- Details
- Category: Discipline
- Braz, J. (2009). Investigação Criminal ¿ A organização, o método e a prova. Coimbra: Almedina. Pinheiro, M.F.T. (org.) (2008). CSI Criminal. Porto: Edições Universidade Fernando Pessoa.
- Forensic and Criminal Laboratory
- 4068
- 19602
- Criminalistics
- IPLUSO4068-19602
- 1
- 7
- 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. In practical classes, the student has prior access to the activities that will be carried out in each class session, which allows for prior reading and preparation. Class session plans are accompanied by a set of questions, to ensure individual preparation, and later discussion of procedures and results.
- Mandatory
- Students should obtain knowledge of Criminalistics as an auxiliary science of criminal investigation and be able to identify their methodological principles and the chain of custody of the evidence. Recognize the biological products packaged for transport and the requirements of their handling in order to adopt the most appropriate methods of preparation and consequent laboratory steps in the execution of diagnostic analytical procedures.
- Criminalistics. Concept, object and function. Methodological principles. The location and traces of the crime. Procedures for the collection, packaging and delivery of biological samples and trace of the site. Chain of custody of evidence. Technical Police and Scientific Police. The National Institute of Forensic Medicine and Forensic Sciences.
Descrição
Data limite
Ponderação
1º Teste de avaliação teórico
XX-XX-XXXX
25%
1º Teste de avaliação prático
XX-XX-XXXX
25%
2º Teste de avaliação teórico
XX-XX-XXXX
25%
2º Teste de avaliação prático
XX-XX-XXXX
25%
A classificação final (CF) da unidade curricular por avaliação contínua é obtida a partir das classificações obtidas na componente escrita (T) e na componente prática (PL). A componente escrita consta de duas frequências escritas e é relativa aos conteúdos teóricos. A classificação mínima é de 9,5 valores. A componente prática consta de 2 momentos de avaliação práticos realizados durante as aulas. A classificação mínima em cada 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.
- Semestral
- Criminalistics refers to a type of forensic investigation - the analysis of physical evidence from a crime scene. In this curricular unit, students understand the relationship between the laboratory, the courts, law enforcement, corrections and the criminal justice system.
- Details
- Category: Discipline
- Business Management
- 6166
- 3631
- Company Law
- IPLUSO6166-3631
- 2
- 6
- 0
- 4
- Não
- Português
- Semestral
- Details
- Category: Discipline
- Canfield, M.(Ed.) (2011). Field Notes on Science & Nature. Cambridge/ London: Harvard University Press. Hodges, E. (Ed.) (2003). The Guild Handbook of Scientific Illustration. 2ªed. New Jersey & Canada: Jonh Wiley & Sons, Inc. Jastrzebski, Z. (1985). Scientific Illustration: A Guide for the Beginning Artist. New Jersey: Prentice Hall Direct. Leslie, C. (1995). Nature Drawing A Tool For Learning. Dubuque, Iowa: Kendall/Hunt Publishing Company. Leslie, C. (1995). The Art of Field Sketching. Dubuque, Iowa: Kendall/Hunt Publishing Company. Pereira, M. (2013). O Caderno de Campo na Construção do Desenho Científico. (Dissertação de Mestrado apresentada à Faculdade de Belas-Artes da Universidade de Lisboa). Lisboa: FBAUL. Simblet, S. (2010). Botany for the artist. An inspirational guide to Drawing Plants. London: DK. Wood, P. (1979). Scientific Illustration. A Guide to Biological, Zoological, and Medical Rendering Techniques, Design, Printing and Display. New York: Van Nostrand Reinhold Company.
- Illustration and Drawing
- 6330
- 25102
- Scientific Illustration: Biology
- IPLUSO6330-25102
- 3
- 6
- 945
- 4
- Não
- Português
- The methodology is theoretical-practical, with a strong focus on practice. It includes the presentation of content through specific projects in the field of Scientific Illustration, or by guest experts. It begins with the presentation of illustration codes for scientific drawing, through the analysis of reference works and the demonstration of specific methods and techniques to be used in the proposed exercises. Visits to museums and associations with collections are also promoted to ensure greater scientific understanding in this field of study. It includes the development of an individual practical project in Scientific Illustration, accompanied by the preparation of the respective field notebook.
- Optional
- This course aims for students to acquire and broaden competences in the realization of a personal project of Scientific Illustration, in the area of Biology. It also aims to develop knowledge about nature (mainly fauna and flora); the understanding, acquisition and application of the proper codes of scientific language and its graphic register; to Know and apply the working methodologies of scientific illustration for biology that allow the interpretation, planning and development of a personal project of Scientific Illustration, on this subject. The interaction with the natural environement and the use of the sketchbook are essential tools in this process.
