closed cur(e- +auchyDs theorem- +auchyDs inte,ral formula"oreraDs theorem- SeBuences and series of functions of a com#le1 (aria7le, #o6er series, Taylor series- UniBuness of defintion of an analytic function- Liou(illeDs theorem- *solated sin,ularities and thier classification- "eromor#hic functions- The residue theorem and a##lications- amma and 9eta functions- The ar,ument #rinci#le- RoucheDs theorem- The in(erse of an analytic function- +onformal ma##in,s- "oe7ius transformations and their #ro#ertiesH- Rral:e(iP, S- Rure#a, &atemati'!a anali$a 25*( )un!ci"e !omple!sne vari"able, TehniU3a 3n:i,a, 8a,re7, $I0GS- Rure#a, "atematiU3a anali=a ***, TehniU3a 3n:i,a, 8a,re7, $IK%T- Un,ar, &atemati'!a anali$a 2, @s3ri#taA, 8a,re7, &''$;- Rudin, *eal and comple+ analysis, "c ra6<Hill, Ne6 !or3, $IK'"-A- La(rent:e(, 9-E- Ta7at, &etody teorii fun!ci" !omple!snogo peremennogo, Nau3a, "os3(a, $IK/Lectures and tutorial sessions- Tutorial sessions ser(e to hel# students in sol(in, #ro7lems 7ased on the lecture materialsThe final e1am consists of a 6ritten and oral e1am at the end of the semester- EBual #ercenta,e of final ,rade is allocated to 7oth e1ams- The 6ritten e1am can 7e su7stituted 7y t6o t6o<hour #artial e1ams administered durin, the semester+roatian Statistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
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$ourse title $ourse code !ype of course 'evel of course :ear of study #$!S 73umber of credits allocated8
+om#uter Architecture P"*$$2 Theoretical and #ractical 9asic **Semester *E% E+TS /' school hours of lectures and /' school hours of e1ercises V 2% hours V $-% E+TS 2% hours of inde#endent student 6or3 6ith consultations V $-% E+TS /' hours of literature re(ie6 V $ E+TS /' hours of final 6or3 reali=ation V $ E+TS Assist- Prof- Dr- Andrina raniP Fundamental 3no6led,e of com#uter architectures, as 6ell the im#ortance of their im#act on all as#ects of com#uter science, is achie(ed 7y) - ha(in, an insi,ht of the structure and or,ani=ation of com#uter systems - #ro(idin, an understandin, of the fundamental conce#ts and architectural #rinci#les of com#uter architectures - understandin, the interaction 7et6een soft6are and hard6are and ho6 #ro,rams are e1ecuted - understandin, actual trends and future directions in com#uter architecture No formal #rereBuisites Fundamental theoretical and #ractical 3no6led,e a7out com#uter architecture and its or,ani=ation, here includin,) definition and classification of com#uter architecture, com#uter technolo,ical and architectural ,enerations, micro#rocessor standard internal architecture @control unit, arithmetical and lo,ical unit, accumulator@sA, ,eneral #ur#ose re,isters, address re,isters, internal 7usA, detailed dia,ram of the Fetch<E1ecute #hases, 7uses @data 7us, address 7us, control 7usA, hierarchical memory or,ani=ation, in#ut<out#ut de(ices, R*S+ and +*S+ com#uter architecture characteristics-
3ame of lecturer 'earning outcomes and competences
Prere&uisites $ourse contents
2ecommended reading
S- Ri7ariP, Arhite!tura mi!roprocesora, TehniU3a 3n:i,a, 8a,re7, $II'S- Ri7ariP, ,apredni"e arhite!ture mi!roprocesora, Element, 8a,re7, &- i=dan:e, $IIKN- L- Hennessy and D- Patterson) Computer Architecture# A -uantitative Approach, "or,an Raufmann Pu7lication, Third Edition, &''/S- Tur3, Arhite!tura i organi$aci"a digitalnih ra'unala, T3ols3a 3n:i,a, 8a,re7, $I00S- Ri7ariP, Arhite!tura *I.C i CI.C ra'unala# T3ols3a 3n:i,a, 8a,re7, $IIGA- S- Tanen7aum, .tructured Computer /rgani$ation# Prentice<Hall *nt-, Third Edition, $II'-
Supplementary reading
!eaching methods
AcBuired theoretical 3no6led,e students are a##lyin, to a series of tas3s and #ro7lems @indi(idual and teamA- Tas3 and #ro7lem sol(in, in e1ercise classes is fulfilled inde#endently and under the ,uidance of teachin, staff1*
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%ssessment methods 'anguage of instruction (uality assurance methods
Oral e1am and 6ritten5#ractical e1am- EBual #ercenta,e of final ,rade is allocated to 7oth e1ams- Students can #ass 6ritten5#ractical e1am throu,h se(eral colloBuia durin, the semester+roatian 5 En,lish Statistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
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+om#uter la7 *P"*''G com#uter e1ercises 7asic *Semester */ E+TS /' school hours of e1ercises V &&-% hours H $ E+TS $% hours of inde#endent 6or3 6ith consultationsV '-% E+TS $% hours of literature research V '-% E+TS /' hours of final 6or3 construction V $ E+TS "r-sc- Lada "aleO, lecturer Usin, *nternet ser(ices and creatin, 6e7 #a,es No #rereBuisites +om#uter net6or3 fundamentals- *nternet @history, or,ani=ation, client<ser(er model, net6or3 addresses, #rotocols, net6or3 ser(icesA- +ARNet, +ARNet user*nternet ser(ices @ft#, telnet, ;;;, e<mailA- *nternet 7ro6sers- *nternet search+reatin, 6e7 #a,es 6ith HT"L and +SS< Rennedy 9- "usciano +- @&'''A- 0T&L 1 20T&L( The %efinitive Guide# )ifth 3dition- OSReilly W Associates, *nc< "eyer E- @&'''A- Cascading .tyle .heets( The %efinitive Guide, OSReilly W Associates, *nc< "aleO L-, %esigning 4eb pages using 0T&L, Faculty of natural science, mathematics and education, Uni(esity of S#lit, &''/"eyer E-, +ascadin, Style Sheets) The Definiti(e uide, OSReilly W Associates, *nc-, &''' com#uter e1ercises The students 6or3 is monitored durin, the com#uter e1erciseThe e1am consists of t6o #arts, desi,nin, 6e7 #a,es and e(aluation of studentSs com#uter s3ills+roatian5En,lish Statistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
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$ourse title $ourse code !ype of course 'evel of course :ear of study #$!S 73umber of credits allocated8 3ame of lecturer 'earning outcomes and competences Prere&uisites $ourse contents 2ecommended reading Supplementary reading !eaching methods %ssessment methods 'anguage of instruction (uality assurance methods
+om#uter la7 **P"*'$' com#uter e1ercises 7asic *Semester **/ E+TS /' school hours of e1ercises V &&-% hours H $ E+TS /' hours of inde#endent 6or3 6ith consultationsV $ E+TS /' hours of final 6or3 construction V $ E+TS Asst- Prof- Dr- "ar3o RosiP *ntroducin, students 6ith different as#ects of modern soft6are and hard6are technolo,y- Students should de(elo# a ha7it of usin, com#uter as their e(eryday tool @teachin,, science, administrationANo #rereBuisites The content is determined in accordance 6ith com#uter #ro,ram #ac3a,es de(elo#ment interestin, to students on different study #ro,ramsPro,ram #ac3a,e ori,inal manual-
com#uter e1ercises The student 6or3 is monitored durin, the com#uter e1ercisePractical e1am+roatian5En,lish Statistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
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+om#uter La7 *** P"*$$% +om#uter e1ercises 9asic **Semester *E-
/ E+TS /' school hours of e1ercises V &&-% sati H $ E+TS /' hours of inde#endent student 6or3 6ith consultations V $ E+TS /' hours of final 6or3 reali=ation V $ E+TS Assist- Prof- Dr- Andrina raniP AcBuirement of fundamental 3no6led,e a7out hard6are of #resent<day ,eneration of #ersonal com#utersNo formal #rereBuisites Practical 6or3 and introduction of #ersonal com#utersS architecture and or,ani=ation- +om#uter la7 ,oes alon, 6ith Computer Architecture, thus ena7lin, #ractical 6or3 as 6ell an insi,ht into com#uter hard6are, o#eratin, system installation, s#ecific com#onents characteristicsS measurement and ali3e on the one side, as 6ell as (erification of theoretical 3no6led,e on the other;inn L- Rosch) 0ard4are 5ible, .i+th 3dition, &''/-
*ntroductory lectures are follo6ed 7y indi(idual #ractical assi,nmentsStudentSs 6or3 is monitored throu,hout an assi,nmentsS accom#lishment- The final mar3 is result of an e(aluation of studentSs 3no6led,e, as 6ell com#uter s3ills durin, assi,nments achie(ement+roatian 5 En,lish Statistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
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+onstructi(e "ethods in eometry P""'$2 Lectures and classroom e1ercises @&.'.&A 9asic *** Semester E% E+TS credits @Attendin, lectures and e1ercises @/'./' classesA $,% E+TS creditX self<study and e1ams /,% E+TS creditsA Assist- Prof- 9ran3o Yer(ar, Ph-DThe most im#ortant to#ics in Euclidean ,eometry, already 3no6n to the student from the analytic and synthetic #oint of (ie6, are no6 considered from constructi(e methods #oint of (ie6, theoretical foundations included- Em#hasis is on the a##lication of the constructi(e methods in teachin, of ,eometry in #rimary and secondary schoolsNo formal #rereBuisites Euclidian constructions- +onstructi(e #ro7lem- Sol(in, methods- Al,e7raic method- *ntersection method- Transformation method- Euclidean #lane isometriesReflections- Translations and rotations- Euclidean ,rou# and its su7,rou#sHomothecy and similarity- +ircle #o6er- Polar and #ole- *n(ersion- Pro:ecti(e ma##in,s of Euclidean #lane- Harmonic ratio- Pers#ecti(e collineations- Zuadratic cur(es- Para7ola, hy#er7ola and elli#se- +onic sections- Pascal theorem- 9rianchon theorem- Pro:ecti(e #ro#erty of conics- Ruler constructions- +om#ass constructions- "ascheroni constructions- Steiner constructions- eometric #ro7lems of antiBuity) circle sBuarin,, cu7e du#lication and an,le trisection+onstructi7le #oly,onsD- Palman, Geometri"s!e !onstru!ci"e, Element, 8a,re7, $IIG9- *- Ar,uno(, "- 9- 9al3, 3lementarna"a geometri"a, Pros(eOUenie, "os3(a $IGG @#o,la(l:e E, Geometri'es!ie postroeni"a, str- &G%</%2AD-Palman, Tro!ut i !ru6nica, Element, 8a,re7, $II2D- Palman, 7lanimetri"a, Element, 8a,re7, $IIIA- "ariP, 7lanimetri"a 8 $bir!a ri"e9enih $adata!a, Eement, 8a,re7, $II0 Lectures on #roscri7ed to#ics and related e1ercises;ritten and oral e1am- EBual #ercenta,e of final ,rade is allocated to 7oth e1ams+roatian Statistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
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$ourse title $ourse code !ype of course 'evel of course :ear of study #$!S 73umber of credits allocated8 3ame of lecturer 'earning outcomes and competences
+roatian society in transition P"S$'/ Lectures5SeminarSociolo,y course of medium com#le1ity*- or ****- or *ESemester+ &V G' hours V &&-% hours in classroom . &' hours #re#aration for seminar . $K-% hours readin,, learnin, and 6ritin, seminar #a#er Time PiliP, Ph-D-, associate #rofessor The aim of this course is to inform the student a7out the 7asic information, facts and #rocesses associated 6ith the contem#orary +roatian society- The course contri7utes to de(elo#ment of a7ilities and s3ills that are necessary for the critical analysis of +roatian transitional society and #romote the Buality of teachersD #rofessional roleThe course hel#s future teachers to acBuire 3no6led,e 6hich 6ill hel#) 3no6led,e transfer in #ractice, #ro7lem sol(in,, decision ma3in,, criticality and self< criticality, team 6or3, a7ility to a##ly 3no6led,e in #ractice, research s3ills and es#ecially the a7ility to ad:ust to ne6 situations, as 6ell as autonomy and a7ility to #artici#ate in the #ro:ect- De(elo#ment of such s3ills can contri7ute to the satisfaction of students needsRe,ardin, s#ecific s3ills, this course Bualifies teachers for inde#endent (alue system consideration, for com#rehension of society structures and mi,rations, as 6ell as readiness to accommodate to fluctuatin, domestic and international circumstancesSociolo,y e1am @if o7li,atoryAX Sociolo,y of education e1am< Historical chan,es in +roatian society since the ;orld ;ar * till today< Po#ulation mi,ration and the transition of +roatian social structure< "odern society and moderni=ation in +roatia< +roatian society in transitional #rocesses- "ain characteristics of transition and #ri(ati=ation< The main features of contem#orary +roatian (alues and culture< +roatian society in the #rocesses of ,lo7ali=ation and Euro#ean inte,ration- *dentity< +roatian society de(elo#ment- Protection of the natural and cultural herita,e< 9iPaniP, R- @$IIGA- a!o 6ivi narod- Pra(ni fa3ultet i lo7us, 8a,re7 @oda7rani di:elo(iA< 9iland[iP, D- @$IIIA- 0rvats!a moderna povi"est- olden mar3etin,, 8a,re7 @oda7rana #o,la(l:aA str- GI%<KI0< 9:ela:ac, S-X PiliP, T- @&''/A- /dnos identiteta i 6el"e $a pri!l"u'en"em 0rvats!e 3urops!o" :ni"i studenata nastavni'!ih studi"a u .plitu. 8nanst(eni s3u# Hr(ats3o, socioloO3o, druOt(a) \*dentitet i ra=(o:) #ri3l:uUen:e Hr(ats3e Euro#s3o: Uni:i\, 8a,re7< Rara:iP, Nenad @&'''). 7oliti'!a moderni$aci"a) 7rilo$i sociologi"i hrvats!oga dru9tva,HSD i 8a(od =a sociolo,i:u, 8a,re7< PiliP, T- @$IIIA- O7rasci druOt(enosti u eri informaci:s3e tehnolo,i:e, Informatologia, Eol- /&, No $<&, str- 20<%&< PusiP, E- @$II0A- %emo!raci"a i di!tature. 7oliti'!a tran$ici"a u 0rvats!o" i "ugoisto'no" 3vropi. Durieu1, 8a,re7< Ro,iP, *-X 8- 8eman @ured-A @$II0A- 7rivati$aci"a i moderni$aci"a. *nstitut druOt(enih =nanosti *- Pilar, 8a,re7< TomaOiP, D- @$IIKA- %ru9tveni ra$vita! 0rvata. *asprave i ese"i- HSD, Nesens3i i Tur3, 8a,re721
