- Details
- Category: Discipline
- Bache, S. (2018). The Author’s Guide to Cover Design. Books Covered. Baines, P. (2005). Penguin by Design: A Cover Story 1935-2005. Londres: Penguin. Book Cover Archive. http://bookcoverarchive.com/ Buckley, P., Niffenegger, A., & Rotor, E. (2016). Classic Penguin: Cover to Cover. NY: Penguin Books. Connolly, J. (2009). Eighty Years of Book Cover Design. Londres: Faber & Faber. Design of Manga, Anime & Light Novel. (2009). Tokyo: Seibundo Shinkosha.
- Illustration and Drawing
- 6330
- 25094
- Covers and Book Traillers
- IPLUSO6330-25094
- 2
- 6
- 942
- 4
- Não
- Português
- Theoretical-practical methodology: oral and audiovisual presentations (PowerPoint, videos, books) by the teachers, with examples and discussion, followed by individual cover and book trailer projects abiding by a tutorial regime, in which each student is personally accompanied by the teachers. The student is subject to continuous assessment and is assigned a grade at the end of the semester for their performance in the theoretical and practical elements of the unit. The theoretical elements are evaluated by the mandatory writing of two texts that accompany the individual projects, applying the syllabus contents. The two individual exercises are 1) cover or collection, 2) book trailer. Cover criteria: research and statement (10%); originality and clarity of the visual metaphor (15%); graphic and compositional quality (20%); thumbnail (5%). Book trailer criteria: concept and script suitability (10%); dynamism and visual appeal (20%); sound adequacy (10%). Participation and attendance (10%)
- Optional
- General Objectives: Study of the fundamental principles and processes of conceptualizing and executing a book cover and book trailer. Learning the terminology and concepts of book cover design and illustration, and their application to practical exercises. Development of an individual cover and book trailer project. Specific Objectives: In completing this unit, students 1) appreciate the role and communicative power of book covers throughout history, as well as their articulation with the major literary genres, 2) identify the constituent components of the book cover, establishing adequate relations between content and image, 3) dominate the procedures leading up to the design of a cover or collection of covers, from conceptualization and research to execution, taking into account the demands of the contemporary book industry; 4) effectively apply visual metaphors in creative and integrated designs; 5) master the procedures leading up to the execution of a book trailer.
- Cover and Cover Collection Module: 1) Book cover history. Covers and literary genres: poetry and prose. Science fiction and fantasy. Thriller and mystery. Romance. Biography and nonfiction. 2) Processes of conceptualization and execution of a book cover. Preliminary research. Message, content/image relation and visual metaphor. Book cover anatomy: author, title, illustration or photo, tagline, spine, synopsis, endorsement, barcode/price. Principles of book cover design and illustration: dimension; font and title design; color and image; dust jacket. Thumbnail. 3) Considering the cover collection: principles and examples. 4) Individual project: cover or cover collection. Mockup and statement. Book Trailer Module: 1) Conceptualization and execution of a book trailer: script and tools; moving illustration; sound effects, music, narration. Examples. 2) Individual project of book trailer. Script and statement. Self-assessment and assessment of others.
A componente teórica é avaliada pela redação obrigatória de dois textos que acompanham os projetos individuais, aplicando os conteúdos lecionados.
Os dois exercícios práticos individuais são 1) capa ou coleção, 2) book trailer da capa/livro. Critérios da capa: pesquisa e texto explicativo (10%); originalidade e clareza da metáfora visual (15%); qualidade gráfica e compositiva (20%); thumbnail (5%). Critérios do book trailer: conceito e adequação do guião (10%); dinamismo e apelo visual (20%); adequação sonora (10%).
- Semestral
- Study of the fundamental principles and processes of conceptualizing and executing a book cover and book trailer. Learning the terminology and concepts of book cover design and illustration, and their application to practical exercises. Development of an individual cover and book trailer project.
- Details
- Category: Discipline
- Cruz, J.P., Jesus, S. N. & Nunes, C. (2009). Bem-estar e qualidade de vida: contributos da psicologia da saúde. Alcochete: Textiverso. ISBN: 978-989-8044-14-3 Gonçalves, M. M., Simões, M.R. & Almeida, L. A. (2017). Psicologia clínica e da saúde: instrumentos de avaliação. Lisboa: Pactor. ISBN: 9789896930646 Marks, D.V .; Murray, M. D.; Evans, B. & Estacio, E. V. (2015). Health Psychology: Theory, Research and Practice. Sage Publications. London. Martin, L. R., & DiMatteo, M. R. (Coords.) (2014). The Oxford handbook of health communication, behavior change, and treatment adherence. Oxford: Oxford University Press. Baum, A.; Revenson, T . A. & Singer, J. (2012). Handbook of Health Psychology: Second Edition. Taylor and Francis Group. New York. Pais-Ribeiro, J .(2005). Introdução à psicologia da saúde. Coimbra: Quarteto; ISBN: 9789895580453 Teixeira, J. (2004). Psicologia da saúde: Contextos e áreas de intervenção. Lisboa: Climepsi; ISBN: 9789727962754
- Nursing
- 4001
- 7860
- Psychology of Health
- IPLUSO4001-7860
- 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
- - To provide knowledge about the models and intervention settings in the field of health psychology, articulating with the nature of the activities in the field of biomedical intervention. - Establish the paths between physical illness and psycho emotional resonance and recognize their different patterns. - Understanding the specifics of the psychological representation of pain and suf fering. - Recognize and encourage the dif ferent coping strategies. It s intended that students acquire the following skills: - Pattern recognition of psychological and emotional response to the disease.
