- Details
- Category: Discipline
- Armstrong, M., & Taylor, S. (2023). Armstrong's Handbook of Human Resource Management Practice (16th ed.). Kogan Page. Dessler, G. (2020). Human Resource Management (16th ed.). Pearson. Rego, A., Cunha, M. P., Gomes, J. F. S., Cunha, R. C., Cabral-Cardoso, C., & Marques, C. A. (2015). Manual de Gestão de Pessoas e do Capital Humano (3.ª ed.). Edições Sílabo.
- Administrative Management of Human Resources
- 3562
- 18843
- People Management in Organizations
- IPLUSO3562-18843
- 1
- 4
- 0
- 4
- Não
- Português
- Interactive lectures ensure the acquisition of essential concepts and technical terminology. Case analysis allows these concepts to be linked to real-world Human Resources practices. Assignments, simulations, and applied projects develop the ability to interpret information, organize processes, communicate decisions, and propose solutions appropriate to the level of responsibility of an HR technician.
- Mandatory
- Understand the relationship between people, work, and organizations, and explain the evolution of the Human Resources function. Identify key People Management processes and place them within the employee lifecycle. Interpret organizational structures, roles, responsibilities, and competency profiles. Distinguish between HR planning, recruitment, selection, onboarding, and integration, recognizing their objectives and essential procedures. Understand the factors influencing motivation, communication, performance, learning, career development, and retention. Recognize the fundamental principles of compensation, benefits, recognition, culture, diversity, inclusion, and well-being. Analyze straightforward organizational situations and propose well-founded responses appropriate for the role of a Human Resources technician.
- People and organizations Organizational structure Roles, profiles, and competencies Human Resources planning Recruitment Selection Welcome, integration, and onboarding Motivation and engagement Communication and workplace relations Performance and feedback Training and development Career, talent, and retention Compensation, benefits, and recognition Culture, climate, diversity, and well-being Process integration and the future of People Management
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
18.01.2026
60%
Portfolio
dd-mm-yyyy
40%
(...)
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 course introduces students to the fundamentals of People Management and how organizations plan for, attract, onboard, monitor, develop, and retain their employees. The approach integrates the administrative dimension of Human Resources with the human and organizational dimensions, enabling an understanding of the HR function throughout the entire employee lifecycle.
- Details
- Category: Discipline
- Oliveira, C. B. E., Oliva, O. B., Arraes, J., Galli, C. Y., Amorim, G., & Souza, L. A. (2016). SocioEducação: Origem, Significado e Implicações para o atendimento socioeducativo. Psicologia Em Estudo, 20(4), 575-585. https://doi.org/10.4025/psicolestud.v20i4.28456. Pardal, L., & Lopes, E.S (2011). Métodos e técnicas de investigação social. Areal Editores. Pérez-Serrano, G. (2008). Elaboração de Projetos Sociais: Casos práticos (pp. 13-47). Porto Editora.
- Monitoring Children and Young People
- 6149
- 22301
- Methods, Dynamics and Techniques of Socio-educational Intervention
- IPLUSO6149-22301
- 1
- 6
- 0
- 4
- Não
- Português
- Methodologies centred on ‘learning by doing’ make the student the centre of learning. Thus, the teacher appears as the mediator between knowledge (content) and the different ways of accessing it, expressed in the methodologies. It should also be noted that active and participatory methodologies will be prioritised, which should also be mobilised by students for their internship and professional contexts. To this end, the following strategies will be used: Active learning: case studies, simulations, role-playing. Fieldwork: internships, visits to institutions. Project-based learning: creation and development of socio-educational projects. Discussions and debates: critical analysis of social problems. Expository and demonstrative method: presentation of content and practical examples.
- Mandatory
- O1: Understand and apply socio-educational intervention methods and techniques. O2: Distinguish methods, techniques, dynamics and tools for diagnosing and implementing a socio-educational project. O3: Understand the notions of project work methodologies and their applicability to educational services for accompanying children and young people. O4: Acquire and develop the skills needed to justify, design, develop and evaluate projects applied to educational services for accompanying children and young people. O5: Analyse socio-educational experiences and/or action projects. O6: Implement intervention projects associated with socio-educational intervention in real-life contexts.
