- Details
- Category: Discipline
- ¿Gallagher, S. R. & Wiley E. A. (2015). Current Protocols Essential Laboratory Techniques. (2nd ed.). Current Protocols. ¿Burtis, C. & Ashwood, E. (2014). Tietz Fundamentals of Clinical Chemistry, 7th ed., Philadelphia, W.B.Saunders Company. ¿Wanda. F.; Ferreira, C.; Sousa, J. C. F. & Lima, N. (2010). Microbiologia. Edições Lidel. ¿ Caroli, S. and Zaray, G. (Editors) (2012). Analytical Techniques for Clinical Chemistry: Methods and Applications. USA:Wiley ¿ Gaw, A. et al (2013). Clinical Biochemistry. 5th ed. USA: Churchill Livingstone ¿ Marshall, J., Lapsley, M., Day, A. and Ayling, R. (2014). Clinical Biochemistry:Metabolic and Clinical Aspects. 3th ed. USA:
- Biomedical Laboratory Sciences
- 4084
- 19575
- Laboratory Biomedical Sciences Internship II
- IPLUSO4084-19575
- 4
- 30
- 0
- 4
- Sim
- Português
- In this curricular unit, students can take the lead in the teaching-learning process. By granting the student this type of autonomy, the development of a sense of mastery over the various subjects inherent to the laboratory practice of clinical analysis and public health is being encouraged.
- Mandatory
- ¿Allow the knowledge acquired by the student in the classroom context are applied in the work environment; ¿Be able to develop a laboratory activity of excellence, taking into account the technical aspects, the specificity and the"culture" of the institution or company in which it operates; ¿Developing human capabilities required of health professionals, applying the ethical and deontological principles underlying; ¿Confront with the need for a multidisciplinary and teamwork for the success of the organizations; ¿Promote the ability to meet the challenges with innovation, creativity and flexibility; ¿Identify and properly conduct the analysis of a particular biological product to produce with high quality and reliability of the results of the tests prescribed by the clinician, on the key areas of the stage of the biomedical sciences; ¿Perform quality control from the sampling procedures of the laboratory routine.
- 1.Run the techniques described in the internship locations as the valences / laboratory procedures. 2.Within the framework of clinical analysis students must undertake an internship in the areas of: 2.1. Clinical Biochemistry; 2.2. Hematology; 2.3. Microbiology; 2.4. Immunotherapy 2.5. Public Health
Descrição
Data limite
Ponderação
Estágio
XX-XX-XXXX
80%
Relatório
XX-XX-XXXX
20%
- Semestral
- Contact with the work environment
- Details
- Category: Discipline
- . Badiou. A. Fifteen Theses on Contemporary Art in http://www.lacan.com/frameXXIII7.htm . Benjamin, W. (2015) Illuminations. Bodley Head. . Coleman, E. B. (2018). Cross-Cultural Aesthetics. In H. Callan (Ed.), International Encyclopedia of Anthropology: Anthropology Beyond Text (Vol. 3, pp. 1267-1274). Wiley-Blackwell. . Doane, M. (2007) Indexicality: Trace and Sign in differences: A Journal of Feminist Cultural Studies, 18(1): 1–6. . Fanon, F (1967) Black Skin, White Masks. Grove. . Gilles, D. (2013) Cinema I - The Movement Image. Bloomsbury Revelations. . Rancière, J. (2013) The Politics of Aesthetics. Bloomsbury Academic. . Robson, J. and Meskin, A. (2016) Video Games as Self-Involving Interactive Fictions in The Journal of Aesthetics and Art Criticism, 74(2): 165–177 . Richardson, J.; Gorbman, C.;Vernallis, C. (eds.) (2013) The Oxford Handbook of New Audiovisual Aesthetics. Oxford Handbooks. . Said, E. (2003) Orientalism. Penguim Books
- Illustration and Drawing
- 6330
- 20270
- Contemporary Aesthetics
- IPLUSO6330-20270
- 3
- 5
- 0
- 4
- Não
- Português
- TP classes tend to be expository (with a strong visual emphasis), open to discussion and problematisation of the key concepts and main figures in the syllabus. Assessment is continuous, interim and without a final exam: the interim assessment includes active participation in classes (15%), two reports written in class (25%), a visual essay (15%) and the oral presentation of two theoretical works on themes covered in the course's syllabus (15% + 30%).
