- Details
- Category: Discipline
- Collins T.; Kumar V.& Kotran R. (2000). Patologia Estrutural e Funcional ¿ Robbins. (6ª ed.). Rio de Janeiro: Guanabara Koogan. Rubin R., Strayer D. S., Rubin E. (2011). Rubin¿s Pathology: Clinicopathologic foundations of Medicine. Philadelphia: Lippincott Williams and Wilkins. Robbins, S. L.; Kumar, V. (ed.); Abbas, A.K. (ed.); Fausto, N. (ed.). (2010). Patologia: Bases Patológicas das doenças. (8ª ed.). Rio de Janeiro: Elsevier. Kumar, V. et al. (2013). Robbins patologia básica. (9ª ed.). Rio de Janeiro: Elsevier.
- Biomedical Laboratory Sciences
- 4084
- 19562
- Pathological and Systematic Anatomy II
- IPLUSO4084-19562
- 2
- 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
- Identify and characterize the different pathologies in the different organs / tissues; Identify microscopically technical errors made during the laboratory techniques; Understand the role of Pathology as a medical specialty in the diagnosis and definition of the therapeutic strategy of patients; Be able to interpret correctly and critically the information contained in anatomic pathology reports and recognize the need to establish an anatomical-clinical correlation. Integrate the general concepts of Pathology in pivotal clinical models of human disease. To compare the contents of this course with the knowledge acquired in Pathophysiology.
- Breast Pathology. The female genital tract pathology. The male genital tract pathology. Soft tissue and bone pathology Most frequent pathology of the endocrine system. Lymphoid hematopoietic system pathology. Central nervous system pathology
Descrição
Data limite
Ponderação
Teste de Avaliação Teórico I
XX-XX-XXXX
50%
Teste de Avaliação Teórico II
XX-XX-XXXX
50%
A classificação final (CF) da unidade curricular por avaliação contínua é obtida a partir das classificações obtidas na componente teórica (T). A avaliação consta da realização de duas frequências. A classificação mínima em cada parâmetro de avaliação é de 9,5 valores. classificação final é calculada a partir da seguinte fórmula: CF = 0,50 T + 0,50 T. 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 tem de ser igual ou superior a 9,5 valores.
- Semestral
- Pathological anatomy is a discipline that combines fundamental science and clinical practice. The information gained during the study of morphological changes in organs, tissues and cells induced by pathological processes and human diseases serves as a basic knowledge for further development of the essential diagnostic and treatment skills. In this course we study the general conditions (associated with pathological processes) and systemic, nosological (associated with diseases) and pathological anatomy.
- Details
- Category: Discipline
- Agamben, G. (2011), O Aberto, O Homem e o Animal. Lisboa: Edições 70 Bancroft, T., & Keane, G. (2006). Creating Characters with Personality: For Film, TV, Animation, Video Games, and Graphic Novels. NY: Watson-Guptill Crossley, K. (2014). Character Design From the Ground Up. NY: CRC Press. Eder, J. (Ed.). (2016). Characters in Fictional Worlds. Berlin: De Gruyter Fuller, S. Lipinska, V. (2014), The proactionary imperative. A Foundation for Transhumanism.Hampshire, NY: Palgrave Macmillian Gombrich, E. H. (2000). Art and Illusion. Princeton: Princeton University Press. Grant, E. C. (1969). Human Facial Expression. Man, 4(4), 525–692. Hart, C. (2008). Cartooning: The Ultimate Character Design Book. NY: Chris Hart Books. Isbister, K., & Schafer, T. (2006). Better Game Characters by Design. Amsterdam; Boston: CRC Press. Paris, B. J. (1997). Imagined Human Beings: A Psychological Approach to Character and Conflict in Literature. NY: NYU Press. The Future is Wild. www.thefutureiswild.com
- Illustration and Drawing
- 6330
- 23173
- Character creation
- IPLUSO6330-23173
- 2
- 6
- 0
- 4
- Não
- Português
- The teaching/learning process adopts a theoretical-practical approach based on the demonstration of real and practical examples; in direct contact with the technologies necessary to produce characters for several media; in the development of work methodologies, research, and creative processes; in the collective critical analysis at the end of classes about all the work done.
- Mandatory
- General objectives: Study of character creation for comics, animation and other visual media. Learning the terminology and concepts of character design and their application to practical exercises. Development of individual and group projects. Specific objectives: Upon completion of this course, students 1) apply the fundamental theoretical and practical principles of character design, employing technical terms in discussing their own and others’ characters, 2) identify the canons, characteristics, and traditions of character design in different literary and cinematographic genres, 3) apply the principle of externalizing internal traits to character creation, 4) are aware of the limitations of character design in different visual media, and recognize narratives and characters with a potential for transmediation, 5) distinguish an archetype from a stereotype, and are able to avoid them or work them in critical, creative and socially responsible ways.
