- Details
- Category: Discipline
- Cardona, M. J. (2020). Avaliar para aprender na educação infantil. Humanidades & Inovação, 29 (7), 135-143. Katz, L., & Chard, S. (2009). A Abordagem por Projetos na Educação de Infância. Fundação Calouste Gulbenkian Ministério da Educação (DGE). (2018). Referencial de Educação Ambiental para a Sustentabilidade Monge Crespo, Mª C. (2005). Aprender y desaprender com Nuevas Tecnologias. Propuesta didáctica Paixão, F. (2006). Educação em ciência, cultura e cidadania. Alma Azul Silva, M. & Farenzena, R. (2012) Participação Infantil e Autonomia no Jardim de Infância: uma Questão de Cidadania. In Perspetivas sociológicas e educacionais em estudos da criança: as marcas das dialogicidades luso-brasileiras, 72-83. Silva, L. S., Marques, L., Mata, L., & Rosa, M. (2016). Orientações curriculares para a educação pré-escolar. DGE. Vasconcelos, T. (2012). Trabalhos por Projeto na Educação de Infância: Mapear Aprendizagens, Integrar Metodologias. MEC – DGIDC
- Pre-school Education and Primary School Teaching
- 6128
- 22200
- Knowledge of the World and Sustainability Workshop
- IPLUSO6128-22200
- 1
- 6
- 0
- 4
- Não
- Português
- Theoretical and practical classes use a variety of active methods: discussion, analysing conceptual issues and real cases, and experimentation. Students are asked to take an active role as problem-solvers using the Problem Based Learning methodology. In group work, students are led to reflect on the new knowledge acquired and decide on future actions to undertake, actively contributing to the development of a wide range of instrumental, interpersonal, and systemic competences.
- Mandatory
- Identify and analyze the role of scientific and humanistic education in early childhood education, based on the theory that supports current teaching guidelines; Adapt the process of developing scientific methodology to the age group through questioning, learning, discovery, recording based on the interpretation of results and observation of experiences; Plan the discovery process through different sources and means; the involvement of the school community; and experts; with a view to education for citizenship; Plan indoor and outdoor activities aiming at new knowledge in relation to the social, physical and natural surroundings, and the technological world; Explore natural, everyday and digital environments that encourage exploration and experimentation through the use of different resources; Deepen pedagogical practices to approach knowledge of the physical, social and cultural environment.
- Introduction to Scientific Methodology. Concept. Stages. Organization of Teaching and Education Contexts. Physical and social science education in the early years. Sustainability. General concepts. Objectives, assumptions, and limitations. Technological resources. Functions, advantages, and limitations.
Descrição
Data limite
Ponderação
Trabalho de grupo
Durante o semestre
45%
Trabalho individual
Durante o semestre
40%
Participação nas aulas e nas atividades propostas
Durante o semestre
15%
Adicionalmente poderão ser incluídas informações gerais, como por exemplo, referência ao tipo de acompanhamento a prestar ao estudante na realização dos trabalhos; referências bibliográficas e websites úteis; indicações para a redação de trabalho escrito...
- Semestral
- The UC of the World Knowledge and Sustainability Workshop aims to provide future educators with the opportunity to deepen their knowledge in a multidisciplinary and interdisciplinary way by carrying out theoretical-practical work (TP), practical and laboratory work (PL ). In addition to clarifying theoretical concepts, it aims to interpret natural phenomena and everyday situations, encouraging critical and creative thinking to solve problems, among others.
- Details
- Category: Discipline
- (1) Duarte, C., Esperança, J.P., (2014), "Empreendedorismo e Planeamento Financeiro", Edições Silabo, 2ª Ed. (2) Shriberg, A. & Shriberg (2018), "The Harvard Business Review Entrepreneur’s Handbook: Everything You Need to Launch and Grow Your New Business”, Harvard Business Review Press, 1st Ed., USA. (3) Spinelli, S. & Rob Adams (2012). “New Venture Creation: Entrepreneurship for the 21st Century”. McGraw-Hill Higher Education; 9 Ed. (4) IAPMEI (2018) “Como elaborar um plano de negócios – Guia Explicativo”, 1ª Ed., IAPMEI – StartUP Portugal (disponível online) (5) Folhas de apoio disponibilizadas pelo docente (6) Serão ainda disponibilizados aos estudantes material de apoio complementar (e.g. links, blogs, vídeos) no âmbito das matérias lecionadas.
