- Details
- Category: Discipline
- Business Management
- 6166
- 1131
- Information Systems
- IPLUSO6166-1131
- 1
- 6
- 0
- 4
- Não
- Português
- Semestral
- Details
- Category: Discipline
- CHONG, Andrew (2011) Animação Básica 1, Animação Digital. Editor: Bookman. ISBN: 9788577809004. GOUVEIA, Patrícia (2010) Artes e Jogos Digitais, Este¿tica e Design da Experie¿ncia Lu¿dica. Lisboa: Ed. Universita¿rias Luso¿fonas LE¿VY, P. (2001) O que e¿ o Virtual?, Coimbra: Quarteto Editora. MACHADO, A. (1993) A Ma¿quina e Imagina¿rio: O Desafio das Poe¿ticas Tecnolo¿gicas, Sa¿o Paulo: EDUSP. MOLES, A.(1990) Arte e Computador, Porto: Afrontamento. MOGGRIDGE, Bill (2006) Designing Interactions, MIT Press. RUSH, Michael (2005) New Media in art. New ed. London: Thames & Hudson. STEVENS, C. (2011) Designing for the Ipad. New York:John Willey & Son. TRIBE, Mark; JANA, Reena (2006) Arte y nuevas tecnologias. Barcelona:Taschen. WANDS, Bruce (2007) Art of the Digital Age. London: Thames & Hudson. WOOLLEY, B. (1997) Mundo Virtual – Uma Viagem na Hipo e Hiper-Realidade, Lisboa: Caminho.
- Illustration and Drawing
- 6330
- 23177
- Live Illustration and Virtual Scenarios
- IPLUSO6330-23177
- 3
- 6
- 0
- 4
- Não
- Português
- Theoretical-practical exposition methodology. After exposure, demonstration and discussion of the contents, they are worked on and deepened through application exercises. The remaining hours are used to develop and deepen the practice involved, based on specific exercises for exploring content. Evaluation Components: 20% Continuous assessment with criteria for participation, attendance and mandatory presence in 75% of classes. The unjustified absence refers to the exam. 40% Technical exercises in mastery of the media with correct application of methodologies 40% Final project: plastic and aesthetic quality and suitability for the briefing and ability to work in groups
- Mandatory
- This UC aims to create real-time and live scenarios of light using digital media. Students learn to: Mastering digital machines and software, namely exploring Photoshop and learning to use Tagtool; Create virtual scenarios with the help of projection devices, taking into account their limitations; Articulating group and network (co-authorship and collective manipulation); Combining layers: backgrounds (visual textures, color planes, “neutral images”), intermediate and foreground in real context and in groups. Know the projection surfaces, their definition of the layers considering the projection distance, the destination format (relief and surface texture). They understand the creative experience of live scenography in the technical, artistic and aesthetic domain: from creation (on a computer screen) to the effective (projected) realization, a transformative and immersive expansion takes place.
- What is Live illustration and scenography. Typologies of scenarios and virtual scenography. Analysis of the context to define the concept. Creative methods and processes: unlock the imaginary; know and explore digital tools; sketching ideas to produce the scenarios step by step; Build and photograph scale models; conceive and create digital images based on the defined concept; Techniques for and tools to introduce movement; Explore graphical user interface tools; Apply the techniques of video projection and mapping. Resource assessment, digital and physical: functional issues; intervention area; circuits and support areas; assembly and disassembly schedule; articulation of technical services; identification and selection of human resources. Technical and creative framework in the visual and contemporary design that these projects require.
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
30%
Portfolio
dd-mm-yyyy
40%
(...)
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 UC aims to create real-time and live scenarios of light using digital media.
- Details
- Category: Discipline
- Sabisnton & Spencer (2016). Surgical Pathology. 9ª Edição. Philadelphia: Elsivier. Seeley, Rod, R. (2001). Anatomia & fisiologia. Loures: Lusodidacta. Kasper, D. L.; Fauci, A. S. (2015). Harrison's Principles of Internal Medicine.19th Edition. New York: McGrawHill. Cotran, R. S., Kumar, V., Collins, T. (2000). Robbins patologia estrutural e funcional. 6ª ed..Rio de Janeiro: Nova Guanabara. Phipps, Wilma J. et al. (2007). Enfermagem Médico-Cirúrgica: conceitos e prática clínica. 8ª ed. Loures: Lusociência.
