- Details
- Category: Discipline
- BANG, Molly. Picture This: How Pictures Work. San Francisco: Chronicle Books, 2010. EISNER, W. Comics and sequential art. Paramus, NJ: Poorhouse Press, 1985. EISNER, W. Graphic storytelling and visual narrative. Paramus, NJ: Poorhouse Press, 1996. MCCLOUD, S. Understanding comics: The invisible art. New York: HarperCollins, 1994. MOLINA, Juan José Gómez, CABEZAS, Lino, COPÓN, Miguel. Los Nombres del dibujo. Madrid: Cátedra, 2005. PAINTER, Clare; MARTIN, J. R.; UNSWORTH, Len, Reading Visual Narratives: Image Analysis in Children’s Picture Books; Sheffield: Equinox Publishing Ltd., 2012. WIGAN, M.; Basics Illustration: Sequential Images; AVA Publishing, 2008 ZEEGEN, Lawrence, The Fundamentals of Illustration; Lausanne: AVA Publishing SA, 2005.
- Illustration and Drawing
- 6330
- 25101
- Advanced Project: Illustration for the Community
- IPLUSO6330-25101
- 3
- 6
- 944
- 4
- Não
- Português
- This UC follows a theoretical-practical methodology with tutorial monitoring and fieldwork (relationship with the community). A presentation is made about fictional narratives and non-fiction. The sequence narrative is distinguished with examples. A presentation is made to the exercises of plastic approximation to the sequential illustration of informative texts. Exercises of authorial exploration of manual, mixed and digital media to understand the importance of choosing materials, techniques and graphic languages in the completion of the final exercises, encouraging more artistic proposals. 20% Continuous assessment. Active and mandatory presence in 75% of classes whose non-compliance requires an exam. 40% Exercise dedicated to health - paper version (20%) and digital / online version (20%) 40% Exercise dedicated to teaching - paper version 20% and digital / online version (20%)
- Optional
- This UC aims to produce informative documents aimed at a specific audience (children, youth, adults, seniors) in conjunction with educational and health institutions in order to promote greater literacy among the population. At the end of this course students learn to know and explore their own graphic language, adapting it intelligently and pertinently to the imagery of the illustrative drawing dedicated to children, youth, adults or the elderly, and to build sequential, fictional and non-fictional images with educational and informational objectives. They must know how to illustrate instructions and teachings using traditional, mixed and digital records and develop documents for paper and digital dissemination (online).
- Fiction and non-fiction. Examples. Diversity in the plastic approach to the sequential illustration of informative texts: manual, mixed and digital media. Examples Plastic criteria: the importance of choosing materials, techniques and graphic languages suitable for creating attractive visual atmospheres for specific audiences. Dedicated healthcare exercise - paper version and digital / online version Dedicated teaching exercise - paper version and digital / online version
20% Avaliação contínua. Presença activa e obrigatória a 75% das aulas cujo incumprimento obriga a exame.
40% Exercício dedicado no âmbito da saúde – versão em papel (20%) e versão digital /on-line (20%)
40% Exercício dedicado no âmbito do ensino – versão em papel 20% e versão digital /on-line (20%)
- Semestral
- UC optional. This UC is linked to UC History of illustration for children. This UC aims to create materials that can be used in schools, health institutions and other places where it is necessary to inform targeted publics about specific subjects.
- Details
- Category: Discipline
- Amaral, C.; Pousa, O.; Sequeira, A. (2020). Procedimentos de Enfermagem em Saúde Materna e Obstétrica.1ªed. Lisboa. Lidel Batista, M.; Marques, R.; Nené, M. (2016).Enfermagem de Saúde Materna e Obstétrica. 1ª ed. Lisboa. Lidel. Bobak, I,, M.; et al, (1999). Enfermagem na maternidade. Loures: Lusociência. Figueiredo, M.; Ramos, A. (2020).Enfermagem em Saúde da Criança e do Jovem.1ª ed . Lisboa. Lidel Levy, L; Bértolo H. (2008). Manual do Aleitamento Materno. UNICEF Lowdermilk, P. (2008). Enfermagem na Maternidade. 7ª ed. Lisboa. Lusodidata. Kenner, C.. (2001). Enfermagem neonatal . Rio de Janeiro: Reichamann l & Affonso. Oxorn, Harry. (1989). Trabalho de parto. 5ª ed. São Paulo: Livraria Roca. Wong, D. (1999). Enfermagem pediátrica: Elementos essenciais à intervenção efectiva. 5ªed. Rio de Janeiro: Guanabara Koogan.
- Nursing
- 4001
- 21784
- UFC II - Child and Adolescent Nursing
- IPLUSO4001-21784
- 2
- 17
- 0
- 4
- Sim
- Português
- Given the specific nature of the Curricular Unit (internship), the activities developed in the clinical context on job training will allow supervised reflection in action, a strategy that, according to the New School currents, facilitates the acquisition of knowledge, attitudes and values fundamental to any profession that, during training, requires immersion in practice, namely Nursing.
- Mandatory
- Mobilize relational and assertive communication skills with pregnant women, women who have recently given birth, newborns, children, young people and significant family / persons in the context of maternal, child and juvenile health. Mobilize knowledge inherent to maternal and child health nursing interventions at the various levels of prevention; Provide autonomous nursing care, as part of the multidisciplinary team, in order to contribute to the recovery / rehabilitation process of pregnant, postpartum, newborn, child, youth and significant person / family / person, with health changes, not neglecting its promotion and disease prevention. Identify the nurse's role in monitoring the person, family and community, in the context of maternal, child and youth health; Plan care with scientific methodology.
