Scenario Design

Category: Discipline
  • Abbott, E. A. (2006), Flatland: uma aventura em muitas dimensões. Lisboa: Assírio e Alvim.   Blando, J. (2015). How to Draw Fantasy Art and RPG Maps: Step by Step Cartography for Gamers and Fans, Ohio, IMPACT Books. ISBN 13: 978-1-4403-4024-6   Ellefson, R. (2017). Creating Life (The Art of World Building Book 1), Kindle Edition   Kukkonen, K. (2013). Contemporary Comics Storytelling, University of Nebraska Press.   Robertson, S. (2013). How to Draw: Drawing and sketching objects and environments from your imagination. Design Studio Press.   Todd, D. (2007). Game Design, From Blue Sky to Green light. Massachusetts: A K Peters, LDT.  
  • Illustration and Drawing
  • 6330
  • 23172
  • Scenario Design
  • IPLUSO6330-23172
  • 2
  • 6
  • 0
  • 4
  • Não
  • Português
  • The theoretical-practical classes present the syllabus and allow it to be assimilated in a fruitful way through practical exercises. The syllabus is emphasised through three scenic construction exercises, which will be carried out with a progressive degree of depth.  Starting with the adaptation of an image to the scenic space, the conceptual plan is added and hypothetical scenarios are sketched out.¿The practical knowledge acquired in the first exercise (Creating Scenarios for Three-Dimensional Illustrations) will allow the student to deepen the conceptual dimension needed to carry out the second exercise (Graphic Design of Scenarios). These two exercises will provide the fundamental basis for completing the third exercise (Three-dimensional scenario construction), which will be carried out in groups, instilling in students the importance of teamwork in the field of scenario design and construction.
  • Mandatory
  • . Develop the processes of representing scenarios for exemplary stories in literature through graphic recording and model building;  . Understand the main aspects and stages of Worldbuilding (2D and 3D), establishing coherence between the setting, scene, narrative and characters;  . Analyse different authors and their visual representation of sets and models, taking into account the richness of texture, materials and colour palette;  . Produce scenarios based on different types of narratives and contexts, real or fictitious;  . Be able to imagine, plan and produce original creations, moving from 2D to 3D, in analogue and digital media.  . Adopt contemporary illustration techniques conducive to the student's professionalisation.  
  • 1. Spatial narrative: places, scenes and atmospheric perspective Historical framework of mechanical theatre and its relationship with illustrated scenarios. Depth and layers in the construction of pop-up scenes. Adapting images to a scenic space; Parallax effect. 2. Designing 'worlds' and sets Illustration in pre-cinema optical-mechanical devices (diorama, panorama, peepshow and book-tunnel). Introduction to the notion of World Building: fictional and real environments, narrative, cartography, props and characters. Composition, Colour, Texture, Structure, Environment and Light. Design and construction of a three-dimensional graphic object. 3. Three-dimensional set construction: World Building: Climate and Environment, Landmarks and Geography; Culture and History. Adapting narratives to specific techniques and materials Research, sketching and planning of team model design projects; Perspective studies and viewpoints from the models.

  • A avaliação dos conhecimentos e competências traduz uma ponderação que tem em conta a participação e acompanhamento efetivo do aluno em aula, o volume de trabalho desenvolvido e empenho, a resposta adequada aos exercícios propostos e a qualidade do desempenho, aferidos em:
    . 10% Avaliação contínua: pontualidade, participação e assiduidade (75%) cujo incumprimento obriga ao exame. 

    . 15 % Criação de Cenários para Ilustrações tridimensionais;¿. 25 % - Conceção Gráfica de Cenários; .

    . 40% Construção de tridimensional de cenário (maquetes)
    . 10% Portefólio

     
  • Semestral
  • Develop notions of and experiences in creating scenarios for diverse contexts, world building.

Práticas do Documentário

Category: Discipline
  • Arte Multimédia (L) (IPLUSO)
  • 7147
  • 27419
  • Práticas do Documentário
  • IPLUSO7147-27419
  • 3
  • 5
  • 1326
  • 4
  • Não
  • Português
  • Opcional
  • Semestral