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< ]u#ano(, N- @$II%A- 7osli"e potopa- lo7us, 8a,re7Supplementary reading < +ifriP, *- @&''/A- *uralni ra$vo" i moderni$aci"a- *nstitut =a druOt(ena istra[i(an:a, 8a,re7< +ifriP, *- i dr- @$II0A- %ru9tveni ra$vo" i e!olo9!a moderni$aci"a, HSD, 8a(od =a sociolo,i:u FF, 8a,re7< +ifriP, *- #riredio @&'''A- ;nanost i dru9tvene prom"ene- HSD i 8a(od =a sociolo,i:u, 8a,re7< YaUiP<Rum#es, N-@#r-A @&'''A- ultura# etni'nost# identitet- Nesens3i i Tur3, 8a,re7< Yaso#isi) %ru9tvena istra6ivan"a i *evi"a $a sociologi"u @odre^eni 7ro:e(iA< elo, N- @$I0KA- %emografs!e prom"ene u 0rvats!o") od $K0'- do $I0$,odine- lo7us, 8a,re7< Ralan:, R- @&'''). Ide"e i d"elovan"e. /gledi o !ulturnim prom"enama i ra$vo"u. HSD i 8a(od =a sociolo,i:u, 8a,re7< RatunariP, E- @$II2A- Labirint evoluci"e- HSD i 8a(od =a sociolo,i:u, 8a,re7< Rre,ar, N- @$IIIA- ,astana! predators!og !apitali$ma i !orupci"a- R*F*N, 8a,re7< La:iP, *- @$II&A- .tanovni9tvo dalmatins!ih oto!a) #o(i:esne i su(remene =naUa:3e de#o#ulaci:e-+onsilium i *nstitut =a mi,raci:e i narodnosti, 8a,re7< "eOtro(iP, "- #riredio @&''$A- Globali$aci"a i n"ene refle!si"e u 0rvats!o"E3onoms3i institut, 8a,re7< Ne:aOmiP, *- @$II$). %epopulaci"a u 0rvas!o". ori"eni# stan"e# i$gledi. lo7us i *nstitut =a mi,raci:e i narodnosti S(euUiliOta u 8a,re7u, 8a,re7< Parsons, T- @$II$A- %ru9tva- Au,ust +esarec, 8a,re7< PiliP, T- @&''/A- .oci"alna e!o8histori"a !ra"eva u$ ri"e!u r!u u suvremenim putopisima. U) Ro3sandiP, D-, "imica, *-, Ttefanec, N-, lunUiP<9u[anUiP, E@ur-A- Triple+ confinium (<=>>8<?>>)( 3!ohistori"a- S#lit<8a,re7) Rn:i[e(ni 3ru, < 8a(od =a hr(ats3u #o(i:est, /'%<//G< PiliP, T- @&''$A- @e li .plit europs!i ili antieurops!i grad-"o,uPnosti _LE***, 2<G, $$G<$$0< Se3uliP, D- @$II$A- .tru!ture na i$ma!u( lase# su!obi i soci"alna mobilnost. SocioloO3o druOt(o Hr(ats3e, 8a,re7< Ttulhofer, A- @&'''A- ,evedl"iva ru!a tran$ici"e( /gledi i$ e!onoms!e sociologi"e. < Tu(ar, S- @&''2A- 0rvats!i !arusel) #rilo=i #olitiU3o: sociolo,i:i hr(ats3o, druOt(a- Ra=lo,, 8a,re7 < Ercan, S- i dr- @$IIIA- 7a!iran"e vlasti- Alinea, 8a,re7< ;ertheimer < 9aletiP, A- @$IIIA- .tanovni9tvo i ra$vo"- "ate, 8a,re7< ]unec, O- @$II0A- *at i dru9tvo. .ociologi"a vo"s!e i rata- Nesens3i i Tur3, HSD, 8a,re7Lectures, seminars, research, 6or3 on the #ro:ectResearch 6or3 im#lementation and oral e1am+roatian-
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Data7ases P"*$$/ Lecturin,, la7oratory e1ercises 9asic ***E*Semester % E+TS ) /' school hours of lectures and /' school hours of e1ercisesV2% hours V $-% E+TS 2% hours of inde#endent 6or3 6ith consultations V $-% E+TS /' hours of literature research V $ E+TS /' hours of terminal 6or3 construction V $ E+TS "-A- TonPi DadiP, Senior Lecturer A7ility to desi,n relational data7ase as a 7ase of information systems- 9asic 3no6led,e of SZL lan,ua,e- The 3no6led,e and 7asic data7ase administration s3ill of the mostly used Relational Data7ase "ana,ement SystemsNo #rereBuisitesAn introduction to data7ase systems- Data modelin,- The relational model and SZL Buery lan,ua,e- Functional de#endencies and inte,rity constraints of relational model- Normal forms- The relational al,e7ra- The identification of entity, attri7utes and relationshi#s- *nde1es, res#onse times and e1ecution of BueriesDe(elo#ment of a sam#le data7ase) im#lementation, re#orts, security- The directions and ad(ice to data7ase connecti(ity 6ith a##lications- The 7asics of RD9"S administration"laden Ear,a) >Data7ases Q conce#tual, lo,ical and #hysical modelin, of data?, Association for de(elo#ment of information, 8a,re7, $II2$- "alcolm Dod6ell) >System "odelin, TechniBues? @+ourse NotesA, Oracle +or#oration UR Ltd, $II/&- Raleen Delaney) >*nside SZL Ser(er &'''?, "icrosoft Press, &'''/- Ren Henderson) >The uruDs uide to Transact<SZL?, Addison<;esley, &'''Lecturin,, #ractical e1ercises on com#uter Practical and theoretical e1amDs- EBual #ercenta,e of final ,rade is allocated to 7oth e1ams- @ Small Pro:ect of s#ecific >real 6orld? data7aseA+roatian Statistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
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Data structures and al,orithms P"*$$$ Lectures, e1ercises, seminares 9asic ***Semester E% E+TS /' school hours of lectures and /' school hours of e1ercisesV2% hoursV $-% E+TS 2% hours of inde#endent 6or3 6ith consultationsV $-% E+TS /' hours of literature research V $ E+TS /' hours of final 6or3 construction V $ E+TS Asst- Prof- "ar3o RosiP, Ph-DThe ,oal of course is to introduce students 6ith 7asic data structures as 6ell as 6ith adeBuate al,orithms- After successfully #assed e1am student is ca#a7le to choose and ad:ust a##ro#riate data structures and al,orithms de#endent on set u# assi,nment+o,nition of one #ro,rammin, lan,ua,e that su##orts #ointers +once#t of ty#e, a#stract ty#e and data structure- Elements that structure is made of) field, record, #ointer- Hashs ta7les- Lin3ed lits- Stac3s- Zueues- +yclic stuctures- Al,orithms for #erfomin, 7asic o#erations on data structures) insertin,, deletin,, searchin,- Time com#le1ity of al,orithms- +hosen al,orithms to sol(e elementary mathematical #ro7lems- Seldom filled matrices- 9it<ma# al,orithmsDirected ,ra#hs- 9inary trees- AEL trees- Hea# structure- Sim#le sortin, al,orithms @7u77le, insertion, selectionA- +om#le1 sortin, al,orithms @mer,e, Buic3A- Al,orithms of com#ression and reduction of audio and (ideo recordRecursi(e methods* R- Sed,e6ic3, Al,orithms, Addison<;esley,$II0 D- 9ald6in, - ;- Scra,,) Al,orithms and Data Structures, +harles Ri(er "edia, &''2 S- +han,) Data Structures and Al,orithms) ;orld Scientific Pu7 +o *nc, &''/ Lectures, la7oratory e1ercises and seminaresPractical e1am and oral e1am- EBual #ercenta,e of final ,rade is allocated to 7oth e1ams+roatian 5 En,lish Statistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
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Differential and *nte,ral +alculus $ P""''/ Theoretical course 6ith numerical classroom e1ercises *ntroductory mathematics course *Semester **I Lectures and e1ercises attendance, a##ro1imately GK-% hours ` &,&% E+TS creditsSeminar, all e1ams and study, a##ro1imately &'' hours ` G-K% E+TS creditsAssist- Prof- Damir Eu3iUe(iP, Ph-DStudent 6ill ado#t terminolo,y and 7asic conce#ts of differential and inte,ral calculus of the functions in one real (aria7le- The em#hasis is on ideas incor#orated in the foundations of the theory of differential and inte,ral calculus rather then on the technical tric3s- Also, student 6ill learn 7asic facts a7out seBuences and seriesStudent has to 7ecome a7le to sol(e e1ercises that corres#ond to these theoretical conce#ts- "ore ad(anced students should 7e a7le to sol(e non<standard e1ercisesHi,h<school mathematics Limit and deri(ati(e- E1trema of functions- "ean (alue theorems- Elementary #ro#erties and ,ra#hs of functions- Antideri(ati(e and indefinite inte,ral- Definite inte,ral and 7asic theorem of the inte,ral calculus- A##lications of the definite inte,ral-TaylorDs formula- Series, con(er,ence, a7solute con(er,ence and tests for con(er,ence- Po6er series$- S- Rure#a, &atemati'!a anali$a $( )un!ci"e "edne vari"able, TehniU3a 3n:i,a, 8a,re7, $II'&- S- Rure#a, &atemati'!a anali$a &( %iferenciran"e i integriran"e, TehniU3a 3n:i,a, 8a,re7, $I0I/-P-P- Demido(iU, ;adaci i ri"e9eni prim"eri i$ vi9e matemati!e, 8a,re7, $II'$- S- Lan,, A first Course in Calculus, %th ed-, S#rin,er, $I0G&- N- U,leOiP) EiOa matemati3a *, htt#)55666-#mfst-hr5=a(odi5matemati3a5(isaCmatemati3a-#df Frontal teachin, and classroom e1ercisesT6o 6ritten #reliminary e1ams and final 6ritten and oral e1amination- Student can #ass either #reliminary e1ams and final oral e1amination, or final 6ritten and oral e1amination- EBual #ercenta,e of final ,rade is allocated to 6ritten and oral e1ams+roatianStatistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
2ecommended reading
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Differential and *nte,ral +alculus & P""''K Theoretical course 6ith numerical classroom e1ercises *ntroductory mathematics course **Semester ***I E+TS Lectures and e1ercises attendance, a##ro1imately GK-% hours ` &,&% E+TS creditsSeminar, all e1ams and study, a##ro1imately &'' hours ` G-K% E+TS creditsPh-D- Damir Eu3iUe(iP, Assist- ProfStudent 6ill learn terminolo,y and 7asic conce#ts of differential and inte,ral calculus of the functions of se(eral real (aria7les- The em#hasis is on one<, t6o< and three<dimensional s#aces- Also, the em#hasis is on 7asic ideas rather then technical tric3sTheoretical 3no6led,e illustrated 7y e1am#les is ela7orated durin, lectures, 6hile a##ro#riate methodolo,y of sol(in, #ro7lems is ela7orated durin, e1ercisesHi,h<school mathematics and attendance of %ifferential and integral calculus $ 9asic conce#ts of 2n- Deri(ati(e of (ector function 6ith a##lications- Functions of se(eral (aria7les, #artial deri(ati(e and directional deri(ati(e- Partial deri(ati(e of com#osite and im#licitly defined functions- "ulti#le inte,rals- +han,e of the (aria7les in the dou7le inte,ral- +ur(e inte,ral- Scalar and (ector fieldsDi(er,ency and rotation$- S- Rure#a, &atemati'!a anali$a /) )un!ci"e vi9e vari"abli, TehniU3a 3n:i,a, 8a,re7, $I0$&- T- Un,ar, &atemati'!a anali$a, TehniU3a 3n:i,a, 8a,re7, &''/$- S- Lan,, A first Course in Calculus, %th ed-, S#rin,er, $I0G&- "- Lo(riP, Aector Calculus, Addison<;esley Pu7l- Ltd-, Don "ills, Ontario, $IIK/- N- U,leOiP) EiOa matemati3a **, htt#)55666-#mfst-hr5=a(odi5matemati3a5(isaCmatemati3a-#df Frontal teachin, and classroom e1ercisesT6o 6ritten #reliminary e1ams and final 6ritten and oral e1amination- Student can #ass either #reliminary e1ams and final oral e1amination, or final 6ritten and oral e1amination- EBual #ercenta,e of final ,rade is allocated to 6ritten and oral e1ams+roatianStatistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
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Euclidean S#aces P""$'2 Theoretical course, lectures and classroom e1ercises 9asic mathematics course **Semester ***G E+TS Total E+TS score for) attendance at lectures @/' hours of lectures . /' hours of e1ercisesA, self<study and #re#aration for #artial e1ams and final e1amTan:a EuUiUiP, Ph-D-, Assistant Professor 9asic 3no6led,e in ,eometry of Euclidean s#aces and ca#a7ility of a##lyin, this 3no6led,e to sol(in, (ariety of ,eometrical #ro7lems- Students 7enefit in com#rehension of ad(anced ,eometry courses+om#etences in Linear al,e7ra and 7asic Analitic ,eometryThe notion of an affine s#ace- Elementary #ro#erties- Flats of affine s#aces @affine su7s#acesA- *ntersection and sum of affine su7s#aces- Parallel flats- +oordinate systems in affine s#aces- EBuations of a flat, hy#er#lane and a line- Paralleloto#es9arycentric coordinates- Sim#le1es- Affine transformations- The affine ,rou# of affine s#ace- The affine unitary s#aces- Euclidean s#aces- Ortho,onal coordinate system- Analytic ,eometry of euclidean s#aces- *sometries and isometric o#eratorsSu7,rou#s of isometries- Zuadric hy#er surfacesD- "- 9loom, Linear Algebra and Geometry, +am7rid,e Uni(- Press, +am7rid,e, $I00S- Rure#a, ona'no dimen$ionalni ve!tors!i prostori i prim"ene, Li7er, 8a,re7, $II&R- Hor(atiP, Linearna algebra I# II i III, P"F Q "atematiU3i od:el, H"D, 8a,re7, $II%R- ;- ruen7er,, A- N- ;eir, Linear Geometry, S#rin,er, Ne6 !or3, $IKKN- R- Sil(ester, Geometry( ancient and modern, O1ford Uni(- Press, &''$Frontal lectures com7ined 6ith sol(in, the set of related #ro7lems numerically 6ithin classroom e1ercisesT6o #artial tests 6ritten durin, the semester- Final 6ritten test for students 6ho didnSt #ass #artial e1ams- Final oral e1am- EBual #ercenta,e of final ,rade is allocated to 6ritten and oral e1am+roatian Statistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