- Mandatory
- The aim of this UC is to introduce students to a range of different ideas, concepts and debates from and around the field of contemporary aesthetics. Work is sustained by an exploration of key concepts and realities, in their relationship with artistic practice, production and consumption. This methodology emerges through a series of thematic study sessions focusing on the relationship between aesthetic thinking, artistic production and the commodification of art. Students are encouraged to develop independent and critical thinking in relation to specific areas, and to locate and articulate this theoretical work in and with wider settings and contexts. Students should engage in ways of thinking about the nature of contemporary aesthetics beyond the term’s common use. What is proposed is the questioning of contemporary aesthetics, conceptually as well as phenomenologically, to bestow tools that will enable students to think about this intricate and sometimes hard to decipher field.
- 1. Aesthesis - Perception, sensation, aesthetic reception - Aesthetics as the ‘capacity to be impressed’ (the aesthetic emotion) 2. Aesthetics as the ‘capacity to impress’ (the aesthetic decision) - Synaesthesia and Disinterested Attention - seeing and looking, touching and despising, confronting and deceiving, wanting and avoiding: the manoeuvres of aesthetic feeling - The science of the sensible in the work of Alexander Baumgarten - Critique of the Faculty of Judgement - Introduction to Kant's philosophical work. - Aesthetic Criteria: Beauty / Sublime / Horror - Catharsis - Between Greek theatre and video games 2. Issues in Contemporary Aesthetics - The concept of Aura in Walter Benjamin; - Edward W. Said's Orientalism - Gender Trouble -Judith Butler - Zygmunt Bauman's Liquid Modernity - The Aesthetics of the Smooth and the Crisis in Narration in Byung-Chul HAN
De carácter TP, as aulas são tendencialmente expositivas (de sublinhado carácter visual), abertas a discussão e problematização dos conceitos-chave e principais figuras do programa.
Avaliação é contínua, intercalar e sem exame final: a avaliação intercalar contempla a participação activa nas aulas (15%), dois relatórios escritos em aula (25%), um ensaio visual (15%) e a apresentação oral de dois trabalhos téoricos sobre temáticas contemplada no universo programático da cadeira (15% + 30%).
A nota mínima para aprovar são 10 (dez) valores.
Trabalhos com elementos com cópia parcial ou na íntegra, sem a devida citação, ou realizados através do uso de programas de inteligência artificial não serão aceites,
tendo uma classificação de 0 (zero) valores.
A não presença, o não cumprimento dos exercícios, a cópia dos mesmos, ou a sua execução através de sites de inteligência artificial, implica fazer o Exame de
Recurso (notas negativas ou melhoria de nota), ou Exame de Época Especial (com regulamento próprio, ex. alunos trabalhadores-estudantes).
Cabe ao aluno a apresentação de todos os exercícios realizados durante o semestre, e teste oral/escrito ou exercício lançado no dia do exame.
Alunos regulares: 75% presenças obrigatórias em aula, avaliações presenciais e obrigatórias.Alunos trabalhadores-estudantes: 30% presenças obrigatórias em aula e avaliações presenciais e obrigatórias.
- Semestral
- With a focus on the relationship between practice and theory in the field of contemporary aesthetics, this curricular unit will rely on mainstream and experimental tendencies in visual art, the audio-visual and the digital, to articulate changes that have occurred in the last 50 to 60 years. The term “contemporary aesthetics" usually refers to the visual arts produced from the prolific 1960s until today. If the 1960s represent the dissolution of the last barriers that determined the presence of artistic movements, we must ask whether contemporary aesthetics marks precisely the simultaneous, and apparently unlimited, multiplication of ways of making and seeing. What is proposed is that we approach the label “contemporary aesthetics” beyond its common usage, to acquire tools that will enable us to think about and discern this territory where, apparently, manifold artistic forms and strategies coexist.
- 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.