Numbers, Operations and Mathematical Models

Category: Discipline
  • Caraça, B. J.- Conceitos Gundamentais da Matemática. 3ª edição Lisboa: Edições Gradiva. 1998 Palhares, P. (coord.) - Elementos de Matemática para Professores Ensino Básico. 1ª EdiçãoLisboa. Edições Lidel. 2004. ISBN 978 972 757 280 9 Palhares, P.; Gomes, A. e Amaral, E., (coord.) - Complementos de Matemática para Professores do Ensino Básico. Lisboa. Edições Lidel. 2011. ISBN 978 972 757 757 6  Aprendizagens Essenciais de Matemática para o Ensino Básico. Lisboa: ME/DGE. Ministério da Educação. 2021. Ministério da Educação.¿APM. (2005). Desenvolvendo o sentido do número: perspectivas e exigências curriculares, vol. I. Lisboa: APM.
  • Primary Education
  • 6127
  • 22146
  • Numbers, Operations and Mathematical Models
  • IPLUSO6127-22146
  • 1
  • 7
  • 0
  • 4
  • Não
  • Português
  • The work to be carried out within the scope of this course will focus on the active participation of students in both individual and group work, seeking to deepen their knowledge of the different topics under study. The sessions will be organised in a problem-solving context. There will be a presentation by the teacher or the students of the mathematical themes mentioned, the resolution and discussion of problems and mathematical investigations. It is expected that each student will carry out the proposed activities clearly and rigorously demonstrating the knowledge acquired and engaging in the study/preparation for the different activities to be carried out in class including the assessment activities.  
  • Mandatory
  • Explain the main differences between natural, integer, rational and real number sets; Globally understand numbers and operations in terms of mathematical concepts, techniques, uses and processes; Explain the structure of the positional numbering system, in several bases, and the extension of the base 10 positional system to the representation of decimal numbers; Use different representations of rational numbers, including the number line; Use the properties of operations to make estimates and mental calculations; Search and explore numerical patterns in mathematical situations and investigate numerical relationships; Deepen knowledge in the area of ¿¿Arithmetic and establish connections with other areas of Mathematics; State different types of real-life situations that can be modeled by operations with integers and rational numbers; Solve problems in real life and in the field of Mathematics and communicate your ideas clearly;
  • 1. Number and numbering. 2. Sets of numbers: natural, integer, rational and real. 3. Arithmetic operations. 4. Directions of number and operations. 5. Relational thinking, relationships and regularities. 6. Clarification of concepts: exercise, problem, investigation, task and activity. 7. Mathematical models.

  •  

     

     

    Tarefas desenvilvidas em trabalho de pares   ______ 45 %

    Teste de avaliação escrito individual, cujo classificação deve ser superior a 7 valores  _____ 45 %

     Participação  nas atividades da aula ao longo do semestre (contexto e a pertinência das questões levantadas, tarefas desenvolvidas na aula e assiduidade)  ____10 %            
  • Semestral
  • In this degree in Basic Education, the curricular units in the scientific area of Mathematics assume a relevant role. Graduates will be the children's first Mathematics Teachers. Future graduates must have sustained knowledge so that later they will have other skills and competences acquired through working in the different curricular units in the scientific area to work with children from the beginning of their training path. The curricular unit of Numbers, Operations and Mathematical Models aims to deepen, both at the scientific and methodological level, aspects related to the theme of Numbers and Operations and Relational Thinking. The learning of numbers and operations is seen in a broad and articulated way, and not only focused on the use and dexterity with the algorithms. It also contemplates the dimension of the mathematical model as the representation of situations through objects, relationships and structures.

Cytopathology I

Category: Discipline
  • Bibbo, M. (2014). Comprehensive cytopathology (4th ed.). Elsevier. Cibas, E. S., & Ducatman, B. S. (2025). Cibas and Ducatman's cytology: Diagnostic principles and clinical correlates (6th ed.). Elsevier. IARC Working Group on the Evaluation of Cancer-Preventive Interventions. (2022). Cervical cancer screening (IARC Handbooks of Cancer Prevention, Vol. 18). International Agency for Research on Cancer. Nayar, R., & Solomon, D. (2015). The Bethesda system for reporting cervical cytology (3rd ed.). Springer. World Health Organization. (2021). WHO guideline for screening and treatment of cervical pre-cancer lesions for cervical cancer prevention (2nd ed.). World Health Organization.
  • Biomedical Laboratory Sciences
  • 4084
  • 19568
  • Cytopathology I
  • IPLUSO4084-19568
  • 3
  • 5
  • 0
  • 4
  • Não
  • Português
  • The methodologies are based on linking theory and immediate laboratory applicability, using expository, demonstrative, and collaborative approaches. Theoretical Classes: Centered on interactive content exposition, with multimedia, cytopathological iconography, and molecular mechanism videos. Practical Laboratory Classes: Conducted in the classroom and laboratory through three axes: 1) Technical Processing: Practical laboratory execution of pre-analytical and analytical phases, including fixation and Papanicolaou staining in conventional and liquid media; 2) Diagnosis and Microscopy: Individual and group microscopic observation of real slides for intensive screening training; 3) Active Methodologies and Team Building: Cooperative resolution of clinical cases, Bethesda criteria discussion, and team-based diagnostic mini-quizzes. The process is consolidated through autonomous work and tutorial guidance for critical thinking, decision-making, and future professional practice.
  • Mandatory
  • Use precise and appropriate technical-scientific language in the context of Cytopathology. Describe and ground the principles of collection, processing, quality control, and analysis of gynecological cytology samples. Execute cytological sample laboratory processing with strict adherence to established protocols. Recognize the cytomorphological characteristics of normal cells and major cellular changes. Identify and classify morphological abnormalities in squamous and glandular epithelial cells. Apply the 2014 Bethesda System for sample classification and report structuring. Perform systematic microscopic screening and critically interpret clinical-cytological cases. Develop critical thinking for differential diagnosis and laboratory problem-solving. Demosntrate ethics, responsibility, team-building skills, and autonomous learning capacity.
  • Framework of Diagnostic Cytology: Historical evolution and laboratory organization. Basics of the normal cell and its constituents. Pre-analytical and analytical phases in Gynecological Cytology samples: Collection, fixation, and Papanicolaou staining. Anatomy, Histology, vaginal ecology, and functional/cyto-hormonal cytology of the female reproductive system. Classification Systems in Gynecological Cytology and adequacy criteria: Conventional vs. Liquid-Based Cytology. The Bethesda System (2014): Structural approach and practical application. Negative for intraepithelial lesion or malignancy (NILM). Cervical Oncogenesis: Molecular mechanisms of HPV and carcinogenesis. Epithelial abnormalities: Squamous cells. Epithelial abnormalities: Glandular cells. Cervical cancer - Prevention, Screening, and Vaccination. Anal canal cytopathology.

