- Details
- Category: Discipline
- Becker, H. et al. (1997). Organikum - Química Orgânica Experimental, 2ª ed. Fundação Calouste Gulbenkian. ISBN: 972-31-0704-X. Chang R. & Goldsby K. (2012). Chemistry. 11th edition. McGraw Hill, International Edition. International Union of Pure and Applied Chemistry Sociedade Portuguesa de Química (2002). Guia IUPAC para a nomenclatura de compostos orgânicos. Lidel. ISBN: 972-757-150-6. Housecroft, C. E. & Sharpe, A. G. (2012). Inorganic Chemistry, 4th edition. Prentice Hall, New York. Housecroft, C. E. & Constable, E. C. (2009). Chemistry (An Introduction to Organic, Inorganic and Physical Chemistry), 4th edition, Pearson Prentice Hall, Harlow.
- Forensic and Criminal Laboratory
- 4068
- 19529
- Elements of Chemistry
- IPLUSO4068-19529
- 1
- 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
- In order to achieve intended learning outcomes (knowledge and competences to be developed by the students), the program provides the necessary skills for understanding: a) structure and periodic properties; b) chemical bonding and intermolecular forces; c) chemical reactions; d) fundamental notions of organic chemistry c) acquisition of basic concepts of some laboratory techniques
- Chemistry and Health Introduction to Inorganic Chemistry Chemical Bonding Intermolecular Forces Thermodynamics Chemical Kinetics Chemical balance Chemical reactions Introduction to Organic Chemistry Functional groups and functions Nomenclature and reactivity basics
Descrição
Data limite
Ponderação
1º Teste de avaliação Teórica
dd-mm-aa
25%
2ºTeste de Avalaição Teórica
dd-mm-aa
25%
Avaliação Prática
dd-mm-aa
50%
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 prática consta de uma frequência realizada durante as aulas. A classificação mínima na frequência prática é de 9,5 valores. A classificação final é calculada a partir da seguinte fórmula: CF = 0,50 T + 0,50 PL. 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
- The objective of this curricular unit is to provide students with fundamental concepts in general Chemistry, organic chemistry and inorganic and in particular their application in the health sciences, in order to allow the progression towards more advanced curricular units like biochemistry and toxicology..
- Details
- Category: Discipline
- Business Management
- 6166
- 22412
- Economic and Business Sciences II
- IPLUSO6166-22412
- 1
- 6
- 0
- 4
- Não
- Português
- Semestral
- Details
- Category: Discipline
- Hultgren, K. (1993). The Art of Animal Drawing. Construction, Action, Analysis, Caricature. New York: Dover Publications Mattesi, M. D. (2011). Force: Animal Drawing. Animal Locomotion and Design Concepts for Animators. Oxford: Elsevier VilppuI, G.(2011). The Vilppu Drawing Manual. Drawing animals. Acton, CA: Vilppu Studio Press Weinstein, A. (2005). Once Upon a Time: Illustrations from Fairytales, Fables, Primers, Pop-Ups, and Other Children's Books. New York: Princeton Architectural Press Whitlatch, T. (2015). Principles of Creature Design: Creating Imaginary Animals. CA: Design Studio Press Whitlatch, T. (2017). Animals Real and Imagined: Fantasy of What Is and What Might Be. CA: Design Studio Press
- Illustration and Drawing
- 6330
- 25099
- Advanced Project: Illustrated Album
- IPLUSO6330-25099
- 3
- 6
- 944
- 4
- Não
- Português
- Classes are divided into two seven-week modules. Each module is accompanied by a teacher and involves the development of an exercise. 1st Module: Visual narrative: 6 weeks of illustrating two short stories with a minimum of 4 illustrations each with the aim of creating an illustrated album that compiles all the short stories illustrated by the students in a Silent Book logic. This exercise will be assessed on the 7th week in the presence of the two teachers. 2nd Module: Descriptiveness of images: Illustrated album about an animal (free of narrative) belonging to a Lisbon association (e.g. Zoo, Pedagogical Farm, Oceanarium, Vasco da Gama Aquarium, etc.) Each student chooses an animal as the theme for 10 illustrations, front and back cover. The technique is free. The aim is for each student to produce a silent book to ensure that the images are self-sufficient.
- Optional
- This CU aims to: A) Understand what a picture book is; B) Distinguish between visual narrative and visual description through the illustration of fables and animals; C) Know historical examples of illustrations of animals, hybrids and anthropomorphic beings; D) Represent animals, hybrids and anthropomorphic beings: a. Understand and distinguish anatomical structures and proportions of different animal species: terrestrial, aerial, marine and amphibian. b. Represent different types of textures and surface patterns. E) Develop individual graphic expression, perfecting various graphic techniques; F) Develop 2 illustration projects (visual narrative and visual description; G) Realise two books (one collective and one individual).
