- Details
- Category: Discipline
- Veterinary Nursing
- 6170
- 22430
- Medical Semiology
- IPLUSO6170-22430
- 2
- 4
- 0
- 4
- Não
- Português
- Semestral
- Details
- Category: Discipline
- Câmara, P., Guerra, P., & Rodrigues, J. (2010). Novo humanator – recursos humanos e sucesso empresarial, 2ª ed. Lisboa: D. Quixote. Câmara, P. B. (2016). Os sistemas de recompensas e a gestão estratégica de recursos humanos , 4ª ed. Lisboa: D. Quixote. Cunha, M. [et al] (2016). Manual de Comportamento Organizacional e Gestão, 8ª edição, Lisboa, RH Ed. Rego, A. [et al] (2015). Manual de Gestão de Pessoas e do Capital Humano, 3ª edição, Lisboa, Edições Sílabo.
- Enterprise Management and Digital Business
- 7082
- 26838
- Talent and Human Resources Management
- IPLUSO7082-26838
- 1
- 4
- 0
- 4
- Não
- Português
- Methodologies appropriate to distance learning will be used, such as Problem-Based Learning (PBL), which encourages the solving of real problems and is effective. Tools such as forums, interactive quizzes and project work support formative and summative assessment, providing continuous feedback. Gamification, introducing game elements to engage students, also shows promise. What is important is the personalization of learning, with adaptive learning paths, and continuous assessment, using analytics to monitor progress and adapt teaching to the student's needs. Combining these strategies can increase engagement, knowledge retention, and academic success in eLearning environments.
- Mandatory
- The aim is to develop students' technical knowledge, critical reasoning, analytical reasoning, critical thinking, teamwork and communication skills through the combined effect of teaching methodology, assessment methodology and syllabus. These will seek to contribute to achieving the following Learning Objectives (LO): OA1 - Identify the context of the human resources function and talent management within the company's global scope; OA2 – Compare the processes and techniques related to strategic human resources management; OA3 – List the main people management processes and techniques; OA4 – Acquire a set of essential knowledge for an integrated and dynamic overview of people management and technical intervention in this field.
- 1. The context of the human resources function within the global scope of organizations: 1.1. The organization and function of human resources; 1.2. Organizational culture and human resources management; 1.3. The human resources function; 1.4. The need for talent management; 2. Main processes and techniques of Strategic Human Resources Management; 3. Planning and meeting human resources needs; 4. People management processes and techniques: 4.1. Function description and analysis; 4.2. Recruitment and selection of people; 4.3. Welcome, integration and socialization of employees; 4.4. Skills assessment and career management; 4.5. Performance assessment and management; 4.6. Management of remuneration and remuneration.
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
Prova de avaliação individual
dd-mm-yyyy
50%
Trabalho
dd-mm-yyyy
40%
Assiduidade, Participação Quantitativa e Qualitativa
dd-mm-yyyy
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 curricular unit of Talent and Human Capital Management is essential for the education of master's students in Business Management and Digital Business, as it provides an in-depth understanding of the strategic role of people management in contemporary organisations. It frames the Human Resources function within the global context, exploring its connection to organisational culture and the growing need to attract, develop, and retain talent. The unit also covers the main processes and techniques of strategic HR management, from workforce planning, recruitment, onboarding, and integration, to performance management, career development, and compensation policies. By incorporating a perspective aligned with the challenges of digital transformation and business innovation, this unit helps prepare future leaders to leverage human capital as a competitive advantage in dynamic and digital business environments.
- Details
- Category: Discipline
- ARIJON, Daniel (1990) - Grammar of the Film Language. Silman James, USA AUMONT Jacques , MARIE Michel, (2001) Dictionnaíre théorique et critique du cinema. Editions Nathan/HER, Paris BROWN, Blain (2002) - Cinematography, Theory and Practice. Focal Press, USA ? BURCH Noel, (1973) Praxis do Cinema, Editorial Estampa CASETTI, Francesco (1994) Teorias del Cine (1945 -1990), Catedra, Signo e Imagen DANCYGER, Ken (2002) - The Technique of Film and Video Editing. Focal Press, USA ? KATZ, Steven (1991) - Film Directing: Shot by Shot: Visualizing from Concept to Screen. Michael Wiese Productions, USA
- Audiovisual Content Production
- 6142
- 22272
- Language and Narrative
- IPLUSO6142-22272
- 1
- 6
- 0
- 4
- Não
- Português
- Participation of students through challenges in class to identify and apply the concepts and tools of Language and Narrative.
