|Learning Period:||Language of Instruction:||Total Hours:|
|Learning Outcomes of the Curricular Unit:|
|Instrumental skills -cognitive and methodological: understanding and treating ideas and thoughts, understanding the phenomenon's interdisciplinarity, relating knowledge to social and criminal reality and identifying the phenomenon's manifestations in society. Develop the ability to organize and systematize thoughts, raise basic general knowledge to specific, produce information.|
Methodological skills: ability to organize time, plan the study and define appropriate learning strategies
Interpersonal skills: develop the ability to work in groups, foster cooperation, strengthen social and ethical commitments and the ability to work in a multicultural environment and interdisciplinary groups
Systemic skills - capacities and skills: implement the ability to apply practical knowledge, adapt to new situations, produce new ideas. Foster the spirit of initiative and concern for the quality of work
|1ST TEACHING UNIT: The WHITE COLLAR CRIME|
1-.1 - White-Collar Crime Theory 1.1.2 - Definition and framework 1.1.3 - The white-collar crime from the perspective of the social sciences 1.1.4 - Approach to the main theories, its foundations and criticism.
2ND TEACHING UNIT: ECONOMIC AND FINANCIAL CRIME
2.1 - Definition of economic and financial crime 2.1.2 - Features revealed by this type of crime 2.1.3 known dimension of the Portuguese economic and financial crime 2.1.4 - Difficulties associated with the investigation.
2.2 - Crimes encompassed in the concept of economic and financial crime 2.2.1 The list of specific offenses in the Portuguese Criminal Code and in separate legislation.
3RD TEACHING UNIT: THE MOST USUAL ECONOMIC AND FINANCIAL CRIMES AND WITH GREATER IMPACT ON SOCIETY
3.1- MONEY LAUNDERING:
3.4- COMPUTERS AND TELECOMMUNICATIONS SCAM
3.5- MONEY COUNTERFEITING
4TH TEACHING UNIT:TAX CRIMES
|Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:|
|The program of the discipline was developed in order to allow that at the end of the semester students have, in addition to perceiving the phenomenon, understand its real impact on contemporary society. |
Thus, the program was structured in a gradual way, starting by the knowledge of the various theoretical perspectives, thus acquiring a theoretical basis, before moving to a more practical aspect.
In this case, is discussed in more detail the Portuguese case, trying in this way to provide students with the knowledge of the national reality.
It then looks at the economic crimes of greater expression in particular money laundering, corruption, and swindling (including also the swindling in information and telecommunications) and money counterfeiting. Followed by tax crimes.
These topics is intended that students assimilate the basic characteristics of each type of crime in order to distinguish them, frame them and produce information about them.
|Teaching Methodologies (Including Evaluation):|
|Continuous - Works and exercises made in classroom - 10%|
Writen essay - 10%
Two (2) written tests - 40% each
Classes will be taught by the teacher, using texts, from different author’s, for analysis and discussion.
Presentations will be made in PowerPoint and other techniques that are deemed appropriate for the best exhibition of the syllabus.
Will be taught a lesson, in lecture format, by an expert in scams by computer media, in the particular case, an Inspector of portuguese Polícia Judicária responsible for investigating this type of crime.
Students will have acess to real cases of Portuguese justice for critical discussion.
It shall also be given a copy of a criminal case (already become final), so that students become familiar with the Portuguese procedural way and have contact with national criminal investigation reality.
|Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:|
|At the end of each teaching unit, students should be able to: - Characterize each subject or crime in study; - Identify and understand its manifestations in society; - Produce relief written information on each of he examined subjects; - Discuss, understand and explain the topics covered. At the end of the semester, students should be able to: - Have an understanding of the phenomenon that allows him to produce information (written or oral) of relief and with sustainability; - Understand the whole interdisciplinary of the phenomenon of economic and financial crime; - To relate the knowledge obtained with social and criminal reality; - Identify the manifestations of this phenomenon in society.|
|Corrupção e criminalidade económico-financeira: Estudos, 2018, - Projeto ethos / comp. Procuradoria - Geral da República, Lisboa, INCM. |
Ferreira, José, 2013, Criminalidade Económica: entre o crime de colarinho branco e o crime de colarinho azul - Existirá o crime de colarinho cinzento?,Tese de Mestrado, Universidade do Minho.
Lopes, José Mouraz, 2017, Manual de gestão para a investigação criminal: no âmbito da criminalidade organizada, corrupção, branqueamento de capitais e tráfico de estupefacientes, Lisboa,
Maia, António João, et al, 2017, Fraude em Portugal. Causas e contextos, Almedina
Morgado, Maria José e Vegar, José, 2003, Inimigo sem rosto, Fraude e corrupção em Portugal, Ed. D. Quixote.
Santos, Cláudia Cruz, 2001, O Crime de Colarinho Branco, Colecção Studia Iuridica; 56, Coimbra Editora.
Sutherland, Edwin, 1983, White-Collar Crime, Yale University Press.
Teixeira, Aurora, Pimenta, Carlos, et al, 2015, Corruption, Economic Growt hand Globalization, Routledge.
|Lecturer (* Responsible):|
|José Ferreira (firstname.lastname@example.org)|