- 1. Health Psychology. 2. Definition 3. Biopsychosocial model 4. Stress and health: stress models. Psychophysiology of stress, psychoneuroimmunology. Stress and illness. 5. Psychosocial factors. Personality and disease in the relationship between stress and disease. 6. Decision making: beliefs model. Model of rational action and planned behavior. Transtheoretical model. 7. Settings (hospitals, USF, IPSS, specialized units, prevention)
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 classificação final é calculada a partir da seguinte fórmula: CF = 0,50 T + 0,50 T. 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.
Descrição
Data limite
Ponderação
Teste escrito de avaliação
XX-XX-2024
50%
Teste escrito de avaliação
XX-XX-2024
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
- This curricular unit aims to introduce the main aspects related to Health Psychology, in a way that simultaneously introduces the theoretical concepts and their practical application, seeking that the student learn to reflect and understand their usefulness in their future professional life..
- Details
- Category: Discipline
- Educação Básica (L) (IPLUSO)
- 6127
- 27439
- Iniciação à Prática Profissonal - Educação Pré-escolar
- IPLUSO6127-27439
- 2
- 3
- 0
- 4
- Não
- Português
- Semestral
- Details
- Category: Discipline
- Clinical Veterinary Nursing
- 7019
- 26455
- Equine Welfare in Hospitalisation and Intensive Care
- IPLUSO7019-26455
- 1
- 2.5
- 1235
- 4
- Não
- Português
- Optional
- Semestral
- Details
- Category: Discipline
- Areal, Z. (1995). A Cor. Areal Editores Boal, A. (2009). Jogos para atores e não – atores. Editora Civilização Brasileira Brandes, D. & Phillips, H. (2007). Manual de Jogos Educativos: 140 Jogos para Professores e Animadores de Grupos. Editora Padrões Culturais Costa, I. A. (2003). O Desejo de Teatro. Fundação Calouste Gulbenkian Cunha, J. (1990). Iniciação Musical dos aos 12 anos. Contraponto Edições Drew, H. (1993). O Meu Primeiro Livro de Música. Editora Civilização. Gagnard, M., Iniciação Musical dos Jovens. Editorial Estampa. Gonçalves, S. L. et alli. (2002). Primeiro Olhar. Fundação Calouste Gulbenkian Kohl, M. & Solga, K. (2001). Descobrindo Grandes Artistas – A Prática da Arte para Crianças. Artmed Edições Mills, J. (2009). Music in the Primary School. Oxford University Press Monteiro, G. (2003). O Professor, o Corpo e a Voz. Edições Asa Sousa, A. (2003). Educação pela Arte e Artes na Educação. Instituto Piaget Storms, G. (2000). 100 Jogos Musicais. Edições Asa
- Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education
- 6857
- 25601
- Expressions Workshop
- IPLUSO6857-25601
- 1
- 6
- 0
- 4
- Não
- Português
- The methodology to be used will always be based on a permanent articulation between theory and practice since, given the nature of the Arts, only this articulation allows a solid acquisition of knowledge in the area of Artistic Expressions. Priority will be given to the practical component rather than the theoretical component, as well as constant reflection and discussion of the topics studied in groups. The teaching-learning process will focus on the active involvement of students: learning how to do, draw, play, sing, dance, listen, build materials, speak, to represent. Therefore, it is from the practice that the theoretical knowledge essential to the Curricular Unit is imparted. A special focus will be given to the Project Work Methodology as a process of identifying contexts and planning ways of intervention and experimentation with resources and techniques in the areas of Artistic Expressions.
- Mandatory
- Acquire, develop and deepen knowledge and skills of global understanding of the artistic phenomenon, inserting them in the development of the aesthetic training of children and young people; Apply the knowledge acquired in the design and promotion of small projects or activities in the area of Artistic Expression, both with children and young people; Identify musical and theatrical elements, improvise and compare different musical styles taking into account past and present socio-cultural contexts; Identify, manipulate and master elements of visual language, as well as the construction of plastic objects and recognize the importance of recycling in the elaboration of simple objects; Build, rehearse and present Musical Theatres, using songs and representation, expressing feelings and building appropriate scenarios for the works, making an articulation between all Artistic Expressions; Recognize and apply processes, techniques and resources in the area of Theater in Educations.
- Auditory training in rhythmic, melodic and harmonic domains; Capacity to read the musical code; Construction of expressive pedagogical activities that also include Natural Sciences and Mathematics; Practice of vocal technique, storytelling, expressive reading, theatrical play (body, voice, space, objects) and improvisation with different approaches in Theater in Education; Construction of musical instruments from waste materials; Visual Language Improvement: color theory; forms of visual communication; three-dimensional modeling and molding techniques; plastic expression activities in an educational and recreational context; The concept of “homo ludens” and its importance in learning Artistic Expressions.
A avaliação será feita com base em 3 elementos: participação nas aulas (frequência, qualidade das intervenções, pertinência e trabalhos executados na sala de aula) – 20%; os trabalhos individuais dos alunos (a partir de pesquisas feitas extra-aula) - 30 % e um trabalho final em pequeno grupo – 50%.
The evaluation will be based on three elements: participation in classes (frequency, quality of interventions, relevance and work performed in the classroom) – 20%; individual student work (from extra-class research) - 30% and final work in small groups - 50%.
- Semestral
- The Curricular Unit aims, above all, to provide students with comprehensive training in Expressions, with a view to applicability in teaching and learning contexts. This ensures that general content is complemented by Expressions as active and playful methodologies for acquiring knowledge. Students should understand and problematize Art, connecting it to the overall development of children and young people: Education through Art and Art in Education.
