- Details
- Category: Discipline
- Ferreira, Sílvia(2009).A invenção estratégica do terceiro sector.Revista Crítica de Ciências Sociais. 84, 169-192 Hespanha,A(2007).O Caleidoscópio do Direito.Coimbra: Almedina Latas, A. J., & Vieira, F. (2004). Notas e Comentários à Lei de Saúde Mental. Coimbra: CEJ/Coimbra Editora Prata,A.(2014). Dicionário Jurídico I. Coimbra: Almedina Rawls,J.(1971/2013).Uma teoria da justiça. Barcarena: Editorial Presença Sampaio, D. C.(2011).Crianças e Jovens em Risco: a família no centro da intervenção. Cascais: Principia. Santos, M.S.& Leal-Henriques, M. (2011). Noções de Direito Penal. Lisboa: Rei dos Livros S ilva; G. M. (2015).Introdução ao estudo do Direito. Lisboa: Universidade Católica Torres, A. et al. (2008).Estudo de Diagnóstico e Avaliação das Comissão de Proteção de Crianças e Jovens - Sumário Executivo. Lisboa: CIES-ISCTE.
- Monitoring Children and Young People
- 6149
- 22303
- Psychosocial Intervention and Elements of Law
- IPLUSO6149-22303
- 1
- 7
- 0
- 4
- Não
- Português
- Methodologies centered on "learning by doing" make the student the center of learning. Thus, the teacher appears as the mediator between the knowledge (the contents) and the different forms of access to the same, expressed in the methodologies.
- Mandatory
- Foster in students the need for knowledge and understanding of the main concepts legal issues, especially with regard to the central legal norms in the work of follow-up of children and young people. Competence the students in the analysis and reflection of the constructs legal and in the interpenetration of behaviors between the legal and the psychosocial approach.
- 1- Concept. Children's Rights or Children's Rights 2- Minors and the Portuguese legal order 3- System for the Protection and Promotion of Children and Young People in Danger 4- Minor victims: Law for the protection of children and young people in danger and Commissions for the protection of children and young people 5- Mistreatment of minors. Sexual abuse. Domestic violence 6- Mechanisms to promote the rights of children and young people 7- Minor Aggressors: Educational Tutelary Law 8- Approach to psychosocial intervention with minors in risk situations: limits and challenges 9 - Entities with competence in matters of childhood and youth
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
Final do semestre
50%
Trabalho individual
Final do semestre
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 u.c. puts into discussion the issues related to the differences of concepts in question, it is intended that, upon completing the curricular unit, students will have acquired skills that allow them to play roles in the area of ¿¿monitoring children and young people, allowing build responses adjusted to each concrete situation, as well as participate and support teams interdisciplinary institutions that intervene in educational institutions and spaces.
- Details
- Category: Discipline
- Veterinary Nursing
- 6170
- 15035
- Ethics and legislation
- IPLUSO6170-15035
- 3
- 4
- 0
- 4
- Não
- Português
- Semestral
- Details
- Category: Discipline
- Hellige, H., e Klanten, R. (2012). Little Big Books: Illustration for Children's Picture Books. Die Gestalten Verlag. Linden, S. (2011). Para Ler o Livro Ilustrado. Cosacnaif. McCannon, D., Thornton, S., Williams, Y. (2008). Creating Illustrated Children's Books. A&C Black Publishers Ltd. McCullen, S. (2022). Picturebook Makers. dPictus. Pinto, M. (2016). Ilustração do livro infantil : um projeto na educação para a saúde [tese de Doutoramento, Faculdade de Belas-Artes]. Repositório da Universidade de Lisboa. https://repositorio.ulisboa.pt/handle/10451/27538 Powers, A. (2003). Children's Book Covers: Great Book Jacket and Cover Design. Mitchell Beazley. Salisbury, M. (2022). Children's Picturebooks: The art of visual storytelling. Laurence King. Salisbury, M. (2007). Play Pen: New Children's Book Illustration. Laurence King. Shulevitz, U. (1997). Writing with pictures: How to write and illustrate children's books. Guptill Publications.
