- Details
- Category: Discipline
- Catalano, R. F., & Hawkins, J. D. (2023). The effectiveness of prevention programs for reducing risk behaviors in youth: A systematic review. Journal of Adolescent Health, 72(3), 359-367. https://doi.org/10.1016/j.jadohealth.2022.10.012 Dignifee, F. (Coord.) (1990). Acteur social et delinquance ? Une grille de lecture du système de justice pénale. Liège-Bruxelles: Pierre Mardaga. Lyman, M. (2014).Drugs in society: causes, concepts and control. USA: Routledge Matos, M. & Equipa do Projecto Aventura Social (2003). A saúde dos adolescentes portugueses (Quatro anos depois). Lisboa: Edições FMH Negreiros, J., Simões, C., Gaspar, T, Matos, M. (2009). Populações em risco e tipos de intervenção. In. Filho, H. e Ferreira-Borges, C. (coord.). Violência, Bullying e Delinquência. Lisboa, Coisas de Ler Edições, 55 -95. Ornelas, J. (2008). Psicologia Comunitária. Lisboa: Fim de Século
- Monitoring Children and Young People
- 6149
- 22302
- Preventing Risky Behavior in Children and Young People
- IPLUSO6149-22302
- 2
- 7
- 0
- 4
- Não
- Português
- The subjects will be presented using exposition, but favoring the participation of students; to this end, after the problem is equated, students will be sought to participate in the debates established among all, in which references from national and international scientific literature will always be presented. Practical cases will be discussed, preceded by prior preparation, being the object of analysis, discussion and proposals for action with a developed character. Practical knowledge will be prioritized. The evaluation will consist of two moments: (a) the constitution of a prevention program to be designed by the student and subsequent oral presentation (individual work); and (b) frequency; each of these evaluative moments corresponds to 50% of the final classification
- Mandatory
- This course aims to provide students with specialized information on the construction, planning and implementation of prevention programs, learning how to prioritize and implement actions in different scenarios with potential recipients. The different headings of the program focus on areas in which social calls for prevention, including in the circuit work with local IPSS and CPCJ, including the preparation of intervention/prevention programs for risk situations, behaviors and circumstances, particularly in primary and secondary prevention, operationalizing actions with the different devices and entities with competence in matters of childhood and youth.
- 1. Deviance, Deviant Behavior and Vulnerabilities: A brief theoretical approach 2. From risk to protection 2.1 Risk factors 2.1.1 Individual domain 2.1.2 Primary socialization agents: family, school and peer group. 2.1.3. secondary socialization agents: community domain 2.2 Protective factors 2.2.1 Individual domain 2.2.2 Primary socialization agents: family, school and peer group 2.2.3. secondary socialization agents: community domain 3. Populations at risk and types of prevention. 4. Competences and attributions in the judicial and social sphere: Juvenile Courts and Commissions for the Protection of Children and Young People. Social Network 5. Prevention of behaviors and risk situations. Prevention strategies. 6. Social Diagnosis. Interventional methodologies: potentialities and limits.
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
Prova de avaliação
Janeiro
50%
Trabalho individual
Apresentação dos trabalhos em Dezembro 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 UC aims to foster in students the need for knowledge and understanding of the main concepts of prevention, especially with regard to intervention techniques with children and young people. It also aims to initiate students in the analysis and reflection of the constructs present in professional practice, as well as the principles and rules underlying the methodology and elaboration of prevention programs, boosting rigorous work and adaptation to formal and informal situations in intervention devices. informal situations in intervention devices.
- Details
- Category: Discipline
- Veterinary Nursing
- 6170
- 2261
- Option
- IPLUSO6170-2261
- 3
- 5
- 838
- 4
- Não
- Português
- Semestral
- Details
- Category: Discipline
- ABEL, J., e MADDEN, M. (2008), Drawing Words and writing pictures . First Second: Nova Iorque . AHMED, M. (2016). Openness of Comics: Generating Meaning within Flexible Structures . University Press of Mississipi: Jackson, MS AUMONT, J. (1990), L'Image . Nathan Press: Paris. BAETENS, J. (1998). Formes et Politiques de la Bande Dessinée . Peeters/Vrin: Leuven/Paris. BAETENS, J. e FREY, H. (eds.) (2015) The Graphic Novel: An Introduction . Cambridge University Press: Nova Iorque. BEATY, B. (2007), UnPopular Culture . University of Toronto Press: Toronto. CARROLL, N. (2009). On Criticism . Routledge. FLEISHMAN, G. (2005). How Comics Were Made. A Visual History from the Drawing Board to the Printed Page . Andrews McMeel Publishing: Kansas City, MO. GRENNAN, Si. (2017). A Theory of Narrative Drawing . Palgrave Macmillan US: Nova Iorque. GROENSTEEN, T. (1999). Système de la bande dessinée . PUF, Formes Sémiotiques: Paris.