- Module 1: Methods, Dynamics and Techniques in the Construction of Socio-educational Projects 1.1 Project methodology and the progressive education movement 1.2 Current concepts and models of project methodology 1.3 General characteristics of project methodology 1.4 Concept of project work methodology 1.5 Fundamentals of project work methodology Module 2: Stages for drawing up a socio-educational project 2.1 Diagnosis, Planning, Implementation, Evaluation and References Module 3: Socio-educational intervention - case studies Module 4: Drawing up a socio-educational project 4.1. Operationalisation: project work applied to educational childcare services 4.2. The role of the child in project work methodology 4.3 Advantages and disadvantages of using the project work methodology 4.4 Evaluative practice in the project work methodology applied to educational childcare services
A avaliação é contínua e decorre com a submissão de fases do projeto em trabalhos de grupo ao longo do semestre e com um trabalho individual (apresentação oral e defesa do projeto) no fim do semestre. O projeto em grupo tem um peso de 50% na avaliação final. Os trabalhos individuais, realizados ao longo das aulas, têm um peso de 30%. Nenhum dos trabalhos individuais ou de projeto pode ter nota inferior a 8 valores para fazer média. A não participação a pelo menos 75% das aulas leva à reprovação por faltas, de acordo com o regulamento em vigor da IPLUSO. A particpação nas aulas tem um peso de 20% na avaliação final.
No caso de o estudante não poder realizar alguma das condições do regime de avaliação contínua ou não conseguir avaliação positiva na mesma poderá candidatar-se para prestar a prova de exame.
- Semestral
- The course follows a project-based approach and collaborative work, allowing students to actively explore, investigate, participate and collaborate in the design of a socio-educational intervention project. In addition, since the course is part of a programme in Child and Youth Support, students will develop the skills to implement methods and techniques in the diagnosis and development of digital, socio-emotional and/or academic skills using project-based learning. To this end, projects will be built in the classroom with the supervision, feedback and revision of the teacher.
- Details
- Category: Discipline
- Senger, P. (2015). Pathways to pregnancy & parturition (3rd ed). Redmond, OR: Current Conceptions, Inc. Brinsko, S.P, Blanchard, T.L., Varner, D. D., Schumacher, J, Love, C. C., et al (2010). Manual of Equine Reproduction (3rd ed.) St. Louis: Mosby. McKinnon, A. O., Squires, E. L., Vaala, W. E., Varner, D. D. (2011) Equine Reproduction (2nd ed). New Jersey. Wiley-Blackwell. Johnston, S. D., Kustritz, M.V.R., & Olson, P.S. (2001). Canine & Feline Theriogenology. Philadelphia: WB Saunders. Noakes, David E., Parkinson, Timothy J. and England, Gary C. W. (2018) Veterinary reproduction and obstetrics. 10th ed. Edinburgh: Saunders. Hafez, E.S.E.; Hafez, B. (2013). Reproduction in farm animals (7th ed.) New Jersey, Wiley-Blackwell.
- Veterinary Nursing
- 6170
- 22435
- Reproduction and Obstetrics
- IPLUSO6170-22435
- 2
- 4.5
- 0
- 4
- Não
- Português
- Theoretical: in person and through audiovisual media. Practical and theoretical-practical: hospital, field and laboratory classes. Theoretical component 60%: 1) Two assessments with written tests (questions of the type: V/F, multiple choice, short answer, developmental answer), with a minimum mark of 9.5 points in each test. 50% First assessment, 50% second assessment Practical component 40%: Assessment of the ability to carry out technical skills, with a minimum mark of minimum of 9.5 and attendance at at least 2/3 of the practical classes 60%: Classroom assessments 30%: Field trip reports 10%: Participation, behavior, attendance Final exam: For students who have failed the continuous assessment, or who have not taken it. taken. Consists of 60% theoretical assessment + 40% practical assessment. Minimum mark 9.5.
- Mandatory
- Acquire knowledge of the characteristics of the reproductive physiology of domestic species and exotic pet species. Know and be able to apply the management programs and reproductive technologies most frequently used in domestic species. Know the development of the reproductive process in the aforementioned species. Know and interpret the most common pathologies in domestic species, as well as domestic exotics. Know some characteristics of andrological physiology and pathology Learn the basics of canine and feline neonatology.
- Reproductive anatomy and physiology of domestic species The most commonly used reproductive technologies Performing and interpreting the clinical reproductive examination of domestic species Knowing the physiological and pathological alterations of pregnancy. Clinical decisions. Pathologies of the puerperium in these species. Eutocic and dystocic deliveries and their causes. Reproductive physiology and pathology of exotic domestic species. Andrological examination and andrology Basic approach to the neonate
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
X
X
X
X
(...)
