- 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.
- Details
- Category: Discipline
- Modern Operating Systems, Andrew S. Tanenbaum, Pearson Prentice Hall, Upper Saddle River, NJ, 2008, ISBN 0-13-600663-9. The Debian Administrator's Handbook, Raphaël Hertzog and Roland Mas, Freexian SARL, ,2015,ISBN: 979-10-91414-05-0 https://debian-handbook.info/download/stable/debian-handbook.pdf
- Automation and Computer Systems
- 6865
- 6305
- Operating Systems
- IPLUSO6865-6305
- 2
- 4
- 1166
- 4
- Não
- Português
- After an initial theoretical presentation, which takes advantage of the practical contact component to create the conditions for students to be able to apply this component in the future, a phase begins where the theoretical component has practical applications that are presented and should be resolved in the contact hours of the practical part. As soon as the subject allows it, students are given a series of small problems that must be solved in practical classes and, if these are not enough, later independently. The evaluation will be carried out by a test or an exam where the practical part will be composed of small exercises similar to the exercises proposed for solution in practical classes. You will also be asked to students who carry out a small obligatory project with a counterpart in the total evaluation part of the order of 30%.
- Optional
- OA1. Provide students with knowledge of the operation of various operating systems, their structures, management mechanisms, maintenance and settings. OA2. Provide basic knowledge of maintaining UnixTM-like systems in the absence of graphical environments. OA3. Knowing how to use basic monitoring and management tools. OA4. Development of autonomy in solving problems, providing problems without solution using only the generic information presented in the chair, and teaching them to search the Internet for information that will allow them to solve these more specific problems. OA5. Provide an overview of trends for the future in terms of computing and the skills needed for the correct operation of these systems.
- CP1 - Purposes of Operating Systems (1.1 Hardware abstraction; 1.2 Architecture; 1.3 Service Provision and Resource Management; 1.4 Multitasking, Management Management, Peripheral Management, Segregation, Security) CP2 - Interaction with the Unix(es)TM operating system (2.1 Installation of the Linux Operating System, Partitions, Settings, Software Installation; 2.2 - Process management applications ps, kill, nice, top, screen, groups and users, file systems, communications; 2.3 - System settings, File tree, Inter Processses Comunications, Cron, Firewall; 2.4 - Other applications, Sort, Grep and regular expressions, More and less, ssh and rlogin, secure copy, tar and gzip CP3 - Programming in "Shells" (3.1 - Bash; 3.2 - C Shell) CP4 - Virtualization
A avaliação continua pressupõe a realização de dois trabalhos práticos em conjunto dois testes também práticos (50%+50%) ou exame prático (100%) em época de recurso. Cada componente da avaliação continua tem uma nota minima de 8 Valores. A média final dos trabalhos e testes práticos terá de ser no minimo 9,5 valores.
- Semestral
- Knowledge of how operating systems work, as well as how to operate and maintain an operating system that is one of the most important in current terms in non-domestic computing and therefore, most likely an operating system with which the student family will most likely be called upon to work is an important part of the training of undergraduate students. The more or less deep knowledge of an operating system will allow students to have a better understanding of how current systems work.
- Details
- Category: Discipline
- - ARROZ, Guilherme e outros, Arquitectura de Computadores: dos Sistemas Digitais aos Microprocessadores, IST Press, Julho 2009 (2ª Edição) - DIAS, Morgado, Sistemas Digitais, Princípios e Prática, FCA, 2011 (2ª Edição) - BAPTISTA, Carlos Pedro, Fundamental dos Sistemas Digitais, Lisboa, FCA, 2002. - SÊRRO, Carlos, Sistemas Digitais: Fundamentos Algébricos, IST Press; Lisboa 2003. - Gajski, D., Principies of Digital Design, Prentice Hall, 1997. - Mano, M. Morris & KIME, Charles R, Logic and Computer Design Fundamentals, Prentice Hall, 1997.