- 1. CHARACTER PRODUCTION Understanding character types (protagonist, deuteragonist, antagonist, supporting characters), character design (shape, line, asymmetry, anatomy, silhouette, proportions, scale, exaggeration, expression and gesture, color, texture); Introduction to character characterization sheets (physical, psychological and social), archetypes, stereotypes, model sheets and turnarounds. 2. CHARACTER DESIGN BASED ON LIVE MODELS Production for the community based on real people; 3. CHARACTER PRODUCTION FOR VIDEO GAMES (PIXEL ART) Application of knowledge acquired in the previous exercise; Understanding pixel art and character creation for retrogames; Production of sprites (key character positions) for video games and scenarios.
A unidade curricular é composta por 3 exercícios:
45% Produção de personagens
15% Produção de personagens baseadas em pessoas reais
30% Produção de personagens para videojogos (pixel art)
10% Avaliação contínua: pontualidade, participação e assiduidade (75% das sessões) cujo incumprimento obriga a exame.
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 UC 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
- This CU aims to study of character creation for comics, animation and other visual media. Learning the terminology and concepts of character design and their application to practical exercises. Development of individual and group projects.
- Details
- Category: Discipline
- Multimedia Art
- 7147
- 1878
- Option 6
- IPLUSO7147-1878
- 3
- 5
- 1326
- 4
- Não
- Português
- Semestral
- Details
- Category: Discipline
- Bernardes, C. & Miranda, F. B. (2003). Portefólio: Uma Escola de Competências. Porto: Porto Editora. McGee, J. & Brown, M. (1919). O essencial da Pedagogia da Interdependência. Oliveira de Frades: Edição Assol. McGee, J. (2019). Cuidar criando boas memórias. Oliveira de Frades: Edição Assol. Oliveira, G; Fini, L.; Boruchovitch, E. & Brenelli, R. (orgs.) (2014). Educar crianças: grandes desafios: como enfrentar. Petrópolis: Vozes. Canastra, F., Haanstra, F., & Vilanculos, M. (2015). Manual de Investigação Científica da Universidade Católica de Moçambique. Beira: Instituto Integrado de Apoio à Investigação Científica. Sá-Chaves, I. (2005). Os “portfólios reflexivos” (também) trazem gente dentro. Porto: Porto Editora. Sanches, I. (2005). Compreender Agir Mudar Incluir: da investigação¿acção à educação inclusiva. Revista Lusófona de Educação, 05, 127-142. Zabalza, M. A. (1994). Diários de Aula. Porto: Porto Editora.
- Primary Education
- 6127
- 22144
- Initiation to Professional Practice - Nursery
- IPLUSO6127-22144
- 1
- 3
- 0
- 4
- Sim
- Português
- Active methodologies centered on the construction of knowledge by the students are promoted. (debate, discussion, group work, use of digital platforms, flipped classroom, ...).
- Mandatory
- It is intended that the student is able to: identify and characterize the needs and interests of the host institution; identify and characterize the needs, interests and expectations of the target audience with whom one will work; propose viable activities that respond to the needs and interests of the institution / group of children; perform, if possible, the proposed activities; integrate into work teams; record practices and reflect on them, seeking to suggest alternative ways of acting, when necessary; make a critical assessment of its activity, identifying positive and negative aspects and making suggestions / proposals for continuity and change; develop interaction, creativity and sustainability skills; develop a portfolio of the activity developed.
- Although the contents should emerge from the experiences of Professional Practice, the following focuses are considered. The intervention in daycare: principles and norms of action interaction with children and adults present activities to be developed with children and in the institution participation in work teams. Registration and reflection on the Professional Practice, in a dynamic of action/reflection/action Support for the participation and organization of cultural, scientific and pedagogical activities Organization and structuring of each trainee's intervention plan. Follow-up of the Professional Practice Elaboration of a Portfolio of the Professional Practice Listing and selection of Institutions to host the students applying for the IPP Preparation and establishment of protocols between IPLUSO/ESEL and the institutions. Elaboration of documents to be filled in by the students and the institutions Formal and informal contacts with the institutions Evaluation of the Professional Practice.
Descrição
Data-limite
Ponderação
Avaliação da instituição
Durante e no final da Iniciação da Prática profissional
60%
Portfólio da unidade curricular
Durante e no final da Iniciação da Prática profissional
30%
Participação, assiduidade e pontualidade (10%).
Durante a Iniciação da Prática profissional
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
- This unit supports the organization, development and evaluation of Professional Practice, exploring contents inherent to the intervention in daycare (in the classroom) and providing the necessary logistics for the access, reception and permanence of students in the institutions. Protocols are prepared with the institutions hosting the students / interns; supervision is carried out with local advisors and, in the end, the assessment of Professional Practice.
- Details
- Category: Discipline
- Clinical Veterinary Nursing
- 7019
- 26443
- Veterinary Nursing in Physiotherapy and Rehabilitation
- IPLUSO7019-26443
- 1
- 5
- 1234
- 4
- Não
- Português
- Optional
- Semestral