- Presentation of scientific illustration projects for Biology Cientific illustration codes, taxonomy and specific language in the areas of botany, zoology, ichthyology, entomology, ornithology, etc. Themes, approaches and techniques Fieldwork: Observation of shapes, colors, volumes, and a species in context. Collection of taxonomic information, themes to draw and develop. Sketchbook and photography: plastic exploration to represent specimen, context, habitat, combining scientific rigor and aesthetic appreciation Preparation, development and presentation of the project considering the relationship art / science communication. Includes application of Photoshop and Illustrator in the conception, pagination and design.
A avaliação é contínua, intercalar e final. Assenta na aquisição de conhecimentos, na assiduidade, presença (75%) e pontualidade às aulas. Relativamente ao desempenho do aluno, considera-se a concretização de um número determinado de ilustrações científicas avaliadas segundo os critérios: capacidade de interpretação (20%) e de representação (20%), o domínio das técnicas (20%) e a qualidade de execução gráfica (20%) e estética (20%).
30% Análise visual e cópia de ilustrações científicas
30% Caderno de campo
30% Ilustrações finais
Exame: 50% apresentação do trabalho do semestre (corrigido segundo as indicações) e 50% exercício de exame.
Evaluation is continuous, mid-term and final. It is based on knowledge acquisition, attendance, presence (75%) and punctuality to classes. Regarding student performance, the achievement of a certain number of scientific illustrations evaluated is based on the following criteria: interpretation (20%) and representation (20%), mastery of techniques (20%) quality of graphic execution (20%) and aesthetics (20%).
30% Visual analysis and copy of Scientific illustrations
30% Field notebook
30% Final illustrations
Exam: 50% presentation of the semester's work (corrected as indicated) and 50% exam exercise.
- Semestral
- Introduction to Scientific Drawing Techniques in the Field of Biology
- Details
- Category: Discipline
- Fernandes, M-J. (2023). Cuidado da Pessoa Idosa in: Figueiredo, M-H. (2023). Enfermagem de Saúde Familiar . Lisboa: Lidel Bowling, A. (2008). Enhancing later life: How older people perceive active ageing? Aging and Mental Health, 12(3), 293-301. Caldas, A. (2008). Viajem ao cérebro: e a algumas das suas competências. Lisboa: Universidade Católica Editora. Chalifur, J. (2007). A Intervenção Terapêutica Vol 1 Os Fundentos Existencialistas-Humanistas da Relação de Ajuda. Loures: Lusocie¿ncia. Duarte, F.C.D. (2007). O papel do enfermeiro em contexto dos cuidados domiciliários: revisão sistemática. Revista de Investigação em enfermagem, 16, 11-23. Cepas, P. (2006). Cuidar em fim de vida: Fatores que interferem no processo de interacção enfermeiro doente. Referência, 4(II), 35-60.
- Nursing
- 4001
- 19221
- Geriatric Nursing
- IPLUSO4001-19221
- 3
- 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
- Identifies the main gerontological and geriatric concepts; He knows different explanatory theories of aging; Analyzes demographic phenomena related to aging; Recognizes the role of nurses in caring for the elderly; Identifies the real needs of the elderly / family / significant element, inserted in the community or institutions; It mobilizes the knowledge, adapting it to the nursing interventions in the promotion, maintenance and recovery of the health of the elderly, in a holistic approach; Applies scientific methodology to its actions; Analyzes the diversity of nursing care to provide to the elderly / family with and without health alterations; It includes the need to respect the rights, autonomy and dignity of the elderly; Knows health, social and community support networks; Comprehends / dominates the technique of long-term care and care for the elderly at the end of life.
- Gerontological and geriatric nursing. The aging process. Theories of biological and psychosocial aging. Old age and aging and their demographic, social, economic and political implications. Active aging and successful aging. Health promotion strategies and healthy lifestyle habits. Multidimensional assessment of senior adults. Nurse/client/family relationship. The elderly facing pain, disability and loss. Polypathologies in different systems. Informal and formal support networks: Community resources; Organization and operation of care structures at a differentiated level. Care in institutions and at home. Responding to the educational and support needs of the family/caregiver. The elderly at the end of life. Palliative care. The nurse facing death. Theoretical and practical: Scientific methodology in the personalization of care in Activities of Daily Living.