- Automation and Robotics
- 6078
- 22084
- Introduction to Entrepreneurship, Innovation and Technology Transfer
- IPLUSO6078-22084
- 1
- 3
- 0
- 4
- Não
- Português
- (1) theoretical - practical sessions lasting four hours, in which teaching has a practical orientation, with the resource whenever pertinent to problem solving / Case Studies and in whose discussion the participation of students will be requested ; (2) theoretical exposition, complemented with problem solving and application of theory to practical situations in the field of entrepreneurship; (3) and teaching fundamentally uses: (3.i) the expository and demonstrative pedagogical method; (3.ii) problem solving; (3.iii) and group discussion. The evaluation is carried out through the discussion and oral presentation of a business opportunity related to the creation of a start-up/spinoff and materialized through a business plan, totaling 75% of the final evaluation. Assessment is also carried out through the analysis of an academic article (chosen by the student, although subject to prior approval by the teacher), related to entrepreneurship (25% of the final grade).
- Mandatory
- OA1: Develop in students the interest in entrepreneurship and company management. OA2: Improve students' process of detecting and analyzing business opportunities. OA3: Know the main concepts of innovation management and new product development. OA4: Know the advantages associated with industrial property protection. OA5: Know the criteria used by investors to evaluate investment proposals. OA6: Practice financial analysis. OA7: Improve understanding of the role of human and operational resources. OA8: Develop a Business Plan.
- CP1.Introduction to Entrepreneurship 1.1.Impact of entrepreneurship on the economy 1.2. Assessment of Business Opportunities 1.3. From idea to Market 1.4.Introduction to the Business Plan CP2. Strategy and competitiveness 2.1. Importance of Strategic Planning 2.2. Analysis of the strategic environment 2.3. Phases of the Strategic Planning Process CP3. Organization and management of innovation 3.1. Typology in business organizations: companies, spinoffs and start-ups 3.2. Organizational Structures 3.3. Innovation and development of new products 3.4. Industrial Property CP4. Human Resources Management (HRM) 4.1. HRM in companies 4.2. Team leadership and motivation 4.3. Business communication CP5.Marketing in start-ups 5.1. Market Studies 5.2. Marketing Mix 5.3. Digital Marketing CP6.Financial planning and funding attraction 6.1.Attracting new investors: the pitch, investment rounds 6.2. Main documents in financial analysis 6.3. Economic viability of the business and implementation in the Business Plan
Descrição dos instrumentos de avaliação (individuais e de grupo) ¿ testes, trabalhos práticos, relatórios, projetos... respetivas datas de entrega/apresentação... e ponderação na nota final.
Exemplo:
Descrição
Data limite
Ponderação
Plano de negócios (trabalho de grupo)
14ª ou 15ª Aula
75%
Apresentação, analise e discussão de um artigo académico no âmbito do empreendedorismo
14ª ou 15ª Aula
25%
(...)
Adicionalmente poderão ser incluídas informações gerais, como por exemplo, referência ao tipo de acompanhamento a prestar ao estudante na realização dos trabalhos; referências bibliográficas e websites úteis; indicações para a redação de trabalho escrito...
- Semestral
- This Curricular Unit is taught in order to encourage students to entrepreneurship, innovation and technology transfer. General perspective, how they should think and act if they want, create their own company, whether micro, small or medium enterprise. It is intended that the student develops an entrepreneurial attitude and orientation for action.
