Biomechanics and Applied Kinesiology

Category: Discipline
  • Seffinger, M. (2018), Foundations of Osteopathic Medicine: Philosophy, Science, Clinical Applications, and Research,  4th Edition, Wolters Kluwer, ISBN/ISSN : 9781496368324 Johnston, R. ( 2016), Osteopathic Principles: Applied in Mechanics and Treatment, 1th Edition, Canadian Academy of Osteopathy Press Hebgen,E.; Richer, P. (2009), Triger points and muscle chains in osteopathy, Thieme Auberville, A.; Aubin, A.( 2017), Motility in osteopathy: From embriology to clinical practiceI. Handspring Publishing
  • Osteopathy
  • 4086
  • 19379
  • Biomechanics and Applied Kinesiology
  • IPLUSO4086-19379
  • 1
  • 4
  • 0
  • 4
  • Não
  • Português
  • In this curricular unit, the Team-based learning (TBL) methodology is used, with tasks carried out in small groups, allowing the development of the ability to analyze and apply theoretical concepts.
  • Mandatory
  • To know the fundamental concepts of mechanics, kinematics and kinetics and its application to the human body; To relate the physiology of the tissues of the musculoskeletal system system and the Biomechanics and Kinesiology; Understand the importance of the relationship between anatomy, physiology and the principles of mechanics; Relate the shape of anatomical structures to their function in the light of the principles of mechanics; Know and apply the kinetic chain of concepts, arthrocinematic and osteocinematic movement: Understand the importance of mechanics in the interpretation of somatic dysfunction and therapeutic manipulative principles; Develop o bservation skills and classification of gait patterns and posture; Identify, understand and describe the effects of the mechanical of body structure.
  • 1.Definition, scope and history of Kinesiology and Biomechanics. 2.Kinematics - The movement of the human body. 2.1. Referential body study; 2.2. Motion terminology articular; 3.Kinetics - The forces acting on the human body. 3.1. Basic concepts; 3.2. Mechanical load s acting on the body; 3.3. Levers; 3.4. Newton 's laws applied to the human body; 4.Physiology and Biomechanics of tissues. 4.1. Bone tissue - the levers; 4.2. Joints - the fulcrums; 4.3. Musculoskeletal - forces; 4.4. Fascia - wrappers; 4.5. Nerve tissue - the wires; 5.Osteocinemática, arthrokin ematics and kinetic chains. 6.Kinesiology of motion. 7.Biomechanics of March. 8.Posture.

  • Descrição

    Data limite 

    Ponderação 

    Frequência Teórica 

    XX/XX/XXXX 

    50% 

    Frequência Prática 

    XX/XX/XXXX 

    50% 

     

    A classificação final (CF) da unidade curricular por avaliação contínua é obtida a partir das classificações adquiridas na componente escrita (T) e na componente prática (PL). A componente Teórica consta de uma frequência escrita e é relativa aos conteúdos teóricos. A classificação mínima da frequência é de 9,5 valores. A componente prática consta de um momento de avaliação prático realizado durante as aulas laboratoriais. A classificação mínima é de 9,5 valores. A classificação final é calculada a partir da seguinte fórmula: CF = 0,50 T + 0,50 PL. A classificação de todos os instrumentos de avaliação é expressa numa escala de 0 a 20 valores, sendo que o valor ponderado das classificações obtidas tem de ser igual ou superior a 9,5 valores.
  • Semestral
  • Osteopathic practice is based on the perfect relationship between the structural, somatic components and the functions associated with them. Thus, the imbalance, maladjustment and dysfunctionality of somatic structures, whether musculoskeletal or other associated (visceral, vascular, circulatory or neural) are of fundamental importance in the functioning of the organism and its homeostatic balance, and may be related to different states of organic vitality, health and disease

