Pharmacy Internship I

Category: Discipline
  •  Bermejo, T. et al. (1999). Manual del residente de farmacia hospitalaria. Madrid: Sociedad Española de Farmacia Hospitalaria. • Fred, L. Y. (2005). Manual for the Pharmacy Technicians (3rd ed.). Maryland: American Society of Health-System Pharmacists. • Davis, K. (2014). Sterile Processing for the Pharmacy Technicians. Alabama: Elsevier.• Johnston, M. (2011). Sterile Products and Aseptic Techniques for the Pharmacy Technician (2nd ed.). Pearson.
  • Pharmacy
  • 4003
  • 19596
  • Pharmacy Internship I
  • IPLUSO4003-19596
  • 4
  • 30
  • 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.
  • Mandatory
  • To develop and deepen own knowledge and practice of the Pharmacy Technician intervention area;- Demonstrate technical and scientific capabilities of Pharmacotechnics area, distribution and management of the drug in pharmacy;- Demonstrate the ability autonomy, rigor and responsibility in the development of techniques and efficient work;- Organize your time and resources available in the internship sites for the development of the proposed activities under the drug circuit, revealing the skills needed to plan,implement and monitor effectively the same;- Demonstrate ease of communication, revealing learn to relate to professionals and users to exercise their profession;- Reveal own ethical and ethical attitudes of the profession;- Demonstrate entrepreneurial spirit and initiative, responding to the challenges posed by innovation, creativity and flexibility.
  • 1. Pharmaceuticals 1.1. Non-sterile preparations in Hospital Pharmacy 1.2. Sterile preparations (Manipulation of cytotoxic drugs, Parenteral nutrition and other aseptic preparations) 2. Distribution of medicines in Hospital Pharmacy 2.1. Traditional drug distribution2.2. Distribution of drugs by leveled stocks 2.3. Distribution of drugs in Unit Dose 2.4. custom distribution 2.5. Distribution of medicines to patients on an outpatient basis 2.6. automated systems 3. Management of medicines and other health products 3.1. Acquisition, reception and storage of medicines and other health products 3.2. Quality control and assurance 4. Computer systems in Hospital Pharmacy

  • 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

    Prática Laboratorial (PL)

    Após conclusão do estágio

    70%

    Relatório Estágio (RE)

    Após conclusão do estágio

    30%

    (...)

     

     

     

     
  • Semestral
  • This practical training is intended to provide trainees with the development of skills and competences in the field of community pharmacy; allow the application in a work context of the technical and scientific knowledge acquired during the course; create the opportunity to get in touch with the organization and the business reality in order to develop work habits and a sense of responsibility. In this perspective, the internship represents a professionalizing experience for the student, duly supervised and guided, in a real work context.

Optionals I

Category: Discipline
  • Clinical Veterinary Nursing
  • 7019
  • 26442
  • Optionals I
  • IPLUSO7019-26442
  • 1
  • 10
  • 1234
  • 4
  • Não
  • Português
  • Semestral

