Isolated curricular courses

1. What it means to research in anthropology - a learning process (Ingold)
2. Methods of working and organising information
2.1 Introduction: how and why do we become readers?
2.2 Methods of organising and reducing information
2.3 Plagiarism and paraphrasing
2.4 Forms and function of bibliographic citation and referencing
3. Searching online - Criteria for evaluating information made available online and the limits and advantages of generative AI
4. Reading, discussing and summarising canonical and non-canonical classic texts
5. How to develop anthropological curiosity and imagination: stimulating attention, observation, recording and organising data, description
6. Describing, relating, arguing.

On periodical assessment two evaluation tools shall be used:
1) Participation in teaching activities - 20%
2) Portfolio consisting on the exercises conducted in the classroom and learning reports- 30%.
3) Final report Observation exercise- 50 %.
Students who do not undergo to periodical assessment or do not reach 10 points shall undergo to examination.

Mandatory

Winkin, Y. 1998 A Nova Comunicação. Da teoria ao trabalho de campo, Campinas/S.Paulo: Papirus Editora
Peretz, H. 2000 Métodos de Sociologia, Lisboa: Temas e Debates.
Hall, E.T. 1986 A Dimensão Oculta, Lisboa: Relógio d Água.
Hall, E.T.1994 A Linguagem Silenciosa, Lisboa: Relógio d'Água.
Gofman, E.1993 A Apresentação do Eu na Vida de Todos os Dias, Lisboa: Relógio D'Água.
Foucault, M.1987 Vigiar e Punir. Nascimento da Prisão, Petrópolis: Ed.Vozes.
Durkheim, E.1988 As Regras do Método Sociológico, Lisboa: Ed.Presença.
Castro, Celso 2022 Além do Cânone, Rio de Janeiro, FGV Editora
Cerveira, M.E.2002A Referência bibliográfica de documentos escritos e eletrónicos?, Rev.da Faculdade de Letras. Ciências e Técnicas do Património, Porto, 2002, 1ª série, vol.I, p.111-128
Clanchy, J.&Ballard, B.2000 Como escrever ensaios. Um guia para estudantes Lisboa:Temas e Debates

Optional

http://weblog.educ.ar/educacion-tics/archives/002750.php(sobre a leitura na internet)
http://www.abed.org.br/antiga/htdocs/paper_visem/denise_bertoli_braga.htm (sobre o uso da internet e a aprendizagem de línguas estrangeiras)
http://www.mayer.cps.k12.il.us/Strategies_that_Work/STW.htm (sobre uso de recursos e estratégias de leitura na net)
http://litsite.alaska.edu/workbooks/readingstrategies.html (planos de exercícios para desenvolver estratégias de leitura)
http://www.justreadnow.com/strategies/index.htm (planos de exercícios para desenvolver estratégias de leitura)
http://curry.edschool.virginia.edu/go/readquest/ (planos de exercícios para desenvolver estratégias de leitura ? especificamente orientado para alunos de Ciências Sociais)
http://www.howard.k12.md.us/langarts/Curriculum/strategies.htm (planos de exercícios para desenvolver estratégias de leitura)
http://www.greece.k12.ny.us/instruction/ela/6-12/Reading/Reading%20Strategies/reading%20strategies%20index.htm (planos de exercícios para desenvolver estratégias de leitura)
http://www.allamericareads.org/lessonplan/strategies.htm (planos de exercícios para desenvolver estratégias de leitura)
Sites sobre estratégias de leitura e de escrita:
Winkin, Yves 1996 ?La maîtrise visuelle de l?ordinaire?, in Antropologie de la Communication. De la théorie au terrain, Paris/Bruxelles: De Boeck & Larcier S.A., pp. 123-138
Reis, F. (2016) ?Exercício de Observação (não Participante) In S. Bernardes e S. Carvalhosa (Orgs.) Manual de Práticas Pedagógicas de Integração da Investigação no Ensino Superior. Lisboa: ISCTE-IUL, pp. 58-65.
Morais, José, 1997 A Arte de Ler. Psicologia cognitiva da leitura Lisboa: Cosmos.
Manguel, Alberto, 1996 A History of Reading London: Flamingo (há versão em Português).
Madureira Pinto, José e Augusto S. Silva [orgs.] 1987 Metodologia das Ciências Sociais Porto: Afrontamento.
Jonathan, Boyarin, 1992 The Ethnography of Reading, University of California Press.
Firmino da Costa & Patrícia Ávila 1998, ?Problemas da/de Literacia: uma investigação na sociedade portuguesa contemporânea? in: Ler História, nº35.
Connerton, Paul, 1993 Como as Sociedades Recordam Oeiras: Celta
Coelho, Adolfo,1993, ?Cultura e Analfabetismo? in João Leal (Org.) Adolfo Coelho. Obra Etnográfica vol. II Cultura Popular e Educação, Lisboa: Publicações D. Quixote, p. 251-272.
Chartier, Roger, 1996, El orden de los libros. Lectores, autores, bibliotecas en Europa entre los siglos XIV y XVIII, Barcelona: Guedisa.
Caria, Telmo H. (org.), 2002 Experiência Etnográfica em Ciências Sociais, Porto: Ed. Afrontamento.
Calvino, Italo, 1994, Porquê Ler os Clássicos?, Lisboa: Teorema.
Bloom, Harold, 2000, Como ler e porquê, Lisboa: Caminho.