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En,lish Lan,ua,e * P"S''$ Seminars Ad(ance **Semester & V G' hours V &&-% hours in classroom . &' hours #re#aration for seminar . $K-% hours readin,, learnin, for e1amEldi ru7OiP PuliOeliP, "- AStudents should 7ecome trained for usin, En,lish for S#ecial Pur#oses in their o6n #rofession@ ESP A
Learnin, e1#erience in En,lish as a Forei,n Lan,ua,e is a #rereBuisite for ,oin, into ESPEn,lish lessons) History of "athematics- *ntroduction to "athematics and Num7ers- The Num7er System- Sets of Num7ers- "athematical Sym7olsFractions- *ntroduction to +om#uter Science Terminolo,y- +om#uter A##lications;hat is a +om#utera History of the +om#uter- +om#uter EirusesFerUec, *(an3a) A +ourse in Scientific En,lish, Od:el =a matemati3u, S(euUiliOte u Osi:e3u, Osi:e3, &''$Hutchinson, S- E- i Sa6yer, S- +-) +om#uter Essentials, 9urr Rid,e, *llnois, 9oston, $II2Hutchinson, S- E- i Sa6yer, S- +-) "icrocom#uter Fundamentals, *r6in ad(anta,e series for com#uter education, 9oston, $II/Te1t<analysis method, (er7al #resentation, demonstration, communicati(e methodSeminar #a#er, 6ritten and oral e1amination- EBual #ercenta,e of final ,rade is allocated to 7oth e1amsEn,lishStatistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
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En,lish Lan,ua,e ** P"S''& Seminars Ad(ance ***Semester & V G' hours V &&-% hours in classroom . &' hours #re#aration for seminar . $K-% hours readin,, learnin, for e1amEldi ru7OiP PuliOeliP, "- AStudents should 7ecome trained for usin, En,lish for S#ecial Pur#oses in their o6n #rofession@ ESP A
Learnin, e1#erience in En,lish as a Forei,n Lan,ua,e is a #rereBuisite for ,oin, into ESPEn,lish lessons) Ratio, Pro#ortion and Percenta,e- EBuations and Formulae- Lines and An,les- T6o<dimensional Fi,ures- The Trian,le- The +ircle- +ommunication and +onnecti(ity- Telecommutin,- +om#uters and +areers- Files and Data7ases"ana,ement *nformation Systems and Systems De(elo#mentFerUec, *(an3a) A +ourse in Scientific En,lish, Od:el =a matemati3u, S(euUiliOte u Osi:e3u, Osi:e3, &''$Hutchinson, S- E- i Sa6yer, S- +-) +om#uter Essentials, 9urr Rid,e, *llnois, 9oston, $II2Hutchinson, S- E- i Sa6yer, S- +-) "icrocom#uter Fundamentals, *r6in ad(anta,e series for com#uter education, 9oston, $II/Te1t<analysis method, (er7al #resentation, demonstration, communicati(e methodSeminar #a#er, 6ritten and oral e1amination- EBual #ercenta,e of final ,rade is allocated to 7oth e1amsEn,lishStatistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
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Final under,raduate seminar P""$$K Seminar 9asic ***Semester E*& E+TS $ hour of seminar and consultations @#er studentA 6ith a seminar ad(iser, a7out G' hours of an inde#endent student 6or3Under,raduate seminar ad(isor+om#etences of literature search and ela7oration of the seminar to#icRe#ort 6ritin, and #u7lic #resentation com#etencesE(ery student of the third year of study enrolls on the SeminarE(ery student is a##ointed one mathematics to#ic and corres#ondin, literature to his5her search, study and ela7oration 6ith the hel# of seminar ad(isor @if necessaryA- Students 6rite re#orts and #resent the to#ic #u7licly 6ithin G' minutesDe#ends on seminar to#icDe#ends on seminar to#icStudentSs ad(isin, throu,h necessary acti(ities 7y seminar< and consultation< instruction ty#es- Pu7lic #resentations of seminar #a#ers and discussionsSeminar ins#ection and its #resentation in front of commission+roatianEn,lish @#ossi7ilityAStudentSs Buestionnaires 7efore, durin, and after finishin, the seminar-
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Fundamentals of eometry P""$'K Lectures and classroom e1ercises @&.'.&A 9asic **Semester *E% E+TS credits @Attendin, lectures and e1ercises @/'./' classesA $,% E+TS creditX self<study and e1ams /,% E+TS creditsA Ph-D- Elasta "ati:e(iP, Assoc- ProfStudent acBuires 3no6led,e on the a1iomatic de(elo#ment of Euclidean and non< Euclidean ,eometry- The notions, statements of theorems and #roofs are ri,orousNo #rereBuisites 9rief historical outline- Euclid and his Elements- Parallel #ostulate- Disco(ery of non<Euclidean ,eometry- Hil7ert a1ioms- Hy#er7olic #lane ,eometry- Hy#er7olic tri,onometry- Elli#tic ,eometryEu3lido(i B3lementiB#, NauUna 3n:i,a, 9eo,rad A- *- Fetiso(, / eu!lids!o" i neeu!lids!im geometri"ama, T3ols3a 3n:i,a, 8a,re7, $I0$Na-L-Tra:nin, /snovani"a geometrii, UU#ed,i=, "os3(a $IG$ D-Hil7ert# Grundlagen der Geometrie, Teu7ner, Stutt,art $I%GP- N- Ryan, 3uclidean and non83uclidean geometry, +am7rid,e Uni(ersity Press, London, $II%Lectures on #roscri7ed to#ics and related e1ercises ;ritten and oral e1am- EBual #ercenta,e of final ,rade is allocated to 7oth e1ams+roatian Statistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
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erman Lan,ua,e @ Elementary Le(el A P"S$'G Seminars Elementary *****Semester+ & V G' hours V &&-% hours in classroom . &' hours #re#aration for seminar . $K-% hours readin,, learnin, for e1amEldi ru7OiP PuliOeliP, "- AStudents should 7ecome acBuainted 6ith erman as a Forei,n Lan,ua,e at the Elemetary Le(elNoerman lessons) Erste Ronta3te- e,enstande in Haus und Haushalt- Essen und Trin3en- Frei=eit- ;ohnen- Rran3heit- Allta,Aufderstrabe, H- @ Hrs,-A) Themen neu, Rurs7uch $, "a1 Hue7er Eerla,, *smanin,, &''/Aufderstrabe, H- @ Hrs,-A) Themen neu, Ar7eits7uch, "a1 Hue7er Eerla,, *smanin,, &''/Te1t<analysis method, (er7al #resentation, demonstration, communicati(e method;ritten and oral e1amination- EBual #ercenta,e of final ,rade is allocated to 7oth e1aminationsermanStatistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
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erman Lan,ua,e @Secondary Le(elA P"S$&' Seminars 9asic ***ESemester+ & V G' hours V &&-% hours in classroom . &' hours #re#aration for seminar . $K-% hours readin,, learnin, for e1amEldi ru7OiP PuliOeliP, "- AStudents should 7ecome acBuainted 6ith erman as a Forei,n Lan,ua,e at the Secondary Le(elLearnin, e1#erience in erman as a Forei,n Lan,ua,e at the Elementary Le(elerman lessons) Orientierun, in der Stadt- Raufen und schen3en- Deutsche S#rache und deutsche Rultur- Aussehen und Personlich3eit- Schule, Aus7ildun,, 9erufe- Unterhaltun, und Fernsehen- *ndustrie, Ar7eit, ;irtschaftAufderstrabe, H- @ Hrs,-A) Themen neu, Rurs7uch $ und &, "a1 Hue7er Eerla,, *smanin,, &''/Aufderstrabe, H- @ Hrs,-A) Themen neu, Ar7eits7uch $ und &, "a1 Hue7er Eerla,, *smanin,, &''/Te1t<analysis method, (er7al #resentation, demonstration, communicati(e method;ritten and oral e1amination- EBual #ercenta,e of final ,rade is allocated to 7oth e1aminationsermanStatistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
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$ourse title $ourse code !ype of course 'evel of course :ear of study #$!S 73umber of credits allocated8 3ame of lecturer 'earning outcomes and competences Prere&uisites $ourse contents 2ecommended reading Supplementary reading
radin, and E(aluation P"S$'' Lectures and seminars Ad(anced *****Semester &V G' hours V &&-% hours in classroom . &' hours #re#aration for seminar . $K-% hours readin,, learnin, and 6ritin, seminar #a#er "ir:ana Na=or, PhD, Assoc- Professor
No #rereBuisites The #ur#ose of the ,radeX O7:ecti(e testsX "etric characteristics of school ,radesX E(aluation of successes Tomisla( r,in) T3ols3o oc:en:i(an:e =nan:a, Na3lada Sla#, Nastre7ars3o, &''$-
Elado Andrilo(iP, "ira Yudina) Psiholo,i:a uUen:a i nasta(e, T3ols3a 3n:i,a, 8,7$I00Tomisla( r,in) *nteli,enci:a ^a3a i n:iho(i (ari:eteti =nan:a, T3ols3i (:esni3,$,$I0&87orni3) PraPen:e i oc:en:i(an:e O3ols3o, us#:eha, Hr(ats3i #eda,oO3o<3n:i[e(ni =7or, 8,7, &''&!eaching methods Lectures and seminars Seminar #a#er %ssessment methods +roatian 'anguage of instruction (uality assurance Statistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnairemethods
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History of "athematics P""''I Theoretical mathematics course 9asic ***Semester E*/ E+TS credits Lectures attendance, a##ro1imately &&,% hours $ E+TS creditStudyin, for e1ams and seminar, a##ro1imately K' sati & E+TS credits"r- sc- Rat3o PaiP, senior lecturer 9etter understandin, of mathematical ideas and methods throu,h the study of their historical de(elo#ment from the first ci(ili=ations u# to the &'th century9asics mathematical coursesThe #rehistory, the first ci(ili=ations, Old reece mathematics, the incommensura7ility and the sBuarin, the circle #ro7lem, the uninterru#tion and infinity conce#t, mediae(al mathematics, the *ndian and Ara7ian mathematics, the connection 7et6een the ;est Euro#ean and the Ara7ian mathematics, the 7e,innin, of the mediae(al, ,eometry and al,e7ra in the $Kth century, the analytical ,eometry of Desscartes, #ro:ecti(e ,eometry, mathematical analysis construction, the function conce#t, infinitesimal calculus, the #ro7a7ility theory, the solution of EuclidSs fifth #ostulate #ro7lem and the in(ention of the non<Euclidean ,eometry, mathematical lo,ic, +auchye(Ss strictly definitions, the set theory, mathematical formalism, ne6 directions in the de(elo#ment of mathematics$- ]- DadiP, Ra=(o: matemati3e, T3ols3a 3n:i,a, 8a,re7, $IK%&- ]- DadiP, Po(i:est ide:a i metoda u matematici i fi=ici, T3ols3a 3n:i,a, 8a,re7, $II&/- T- 8nam i dr-, Po,led u #o(i:est matemati3e, TehniU3a 3n:i,a, 8a,re7, $I0I1. 8- Ti3iP, Ra3o :e st(arana no(o(:e3o(na matemati3a, T3ols3a 3n:i,a, 8a,re7, $I0I&- E- T- 9ell, Eeli3i matematiUari, 8nan:e, 8a,re7, $IK&/- ]- DadiP, Po(i:est e,=a3tnih =nanosti u Hr(ata $ i &, SNL, 8a,re7 $I0&The course reali=e 7y lectures and tutorial sessionsOne seminar #a#er and oral e1am+roatian Statistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
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*ntroduction to Al,e7ra 6ith Analytic eometry P""''& Lectures and classroom e1ercises *ntroductory maths course **Semester 0 @Lectures and e1ercises 2%.2% hours, self<study and e1amsA
Assoc- Prof- An3a olemac, Ph-DRno6led,e and s3ills in classical al,e7ra of (ectors and analytic ,eometryElementary 3no6led,e in 7asic al,e7raic structuresThe student ,ains a 7asic 3no6led,e necessary for understandin, and learnin, other to#ics in different areas of mathematics, for e1am#le, in linear al,e7ra and ,eometryElementary 3no6led,e in secondary school mathematics !he #uclidean vector spaces <2 and <3. The notion of (ector, ma,nitude and direction- Addition of (ectors- Eectors and scalars- Linearly @inAde#endent (ectors9ase and dimension- +oordinati=ation of s#aces <2 and <3- The scalar @dotA #roduct of t6o (ectors- The (ector @crossA #roduct of t6o (ectors- The scalar tri#le #roduct%nalytic geometry in #3. +artesian coordinate systems- &<dimensional analytic ,eometry- Zuadratic cur(es- +haracteristics of Buadratic cur(es- The standard eBuation of Buadratic cur(es- /<dimensional analytic ,eometry- Points, lines, and #lanes- The eBuation of the #lane, (arious forms- The distance from a #oint to a #lane- An,le 7et6een t6o #lanes- The eBuation of the line, (arious forms- The distance from a #oint to a line- The distance 7et6een t6o lines- Some s#ecial cur(es and surfaces- Zuadratic surfaces- +haracteristics of Buadratic surfacesTransformation of coordinates in the /<dimensional s#ace- Some others coordinate systems- eometric transformations in 22 and 23- +oordinate and matri1 form+om#osition of transformations%lgebraic structures. Definitions and e1am#les- rou#s and su7,rou#- Rin,s and fields- Eector s#aces- E1am#les- 9ase and dimension- Su7s#aces of (ector s#aceR- Hor(atiP, Linearna algebra I i II, P"F Q "atematiU3i od:el, H"D, 8a,re7, $II%N- Ele=o(iP, A- A,liP, Linearna algebra, Element, 8a,re7, $IIIN- 9a3iP, A- "ilas, ;bir!a $adata!a i$ linearne algebre s r"e9en"ima, P"FQ "atematiU3i od:el, H"D, 8a,re7, $II%N- Ele=o(iP, A- A,liP, Linearna algebra# ;bir!a $adata!a, Element, 8a,re7, $III9- Pa(3o(iP, D- Eel:an, 3lementarna matemati!a &, T3ols3a 3n:i,a, 8a,re7, $II2S- Rure#a, ona'nodimen$ionalni ve!tors!i prostori i prim"ene, Li7er, 8a,re7 $II&E1<cathedra frontal lectures and e1ercises