- Experimental Illustration and Graphic Narratives (M) (IPLUSO)
- 7162
- 27540
- Aesthetic and Editorial Critics
- IPLUSO7162-1-27540
- 1
- 5
- 0
- 4
- Não
- Português
- As a predominantly theoretical course, this unit focuses on analytical writing exercises and oral presentations based on both students' own work and the work of others. Lectures provide the conceptual frameworks for the topics under discussion, supported by examples of significant works in each area that serve as models for students' subsequent research and critical analysis. By promoting the integration of knowledge across other course units, this approach also enables students to develop a stronger theoretical foundation for their own creative projects.
- Mandatory
- Develop analytical and critical discussion skills concerning graphic and visual narratives, including their visual, compositional, and structural aspects, as well as their literary and narrative dimensions, and, naturally, the interrelationships and remediations among these elements. Develop critical skills for the evaluation and appreciation of new forms of graphic narratives, taking into account the broad historical, social, political, aesthetic, and stylistic contexts in which they are situated. Foster familiarity with genre production, global modes of production and circulation, and the social functions of contemporary comics. Encourage the highest level of proficiency in the understanding and use of digital tools and technologies related to the creation, production, consumption, distribution, and circulation of new projects.
- Formal, stylistic, and artistic characteristics of different modes of narrative drawing, with particular emphasis on comics. Historical overview of the major global production centres, especially Portugal, and distinctions between literary genres and stylistic traditions. Comics as a formal, material, economic, technological, and distributive medium. Critical examination of the principal approaches to comics scholarship and the development of critical judgement. Introduction to post-cultural studies and interpretative frameworks addressing ideology, society, class, nationhood, ethnicity, gender, and sexuality as dynamic and evolving processes. Development of analytical and critical methods for the interpretation and evaluation of works of art, with particular emphasis on comics.
A avaliação é contínua, tendo em conta a assiduidade, participação e trabalhos realizados, de acordo com os seguintes princípios distributivos:
Assiduidade: 15%Participação: 15%
Trabalho individual escrito (análise de página ou páginas de banda desenhada): 20 % Trabalho prático de grupo (análise de obra/autor), com apresentação oral: 20 % Trabalho individual escrito final (obra alheia, defesa do projeto final, etc.): 30%
O exame de recurso é dirigido a quem reprova por faltas, quem reprova em avaliação contínua (nota final inferior a 10 valores). Consiste na apresentação oral de um trabalho individual cujo assunto é determinado entre o docente e o estudante.- Semestral
- Develop analytical and critical discourse skills for the study of graphic/visual narratives, including their visual, compositional, and structural aspects, as well as their literary and narrative dimensions, and, naturally, the interconnections and remediations among these elements. Develop critical skills for evaluating new forms of graphic narratives, taking into account the broad range of their historical, social, political, aesthetic, and stylistic contexts. Promote familiarity with genre production, global modes of production and circulation, and the social roles and functions of contemporary comics. Encourage the highest level of proficiency in understanding and using digital tools and technologies related to the creation, production, consumption, distribution, and circulation of new projects.
- Details
- Category: Discipline
- Caeiro, L. (2018). Liderar Equipas de trabalho, Lisboa, Portugal. Universidade Católica Editora. Holpp, L. (2002). Gerir Equipas, Lisboa, McGraw-Hill Lee, M.R. (2021). Leading Virtual Project Teams: Adapting Leadership Theories and Communications Techniques to 21st Century Organizations (2nd ed.). Auerbach Publications. https://doi.org/10.1201/9781003119869 Sousa, F.C. & Monteiro, I. P. (2017). Liderança de equipas na resolução de problemas complexos. 2ª Edição, Lisboa, Edições Sílabo, Lda
- Administrative Management of Human Resources
- 3562
- 18849
- Team Management
- IPLUSO3562-18849
- 2
- 3
- 0
- 4
- Não
- Português
- Students will carry out group work, where the objective is to collect data from companies on how they manage their teams. The objective is to make students understand how, in practice, companies face difficulties in managing teams and having contact with business life (small businesses).
- Mandatory
- Create bases associated with team management Distinctive characteristics of a team Provide students with knowledge and strategies, enabling them to effectively manage Different roles that exist within the team and provide students with behavioral strategies that allow effective management of the team
- Introduction to team management Differences between group and team The role of Mission, Vision, Values, Goals and goals in the team Different roles within the team Group development phases Team leadership The role of Motivation in Team Management The role of Communication in teams Conflict management in teams
Descrição
Data limite
Ponderação
Teste de avaliação
a agendar
50%
Trabalho de Grupo /Participação e assiduidade
A agendar
40% -10%
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 Team Management curriculum unit has in its programmatic substance the essential foundations of team management. It has its relevance in the cycle of studies due to the increasing importance that companies are given to team management skills.
