- Details
- Category: Discipline
- BARNET, S. (2014). A Short Guide to Writing About Art. Boston: Pearson. DAVIDSON, M. (2011). Contemporary Drawing: Key Concepts and Techniques. NY: Watson-Guptill KENTRIDGE, W. (2014). Six Drawing Lessons. Cambridge: Harvard University Press KOLLER, E. L. (2008). Light, Shade and Shadow. Mineola: Dover Pub NORLING, E. (1999). Perspective Made Easy. Mineola: Dover Pub Petherbridge, D. (2010). The Primacy of Drawing: Histories and Theories of Practice. New Haven: Yale University Press STOUT, K. (2015). Contemporary Drawing: From the 1960s to Now. London: Tate
- Illustration and Drawing
- 6330
- 23161
- Illustration techniques
- IPLUSO6330-23161
- 1
- 6
- 0
- 4
- Não
- Português
- The methodology is theoretical and practical. Assessment is continuous, based on criteria of participation, punctuality, and attendance. A series of practical exercises will be carried out, as well as a final project, in which students must apply and demonstrate the skills and content they have acquired. Each exercise has a statement and an audiovisual presentation (PowerPoint, videos, books) illustrating the objective and demonstrating the methods and media, followed by a collective critical discussion. Continuous monitoring of student performance allows for individual guidance and constructive feedback throughout the semester. Additional support is provided through the Moodle platform, with a variety of supplementary resources available.
- Mandatory
- General objectives: Knowledge of drawing as a discipline and structural technique in the development of illustrative practices. Practical study of methods, graphic instruments, supports and manual drawing techniques through illustration projects. Artistic drawing as a visual communication tool and its relevant applicability in the field of illustration. Specific objectives: - Recognize, experiment, explore, apply and master different graphic techniques in B/W (graphite, Chinese ink - water and pen) and in color (colored pencils, watercolor, felt-tip pens and acrylic paints, crayon, mixed techniques and collage) - Develop sketchbook drawing. - Think and act critically and correctly apply technical terms in the comparative analysis of illustrative projects.
- Theoretical introduction to the language of illustration: the naturalized relationship between illustration (image) and text; distinction between showing and writing. Exploratory exercises of media: Drawings with dry manual media on paper: - Graphite - Coal - Crayon - Colored pencils - Felt tip pens Drawings with wet manual media on paper: - Watercolors - Chinese paints - Acrylic paints - collage Drawings of exploration of the graphic language: point, line, texture, color, value, volume, proper and projected shadows, and foreshortening by direct observation of objects of different natures. B/W and color composition drawings: simplification, accentuation, rotation, overlap, construction, representation, movement, rhythm, spatiality (negative space), grouping and dispersion, linear and atmospheric perspective by direct observation of objects of different natures.
É considerado na avaliação a aplicabilidade das competências técnicas apreendidas, a qualidade e criatividade nos exercícios e projetos. A presença é obrigatória (75%) cujo incumprimento obriga a exame.
- 60% - Trabalhos práticos
- 10% - Diário gráfico.
- 20% - Projeto final.
- 10% - Assiduidade e trabalho autónomo.
O exame de recurso é constituído pela entrega de todos os exercícios do semestre (50%) e da apresentação do exercício de exame (50%).
Em caso de dúvida (por confirmação de plágio, por uso inapropriado da IA, ou por entrega dos mesmos trabalhos em UCs diferentes) o professor tem o direito de pedir um esclarecimento aos estudantes, seja através da realização de prova extra para aferição de conhecimentos sobre o trabalho realizado, de uma conversa, ou por qualquer outro meio que entenda ser adequado no âmbito da UC.
- Semestral
- The course unit "Techniques of Illustration" aims to explore graphic techniques unique to the field of illustration within an experimental context, thereby seeking to cover not only the traditional fundamentals of illustration but also innovation and experimentation, broadening the conceptual and practical horizons of the students. The aim is for students to acquire a solid understanding of traditional illustration techniques and to develop a comprehensive perspective that incorporates innovative and interdisciplinary approaches in the field of illustration.
- Details
- Category: Discipline
- Arte Multimédia (L) (IPLUSO)
- 7147
- 27404
- Projeto de Arte Multimédia IV / Estágio
- IPLUSO7147-27404
- 3
- 10
- 1322
- 4
- Sim
- Português
- Semestral
- Details
- Category: Discipline
- Gattorna, J. L. & Walters, D. W. (1996). Managing the Supply Chain, a Strategic Perspective. McMillan Business. Christopher, M. (1998). Logistics and Supply Chain Management. (2nded.). Prentice Hall. Crespo de Carvalho, J. M. (1999). Logística. (2ª ed.). Sílabo.