2ecommended reading
Supplementary reading !eaching methods
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%ssessment methods 'anguage of instruction (uality assurance methods
;ritten and oral e1am- EBual #ercenta,e of final ,rade is allocated to 7oth e1ams+roatian Statistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
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*ntroduction to artificial intelli,ence P"*$$G Lectures, com#uter e1ercises 9asic ***Semester E% E+TS /' school hours of seminar and /' school hours of e1ercisesV V 2% hours V $-% E+TS 2% hours of inde#endent 6or3 6ith consultationsV $-% E+TS /' hours of literature research V $ E+TS /' hours of final 6or3 construction V $ E+TS "-A- Lada "aleO, lecturer Understandin, of artificial intelli,ence methods, techniBues, achie(ements and a##licationsNo #rereBuisites Artificial intelli,ence Q definition- Turin, test- E1#ert systems @definition, architecture, a##licationsA- Rno6led,e re#resentation- Rno6led,e re#resentation methods and techniBues- Semantic net6or3s- Frames and #roduction rules 6ith a##lications- Rno6led,e 7ases- A,ents and multi<a,ent intelli,ent systems- Fu==y sets- Fu==y sets o#erations- Fu==y arithmetic- "ulti(aluate arithmetic- Fu==y lo,icFu==y reasonin, rules- Reasonin, a7out tem#oral relations in rich tem#oral domains- Neural net6or3s< Russell S-, Nor(i, P-, Artificial *ntelli,ence Q A "odern A##roach, &nd Ed-, Prentice Hall, &''/< Hay3in S-, Neural Net6or3s, +om#rehensi(e Foundation, &nd, Prentice Hall, $III< 8immermann, H-N-, Fu==y Set Theory and *ts A##lications, &nd- Ed-, Rlu6er Academic Pu7lishers, $II$ < Rlir -N-,- Fo,ler T-A, Fu==y Sets, Uncertanity and *nformation, Prentice Hall, En,le6ood +liffs, Ne6 !or3, $I00< Raufmann A-, u#ta "-"-, *ntroduction to Fu==y Arithmetic, Theory and A##lications, Ean Nostrand Reinhold, Ne6 !or3, $II$Lecture and #ractical 6or3 @com#uter e1ercisesA The students 6or3 is monitored durin, the com#uter e1erciseOral e1am+roatian5En,lish Statistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
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2ecommended reading
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*ntroduction to com#utin, P"*''' Lectures, la7oratory e1ercises, seminar 9asic *Semester *% E+TS /' school hours of lectures and /' school hours of e1ercisesVG' school hours V 2% hours V $-% E+TS G' hours of inde#endent 6or3 6ith consultations V & E+TS 2% hours of literature research V $-%- E+TS Assc- Prof- Sla(omir Stan3o(, Ph-DO7:ecti(e of this course is acBuirin, 7asic 3no6led,e a7out com#uter as systemi(en o7:ecti(e is achie(ed 7y learnin, and teachin, a7out) com#uter as a system, o#eratin, systems for #ersonal com#uter, com#uter #ro,rammin, system for office mana,ement, 7asic terms for com#uter net6or3sNone *nformation and communication technolo,y @7asic termsA- +om#uter as a system9asic function for com#uter system @in#ut, out#ut, #rocessin,A- +om#uter system decom#osition @hard6are, soft6areA- +om#uter system cate,ories @microcom#uters, minicom#uters, mainframeA- Personal com#uters A##lication domains of com#uter systems- O#eratin, systems 6ith te1tual user interface < "S < DOS- O#eratin, systems 6ith ,ra#hical user interface < "S < ;indo6s- +om#uter #ro,rammin, system for office mana,ement- 9asic terms for com#uter net6or3sS- Stan3o() *ntroduction to com#utin,, Faculty of Natural Sciences, "athematics and Education, Uni(ersity of S#lit, Octo7er, &''/- @htt#)55666-#mfst-hr5Hstan3o(A@in +roatianA E- YeriP, "- Ear,a, H- 9irolla) 9usiness com#utin,, 8na3, 8a,re7, $II0Lectures, la7oratory e1ercises, seminar Practical e1am and oral e1am- EBual #ercenta,e of final ,rade is allocated to 7oth e1ams+roatian5 En,lish Statistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
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*ntroduction to eneral Physics * P"P'I/ Theoretical 9asic le(el 6ith ad(anced mathematical formalism ***Semester E/ E+TS Teachin, @lectures /' lecture hoursA ` ',K%E+TS Student studyin,, a7out K' hours ` &,&% E+TSProf- Dr- "ile D[elali:a Student 6ill ha(e com#etences in understandin, 7asic la6s of classical #hysics, and a7ilities to a##ly them to different systems+om#etences in elementary mathematics, differential and inte,ral calculus, differential eBuations and matri1 mathematics*ntroduction- "easurement- "otion alon, a strai,ht line and in t6o and three dimensions- The La6s of motion- Rinetic ener,y and 6or3- Potential ener,y and conser(ation of ener,y- Systems of #articles- +ircular motion- ra(itation- Solids and fluids- Oscillations and 6a(es- Sound 6a(es- Tem#eratures, heat and the First la6 of Thermodynamics- Entro#y and Second la6 of Thermodynamics- Electric char,e- Electric field and #otential- Electric current and resistance- "a,netic field"a16ellSs eBuations- Electroma,netic oscillations and alternatin, currentElectroma,netic 6a(es- Li,ht and o#tics- ;a(e o#tics$- "- D[elali:a, U(od u O#Pu fi=i3u =a matematiUare @in #re#arationA, S(euUiliOte u S#litu, &''%&- D- Halliday, R- Resnic3, N- ;al3er, Fundamentals of Physics, Se(enth Edition, Nohn ;iley W Sons, Ne6 !or3, &''%1. R- A- Ser6ay, N- S- Fau,hn, +olle,e Physics, Fifth Edition, Saunders +olle,e Pu7lishin,, Orlando, &'''+om7ined teachin, methods) frontal lectures, 6or3 in ,rou#s, usin, modern technolo,iesAssessments durin, lecturesE1am) 6ritten @analytical #ro7lemsA and oral @understandin, of #hysical #ro#erties and la6s, conce#tual #ro7lemsA+roatianEn,lish @#ossi7ilityAAt the 7e,innin, and at the end of the teachin, #rocess) Buestionnaires a7out learnin, outcomes and com#etences, and a7out the course-
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*ntroduction to eneral Physics ** P"P'I2 Theoretical 6ith analytical and #ractical e1ercises 9asic le(el 6ith ad(anced mathematical formalism ***Semester E*% E+TS Teachin, @lectures /' lecture h-, e1ercises /' lecture h-A ` $,% E+TS Student studyin,, a7out $'' hours ` /,% E+TSProf- Dr- "ile D[elali:a Student 6ill ha(e com#etences in understandin, 7asic la6s of modern #hysics, and a7ilities to a##ly them to different systems+om#etences in elementary mathematics, differential and inte,ral calculus, differential eBuations and matri1 mathematics- +om#etencies in classical #hysicsRelati(ity- Photons- "atter 6a(es- Schrcdin,erDs eBuation- Heisen7er,Ss Uncertainty Princi#le- Atomic Physics- Electron s#in- Periodic element ta7leLaser- Solids- Atomic nucleus- Radioacti(ity and interactions 6ith matter- Nuclear ener,y- Zuar3s, le#tons, and the 9i, 7an,- +osmolo,y- Selected analytical #ro7lems- *ntroduction to some measurement instruments- "easurements of selected #hysical #ro#erties3. "- D[elali:a, U(od u O#Pu fi=i3u =a matematiUare @in #re#arationA, S(euUiliOte u S#litu, &''%2- D- Halliday, R- Resnic3, N- ;al3er, Fundamentals of Physics, Se(enth Edition, Nohn ;iley W Sons, Ne6 !or3, &''%&- R- A- Ser6ay, N- S- Fau,hn, +olle,e Physics, Fifth Edition, Saunders +olle,e Pu7lishin,, Orlando, &'''+om7ined teachin, methods) frontal lectures, 6or3 in ,rou#s, usin, modern technolo,iesAssessments durin, lecturesE1am) 6ritten @analytical #ro7lemsA and oral @understandin, of #hysical #ro#erties and la6s, conce#tual #ro7lemsA+roatianEn,lish @#ossi7ilityAAt the 7e,innin, and at the end of the teachin, #rocess) Buestionnaires a7out learnin, outcomes and com#etences, and a7out the course-
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*ntroduction to "athematics P""''$ Lectures and tutorial sessions Elementary course *Semester *0 E+TS Total E+TS score for) attendance at lectures @2% hours of lectures . 2% hours of e1ercisesA, home6or3, self<study and #re#aration for #artial e1ams and final e1amAssoc- Prof- "ar3o "atiP, Ph-DThe #ur#ose of this course is to teach students ho6 to systematically and #recisely formulate #ro7lems in mathematics tau,ht at the colle,e le(elStudents 6ill learn the 7asics of the mathematical lan,ua,e and #recise mathematical reasonin,- They 6ill also 7roaden their 3no6led,e a7out sets, relations and functions, 6ith the em#hasis on usin, #recise definitions and (arious mathematical statements- "oreo(er, they 6ill also 7roaden their 3no6led,e a7out num7er sets and elementary functionsElementary @hi,h schoolA mathematics Short introduction) historical de(elo#ment of mathematics and 7asic mathematical disci#lines, use of different al#ha7ets in mathematics, es#ecially the Latin and ree3 al#ha7ets5undamentals of mathematical logic) statements, com#ound statements, truth ta7les, tautolo,y and contradiction, lo,ical eBui(alence of statements, necessary and sufficient condition, con(erse statement, #redicate, uni(ersal and e1istential Buantifier, ne,ation of Buantifiers"evelopment of axiomatic mathematical theory) fundamental mathematical notions, definition, a1iom, theorem and its con(erse, #roof of theorem and different ty#es of #roofSets) the notion of a set, su7set, inclusion and set eBuality, uni(ersal set, #o6er setO#erations 6ith sets @9oolean al,e7raA, #artitions, +artesian #roduct2elations) the notion of a relation, #artial order, #artially ordered sets, u##er and lo6er 7ound, eBui(alence relations, eBui(alence classes, Buotient sets, e1am#les5unctions) the notion of a function, eBuality of functions, ima,e and #reima,e, the ,ra#h a function, restrictions and e1tensions of functions, com#osition of functions, one<to<one and onto functions, in(erse functions, e1istence and uniBueness of the in(erse function, #ermutations, eBui#otent sets, cardinal num7er, finite and infinite sets, counta7le and uncounta7le sets3umber sets) natural num7ers, the #rinci#le of mathematical induction, 7inomial theorem, inte,ers and rational num7ers, real num7ers, counta7le and uncounta7le num7er sets, the set of com#le1 num7ers, the tri,onometric form of com#le1 num7ers, "oi(reDs formulaPo)ers and polynomials) #o6ers 6ith natural e1#onents, linear and Buadratic
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functions, #olynomials, eBuality of #olynomials, di(isi7ility of #olynomials, HornerDs al,orithm, =eros of #olynomials and al,e7raic eBuations, the fundamental theorem of al,e7ra, inte,er and rational roots of al,e7raic eBuations, com#le1 roots of al,e7raic eBuations, factori=ation of #olynomials, #olynomials in t6o or more (aria7les, symmetric #olynomials, the fundamental theorem of symmetric #olynomials in t6o (aria7les, symmetric eBuations2ational functions and roots) #o6ers 6ith inte,er e1#onents and rational functions, #artial fraction e1#ansion, the notion of a root, rational eBualities and ineBualities, eBualities and ineBualities 6ith roots#xponential and logarithmic functions) #o6ers 6ith real e1#onents, #ro#erties of the e1#onential function 6ith the natural 7ase, #ro#erties of the lo,arithmic function 6ith the natural 7ase, e1#onential and lo,arithmic eBualities and ineBualities, #ro#erties of the e1#onential function 6ith an ar7itrary 7ase!rigonometric and arc functions) the unit circle, 7asic #ro#erties of tri,onometric functions, addition theorems, tri,onometric eBualities and ineBualities, 7asic #ro#erties of arc functions and their ,ra#hs1yperbolic and area functions) 7asic #ro#erties and ,ra#hs of hy#er7olic functions, 7asic #ro#erties of area functions and their ,ra#hs9- Pa(3o(iP, D- Eel:an, 3lementarna matemati!a $, T3ols3a 3n:i,a, 8a,re7, &''/9- Pa(3o(iP, 9- Da3iP, 7olinomi, T3ols3a 3n:i,a, 8a,re7, $II$S- Rure#a, :vod u matemati!u, TehniU3a 3n:i,a, 8a,re7, $I02D- 9lanuOa, Ai9a matemati!a, * dio, TehniU3a 3n:i,a, 8a,re7, $IG% S- "ardeOiP, &atemati'!a anali$a, $- dio, T3ols3a 3n:i,a, 8a,re7, $IKIN- N- Eilen3in, 7ri'e o s!upovima, T3ols3a 3n:i,a, 8a,re7, $IK%S- Li#schut=, .chaumCs /utline of .et Theory and *elated Topics, "c ra6<Hill, Ne6 !or3, $II0T- 8nam i dr-, 7ogled u povi"est matemati!e, TehniU3a 3n:i,a, 8a,re7, $I0ILectures and tutorial sessions- Tutorial sessions ser(e to hel# students in sol(in, #ro7lems 7ased on the lecture materialThe final e1am consists of a 6ritten and oral e1am at the end of the semester- EBual #ercenta,e of final ,rade is allocated to 7oth e1amsThe 6ritten e1am can 7e su7stituted 7y t6o t6o<hour #artial e1ams administered durin, the semester+roatian Statistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