Sustainable use of terrestrial ecosystems

Category: Discipline
  • Carlotto, M. (2016). A Natureza na Educação Infantil . Papirus Editora Direção-Geral de Educação [DGE]. (2016). Educação ambiental para a sustentabilidade . http://www.dge.mec.pt/documentacao-de-referencia ICNF (2020). Descubra as nossa áreas protegidas . Instituto da Conservação da Natureza e das Florestas, I. P. (ICNF) https://www.icnf.pt/noticias/descubraasnossasareasprotegidas Kishimoto, T. (2011). Educação Ambiental no Jardim de Infâ ncia.Cortez Editora Oliveira, N. V., & Navega, F. (2017). Relatório nacional sobre a implementação da Agenda 2030 para o Desenvolvimento Sustentável . M. dos Negócios Estrangeiros UNESCO. (2017). Educação para os Objetivos de Desenvolvimento Sustentável. Objetivos de Aprendizagem . https://ods.imvf.org/wpcontent/uploads/2018/12/Recursos-ods-objetivos-aprendizagem.pdf Wright, R. T. (2010). Environmental science. (11th ed). Pearson Education Zabalza, M. (1998). Qualidade em educação infantil . Tradução Beatriz Affonso Neves. Artmed
  • Pre-school Education and Primary School Teaching
  • 6128
  • 22199
  • Sustainable use of terrestrial ecosystems
  • IPLUSO6128-22199
  • 1
  • 3
  • 0
  • 4
  • Não
  • Português
  • Theoretical-practical classes using a variety of active methods: discussion, problem-solving, flipped classroom, and analysis of conceptual issues and real cases. Reading and research work oriented towards environmental problems are proposed in groups, project work, and discussion of controversial issues, among others
  • Mandatory
  • This U.C. aims to promote knowledge, skills, and competencies to protect, restore, and promote the sustainable use of terrestrial ecosystems. It is based on the pursuit of the Sustainable Development Goals of the 2030 Agenda, especially SDG 13 (Action against Global Climate Change) and SDG 15 (Terrestrial Life). The objectives are defined: 1. Analyze the historical perspective of the concept of environmental sustainability. 2. Discuss the factors that reduce the resilience of a terrestrial ecosystem in the face of its defense against climate change, human activities, and others. 3. Investigate the nature of the factors, their characteristics, and related impacts, to change individual behavior and the management of local and international territorial resources. 4. Discuss ways of integrating environmental sustainability into current environmental policies 5. Promote skills to support the conservation and preservation of local land resources
  • 1 Environmental sustainability. Concept    Historical perspective of the concept of environmental sustainability 2. Sustainable Development Goals (SDGs)   Introduction to the Sustainable Development Goals (SDGs). SDG15 (Life on land) 3. Terrestrial ecosystems. Structure and functioning. Transfer of matter and energy in ecosystems. Social and economic importance of terrestrial ecosystems The human dimension of ecosystem protection and management 4. The challenges facing terrestrial ecosystems Ecosystem degradation. Loss of biodiversity The impact of climate change on terrestrial ecosystems Current situation and scenarios. Case studies. Discussion 5. Management Systems for Terrestrial Ecosystems Protected Area Management Sustainable Forest Management Other strategies 6. Programmes. Projects. Public policies Local/regional/national and interplanetary actions 7. Practical activities  

  • 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 individual e apresentação oral

    Ao longo do semestre

    30%
    Trabalho de grupo e apresentação oral

    Ao longo do semestre

    40%

    Participação 

    Ao longo do semestre

    10%
        Ficha individual sobre temas abordados Novembro de 2025 20%

     

     

     
  • Semestral
  • This curricular unit aims to adopt a systemic approach, integrating environmental issues holistically into all educational activities aimed at early childhood education and elementary school teaching. The scope covers raising awareness and educating children about the importance of sustainability and preserving the environment, including promoting an understanding of ecosystems, natural resources, and the interdependence between human beings and nature. It also helps to encourage the adoption of sustainable behaviors and practices.

