- Details
- Category: Discipline
- ANDUEZA, María; Barbero, María; Caeiro, Martín; Silva, Alfonso; García, Judit; González, Ana; Torres, Antonia – Didáctica de las artes plásticas y visuales en educación infantil. Logroño: Unir Editorial, 2016. BAHÍA, Sara – “Da Educação à Arte e à Criatividade”. In Sobredotação, nº3 (2), pp. 121-126, 2002. Disponível em http://repositorio.ul.pt/handle/10451/2730 EDWARDS, Betty – The New Drawing on the Right Side of the Brain. New York: Tarcher, 1999. LOPONTE, Luciana – “Arte e metáforas contemporâneas para pensar infância e educação”. In Revista Brasileira de Educação, v.13, n.37, Jan/Abr, 2008. Disponível em http://www.scielo.br/pdf/rbedu/v13n37/10.pdf HOCKNEY, David – História da imagem para crianças. Lisboa: Edicare Editora, 2019. READ, Herbert – Educação Pela Arte. Lisboa: Edições 70, 2007. RODRIGUES, Dalila – A Infância da Arte, a Arte da Infância. Porto: Edições Asa, 2016. VYGOTSKY, Lev – Imaginação e Criatividade na Infância. Lisboa: Dinalivro, 2012.
- Monitoring Children and Young People
- 6149
- 22299
- Artistic Workshop for Application to Children and Young People
- IPLUSO6149-22299
- 1
- 7
- 0
- 4
- Não
- Português
- This UC articulates a practical approach, through the development of various artistic activities, with expository moments supported by slide projections that integrate multiple reference images, exemplifying the proposed exercises. The development of the activities is also supported by the visualization and handling of concrete examples brought to the classroom (books, paintings, drawings, notebooks, etc.). Additional resources will be made available on the Moodle platform. Assessment is continuous and periodic. Continuous assessment: 70% - Practical exercises developed in class, in which the student applies and demonstrates acquired skills and contents. 10% - Attendance, punctuality and class participation. Periodic assessment: 20% - Artistic activity planning forms, to be submitted on the Moodle platform within the stipulated deadlines.
- Mandatory
- Understand the importance of artistic activities in the cognitive, emotional and motor development of children and young people. Organize and plan artistic activities with clear, stimulating, inclusive methodologies and pedagogical objectives, adapted to each age group's specific characteristics. Master and apply diverse artistic techniques, including the correct manipulation of materials, media and artistic tools. Develop the ability to appreciate art in its various forms, cultivating an aesthetic sense and critical analysis skills of works of art, including one's own creations.
- Module 1 – Artistic activities in kindergarten and preschool: 1.1 Artistic process vs. artistic product (promoting free exploration); 1.2 Artistic stations (materials and setups); 1.3 How to plan an activity; Exercises in class: modelling with clay and natural elements, free exploration of materials; cutting and glueing. Module 2 – Artistic activities in elementary school (first cycle): 2.1 Expressiveness, creativity and emotional regulation; 2.2 Symbols and visual narratives; Exercises in class: tangle-untangle (background vs. form), zentangles (meditative drawing), tell me a story (rock painting); Iberic wolf: between myths and reality (creation of a booklet with illustrations). Module 3 – Artistic activities in elementary school (second and third cycles): 3.1 “I don’t know how to draw”: overcoming obstacles and resistances; 3.2 Artistic activities and the search for identity; Exercises in class: blind drawing; self-representation (self-portrait and mind map).
Descrição
Data limite
Ponderação
Exercícios de Aula
24/01/2024
70%
Assiduidade, trabalho autónomo, atividades de integração e de enriquecimento curricular.
10%
20%
Ficha de planeamento de atividade artística
- Semestral
- The UC Art Workshop for Application to Children and Young People aims to transmit the essential knowledge for the development and follow-up of artistic activities within the framework of plastic arts through the exploration of techniques such as painting, drawing, photography, collage and hand modelling. The mastery of these artistic techniques and the basic concepts associated with them in integrated in an understanding of the particulars of each stage of child development in order to prepare the students to suit children's cognitive, emotional and motor abilities, assuring an enriching learning experience appropriate for each phase.