PC1. Residential care
-Characteristics;
-The development of children in residential care;
-Standards and quality assessment systems;
-Therapeutic and specialized residential care;
-Life project, preparation for transitions;
PC2. Foster family care:
-Characteristics;
-The development of children in foster care;
-Recruitment and pre-service training of foster families;
-Intervention in foster family care;
PC3. Adoption
-Characteristics;
-The development of adopted children;
-Adoptive identity and search for origins;
-Adoptive parenting.

Students can complete the CU through assessment during the semester or assessment by exam.
-Assessment throughout the semester includes the following compulsory elements: (1) group preparation of a research project on foster/residential care or adoption (30%), plus (2) an oral presentation (15%); and (3) an individual written test (55%). Students with a minimum mark in each assessment element of at least 8.5 and a final average of 9.5 or more will pass. Students must attend at least 3/4 of their classes.
-The assessment by exam is an individual written exam (100%) and covers the entire subject. Students who have opted for this assessment method and students who have not passed the assessment method during the semester will be admitted.

Mandatory

Dozier, M., & Rutter, M. (2016). Challenges to the Development of Attachment Relationships Faced by Young Children in Foster and Adoptive Care. In J. Cassidy & P. Shaver (eds.), Handbook of Attachment: Theory, Research, and Clinical Applications (3rd edition). NY: The Guildford Press.
Magalhães, E., & Baptista, J. (2021). Acolhimento familiar de crianças e jovens em perigo - manual para profissionais. Lisboa: Pactor.
Miller, G., Wrobel, E.H., & Marr, E. (2020). The Routledge Handbook of Adoption (Routledge International Handbooks). NY: Routledge.
Osofsky, J. (2017). Treating infants and young children impacted by trauma: Interventions that promote healthy development. Washington DC: American Psychological Association.
Whittaker, J. et al. (2015). Therapeutic residential care for children and youth: Developing evidence-based international practice. London: Jessica Kingsley.
Acrescem artigos científicos e relatórios profissionais anualmente atualizados e disponibilizados aos alunos.

Optional

Carvalho, M.J.L., & Salgueiro, A. (2018). Pensar o acolhimento de crianças e jovens. Lisboa: Fundação Calouste Gulbenkian.
Bernard, K., Frost, A., Kuzava, S., & Perrone, L. (2019). Foster parenting. In M. H. Bornstein (Ed.), Handbook of parenting: Vol. 1. Children and parenting (pp. 368-397). Routledge.
Neil, G., Parton, N., & Skivenes, M. (2011). Child protection systems: International trends and orientations. NY: Oxford University Press.
Steele, H, & Steele, M. (2018). Handbook of attachment-based interventions. New York: Guildford.
Mitchell, J. et al. (2019). The handbook of therapeutic care for children: Evidence-informed approaches to working with traumatized children and adolescents in foster, kinship and adoptive care. London: Jessica Kingsley Publishers.
van IJzendoorn, M. H. et al. (2020). Institutionalisation and deinstitutionalisation of children 1: A systematic and integrative review of evidence regarding effects on development. The Lancet Psychiatry, 7(8), 703-720. https://doi.org/10.1016/S2215-0366(20)30029-0

PC.1 Study of digital communication techniques for mobile networks
PC.2 Study of LTE. Radio network planning of 4G
PC.3 Study of LTE-Advanced and LTE-Pro
PC.4 Study of 5G Use Cases and Applications
PC.5 Study of 5G New Radio. Key Technologies, Numerologies. Frequency Bands and Waveforms
PC.6 Study of 5G Core Network, Evaluation of Cost in 5G networks
PC.7 Study of Dimensioning and Planning of 5GNR Radio networks
PC.8 Study of 5GNR Private Radio Networks
PC.9 Study of Non-Terrestrial Networks of Beyond 5G (B5G)
PC.10 Study of the Vision of 6G

Evaluation throughout the semester: Attendance at least 50% of classes. In this modality, the evaluation is done in three parts. Active participation in a class 5%. The second part consists of a group work on 5G/5GNR simulation scenarios with individual evaluation at the end of classes and the third part consists of a test. The grade of the group work with individual evaluation has a weight of 30%. The remaining 65% is obtained with the grade of the test. Minimum grade of 7.5 in the test.
Evaluation by exam: In this modality, the evaluation is made by the 1st exam (equals to Final written test) or 2nd exam with a minimum grade of 9.5 and a weight of 100% in the final grade.
If the student has taken both types of assessment, the final grade of the subject will be the better of the two.
There is a Special Exam in July (it requires authorization and registration) for the students that have not been successful, previously.

