- Details
- Category: Discipline
- MORIN (Edgar): O Cinema ou o Homem Imaginário - Tradução: António Pedro Vasconcelos - Moraes Editores, 2a edição, Lisboa, 1980. Original: Le Cinema ou L Homme Imaginaire - Editions de Minuit, 1958 MORIN (Edgar): As Estrelas de Cinema - Tradução: Salvato Teles de Menezes e António Durão - Livros Horizonte, 1980. Original: Les Stars - Editions du Seuil, 1972 MOSCARIELLO (Ângelo): Como Ver Um Filme - Tradução: Conceição Jardim e Eduardo Nogueira - Editorial Presença, Lda., Lisboa, 1985. Original: Como Si Guarda un Film - Giuz, laterza & Figli Spa NAZARETH (Adriano): 30 Anos de Televisão - Queiroz Neves & Ca. Lda., 1988 Antero, J. (2009). Operações de Câmara. Lisboa: Edições Lusófonas.
- Audiovisual Content Production
- 6142
- 10507
- Camera and Video Operations
- IPLUSO6142-10507
- 1
- 6
- 0
- 4
- Não
- Português
- The evaluation will be continuous and without final exam, where students are evaluated in 6 exercises throughout the semester. These exercises will be submitted in moodle and evaluated by the same platform. The participation will have a weight of 20% of the total grade of the Course. Exercises to perform: Exercise 1 - 10% Exercise 2 - 15% Exercise 3 - 15% Exercise 4 - 15% Exercise 5 - 15% Final project - 30% Participation and interest 20% + Exercises 80% In the event that the Curricular Unit is not completed by continuous assessment, there will be an appeal exam, in which a practical exercise will be awarded with a price of 20 points.
- Mandatory
- Master all the main and fundamental concepts, coupling all their terminology, from the audiovisual world. Learn and obtain solid knowledge of the handling of the available material from the Audiovisual and Multimedia Department, as well as, immediate evaluation of the image in real time. Master plans and camera movements that can be used in fiction, documentary, short films, and video works from other curricular units
- Understand the audiovisual world, starting with the technical terminology of image capture and sound capture, with professional cameras. Team work, recreating a filming environment for different contexts that may be presented in the future of the course. Use and incentive to use different scales of plans, image composition and camera movements, depending on the different narrative styles.
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
- Curricular unit with the objective of developing practical works throughout the 1st cycle semester, in order to acquire knowledge and familiarity with the handling of cameras, microphones, lighting, etc., activities that are essential to complete all possible practical works that may appear in the following semesters. In addition, students are also expected to understand the digital image and all the components that connect it to our world, including the exposure of the image, mastery of white balance, and with regard to audio, having the bases to capture it, with different types of microphones, previously presented to students
- Details
- Category: Discipline
- Catálogos e outros documentos indicados pelos orientador empresarial e orientador académico.
- Cybersecurity
- 6130
- 814
- Traineeship
- IPLUSO6130-814
- 2
- 30
- 0
- 4
- Sim
- Português
- This curricular unit takes place in organizations/companies and has a professional dimension. Throughout the internship period, the student incorporates everything that is innovative in different aspects in all the tasks and activities in which they are involved, duly tutored and supervised by the Business Advisor and Academic Advisor.
- Mandatory
- In general terms, it is intended that students in an internship environment in the companies where they are inserted can: - Apply, in a real context and in an integrated and interdisciplinary way, the knowledge acquired in the different components of training. - Adapt and develop work habits according to the reality of a company. - Demonstrate interpersonal relationship ability with differentiated interlocutors with ethical and deontological sense; - Describe the technologies, products and services present in companies. - Develop and practice in ampresarial environment the knowledge and techniques studied during the course. - Use and extend the knowledge of the tools used in the company and generally in the market - Carry out security plan in companies - Demonstrate ability of versatility and spirit of initiative; - Demonstrate adaptability to the evolution of procedures and technologies; - Develop and publicly submit reports and other documents.
