- Details
- Category: Discipline
- Brito, P. Q. (2000). Como fazer promoção de vendas. Jobber, D., & Lancaster, G. (2006). Selling and sales management. Pearson Education. Azevedo, L. (1996). Comunicar com assertividade. Lisboa, Colecção Gestão Criativa, IEFP. Câmara, P., Guerra, P., & Rodrigues, J. V. (2001). Humanator: Recursos Humanos e Sucesso Empresarial, Lisboa: Publicações D. Quixote, Colecção Gestão & Inovação. Campos e Cunha, R. (1998). A Gestão de Recursos Humanos na Estratégia da Empresa. Carvalho, J. C. (2004). Negociação, Lisboa: Edições Sílabo.
- Business Management and E-Commerce
- 6147
- 22287
- Commercial and Sales Management
- IPLUSO6147-22287
- 1
- 3
- 0
- 4
- Não
- Português
- Experimenting with CRM software in class and carrying out exercises Holding a seminar with guests linked to GCV participation in a commercial game, dynamics carried out in class and in an event on commercial themes to be held
- Mandatory
- Provide a set of knowledge, methods and practices that enable you to have a good communication and personalized relationship with the client. It is also intended to raise awareness of the need to exercise its activity, either on the basis of retaining current customers by giving them the necessary assistance, or on the basis of prospecting for new customers, as well as raising awareness of new information and communication technologies as sales support instrument.
- Services anda Function of the sales force; Sales force management steps; Communication to Commercial Relationship; Sales promotion; Area Sales management; Development of a sales force in an organization; Commercial activity in the Tourism and Hotel.
Descrição dos instrumentos de avaliação (individuais e de grupo):
Descrição
Data limite
Ponderação
Teste de avaliação
a marcar com alunos
35%
Trabalho de Grupo Final
a marcar com alunos
35%
Trabalhos em Aula
N.A.
20%
Assiduidade, Participação, Atitude
N.A.
10%
-
Os estudantes que não tenham sucesso na avaliação contínua podem realizar exames nas épocas de avaliação definidas pela instituição.
-
- Semestral
- This curricular unit aims to provide students with information on understanding and analysis of topics related to Business Management and its stakeholders, as well as preparing students for the techniques and practices related to it, particularly those related to Tourism Management Activity.
- Details
- Category: Discipline
- Cooper, C. (2020). Forensic Science. London: Dorling Kindersley Ltd Glendinning, E.H. & Howard, R. (2006). Professional English in Use: Medicine. Cambridge: CUP Gordon Smith, D. (2007). English for Telephoning. Oxford: OUP Grussendorf, M. (2007). English for Presentations. Oxford: OUP McCarthy, M. & O?Dell, F. (2017). English Vocabulary in Use. Advanced. 3 ed. Cambridge: rd CUP Siegel, J. (2016). Forensic science, a beginner's guide. 3rd ed. Oneworld Publications.
- Forensic and Criminal Laboratory
- 4068
- 19598
- English
- IPLUSO4068-19598
- 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. Several audiovisual materials are also used (audio recordings, videos, schematics) with a view to motivating students, stimulating their curiosity and fostering deeper and more fluid learning.
- Mandatory
- The main competencies to acquire/develop are: - The ability to communicate in English clearly, adequately and fluently, on topics pertaining to the world of health, medicine and forensic science; - The ability to read and write short texts on the circumstances and consequences of death and dying; - The ability to initiate and interact on the telephone, using suitable language; - The ability to make effective professional presentations in English, in a well-structured way, using suitable language; - The ability to discuss topics pertaining to their profession as well as general interest current topics.
- Fluency in English: revision of structures, identification of common errors. Accidents and emergencies: first aid; shock. Death and dying: the body in death; death certificates; cause of death. Forensic Science: main areas and related vocabulary. The scene of a crime. The kit of a CSI. Blood: blood types; analysing blood patterns in crime scenes Fingerprints. Bones and DNA. Making a professional presentation. Speaking on the phone.