- Mandatory
- Understand the language and modes of expression characteristic of cinema and audiovisual. Acquire technical skills to design a cinematographic narrative. Build a critical eye and analytical skills in film viewing. Understand the cinematographic lexicon; Author, cinephilia, Field, New cinema, classic, cinema art, decoupage, device, documentary, out of field, etc. Acquire basic skills for creating coherent cinematographic and audiovisual narratives. Acquire essential skills in terms of planning and directing, adapted to the fiction short film format
- The language of cinema from the beginnings and experimentalism to the systematization of cinematographic language. Space, time and continuity. The structure of a linear narrative. The classic Hollywood narrative as a paradigm of a linear narrative. Alternatives to classic Hollywood storytelling and non-linear narrative structures. The fragmented narrative and the exploration of cinematographic language as a catalyst for ideas and emotions. Analysis of narrative structures and the connection between narrative, language and cinematographic aesthetics. The grammar of cinema. Framing of Cinematographic Language, Narrative and Aesthetics in Different Production Contexts.
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
DESAFIOS / Teste de avaliação /
50%
TRABALHO FINAL
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
- Language and Narrative has the merit of developing a critical approach to the history of audiovisual in general, and cinema and television in particular, developing the need for a general interpretation of the film style, emphasizing what is and is not commercial, experimental, or authorial works. Its field of action is very vast and comprehensive, in order to awaken curiosity in the various ways of telling stories and sharing experiences through moving images, making the student aware of aspects of cinematographic language and narrative structures of different eras and geographies.
- Details
- Category: Discipline
- Date, C. J. (2003). An Introduction to Database Systems (8th ed.). Boston: Addison-Wesley. Elmasri, R., & Navathe, S. B. (2016). Fundamentals of Database Systems (7th ed.). Boston:Pearson.
- Development for the Web and Mobile Devices
- 6378
- 13304
- Fundamentals of Databases
- IPLUSO6378-13304
- 1
- 5
- 0
- 4
- Não
- Português
- Project-Based Learning (PBL): Students develop practical projects, simulating real market challenges, encouraging the direct application of theoretical content. Virtual Learning Environments: Interactive digital platforms that support the sharing of materials, discussion forums, and online quizzes. Peer Learning: Stimulation of collaborative learning, where students teach and learn from each other, strengthening their understanding of the content. Microlearning: Division of content into small units or capsules, facilitating the digestion and retention of information. These methodologies seek to adapt the educational process to the needs and characteristics of students in the digital era, making learning more dynamic, interactive, and effective.
- Mandatory
- Knowledge: Students will acquire a deep understanding of the fundamental principles of databases, including the architecture of Database Management Systems (DBMS), data models, and standardization practices. Skills: They will develop practical skills in database design, manipulation, and querying using the SQL language, and implementation of databases in real web and mobile development contexts. Skills: They will be trained to analyze and solve problems related to data management, effectively integrating databases into web and mobile solutions, considering aspects of performance, security, and scalability. Through this UC, students will be prepared to face contemporary challenges in the area of information management, becoming more complete professionals who are adaptable to market demands.
- Introduction to Databases: Definition, importance, and historical evolution. Database Management Systems (DBMS): Characteristics, components, and types of DBMS. Relational Model: Entities, relationships, attributes, and keys. Normalization: Process, objectives, and normal forms. SQL language: Basic and advanced queries, CRUD operations (Create, Read, Update, Delete), aggregate functions, and joins. Database Design: Techniques and tools for modeling and design. Databases in Web and Mobile Environments: Integration with applications, security and optimization. Advanced Topics: Indexing, transactions, concurrency and failure recovery.
Descrição
Data limite
Ponderação
Participação em aula
N/A
25%
Projeto de grupo 1 (Entrega e Discussão)
04-12-2025
25%
Teste Individual Global Escrito
15-01-2026
25%
Projeto de grupo 2 (Entrega e Discussão)
22-01-2026
25%
- Semestral
- This UC focuses on the introduction and consolidation of the fundamental concepts of databases, providing students with the necessary skills for the conception, design, implementation, and management of database systems. The field of action of this UC ranges from the study of database management systems (DBMS) to data modeling, including standardization, SQL, and optimization techniques. In the current era, where information plays a preponderant role, its effective management becomes imperative, with databases being a crucial tool in this process. Whether developing web or mobile applications, the ability to interact, manipulate, and optimize databases is essential. Therefore, this UC has a vital relevance in the study cycle, preparing students to face real challenges in the job market, providing them with a solid foundation in information management and integration with various development platforms.