- The present training in a work context, Internship, which is an integral and mandatory part of the higher professional technician course in Cybersecurity, will be carried out in a company. The student, together with the academic advisor and business advisor, will prepare an internship plan to be developed in a work context. Throughout the internship period, he will seek to develop and implement the same. This plan will indicate the general lines of the tasks to be carried out by the student within the scope of this curricular unit. A supervisor responsible for the internship will be appointed by the Institute. The company will appoint a supervisor who will accompany the internship, with a public presentation of the internship report that will be submitted to the final evaluation at the end.
Descrição
Data limite
Ponderação
Avaliação intermédia
60 dias após o início
15 %
Avaliação da Empresa + avaliação do Relatório final
35% + 30 %
Avaliação da apresentação pública
Calendário
20 %
- Semestral
- The Internship, a curricular unit integrated in the 2nd semester of the 2nd year of the study plan of the professional higher technical course in Cybersecurity, as a training component in a work context, aims to allow the student to be inserted in the work environment and in functions related to their area of training, aiming at the application of the acquired knowledge and knowledge to the practical activities of the respective professional profile. The Internship is a curricular unit that intends to establish a connection with host entities, with a view to enabling the application in a real work context of the knowledge acquired by the student during the school part of the respective cycle of studies, in order to consolidate them and to be able to develop new aptitudes and competences.
- Details
- Category: Discipline
- Booth, T. & Ainscow, M. (2002). Índex para a inclusão. Desenvolvendo a aprendizagem e a participação na escola. CSIE. Kilpatrick W. (2006). O método de projecto. Ed. Pedagogo. Lopes, J. & Silva, H. (2009). A aprendizagem cooperativa na sala de aula: um guia prático para o professor. Lidel. Pereira, F. (coord) (2018). Para uma Educação Inclusiva: Manual de Apoio à Prática. ME/DGE. Sanches, I. (2011). Em busca de Indicadores de Educação Inclusiva. A ¿voz¿ dos professores de apoio sobre o que pensam, o que fazem e o que gostariam de fazer. EUL. Tomlinson, C. A. (2008). Diferenciação pedagógica e diversidade: ensino de alunos em turmas com diferentes níveis de capacidade. Porto Editora
- Monitoring Children and Young People
- 6149
- 22305
- Social Inclusion: Special Educational Needs in Children and Young People
- IPLUSO6149-22305
- 1
- 6
- 0
- 4
- Não
- Português
- Active methodologies centered on the construction of knowledge by the students are promoted. (debate, discussion, group work, use of digital platforms, flipped classroom, ...).
- Mandatory
- Promote discussion for the definition and framing of the concept of diversity and difference, from an inclusive education perspective. To raise awareness of a new paradigm of action in the educational community and in the classroom, from the perspective of the right to difference. Create opportunities for project design, development and evaluation to promote Education for All and for each one. Be able to: use the concepts inherent to the theme under study, in current expression, using specific vocabulary; discuss theoretical perspectives and practices that promote Inclusion with peers; develop, develop and evaluate small research and socio-educational action projects; work as a team, managing relationships and opportunities for everyone to participate.
- Special/specific educational needs: origin and evolution of the concept; Diversity and difference from the perspective of Education for All; Inclusive Education: brief review of concepts and their contextualization in the national and international panorama; Methodologies and Practices for Socio-educational Inclusion: theory and practice; Cooperative learning; Inclusive pedagogical differentiation; Stages of the project work.
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
durante o semestre
80%
participação atitudes
durante o semestre
20%
(...)
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
- In this cycle of studies, it is very pertinent to include a course that contemplates and awakens the need for Education for All and for each one that promotes respect for difference and the demand for flexible curriculum and cooperative learning.
- Details
- Category: Discipline
- A fornecer pelo orientador do projeto.
- Automation and Computer Systems
- 6865
- 25642
- Thematic Project in Robotic Systems or Computer Systems
- IPLUSO6865-25642
- 2
- 6
- 0
- 4
- Não
- Português
- Projects are carried out by groups of two students, and can exceptionally be carried out individually. Each member of the group has specific tasks for which they are responsible, these being clearly defined from the beginning of the project. The teaching methodology is based on reproducing the project environment, with a supervisor and external deadlines for interim and final reports and presentations. Project guidance is carried out as a tutor by a teacher from the training area, who can have co-supervisors.