Descrição
Data limite
Ponderação
Teste escrito 1
Teste escrito 2
04-11-2024
16-12-2024
20%
20%
Apresentação individual
06-01-2025
30%
Role-play
Assiduidade e participação
13-01-2025
semestre
20%
10%
Adicionalmente poderão ser fornecidas 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 elaboração dos trabalhos a apresentar.
A avaliação é contínua, pressupõe a presença e participação nas aulas, e todos os elementos da avaliação são obrigatórios . Falta a um dos momentos de avaliação implica reprovação, com a possibilidade de ida a exame de recurso. O exame tem duas componentes - uma componente escrita (60% da nota final) e uma componente oral (40% da nota final).- Semestral
- The CU of English aims to: - Foster students' command of vocabulary, language skills and fluency in English, as well as their critical thinking skills. - Develop students' effective and idiomatic oral and written expression, using suitable vocabulary and language skills, namely in the area of health, crime and forensic science. - Practice professional communication in English, in contexts pertaining to organizations, namely making professional presentations and telephoning - Foster students' self-awareness and critical thinking skills, particularly in (but not limited to) their chosen professional field.
- Details
- Category: Discipline
- Business Management
- 6166
- 154
- Financial Calculus
- IPLUSO6166-154
- 1
- 6
- 0
- 4
- Não
- Português
- Semestral
- Details
- Category: Discipline
- Carter, D. A., Diaz, J. (2011). The elements of Pop-Up. A Pop-up Book for Aspiring Paper Engineers, Simon and Schuster, Pop edition. Cour, W. M., (2011). M. C. Escher Pop-up, Thames & Hudson. ISBN:9782878113716. Jackson, P. (2014). Cut and Fold Techniques for Pop-up Designs, London, Laurence King Publishing Ltd. Jackson, P. (2011). Folding Techniques for Designers: From Sheet to Form. Laurence King Publishing, Mac Win Pa edition. Komagata, K. (1996). Play with Colors – Little eyes, advanced for Babies, Japão, Kaisei-Sha Sharp, J. (2002). Surfaces: Explorations with Sliceforms, QED Books, Tarquin Group. Walker, W., Schattschneider, D. (2011). Caleidociclos de M.C. Escher, Taschen CRT. ISBN:9783822884676 Yoshida, M. (2008). The Art of Paper Folding for Pop-up. PIE books, Pop edition Huizinga, Johan (1971), Homo ludens. O jogo como elemento de cultura. São Paulo: Perspectiva (1ª edição).
- Illustration and Drawing
- 6330
- 25100
- Advanced Project: Pop Up and Board Games
- IPLUSO6330-25100
- 3
- 6
- 944
- 4
- Não
- Português
- The two modules are identical in the teaching method. They are divided into exhibition of contents and analysis of books, include workshops and/or visits by specialists (depending on availability); group experimentation and individual research. Group work allows for the sharing of knowledge acquired by students, workshops and visits by specialists promote a better understanding of the desired results. EXERCISE 1 (individual pop-up) 20% Production of a simple pop-up (post card). EXERCISE 2 (group pop-up) 30% Production of a simple model with three double pages linked to design, illustration, fashion, advertising or everyday objects. EXERCISE 3 (board/card game) 40% Production of a model for a board/card games (packaging, board and pieces/cards, rule sheet). Continuous Assessment – ¿¿10% Active and mandatory presence in 75% of classes.
- Optional
- Module 1 – POP-UP Understand the basis of pop-up books; Study the best-known authors and the characteristics of their techniques; Know the geometry and calculations needed to create basic pop-ups; Study and experiment with paper engineering and the possibilities of working with different materials; Build small children’s books, providing the story with pop-up elements. Module 2 - GAMES The game in contemporary times; The graphic image of board and card games; Simple game mechanics; Build a board/card game (teamwork exercise): packaging/box, board and pieces/cards, instruction book.