- Experimental Illustration and Graphic Narratives (M) (IPLUSO)
- 7162
- 27542
- History of the Illustrated Album
- IPLUSO7162-1-27542
- 1
- 5
- 0
- 4
- Não
- Português
- Classes will begin with an interactive oral presentation, launching and resolving questions individually or collaboratively, presenting results, promoting active student participation in the learning process. Students have the task of researching the history of the picture books, presenting the collection made in class. The practical exercises, individual and collaborative, include the picture book in the various existing genres, with the objective of carrying out a final exercise, which will give rise to a visual essay.
- Mandatory
- General objectives Understand the origins of the illustrated album and identify its evolution from the modern to the contemporary book. Recognize the work of authors who innovated in the field. Establish the relationship between the concept and the graphic design of each illustrated album. Develop critical thinking. Specific objectives Study the history of the illustrated album and its evolution from the first black-and-white prints. Recognize and identify notable illustrated albums and their prominent authors throughout history. Understand the importance of the book as an object and its limitations. Understand the importance of text as image and image as text. Learn about the different printing techniques, technology, and innovative presentation of the illustrated album that allowed for its dissemination and commercialization. Explore and experiment with different materials for composing an illustrated album. Apply critical thinking when comparing different illustrated albums.
- Origins of the Picture Book 1.1. The printing of books; century. XV - XIX; 1.2. Color printing, example Der Struwwelpeter. 2. Narrative and visual metaphor 2.1. The 30s and the Puffin books; 2.2. 1950s and visual metaphor, Paul Rand and Leo Lionni; 2.3. The 60s, Maurice Sendak and the unconscious as narrative. 3. The Picture Book as an object 3.1. Bruno Munari and Katsumi Komagata. 4. The contemporary picture book 4.1. Illustrators as authors and the silent Picture Book; Suzy Lee; John Klassen and Beatrice Alemagna.
Avaliação contínua e presencial (75%) cujo incumprimento obriga a exame.
40% Presença e participação ativa na aula, entrevistas, visitas, ou exposições, realização de exercícios individuais ou colaborativos; 10% Apresentação de resultados e discussão crítica coletiva;
50% Exercício final individual.Trabalhos plagiados são punidos com nota negativa ou denunciados consoante a sua gravidade.
- Semestral
- Understand the origins of the illustrated album and identify its evolution from the modern to the contemporary book.
- Details
- Category: Discipline
- Frye, Curtis - Microsoft Excel 2016 Passo a Passo. Edição em Português. Brasil. Bookman, 2016. ISBN 9788582603956. Kavanagh, Michael J., Johnson, Richard - Human Resource Information Systems. Fourth Edition (International Student Edition). SAGE Publications Inc; 2017. ISBN 978-1506386539. Sousa, Sérgio, Sousa, Maria José - Soluções Informáticas na Gestão de Recursos Humanos. Reimpressão: abril 2003. Lisboa. FCA. 1998. ISBN: 9789727223633
- Administrative Management of Human Resources
- 3562
- 18851
- Information Systems and Support for Human Resource Management
- IPLUSO3562-18851
- 2
- 2
- 0
- 4
- Não
- Português
- Presentation of videos and games related to Organisational and Human Resources Information Systems. Active methodology - students are encouraged to research on topics related to Organisational Information Systems / HRM and to prepare presentations to the class with the results of the research.
- Mandatory
- Students are expected to develop the following skills: Understand the growing importance of Information Systems in organizations, particularly in the area of HRM. Learn how to use Information Systems to streamline HRM administrative processes in organizations. Know the main types of Enterprise Systems, especially the ERP Personnel / HR module. Learn how to use Office Productivity Tools, especially Microsoft Excel. Know the latest Mobile and Cloud based solutions for HRM.
