Scientific Illustration: Medicine

Category: Discipline
  • Ching, F. D. K. (1991). Drawing: A Creative Process. Wiley   Hodges, E. (2003). The Guild Handbook of Scientific Illustration. Wiley   Jastrzebski, Zbigniew T. (1985). Scientific Illustration: A Guide for the Beginning Artist. New Jersey: Prentice Hall Direct.   Leslie, Clare Walker (1995). Nature Drawing A Tool For Learning. Dubuque, Iowa: Kendall/Hunt Publishing Company.   Leslie, Clare Walker (1995). The Art of Field Sketching. Dubuque, Iowa: Kendall/Hunt Publishing Company.   Medical Rendering Techniques, Design, Printing and Display. New York: Van Nostrand Reinhold Company.   Netter, F. H. (2018). Atlas of Human Anatomy. Elsevier.   Wood, P. (1994). Scientific illustration: A guide to biological, zoological, and medical rendering techniques, design, printing, and display. John Wiley & Sons.
  • Illustration and Drawing
  • 6330
  • 25103
  • Scientific Illustration: Medicine
  • IPLUSO6330-25103
  • 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
  • A) Understand the importance of scientific drawing as a tool in the visual communication of medical concepts. B) Develop technical and artistic skills necessary to create illustrations accurate and effective scientific information in the field of medicine. C) Apply the principles of scientific drawing in the representation of anatomical structures, physiological processes, and medical procedures. D) Integrate scientific knowledge with illustration techniques to create materials visuals that can be used in educational, clinical and research contexts.
  • 1 - Scientific illustration as a pedagogical medium. 1.1 - Different approaches, traditional and digital techniques. 1.2 - Illustration principles and practices for medicine. 2 - Accurate representation of the form. 2.1 - Color and light. 2.2 - Line, measure and perspective. 2.3 - Volumes and textures. 3 - Drawing of human anatomical structures. 3.1 - Anatomical studies. 3.1.1 - Morphological and structural characteristics, and proportional scales. 3.1.2 - Cells, tissues, organs and organ system. 3.3 - Methods to improve the presentation of the final work.

  •  

    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 Medicine

Mental Health and Psychiatric Nursing

Category: Discipline
  • Alligood, M. R. (Ed.). (2014). Nursing theorists and their work (8 edition). Elsevier. American Psychiatry Association (2013). Diagnostic and Statistical Manual of Mental disorders - DSM-5 (5th.ed.). American Psychiatric Association. Chalifour, J. (2009). A Intervenção Terapêutica - Estratégias de Intervenção, Volume 1. Lusodidacta. Figueira, M. L. (Ed.). (2014). Manual de psiquiatria clínica. Lidel - Edições Técnicas, Lda. Murta, S., Leandro-França, C. (2015). Prevenção e promoção em Saúde Mental: Fundamentos, planejamento e Estratégias de intervenção . Brasil: Formato Artes Gráficas. Phaneuf, M. (2005). Comunicação, entrevista, relação de ajuda e validação . Loures, Lusociência  Sequeira, C., & Sampaio, F. (2020). Enfermagem em saúde mental: Diagnósticos e intervenções. Lidel. Townsend, M. (2015). Psychiatric Nursing: Assessment, Care Plans, and Medications (9th ed.). F.A. Davis Company.
  • Nursing
  • 4001
  • 18982
  • Mental Health and Psychiatric Nursing
  • IPLUSO4001-18982
  • 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
  • It is intended that the Student: Reveal knowledge, within the scope of intervention in Mental and Psychiatric Health Nursing; Demonstrate theoretical-practical knowledge of assessment and intervention in the different fields of Mental Health (promotion and protection of mental health, prevention of mental illness, treatment and rehabilitation); Identify nursing situations and the impact of stigma on the different processes of access, treatment and rehabilitation/recovery of individuals, family and community; Analyze the ethical and culturally adjusted care to the different situations of Nursing care in order to solve/minimize the identified problems; Discuss intervention modalities in different care situations through the use of therapeutic techniques; Evidence of reflective practice and self-analysis, of communication/therapeutic help relationship.
  • 1. History of Psychiatry and Evolution of Mental and Psychiatric Health Nursing 2. Organization of mental health services/Ethics and Legislation 3. Theoretical models of mental health nursing and psychiatry 4. Stigma and discrimination in mental health 5. Helping relationship/Therapeutic communication 6. Psychiatric assessment techniques: interview, mental examination and semiology. 7. Promotion of mental health/Prevention of mental illness. 8. Crisis/stress process and coping 9. Intervention in care situations: Schizophrenia and other psychotic disorders Personality Disorders Mood Disorders Suicide and Para-suicide risk Anxiety Disorders Obsessive-Compulsive Disorders Organic Mental Disorders Substance use disorders Eating Disorders Psychiatric emergencies   10. Psychosocial rehabilitation and continuing care. 11. Psychotherapeutic, Psychoeducational, Psychosocial and Sociotherapeutic Interventions 12. Psychopharmacology/Management and treatment adherence.

