- Details
- Category: Discipline
- Brooks, Charles J. et al. Cybersecurity Essentials , Wiley, 2013 Esteras, Santiago Remacha, Fabré, Elena Marco, Professional English in Use : For Computers and the Internet , Cambridge Univeristy Press, 2017 Glendinning, Eric H., Oxford English for Careers: Technology , Oxford University Press, 2007
- Development for the Web and Mobile Devices
- 6378
- 23
- English
- IPLUSO6378-23
- 1
- 5
- 0
- 4
- Não
- Português
- Classes will be theoretical-practical, with the development and application of the 4 areas of linguistic competence: oral and written comprehension, oral and written production. Theoretical classes focusing on grammatical content. Practical classes that include grammar exercises, vocabulary acquisition exercises, reading and interpreting texts, role play exercises, individual and group work. Digital tools like Quizlet and others will be used.
- Mandatory
- The main skills to be acquired are: The ability to communicate in writing and orally fluently, clearly and appropriately in English in a professional context. The ability to participate in meetings, make presentations and speak on the phone, in a clear and well-structured manner, using vocabulary and linguistic strategies appropriate to the situations and problems faced. The ability to prepare, analyse and discuss written documents.
- Objectives of this course unit: * Develop oral and written skills in the area of Technology; * Review and systematize previously acquired linguistic content; * Share information about everyday life; * Produce written communications in the field of commercial and technical relations in the area of the course; * Expand and apply vocabulary related to information technologies; * Develop ability to read and interpret technical manuals in the course area.
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 escrita
30%
Apresentação oral
40%
Avaliação continua
30%
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 teaching methdology is the communicative approach since learning a language always encompasses its effective use. The objective is, therefore, to integrate the specific skills of written and oral comprehension, speaking and writing in order to provide students with the possibility of developing and consolidating their English in the several topocs proposed. The students will also have the opportunity to consolidate their grammar knowledge.
- Details
- Category: Discipline
- Bertram, T.; Pascal, C. (2009). Desenvolvendo a Qualidade em Parcerias. Lisboa: Ministério da Educação. Freitas-Luís, J. (2012). Repensar a Intervenção Educativa no Jardim de Infância. Cadernos de Educaçação de Infância, 96, 55-57. Formosinho, J. (Coord.) (2009). Formação de professores: Aprendizagem profissional e acção docente. Porto: Porto Editora. Hohmann, M., & Weikart, D. (1995). Educar a criança. Lisboa: Fundação Calouste Gulbenkian. Lopes da Silva, I., Marques, L., Mata, L. e Rosa, M. (2016). Orientações Curriculares para a Educação Pré-Escolar. Lisboa: ME/DGE. Disponível em: http://www.dge.mec.pt/ocepe/sites/default/files/Orientacoes_Curriculares.pdf.
- Monitoring Children and Young People
- 6149
- 22307
- Childhood Pedagogies
- IPLUSO6149-22307
- 1
- 5
- 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
- Know how to properly identify and use structural elements of Childhood Pedagogy; Mobilize knowledge and knowledge of Pedagogy of Childhood for the fields of action and educational intervention; Exercise decision-making in different contexts (educational, cultural and social contexts); Build a professional attitude centered on questioning, reflection, observation and listening, sharing and cooperation; Develop knowledge and skills aligned with an integrative, inclusive and respectful educational intervention;
- Transmissive pedagogies vs participatory pedagogies. Child image vs adult image. The pedagogues of the 20th century and their contribution to Education in the 21st century. Principles and Fundamentals of Pedagogy for Children. Professional intervention and educational intentionality. Educational contexts and dimensions of Childhood Pedagogy: Space, Time, Materials; Interactions; Activities and Projects; Observation, Planning and Registration; Pedagogical Evaluation and Documentation.
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
Assiduidade e pontualidade
05%
Dinâmica da participação e qualidade das intervenções
15%
Relacionamento interpessoal, capacidade de partilha e trabalho colaborativo 15%
Empenhamento e motivação 10% Trabalhos escritos e orais (rigor científico, coerência e pertinência) 55% Caso o/a estudante opte alternativamente pela realização de exame, este será composto por uma prova escrita que incidirá sobre os conteúdos explorados. Poderá ser solicitado pelo(a) professor(a) prova oral, enquanto forma de clarificação do exame escrito.