Management and Operation of Restaurants and Catering

Category: Discipline
  • Gomes, V. (2023). Restauração: Técnicas e Práticas. Lisboa: Lidel. Gomes, V. (2025). Gestão Prática de Alimentação e Bebidas. Lisboa: Lidel. Neves. R, & Pinto, J. (2010). HACCP - Análise de Riscos no Processamento Alimentar (2ª ed.). Porto: Publindústria. Gomes, V., & Revés, P. (2018). Catering and Banqueting - Organização e Prática. Lisboa: Lidel. Hayes, D.K.,& Ninemeier, J.D. (2015). Human Resources Management in the Hospitality Industry (2nd Edition). NJ, USA: Wiley. Hayes, D.K.,& Ninemeier, J.D. (2024).Successful Management in Foodservice Operations: An Overview. NJ, USA: Wiley.   
  • Tourism Business Management
  • 6331
  • 23222
  • Management and Operation of Restaurants and Catering
  • IPLUSO6331-23222
  • 2
  • 5
  • 0
  • 4
  • Não
  • Português
  • The teaching methodologies employed are, in the first instance, expository and debate-based, with the aim of providing students with a solid foundation and theoretical tools for understanding the functioning of operations management in restaurants, catering and beverages, as well as stimulating the exercise of debate and critical problematization of themes related to its interface with hotel management in general. Cumulatively and sequentially, active methods are prioritized, such as the analysis of practical examples, case studies, problem-solving exercises, the use of audiovisual resources and interactive online methodologies in order to consolidate concepts, methodologies and analytical tools.
  • Mandatory
  • At the end of this Course Unit, the student should be able to manage, organize and plan the various tasks inherent to the realization of restaurants, banquets and catering services. The successful conclusion of the course should give students the ability to: 1. Know the different types of restaurant business; 2. Understand the determining factors for the success of the food and beverage operation; 3. Understand the daily management of food and beverages establishments; 4. Understand the concepts related to catering and banquet services; 5. Understand personnel management in the food and beverage operation.
  • 1) The various types of restaurants 1.1. Traditional types; 1.2. New concepts; 2) Fundamentals of Food Hygiene and Safety 2.1. Legal framework: Regulation (EC) No 852/2004 and the "Hygiene Package". 2.2. Concepts of food safety, hazard, risk and control. 3) HACCP System and CHAC Methodology 3.1. Origin, objectives and the 7 principles of HACCP. 4) The determining factors for the success of food establishments 4.1 The restaurant market; 5) The daily management of food and beverage establishments 5.1. The purchasing cycle; 5.2. Application of HACCP rules; 6) Banquet and Catering services 6.1. Organization of the Banquet Kit; 6.2. The banquet cycle, from negotiation to conception 7) Personnel management in catering

  • 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

    12-01-2026

    40%

    Trabaho (Apresentação oral + Defesa)

    12-01-2026

    50%

    Participação em sala de aula

     

    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 Course of Management and Operation of Restaurants and Catering aim to contribute to the training of students in terms of knowledge, planning and operational management of food spaces. To ensure the proper functioning of each space, it is necessary to have an effective knowledge of the restoration product in its different types and particularities.