  • A UC de Citopatologia I realiza-se por Avaliação Contínua ou por Avaliação Final (Exame). 

    A. Regime de Avaliação Contínua - A classificação final (CF) resulta da fórmula: CF = 0,40 T + 0,40 TP + 0,20 (TG). A escala é de 0 a 20 valores, exigindo-se nota ponderada mínima de 9,5 em cada componente para aprovação. 

    • Componente Teórica (T) - 40%: Consta de 2 frequências escritas individuais (20% cada), com nota mínima de 8 valores em cada uma. 
    • Componente Teórico-Prática (TP) - 40%: Consta de 2 frequências práticas (20% cada), sob a forma de teste de diagnóstico em tempo real (nota mínima de 9,5 em cada). Cada prova inclui: 

      •  Parte 1 (Projeção): Projeção sequencial de 10 casos de iconografia ginecológica (2 minutos/caso) para diagnóstico, de acordo com o Sistema de Bethesda 2014. 

      • Parte 2 (Spot Test): Observação direta e sequencial de 10 casos em campos microscópicos focados (1 minuto/caso) para identificação e classificação segundo o Sistema de Bethesda 2014. 

    • Trabalho de Grupo (TG) - 20%: Elaboração e defesa de um trabalho científico focado no programa. 

    Descrição

    Data limite

    Ponderação

    1ª Frequência Teórica

    05/11/2026

    20%

    1ª Frequência Teórico - Prática

    		 05/11/2026

    20%

    2ª Frequência Teórica

    		 17/12/2026

    20%

    2ª Frequência Teórico - Prática

    		 17/12/2026

    20%

    Trabalho de Grupo

    07 e 09/12/2026

    20%

    B. Regime de Avaliação Final (Exame) - Destinado a estudantes que não obtiveram aproveitamento ema avaliação contínua. O Exame Final integra duas componentes: 

    • Exame Escrito Teórico (50%): Prova escrita sobre toda a matéria teórica (nota mínima de 9,5). 

    • Exame Prático Laboratorial (50%): Prova de rastreio microscópico e interpretativo em tempo real (projeção de iconografia e spot tests de lâminas reais), aplicando o Sistema de Bethesda 2014 (nota mínima de 9,5). 

     
  • Semestral
  • Cytopathology is a fundamental discipline within Pathological Anatomy, focusing on the morphological analysis of cells exfoliated or harvested from tissue surfaces to detect cellular abnormalities. This Curricular Unit integrates a solid theoretical framework with the development of hands-on laboratory skills aimed at the cytological interpretation and diagnosis of cervical-vaginal samples. Its prevention and screening domains prepare students for an immediate transition into laboratory and research environments. Its relevance within the study cycle lies in training independent professionals capable of managing sample processing and microscopic screening for routine and population-based cytology. The academic approach follows the International 2014 Bethesda System for Reporting Cervical Cytology and the European Guidelines for Quality Assurance in Cervical Cancer Screening, aligning student training with international standards.

Option I

Category: Discipline
  • Illustration and Drawing
  • 6330
  • 1400
  • Option I
  • IPLUSO6330-1400
  • 2
  • 4
  • 941
  • 4
  • Não
  • Português
  • Semestral
  1. Anatomy and Physiology I
  2. Geometry and Measurement
  3. Histotechnology II
  4. DIY Printing, Engraving and Stamping Techniques

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