- Pharmacy
- 4003
- 19591
- Management and Supply
- IPLUSO4003-19591
- 3
- 4
- 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
- This curricular Unit aims to provide a general training in stock management on the health and similar products. With this UC, it is intended that students develop knowledgein the area of management, so that they can carry out the day-to-day management of an area that involves the storage and shipment of merchandise, whether in a private orpublic unit, with or without commercial purposes of exploitation. Taking into account the breadth of the subjects taught and teaching methodology implemented is believedthat the goals will be achieved.
- 1. The economic cycle of health products 1.1 The life cycle of medicines and health products 1.2 Traders 2 . Management concepts 2.1 Management Fundamentals 2.2 Valences management; Planning, organization, direction and control 2.3 Governance applied to stocks 3. Concepts of supply and stocks 3.1 Procurement and his importance in a company 3.2 qualitative, quantitative and financial stocks Approach: Definition 3.3 ABC analysis applied to stocks 4. The methods of replenishment 4.1 The influence of the performance of suppliers in stock 4.2 Stock safety, their composition, their justification 5. Determination of amounts 5.1 The safety stock 5.2 The level of supply 5.3 The economic order quantity 6. Valuation methods of stocks 7. Determine the inventory techniques 8. Track inventory management
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
dd-mm-yyyy
45%
Trabalho e apresentação
dd-mm-yyyy
30%
Questões e exercícios práticos
dd-mm-yyyy
25%
A classificação mínima em cada instrumento de avaliação é de 8 valores. A classificação final é calculada a partir da seguinte fórmula: CF = 0,45 TA + 0,30 TA+ 0,25 EP. 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, para efeitos de cálculo da classificação final.
- Semestral
- This UC will allow students to acquire essential knowledge of the modern organization and management of the pharmacy and a broad and current view of the activities and framing of the pharmacy in the health system.
- Details
- Category: Discipline
- Clinical Veterinary Nursing
- 7019
- 26439
- Advanced Practices in Surgical Nursing II
- IPLUSO7019-26439
- 1
- 6
- 0
- 4
- Não
- Português
- Semestral
- Details
- Category: Discipline
- Chigonga, B. (2020). Formative Assessment in Mathematics Education in the Twenty-First Century. In (Ed.), Theorizing STEM Education in the 21st Century. IntechOpen. https://doi.org/10.5772/intechopen.88996 Chilembo, A. M. ., & António, A. S. (2022). No Chão de Huambo. Fatores que influenciam o insucesso na disciplina de Matemática, no Liceu Comandante Kapango. INTERMATHS, 3(2), 108-119. https://doi.org/10.22481/intermaths.v3i2.11185 Lopes da Silva, I., Marques, L., Mata, L., & Rosa, M. (2016). Orientações Curriculares para a Educação Pré-Escolar. Ministério da Educação, Direção Geral da Educação. http://www.dge.mec.pt/ocepe/sites/default/files/Orientacoes_Curriculares.pdf Martins, G., Gomes, C., Brocardo, J., Pedroso (2016). O Perfil dos Alunos à Saída da Escolaridade Obrigatória. Ministério da Educação, Direção Geral da Educação. https://www.dge.mec.pt/sites/default/files/Curriculo/Projeto_Autonomia_e_Flexibilidade/perfil_dos_alunos.pdf
- Pre-school Education and Primary School Teaching
- 6128
- 22195
- Mathematical Thinking
- IPLUSO6128-22195
- 1
- 3
- 0
- 4
- Não
- Português
- Teaching is organised into theoretical and practical classes. The content is developed through expository processes, discussion of texts and research work in a context of active and meaningful learning, with frequent recourse to Project-Based and Problem-Based Learning. The proposed activities are carried out using different types of materials - manipulative, written, audiovisual and digital texts, for example. The activities to be carried out by each student presuppose a real involvement in the tasks carried out in class, but complemented by individual study and in line with proposals made available on moodle and in the recommended bibliography.
- Mandatory
- 1. Know the curricular guidelines for pre-school and primary education in the field of maths; 2. Establish connections between Maths and the other domains: Physical Education, Artistic Education, Oral Language and Approach to Writing. 3. Identify connections between maths and the child's experiences. 4. Plan Maths strategies and activities. 5. Plan strategies involving maths and computational thinking. 6. Building maths educational resources: games, projects and videos. 7. Evaluate children's learning.
- Perception and understanding of guiding and regulatory documents for pre-school and primary education Basic maths concepts: algebra, numbers and operations, geometry and measurement, data organisation and processing Formative assessment in maths education Maths educational resources for pre-school education
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
Prova Escrita
16-11-2023
60%
Portfolio Digital
30-11-2023
30%
Participação em atividades das aulas
dutrante o semestre
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 course unit aims to consolidate and expand students' knowledge of maths. As well as the identification of maths learning in Pre-school Education and in the 1st Cycle of Basic Education defined by the guiding and regulatory documents. In addition to the objectives directly related to maths and defined in the Curricular Unit Sheet, students are expected to develop their capacity for communication, mathematical representation, cooperation and research.