- 1. Visual narrative and visual description: examples. 2. Representation of animals, hybrids and anthropomorphic beings. a. Anthropomorphism and hybridity b. Anatomical study of animal models: how to represent i. Movement and locomotion: 1. Gait, jumping, running and reptation 2. Action and inaction ii. Texture and pattern: 1. Skin, scales, coat and feathers 2. Camouflage and shells iii. Study of the head and facial expressions in animals. 1. expression of emotions (fear, anger, joy...) 2. Character traits and human characteristics associated with animal species (cunning, cruelty, wisdom...) 3. Individual graphic expression - development a. Composition: relationships of scale and proportion on the page b. Linking illustrations c. Understanding the story through images (introduction, muthos - the knot of intrigue - and denouement; corollary) d. Descriptiveness of the images 4. Illustration projects: development of 2 illustrated album projects.
Os conteúdos programáticos são desenvolvidos em dois exercícios que culminam em dois Albuns ilustrados. Estes, são acompanhados pelas respectivas docentes e precedidos por introduções teóricas, demonstrações práticas e exemplos. As ilustrações são realizados em aula e no módulo 2 os estudantes também podem realizar trabalho de campo e recolher informação no exterior, fora do horário letivo (Zoo, Oceanário, etc.). Uma visita colectiva é realizada ao lugar eleito em cada ano lectivo.
Os dois projetos de álbum ilustrado consolidam os conhecimentos adquiridos. A nota final expressa critérios de assiduidade e pontualidade (20%), bem como de cumprimento dos objetivos da UC. A avaliação processa-se de três formas: contínua (comparência obrigatória a 75% das aulas); intermédia (1 por módulo) e a final que incide sobre todo o trabalho do semestre. Para cada projeto há crítica e autocrítica na análise dos resultados durante as aulas e nas avaliações. A avaliação final resulta da apreciação dos dois Albuns (40% cada um) e da assiduidade/pontualidade (20%).
Critérios de avaliação dos Álbuns ilustrados:
- Expressividade e originalidade das ilustrações;
- Eficácia narrativa e/ou descritiva das ilustrações;
- Coerência cromática e figurativa;
- Adequação da capa e da contracapa ao miolo;
- Proposta de paginação para impressão.
- Semestral
- This course aims to help students work through the different stages of designing and producing an illustrated album (idea, design and editing). The syllabus promotes two lines of continuity: visual narrative and visual description.
- Details
- Category: Discipline
- Batista, M.; Marques, R.; Néné, M. (2016). Enfermagem de Saúde Materna e Obstétrica. 1ªed. Lisboa: Lidel. Braden, P. (2000). Enfermagem Materno-Infantil (2ª ed.). Rio de Janeiro : Reichmann & Affonso Editores. Campos, D.; Costa, F.; Silva, I. (2011).Emergências obstétricas. Lisboa : Lidel Freitas, M. (2011). Comadres e Matronas. Contributo para a História das Parteiras em Portugal (séculos XII-XIX). Loures: Lusociência. Graça, L. M. (2010). Medicina Materno-fetal. 4ª ed. Lisboa: Lidel Lowdermilk, D. ; Perry S.(2008). Enfermagem na Maternidade , 7ª ed. Loures : Lusodidacta. Ramalho, A. (2011). Trabalho de parto no hospital: a experiência de sentir-se respeitada. Coimbra : Formasau. Ramos,A.; Figueiredo,M, (2020).Enfermagem em Saúde da Criança e do Jovem. 1ªed. Lisboa. Lidel. Sequeira,A.;Pousa O.; Amaral C. (2020). Procedimentos de Enfermagem em Saúde Materna e Obstétrica. 1ºed. Lisboa: Lidel
- Nursing
- 4001
- 19223
- Women's Nursing
- IPLUSO4001-19223
- 2
- 5
- 0
- 4
- Não
- Português
- Expository, demonstrative and participatory methodology. Students are invited to present topics within the scope of gynecology in the classroom. The physical assessment of the postpartum woman and hygiene and comfort care for the newborn will be carried out in a laboratory context, giving students the opportunity to perform both techniques under the supervision of the teacher.
- Mandatory
- Acquire knowledge in the area of maternal-fetal pathophysiology; Promote the health of women experiencing health / illness processes in the context of sexual health and family planning and in the preconception period, in situations of spontaneous abortion and / or situation of voluntary termination of pregnancy, providing emotional support and favoring informed decision making. following your physical and mental recovery process; during the prenatal period, monitoring gestational development, identifying and monitoring deviations from physiological pregnancy and deviations from the pattern of adaptation to pregnancy, informing and guiding about healthy lifestyles; during labor, childbirth and the postnatal period as well as in the peri-menopausal period; Promote the health of women of childbearing age by working in the environment in which they live and develop in order to promote sexual and reproductive health and prevent disease processes.