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*ntroduction to Num7er Theory P""$'& Theoretical course9asic mathematics course 6ith formal mathematical lan,ua,e**Semester ***% E+TS Total E+TS score for) attendin, lectures @/' hours of lectures . /' hours of e1ercisesA, studyin,, #re#arin, #artial and final e1amsPh-D- NoO3o "andiP, Senior Lecturer 9asic 3no6led,e in num7er theory, com#rehension and ca#a7ility of a##lyin, the 3no6led,e in sol(in, (ariety of #ro7lemsLinear al,e7ra $Di(isi7ility- reatest common di(isor- Euclidean al,orithm- Primes num7ers- UniBue factori=ation&+on,ruences- Linear con,ruences- Linear Dio#hantine eBuations- +hinese remainder theorem- Euler theorem- ;ilson theorem- Primiti(es roots/Numerical functions- reatest inte,er function- Num7er and sum of di(isors of natural num7er- Euler function- "oe7ius function- Distri7ution of #rimes num7er2Zuadratic residues and Buadratic form- Le,endre sym7ol- Zuadratic reci#rocity la6- Sum of t6o sBuares- Sum of four sBuares%Dio#hantine eBuations- Pytha,orean tri#le- Pell eBuation- +ontinued fractions- Dio#hantine a##ro1imations*- Ni(en,H- S- 8uc3erman, H- L- "ont,omery, An Introduction to the Theory ,umbers, ;iley, Ne6 !or3, $II$R- H- Rosen, 3lementary ,umber Theory and Its Applications, Addison<;esley, Readin,, $II/"- 9om7ardelli, A- Du:ella, S-Sli:e#Ue(iP, "atematiU3a nat:ecan:a uUeni3a sredn:ih O3ola, H"D, Element, 8a,re7, $IIGN- Ro7lit=, A +ourse in Num7er Theory and +ry#to,ra#hy, S#rin,er<Eerla,, Ne6 !or3, $II2;- N- LeEeBue, Elementary Theory of Num7ers, Do(er, Ne6 !or3, $II'9- Pa(3o(iP, D- Eel:an, Elementarna matemati3a &, T3ols3a 3n:i,a, 8a,re7, $II%H- E- Rose, A +ourse in Num7er Theory, O1ford Uni(ersity Press, O1ford, $II%;- Sier#ins3i, Elementary Theory of Num7ers, PN;, EarOa(aX North Holland, Amsterdam, $I0K"- Eino,rado(, Elements of Num7er Theory, Do(er, Ne6 !or3, $I%2Themes from the course contents are tau,ht throu,h lectures-- The adeBuate mathematical #ro7lems are sol(ed throu,h e1ercises;ritten and oral e1am- EBual #ercenta,e of final ,rade is allocated to 7oth e1ams+roatian Statistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
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*ntroduction to Numerical "athematics P""$'0 A##lied mathematics course 9asic maths course ***ESemester+trimester % E+TS @Lectures and e1ercises /'./' hours Q $-% E+TS- Study, e1ams and home6or3 </-% E+TS-A Ph-D- Nenad U:e(iP, Assistant Professor Students shall acBuire 3no6led,e from 7asic to#ics of numerical analysis such as the a##ro1imation of functions, numerical deri(ati(es, numerical inte,ration and methods for nonlinear eBuations- This 3no6led,e is a 7asis for further courses in numerical analysis- They shall consider techniBue for 6or3 on com#uters- They can a##ly the o7tained 3no6led,e in many other sciences such as, for e1am#le, #hysics, en,ineerin,, etcDifferential and *nte,ral +alculus *, ** A##ro1imations of functions- La,ran,e inter#olation #olynomial- Ne6ton inter#olation #olynomial- Error analysis- S#lines- Least<sBuares method. Numerical deri(ati(es- Numerical inte,ration) Ne6ton<+otes formulae @mid#oint rule, tra#e=oidal rule, Sim#sonDs ruleA and aussian BuadraturesNonlinear eBuations- Fi1ed #oint theorem- *terati(e method- Ne6ton method- Secant method- 9isection method- "ethods of hi,her de,ree Q acceleration of con(er,enceN- U:e(iP, *ntroduction to Numerical "athematics, FP"8*OP, S#lit, &''2donlineL @htt#)55666-#mfst-hrA< @in +roatianAR- At3inson, An *ntroduction to Numerical Analysis, Nohn ;iley, Ne6 !or3, $I0ILearnin, "ATLA9 K, Students (ersion, The "ath;or3s, &''29- P- Demido(ich, *- A- "aron, +om#utational "athematics, "ir Pu7lishers, "osco6, $I0$E- Hari at all, Numerical Analysis, P"F<"O, 8a,re7, &''/, @in +roatianA+lassical teachin, in class<room and e1ercises on com#uter) "ATLA9 @illustration of linear al,e7ra #ro7lemsA and FORTAN or Pascal, de#ends on students 3no6led,e- Home6or3+lassical e1am and control of home6or3, dSeminar 6or3L and5or classical 6ritten e1am+roatian
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*ntroduction to Pro7a7ility and Statistics P""$$% Theoretical courseElementary course***Semester E*0 @Lectures and e1ercises 2%.2% hours Q &,&% E+TS, Study and e1ams Q %,K% E+TSA Ph-D- L:u7an DediP, Assoc- Prof9asic 3no6led,e and s3ills in #ro7a7ility and statistics-
Differential and inte,ral calculus *, ** Discrete #ro7a7ility s#ace and its elementary #ro#erties- Random (aria7lesDiscrete distri7utions- Pro7a7ility s#ace- *nte,ra7le random (aria7les- +ontinuous distri7utions- Density function and distri7ution function- Functions of random (aria7les and their a##lications- Random (ectors- Numerical characteristics of random (ectors- *neBualities- La6s of lar,e num7ers and central limit theorem"ar3o( chains- Poisson #rocess and 9ro6nian motion- "athematical statistics9asic statistical e1am#les- Testin, of hy#othesesN- Sara#a, Teori:a (:ero:atnosti, T3ols3a 3n:i,a, 8a,re7, $II&N-S- "ilton, N-+- Arnold, *ntroduction to Pro7a7ility and Statistics) Princi#les and A##lications for En,ineerin, and the +om#utin, Sciences, "c ra6<Hill, Ne6 !or3, $I0GR-9- Ash, 9asic Pro7a7ility Theory, N- ;iley, Ne6 !or3, $IK';- Feller, An *ntroduction to Pro7a7ility Theory and its A##lications, Eol-$, N;iley, Ne6 !or3, $IG0R-S- Tri(ed, Pro7a7ility and Statistics 6ith Relia7ility, Zueuin, and +om#uter Science A##lications, Prentice<Hall, London, $I0&Frontal teachin,;ritten and oral e1amination- EBual #ercenta,e of final ,rade is allocated to 7oth e1aminations+roatianStatistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
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*ntroduction to #ro:ecti(e ,eometry P""$&$ Lectures and classroom e1ercisesAd(anced maths course ***Semester E*% @Lectures and e1ercises /'./' hours, study and e1ams A Assoc- Prof- An3a olemac, Ph-D9asic 3no6led,e and s3ills in #ro:ecti(e ,eometry
9asic courses in ,eometry *ntroduction- A1ioms of the #ro:ecti(e #lane- The #rinci#le of duality- Desar,ues theorem- Order of a #lane- Pers#ecti(ities and #ro:ecti(ities- Fundamental theorem of #ro:ecti(e ,eometry- *n(olutions- +ollineations and correlations- PolaritiesZuadratic cur(es- Steiner theorem and Pascal theorem- Pers#ecti(ities and in(olutions of Buadratics- +oordinati=ation of a line and a #lane- Analytic ,eometry in a real #ro:ecti(e #lane- Finite #ro:ecti(e #lanes- Pro:ecti(e s#aceD- Palman, 7ro"e!tivna geometri"a, T3ols3a 3n:i,a, 8a,re7, $I02H- S- "- +o1eter, 7ro"e!tivna geometri"a, T3ols3a 3n:i,a, 8a,re7, $I0&H- S- "- +o1eter, 7ro"ective Geometry, S#rin,er<Eerla,, Ne6 !or3, &''/N- E- Efimo() Ays9a"a geometri"a# "os3(a, Nau3a, $IK0Frontal teachin,;ritten and oral e1amination- EBual #ercenta,e of final ,rade is allocated to 7oth e1aminations+roatianStatistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
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*ntroduction to To#olo,y P""$$2 Lectures and classroom e1ercises @&.'.&A 9asic math course ***Semester E*G @Attendin, lectures and e1ercises @/'./' classesA $-% E+TS creditsX self<study and e1ams 2-% E+TS creditsA Ph-D- Elasta "ati:e(iP, Assoc- ProfThe student acBuires a 7asic 3no6led,e in ,eneral to#olo,y necessary for understandin, and acBuirin, ad(anced to#ics in different areas of mathematics @analysis, differential eBuations, differential ,eometry, #ro7a7ility theory etc-A No #rereBuisitesTo#olo,ical s#ace- 9ase and su77ase- +losed sets- *nterior and closure of a setNei,h7ourhood of a #oint- Accumulation #oint of a set- Se#ara7le s#acesSu7s#ace- +artesian #roducts- Zuotient s#ace- A1ioms of se#arations- +on(er,ence in to#olo,ical s#aces- +luster #oint of a seBuence- The to#olo,y of uniform con(er,ence and the to#olo,y of #oint6ise con(er,ence- +ontinuous ma##in,s+haracteri=ations of continuity- Homeomor#hism- Urysohn characteri=ation of normal s#aces- Tiet=e e1tendin, theorem- +onnected s#aces- Path6ise connected s#aces- +om#onents- Locally connected s#aces- +om#act s#aces- Tychonoff theorem- +ontinuous ma##in,s on com#act s#aces- Dini theorem- Locally com#act s#aces- +om#actificationN- Du,und:i, Topology, Allyn and 9acon *nc-, 9oston, $IGGR- En,el3in,, General Topology , PN;, ;ars=a6a, $IKKS- "ardeOiP, &atemati'!a anali$a u n8dimen$ionalnom realnom prostoru I, T3ols3a 3n:i,a, 8a,re7, $IK2Nun<iti Na,ata, &odern General Topolgy# North<Holland, Amsterdam, $I0%8- Yerin, &etri'!i prostori, htt#)55666-math-ht5cerin5"ETR-#df E1<cathedra lectures and e1ercises ;ritten and oral e1am- EBual #ercenta,e of final ,rade is allocated to 7oth e1ams+roatian Statistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
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$ourse title $ourse code !ype of course 'evel of course :ear of study #$!S +3umber of credits allocated+ 3ame of lecturer 'earning outcomes and competences Prere&uisites $ourse contents
Lan,ua,e +ulture P"S$'2 Lectures- SeminarsElecti(e related course9asic *- or **Semester $ E+TS V /' contact hours @G' min- #er hourA /' lecture hours . /' hours of student study time & credits Na,oda raniP, "-A-, Senior Lecturer **- or *E-
Reco,nition of ,eneral lan,ua,e issues- Lan,ua,e role in de(elo#in, indi(idual and social identity- O#timal communication in different media- +ommunicati(e com#etence in education-
+urrent lin,uistic #erce#tion of lan,ua,e as an uni3ely human achie(ementLan,ua,e structure and its functions- Lan,ua,e and s#eech- Lan,ua,e, culture, society- Attitudes to6ards lan,ua,e- Similarities and differences amon, lan,ua,esS#atial, tem#oral and social (ariations in lan,ua,e use in lin,uistic communities"ultilin,ualism- Pu7lic communication) domains and discourses- Lin,uistic and communicati(e com#etence- Functional differentiation and lan,ua,e cultureLan,ua,e norm- Standard and non<standard idiomsPa(liUe(iP<FraniP, D-, Ro(aUe(iP, "-, @ur-A @&''/A- omuni!aci"s!a !ompetenci"a u vi9e"e$i'no" sredini II.( teori"s!a ra$matran"a# prim"enaD Communicative Competence in Language 7luralistic 3nvironment( Theoretical Considerations and 7ractice. 8a,re7) Na3lada Sla# i S(euUiliOte u 8a,re7uT3ariP, *- @&'''A- Temel"ci suvremenoga govorni9tva- 8a,re7) T3ols3a 3n:i,aT3il:an, D- @&'''A- @avni "e$i!- 8a,re7) *=dan:a Anti7ar7arusT3il:an, D- @$II2A- 7ogled u lingvisti!u.Ri:e3a) Na3lada 9en:a*(anetiP, N-@&''/A- :porabni te!stovi. 8a,re7) 8a(od =a lin,(isti3u Filo=ofs3o, fa3ulteta S(euUiliOta u 8a,re7uRatiUiP, R- @$I0GA- ,ovi "e$i!oslovni ogledi- 8a,re7) T3ols3a 3n:i,aRo(aUe(iP, "-, Pa(liUe(iP<FraniP, D- @ur-A @&''&A- omuni!aci"s!a !ompetenci"a u vi9e"e$i'no" sredini I.( pri!a$i# problemi# puto!a$i D Communicative Competence in Language 7luralistic 3nvironment( *evie4s# 7roblems# Guidelines-8a,re7) Na3lada Sla# i S(euUiliOte u 8a,re7uPran:3o(iP, *- @$IIKA- @e$i!oslovna sporen"a- 8a,re7) Ron=orT3ariP, *- @$I00A- : potra$i $a i$gubl"enim govorom.8a,re7) T3ols3a 3n:i,aT3il:an, D- @$I00A- @e$i'na politi!a- 8a,re7) Na#ri:ed-
2ecommended reading
!eaching methods %ssessment
Lectures and seminars;or3sho#sSeminar #a#ers*/
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Preliminaries- ;ritten tests- ;or3sho#s- Essay assessmentE1amination) 6ritten and oral @reference literatureA+roatian Statistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