- In the Services where they perform the internship, it is intended that students perform: Reception / care of women in the Gynecology Consultation, Gynecology Inpatient and Gynecology Urgency; Reception / attendance of Pregnant in the Obstetrics Consultation, Pregnant Internment, Obstetrics Urgency and Childbirth Block; Observation / performance of complementary diagnostic exams: cardiotocographs, ultrasounds, product collections for analysis; Parturient Care at the various stages of labor; Care of the Newborn in the Puerperium and the Neonatal Intermediate Care Unit; Child and Youth / Family Care. Development of academic work, namely customer-oriented care plans and related therapeutics sheets.
Descrição
Data limite
Ponderação
Avaliação OI
data a combinar
60%
Reflexão critica
data a combinar
25%
Avaliação OE
data a combinar
15%
- Semestral
- The Clinical Training Unit of Nursing for Women, Children and Youth (UFCII) will be held in Hospital Units, in the Obstetrics services, namely hospitalization of puerperal women, obstetric and gynecological emergency and delivery block, in the pediatric services, namely in the Pediatric Inpatient, Pediatric consultations, neonatal intermediate care units and in personalized health care units in the context of pregnancy and postpartum surveillance consultation. Students carry out teaching in the area of Women's Health and Child and Youth Health with a duration of 5 weeks each, in a total of 300 hours, performing an average of 5 weekly shifts with mandatory attendance and having a limit of 10% of duly justified absences.
- Details
- Category: Discipline
- Educação Básica (L) (IPLUSO)
- 6127
- 27441
- Oficina de Expressão Físico-Motora
- IPLUSO6127-27441
- 3
- 9
- 0
- 4
- Não
- Português
- Semestral
- Details
- Category: Discipline
- Business Management
- 6166
- 154
- Financial Calculus
- IPLUSO6166-154
- 1
- 6
- 0
- 4
- Não
- Português
- Semestral
- Details
- Category: Discipline
- Carter, D. A., Diaz, J. (2011). The elements of Pop-Up. A Pop-up Book for Aspiring Paper Engineers, Simon and Schuster, Pop edition. Cour, W. M., (2011). M. C. Escher Pop-up, Thames & Hudson. ISBN:9782878113716. Jackson, P. (2014). Cut and Fold Techniques for Pop-up Designs, London, Laurence King Publishing Ltd. Jackson, P. (2011). Folding Techniques for Designers: From Sheet to Form. Laurence King Publishing, Mac Win Pa edition. Komagata, K. (1996). Play with Colors – Little eyes, advanced for Babies, Japão, Kaisei-Sha Sharp, J. (2002). Surfaces: Explorations with Sliceforms, QED Books, Tarquin Group. Walker, W., Schattschneider, D. (2011). Caleidociclos de M.C. Escher, Taschen CRT. ISBN:9783822884676 Yoshida, M. (2008). The Art of Paper Folding for Pop-up. PIE books, Pop edition Huizinga, Johan (1971), Homo ludens. O jogo como elemento de cultura. São Paulo: Perspectiva (1ª edição).
- Illustration and Drawing
- 6330
- 25100
- Advanced Project: Pop Up and Board Games
- IPLUSO6330-25100
- 3
- 6
- 944
- 4
- Não
- Português
- The two modules are identical in the teaching method. They are divided into exhibition of contents and analysis of books, include workshops and/or visits by specialists (depending on availability); group experimentation and individual research. Group work allows for the sharing of knowledge acquired by students, workshops and visits by specialists promote a better understanding of the desired results. EXERCISE 1 (individual pop-up) 20% Production of a simple pop-up (post card). EXERCISE 2 (group pop-up) 30% Production of a simple model with three double pages linked to design, illustration, fashion, advertising or everyday objects. EXERCISE 3 (board/card game) 40% Production of a model for a board/card games (packaging, board and pieces/cards, rule sheet). Continuous Assessment – ¿¿10% Active and mandatory presence in 75% of classes.
- Optional
- Module 1 – POP-UP Understand the basis of pop-up books; Study the best-known authors and the characteristics of their techniques; Know the geometry and calculations needed to create basic pop-ups; Study and experiment with paper engineering and the possibilities of working with different materials; Build small children’s books, providing the story with pop-up elements. Module 2 - GAMES The game in contemporary times; The graphic image of board and card games; Simple game mechanics; Build a board/card game (teamwork exercise): packaging/box, board and pieces/cards, instruction book.
- Exercise 1 – Simple pop-up (individual exercise) • Measuring, bending and cutting; • Perspective, structure, geometry, cutting, gluing; • Structure, mechanism, movement; • Create a simple model. Exercise 2 – Simple book model using pop-up (group exercise) • Creation of a simple illustrated narrative; • Measuring, bending and cutting; • Perspective, structure, geometry, cutting, gluing; • Structure, mechanism, movement; • Create model. Exercise 3 – Board/card game (group exercise) • Design of the graphic image for a board/card game; • Board/card design; • Packaging design; • Game mechanics; • The logic of the game: rules leaflet. • Create model.
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
dd-mm-yyyy
30%
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 curricular unit has two distinct fields of action, linked by illustration as a means of unifying between the pop-up exercises and the exercise of creating a game. Illustration as a means of thinking and reflecting processes and actions (concept art) and as a final result to be presented to the public. This curricular unit is relevant for this cycle of studies as it expands the ability to use illustration in different and inovative projects.