- Computer Engineering and Applications
- 6615
- 24336
- Fundamentals of Computer Architecture
- IPLUSO6615-24336
- 1
- 6
- 0
- 4
- Não
- Português
- Use of digital electronics laboratory simulators that can be used by students in extra-curricular environments. Adoption of a greater number of evaluation forms
- Mandatory
- IL1 - Manipulate and perform arithmetic operations on integers represented in different numbering bases; IL2 - Manipulate logical expressions using the properties of Boolean algebra; IL3 - Design a combinatorial logic circuit based on the specification of a problem; IL4 - Design a sequential circuit to control other elements in a digital system; IL5 - Simulate and implement a digital circuit using a set of integrated circuits and/or programmable logic devices; IL6 - Categorize types of memory devices and design larger memory systems using smaller modules; IL7 - Identify the main elements in a basic processor architecture and relate them to each other; IL8 - Explain how a program is executed, and identify the main mechanisms involved;
- SL1 - Binary Numbering Systems - IL1 (5%) SL2 - Boole Algebra - IL2 (10%) SL3 - Basic Logic Circuits - IL3 (10%) SL4 - Logic Functions - IL4 (10%) SL5 - Basic Combinational circuits - LSI TECHNOLOGY ("Low Scale Integration") - IL5 (10%) SL6 - MSI combinational circuits ("Medium Scale Integration") - IL5 (10%) SL7 - Digital Circuits with Memory - IL6 (10%) SL8 - Fixed machine - example of Controller - IL7 (15%) SL9 - Architecture of a Commercial Processor: Registers, ALU, micro-instructions and program execution - IL 7, Il8 (20%)
Parte Teórica - 80% da Classificação Final:
5 ou 6 Fichas, de 1H30M de duração, abrangendo a matéria dada nas aulas. Nota mínima de 9.5V na média dos testes. Na última
semana de aulas poderão ser recuperados até dois dos testes á escolha do aluno para compor a média.Avaliação Contínua - 20% da Classificação Final abrangendo o desempenho do aluno em aula (10%), e disciplina do grupo (10%). São usados simuladores/CAD de
apoio ao estudo das matérias. Nota mínima de 9.5V. Reprovação se 25% de ausências não justificadas segundo o regulamento interno do IPLUSO.
Nota Final - Média ponderada da parte Teórica com a Avaliação Contínua, desde que ambas Aprovadas.
São aplicadas medidas anti-fraude. Sanções sujeitas ao Regulamento de Avaliação do IPLUSO.- Semestral
- Basic Discipline in Engineering. Introduction to Logic Systems as a Basis for Digital Engineering Systems Design within the scope of Computer Architecture. Logic circuits with combinational logic and sequential circuits. Introduction to integrated circuits. Transition from sequential circuits to a controlled machine. Introduction to the basic microprocessor as a crucial part of a computer: Micro-code, operation codes, instructions and machine and high-level programming. Peripherals.
- Details
- Category: Discipline
- Arijon, D. (1990). Grammar of the film language. Silman James Press. Aumont, J., & Marie, M. (2001). Dictionnaire théorique et critique du cinéma. Editions Nathan/HER. Bordwell, D., Thompson, K., & Smith, J. (2019). ISE Film Art: An Introduction (12th ed.). McGraw-Hill Education. Burch, N. (1973). Praxis do cinema. Editorial Estampa. Casetti, F. (1994). Teorías del cine (1945-1990). Cátedra, Signo e Imagen. Dancyger, K. (2002). The technique of film and video editing. Focal Press. Manovich, L. (2001). The language of new media. MIT Press. Katz, S. (1991). Film directing: Shot by shot: Visualizing from concept to screen. Michael Wiese Productions.
- Arte Multimédia (L) (IPLUSO)
- 7147
- 27384
- Linguagem e Narrativa Audiovisual
- IPLUSO7147-27384
- 1
- 4
- 0
- 4
- Não
- Português
- A metodologia combina exposições interativas e teóricas com uma forte componente prática. Os alunos participam em: - Análise crítica de obras audiovisuais e exercícios práticos individuais e em grupo. - Sessões práticas sobre técnicas narrativas, enquadramento e montagem, com utilização do DaVinci Resolve. - Estudos de caso e reflexões teóricas para incentivar o pensamento crítico e a autonomia. - Avaliação contínua, considerando assiduidade, participação ativa e projetos práticos.