Image and Thought

Category: Discipline
  •   Benjamin, W. (2010). A obra de arte na era da sua reprodução mecanizada.  Berger, J.(2013). Modos de Ver. Antígona Debord, G. (2021). A Sociedade do Espectáculo. Antígona Didi-Huberman, G. (2012). Imagens Apesar de tudo. KKYM Kilomba, G. (2019). Memórias da plantação. Orfeu Negro Manghani, S. (2012) Image Studies, Theory and Practice. Routledge Mbembe, A. (2017). Crítica da Razão Negra. Orfeu Negro Mirzoeff, N. (ed.) (2001). The Visual Culture Reader. Routledge Mondzain, M. J. (2015). Homo Spectator. Ver > Fazer Ver. Orfeu Negro Mondzain, M. J. (2017). A Imagem Pode Matar? Nova Vega Nancy, J. L. (2022). O Prazer no Desenho. Documenta Rancière, J. (2022). O espectador emancipado. Orfeu Negro
  • Drawing
  • 6947
  • 12228
  • Image and Thought
  • IPLUSO6947-2-12228
  • 1
  • 5
  • 0
  • 4
  • Não
  • Português
  • The teaching methodology of this curricular unit is based on a theoretical approach, through the exposure of content in classes, with the help of audiovisual materials, bibliography, and access to support materials previously prepared by the teacher (bibliography, audiovisual material, suggestion of events). These materials will be delivered via the professor's institutional e-mail and later discussed in class. A level of involvement and discussion appropriate to the topics and level of studies in question is expected. Practical exercises will also be carried out focused on the themes proposed in class, with the aim of developing critical thinking skills also in writing: an oral presentation (20 minutes, conference format with discussion) of the theme proposed to work on in the written essay; writing a written essay. Time will also be reserved for face-to-face and e-mail tutorial guidance.
  • Mandatory
  • Problematicize the character and conceptualization of the image. Provide students with exposure to issues, authors, and schools of thought that help them critically engage with a set of texts within the scope of visual culture and visual theory, and develop interpretative skills regarding the reception, production, and nature of images. Students should learn to contextualize these references, interpret objects with nuance, dismantle polarizations, articulate arguments coherently, and conduct research through oral discussion and peer writing. An introduction to thinking about and through images will be covered, including their political context, cultural patterns, and historical antecedents (relations and reactions to the Western/Oriental context, semiotics and linguistics, capitalist system and class structure, feminisms and gender studies, post-colonialism), attempting to understand how these relations and patterns shape the way images are conceived, produced, and received.
  • 1. What is an image? 2. To illustrate is to represent 2.A. Colonial imagery 2.B. Decolonization of medical illustration 2.C. How can illustration be political? 3. Case study: Charlie Hebdo 3.A. The illustration of Muhammad (2015) 3.B. The illustration of Rokhaya Diallo (2025) 4. Artificial Intelligence 4.A. What it is and what it is not. 4.B. Mythologies and problems 4.C. Case studies 5. Accessibility issues

  • A avaliação será realizada combinando elementos de avaliação contínua (15%) e avaliação final (85%). A avaliação contínua compreende assiduidade (5%) e participação ativa (10%) nas aulas. A avaliação final combina três elementos: (A) um conjunto de exercícios realizados ao longo do semestre no contexto das aulas (25%); (B) a realização de três testes intercalares manuscritos (20%); (C) a realização e entrega de um ensaio textual e visual de tema escolhido pelo estudante, que demonstre autonomia na aplicação das ferramentas de investigação, análise de diversas fontes e pertinência na integração da investigação do aluno no contexto científico (40%). O exame de recurso é constituído pela realização de um breve trabalho escrito (comentário crítico de carácter monográfico sobre um tema proposto pela docente) (50%) e pela apresentação ou repetição de exercícios feitos ao longo do semestre, caso algum destes se revele de aproveitamento insatisfatório (50%). Serão avaliadas as competências de escrita e utilização das metodologias transmitidas para a elaboração de todos os exercícios e trabalhos escritos. Serão ainda avaliadas as competências de leitura, pensamento crítico, organização de fontes e apresentação de diálogo com as leituras realizadas, articulação de conteúdos, estruturação do tema escolhido, e pertinência da integração dos temas trabalhados no contexto científico específico da área. As entregas são feitas através da plataforma Moodle de acordo com o calendário estabelecido para a unidade curricular (integrada no calendário letivo), definido entre a docente e os estudantes no início do respetivo semestre. De acordo com o Regulamento de Avaliação da IES, é obrigatório que os estudantes cumpram com um requisito de presença mínima nas aulas para aprovação na unidade curricular. A falta de cumprimento desta exigência resultará na necessidade de prestação de exame.