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Linear Al,e7ra P""$'$ Lectures and classroom e1ercises 9asic math course *Semester **I E+TS Total E+TS score for) attendance at lectures @2% hours of lectures . 2% hours of e1ercisesA, self<study and #re#aration for #artial e1ams and final e1amTan:a EuUiUiP, Ph-D-, Assistant Professor Students learn 7asic ideas of linear al,e7ra, its o7:ects and #rocedures, and acBuire theoretical 3no6led,e and com#utational s3ills that are necessary for com#rehension of (arious ad(anced mathematics courses*ntroduction to Al,e7ra 6ith Analitic eometry Linear o#erators- "atrices- eneral linear ,rou#- Ran3- Determinants- 9inet< +auchy theorem- La#lace de(elo#ment- +haracteristic #olynomial- Hamilton< +ayley theorem- Ei,en (alues of linear o#erators- Dia,onali=ation- Systems of linear eBuations- E1istence of solutions- +ramerSs and homo,eneous systemseneral solution of linear systems- auss al,orithm- Unitary s#aces- +auchy< Sch6ar= ineBuality- Norms, metrics- ram<Schmidt ortho,onali=ation #rocedureOrtho,onal com#lement- Unitary o#erators- Hermitian and antihermitian o#eratorsFunctionals on unitary s#aces1) R- Hor(atiP, Linearna algebra I# II i III, P"F Q "atematiU3i od:el, H"D,
2ecommended reading
8a,re7, $II%2) N- Ele=o(iP, Linearna algebra, Element, 8a,re7, $II%3) N- 9a3iP, A- "ilas, ;bir!a $adata!a i$ linearne algebre s r"e9en"ima, P"FQ"atematiU3i od:el, H"D, 8a,re7, $II%4) N- Ele=o(iP, A- A,liP, Linearna algebra( $bir!a $adata!a, Element, 8a,re7, &''$1) S- Rure#a, ona'no dimen$ionalni ve!tors!i prostori i prim"ene, Li7er, 8a,re7, $II&2) *-E- Pros3ur:a3o(, Pro7lems in linear al,e7ra, "*R Pu7lishers, "osco6, $IK0Frontal lectures com7ined 6ith classroom e1ercises T6o #artial tests 6ritten durin, the semester- Final 6ritten test for students 6ho didnSt #ass #artial e1ams- Final oral e1am- EBual #ercenta,e of final ,rade is allocated to 6ritten and oral e1am+roatian Statistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
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Lo,ic P"S$$& Lectures and seminar*ntroductory course in lo,ic*****Semester & V G' hours V &&-% hours in classroom . /K-% hours #re#aration for seminar, readin, and learnin, for e1am doc- dr- sc- 9erisla( ]arniP On the ,eneral le(el, student 6ill im#ro(e his analytical s3ills- *n #articular, student 6ill 7e a7le to translate natural lan,ua,e sentences into the lan,ua,e of the first order lo,ic, he 6ill 7e a7le to chec3 the (alidity of inferences and #roof correctness 6ith the first order lo,ic, he 6ill 7e a7le to construct formal natural deduction #roofs and their informal counter#arts, he 6ill 7e a7le to discriminate semantic and syntactic characteri=ations of a lo,ic9asic lo,ic 3no6led,e- Nai(e set theory+ourse content is a standard lo,ic course at introductory5intermediate le(el- "ain units) @aA lan,ua,e of the first order lo,ic @FOLA, @7A natural deduction system for FOL, @cA issues in translations 7et6een natural lan,ua,e and FOL lan,ua,e, @dA com#arison 7et6een different deducti(e systems @natural deduction, a1iomatics, \ta7leau\ systemA, @eA 7asics of formal semantics, @fA 7asics of metatheory of FOL @soundness, com#leteness, incom#leteness, decida7ility etc-A9ar6ise, Non and Etchemendy, Nohn @&'''A Language# 7roof and Logic- +SL* Pu7lications- +enter for the study of Lan,ua,e and *nformation Stanford Uni(ersity- Se(en 9rid,es Press- Ne6 !or3Londonecourse te1tf ]arniP, 9erisla( @&''2A .imboli'!a logi!a @htt#)55666-(usst-hr5Hlo,i3a5s3ri#ta-#dfA Neffrey, Richard- )ormal Logic( its .cope and Limits- @$I0IA "c ra6<Hill 9oo3 +om#any &inds# 5rains and Computers. The )oundations of Cognitive .cience- @&'''-A Ro7ert +ummins and Denise Dellarosa +ummins @eds-A- 9lac36ell Philoso#hy Antholo,ies Lecturin, su##lemented 7y reach use of information and communication technolo,ies, includin, ;e7+T;ritten test- Oral e1am- EBual #ercenta,e of final ,rade is allocated to 6ritten and oral #art of the e1am+roatianEn,lishStatistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
2ecommended reading
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Lo,ic P""$$' Lectures and classroom e1ercises 9asic mathematics course ***Semester E% E+TS Total E+TS score for) attendin, lectures @/' hours of lectures . /' hours of e1ercisesA, studyin,, #re#arin, #artial and final e1amsPh-D- Elasta "ati:e(iP, Assoc- Prof-X "-A- Anita "at3o(iP Students acBuire a 7asic 3no6led,e in mathematical lo,ic and ,et dee#er insi,ht in foundations of mathematicsNai(e set theory Pro#ositional lo,ic) synta1, semantics, con:uncti(e and dis:uncti(e normal forms, the +rai, lemma, the com#actness theorem, (alidity tests, Hil7ertian system for #ro#osition calculus @the deduction theorem, the adeBuacy theorem, the com#leteness theoremA, consistency, natural deductionFirst<order theories) synta1, semantics, #rene1 normal form, main test for first< order lo,ic, Hil7ertian system for first<order lo,ic @the deduction theorem, the adeBuacy theoremA, the ,enerali=ed com#leteness theorem @s3etch of Hen3inDs #roofA, conseBuences) the cdel com#leteness theorem, the com#actness theorem, the Lc6enheim<S3olem theorem- Limitations of the first<order lo,ic"- Eu3o(iP, &atemati'!a logi!a <, te1t7oo3, P"F<"O, 8a,re7, &'''D- (an Dalen, Logic and .tructures, S#rin,er<Eerla,, $IIKH- D- E7in,haus, N- Flum, ;- Thomas, &athematical Logic, S#rin,er<Eerla,, $I02A- - Hamilton, Logic for &athematicians, +am7rid,e Uni(ersity Press, $I00E- "endelson, Introduction to &athematical Logic, D- Ean Nostrand +om#any, *nc- Princeton, $IIKN- R- Shoenfield, &athematical Logic, Addison<;esley, "assachusetts, $IK/Themes from the course contents are tau,ht throu,h lectures-- The adeBuate mathematical #ro7lems are sol(ed throu,h e1ercises ;ritten and oral e1am- EBual #ercenta,e of final ,rade is allocated to 7oth e1ams+roatian Statistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
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"athematical "ethods of Physics P""&'I Lectures and tutorial sessions ad(anced ***Semester E*% E+TS credits total Lectures and tutorial sessions & E+TS creditsX self study / E+TS creditsDr- Sasa Rresic<Nuric, Assist- ProfThe student is e1#ected to 7e a7le to analy=e and sol(e #ro7lems arisin, in #hysics usin, #artial differential eBuations and the methods of functional analysisDifferential and inte,ral calculus, multi(aria7le calculus- 9asic o#erator theory+alculus of (ariation- Euler<La,ran,e eBuations- HamiltonDs #rinci#le- Raylei,h< Rit= method- Sturm<Liou(ille theory- ram<Schmidt ortho,onali=ation- 9essel, Le,endre, Hermite and s#herical functions- A##lications to Schroedin,er eBuation*nte,ral eBuations- reenDs functions- Fredholm alternati(e- Arf3en, DD"athematical "ethods for PhysicistsDD, /rd- ed- Academic Press, $I0%L- De7nath, P- "i3usins3i, DD*ntroduction to Hil7ert S#aces 6ith A##licationsDD, &nded- Academic Press, $III R- uenther, N- Lee, DDPartical Differential EBuations of "athematical Physics and *nte,ral EBuationsDD, Do(er, $IIGLectures and tutorial sessions;ritten and oral e1ams, and5or seminars @de#endin, on the num7er of studentsA+roatian Statistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
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"edia in Education P"S$'% Lectures and seminars Ad(anced *- or **& E+TS credits Semester **- or *E-
St:e#an Rode3, PhD, associated #rofessor +ritical #eda,o,ical refle1ion of media in modern education and de(elo#ment of >media literacy? for attendants, 6hich 6ill hel# them in understand the media mechanism influence on youthStudents enroll after #assin, the e1am 9ase of Peda,o,y Define 7asic terms) media, mass media, teachin, media, #eda,o,y of media, didactics of mediaResearch trends in the field of media use - E(aluation research- AT*< research @A#titude<Treatment<*nteractionA- Action research"edia in learnin, and teachin,) choice, function and classification media teachin,Audio, (isual and audio(isual media in education- "ultimedia a##roach in education- Ne6 information and communication mediaTheory of media efficiency) Traditional a##roach, Uses<and< ratifications< A##roach, *nteracti(e a##roach, latent outcome a##roach , A##roaches set out Tro6ler, P- @&''&A- Romuni3aci:a i medi:i- U) Haralam7os,"- * Hol7orn, "Sociolo,i:a Q teme i #ers#e3ti(e- 8a,re7) olden mar3etin, RoOir, "- i dr- @$IIIA- ]i(ot s medi:ima Q #riruUni3 o medi:s3om od,o:u =a roditel:e, nasta(ni3e i uUitel:e- 8a,re7) Doron Rode3, S- @$II&A- *stra[i(aU3i trendo(i u #odruU:u #rim:ene medi:a Q ra=liUiti #ristu#i i teori:e- U)*stra[i(an:a od,o:a i o7ra=o(an:a, (ol- I- 8a,re7) *nstitut =a #eda,o,i:s3a istra[i(an:a Rode3, S- @$I00A- No(e informaci:s3e tehnolo,i:e Q i=a=o( od,o:u i o7ra=o(an:uU) Od,o: i o7ra=o(an:e na #ra,u &$- st- 8a,re7) PR8 i Sa(e= #eda,oO3ih druOta(a Hr(ats3e Rode3,S- @$I0GA- Rom#:utor i su(remena nasta(na tehnolo,i:a- 8a,re7) N*RO >T3ols3e no(ine? +ra,,s, +-E- @$II&A- "edia Education in the Primary School- London Q Ne6 !or3) Routled,e "asterman, L- @$II2A- "edia Education in $II'Ds in Euro#e- A Teachers uide, Strass7our,) +ouncil of Euro#e Press Postman, N-@$II2A- Das Eersch6inden der Rindheit- Fran3furt5"ein) Fischer Taschen7uch Eerla, Dichan=, H- * Rol7, - @$IKIA- Unterrichtstheorie und "edien#ra1is- Stutt,art) Ernst Rlett Eerla, Pro,ramme is reali=ed throu,h lectures, seminars and consultations- Durin, the semester students ma3e their o6n mini #ro:ect of media #ro7lem research
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@ students choose o6n research #ro7lem or in consultation 6ith #rofessorASeminars are or,ani=ed li3e 6or3sho#s 6here the em#hasis is on acti(ities done 7y students%ssessment methods 'anguage of instruction (uality assurance methods After each attended lecture and com#leted seminar duties, an oral e1am is ta3en and the candidate is e(aluated throu,h his o7tained 3no6led,e, Buality of his mini #ro:ect, and comments a7out ,i(en results+roatian Statistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
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"ethodolo,y of scientific<research 6or3 P"S$$2 Lectures and seminars Ad(anced *- or ****- or *ESemester & V G' hours V &&-% hours in classroom . &' hours #re#aration for seminar . $K-% hours readin,, learnin, and 6ritin, seminar #a#er Prof- Ph- D- Nosi# "ilat Students 7ecome trained in initial inde#endent and successful im#lementin, scientific<research 6or3 as 6ell as in inde#endent a##lyin, scientific results to #rofessional 6or3None I. part *ntroduction to ,eneral research methodolo,y Q 7asic conce#ts- neoseolo,ical foundations of scienceX e#istemolo,ical featuresX system and classification of scienceX classification of scientific research- Scientific e1amination and researchX scientific findin,s and technical in(entions- +haracteristics and #ro7lems of scientific co,nitionX role of theory and em#irical measurementsX scientific theory and em#irical facts, scientific truth, re,ularity and #ro7a7ilityX o7:ecti(ity of truth and scientific la6sX sta,es of scientific research- +haracteristics of a ,ood #rofessional and scientific 6or3- 9asic hints for 6ritin, a de,ree re#ortII. part 9asics of the methodolo,y of #eda,o,ical research, sources for the choice of the #ro7lems of research- Paradi,ms and ty#es of research in #eda,o,y- "ethods of #eda,o,ical research- TechniBues and instruments of data collectin,- "ethods of data analysis Q casual, Bualitati(e and Buantitati(e Q statistical data analysis;ritin, a research re#ort, a##lication of research resultsSeminar, Analysis of research #ro:ect- *nde#endent #lannin, and de(elo#in, a research #ro:ect 7y a studentSs o6n choice- *m#lementation and :oint analysis of an action researchAndrilo(iP E-) "etode i tehni3e istra[i(an:a u #siholo,i:i od,o:a i o7ra=o(an:a, T3ols3a 3n:i,a, 8a,re7, $II$-, str-)$ Q $2'"ilat N-) Osno(e metodolo,i:e istra[i(an:a, T3ols3a 3n:i,a 8a,re7, &''2-, str-) $ < $$K "u[iP E-) U(od u metodolo,i:u istra[i(an:a od,o:a i o7ra=o(an:a, Educa, 8a,re7, &''2-, str-) $ < $GK"e:o(Oe3 "-) U(od u 3(alitati(ne metode =nanst(eno, istra[i(an:a u druOt(enim i humanistiU3im =nanostima, Sla#- Nastre7ars3o, &''/-, str-) $ Q &G/ToOiP *- Q Serdar E-) U(od u statisti3u, T3ols3a 3n:i,a 8a,re7, &'''-, str-) $< /%0"e:o(Oe3 "-) U(od u 3(alitati(ne metode =nanst(eno, istra[i(an:a u druOt(enim i humanistiU3im =nanostima, Sla#- Nastre7ars3o, &''/-, str-) $ Q &G/ToOiP *- Q Serdar E-) U(od u statisti3u, T3ols3a 3n:i,a 8a,re7, &'''-, str-) $< /%0Re,ular attendance at lectures, acti(e ta3in, #art in seminars and #ractices- 9efore ta3in, the e1am, each student o7li,atorily ma3es a research #ro:ect 7y his5her o6n choice*.