- Details
- Category: Discipline
- Damian Ryan, ?Understanding Digital Marketing: A Complete Guide to Engaging Customers and Implementing Successful Digital Campaigns?, 5th edition, 2021, KoganPage Publishing. Simon Kingsnorth, ?Digital Marketing Strategy, an Integrated Approach to Online Marketing?, 2nd edition, 2020, KoganPage Publishing. Waqas, M., Hamzah, Z. L., & Salleh, N. A. M. (2021). Customer experience with the branded content: A social media perspective. Online Information Review. Voorveld, H. A. (2019). Brand communication in social media: A research agenda. Journal of Advertising, 48(1), 14-26
- Digital Marketing
- 6066
- 14507
- Digital Marketing
- IPLUSO6066-14507
- 1
- 4
- 0
- 4
- Não
- Português
- No ensino de marketing digital, a discussão crítica de casos reais é uma metodologia avançada que permite aos alunos mergulhar profundamente nas nuances estratégicas e operacionais de campanhas de marketing bem-sucedidas e fracassadas. Através do estudo de caso, os estudantes são incentivados a analisar e questionar as decisões tomadas pelas empresas, considerando o contexto de mercado, a segmentação de público-alvo, as ferramentas digitais utilizadas e os resultados alcançados. Essa abordagem promove o desenvolvimento de habilidades analíticas e críticas, além de oferecer insights valiosos sobre como as teorias de marketing são aplicadas na prática. Ao discutir casos reais, os alunos aprendem a identificar fatores-chave de sucesso e armadilhas comuns, preparando-os para tomar decisões informadas e estratégicas em suas próprias carreiras de marketing digital.
- Mandatory
- The objective of the Digital Marketing discipline is to introduce the student to the characteristics, potential and restrictions of the digital context and to develop the ability to understand how to include the digital environment in the company's Marketing strategy. The course is divided into four central topics: characteristics of the digital environment, online consumer behavior, communication, Marketing and Branding in the digital context and Digital planning and strategies.
- Characteristics of the digital environment Online consumer behavior Communication, Marketing and Branding in the digital context Digital planning and strategies The Digital communication plan The Digital Marketing Plan
AVALIAÇÃO INDIVIDUAL - 33%
AVALIAÇÃO EM GRUPO - 33%
SIMULADOR SIMBOUND - 33%
- Semestral
- The course presents the student with the characteristics and potential of the digital environment and how they can be incorporated into the company's Marketing Plan. It is expected that the student, when taking the course, develop an analytical and strategic thinking on how to understand and use the digital context in strategic marketing planning.
- Details
- Category: Discipline
- Black, Caroline. (2006). Guia prático do profissional de RP. Mem Martins: Europa-América. Gonçalves, G. (2010). Introdução à teoria das relações públicas. Porto: Porto Editora. Curvello, João (2007). A dimensão interna da comunicação na administração pública in Duarte, Jorge (ed.) Comunicação Pública: estado, mercado, sociedade e interesse público. São Paulo: Editora Atlas. 201-213.
- Public Administration and Management Consultancy
- 3571
- 18505
- Public Relations
- IPLUSO3571-18505
- 2
- 5
- 0
- 4
- Não
- Português
- Métodos ativos : dinâmica de grupos
- Mandatory
- Know and discuss key concepts within the public relations of communication and marketing. Recognize the role of public relations in the performance of organizations. Characterize the public relations environment in a public and private business context. Develop a strategic communication and public relations plan in an organizational context.
- 1. Public Relations. 2. Public Relations Concept. 3. Public opinion. 4. Audience rating of an organization. 5. Importance and role of public relations in organizations. 6. Origin of Public Relations. 7. Evolution of Public Relations.
Descrição dos instrumentos de avaliação (individuais e de grupo) ¿ testes, trabalhos práticos, relatórios, projetos... respetivas datas de entrega/apresentação... e ponderação na nota final.
Exemplo:
Descrição
Data limite
Ponderação
Teste de avaliação
10- 12-2020
50%
Trabalhos Práticos
Participação Aulas
Durante o Semestre
40%
10%
(...)
Adicionalmente poderão ser incluídas informações gerais, como por exemplo, referência ao tipo de acompanhamento a prestar ao estudante na realização dos trabalhos; referências bibliográficas e websites úteis; indicações para a redação de trabalho escrito...
- Semestral
- The UC of Public Relations has in its programmatic substance the fundamentals, theoretical and practical, of Public Relations in professional contexts, based on the fulfillment of the syllabus. and private. The main objective is to prepare and equip future Administration and Public Management Advisory Technicians, with the basic knowledge and skills of analysis and operability of the tools acquired during the sessions.