- Obrigatório
- A UC adopta uma abordagem crítica à história do audiovisual, do cinema e da televisão,desenvolvendo a necessidade de interpretação do estilo fílmico, enfatizando o que é e não é comercial, experimental ou autoral.O seu campo de ação é vasto, estimulando a curiosidade na forma de contar histórias e possibilitando competências aplicáveis também nas áreas de ilustração e animação. Compreender a linguagem e os modos de expressão do cinema e do audiovisual.Compreender o léxico cinematográfico envolve conceitos sobre movimentos e estilos como o Cinema Novo, a Nouvelle Vague, o cinema clássico e o cinema de arte,bem como conceitos fundamentais como autor e cinefilia.Além disso, inclui a familiarização com elementos de composição visual e narrativa, como campo, fora de campo e decupagem, e compreensão de diferentes géneros e formatos: o documentário e a vídeoarte. Adquirir competências essenciais na planificação e realização, adaptadas a diversos formatos e contextos de exibição audiovisual
- Os conteúdos programáticos desta UC abordam os seguintes temas: 1.Introdução à linguagem do cinema - Origens e experimentalismo - Desenvolvimento e sistematização da linguagem audiovisual 2.Elementos essenciais da narrativa audiovisual - Espaço, tempo e continuidade - Estrutura de uma narrativa linear 3.A narrativa clássica e alternativas - O paradigma da narrativa clássica de Hollywood - Estruturas narrativas não lineares e fragmentadas 4.Exploração da linguagem cinematográfica - Planos, enquadramento e movimentos de câmara - O impacto emocional da composição visual 5.Análise e interpretação de narrativas audiovisuais - Diferentes géneros e formatos (documentário, vídeoarte, ficção, entre outros) - Comparação entre cinema comercial, experimental e autoral 6.Gramática do audiovisual e estética cinematográfica - Decupagem e montagem - Uso da imagem e do som na construção da narrativa
A avaliação é contínua (10%), a que se dá importância não só à assiduidade como à pontualidade e participação. Constituem ainda elementos de avaliação 2 trabalhos práticos de análise (30% + 30%), a um filme ou programa de televisão e outro a um guião cinematográfico e, finalizando, um teste escrito (30%) no final do semestre.
The evaluation is continuous (10%), in which importance is given not only to attendance but also to punctuality and participation. 2 practical analysis works (30% + 30%), one on a film or television program and the other on a cinematographic script and, finally, a written test (30%) at the end of the semester.
- Semestral
- .
- Details
- Category: Discipline
- Thomas, R. K. (2004). Marketing Health Services, Health Administration Press, Chicago, AUPHA Press, Arlington, VA. Smith, M. C., Perkins, J. G. & Siecker, B. R. (2000). Pharmaceutical Marketing ¿ Principles, Environment and Practice. Taylor & Francis. Smith, M. C. (1991). Pharmaceutical Marketing: Strategy and Cases. CRC Press.
- Pharmacy
- 4003
- 19577
- Healthcare Marketing
- IPLUSO4003-19577
- 1
- 5
- 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
- Prepare a report that features the organization's stage of development from a marketing perspective. Know the areas of strategic and operational marketing based on new market trends in the provision of health services; Collect, understand and relate the information needs of "customers - users", allowing you to build a value proposition taking into account the capacity of the provision of health services organizations; Solve problems: determining the actions which will satisfy the needs of "customers / users" through the rigor of planning, implementation and control of marketing activities in a competitive market; Know and use the marketing tools tailored to each segment of "customers / users" of health services; Understand the importance of service excellence to the "customer / user".
- Marketing: theories and principles. Concepts, models and marketing tools. Definition and customer analysis. Identification of target audiences and segments. The marketing mix variables (4 P¿s) Development of marketing mix variables (4 P's). Structure of a marketing plan. Strategic communication planning in healthcare organizations. Qualitative studies and focus group - customer satisfaction Brand management and its importance in health management. Promotion services. Promoting actions to improve the quality and image of products and services. Importance of monitoring. The sensory marketing as a new trend. Marketing staff in the health perspective. Social marketing in health. Social responsibility applied to health. Customer loyalty.
Descrição
Data limite
Ponderação
Trabalho de Grupo
dd-mm-yyyy
60%
Apresentação do Trabalho
dd-mm-yyyy
20%
Trabalho Individual
dd-mm-yyyy
20%
A disciplina baseia-se em aulas teórico-práticas. A parte prática está orientada para a concepção e desenvolvimento de case studies - trabalhos práticos. Será dada importância ao trabalho de grupo para fomentar a discussão académica estruturada, e a partilha de experiências A classificação final (CF) da unidade curricular por avaliação contínua é obtida a partir das classificações obtidas no trabalho de grupo (TG) (60%), respectiva apresentação (AT)(20%) e trabalho individual (TI) (20%). Cada um dos momentos de avaliação a classificação mínima é de 8 valores. A classificação final é calculada a partir da seguinte fórmula: CF = 0,60 TG + 0,20 AT+ 0,20 TI. 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 tem de ser igual ou superior a 9,5 valores.
- Semestral
- Currently the profile of consumers is increasingly demanding in the evaluation of the product, the characteristics of the service, the quality attributed to the products / services and the respective costs. In the health area, the marketing of goods and services is covered by these aspects and is based on 3Hs: humility, holisticity and humanity. In this case, the client, when looking for the health service, wants the best service, however, fear, anxiety and discomfort are often barriers in the relationship between client and health promoting agent. In this curricular unit, the concepts of marketing and strategies practiced in other industries will be addressed, as well as their applicability in products and services in the health area.
