- Details
- Category: Discipline
- Drucker, P.F. (1985) Innovation and Entrepreneurship Perez, C. (2002) Technological Revolutions and Financial Capital. Edward Elgar Rogers, E.M. (2003) Diffusion of Innovations. Focal Press Venkataraman, V. (2010) Entrepreneurship. University of Virginia Darden Business School Sarasvathy, S. (2001) What Makes Entrepreneurs Entrepreneurial. University of Washington School of Business Sloman, J., et al. (2016) Economics for Business. Pearson Recursos Didáticos: - Sala com quadro e Vídeo projetor
- Business Management and E-Commerce
- 6147
- 22288
- Creativity, Innovation and Entrepreneurship
- IPLUSO6147-22288
- 1
- 3
- 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 practical cases and the active method (ME3) for solving cases in the classroom, with and without using the computer . The assessment of knowledge is carried out by carrying out two tasks. First work - Analysis of an article that involves the subject to be taught combined with the presentation of UC chapters Second Work – Analysis of an existing case or creation of a product/service that supports UC
- 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, 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. The theoretical component focuses on concepts and the practical part consists of research and application of concepts to the basic development of business ideas. Syllabus: 1. Creativity a. Knowledge, learning and design b. Idea generation processes c. Experimentation 2. Five technological revolutions a. Digitization and globalization b. Digital businesses and businesses 3. Entrepreneurship a. Inventors, innovators, investors b. Sources of opportunity c. Entrepreneurial mindset and action d. The entrepreneurial company 4. Innovation a. The innovation-decision process b. Attributes of innovation c. Types of innovation d. Practice innovation e. Innovation clusters f. Four main elements of the diffusion of innovations
É obrigatório a entrega e apresentação dos dois trabalhos. Os mesmos podem ser individuais ou em grupo.
Caso o aluno não entregue um ou os dois trabalhos, este é direcionado para exame.
Nota mínima para cada trabalho - 8 valores
A média é ponderada.
O regime de faltas para esta UC encontra-se em vigor pelo que o número máximo de faltas corresponde a 30% do total de aulas, ou horas, da unidade curricular,
Descrição
Data limite
Ponderação
Trabalhos, caso de estudo, trabalhos intermédios
1 de Novembro
25%
Trabalho final
Penultimo dia de aulas
40%
Teste de Avaliação
Ultimo dia de aulas
25%
Comportamento, participação e atitudes 10% - Semestral
- The Curricular Unit Creativity, Innovation and Entrepreneurship has as main objective to provide students with the fundamentals for developing creative projects, either through the creation of new companies, or in the development of new products and / or services in companies to be created or existing ones. Students will acquire skills to promote and organize creative processes, to understand innovation as an entrepreneurial process and the relationship between innovations and the consumer market.
- Details
- Category: Discipline
- Catálogos e outros documentos indicados pelos orientador empresarial e orientador académico.
- Electrical Installations and Automation
- 6082
- 814
- Traineeship
- IPLUSO6082-814
- 2
- 30
- 0
- 4
- Sim
- Português
- This curricular unit takes place in organizations/companies and has a professional dimension. Throughout the internship period, the student incorporates everything that is innovative in different aspects in all the tasks and activities in which they are involved, duly tutored and supervised by the Business Advisor and Academic Advisor.
- Mandatory
- In general terms, it is intended that students in an internship environment in the companies where they are inserted can: - Apply, in a real context and in an integrated and interdisciplinary way, the knowledge acquired in the different components of training. - Adapt and develop work habits according to the reality of a company. - Demonstrate interpersonal relationship skills with distinguished interlocutors with an ethical and deontological sense; - Describe the technologies, products and services present in the companies. - Demonstrate the ability to be versatile and take initiative; - Demonstrate the ability to adapt to the evolution of procedures and technologies; - Develop and publicly present reports and other documents.
- The present training in a work context, Internship, which is an integral and mandatory part of the higher professional technician course in Electrical Installations and Automation, will be carried out in a company. The student, together with the academic advisor and business advisor, will prepare an internship plan to be developed in a work context. Throughout the internship period, he will seek to develop and implement the same. This plan will indicate the general lines of the tasks to be carried out by the student within the scope of this curricular unit. A supervisor responsible for the internship will be appointed by the Institute. The company will appoint a supervisor who will accompany the internship, with a public presentation of the internship report that will be submitted to the final evaluation at the end.