- Nursing
- 4001
- 21785
- Medical and Surgical Pathology
- IPLUSO4001-21785
- 2
- 3
- 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
- Hold scientific knowledge with correct and proper nomenclature. Understand the theoretical sequence of etiology, pathogenesis and clinical. Develop critical thinking skills, applied to the interpretation of the medical-surgical disease. Determine knowledge in the practical aspects of the medical-surgical patient.
- The Medical-surgical patient 1. Surgical aggression 2. The major syndromes in medical and surgical pathology 3. Medical and surgical pathology of the head and neck 4. Medical and surgical pathology of the thorax 5. Medical and surgical pathology of the breast 6. Medical and surgical cardiovascular pathology 7. Medical and surgical pathology of the abdomen
Descrição
Data limite
Ponderação
1º Teste de avaliação
XX-XX-XXXX
50%
2º Teste de avaliação
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. A 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
- In this curricular unit, an introduction to surgical pathology will be made and the relationship with surgical procedures established. Special emphasis will be placed on general, thoracic, orthopedic and urological surgery that incorporate instruments, equipment and supplies necessary for the safe care of the client. In the field of medical pathology, respiratory, cardiovascular, gastric, renal, endocrine and oncological pathology will be addressed.
- Details
- Category: Discipline
- Bernardes, C. & Miranda, F. B. (2003). Portefólio: Uma Escola de Competências . Porto Editora. Marques, T. (2021). Contextos não formais e informais: recursos educativos a explorar com crianças dos 3 aos 6 anos. Dissertação de Mestrado em Educação Pré-Escolar. Escola Superior de Educação | Politécnico de Coimbra. 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. 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 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 Editora.
- Primary Education
- 6127
- 22158
- Initiation to Professional Practice - Non-Formal Educational Contexts
- IPLUSO6127-22158
- 3
- 3
- 0
- 4
- Sim
- Português
- Innovative methodologies to support the teaching-learning process are supported by mentoring and personalized follow-up, debates/discussion of ideas and the use of educational technologies to support trainees to acquire technical and behavioral skills essential for successful professional practice and focused on preparing future professionals for the challenges of the world of work.
- Mandatory
- It is intended that the student will be able to: characterize and identify the needs and interests of the host institution characterize and identify the needs, interests and expectations of the target audience with whom they will act propose feasible activities that meet the needs and interests of the institution/group of children; execute the proposed activities; integrate themselves into working teams; record the practices and reflect on them, seeking to suggest alternative courses of action, when necessary; make a critical assessment of their 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 developed activity
- Although the contents should emerge from the experiences of Professional Practice (PP), the following focuses are considered. Intervention in non-formal educational contexts: 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 PP, in a dynamic of action/reflection/action Support for the participation and organization of cultural, scientific, and pedagogical activities Organization and structuring of trainee's intervention plan. Follow-up of the Professional Practice Elaboration of a Portfolio of the PP 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 institution's Evaluation of the Professional Practice
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
Avaliação dada pela instituição
Durante e no final da Iniciação da Prática profissional 40% Avaliação do Relatório pelo Supervisor
Durante e no final da Iniciação da Prática profissional
40%
Avaliação do Supervisor da UC Estágio Durante e no final da Prática profissional 20% - Semestral
- This unit supports the organization, development and evaluation of the Professional Practice, exploring contents inherent to non-formal educational contexts intervention and providing the necessary logistics for the access, reception, permanence and success of the students in the institutions. Protocols are established with the institutions where the students/trainees are hosted; supervision is carried out with local supervisors and, at the end, evaluation of the Professional Practice.
- Details
- Category: Discipline
- Digital Health
- 7035
- 26600
- Telemedicine and e-Health
- IPLUSO7035-26600
- 1
- 6
- 0
- 4
- Não
- Português
- Semestral