2ecommended reading
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'anguage of instruction (uality assurance methods
Assessment methods: :oint analysis @student and teacherA of a 6ritten seminar #a#er Q research #ro:ect and oral e1am Q discussion on the issues of methodolo,y of #eda,o,ical research+roatian Statistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
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Net6or3 a##lication #ro,rammin, P"*$&' Lectures, e1ercises, seminares 9asic ***Semester E/ E+TS $% school hours of lectures, and $% school hours of seminaresV $ E+TS 0' hours of inde#endent 6or3, literature research and consultations V & E+TS "-A- Lada "aleO, lecturer The ,oal of course is to introduce students 6ith architecture, a##lication and methods of #ro,rammin, net6or3 a##lications- The ,oal is accom#lished thru lectures 6ithin students are introduced 6ith theoretical #ostulates as 6ell as e1ercises 6here students 7y #ractical 6or3 aBuire e1#eriences in #ro,rammin, net6or3 a##lications-Net6or3 a##lication structure- T6o layer, three layer and n<layer architecture of client<ser(er a##lications- Technolo,ies of dinamic ,eneration of ;e7 documents @+ommon ate6ay *nterface, Acti(e Ser(er Pa,es, Na(a Ser(er Pa,esA"iddle6are- Protection and security of the ser(er- Scri#ted #ro,rammin, lan,ua,es- Acti(e _, technolo,y--NET technolo,y- Accessin, data 7ases from ;e7 a##lications- 9asic conce#ts of Semantic ;e7 L- Sh3lar, R- Rosen) ;e7 A##lication Architecture) Princi#les, Protocols and Practices, ;iley W Sons, Octo7er &&, &''/ T- Do6nin,, Na(a Remote "ethod *n(ocation, Pro,rammerDs Press, Ne6 !or3, $II0 D- A##leman, De(elo#in, Acti(e _ +om#onents, 8iff Da(is Press, Ne6 !or3, $III Lectures, e1ercises and seminaresPractical e1am and oral e1am- EBual #ercenta,e of final ,rade is allocated to 7oth e1ams+roatian 5 En,lish Statistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
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Noneuclidean s#aces P""&'K Lectures and classroom e1ercisesAd(anced maths course ***E*Semester % @Lectures and e1ercises /'./' hours Q & E+TS, Study and e1ams Q / E+TSA
Assoc- Prof- An3a olemac, Ph-DAd(anced 3no6led,e in ,eometry
9asic courses in ,eometry History 7rief- Euclidegs LElementsM- Pro7lem of #arallels- The disco(ery of non< Euclidean ,eometry- Hil7ertgs a1ioms- Hy#er7olic s#aces- Elli#tic s#acesH- S- "- +o1eter "- ,on83uclidean Geometry, Gth ed- ;ashin,ton, D+, "athAssoc- Amer-, $II0N-E- Efimo(, Ais9a"a geometria, Nau3a, "os3(a, $IK0Eu3lido(i 3lementi @#ri:e(od A-9ilimo(iPaA, NauUna 3n:i,a, 9eo,rad $I2I < %KD- Hil7ert, Grundlagen der Geometrie, Teu7ner, Stutt,art, $I%GFrontal teachin,;ritten and oral e1amination- EBual #ercenta,e of final ,rade is allocated to 7oth e1ams+roatianStatistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
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Ordinary Differential EBuations P""$'/ Lectures and classroom e1ercises 9asic mathematics course **Semester ***G E+TS Total E+TS score for) attendance at lectures @/' hours of lectures . /' hours of e1ercisesA, self<study and #re#aration for #artial e1ams and final e1amTan:a EuUiUiP, Ph-D-, Assistant Professor Theoretical 3no6led,e on the e1istence terms for solutions of differential #ro7lems- The ca#a7ility of reco,ni=in, the ty#e of a differential eBuation and sol(in, it 7y a##ro#riate #rocedure- Ad(anced 3no6led,e on linear DE and linear systems+om#etences in differential and inte,ral calculus First<order ordinary differential eBuations Q 7asic notions @solution, first inte,ral and direction fieldsA- Statement of the e1istence and uniBueness theoremElementary solution methods, e1am#les and a##licationsHi,her order ordinary differential eBuations Q hi,hest deri(ati(e solu7le eBuations, systems of ordinary differential eBuations, reduction to the first<order normal system, statement of the e1istence and uniBueness theoremLinear differential eBuations- Linear autonomous eBuations, o#erator e1#onential function and methods of its calculation- Sol(in, d15dtVA1, 1@'AV1' 7y dia,onali=in, A- E1am#les of a##licationThe #roof of the e1istence and uniBueness theorem"- AliP, /bi'ne diferenci"alne "ednad6be, s3ri#ta, P"F<8a,re7, "atematiU3i od:el, $II22) - 9ir3hoff, -<+- Rota, /rdinary %ifferential 3Euations# Nohn ;iley W Sons, *nc-, Ne6 !or3, $I0I3) ;-E- 9oyce and R-+- DiPrima, 3lementary %ifferential eEuations and 5oundary Aalue 7roblems, Nohn ;iley W Sons, *nc-, Ne6 !or3, &''$1) "-L- Rrasno(, A-*- Riselyo(, -*- "a3aren3o, A 5oo! of 7roblems in /rdinary %ifferential 3Euations, "*R Pu7lishers, "osco6, $I0$&A L-S- Pontrya,in, Ordinary Differential EBuations, Addison<;esley, Readin,, $IG&Frontal lectures com7ined 6ith classroom e1ercises
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2ecommended reading
T6o #artial tests 6ritten durin, the semester- Final 6ritten test for students 6ho didnSt #ass #artial e1ams- Final oral e1am- EBual #ercenta,e of final ,rade is allocated to 7oth e1ams+roatian Statistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
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Philoso#hy of science P"S$'$ Lectures *ntroductory course in #hiloso#hy of science*- or ****- or *ESemester & V G' hours V &&-% hours in classroom . /K-% hours #re#aration for lectures, readin, and learnin, for e1am doc- dr- sc- 9erisla( ]arniP Student de(elo#s com#etencies in lo,ical analysis of scientific te1ts- Student 6ill 7e a7le to reco,ni=e and define #hiloso#hical as#ects of scientific 3no6led,eSome education in lo,icThe course encom#asses t6o units- The first short unit introduces 7asic lo,ical and methodolo,ical notions needed for the analysis ,i(en in the second unit- The second unit co(ers selected issues in #hiloso#hy in science in a critical manner- The relation 7et6een lan,ua,e and co,nition is discussed usin, ;itt,ensteinDs Tractatus<u- +arna#Ds criterion of meanin,fulness is critically e1amined- Po##erDs theory of scientific method is analy=ed a,ainst results in formal theory of learnin,- The differences 7et6een sciences of nature and sciences of man are analy=ed 6ith res#ect to the ty#es of e1#lanations @Eon ;ri,htA and 6ith re,ards to the differences 7et6een lan,ua,es they use @Da(idsonA- The limitations of a1iomatic method are ,i(en 7y 6ay of #hiloso#hical inter#retation of cdelDs metatheoretical results+arna#, Rudolf @$I%GA The "ethodolo,ical +haracter of Theoretical +once#ts- *n) &innesota .tudies in the 7hilosophy of .cience, (ol- *, ed- 7y H- Fei,l and "Scri(en, "innea#olis ) Uni(ersity of "innesota Press Da(idson, Donald @&''$A .ub"ective# Intersub"ective# /b"ective- O1ford Uni(ersity PressNa,el, Ernest and Ne6man, Names R- @&''&5 first edition $I%0A GFdelCs 7roofNe6 !or3 Uni(ersity PressX Re(ised edition Po##er, Rarl Raimund @$IGGA /b"ective !no4ledge- +larendon PressEon ;ri,ht, eor, Henri3 @$IK$A 3+planation and :nderstanding- London) Routled,e W Re,an Paul ;itt,enstein, Lud6i, @&''$5first edition $I&&A Tractatus Logico87hilosophicusRoutled,eX Ne6 Ed edition Heisen7er,, ;erner @$III5 first edition $I%0A 7hysics and 7hilosophyPrometheus 9oo3sX Re#rint edition Lectures- Te1t analysis and inter#retation- DiscussionOral e1am+roatianEn,lishStatistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
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Pro,rammin, * P"*''/ Lectures, la7oratory e1ercises, seminar 9asic *2 E+TS $% school hours of lectures and /' school hours of e1ercisesV2% hours V $ E+TS 2% hours of inde#endent 6or3 6ith consultations V $-% E+TS 2% hours of literature research V $-% E+TS Assc- Prof- Sla(omir Stan3o(, Ph-DO7:ecti(e of this course is acBuirin, 7asic 3no6led,e a7out soft6are de(elo#ment, es#ecially a##lication soft6are- i(en o7:ecti(e is achie(ed 7y learnin, and teachin, a7out) 7asic terms for #ro,rammin,, soft6are de(elo#ment, al,orithms structure and their a##lication in one hi,h le(el #ro,rammin, lan,ua,e and methods of #ro,rammin,None Pro,rammin,, soft6are @system and a##licationA- Pro,rammin, lan,ua,es @machine, assem7ler, hi,h le(el #ro,rammin, lan,ua,esA- +om#iler- *nter#reter9asic #rocess of a##lication soft6are @analysis #ro7lem s#ecification, al,orithm, flo6 chart, #seudo code, #ro,ram codin,, 6ritin, and insertion of instruction in com#uter, #ro,ram testin,, and de7a,,in,, maintenance, documentationAl,orithms structure @line, 7ranchin,, cyclicA- uides throu,h structure oriented #ro,rammin, lan,ua,es @in#ut<out#ut instruction, 7ranchin, instruction, #ro,rammin, loo#s, functions, files and file ty#esA- Pro,rammin, a##roach @monolithic, structured, o7:ect orientedAS- Stan3o() Pro,rammin, *, Faculty of Natural Sciences, "athematics and Education, Uni(ersity of S#lit, Octo7er, &''/- @htt#)55666-#mfst-hr5Hstan3o(A- @in +roatianA Die,o +al(anese) Introduction to 7rogramming, Lectures Notes, Uni(ersity of 9ol=ano, *talia Lectures, la7oratory e1ercises, seminar Practical e1am and oral e1am- EBual #ercenta,e of final ,rade is allocated to 7oth e1ams+roatian5 En,lish Statistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a BuestionnaireSemester *-
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Pro,rammin, ** P"*''0 Lectures, e1ercises 9asic *Semester **% E+TS /' school hours of lectures and /' school hours of e1ercisesV2% hoursV $-% E+TS 2% hours of inde#endent 6or3 6ith consultationsV $-% E+TS /' hours of literature research V $ E+TS /' hours of final 6or3 construction V $ E+TS Asst- Prof- Dr- "ar3o RosiP The ,oal of course is to ca#acitate students to #ro,ramm in modern de(elo#ment en(ironment and 6or3 in #ro,rammin, teams- Furthermore, students are to acBuire 3no6led,e on e(aluation and testin, methods of #ro,rammin, su##ort- These ,oals are achie(ed thru introduction 6ith 7asic methods and #ro,rammin, #aradi,ms thru lectures as 6ell as a##ro#riate e1ercises 6here students inde#endently and in team de(elo# soft6areNone +om#arati(e o(er(ie6 and #ro,ram lan,ua,es classification, #ro,ram lan,ua,es e1am#les, methodolo,y of #ro,ram su##ort de(elo#ment, o(er(ie6 of #ro,rammin, #aradi,ms, structured #ro,rammin,, modulated #ro,rammin,, o7:ect oriented #ro,rammin,, o(er(ie6 and com#arison of (arious de(elo#ment en(ironments of soft6are de(elo#ment, de(elo#ment of a##lications 6ith ,ra#hical user interface 7y usin, a##ro#riate de(elo#ment en(ironment, 7ases of #ro,rammin, net6or3 a##lications, methods of storin, data, testin, soft6areRo7ert ;- Se7esta) +once#ts of Pro,rammin, Lan,ua,es, Addison ;esley, G edition, &''/ "itchell +- Rerman) Pro,rammin, and Pro7lem Sol(in, 6ith Del#hi, Addison ;esley, &''$ "aureen S#ran3le) Pro7lem Sol(in, and Pro,rammin, +once#ts, Prentice Hall, &''' ;illiam 9uchanan) Del#hi Pro,rammin,, Pal,ra(e "acmillan, &''/ Lectures and e1ercises Practical e1am and oral e1am- EBual #ercenta,e of final ,rade is allocated to 7oth e1ams+roatian 5 En,lish Statistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
3ame of lecturer 'earning outcomes and competences
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Psycholo,y of self<confidence and #ositi(e thin3in, P"S$'I Lectures and seminars Ad(anced *****Semester & V G' hours V &&-% hours in classroom . &' hours #re#aration for seminar . $K-% hours readin,, learnin, and 6ritin, seminar #a#er "ir:ana Na=or, PhD, Assoc- Professor *m#ro(ement of risin, self confidence
None Self conce#tX social s3ills- +ommunication #ro7lem- Ho6 to acce#t success and fail- Emotion controlD- "il:3o(iP, "-Ri:a(ec) Dialo, 6ith mirror) #sycholo,y of self< confidence, *EP, 8,7-, $IIG"-Ri:a(ec) The miracles are #ossi7le) #sycholo,y of #ositi(e thin3in,, *EP,8,7-,$IIK "- Ri:a(ec, D-"il:3o(iP) U #otra=i =a Uaro7nom s(:etil:3om) #siholo,i:a samomoti(aci:e, *EP, 8,7-,&''&Lectures and seminars Seminar #a#er +roatian Statistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
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Psycholo,y of self<moti(ation P"S$'0 Lectures and seminars Ad(anced *- or ****- or *ESemester &V G' hours V &&-% hours in classroom . &' hours #re#aration for seminar . $K-% hours readin,, learnin, and 6ritin, seminar #a#er "ir:ana Na=or, PhD, Associate Professor 9etter understandin, of himself in the field of moti(ation
None Hierarchy of needs and (aluesX Plannin,X Ho6 to moti(ate some oneX Ho6 to mana,e 6ith successes and failin, "- Ri:a(ec, D-"il:3o(iP) Psycholo,y of self moti(ation, *EP, 8,7-,&''&D- "il:3o(iP, "-Ri:a(ec) Dialo, 6ith mirror) #sycholo,y of self confidence, *EP, 8,7-, $IIGD- "il:3o(iP, "-Ri:a(ec) Ho6 to 7ecame and stay @unA ha##y, *EP,8,7-, $IIKLectures and seminars Seminar #a#er +roatian Statistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
04
U N D E R
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Real Analysis P""$'I Lectures and classroom e1ercises @/.'.&A 9asic math course ***Semester EK E+TS credits @Attendin, lectures and e1ercises @2%./' classesA $-0% E+TS creditX self<study and e1ams %-$% E+TS creditsA Prof- Ni3ica U,leOiP, Ph-DThe student should acBuire the 7asic 3no6led,e of multi(aria7le differential and inte,ral calculus- The notions, statements of theorems and #roofs should 7e ri,orousDifferential and *nte,ral +alculus *, **, Linear Al,e7ra *nducti(e construction of the ordered field of real num7ers- To#olo,y of Euclidean s#ace- @o#en and closed sets, nei,h7orhood, connectedness, com#actnessA+on(er,ence in Euclidean s#ace- Limits and continuity of real functions- "a##in,s on com#act sets- Deri(ati(e and differential- Some 7asic theorems of differential calculus @Fermat theorem, Rolle theorem, La,ran,e theorem, TaylorDs formula,--A*m#licit function theorem- *n(erse function theorem- Riemann inte,ral- Some 7asic theorems of inte,ral calculus @Ne6ton<Lei7ni= Theorem, Fu7ini theorem, +han,e of (aria7le theorem,--AN- U,leOiP, &atemati'!a anali$a I# &atemati'!a anali$a II# &atemati'!a anli$a III# htt#)55666-#mfst-hr5=a(odi5matemati3a5ma$-#df htt#)55666-#mfst-hr5=a(odi5matemati3a5ma&-#df htt#)55666-#mfst-hr5=a(odi5matemati3a5ma/-#df T- Un,ar, &atemati'!a anali$a, TehniU3a 3n:i,a, 8a,re7, &''/;- Rudin, 7rinciples of &athematical Analysis, "c< ra6 Hill, Ne6 !or3, $IG2A-E- 8oriU, &atematy'es!i" anali$# I# II, Nau3a, "os3(a, $I0$9-P- Demido(iU, ;adatci i ri"e9eni $adatci i$ vi9e matemati!e s prim"enom na tehni'!e $nanosti# TehniU3a 3n:i,a, 8a,re7, $I0G Lectures on #roscri7ed to#ics and related e1ercises ;ritten and oral e1am- EBual #ercenta,e of final ,rade is allocated to 7oth e1ams+roatian Statistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