Descrição
Data limite
Ponderação
Avaliação intermédia
60 dias após o início
15 %
Avaliação da Emprresa + Avaliação do Relatório final
35 % + 30 %
Avaliação da apresentação pública
Calenadrizada
20 %
- Semestral
- The Internship, a curricular unit integrated in the 2nd semester of the 2nd year of the study plan of the higher professional technical course in Electrical Installations and Automation, while training component in a work context, it aims to allow the student to be inserted in the work environment and in functions related to their area of expertise. training, aiming at the application of the acquired knowledge and knowledge to the practical activities of the respective professional profile. The Internship is a curricular unit that intends to establish a connection with host entities, with a view to enabling the application in a real work context of the knowledge acquired by the student during the school part of the respective cycle of studies, in order to consolidate them and to be able to develop new aptitudes and competences.
- Details
- Category: Discipline
- Business Management
- 6166
- 22410
- Business Spanish
- IPLUSO6166-22410
- 1
- 3
- 0
- 4
- Não
- Português
- Semestral
- Details
- Category: Discipline
- Alexander, J (1992). Medieval Illuminators and Their Methods of Work. Yale University Press. Anderson, G.; Dupré, J. & Wakefield, J.G. (2019). Philosophy of Biology: Drawing and the dynamic nature of living systems. eLife (Mar 27) https://doi.org/10.7554/eLife.46962 Bleichmar, D. (2012). Visible Empire: Botanical Expeditions & Visual Culture in the Hispanic Enlightenment. The University of Chicago Press. Eco, U. (1998). Serendipities. Language and Lunacy. Harcourt Brace & Company. Le Goff. J. (1992). The Medieval Imagination. The University of Chicago Press. Escardó, A, Wiedermann, J. (Ed.) (2024). Science Illustration. A History of Visual Knowledge from the 15th Century to Today. Tashen. Mancuso, S. (2019). L´intelligence végétale. In: Francis Hallé. Nous les Arbres. Fondation Cartier pour l´art contemporain. Martins, L.P. (2012). Um Império de Papel. Imagens do Colonialismo Português na Imprensa Periódica Ilustrada (1875-1940). Edições 70.
- Illustration and Drawing
- 6330
- 23176
- History of Scientific Illustration
- IPLUSO6330-23176
- 3
- 4
- 0
- 4
- Não
- Português
- This theoretical course includes systematic debate and practical exercises as methodologies. Also worth mentioning is the intention to make some of the exercises done in class tangible in the form of an object/publication.
- Mandatory
- This course aims to expand students' knowledge of scientific illustration by discussing the work of different authors, plasticities, eras and geographies. Throughout the sessions, the aim is to deepen students' understanding of the complex relationships between art and science, as well as to promote a critical attitude towards scientific images, through reflection and action that transcends the object and its author, to include the contexts of its commissioning, production, circulation and reception.
- Scientific proto-illustration: Upper Paleolithic and early civilizations. Ancient Greece and Rome. Drawing media and technologies. The codified world of Medieval Europe and its scientific images. Mysticism and nature in bestiaries. Technologies and materials. Anthropocentrism in the 16th century Renaissance. ‘Scientific Revolution’ and the illustrated studies of Leonardo Da Vinci and Andrea Vesalius. Paper and printing press on scientific illustration. Error and serendipity in scientific illustration. The pregnance of mental schemes in drawing. Albrecht Dürer's rhinoceros. Drawing to know and rule: scientific illustration and colonialism. Visual epistemology: Philosophical journeys and the ethnographic, cartographic and natural world record. Power and exoticism: from cabinets of curiosities to human zoos. Scientific illustration in the 19th century: from Darwin to Haeckel'. Connections between photography and engraving. The 20th and 21th centuries. The Anthropocene.
A avaliação contínua, intercalar e final, incide sobre um ensaio (e respectiva apresentação oral) cujo tema se relacione com os conteúdos abordados (70%) e ainda sobre os exercícios práticos de ilustração que o aluno desenvolverá nesta UC (30%). A presença é obrigatória (75%).
- Semestral
- This curricular unit aims to question phenomena related to scientific illustration, with a critical and speculative attitude. Various images and their authors, from different geographies and eras, will be explored in order to deepen concepts within this field and expand the students' visual culture. In addition to reading texts and observing images and objects, practical illustration exercises will be used.