- Mandatory
- OA1. Define and plan the phases of a project. OA2. Classify and discuss the various tasks and components of the project. OA3. Carry out practical work in which you plan and develop projects in an autonomous and creative way, integrating skills acquired throughout the study cycle. OA4. Apply the solutions found in a practical and demonstrative way. OA5.Analyze and evaluate the results obtained. OA6.Write technical reports and present results defending the proposed solution.
- S1. Projects proposed by the training area, approved annually by the responsible UC professor.
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
Apresentação intercalar
Apresentação final
S7
S15
15%
75%
Entrega do relatório intercalar
Entrega do relatório final
S7
S15
15% (em conjunto com a apresentação intercalar)
75% (em conjunto com a apresentação final)
(...)
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 aims to enable the trainee to design and implement equipment with devices electrical, electronic and microcontrollers. In particular, it aims to develop skills to master solutions based on digital electronic control, in order to add efficiency or improve costs.
- Details
- Category: Discipline
- (1)Duarte, C., Esperança, J.P., (2014), "Empreendedorismo e Planeamento Financeiro", Edições Silabo, 2ª Ed. (2)Shriberg, A. & Shriberg (2018), "The Harvard Business Review Entrepreneur’s Handbook: Everything You Need to Launch and Grow Your New Business”, Harvard Business Review Press, 1st Ed., USA. (3)Bynum, T., Computer Ethics And Professional Responsibility Introductory Text And Readings, Blackwell Publishers (4)Peixe, R.(2013),”Emprego bom e já! - Guia Prático”, 1ª Edição, Vida Economica (5)RGPD - Regulamento (UE) N.º 2016/679, de 27 de abril de 2016 (6)Folhas de apoio disponibilizadas pelo docente (7)Serão ainda disponibilizados aos estudantes material de apoio complementar (e.g. links, blogs, vídeos) no âmbito das matérias lecionadas.
- Computer Engineering and Applications
- 6615
- 24337
- Transversal Competences in Engineering
- IPLUSO6615-24337
- 1
- 6
- 0
- 4
- Não
- Português
- (1) theoretical sessions - practical sessions lasting 2 hours, in which teaching has a practice, with recourse whenever relevant to problem solving (2) theoretical exposition, complemented with problem solving and application of theory to practical situation within the scope of transversal skills in engineering; (3) and teaching fundamentally uses: (3.i) the method expository and demonstrative pedagogical; (3.ii) problem solving; (3.iii) and group discussion. The evaluation results from the attribution of a Final Grade (NF), obtained through the application of the following formula: NF= 0.25*AA + 0.40*TG +0.35*T Where: AA - Presentation and analysis of an academic article in the field of entrepreneurship TG - Development and presentation of group work within the scope of one of the themes here developed T - Written test, with a view to evaluating the knowledge developed here
- Mandatory
- LO1: Provide students with skills in Electrical Engineering, which are the basis of computer systems LO2: Provide students with skills in the field of technical-scientific documentation production OA3: Foster good engineering practices, through the adoption of available standardization, including the one foreseen, within the scope of data protection LO4: Promote the use of ethics, and its importance for the good conduct of the engineering professional LO5: Promote the understanding of softskills and their importance in the social context, and in particular, for the professional's success in the job market. LO6: Provide students with techniques that facilitate the search for a job, according to their expectations LO7: Promote a taste for entrepreneurship, as well as its importance for economic activity, namely through innovation and industrial property in the development of new products, as well as in the creation of new companies
- CP1.Introduction to the analysis of Electrical/Electronic circuits CP2.Signal analysis in electrical engineering/electronics CP3. Production of technical/scientific documentation CP4. Standardization in Engineering CP5.Ethics and deontology in the engineering profession CP6. Data protection regulations CP7.Softskills CP8. Job search techniques CP9. Innovation and entrepreneurship
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
Apresentação, analise e discussão de um artigo académico no âmbito do Empreendedorismo
16-12-2025
25%
Teste de avaliação
13-01-2026
35%
Trabalho de grupo
20-01-2026
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 aims to motivate students to face their university education from a perspective related to the job market, in terms of Computer Engineering. It is also intended to provide students with transversal skills, important for their academic and professional path.