- Chapter I - Caring for Women in Gynecology Puberty and adolescence Family planning and contraception Infertility Intervention for women with gynecological and breast pathology Intervention for women with gynecological and breast pathology Reproductive cycle physiology, fertilization, implantation, embryogenesis, fetogenesis and placental development Physiology of pregnancy Preparation for childbirth and parenting Chapter II - Caring for Women in Labor and Childbirth Physiology of labor and delivery Eutocic and dystocic delivery Induction of labor Preterm birth / prematurity Chapter III - Puerperium Normal Puerperium Postpartum complications Breastfeeding Postpartum physical examination Chapter IV - Caring for the Newborn Care of the Newborn: In the delivery room The Bath of the Newborn Physical and neurological examination of the newborn Shantala Massage
Descrição
Data limite
Ponderação
Teste de avaliação 1
data a combinar
20%
Teste avaliação II
data a combinar
30%
Avaliação laboratorial
data a combinar
50%
Todos os momentos de avaliação devem ter obrigatóriamente nota mínima de 9,5 v , caso contrário o estudante fica apto para exame para componente teórica e/ou laboratorial.
- Semestral
- The Women's Nursing Curriculum Unit addresses the health and disease processes in women throughout the reproductive cycle. It is intended that students acquire knowledge and skills that aim to enable them to provide nursing care to women with gynecological changes, pregnancy surveillance, identifying risk situations during childbirth, puerperium and triad care mother / father / newborn.
- Details
- Category: Discipline
- Brown, S. & Walter, M. (1993). Problem Posing: Reflections and Applications. Psychology Press Har, Yeap, (2013). Teaching to Mastery-Bar Modeling A Problem-solving Tool. Marshall Cavendish Int (S) Pte Ltd, Singapore Canavarro, A.P., Mestre, C., Gomes, D., Santos, E., Santos, L., Brunheira, L., Vicente, M., Gouveia, M.J., Correia, P., Marques, P., Espadeiro, G. (2021). Aprendizagens Essenciais da Matemática para o Ensino Básico. Lisboa: ME. Polya, G. (2003). Como resolver problemas. Lisboa: Gradiva.
- Primary Education
- 6127
- 22160
- Problem Solving, Communication and Mathematical Reasoning
- IPLUSO6127-22160
- 3
- 5
- 0
- 4
- Não
- Português
- The methodology applied will be based on exploratory teaching. This was consubstantiated in the activities presented below. • Execution and discussion of different problems. • Analysis of preschool, 1st and 2nd cycle students' resolutions in different problems. • Critical reading of author texts about problem solving.
- Mandatory
- a- Develop the understanding of different mathematical topics, as well as the use of this knowledge in solving problems in different contexts. b- Develop reasoning habits with problem solving, through connections between mathematical topics and mathematical communication. c- Analyse and discuss resolutions of basic education students' problems as a starting point to understand the importance of representation in explaining reasoning and mathematical communication. d. Develop the ability to solve and formulate problems. At the end of the process, students should be able to: 1. Recognize what a problem is. 2. Distinguish different types of problems. 3. Develop different strategies for the same problem 4. Anticipate different strategies for solving the same problem 5. Establish connections between Mathematics topics in problem solving 6. Use different representations to communicate mathematically (orally and in writing) explaining a mathematical argument.
- 1- Problems and resolution strategies 1.1. What's a problem? 1.2. Different types of problems 1.3. Strategies 2- Formulation of problems 2.1. Problem formulation strategies 2.2. Selection and enrichment of tasks that involve problems 3- Connections within Mathematics itself 3.1. Connections between Geometry and Number 3.2. Connections between Geometry and Measurement 3.3. Connections between Numbers and Algebra 4- Problem solving and the ability to reason and communicate mathematically 4.1. Learning with understanding through the formulation and validation of conjectures 4.2. Learning with understanding through sharing the way of thinking about mathematical ideas and processes
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
15-01-2026
45%
o aluno deverá obter a classificação miníma de 7 valores
Participação ativa nas atrefas da aula
ao longo do semestre
15%
Resolução de dois problemas em trabalho de pares
ao longo do semestre
20% cada
- Semestral
- The curricular unit Problem Solving, Communication and Mathematical Reasoning aims to provide future teachers with a deepening of knowledge, both conceptually and methodologically, in order to develop, in students, problem solving as a mathematical capacity as well as reasoning, communication mathematics. Valuing, in this way, critical thinking and originality and providing enriching experiences supported by its exploration and research activities.