- Semestral
- This UC, whose area of ¿¿action is located in the field of childhood pedagogies, aims to train students for a future professional activity. It intends to provide students with diversified knowledge in the line of childhood pedagogies and raise their awareness of a qualitatively appropriate intervention. This UC seeks to problematize images and thoughts about childhoods, about children, about contexts, about modes of intervention in education, about plural forms of use and learning. The contents included in this UC are an invitation to systematic reflection around what we think, what we do, what we learn and how we learn. They also have an informative and formative intention around the construction of professional knowledge.
- Details
- Category: Discipline
- Automation and Computer Systems
- 6865
- 1400
- Option I
- IPLUSO6865-1400
- 2
- 4
- 1166
- 4
- Não
- Português
- Semestral
- Details
- Category: Discipline
- Atkinson, K. - Numerical Analysis. John Wiley and Sons, New York; Chapra, S. and Canale, R. - Numerical methods for Engineers. McGraw-Hill Book Comp-New York Pina, Heitor - Métodos Numéricos. McGraw-Hill-Lisboa
- Computer Engineering and Applications
- 6615
- 3561
- Computational Mathematics
- IPLUSO6615-3561
- 1
- 6
- 0
- 4
- Não
- Português
- Using MATLAB / Octave in class to demonstrate in an interactive way some of the concepts of the curricular unit.
- Mandatory
- The main outcome is to teach the students the techniques used in the solution of mathematical problems which do not have any analytical solution, thus familiarizing them with the numerical solution of common problems (function interpolation, numerical integration and differentiation, non-linear equations, differential equations, systems of equations). In addition, students are intended to gain the capacity to implement the algorithms thaught in the theoretical classes, using them to solve problems proposed during the curricular unit.
- Floating point Arithmetics. Representation of integer and real numbers. Errors in floating point arithmetics. Error propagation. Non-linear equations. Bissection method, false position and secant. Newton and fixed point methods. Systems of linear equations. Iterative methods. Systems of non-linear equations. Newton's method. Polynomial interpolation. Polynomial forms. Interpolation formulas. Numerical differentiation. First and second order derivatives. Numerical integration. Simple and composite rules. Ordinary differential equations. Euler's and Runge-Kutta's methods. Convergence. Errors
A avaliação da unidade curricular pode ser feita por avaliação continua, sendo esta composta por duas frequências com um peso de 40% cada e um trabalho prático com peso de 20%, ou por um exame final com peso de 100%.
Descrição Datas Ponderação 1ª Frequência 24/04/2026 40% 2ª Frequência 12/06/2026 40% Trabalho Prático 21/06/2026 20%
- Semestral
- In many engineering applications the need arises to solve mathematical problems that either do not have an analytical solution, or the analytical solution is too computationally expensive to determine. In those situations, an approximate solution can often be obtained using numerical analysis algorithms. In this curricular unit we study a set of algorithms that solve some of the most common classes of problems, ranging from determining the zeros of non-linear equations to solving ordinary differential equations. This knowledge plays a central role in an engineering course, given the complexity of many real life mathematical models.
- Details
- Category: Discipline
- BISHOP, C. Artificial Hells. Participatory Art and the Politics of Spectatorship.London: Verso, 2012. CONNOLLY, M. Place of Artist's Cinema: Space, Site and Screen. Chicago: Intellect Books,2009. ELWES, C. Installation and the Moving Image. London: Wallflowers Press,2015. Foá, M.;Grisewood, J.;Birgitta Hosea, B.;McCall,C. Performance Drawing. New Practices since 1945. London: Bloomsbury, 2020. GOLDBERG, R. A Arte da Performance, 2ª edição, Lisboa, Orfeu Negro,2012. KAYE, Nick. Site-Specific Art. Performance, Place and Documentation. London; New York: Routledge, 2000. KWON, M. One Place After Another: Site-Specific Art and Locational Identity. Cambridge/London: The MIT Press, 2002 MONDLOCH, K. Screens: Viewing Media Installation Art. Minneapolis: University of Minnesota Press, 2010. REISS, J. H. From Margin to Center: The Spaces of Installation Art. London: The MIT Press,1999. SUDERBURG, E.(ed). Space, Site, Intervention: Situating Installation Art.Minneapolis: University of Minnesota Press,2000
- Multimedia Art
- 7147
- 27382
- Installation and Performance Art
- IPLUSO7147-27382
- 1
- 4
- 0
- 4
- Não
- Português
- A methodology based on the active participation of students is adopted, with oral and visual classes that promote debate, critical reflection, and communication skills focused on the origins, influences, theories, and practices of performative or installation art. Readings and video screenings allow contact with perspectives from artists, curators, and critics, fostering analytical and argumentative thinking. Practical exercises in creating installations or performances are proposed, using problem¿based learning and collective brainstorming, followed by work plans, notes, drawings, photographs, and material collection. Students experiment with spatial, material, and conceptual solutions, applying acquired knowledge and responding to contemporary challenges.