     

     

    Avaliação contínua - 15%

    Assiduidade e pontualidade

    5%

     

    Presença obrigatória em aula

    Estudantes regulares: 75%

    Trabalhadores-estudantes: 30%

    Participação nos debates propostos

    10%

     

    Avaliação periódica - 85%

    (A) Exercícios realizados em aula

    25%

     

    Guião da exposição (10%)

    Guião do filme (10%)

    Apresentação oral do projeto de ensaio (5%)

    (B) Testes manuscritos

    20%

    (C) Ensaio visual + textual individual

    40%

     

    The assessment will be carried out by combining elements of continuous assessment (15%) and final assessment (85%). Continuous assessment comprises attendance (5%) and active participation (10%) in classes. The final assessment combines three elements: (A) a set of exercises completed throughout the semester in the context of classes (25%); (B) the completion of three handwritten interim tests (20%); (C) the completion and submission of a textual and visual essay on a topic chosen by the student, demonstrating autonomy in the application of research tools, analysis of various sources, and relevance in integrating the student's research into the scientific context (40%). The resit exam consists of a short written work (a critical commentary of a monographic nature on a topic proposed by the professor) (50%) and the presentation or repetition of exercises completed throughout the semester, should any of these prove to be unsatisfactory (50%). Writing skills and the use of the methodologies taught in the preparation of all exercises and written work will be assessed. Reading comprehension skills, critical thinking, organization of sources and presentation of dialogue with the readings, articulation of content, structuring of the chosen theme, and relevance of the integration of the themes worked on in the specific scientific context of the area will also be evaluated. Assignments are made through the Moodle platform according to the schedule established for the curricular unit (integrated into the academic calendar), defined between the professor and the students at the beginning of the respective semester. According to the IES Assessment Regulations, students are required to meet a minimum attendance requirement in classes to pass the course. Failure to meet this requirement will result in the need to take an exam.

     

     

    Continuous assessment - 15%

    Attendance and punctuality

    5%

     

    Mandatory attendance

    Regular students: 75%

    Student-workers: 30%

    Participation in proposed discussions

    10%

     

    Periodic assessment - 85%

    (A) Exercises proposed in class

    25%

     

    Exhibition script (10%)

    Film script (10%)

    Oral presentation of the essay project (5%)

    (B) Manuscript exams

    20%

    (C) Visual+textual individual essay

    40%

     

     
  • Semestral
  • The discipline promotes the critical analysis of the image within the scope of visual culture and visual theory, articulating reading, writing and debate around its meanings, uses and historical, political and social frameworks.  