  • Descrição / Ponderação

     

    • Avaliação individual escrita - 70%
    • Trabalho de grupo (estudo de Caso) - 20%
    • Apresentação trabalho grupo - 10%

    Para obter sucesso na UC o estudante não poderá ter classificação inferior a 9,5 valores em qualquer das três momentos de avaliação que a integram.

     
  • Semestral
  • This curricular unit aims to understand the evolution of the nursing discipline in the area of mental health care and psychiatry. It is also intended to present, understand and discuss the conceptual, legal and organizational framework of this care. It presents the themes that frame the reality associated with the area of mental health, such as stigma, care in a family environment and the assessment and diagnosis techniques used in mental health nursing and psychiatry in the context of prevention, treatment and rehabilitation of the person with mental illness.

Environment and Sustainability

Category: Discipline
  • Ministério da Educação (DGE). (2018). Cidadania: Aproximações Jovens Referencial de Educação Ambiental para a Sustentabilidade . Moran, J. (2015). Mudando a educação com metodologias ativas. Convergências Mediáticas, Educação , II, 15, 33. 2020 Resolução do Conselho de Ministros n.º 100/2017 (2017). Estratégia Nacional de Educação Ambiental . Diário da República, 1.ª série, n.º 132, 11 de julho de 2017, 3533-3550. Kazazian, T. (2005). SENAC Haverá a Idade das Coisas Leves - Design e Desenvolvimento Sustentável agenda mais sustentável. Ed. Schmidt, L., Guerra, J & e Nave, J. (2010). Educação Ambiental. Balanço e perspetivas para uma Imprensa de Ciências Sociais. Aprendizagem UNESCO. (2017). Educação para os Objetivos de Desenvolvimento Sustentável. Objetivos de . https://ods.imvf.org/wp-content/uploads/2018/12 7Recursos-ods-objetivos-aprendizagem.pdf *Material de apoio disponibilizado na plataforma Moodle pelos docentes.  
  • Primary Education
  • 6127
  • 22164
  • Environment and Sustainability
  • IPLUSO6127-22164
  • 3
  • 7
  • 0
  • 4
  • Não
  • Português
  • In this CU, active methodologies are adopted: discussion, analysis of conceptual issues and real cases, problem-solving, and a flipped classroom. In the classes, we will try to encourage the involvement and active participation of students, both at the individual level and at the level of cooperative, collaborative, and investigative group work. The evaluation will take into account the products, but mainly the process and self-assessment as a means of self-regulation of knowledge for the student
  • Mandatory
  • The defined objectives are: 1.Identify and problematize the challenges of present and future society. 2. Stimulate critical thinking exposed from a transdisciplinary approach, the intersection between various fields of knowledge adjacent to the territory and environmental. 3. Identify the importance of the integral development of individuals as a generator of future active citizens for the digital society in which they are inserted. 4. Recognize methodologies based on pedagogical principles (social, cultural, territorial, and environmental) and, jointly in the promotion of strategies aimed at citizen science actions, for the construction of a healthy and sustainable future, with strategic contact partners. 5. Lead to the Implementation of principles and values that are in the genesis of educational measures and policies that promote and frame the action of schools and their educational communities
  • s 1. Environment and Sustainability 1.1. General concepts. 1.2.. Sustainable Development. Objectives of Sustainable Development. Assumptions and limitations 1.3 Recognition of the challenges of present and future society: Soil. Waste. Energy. Climate change. Urbanization. Natural resources. 2.1 Development education and active global citizenship 2.1 Development Education and Active Global Citizenship 2.2 Understanding the role of nature for humans and the mechanisms for its preservation and conservation. 2.3. Relevance of outdoor space in the development of investigative activities 3. Different dimensions of development (environmental, economic, social, political, technological, and other) and Education 3.1 Dimensions, impact, and impacts 3.2.Relations between technology and sustainable development 3.3 Sustainable Development and Social Movements

  • 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

    Trabalhos de grupo na aula e apresentação oral.

    Ao longo do semestre

    40%

    Relatórios de atividades extracurriculares (conferências, palestras, webinas,...)e participação nas aulas (individual)

    Ao longo do semestre

    20%

    Frequência

    29 de maio

    40%

     

     

     
  • Semestral
  • This course aims to address issues related to the Environment and Sustainability and provide students with a means of understanding problematizing the various challenges of current and future society and provide contact and development of joint actions with different institutions between public and private organizations, given the importance in the relationships established and lived experiences. It is intended, through education, to direct society, insofar as it is capable of guiding social life, as a mediating instance, serving as a means for the realization of a conception of a fairer, more balanced and sustainable society for all and for future generations.