Mandatory

[1] H. Holma, A. Toskala, "LTE for UMTS - OFDMA and SC-FDMA based radio access", John Wiley, 2009
[2] C. Cox, ?An Introduction to LTE", John Wiley, 2012
[3] W. Xiang, K. Zheng, X. Shen, "5G Mobile Communications", Springer Publishing, 2017
[4] A. Osseiran, J. Monserrat, P. Marsch, "5G Mobile and Wireless Communications Technology", Cambridge University Press, 2016
[5] L. Miller, J. Cavazos, "5G & Beyond", Keysight Technologies, John Wiley, 2022
[6] The Definitive Guide to Non-Terrestrial Networks, Keysight eBook 2024

Optional

[7] 3GPP specifications about LTE and 5G Novel Radio
[8] Transmission Techniques for 4G Systems, M. Silva, A. Correia, R. Dinis, N. Souto, J. C. S. Silva, CRC-Taylor & Francis Group, FL, USA, 2013.
[9] Transmission Techniques for Emergent Multicast and Broadcast Systems, M. Silva, A. Correia, R. Dinis, N. Souto, J. C. Silva, CRC-Taylor & Francis Group, FL, USA, 2010.

PC1. Introduction to Kotlin programming language
PC2. Meta-programming and annotations
PC3. Design patterns for extensibility
PC4. Plugin-based systems

Periodic assessment:
- In-class quizzes (20%)
- Mid-term project evaluation (20%), to present during the semester
- Project (60%), to deliver and defend during the exam season

It is compulsory to attend at least 50% of the scheduled lectures and lab classes.

Project is the only form of evaluation, it is not possible to be evaluated through an exam. Evaluation in Época Especial requires delivering and defending the Project, with the requirement that its development should have been supervised during the semester classes.

Mandatory

André L. Santos, Livro digital de apoio (Kotlin, padrões de desenho), 2021.

Optional

Erich Gamma, Richard Helm, Ralph Johnson, John Vlissides. Design Patterns. Elements of Reusable Object-Oriented Software, Addison-Wesley, 1995.
Joshua Bloch, Effective Java (3ª edição), 2017.
Dmitry Jemerov and Svetlana Isakova, Kotlin in Action, Manning, 2017.
David Farley, Modern Software Engineering: Doing What Works to Build Better Software Faster, Addison-Wesley, 2021.

1. Introduction to the main corporate finance theories and their applications.
2. Corporate governance.
3. Asymmetric information, incentives and (financial and economic) distress.
4. Investment, diversification and acquisition.
5. Capital structure and financing.
6. Payout to shareholders.
7. Reflection on main corporate finance theories and their applications.

The final grade will be based on three components:
1. Written and oral communication of referee reports on papers related to each of the topics of the syllabus (40%);
2. Written and oral presentation of a literature review (30%);
3. Written and oral presentation of a research project (30%).
Notes:
a. The final grade will be provided after an individual self-assessment report meeting with each student.
b. There is no exam as assessment is based on individual research of the student.

Mandatory

List of papers published in top tier journals for the purposes of classroom presentations and discussions will be provided during course.

Optional

Tirole, J. (2006 or later). The Theory of Corporate Finance. Princeton, 1st (or later) Edition.
Copeland, T. E., J. F. Weston and K. Shastri. (2005 or later). Financial Theory and Corporate Policy. Pearson, 4th (or later) Edition.

1. Reflections on the practices of looking, listening and recording.
a) The visible and the invisible, the sensory and the rational
b) Critique of the notion of "representation"; imaginaries and their "voices" - ubiquity, the multivividual and self-representation
c) Visual Cultures in perspective: from the era of the mechanical reproducibility of images and the scopic regimes of modernity, to the societies of the spectacle, the digital age and AI.
d) Cine Transe & Shared Anthropology. Field and Out-of-field: Image cut and ethnographic moment. Editing: Time, movement, narrative.
e) Aurality and soundscapes
2. Ways of (or)seeing, ways of doing: the use of multimodal instruments in Anthropology
a) Records: drawing, photography, film, soundscapes and digital platforms
b) Looking again: the latency of archives
c) Collectives and experiments between archives, anthropology and art - creating and re-signifying archives and audiovisual records.