- Nursing
- 4001
- 9898
- Physiopathology and General Pathology
- IPLUSO4001-9898
- 1
- 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
- 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.
- Details
- Category: Discipline
- Edwards, C., Gandini, L., & Forman, G. (1999). As cem linguagens da criança – A abordagem de Reggio Emilia na educação da primeira infância. Porto Alegre: Ed. Artmed. Folque, M. A. (2012). O aprender a aprender no Pré-escolar. Lisboa Fundação Calouste Gulbenkian e Fundação para a Ciência e a Tecnologia. ISBN 978-972-31-1433-1 Hohmann, M. & Weikart, D. (1997). Educar a criança. Lisboa: Fundação Calouste Gulbenkian Oliveira-Formosinho, J. (Org.) (2020). Modelos curriculares para a educação de infância: construindo uma praxis de participação. Porto: Porto Editora Oliveira-Formosinho, J. & Araújo, S. B. (Orgs.). (2018). Modelos pedagógicos para educação em creche. Porto: Porto Editora. Vasconcelos, T. (s/d) (Coord.). Trabalho por projetos na Educação de infância: Mapear aprendizagens – Integrar Metodologias. Lisboa: MEC-DGIDC. https://www.dge.mec.pt/sites/default/files/EInfancia/documentos/trabalho_por_projeto_r.pdf
- Primary Education
- 6127
- 22307
- Childhood Pedagogies
- IPLUSO6127-22307
- 2
- 3
- 825
- 4
- Não
- Português
- In the Basic Education Degree, the Pedagogies in Childhood course plays a crucial role in the training of future educators/teachers. This curricular unit aims to prepare students to face the challenges of childhood, promoting pedagogical practices that are both effective and innovative. To achieve this goal, the adoption of innovative learning support methodologies is essential. Active methodologies involve students directly in the learning process, encouraging active participation and critical reflection. Examples include debates, collaborative projects and practical activities. Implementing this methodology in the course is fundamental to preparing future educators to face the challenges of contemporary education. Not only does it make learning more engaging and effective, but it also develops key competences in students, such as creativity, collaboration and problem-solving skills.
- Optional
- Identify / characterize concepts (pedagogy, childhood pedagogy). Identify / characterize pedagogues and pedagogical models. Characterize / Distinguish transmissive pedagogies and socioconstructivist pedagogies. Understand participatory pedagogy as opposed to transmissive pedagogy. Reflect the underlying child conception in the different pedagogical approaches. Streamline analysis, synthesis, critical information management and autonomy in knowledge mobilization
- Childhood pedagogy: concepts and historical perspective Thinkers of childhood pedagogy From transmissive models to constructivist/socioconstructivist and participatory models The OCEPE/OPC and early childhood pedagogy Pedagogical and curricular models/approaches - Modern School Movement; Project Approach; High-scope; Reggio-Emilia; Emi Pikler; Goldschmied and Jackson; Waldorf; Montessori, Forest School.
A avaliação é formativa e individual. Prevê-se a realização de trabalho individual (80%) de identificação, caracterização e reflexão sobre modelos/abordagens pedagógicas selecionados e respetiva partilha oral.
Integra-se também na avaliação a participação em aula, assiduidade, pontualidade e envolvimento. 20%.
Pretende-se que o estudante tenha em consideração:
- A qualidade das recolhas efetuadas;
- A adequação entre a teoria e as evidências apresentadas;
- A importância da reflexão crítica e mobilização de conceitos;
- A criatividade, inovação e diversidade;
- A apresentação e partilha.
Descrição
Data limite
Ponderação
Trabalho individual
06-11-2024
80%
Participação em aula, assiduidade, pontualidade e envolvimento
06-11-2024
20%
(...)
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 CU can have an impact on the Initiation to Professional Practice as a driving force for understanding intervention in Childhood and interacts directly or indirectly with all the contents worked on in the EC.
- Details
- Category: Discipline
- Clinical Veterinary Nursing
- 7019
- 26459
- Veterinary Nursing in Livestock Surgery
- IPLUSO7019-26459
- 1
- 2.5
- 1235
- 4
- Não
- Português
- Optional
- Semestral