- Details
- Category: Discipline
- Dornelas, J. (2020). Empreendedorismo Corporativo (4ª ed.). Empreende Editora. Drucker, P.F. (1985) Innovation and Entrepreneurship Perez, C. (2002) Technological - Edward Elgar Rogers, E.M. (2003) Diffusion of Innovations. Ferreira, M., et al. (2022). Empreendedorismo: Conceitos e fundamentos para a criação da nova empresa. Edições Sílabo. Focal Press Venkataraman, V. (2010) Entrepreneurship. University of Virginia Darden Business Hisrich, R., Peters, M., & Shepherd, D. (2020). Entrepreneurship. McGraw-Hill. Kuratko, D. (2021). Entrepreneurship: Theory, process, practice. Cengage. Reis, F., & Reis, R. (2022). Manual de estratégia empresarial, inovação e empreendedorismo. Edições Sílabo. Revolutions and Financial Capital. School Sarasvathy, S. (2001) Sloman, J., et al. (2016) Economics for Business. Pearson What Makes Entrepreneurs Entrepreneurial. University of Washington School of Business Recursos Didáticos: - Sala com quadro e Vídeo projetor
- Monitoring Children and Young People
- 6149
- 15641
- Social Entrepreneurship
- IPLUSO6149-15641
- 2
- 6
- 0
- 4
- Não
- Português
- The teaching methodology includes the expository method (ME1) to present the necessary content, the demonstrative (ME2) to illustrate its application to some practical cases and the active method (ME3) for solving some cases in the classroom, with and without using the computer . The assessment of knowledge is carried out by carrying out two tasks and a exam First work - Analysis of an article that involves the subject to be taught combined with the presentation of UC chapters Second Work - Creating a project for the launch of a product/service that supports UC Exam
- Mandatory
- Students will be encouraged to think logically and critically, to investigate, to communicate clearly, orally and in writing, to present information, and to work as a team. The curricular unit is of a theoretical-practical nature.
- Students will be encouraged to think logically and critically, investigate, communicate clearly, both orally and in writing, present information, and work as a team. The curricular unit is theoretical-practical in nature. The theoretical component focuses on the concepts and the practical part consists of investigation and application of concepts to the basic development of business ideas. Syllabus: Work Planning and Organization Entrepreneurship Social Entrepreneurship Business Idea Action Plan Business Model Strategy Market Business Plan Business Model Canvas Financial Analysis Incorporation Pitch
Avaliação contínua
- Entrega e apresentação de dois trabalhos e realização da frequência
- O Aluno que não realizar, não entregar e não apresentar a totalidade dos trabalhos e efetuar a frequência, realiza a UC em época de exame através de uma frequência sobre a matéria teórica/prática apresentada ao longo do semestre e disponível no Moodle.
- O Aluno que realizar, entregar e apresentar a totalidade dos trabalhos e tiver efetuado a frequência, realiza a UC desde que a média final seja igual ou superior a 10 valores.
- Os trabalhos serão avaliados segundo os seguintes critérios:
- (A) Conteúdos e fundamentação dos trabalhos: 70%
- (B) Apresentação e defesa dos trabalhos: 30%
- A nota final é a média ponderada dos dois elementos de avaliação (Conteúdos e fundamentação dos trabalhos e Apresentação e defesa dos trabalhos)
- Cada elemento de avaliação (Conteúdos e fundamentação dos trabalhos e Apresentação e defesa dos trabalhos) tem a média baseada nos 2 trabalhos apresentados.
- A nota de um aluno dentro do mesmo grupo, pode não ser igual à dos colegas do mesmo grupo, pois depende da sua apresentação e defesa do trabalho.
- A nota mínima de cada trabalho tem de ser superior a 8 valores
- Os trabalhos podem ser realizados individualmente ou em grupo (até 4 alunos)
- A nota mínima da frequência tem de ser superior a 8 valores
- A nota final para aprovação tem de ser igual ou superior a 10 valores e é a média ponderada dos 2 trabalhos, da frequência e da Participação, assiduidade, comportamento e atitudes
Época de exame, recurso ou especial
- O Aluno que não realizou, não entregou e não apresentou a totalidade dos trabalhos e fez a frequência, realiza a UC em época de exame através de uma frequência sobre a matéria teórica/prática apresentada ao longo do semestre e que se encontra disponível no Moodle
- A nota final para aprovação tem de ser igual ou superior a 10 valores
Descrição
Data limite
Ponderação
Análise de paper e criação de trabalho
20 de Outubro
20%
Apresentação trabalho final
Penúltimo dia de aulas
40%
Participação, assiduidade, comportamento e atitudes
10%
Frequência Ultimo dia de aulas 30% - Semestral
- The Social Entrepreneurship Unit has as main objective to transmit to students the fundamentals of social entrepreneurship, creative processes, creation of new companies, development of new products and/or services in companies to be created or already existing in the social area.