- 1 - Introduction to IS / IT - Information Systems and Technologies General Concepts and IS evolution (PC, Spreadsheet; Networks / Internet) Information Systems and Technologies Information in organizations Integrated Management Systems The future of Information Systems (IoT, AI, Cloud Computing) 2 - Database Management Systems Database Design 3 - ERP - Enterprise Resource Planning ERP notions Logistics and Treasury, HR and Accounting HR management 4 - Other Enterprise Systems SCM - Supply Chain Management CRM - Customer Relationship Management 5 - Word Processor Document Formatting: Styles, Images, Tables Document Automation: Indexes, Citations, and Bibliography Object insertion and document linking 6 - Spreadsheet Introduction to Ms-Excel Relative and Absolute Addresses Formula and Function Manipulation Cell Formatting Using Lists, Sorting, and Aggregations Handling several sheets Graphics Formatting PivotTables
Descrição
Data limite
Ponderação
Teste de avaliação
35%
Avaliação prática - Excel
35%
Apresentação Trabalho Grupo
30%
- Semestral
- Today Information Systems play a fundamental role in Organizations. That is why it is fundamental that all have the knowledge to enable them to use the Systems in order to realize their full potential. The area of Business Sciences in general and Human Resources Management in particular, is one of those that most need to understand how Information Systems can be used not only for efficiency gains but also for the creation and maintenance of competitive advantages. This UC intends to equip students with the skills that enable them to use Information Systems to their full potential, as well as to understand what types of systems should be used for each solution, and to be able to participate in their selection and management. Great emphasis will be placed on the practical use of Office productivity tools, in particular in mastering spreadsheet capabilities.
- Details
- Category: Discipline
- Gaspar, R., & Garrido, M. V. (2016). Cognição Social. In Miguel Pereira Lopes, Patrícia Jardim da Palma & Albino Lopes (Eds.), Fundamentos de Psicologia (pp.193-240). Lisboa: MGM Edições. Smith, E.R., & Mackie, D.M. (2014). Social Psychology (4th ed.). New York: Worth Publishers. Vala, J., & Monteiro, M.B. (coord.; 2017). Psicologia Social (10ª ed.). Lisboa: Fundação Calouste Gulbenkian. https://gulbenkian.pt/publications/psicologia-social/
- Monitoring Children and Young People
- 6149
- 99
- Social Psychology
- IPLUSO6149-99
- 1
- 6
- 0
- 4
- Não
- Português
- In the theoretical-practical classes, the expository and interrogative method is used, using excerpts from films, documentaries and talks to complement the material presented and discussed. In laboratory practice classes, active and demonstrative methodology is used, with dynamics related to practical content and tutorial support for empirical group work.
- Mandatory
- This CU aims to increase understanding of psychological processes that explain the relationship between individuals and their social environment, grounded on theoretical approaches, research methods and techniques of Social Psychology as a scientific discipline. At the end of the semester, students are expected to have acquired the following competencies: LO1 - Know how to identify the main historical milestones in the emergence and autonomy of Social Psychology as a scientific discipline. LO2 - Know how to identify and describe the main theoretical and methodological models and approaches of Social Psychology. LO3 - Know how to identify and understand the different psychological processes that occur within and between levels of explanatory analysis, of the relationship between individuals and their social environment. LO4 - Apply the theoretical models and scientific knowledge acquired by Social Psychology, in the explanation of phenomena and individual behaviour in a social environment.
- 1. Introduction: 1.1 Emergence of Social Psychology as a scientific discipline 1.2 Object, methodological approaches and levels of analysis 1.3 Person-social environment relationship: Fundamental principles 1.4 From social cognition to socio-cognitive neuroscience 2. Intra-individual processes I: Attitudes 2.1 Formation, structure and functions of attitudes 2.2 Attitudes, values and attitude-behavior inconsistency 2.3 Measures of attitudes 2.4 Attitude change, persuasion and heuristics 3. Intra-individual processes II: Impression formation 3.1 Impression formation approaches 3.2 Implicit Personality Theories 3.3 Causal attribution 4. Inter-individual processes I: The relationship with others 4.1 Effects of the presence of others 4.2 Close relationships: Friendship, love and inter-regulation of emotions 4.3 Aggression and altruism
As metodologias usadas são: a exposição dos conteúdos, completada com discussão em aula; visionamento e análise de excertos de filmes e documentários; análise de artigos científicos; apoio tutorial aos trabalhos.