Transmedia Narratives

Category: Discipline
  • Arnaut, R. (2015). Guia Audiovisual Volume 9: Transmídia. Objetiva. Arnaut, R., e Terra, R. (2015). Guia Bíblia Transmídia. Objetiva. Bernardo, N. (2015, 20 de novembro). How to Build an Exciting and Convincing Transmedia Storyworld. Nuno Bernardo. https://nunobernardo.com/build-exciting-convincing-transmedia-storyworld Bertetti, P. (2014). Toward a Typology of Transmedia Characters. International Journal of Communication, 8, 2344–2361. https://ijoc.org/index.php/ijoc/article/view/2597 Campbell, J. (2004). The Hero with a Thousand Faces. Princeton University Press. Jenkins, H. (2006). Convergence culture: Where old and new media collide. University Press. Mateu-mestre, Marcos (2010). Framed Ink: Drawing and Composition for Visual Storytellers. Design Studio Press. Mckee, R. (1997). Story: Substance, Structure, Style, and the principles of Screenwriting. Methuen. Pratten, R. (2015). Getting Started in Transmedia Storytelling: A Practical Guide for Beginners, (2ª Ed).
  • Visual Artes and Digital Media
  • 7066
  • 26054
  • Transmedia Narratives
  • IPLUSO7066-26054
  • 1
  • 5
  • 1262
  • 4
  • Não
  • Português
  • The teaching-learning process adopts a theoretical-practical approach. Practical examples and real case studies are used to illustrate and contextualize theoretical concepts, thereby facilitating their understanding and application. Direct engagement with current technologies is a key element, providing students with the necessary practical exposure to develop technical skills that are later applicable in a professional context. Work and research methodologies are taught and progressively implemented throughout the semester. Techniques such as brainstorming, bibliographic research, and critical analysis are incorporated to stimulate independent thinking and problem-solving. Critical analysis plays a pivotal role, being integrated into classroom discussions; it fosters a constructive feedback environment, allowing for ongoing reflection and adjustments in the learning process.
  • Optional
  • The objectives of this CU are: Acquire technical and artistic knowledge and skills in the production of transmedia franchises focusing on worldbuilding, the development of appealing intellectual properties and their dissemination. Develop specific skills to create stories, characters, maps, and promotional materials for a transmedia intellectual property. Analyze, interpret, and decode transmedia narratives through their components. The exercises proposed in the evaluation allow to continuously stimulate the ability to produce textual and graphic content, as well as the acquisition of skills in the interpretation and exploratory creation of concepts. The approach to the syllabus through the development of exercises allows the continuous mobilization of knowledge and technical skills and facilitates the acquisition of vocabulary and methodological skills leading to an easier integration in the labor market.
  • 1. WORLDBUILDING Creation of an expanded fictional world suitable for transmediation . Historical and conceptual notions of worldbuilding and transmedia storytelling; . Basic notions of narrative structures and narrative genres; . Fill in a worldbuilding template; . Production of map. 2. TRANSMEDIA NARRATIVE Creating the foundations of a story within the fictional world . Genres of transmedia storytelling (intracompositional, intercompositional, hybrid); . Conception, creation and description of characters (physical, psychological and social description, character sheet and turnaround); . Production of a logline (protagonist, objective, obstacle). 3. TRANSMEDIATION PROJECT Creation of the structure for the implementation and dissemination of a transmedia franchise . Conception of the appropriate structure for the transmediation of the developed expanded fictional world; . Description of the transmedia dissemination plan for the fictional world.

  • This course follows a method of continuous and in-person assessment. Assessment Weighting:
    15% Worldbuilding (template completion)
    15% Design and production of a map of the developed world 15% Description of characters and logline
    15% Production of a character sheet with turnaround
    15% Design of a visual scheme (infographic) or plan (report) for the transmediation of the fictional world and SWOT analysis of the project
    15% Design of a visual scheme (infographic) or plan (report) for the transmedia dissemination of the fictional world and production of a poster in the main narrative
    10% Continuous assessment: punctuality, participation, and attendance


    In accordance with the Assessment Regulations of the Higher Education Institution, it is mandatory for students to meet a minimum attendance requirement for passing the course unit. Failure to comply with this requirement will necessitate taking an examination.
    Resit Exam: The resit exam will be divided into two parts: a practical exam accounting for 50% and the presentation of all work carried out over the semester, which will also weigh 50%.
  • Semestral
  • Curricular Unit dedicated to the creation of transmedia narratives and universes, developing skills in worldbuilding, intellectual property and production of visual and textual content.