- Details
- Category: Discipline
- SIEGWART, Roland; NOURBAKHSH, Illah R. (2004) - Introduction to Autonomous Mobile Robots. 1ª ed. Cambridge, Massachusetts : MIT Press, 2004. 321 p. Intelligent Robotics and Autonomous Agents. ISBN 978-0262195027. THRUN, Sebastian; BURGARD, Wolfram; FOX, Dieter (2005) - Probabilistic Robotics. 1ª ed. Cambridge, Massachusetts : MIT Press, 2005. 672 p. Intelligent Robotics and Autonomous Agents. ISBN 978-0262201629.
- Automation and Computer Systems
- 6865
- 22088
- Applied and Mobile Robotics
- IPLUSO6865-22088
- 2
- 5
- 0
- 4
- Não
- Português
- T1: In theoretical classes, the expository and interactive method of presenting concepts and demonstrating their developments is used. The theoretical exposition is accompanied by solving practical examples of direct application of the subject, encouraging student participation. T2: Resolution of application problems and presentation of examples to consolidate the exposed contents. T3: Practical classes with experimental and functional tests of mobile robots existing in the laboratories, which result in laboratory work. T4: The evaluation will be done in two stages: a test and/or an exam with theoretical and practical component, minimum grade of 9.5 in the test or exam, this component having a weight of 50%. The evaluation of practical work and discussion will have a weight of 50%, with students having to deliver a report for each practical work, which includes programming and practical assembly in a laboratory environment and resolution by simulation.
- Mandatory
- LO1. Recognize the various fields and applications of Mobile Robotics. LO2. Identify the main components of a mobile robot. LO3. Acquire knowledge of programming with mobile robots. LO4. Possess knowledge for programming and parameterization of mobile robots. LO5. Possess knowledge of programming for path planning and control of mobile robots. LO6. Possess knowledge in the use of modeling and programming software.
- S1. Introduction to Mobile Robotics: Introduction to Mobile Robotics; Historical context; Types of mobile robots; State of the art in Mobile Robotics and applications; Components of a Mobile Robot. S2. Navigation and Planning: Robot programming paradigms: Reactive, Hierarchical, and Hybrid; Path and trajectory planning; Obstacle avoidance. S3. Movement and Control of Mobile Robots: Introduction to locomotion; Types of locomotion; Kinematics; Actuators: definition and types; Internal and external sensors; PID Control.
Descrição
Data limite
Ponderação
Teste de avaliação
18-06-2026
50%
Primeiro Trabalho Prático com entrega de relatório e apresentação oral
30-04-2026
25%
Segundo Trabalho Prático com entrega de relatório e apresentação oral
11-06-2026
25%
Os momentos de avaliação serão realizados individualmente. Cada trabalho de laboratório terá várias sessões de laboratório para acompanhamento do trabalho de realizado ao longo do semestre.
- Semestral
- The Applied and Mobile Robotics course unit offers comprehensive training on the fundamentals and applications of autonomous mobile robotic systems. The program begins with historical context and the current state of the art, identifying the various typologies and essential components of a mobile robot. Regarding control and movement, students explore kinematics, locomotion systems, the integration of sensors and actuators, and the application of control loops. Finally, the course deepens expertise in autonomous navigation by addressing the primary programming paradigms (reactive, hierarchical and hybrid) and path and trajectory planning, enabling the development of complete robotic mobility solutions.
- Details
- Category: Discipline
- Cormen, Thomas H. - Algorithms Unlocked . Cambridge, Massachusetts : MIT Press, 2013. Tamassia, Roberto, Goldwasser, Michael H., Goodrich, Michael T. - Data Structures and Algorithms in Python. First Edition. USA: Wiley, 2013
- Computer Engineering and Applications
- 6615
- 13558
- Algorithms and Data Structures
- IPLUSO6615-13558
- 1
- 6
- 0
- 4
- Não
- Português
- Use of exercise-based learning methodology through which students are encouraged to autonomously develop solutions for problems that are posed to them, and that address most of the topics taught.