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:
Teste avaliação 06 de outubro 25% Teste avaliação 04 de novembro 25% Trabalho escrito 25 de outubro 25% Apresentação em sala de aula com questionamento individual 29 de outubro 25% A classificação final da Unidade Curricular corresponderá à soma ponderada de:
- Fichas de avaliação – 50% (25%+25%)
- Processo de enfermagem – 50% (25% trabalho escrito e 25% apresentação oral/teste oral)
Todos os elementos requerem nota igual ou superior a 9,5.
- Semestral
- Nursing of the Elderly advocates the development of skills in the student, so that he is able to identify the needs of the person in his aging process and in his old age stage, describe the diagnoses and establish a care plan with the client, whose impact is translate into favorable results in the response to the life process and the construction of achievable projects.
- Details
- Category: Discipline
- Allen, M. (2019). Misconceptions in primary science. Open Univ Press Alarcão, I. (2008). A Educação das crianças dos 0 aos 12 anos.CNE Cianca, S. (2020). Teaching elementary STEM education. Unpacking Standards and implementing practice-based pedagogy. Routledge Cachapuz et al. (2001). A emergência da didática das ciências como campo específico de conhecimento. Revista Portuguesa de Educação, 14 (1); 155-195 Franco, D. M.& Santo, E. (2017). Novos/ Velhos desafios da aprendizagem com o manual escolar: Uma avaliação de recursos educativos digitais em manual multimédia Jornadas LCD: Avaliação formativa em contextos digitais no ensino não superior. Ed. 1. U. Aveiro. Libânio, C. (2008). Didática. Cortez. Trindade, J. F. (2013). O valor do ensino experimental em ciências. In Trindade, J.F., Zenóbio, S.M. e Jerônimo, F. (Editores). A Experimentação e as TIC no Ensino das Ciências Exatas. Bubok Publishing.
- Primary Education
- 6127
- 2772
- Didactics of Natural Sciences
- IPLUSO6127-2772
- 3
- 4
- 0
- 4
- Não
- Português
- Active methodologies focused on knowledge building by students are promoted (debate, discussion, group work, use of digital platforms, flipped classroom, etc.) through theoretical and practical classes.
- Mandatory
- Recognise and justify the role of science education in shaping critical, participatory and scientifically informed citizens. Analyse the importance of science education in early childhood education and in the 1st and 2nd cycles of basic education, taking into account their specific curricular characteristics. Interpret and critically analyse science teaching guidelines. Identify and compare teaching and learning methodologies, recognising their pedagogical implications. Plan, implement and evaluate teaching activities. Reflect on professional teaching identity and practice. Develop autonomy, collaborative work and research and communication skills.
- 1. Didactics of Nature Sciences 1.1 Introduction 1.2 Concept. 1.3 Research in Education and Science Teaching. 2. Education in the Science of Nature. 2.1. Teaching and learning of science in kindergarten and 1st and 2nd Cycles of Basic Education. 2.1.1. Perspectives on Science Education in the early years 2.2. Learning Sciences of Nature in Informal and Formal learning contexts 2.3. Interaction Science - Technology - Society - Development 2.4. Guidelines in Pre-School Education. Essential Learning (EA) in the 1st and 2nd Cycles of Basic Education. 3. Construction of professional knowledge 3.1. Construction of teacher identity. 3.2; Relationship between student-teacher and parent-teacher. 3.3. Manuals and teaching resources. 3.4. Active methodologies. Practical investigative work. Strategies and activities (game, practice, among others) that foster the re-edification of knowledge. 3.5. Classroom organization.
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
Trabalho de grupo (máximo 2 alunos) - Livro digital. Tema: Metodologias ativas. Apresentação e Discussão
Ao longo do semestre
25%
Participação na aula. Atividades de natureza extracurricular (conferências, visitas de estudo, palestras, webinares (2 relatórios ) Ao longo do semestre 15% Trabalho de grupo e apresentação (Conceção, planificação e apresentação de um recurso educativo: jogo, puzzle, maquete, etc.) e discussão sobre um dos temas curriculares (5.º ou 6.º ano) em formato tangível 22 de maio 25% Frequência 8 de maio 25% Reflexão individual Última semana do semestre 10% - Semestral
- The purpose of this UC is the development of skills in various areas of knowledge in effective articulation with the knowledge and exploration of methodologies, strategies and activities for the teaching and learning process in the context of the Natural Sciences. This situation will allow, in an integrated way, the planning, design, and application of various teaching resources in order to build knowledge about the science which will allow the possibility of further studies to access the teaching.