Artistic Design Project I

Category: Discipline
  • . AAVV. (2005). New perspectives in drawing. Vitamin D. Phaidon . Bachelard, G. (2008 [1957]). A Poética do Espaço. Martins Fontes. . Barrett, E., & Bolt, B. (Eds.). (2014). Practice as research: Approaches to creative arts enquiry. Bloomsbury Publishing. . Berger, J. (2005). Berger on Drawing. Occasional Press. . Clingman, S., Locke, A. e Thompson. R. (2022). William Kentridge. Londres: Royal Academy of Arts. . Kaupelis, Robert (1980). Experimental Drawing. Watson-Guptill Publications, 1992. . Molina, J. J. G. (coord.) (2006 [1999]). Estrategias del Dibujo en el Arte Contemporáneo. Ediciones Cátedra. . Nancy, J. L. (2022). O Prazer no Desenho. Documenta. . Pereira, M. D. D. C. (2022). Os limites do desenho: perspetivas contemporâneas: hibridação e transitus. (Tese de Doutoramento). FBAUL. . Phaidon Editors. (2002). Vitamin D: New perspectives in drawing. Phaidon Press. . San Payo, M. (2000). Da mancha no desenho. FBAUL.  
  • Drawing
  • 6947
  • 26039
  • Artistic Design Project I
  • IPLUSO6947-2-26039
  • 1
  • 10
  • 0
  • 4
  • Não
  • Português
  •   The classes at this curricular unit, both theoretical and practical, always maintain a dialogue between the artistic project and reflective research. The theoretical component stems from oral exposition and is supported by audiovisual means, using a wide range of practical examples and artistic references. Visual artists will be invited to share their artistic investigations and study visits to exhibitions and studios are planned. Instruments of analysis, individual and in groups, are created and articulated with a discussion on different processes of thinking and making, as well as critical reflection on contemporary artistic practices. The practical component – the artistic drawing project – is the core of this CU, and therefore classes take place in a studio environment. The contents are structured through a gradual approximation to the specificities of each student's artistic project. The final project should culminate in an exhibition.
  • Mandatory
  • This Curricular Unit of a theoretical-practical nature is directed towards the maturation of an authorial artistic project based on the practice of drawing, thus aiming to: - Explore different approaches to drawing (observation, technical, diagrammatic, expressive, transmedia) creatively; - Deepen the practice of drawing, both in its creative value and in view of the technical and material requirements mobilized by the inherent needs of each artistic project; - Stimulate an attitude of experimentation, as well as the maturation of each student’s authorial approach; - Strengthen the ability to articulate the questions, themes and concepts called for by artistic research to consolidate a critical and self reflective discourse that enhances it; - Develop habits and strategies that favour the autonomy of artistic research in its various components, namely, the conception and exploration phases leading to the elaboration of an artistic project, as well as its presentation and exhibition.
  • - Exercises in graphic experimentation around representation, expression, composition and non-conventional supports; - An exercise on visual criticism (elaboration of a graphic solution from a theme under reflection); - Exploration and reflection on the specificity of the graphic discourse of reference visual artists (drawing practitioners): formal and conceptual aspects; - Conception of an authorial artistic project (techniques and conceptual dimension); - Development of the authorial artistic project (artistic research, operative issues and methodology); - Drawing in the exhibition space and its devices.

  • Ponderação da Avaliação:

    . Assiduidade, participação e pontualidade (10%).

    . Exercício de crítica visual 20%

    . Avaliação periódica (70%):

     . 1ª Avaliação periódica: Concepção de Projecto Artístico - 1ª fase (20%);

     . 2ª Avaliação periódica: Desenvolvimento do Projeto Artístico e Exposição (50%)

    De acordo com o Regulamento de Avaliação da IES, é mandatório que os estudantes cumpram com um requisito de presença mínima nas aulas para aprovação na unidade curricular. A falta de cumprimento desta exigência resultará na necessidade de prestação de exame.

    Exame de Recurso:

    O exame de recurso será dividido em duas partes: um exame prático que contará 50% e a apresentação de todos os trabalhos realizados ao longo do semestre, que também terá um peso de 50%.

     

    Assessment Weighting:

    . Attendance, Participation, and Punctuality (10%)

    . Visual critique exercise 20%

    . Periodic assessment (70%):

     . 1st periodic evaluation: Artistic Project Conception - 1st phase (20%);

     . 2nd Periodic Assessment: Development of the Artistic Project and Exhibition (50%)

    In accordance with the Assessment Regulations of the Higher Education Institution, it is mandatory for students to meet a minimum attendance requirement for passing the course unit. Failure to comply with this requirement will necessitate taking an examination.