- Mandatory
- LO1: Recognize the paradigm shift in terms of programming. LO2: Understand the differences between native variables and complex variables. LA3: Know and use complex variables such as stacks, queues, trees, and graphs. LO4: Understand the most significant search and sorting algorithms LO5: Understand tree and graph search algorithms. LO6: Understand the concept of complexity.
- CP1: Complexity, classes, typical functions and algorithm analisys; CP2 : Complexity and recursivity; CP3 : Sorting and selection algorithms; CP4 : Sorting algorithms: Insertion Sort, Selection Sort, Merge Sort and Quicksort; CP5: Compare the complexity of sorting algorithms ( Quicksort programming ); CP6 : Abstract data types: Stack and Queue; CP7: Circular arrays, simple lists and linked lists; CP8: Implementing Queue and List ; CP9: Using Dictionaries and Sets; CP10: Binary Trees; CP11 : Progrmming binary trees; CP12: Basic notions of graphs.
A avaliação será composta por 4 componentes:
Descrição
Data limite
Ponderação
Teste de avaliação
(a definir com os alunos)
40%
Trabalhos práticos
(a definir com os alunos)
60%
A avaliação final é composta por uma componente prática, baseada em trabalhos práticos, e por uma componente teórica baseada num teste escrito sobre os diferentes tópicos abordados. A componente prática terá um peso de 60% e a componente teórica terá um peso de 40%, na nota final. A nota mínima de ambas as componentes será de 8 valores.
Os alunos poderão ainda ser avaliados por exame de recurso, este valerá 100% da nota final.
- Semestral
- The paradigm shift in the concept of computing went from solving problems via programming in automatic calculation machines to manipulating information obtained via remote machines. Therefore, the focus moved from the program to the organization of information and as such to the methods of storing this information. Changing this paradigm will lead to an emphasis on optimizing data organization in terms of ease of access and management. The study of data structures that are more complex than simple native structures is a first step in acquiring skills in information organization for a possible understanding of information manipulation applications from the applications' point of view.
- Details
- Category: Discipline
- Antero, J. (2009). Operações de Câmara. Lisboa, Portugal: Edições Lusófonas. Bowen, C. J., & Thompson, R. (2017). Grammar of the edit (4th ed.). London, England: Routledge. Brown, B. (2002). Cinematography: Theory and Practice - Image Making for Cinematographers, Directors, and Videographers. Boston, MA: Focal Press. Carvalho, J. (2003). Cinema e tecnologia: Pós-produção e a transformação da imagem. Edições Universitárias Lusófonas. Mascelli, J. V. (1998). The Five C's of Cinematography - Motion Picture Filming. Los Angeles, CA: Silman-James Press. Vineyard, J. (1998). Setting Up Your Shots: Successful Camera Techniques for Video and Film. Studio City, CA: Michael Wiese Productions.
- Multimedia Art
- 7147
- 27380
- Moving Image Creation Technologies
- IPLUSO7147-27380
- 1
- 4
- 0
- 4
- Não
- Português
- The methodology includes interactive, theoretical, and conceptual lectures combined with a strong practical component. Students will participate in: Interactive and expository sessions on theoretical and historical concepts. Practical sessions for image and sound capture. Editing and post-production exercises, using professional software. Development of skills in digital moving images and advanced editing tools. The evaluation is continuous, with an individual component through a written test or a written assignment and the realization of a final audiovisual product.