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 student must demonstrate theoretical and practical knowledge about the patient's reproductive approach. The student must interpret the reproductive history and clinical exams as well as auxiliary diagnostic tools that allow the student to diagnose, define the therapeutic attitudes and reproductive management
- Details
- Category: Discipline
- Babo, M. A. (1993). A escrita do livro, Lisboa, ed. col. Passagens. Bright, B. (2005). No Longer Innocent: Book Art in America: 1960-1980. Granary Books. Calabrese, O. (1997). Como se le? uma obra de arte, trad. António Maia Rocha. Ed. 70, Coleção arte & comunicação Castro, L. (2002). Grand Herbier d'Ombres. Assírio & Alvim (ed. fac-similada). Drucker, J. (2004). The Century of Artist' Books. Granary Books, Inc. Smith, K. A. (1992) Structure of the Visual Book. The Sigma Foundation, Inc. Prieto, M. (2008) O Livro-Pintura, dissertação apresentada à Universidade de Lisboa- Faculdade de Belas-Artes no âmbito do Mestrado em Pintura.
- Experimental Illustration and Graphic Narratives (M) (IPLUSO)
- 7162
- 27556
- History of the Artist Book
- IPLUSO7162-3-27556
- 1
- 5
- 0
- 4
- Não
- Português
- The pedagogical approaches include the presentation of historical examples and content leading to the emergence of the Artist's Book, followed by critical and collective discussion mediated by the professor.
- Mandatory
- In the theoretical component, the objectives of this course unit are: To introduce the Artist's Book in its various contemporary interpretations. To provide an understanding of the historical evolution that preceded this creative model and format, through the presentation and analysis of examples. In the practical component, the objectives of this course unit are: To create an innovative Artist's Book-a one-of-a-kind piece-through exploratory artistic approaches.
- Theoretical Component: Proposal of a story for the Artist's Book and analysis of examples: The medieval book The co-authored book by artists (writers and painters) The painted book - artistic approaches to the book The book as an object - exploratory and three-dimensional approaches to the book Practical Component: Creation of an Artist's Book, innovating based on one of the studied examples or a model proposed by the student.
A participação e assiduidade dos estudantes nas aulas e nas discussões são avaliadas continuamente (30%). A avaliação da componente teórica é feita com a apresentação oral de um livro de artista eleito pelo estudante e analisado segundo a metodologia da História da arte (30%). A elaboração plástica de um livro de artista bem, como a sua apresentação (modelo de partida, pesquisas plásticas, decisões e objecto finalizado) tem um acompanhamento tutorial e uma ponderação de 40%.
O exame é constituído pela apresentação oral de um caso de estudo e a apresentação do livro de artista terminado segundo as sugestões apresentadas anteriormente.
O regime presencial obriga a 75% de presenças e a falta de cumprimento desta regra obriga ao exame.
- Semestral
- Fild of action: Artist Books.
- Details
- Category: Discipline
- Abrecht, R. (1994). A Avaliação Formativa. Edições ASA. Bárbara, L. (2009). Métodos e Técnicas Pedagógicas/Andragógicas. Tecto de Nuvens. Cardim, J.(2012). Gestão da Formação nas Organizações. Lidel. Cascão, F. (2014). Gestão de competências, do conhecimento e do talento. Edições Sílabo. Ferrão, L., & Rodrigues, M. (2003). Formação Pedagógica de Formadores. Lidel. Gouveia, J. (2005). Manual de Avaliação da Formação. AEP – Associação Empresarial de Portugal. Simão, A. M., & Freire, I. (2007). A Gestão do Conflito no Processo Formativo. IEFP.
- Administrative Management of Human Resources
- 3562
- 18845
- Information Management
- IPLUSO3562-18845
- 2
- 6
- 0
- 4
- Não
- Português
- Different pedagogical approaches, including practical dynamics in the classroom.
- Mandatory
- Bases associated with training management in the organizational context; Training management stages; Different types of training and different methodologies and pedagogical strategies; Competency development practices and individual development plans.
- Knowledge management in organizations; Professional training: stages and procedures; Legal issues inherent to training; Trainer competencies; The role of training and the trainee; Pedagogy and andragogy; Learning and different learning styles; Methods of formative intervention; Different methodologies and pedagogical strategies; Communication and communication styles; Preparation of training plans and session plans; Training evaluation.
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
13-11-2024
50%
Trabalho individual
08-01-2025
30%
Participação
...
20%
- Semestral
- The curricular unit of Training Management has in its programmatic content the basic, theoretical and practical foundations of the training management in the organizational context. It assumes its relevance in the cycle of studies due to the relevance that training has for the Human Resources Management professionals and in the strategic position of the company.