- Details
- Category: Discipline
- Direcção-Geral de Saúde (2012). Orientações técnicas sobre o controlo da dor em procedimentos invasivos nas crianças (1 mês a 18 anos). N.º 022/2012. Portugal, Lisboa. Direção-Geral da Saúde DGS (2013). Programa Nacional de Saúde Infantil e Juvenil. Portugal, Lisboa. Direção-Geral de Saúde (2013). Guia orientador de Boa Prática - estratégias não farmacológicas no controlo da dor na criança. Série I, n.º 6. Portugal, Lisboa. Ferland, F. Vamos brincar? (2006). Na infância e ao longo de toda a vida. Lisboa: Climepsi editores. Hockenberry, M. & Wilson, D. (2014). Wong, Fundamentos de enfermagem pediátrica. 9ª ed. Rio de Janeiro. Hockenberry, Marilyn J.; Wilson, David. (2016). Wong Enfermagem da Criança e do Adolescente. 9ª ed, Vol I e Vol II. Lusociência - Edições Técnicas e Científicas. Ramos, A.L. & Barbieri, M.C. (2020). Enfermagem em saúde da criança e do jovem. 1ª ed. Lisboa: Editora LIDEL, 346 p SPP. Portal Sociedade Portuguesa de Pediatria. https://www.spp.pt/
- Nursing
- 4001
- 19224
- Child and Youth Nursing
- IPLUSO4001-19224
- 2
- 5
- 0
- 4
- Não
- Português
- In this course unit, expository, demonstrative, and participatory methodologies are used, along with problem-solving. The Team-Based Learning (TBL) methodology is also applied, involving tasks carried out in small groups, which fosters the development of analytical skills and the application of theoretical concepts.
- Mandatory
- It is intended that the student reaches the instrumental, systemic and interpersonal skills that allow him a holistic approach of the child / youth / family throughout the different stages of their development. Thus it is expected that the student will be able to: To assess the phenomena of growth and development for the promotion of the physical, psychosocial, mental, and spiritual well-being of the child/young person in the health–illness continuum, within their family and social context; To identify the primary dyad of the child and the young person as the unit of care (family-centered care); To identify and apply strategies of assessment, diagnosis, planning, implementation, and evaluation, in a non-traumatic and individualized manner. To demonstrate theoretical and practical skills related to interventions with children and young people.
- Theory: Humanization of care; Children's Rights; Parenting/family; Multiculturalism. ADLs of children and adolescents. Child growth and development; National Vaccination Plan; Accident prevention; Child abuse; Mental health in childhood and youth. Interventions in children/young people/families hospitalized with acute/chronic illness: Reception; Impact of hospitalization; Procedures/surgery; Neonatal Care; Pediatric Emergency; Pain in children and young people; Complex Chronic Illness and perception of death in children/families. Infectious diseases and exanthematous diseases. Practice: Vital signs and anthropometric assessment; Placement of nasogastric/orogastric tubes, enteral nutrition; Administration of oxygen via inhalation, nebulizations, nasal lavage, suction of secretions; Painful procedures and non-pharmacological strategies for pain control; Specimen collection; Preparation and administration of therapies in Pediatrics; Case studies.
Descrição
Data limite
Ponderação
Trabalho escrito
Teste escrito
03.11.2025 e 06.11.2025
30.10.2025
20%
40%
Avaliação Prática
07.11.2025
40%
(...)
Ter atenção à assiduidade, interesse, participação nas aulas e cumprimento das normas.
Para aprovação da disciplina os estudantes deverão obter a classificação mínima de 9,5 em qualquer dos parâmetros de avaliação.
O estudante que não obtiver resultado positivo numa das componentes da avaliação deverá repetir essa mesma componente em exame final.
A classificação final resulta da média das classificações obtidas nos diversos momentos de avaliação na percentagem que se apresenta na tabela anterior.
- Semestral
- Nursing care focuses on promoting the health projects that each person experiences. In this Course Unit, the health and illness processes of the child throughout the life cycle are addressed. The aim is to raise students’ awareness of the importance of meeting the specific needs of these stages of the life cycle. It enables the acquisition of theoretical and practical skills related to interventions in the area of children and young people.