    Resit Exam: The resit exam will be divided into two parts: a practical exam accounting for 50% and the presentation of all works completed throughout the semester, which will also carry a weight of 50%.

  • Semestral
  • The course guides the development of an authorial artistic project in drawing, exploring diverse approaches and integrating practice, experimentation, and critical thinking.

Artistic Project I

Category: Discipline
  • BOURGEOIS, L. (2015). Louise Bourgeois: The Spiders and the Tapestries. Ostfildern-Ruit: Hatje Cantz ELGER, D. (2000). Donald Judd Colorist. Ostfildern-Ruit: Hatje Cantz ELGER, D. (2000). Gerhard Richter: Catalogue Raisonné. Ostfildern-Ruit: Hatje Cantz FICACCI, L. (2003). PIRANESI: Acqueforti/ Grabados/ Águas-fortes. Cologne:Tascen GOETZ, I., LENCSÉS, L., SCHOR, G., VINKEN, B. 82015). Cindy Sherman. Ostfildern-Ruit: Hatje Cantz JOICE, P. (1999). Hockney on Art: conversations with Paul Joice. London: Little brown KABAKOV, I., KABAKOV, E. (2005). An Alternative History of Art: Rosenthal, Kabakoc, Spivak. Bielfeld: Kerber KABAKOV, I., KABAKOV, E. (2003). Where is our place?. Milano: charta. SLAGER, H. (2015).The Pleasure Of Research. Ostfildern-Ruit: Hatje Cantz KUSTER, U. , SHFF, R. (2015), Peter Doig. Ostfildern-Ruit: Hatje Cantz DUNINGAM, E. C. (2013). A Celebration Of Light: The Art Of James Turrel. Ostfildern-Ruit: Hatje Cantz
  • Visual Artes and Digital Media
  • 7066
  • 26046
  • Artistic Project I
  • IPLUSO7066-26046
  • 1
  • 10
  • 0
  • 4
  • Não
  • Português
  • The teaching methodologies are based on two models: classes for the presentation of ideas and portfolios carried out by the students and finalised with collective critical debates, and tutorial monitoring of the work carried out in the studio. The presentation classes are held at the beginning of the semester. The students share the progress of their artistic project and indicate their development intentions. The critical collective discussions at the end of these presentations continue the habit of sharing references and ideas and improve discursive capacity, curiosity about the work of their peers in a spirit of reflection and constructive dialogue
  • Mandatory
  • General Objectives: To familiarise students with the different steps, strategies and methodologies required to prepare a project in the visual arts, from research and experimentation to the conception and realisation of an exhibition. Specific Objectives: . To realise and substantiate a theoretical-practical project in the field of visual arts, making use of the interdisciplinary approach offered by the study cycle; . Stimulate an attitude of experimentation, as well as the maturing of each student's authorial approach; . To refine the ability to articulate the issues, themes and concepts called up by artistic research, in order to consolidate a critical and selfreflective discourse that enhances it; . Structuring moments for sharing learning and oral presentation of the work developed in an encouraging environment among peers
  • The CU includes theoretical and practical classes. The lectures focus on the definition, presentation and rationale of the artistic project, with emphasis on: - how to proceed with the thematic delimitation and formulation of a central question for a project in the field of visual arts,; - the different stages necessary for the elaboration and development of a project, taking into account the procedural specificity of each student and the different mediums in which it can be configured; - how to present a visual arts project in different situations (artist statement, project proposal for applying for grants, residencies, etc.). The practical classes, held in a studio and tutorial setting, are dedicated to the development of the project, practical experimentation and the artistic improvement of each student, under the supervision of the teachers and in dialogue/debate with classmates. At the end of the semester, students present their results with expository criteria and a portfolio.

  • A avaliação é contínua e presencial e tem dois momentos de avaliação periódica e um momento de avaliação final.

    • A avaliação contínua (30%): presença e a participação dos estudantes nos debates propostos em sala de aula, na capacidade de partilhar referências e de fomentar o pensamento crítico nas discussões de turma.
    •  
    • 1º momento intercalar(10%): apresentação informal do que está a ser realizado pelo estudante no âmbito do seu projeto
    • 2º momento intercalar (20%): relatório visual e informativo que deve mostrar em que ponto de desenvolvimento se encontra o projeto artístico face aos seus objetivos de concretização, seja pela quantidade de experimentações e obra enquadradas no programa concreto de trabalho
    • Avaliaç~ão final (40%): apresentação de uma exposição dos trabalhos realizados e de um portfólio que se pode assumir como um ensaio de um catálogo dessa exposição e os materiais de comunicação que dela derivam
  • Semestral
  • .
  1. Company Management and Organization
  2. Forensic Medicine Law
  3. Management Accounting I
  4. Scientific Illustration: Veterinary Medicine

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