- Details
- Category: Discipline
- Oliveira, C. B. E., Oliva, O. B., Arraes, J., Galli, C. Y., Amorim, G., & Souza, L. A. (2016). SocioEducação: Origem, Significado e Implicações para o atendimento socioeducativo. Psicologia Em Estudo, 20(4), 575-585. https://doi.org/10.4025/psicolestud.v20i4.28456. Pardal, L., & Lopes, E.S (2011). Métodos e técnicas de investigação social. Areal Editores. Pérez-Serrano, G. (2008). Elaboração de Projetos Sociais: Casos práticos (pp. 13-47). Porto Editora.
- Monitoring Children and Young People
- 6149
- 22301
- Methods, Dynamics and Techniques of Socio-educational Intervention
- IPLUSO6149-22301
- 1
- 6
- 0
- 4
- Não
- Português
- Methodologies centred on ‘learning by doing’ make the student the centre of learning. Thus, the teacher appears as the mediator between knowledge (content) and the different ways of accessing it, expressed in the methodologies. It should also be noted that active and participatory methodologies will be prioritised, which should also be mobilised by students for their internship and professional contexts. To this end, the following strategies will be used: Active learning: case studies, simulations, role-playing. Fieldwork: internships, visits to institutions. Project-based learning: creation and development of socio-educational projects. Discussions and debates: critical analysis of social problems. Expository and demonstrative method: presentation of content and practical examples.
- Mandatory
- O1: Understand and apply socio-educational intervention methods and techniques. O2: Distinguish methods, techniques, dynamics and tools for diagnosing and implementing a socio-educational project. O3: Understand the notions of project work methodologies and their applicability to educational services for accompanying children and young people. O4: Acquire and develop the skills needed to justify, design, develop and evaluate projects applied to educational services for accompanying children and young people. O5: Analyse socio-educational experiences and/or action projects. O6: Implement intervention projects associated with socio-educational intervention in real-life contexts.
- Module 1: Methods, Dynamics and Techniques in the Construction of Socio-educational Projects 1.1 Project methodology and the progressive education movement 1.2 Current concepts and models of project methodology 1.3 General characteristics of project methodology 1.4 Concept of project work methodology 1.5 Fundamentals of project work methodology Module 2: Stages for drawing up a socio-educational project 2.1 Diagnosis, Planning, Implementation, Evaluation and References Module 3: Socio-educational intervention - case studies Module 4: Drawing up a socio-educational project 4.1. Operationalisation: project work applied to educational childcare services 4.2. The role of the child in project work methodology 4.3 Advantages and disadvantages of using the project work methodology 4.4 Evaluative practice in the project work methodology applied to educational childcare services
A avaliação é contínua e decorre com a submissão de fases do projeto em trabalhos de grupo ao longo do semestre e com um trabalho individual (apresentação oral e defesa do projeto) no fim do semestre. O projeto em grupo tem um peso de 50% na avaliação final. Os trabalhos individuais, realizados ao longo das aulas, têm um peso de 30%. Nenhum dos trabalhos individuais ou de projeto pode ter nota inferior a 8 valores para fazer média. A não participação a pelo menos 75% das aulas leva à reprovação por faltas, de acordo com o regulamento em vigor da IPLUSO. A particpação nas aulas tem um peso de 20% na avaliação final.
No caso de o estudante não poder realizar alguma das condições do regime de avaliação contínua ou não conseguir avaliação positiva na mesma poderá candidatar-se para prestar a prova de exame.
- Semestral
- The course follows a project-based approach and collaborative work, allowing students to actively explore, investigate, participate and collaborate in the design of a socio-educational intervention project. In addition, since the course is part of a programme in Child and Youth Support, students will develop the skills to implement methods and techniques in the diagnosis and development of digital, socio-emotional and/or academic skills using project-based learning. To this end, projects will be built in the classroom with the supervision, feedback and revision of the teacher.