2ecommended reading
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$ourse title $ourse code !ype of course 'evel of course :ear of study #$!S +3umber of credits allocated+ 3ame of lecturer 'earning outcomes and competences Prere&uisites $ourse contents
Rhetoric P"S$'& Seminars, tutorialsElecti(e related courseS#eciali=ed le(el course **Semester $ E+TS V /' contact hours @G' min- #er hourA /' lecture hours . /' hours of student study time & credits Na,oda raniP, "-A-, Senior Lecturer ***-
A7ility to #artici#ate in #u7lic communication- To #ersuade others in 6hat 6e 7elie(e @#ersuasi(enessA- Ar,umentation- *ntroduction to rhetoric ty#es and fi,ures- S#ea3in, free of fear of #u7lic s#eech-
History of rhetoric- Pu7lic s#ea3in, foundations- Education of a s#ea3er- "odern #u7lic s#ea3in,, rhetoric, #oetics and stylistics- *deolo,y in s#eech- +on(entional s#ea3in,- Non<(er7al communication- Fear of s#ea3in, in #u7lic- S#ea3in, and electronic media9o7an, E- @&''/A- 7o'ela "avne !omuni!aci"e- 8a,re7) DANd-o-orafocentarR(intili:an, "- F- @$I0%A- /bra$ovan"e govorni!a-Sara:e(o) Eeselin "asleOaPease, A- @&''&A- Govor ti"ela# !a!o misli drugih l"udi pro'itati i$ n"ihovih !retn"i- 8a,re7) A "T3ariP, *- @&'''A- Temel"ci suvremenoga govorni9tva- 8a,re7) T3ols3a 3n:i,aAristotel @$I0IA- *etori!a- 8a,re7) Na#ri:ed9iO3u#, N- @$I0$A- /snove "avnog !omuniciran"a- 8a,re7) T3ols3a 3n:i,a9ourdieu, P- @$II&A- Gto $na'i govoriti- 8a,re7) Na#ri:edre,ory, H-@$II'A- 7ublic .pea!ing for College and Career- Ne6 !or3) "c ra6<Hill Pu7lishin, +om#any*(as, *- @$I00A- Ideologi"a u govoru- 8a,re7) Hr(ats3o filoloO3o druOt(o"ladeno(, "- @$I0'A- ,ovinars!a stilisti!a- 9eo,rad) NauUna 3n:i,aPu#o(ac, "- @$II'A- 7oliti'!a !omuni!aci"a- 8a,re7) Au,ust +esarecT3ariP, *- @$I00A- : potra$i $a i$gubl"enim govorom. 8a,re7) T3ols3a 3n:i,aTudor, - @$II&A- ompletan pregovara'( umi"eHe poslovnog pregovaran"a8a,re7) "EP +onsultSeminars and tutorials- ;or3sho#s @of a rhetorical ty#eAStudent #artici#ation in (arious acti(ities) #re#arin,, com#osin,, and deli(erin, a s#eech- Pu7lic s#ea3in,- E(aluation of the ,i(en s#eechSeminar #a#ersradin, of the #u7lic s#eech- PreliminariesE1amination) oral @reference literatureA+roatian
2ecommended reading
Statistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire06
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Set Theory P""$$& Lectures and classroom e1ercises @&.'.&A 9asic math course ***Semester E% E+TS credits @Attendin, lectures and e1ercises @/'./'A $-% E+TS creditX self<study and e1ams /-% E+TS creditsA Ph-D- Elasta "ati:e(iP, Assoc- ProfThe student acBuires a 7asic 3no6led,e in set theory necessary for understandin, and acBuirin, ad(ances to#ics in different areas of mathematics-
Pro#ositional functions and Buantifiers- O#erations on sets- 9oolean al,e7ra of sets- 8ermelo<Fraen3el a1ioms of set theory- +artesian #roduct of sets- Relations and functions- EBui#otent sets- Finite and infinite sets- +ounta7le and uncounta7le sets- Hierarchy of cardinal num7ers- Arithmetic of cardinal num7ers- Partially ordered sets and their isomor#hisms- Ordered ty#es of linearly ordered sets- Order characteri=ation of sets of rational and real num7ers- Arithmetic of ordered ty#es;ell<ordered sets- Ordinal num7ers- Arithmetic of ordinal num7ers- Statements eBui(alent to a1iom of choiceP- Pa#iP, :vod u tori"u s!upova# H"D, 8a,re7, &'''H-9- Enderton, 3lements of .et Theory, Academic Press, Ne6 !or3, $IKKR- Rurato6s3i, A- "osto6s3i, .et Theory, P;N, ;ars=a6a, $IG0E1<cathedra lectures and e1ercises ;ritten and oral e1am- EBual #ercenta,e of final ,rade is allocated to 7oth e1ams+roatian Statistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
4/
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Social ecolo,y P"S$$I Lectures5Seminarsmedium com#le1ity *****Semester &V G' hours V &&-% hours in classroom . &' hours #re#aration for seminar . $K-% hours readin,, learnin, and 6ritin, seminar te1t Slo7odan 9:ela:ac, PhD, Assistant #rofessor To inform students 6ith 7asic #ro7lems of relationshi#s 7et6een society and en(ironment as 6ell as social causes and conseBuences of inadeBuate treatin, the en(ironment 7y society 9asic 3no6led,e in sociolo,y ;hat is social ecolo,ya 9asic #ro7lems of human en(ironment- En(ironmental #henomenolo,y- Le(els of en(ironmental treatment- Demo,ra#hic e1#ansionEconomic ,ro6th- "isusin, the nature- Pollution of en(ironment and or,anismsNotion of en(ironment- Eco<system and ecolo,ical system- Structure of social ecolo,ical system- Social causes of eco<treatment- Ener,y and society- Social conseBuences of eco<crisis- Ecolo,y of rural and ur7an #laces- Ecolo,ical a6areness- Eco<mo(ements- Ecolo,y in education- Alternati(e futures9:ela:ac, S- @&''2A- Ekosustav i drutvo @s3ri#taA+ifriP, *- @$I0IA- Socijalna ekologija - 8a,re7 ) lo7us+ifriP, *- @$I0KA- Ekoloka svijest mladih - 8a,re7 ) Filo=ofs3i fa3ultet u 8a,re7u-+ifriP, *- @$II$-A Kulturni ikos i alternativni koncepti. 8a,re7) Re(i:a =a sociolo,i:u $<& Yaldaro(iP, O- @$I0I-A- Drutvo, energija i ekologija. U = 7orni3u E3oloO3e dileme- 8a,re7) SDH Yuli,, 9- @$I0I-A- Idealno drutvo i ekoloka svijest. U =7orni3u E3oloO3e dileme- 8a,re7) SDH Su#e3, R-@$IKIA- va jedina !emlja . 8a,re7 ) lo7us Tur3o(iP, E- @$I0I-A- Ekoloke teme u o"ra#ovanju. U = 7orni3u E3oloO3e dileme- 8a,re7) SDH]unec, O- @$I0I-A- $undamentalna ekologija: socijalna ekologija kao duhovno% #nanstvena disciplina. U = 7orni3u E3oloO3e dileme- 8a,re7) SDHLectures, seminar te1ts, films, multimedial #ro:ections, internet
Rno6led,e test, seminar te1t, oral e1amination +roatian En,lish Statistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
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Sociolo,y of science P"S$$$ Lectures5Seminar medium com#le1ity *- or ****- or *ESemester &V G' hours V &&-% hours in classroom . &' hours #re#aration for seminar . $K-% hours readin,, learnin, and 6ritin, seminar #a#er Slo7odan 9:ela:ac, PhD, Assistant #rofessor To inform students a7out 7asic #ro7lems of t6o<6ay relations 7et6een science and society, since 7esides internal scientific factors there are some outer factors that im#act on science as 6ell as on the de(elo#ment of science, amon, 6hich the social factors includin, structural and de(elo#mental elements are the most influential- On the other side, science im#act on structural elements as 6ell as on de(elo#ment of societyElementary 3no6led,e of sociolo,y ;hat is sociolo,y- Scientific and methodolo,ical 7asis of sociolo,y- Sociolo,y of science as a result of sociolo,ical s#eciali=ation- ;hat is the su7:ect of sociolo,y of sciencea Su7:ects of sociolo,y of science @chan,es in rational<em#irical thou,ht, social functions of science, social or,ani=ation of science, social #osition of scientists as 6ell as science 6ithin society, the distri7ution of scientific ideas and #ractice, s#ecific methodolo,ical #ro7lems of sociolo,y of scienceA- The notion of society- The notion of structure and social structure- Structures of society in historical de(elo#ment- Notion and social structure of science- The scientific truth and o7:ecti(e truth- 9asic characteristics of science- Determinism and causality- Scientific theory and em#irical a##roach- Historical and contem#orary de(elo#ment of social thou,ht and sociolo,y of science- Science and other social su7systems- Statistical research of sciencePractically<technical, social<inte,rati(e and #ers#ecti(e function- Scientist as 7asic element of social structure of science- 9rain<drain and 7rain<6aste- +onditions of scientific acti(ityRelations and ,rou#s in science @formal and informalA- Scientific institutions and their financin,Scientific #roducts and technolo,y- Science of to<day and to<morro6h 9:ela:ac, S- @&''2A- Sociologi=a >nanosti 7s?ripta8. S#lit) Fa3ultet #rirodoslo(no< matematiU3ih =nanostih 9en<Da(id, N- @$I0GA- @loga >nanstveni?a u druAtvu. 8a,re7) T3ols3a 3n:i,a h Ha7ermas, N- @$I0GA- !ehni?a i >nanost ?ao ideologi=a. 8a,re7) T3ols3a 3n:i,ah Haralam7os, "ichael @$I0IA @vod u sociologi=u - 8a,re7) lo7ush Posa(ec, 8- i Rodin, D- @ed-A @$I0'A- Bnanost; tehni?a; druAtvo. 8a,re7) Fa3ultet #olitiU3ih nau3a S(euUiliOta u 8a,re7u i *=da(aU3i ser(is S(euUiliOne na3lade Li7erh Roare, A- @$I0$A- 3auCna revoluci=a. 9eo,rad) Nolith Ru(aUiP, *- @$IKKA- Bnanost i druAtvo. 8a,re7) Na#ri:edh Needham, N- @$I02A- Dines?a >nanost i >apad. 8a,re7) T3ols3a 3n:i,ah Pr#iP, R- @$IIGA- Produ?tivnost ista?nutih >nanstveni?a. 8a,re7) Re(i:a =a sociolo,i:u $<&h SriPa, E- @$I00A- Ed ?ri>e do ?ri>e vi>i=e. 8a,re7) Pri(redni (:esni3 i "ladostLectures, multimedia #ro:ections, films Rno6led,e Test, seminar #a#er, and oral e1amination+roatian En,lish
Statistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire42
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Sociolo,y of teacher P"S$$K Lecture5Seminar5Field 6or35Research+ourse of research com#le1ity @field of Professional sociolo,y and Sociolo,y of educationA*****Semester &V G' hours V &&-% hours in classroom . &' hours #re#aration for seminar . $K-% hours readin,, learnin, and 6or3 on the #ro:ect Time PiliP, Ph-D- Associate ProfessorThe aim of this course is understandin, the #osition and role of teachersD #rofession in contem#orary societyThe course ensures acBuirin, of 7asic s3ills, that are necessary for teachin, #rofession) 3no6led,e transfer in #ractice, #ro7lem sol(in,, team 6or3, #rofessional ethics, research s3ills, the a7ility to ad:ust to ne6 situations, creati(ity, 6or3in, inde#endence, 6or3in, on the #ro:ectThe course also ena7les acBuirin, s#ecific s3ills, such as reco,nition of relationshi#s 7et6een social and educational #rocesses, ad:ustin, to ne6 #rinci#les, reco,nition of differences 7et6een students, learnin, and different roles in educational #rocess, dedication to studentsD #ro,ress and success, sho6in, res#ect to students and collea,ues, the a7ility to e(aluate their o6n 6or3, etcSociolo,y of education e1am< *nce#tion and de(elo#ment of the teachin, #rofession< Social<#rofessional ,rou#) #re<school teachers, teachers, #rofessors< Education of teachers and educational reforms< Teachin, #rofession in +roatian and other societies) education, em#loyment and career< +om#arison of teachin, #rofession and other :o7s and #rofessions in +roatian society< Social status and social role of a teacher- Social relations in education< Teacher5Professor #rofession) social re#utation< Professional and union or,ani=ations- +onflicts< Teachers5Professors as an inte,ral #art of the intellectual circles< "o7ility of teachers- Teachers >in front and 7ehind? the door of EU+indriP, "- @$II%A- 7rofesi"a u'itel" u svi"etu i u 0rvats!o"- Persona, 8a,re7"arin3o(iP, R-X Rara:iP, N- ur-5eds- @&''2). 5uduHnost i uloga nastavni!a5)uture and the role of teachers. P"F5Faculty of science, 8a,re7PiliP, T-X 9otica, A- @&''/A- U,led d(adeset =animan:a u oUima uUitel:a- u) *(on, H- @ur-A 7rema !valitetno" 9!oli. HPR8 < o,rana3 S#lit, S#lit, str- KI<00PiliP, T- @&''&A- The Education of Teachers in a Post<Socialist Society) the +ase of +roatia- *n) Ronald, - S- @ed-A- Teacher 3ducation in the 3uro8 &editerranean Re,ion- Petet Lan,, Ne6 !or3, ;ashin,ton, 9altimore, 9ern, Fran3furt an "ain, 9erlin, 9russels, Eienna, O1fordPiliP, T- @&'''A- Re,rutiran:e sredn:oO3ols3ih #rofesora u #ostsoci:alistiU3o: Hr(ats3o:, Iivot i 9!ola, Eol- 2G, / ) %$<G2PiliP, T- @$IIIA- T3o su #ri:atel:i nasta(ni3a-G!ols!i v"esni!, Eol- 20,
43
2ecommended reading
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<
$ ) /<&$PiliP, T- @$II0A- Eredno(an:e odnosa nasta(ni3<uUeni3 sa sta:aliOta uUeni3a- U) Ar"ednovan"e obra$ovan"a- Peda,oO3i fa3ultet, Osi:e3, str&/</%PiliP, T- @$IIGA- DruOt(eni u,led #rofesi:e uUitel:- U) "ihal:e(iP<Fala3, L:@ur-A .togodi9n"ica 9!ole Tu'epi, S#lit, str- &$&<&&%Stru,ar, E- @&'''A- %ru9tveni ugled u'itel"a- Na#reda3, Eol- $2$, $ ) &G</2Stru,ar, E- @$II/A- 5iti u'itel"- HPR8, 8a,re7-
9allantine, N- H- @&''$). The .ociology of 3ducation# A .ystematic Analysis# =th edition- Prentice Hall+indriP, "- @$II0A- 7ripravnici u 9!ols!om sustavu- Em#iri:a, 8a,re7Le(inson, L- at all- @Rfs-A @&''$). 3ducation and .ociology( An 3ccyclopediaRoutled,e FalmerPiliP, T-X Lo(riP, N- @&'''A- Profesori 7iolo,i:e i 3emi:e) sociodemo,rafs3a o7il:e[:a i #roces O3olo(an:a- G!ols!i v"esni!, Eol- 2I, $ ) &$<//PiliP, T- @$IIIA- YitalaU3a 3ultura nasta(ni3a- G!ols!i v"esni!, Eol- 2G, $ ) $K< /'T#orer, ]- @$II'A- .ociologi"a profesi"a, SDH 8a,re7]u#ano(, N- @$II%A- 7osli"e potopa- lo7us, 8a,re7Lectures, research seminar, 6or3 on the #ro:ect, field 6or3 etc-
Pro:ect assi,nment, other forms of research #artici#ation, oral e1amination+roatianStatistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
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Eector s#aces $ P""&'$ Theoretical courseElementary course***ESemester % @Lectures and e1ercises /'./' hours Q $,% E+TS, Study and e1ams Q /,% E+TSA
Prof- L:u7an DediP, Ph-D9asic 3no6led,e and s3ills in the theory of (ector s#aces-
Euclidean s#acesFinite dimensional (ector s#aces and their elementary #ro#erties- S#aces of #olynomials- Linear and antilinear o#erators- Nil#otent, uni#otent and semisim#le o#erators- Reduction of linear o#erators- Nordan decom#osition- Functional calculus- Unitary and normed s#aces- Normal o#erators- S#ectral radius- Polar decom#osition- Sin,ular num7ers- Schmidt decom#ositionS- Rure#a, RonaUno dimen=ionalni (e3tors3i #rostori i #rim:ene, Li7er, 8a,re7, $II&P-R- Halmos, Finite Dimensional Eector S#aces, Ean Nostrand, Ne6 !or3, $I%0S- Lan,, Linear al,e7ra, Addison<;esley, Readin,, $IK/R- Hor(atiP, Linearna al,e7ra, s3ri#ta, 8a,re7, $II&Frontal teachin,;ritten and oral e1amination- EBual #ercenta,e of final ,rade is allocated to 7oth e1ams+roatianStatistics of e1am results- At the end of the teachin, #rocess a course e(aluation com#leted 7y students (ia a Buestionnaire-
4*

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Uni(ersity of S#lit

Faculty of natural sciences, mathematics and education

S#lit, "arch $%th, &''%

Under,raduate Study Pro,ramme) "athematics

Previous experience in the field

Student mobility scheme

!ype of programme Programme title Institution

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