Sales Force Management

Category: Discipline
  • Rich, G. A., & Epler, R. (2023). Sales Force Management (1ª ed.). SAGE Publications. Larreche, J.-C. (2023). Value Capture Selling: How to Win the 3rd Sales Transformation. Wiley.  Miller, A. B. (2024). HubSpot vs Salesforce: A Comprehensive Guide to Navigating CRM Systems. Independently published. 
  • Commercial and Sales Management
  • 6148
  • 15489
  • Sales Force Management
  • IPLUSO6148-15489
  • 2
  • 5
  • 0
  • 4
  • Não
  • Português
  • The course adopts active, student-centred methodologies, combining theory and practice in contexts close to business reality. Project-based learning is used through the development of sales force management plans applied to real or simulated cases; role-play and simulations are applied to practise negotiation, leadership, and decision-making; and national and international case studies are analysed critically. Practical exercises integrate digital tools and CRM systems, enhancing technical and analytical competences. Gamified activities, guided debates, and collaborative work foster critical thinking, communication, and teamwork. Continuous feedback, including self-assessment and reflection, ensures performance improvement and consolidation of learning outcomes.
  • Mandatory
  • By the end of the course, students should understand the fundamental concepts of sales force management, recognising its strategic role within organisations and its integration with marketing. They should be familiar with commercial organisation models, sales planning methods and goal setting, motivation and leadership techniques, and the use of digital tools (CRM and SFA). In terms of skills, students will be able to design sales plans, apply performance indicators, use sales support technologies, and adapt strategies to different customer profiles and market contexts. At the competence level, they should demonstrate the ability to lead and coordinate teams, make informed decisions, integrate ethical and customer-oriented practices, and communicate effectively in commercial settings, preparing for leadership and coordination roles in competitive environments.
  • Introduction to sales force management: concepts, objectives, and strategic importance. Sales team structure and organisation: models, roles, territories, and customer portfolios. Sales planning and strategy: goal setting, forecasting, resources, and integration with marketing. Motivation and leadership: applied theories, management styles, coaching, and talent retention. Performance control and evaluation: KPIs, incentives, rewards, and continuous improvement. Sales support technologies: CRM, sales force automation, reporting, and the impact of digital transformation. Ethics, sustainability, and customer focus: social responsibility, loyalty, win-win negotiation, and value creation. Case studies and practice: analysis of national and international examples, development of sales plans, simulations, and role-play.

  • A avaliação privilegia a participação ativa, a aplicação prática dos conhecimentos e a capacidade crítica dos estudantes. Está organizada em componentes contínuas e uma prova individual:

    Participação e desempenho em aula – 15%

    • Assiduidade, envolvimento em debates, simulações e role-play.

    • Contributo individual para trabalhos de grupo e atividades práticas.

    Trabalho de Grupo Intermédio – 20%

    • Elaboração de um mini-plano de vendas (Aula 5).

    • Foco na definição de objetivos, estratégias e recursos.

    • Apresentação curta em aula e entrega em Moodle.

    Trabalho Final de Grupo – 35%

    • Desenvolvimento de um Plano de Gestão da Força de Vendas para um caso real ou simulado.

    • Inclui análise de estrutura da equipa, planeamento, motivação, controlo de desempenho e tecnologias de apoio.

    • Apresentação oral (Aula 14) com discussão crítica.

    Teste Individual Final – 30%

    • Realizado na Aula 15.

    • Avaliação dos conhecimentos teóricos e práticos adquiridos ao longo do semestre.

    • Questões de escolha múltipla, de desenvolvimento e aplicação prática.

    Notas Complementares

    • A avaliação contínua requer presença mínima em 75% das aulas.

    • A não entrega de trabalhos implica a perda da respetiva componente.

    • Os estudantes podem ser chamados individualmente a defender oralmente o seu contributo nos trabalhos de grupo.

    • Nota mínima de 9,5 valores nas várias componentes da avaliação contínua.

    • Em época de recurso ou especial, será realizado um Teste Individual que abrange todos os conteúdos lecionados ao longo do semestre.
  • Semestral
  • The Sales Force Management course is part of the commercial and marketing field, focusing on the organisation, leadership, and motivation of sales teams. Aimed at students of the Higher Professional Technical Courses (CTeSP) in Marketing Management and Commercial and Sales Management, it covers methods and strategies to plan, monitor, and optimise commercial activity, aligning it with the company’s objectives. With its practical and applied nature, this course prepares professionals for leadership and coordination roles in sales teams, meeting the competitive demands of today’s market.
  1. Information Technology Applied to Hotels and Restaurants
  2. Management Accounting II
  3. Corporate Law
  4. General Biochemistry

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