- Mandatory
- Trace the emergence of installation and performance from the avant-garde movements of the early 20th century Understand and identify notions of space and context, time-based media, body and gesture, taking into account the particularities and specificities of place (site-specific), public or private space, exterior or interior, and the spectator's participation in the work; Examine the role of technological advances in shaping installation and performance techniques Explore and put into practice the influence of interdisciplinary approaches on contemporary artistic practices. Be able to conceive and produce performance and/or installation projects based on individual themes or concepts, materials and media, placing them in a contemporary perspective Document and produce their own research, developing working methodologies for the elaboration of artistic project dossiers.
- 1.Historical context and conceptual framework: the Dadaist and Surrealist experiments; environmental art; Happening and the Fluxus movement (1950s and 1960s); land art; the artist's body as a means of artistic expression; feminist and identity politics; the artist as performer and participant; interactivity and audience participation; Space-based and time-based media; space and expanded sculpture; site-specific vs gallery spaces; ritual, archive, activism. 2.Practical and experimental approaches and their articulation with different technologies: mixed media: poetic manifesto, happening, body art, photography, sculpture, architecture, found objects, drawing, etc.; expanded medium; artistic intervention and social engagement. 3.Development of working methods: preparation of a Project Brief: description, definition of the problem (concepts and references); research, studies, sketches and experiments; production strategies and tasks milestones; documentation and archiving.
A avaliação é contínua e sumativa, sendo composta por:
35% Exercícios (Problem Based Learning)
45% Projecto Autoral (Project Based Learning)
10% Dossier do Projecto Autoral (incluindo a informação registada no diário de aula)
10% Avaliação contínua, intercalar e final com critérios de assiduidade (75% de presenças), e inclui parâmetros de pontualidade, participação nos debates da aula e orientação tutorial.
Os elementos a entregar para avaliação final são os trabalhos originais, e respectivo portofolio digital, bem como outros elementos produzidos no âmbito da UC (suportes digitais, cadernos de esboços, etc).
A avaliação em época de recurso e em época especial implica a apresentação oral de todos os trabalhos solicitados ao longo do semestre, incluindo o Dossier de Projecto e o portefolio (50%), seguido de uma apresentação oral (discussão sobre o trabalho) (50%).
Os critérios gerais de avaliação desta UC:
Integridade e autenticidade intelectual, académia e artística;
Capacidade de articulação de conceitos e procedimentos provenientes da produção artística e conducentes ao desenvolvimento de uma identidade artística e autoral;
Qualidade do trabalho e resolução criativa e plástica coerente com a componente conceptual e específica do projecto;
Capacidade de formular questões relativas aos conteúdos programáticos e estabelecer relações críticas entre os mesmos;
Competências de desenvolvimento de metodologias adequadas a cada projecto.
Os critérios específicos de cada exercício serão explicitados em cada enunciado e de acordo com a tipologia e objetivos de cada um, podendo alterar de ano para ano.
Assessment is continuous and summative and consists of:35% Exercises (Problem Based Learning)
45% Project Based Learning
10% Individual Project Dossier (including the information recorded in the class diary)
10% Continuous, mid-term and final assessment with attendance criteria (75% attendance), including punctuality, participation in class debates and tutorial guidance.
Assessment in the appeal and special periods involves the conclusion and delivery of all the work requested throughout the semester, including the Project Dossier and the portfolio (50%) followed by an oral presentation (discussion of the work) (50%).
.The general assessment criteria for this UC are:
- Intellectual, academic and artistic integrity and authenticity;
- Ability to articulate concepts and procedures stemming from artistic production and leading to the development of an artistic and authorial identity;
- Quality of work and creative and plastic resolution consistent with the conceptual and project-specific aspects;
- Ability to formulate questions relating to the program contents and establish critical relationships between them;
- Ability to develop methodologies appropriate to each project.
The specific criteria for each exercise will be outlined in the description of each assignment and according to the type and objectives of each task, and may change from year to year.
- Semestral
- .