- Exercise 1 – Simple pop-up (individual exercise) • Measuring, bending and cutting; • Perspective, structure, geometry, cutting, gluing; • Structure, mechanism, movement; • Create a simple model. Exercise 2 – Simple book model using pop-up (group exercise) • Creation of a simple illustrated narrative; • Measuring, bending and cutting; • Perspective, structure, geometry, cutting, gluing; • Structure, mechanism, movement; • Create model. Exercise 3 – Board/card game (group exercise) • Design of the graphic image for a board/card game; • Board/card design; • Packaging design; • Game mechanics; • The logic of the game: rules leaflet. • Create model.
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 curricular unit has two distinct fields of action, linked by illustration as a means of unifying between the pop-up exercises and the exercise of creating a game. Illustration as a means of thinking and reflecting processes and actions (concept art) and as a final result to be presented to the public. This curricular unit is relevant for this cycle of studies as it expands the ability to use illustration in different and inovative projects.
- Details
- Category: Discipline
- Imperatori, E., Giraldes, MR. (1986). Metodologia do Planeamento da saúde, 2ª ed. Lisboa: Escola Nacional de Saúde Publica. Melo, P. (2021). Consultas de Enfermagem nos Cuidados de Saúde Primários. Guia de decisão clínica. Editora Lidel. Phaneuf, M. (2005). Comunicação, entrevista, relação de ajuda e validação. Loures: Lusociência. Rice, R. (2004). Prática de Enfermagem nos Cuidados Domiciliários: conceitos e aplicação. Loures: Lusociência. Rodrigues, F. & Cardoso, G. (2022). Cuidar de uma família alargada numa abordagem colaborativa. Revista de Investigação & Inovação em Saúde (RIIS). 5(1), 33-46. https://doi.org/10.37914/riis.v5i1.185 Stanhope, M. & Lancaster, J. (2011). Enfermagem de Saúde Pública. Cuidados de Saúde na Comunidade Centrados na População. 7ª ed. Lisboa: Lusociência.
- Nursing
- 4001
- 21786
- UFC III - Community Nursing
- IPLUSO4001-21786
- 2
- 16
- 0
- 4
- Sim
- 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 in practice.
- Mandatory
- Identify the guiding principles and organization of the health unit where it conducts clinical training; Act according to the ethical-deontological principles of the nursing profession; Demonstrate a sense of responsibility and ability to reflect on the reality and mobility of their knowledge, in order to contribute to the recreation of nursing care; Understand the work dynamics of the health team taking into account the role of nurses and the interactions they establish; Identify needs and problems, as well as intervene with individuals, families and groups, integrated in a multidisciplinary and intersectoral team; Critically analyze the dynamics of the community regarding the resolution of problems related to risk situations; Reflect on nursing practices in a community context; Develop activities according to established learning objectives.
- The student, during his / her clinical training, can develop integrated activities in projects inherent to functional units, provide care to the client / family / community throughout the life cycle, either in the context of family health units, Or in care units in the community. The learning opportunities provided by functional units can be recreated by the mobility of knowledge acquired in theoretical and theoretical-practical time interval.
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 Orientador Externo
Até ao penúltimo dia de estágio
1º grupo 07/05/2026
2º grupo 16/07/2026
50%
Portfolio
1º grupo - até 04/05/2026 (moodle)
2º grupo - 13/07/2026
40%
Avaliação Orientador Interno 1º grupo - até 11/05/2026
2º grupo - até dia 20/07/2026
10%
Para o estudante estar aprovado na Unidade de Formação Clínica a média da avaliação tem de ser igual ou superior a 9,5 valores e cada elemento de avaliação igual ou superior a 9,5 valores. A falta ou não entrega de um dos momentos de avaliação implica a classificação de zero valores.
- Semestral
- In this clinical training, students have the opportunity to develop family nursing and community nursing skills in Family Health Units, Personalized Health Care Units and or Community Care Units. They are accompanied by an internal supervisor and an external supervisor preferably with a specialization in Community Nursing.