Applied and Mobile Robotics

Category: Discipline
  • 1. SIEGWART, R.; NOURBAKHSH, I. Introduction to Autonomous Mobile Robots. Cambridge, Massachusetts: MIT Press, 2004. 2. MURPHY, Robin. R. Introduction to AI robotics. Cambridge, Massachusetts: MIT Press, 2000. 3. THRUN, S., BURGARD, W., FOX, D. Probabilistic Robotics. Cambridge, Massachusetts: MIT Press, 2005. 4. DUDEK, G.; JENKIN, M. Computational Principles of Mobile Robotics. Cambridge, Massachusetts: MIT Press, 2010. 5. RUSSEL, S. .; NORVIG, P. Artificial Intelligence: a modern approach. Prentice Hall. 3rd edition, 2009. 6. MITCHELL, T. Machine Learning. McGrawHill, 1997.  
  • Automation and Robotics
  • 6078
  • 22088
  • Applied and Mobile Robotics
  • IPLUSO6078-22088
  • 2
  • 6
  • 0
  • 4
  • Não
  • Português
  • The exposition of concepts is carried out by appealing to the active participation of students. Introduce Yourself illustrative examples of concepts and results. In practical classes, students analyze and solve assignments practical in the laboratory, as well as the development of projects. Continuous assessment: one frequency to be carried out during the semester, with a weight of 50%, 1 assignment project with report delivery, with a weight of 50%. Students who obtain an average equal to or greater than 9.5 and who have attendance greater than 75% of the total number of classes, as long as they are not covered by special statutes/situations. Final assessment: an exam period for students who did not pass continuous assessment. Students with a classification equal to or greater than 9.5 are approved.
  • Mandatory
  • Recognize the different aspects and applications of Mobile Robotics. Recognize the main components of a mobile robot. Gain programming knowledge with mobile robots. Have knowledge of programming and parameterization of mobile robots. Have programming knowledge to control mobile robots using networks wireless. Have knowledge in the use of modeling and programming software.
  • Part 1 1. Introduction to Mobile Robotics The. Introduction to Mobile Robotics B. Historical context w. Types of mobile robots d. State of the art in Mobile Robotics and applications It is. Components of a Mobile Robot Part 2 2. Movement and Control of mobile robots The. Introduction to locomotion B. Types of locomotion w. Actuators: definition and types d. Kinematics It is. Sensors f. PID control Part 3 4. Robot programming paradigms The. Reactive B. Hierarchical w. Hybrid Part 4 6. Navigation and planning The. Path planning B. Obstacle avoidance 8. Other types of transportation 9. Mobile robot project

  • 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

    15-12-2025

    50%

    Projeto:

    Relatório,

    video, apresentação oral e
    defesa

     

    5-1-2026

    5-1-2026

    50%

     

    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
  • The Applied and Mobile Robotics curricular unit aims to introduce essential concepts and tools in context of knowing the constituent elements of a robotic system (mobile robot), focusing essentially on terrestrial robots. Know mobile robots, as well as the elements that make them up: sensors, controller/microcontroller, pre-actuators and actuators. Robot programming and parameterization. Add wireless communication networks for robot control

Web Language Fundamentals

Category: Discipline
  • Abreu, L (2015). HTML 5, Editora FCA Remoaldo, P (2011). CSS 3, FCA Abreu, L. (2015), Javascript 6, FCA
  • Digital Marketing
  • 6066
  • 21881
  • Web Language Fundamentals
  • IPLUSO6066-21881
  • 1
  • 5
  • 0
  • 4
  • Não
  • Português
  • Hybrid teaching - integrating the physical world with the digital. Two dynamics are adopted for the development of learning: there is a focus on presenting face-to-face content and, at the same time, activities are carried out in which technology contributes to the acquisition of knowledge.
  • Mandatory
  • Identify the basic concepts of scripts executed on the client side (client-side). Create structured websites using client-side technology. Create structured web pages using style sheets. Identify the advantages of using style sheets. Web pages. Identify Web technologies on the server side. Describe the potential of using Web technologies in an information system. Create dynamic, efficient and secure portals. Use a database through the Web. Manage Data Layer.
  • 1. HTML - Presentation of the language and the concept tag - Basic structure of a Web page - Text formatting - Hyperlinks - Lists - Colors - Tables - Frames - Forms 2. CSS - Advantages of using the language -Bookmarks - Properties - Documents - Tabeless 3. Javascript - Language presentation - Syntax - Variables -Data types - Operators - Basic commands - Conditional commands - Events - Messages - Instances -Functions - Arrays - Strings - Data Layer

  • 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

    07-05-2026

    30%

    Projeto

    19-06-2026

    70%

    (...)

     

     

     

    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 aims to make students aware of the fundamentals of HTML, CSS and Javascript for the development of web solutions
  1. Computer Tools
  2. Clinical-Laboratory Microbiology I
  3. Editorial Illustration
  4. Laboratório de Imagem em Movimento II

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