- Mandatory
- To grasp the fundamental concepts of audiovisual terminology and apply the acquired knowledge. To obtain solid skills in handling Digital Video Cameras, including image and sound capture techniques. To develop technical image interpretation skills by controlling all digital image exposure parameters. To explore image capture techniques for coherent audiovisual narratives, understanding the meaning and symbolism of different shots and camera movements. To enhance competencies in editing images in sequence (video), using post-production tools and individual image treatment to improve the final visual quality of the product
- 1.Fundamentals of Audiovisual Language Visual and sound elements in cinematic communication Principles of audiovisual storytelling 2.Operation of Digital Cameras Camera setup and handling Framing and movement techniques 3.Image and Sound Capture Video recording techniques Audio recording 4.Practical Application of the Camera in Fiction Scene planning and execution Simulation of audiovisual productions 5.Luminance and Chrominance Exposure control and white balance Color correction and grading 6.Electronic Image Control Adjustments for focus, ISO, shutter speed, and aperture Use of filters and lighting 7.Codec, Format, and Aspect Ratio Compression standards and image quality Adaptation for different platforms and media 8.Editing of Images in Sequence (Video) Non-linear editing and montage techniques Visual and narrative continuity 9.Introduction to Post-Production and Image Treatment Use of the software Premiere Pro, DaVinci Resolve and/or Final Cut Pro Visual effects and image correction
A avaliação inclui um projeto prático coletivo (60%), destinado a aplicar os conhecimentos técnicos e criativos adquiridos, e um teste escrito ou trabalho escrito (30%), consoante a metodologia adotada pelo docente, para avaliar os conhecimentos teóricos. A componente contínua (10%) considera a assiduidade, pontualidade e participação ativa.
- Semestral
- .
- Details
- Category: Discipline
- Cruz, J.P., Jesus, S. N. & Nunes, C. (2009). Bem-estar e qualidade de vida: contributos da psicologia da saúde. Alcochete: Textiverso. ISBN: 97898980441413 Gonçalves, M. M., Simões, M.R. & Almeida, L. A. (2017). Psicologia clínica e da saúde: instrumentos de avaliação. Lisboa: Pactor. ISBN: 9789896930646 Pais Ribeiro, J .(2005). Introdução à psicologia da saúde. Coimbra: Quarteto; ISBN: 9789895580453 Teixeira, J. (2004). Psicologia da saúde: Contextos e áreas de intervenção. Lisboa: Climepsi; ISBN: 9789727962754
- Pharmacy
- 4003
- 19048
- Health Psychology
- IPLUSO4003-19048
- 1
- 3
- 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 insert the individual in its specificity (difference) and complexity as a whole (in their individual working, social and cultural patterns), in each stage of their development; Understand the social implications of the disease in a person's quality of life; To be able to understand the psychological, biological , social human aspects, in relation with himself, with others and the environment; To develop relationship skills with the sick person and the other professionals; To know the relation and importance of psychological factors in health and disease; Analyze the influence of the relevant psychosocial factors of healthy and risk behaviors, both individual and in group; To know theoretical models and intervention modes in health and disease; To recognizing the difficulties and resistance in changing behaviors and lifestyles; To understand the coping strategies in adaptation to the diseas as well as nderstand the emergence of biopsychosocial models.
- Introduction to Psychology Introduction to the general model of psychological approach Behavior of the Human Being (elementary concepts and theories) The main theories of human behavior: from mesning to symbol Perspectives of Health Psychology The evolution of the health concept over time Health Behaviors, Risk Behaviors, Lifestyle Notions of risk, behaviors and styles. Timely and scheduled action Prediction and Intervention Models in Health Behavior Categorization and seriation models. Analytic techniques Living with Illness The chronic diseases Psychological intervention in disease situations The approach of the health professional Communication and Interpersonal Relationships in Health The specifity of health communication - patients, family, staff Health at Work Emotional exhaustion, and burnout, stress and coping
A componente escrita consta de duas frequências escritas e é relativa aos conteúdos teóricos. A classificação mínima em cada frequência é de 8 valores. A classificação final é calculada a partir da seguinte fórmula: CF = 0,50 T + 0,50 T. 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 em cada componente tem de ser igual ou superior a 9,5 valores, para efeitos de cálculo da classificação final.
Descrição
Data limite
Ponderação
Teste escrito de avaliação I
XX-XX-XXXX
50%
Teste escrito de avaliação II
XX-XX-XXXX
50%
- Semestral
- This course aims to introduce the main aspects related to Health Psychology, in a way that simultaneously introduces the theoretical concepts and their practical application, seeking that the student learn to reflect and understand their usefulness in their future professional life.