- Details
- Category: Discipline
- Pinto A. M. (2007). Fisiopatologia, Fundamentos e Aplicações. Lidel - Edições Técnicas. Mitchell, R. N.; Kumar, V.; Abbas, A. K. & Fausto N. (2006). Robbins Pathologic Basis of Disease. (7th ed.). Philadelphia: W.B. Saunders-Elsevier. McPhee, S. J.; Lingappa, V. R.; Ganong, W. F. & Lange J. D. (2000). Pathophysiology of Disease. An Introduction to Clinical Medicine. (3rd ed.). New York: McGraw-Hill Companies. Phillips, J.; Murray P. & Kirk P. (2001). The Biology of Disease. (2nd ed.). Oxford: Blackwell Science, Ltd. Buja, L.M.; Kruegger G.R.F. & Netter, F.H.; (2005). Netter´s Illustrated Human Pathology. Philadelphia: Saunders-Elsevier. Guyton, A. C & Hall. J. E. (1996). Textbook of Medical Physiology. (9th ed.). Philadelphia: W.B. Saunders Company. Cibas, E. S. & Ducatman, B. S. (2009).Cytology: Diagnostic Principles and Clinical Correlates. (3rd ed.). Saunders.
- Biomedical Laboratory Sciences
- 4084
- 18986
- Pathophysiology
- IPLUSO4084-18986
- 1
- 5
- 0
- 4
- Não
- Português
- In this curricular unit, the Team-based learning (TBL) methodology is used, with tasks carried out in small groups, allowing the development of the ability to analyze and apply theoretical concepts.
- Mandatory
- To understand the processes basic and general pathophysiology, integrating and interrelationship-them. Acquired scientific knowledge, with nomenclature correctly and appropriate. Understand the theoretical sequence of the etiology, pathogenesis and clinic, as well as the inverse practice from clinical cases to the etiology. Develop critical thinking skills, apply the interpretation of pathophysiological mechanisms, using the method of learning by problems and the construction and analysis of conceptual maps. To know the concepts of natural history of the disease and differential diagnosis. To integrate and apply the knowledge of the pathophysiology in other curricular units such as clinical and laboratory semiotics and supplementary diagnostic tests.
- General mechanisms of disease The cellular adaptation to disease Cell injury and death Cancer Immune Diseases Inflammatory reaction Infectious Diseases Pathophysiology of the Blood and Hemostase Cardiovascular pathophysiology Heart inadequacy Ischemic disease Hypertension Atherosclerosis Vascular Diseases Shock Gastrointestinal pathophysiology Lung pathophysiology Renal pathophysiology Endocrine Dysfunctions Diseases of the hypophysis and of the thyroid Diseases of the suprarenal gland Endocrine pancreas and metabolic regulation: diabetes mellitus Pathophysiology of male or female reproductive system Special pathophysiology Dermatopathology Bone pathology Pathophysiology of pain - sensorial and motive Diseases Pathophysiology of the nervous system. Cerebral vascular diseases Pathophysiology of aging
Descrição
Data limite
Ponderação
1ª Frequência Teórica
XX-XX-XXXX
25%
1ª Frequência Teórico-Prática
XX-XX-XXXX
25%
2ª Frequência Teórica
XX-XX-XXXX
25%
2ª Frequência Teórico-Prática
XX-XX-XXXX
25%
A componente escrita consta de duas frequências escritas e é relativa aos conteúdos teóricos. A classificação mínima em cada frequência é de 8 valores. A componente teórico-prática consta de 2 momentos de avaliação realizados durante as aulas. A classificação mínima em cada frequência teórico-prática é de 8 valores. A classificação final é calculada a partir da seguinte fórmula: CF = 0,50 T + 0,50 TP. A classificação de todos os instrumentos de avaliação é expressa numa escala de 0 a 20 valores, sendo que o valor ponderado das classificações obtidas em cada componente tem de ser igual ou superior a 9,5 valores.
- Semestral
- Pathophysiology studies disordered or altered functions - the physiological mechanisms altered by disease in the living organism. This area of biomedical science allows: Identify the etiology of the disease and explain how it develops. Identify the mechanisms responsible for the onset, progression and recovery of the disease. Identify the mechanisms responsible for the development of symptoms and signs of the disease. By understanding the causes and mechanisms of the disease, it will be possible to influence the course of disease evolution rationally.