Avaliação: dois testes escritos (35% + 35%), apresentação oral de um trabalho realizado em grupo (30%). A presença nas aulas práticas é obrigatória.
Avaliação final - exame escrito (100%). Os conteúdos de carácter teórico e prático são objeto de avaliação no exame. Aprovação com 10 valores.
Nesta UC será permitido o recurso e utilização de ferramentas de IA tendo em vista os seguintes objetivos: obtenção de uma visão geral sobre um tema, pesquisa de referências, organização de ideias e sumarização de informação. Todas as informações deverão ser analisadas e integradas pelo aluno, utilizando o conhecimento adquirido em aula e através de leituras independentes. Assim, os alunos deverão assegurar a validade das informações geradas por IA e que estas provêm de fontes fidedignas. Para além disso, sempre que os elementos de avaliação submetidos tenham recorrido à utilização de ferramentas IA, os estudantes deverão assegurar o cumprimento das normas de referenciação e integridade académica preconizadas na lei e regulamentos. Devem ainda adicionar uma declaração no final do trabalho, especificando o propósito para o qual usaram as ferramentas de IA, como por exemplo, a organização de ideias, a geração de referências, a elaboração de esboços iniciais, sumarização de informação, etc.
Para uso destas ferramentas os alunos deverão aplicar as regras 4, 5 e 6 e 8, 9 e 10 constantes no artigo:
Seckel E, Stephens BY, Rodriguez F (2024) Ten simple rules to leverage large language models for getting grants. PLoS Comput Biol 20(3): e1011863. https://doi.org/10.1371/journal.pcbi.1011863
The methodologies used are: content exposure completed with discussion in class; viewing and analysis of excerpts from films and documentaries; analysis of scientific articles; tutorial support. Evaluation: two written tests (35% + 35%), oral presentation of a group work (30%). Practical classes attendance is mandatory.
Final evaluation - written exam (100%). The contents of theoretical and practical nature are evaluated in the exam. Approval with 10 values (out of 20).
In this Curricular Unit, the resource and use of AI tools will be allowed with the following objectives in mind: obtaining an overview of a topic, searching for references, organizing ideas and summarizing information. All information must be analyzed and integrated by the student, using the knowledge acquired in class and through independent reading. Therefore, students must ensure the validity of the information generated by AI and that it comes from reliable sources. Furthermore, whenever the submitted assessment elements use AI tools, students must ensure compliance with the referencing and academic integrity standards recommended by law and regulations. They must also add a statement at the end of the work, specifying the purpose for which they used the AI tools, such as organizing ideas, generating references, preparing initial sketches, summarizing information, etc.
To use these tools, students must apply rules 4, 5 and 6 and 8, 9 and 10 contained in the article:
Seckel E, Stephens BY, Rodriguez F (2024) Ten simple rules for leveraging large language models for grantmaking. PLoS Comput Biol 20(3): e1011863. https://doi.org/10.1371/journal.pcbi.1011863
- Semestral
- This Curricular Unit sets social psychology as a scientific discipline that seeks to understand the behavior of human beings within their social environment, at the levels of intra-individual and inter-individual analysis, complementing itself with the Curricular Unit of Psychology of Groups, which considers the intra-group and inter-group levels of analysis. By considering the interaction with “other people” as the focus of analysis, it also allows understanding how Psychology relates to other social sciences such as Anthropology and Sociology, bringing a unique perspective of understanding the psychological processes that mediate the person-context relationship.