Assessment throughout the semester will be based on:
a) Attendance and participation in exercises, classes and seminars (20%);
b) Seminar and individual reading sheet (20%)
c) Portfolio of exercises and final report up to 5 pgs (60%) - Portfolio made up of exercises carried out throughout the semester and a short report (up to 5 pgs) that summarises the learning experienced, the readings carried out and reflects on the productions presented in the Portfolio.
The course takes place in a laboratory workshop, so student attendance and participation is a fundamental part of the assessment, and a minimum of 70 per cent attendance at laboratory sessions is required.
Assessment by exam:
Students will be successful in the course if they achieve a mark of 10 or more. The course will also have an examination system regulated by ISCTE-IUL's general teaching regulations.

Mandatory

Andrade, Rosane de ,2002, Fotografia e Antropologia. olhares fora-dentro, S.Paulo EDUC/FAPESP/Estaçaod a Libedade

Banks, Marcus & Howard Morphy (ed.), 1999 (1997), Rethinking Visual Anthropology, New Haven: Yale University Press

Edwards, Elizabeth (ed.), 1992, Anthropology and Photography 1860-1920, New Haven & London: Yale University Press & The Royal Anthropological Institute

Feldman-Bianco, bela e Míriam Moreira-Leite(orgs) 2006 Desafios da Imagem, Campinas, Papírus

Hockings, Paul (ed), 1995, Principles of Visual Anthropology, Berlin & New York: Mouton de Gruyter.

Ribeiro, José da Silva, 2004, Antropologia Visual. Da minúcia do olhar ao olhar distanciado, Lisboa, Edições Afrontamento.

Optional

Andrade, Rosane de ,2002, Fotografia e Antropologia. olhares fora-dentro, S.Paulo EDUC/FAPESP/Estaçaod a Libedade

Banks, Marcus & Howard Morphy (ed.), 1999 (1997), Rethinking Visual Anthropology, New Haven: Yale University Press

Collier,John,Jr.; Collier, Malcolm (posfácio de Edward T. Hall), 1996 (1986), Visual Anthropology: Photography as a Research Method (Revised and Expanded Edition), Albuquerque: University of New Mexico Press

Edwards, Elizabeth (ed.), 1992, Anthropology and Photography 1860-1920, New Haven & London: Yale University Press & The Royal Anthropological Institute

Hockings, Paul (ed), 1995, Principles of Visual Anthropology, Berlin & New York: Mouton de Gruyter.

Landau, Paul & Deborah D. Kaspin (ed.), 2002, Images and Empires. Visuality in colonial and postcolonial Africa, Berkeley e Los Angeles, University of California Press.

Lutz, Catherine A. & Jane L. Collins, 1993, Reading National Geographic, Chicago, The University of Chicago Press

Pink, Sarah, 2001, Doing Visual Ethnography, London, Sage

Ribeiro, José da Silva, 2004, Antropologia Visual. Da minúcia do olhar ao olhar distanciado, Lisboa, Edições Afrontamento.

(CP1) Fundamental notions of AI with emphasis on the search-based approach
(CP2) Search algorithms: depth first and breadth first, A*
(CP3) The basics of machine learning: supervised, reinforcement learning and unsupervised learning
(CP4) Genetic algorithms
(CP5) Multilayer feedforward neural networks with backpropagation
(CP6) Fundamental notions relating to knowledge, representation and the architecture of knowledge-based systems
(CP7) First-order predicate logic: representation and deduction
(CP8) Declarative knowledge represented in Logic Programming
(CP9) Rule Systems based on Fuzzy Logic

Assessment throughout the semester:
- 2 Tests (35% each), minimum grade of 8.5 in each test
- 2 Project (15% each) minimum grade of 9.5 in each project


Final evaluation:
- Exam (in 3 possible dates: 1ª época, 2ª época and Special Season) 100%

The grades for the projects will result from a practical assessment conducted during an oral presentation, on the dates indicated in the respective assignment. One of the projects will be submitted mid-semester, and the other during the last week of classes. Although the projects are developed in groups, the grade assigned to each student in the group will be individualized, based on their performance in the practical assessment for each project.

The tests and the Exams may have groups of questions with a minimum grade

To access the tests and exam, it is necessary to complete all activities related to the covered topics up to this moment on Moodle.

Students may be required to explicitly enroll in any of the evaluation components

Mandatory

A cadeira assenta fundamentalmente nos apontamentos para as aulas sobre Sistemas Baseados em Conhecimento, e nos livros [Russell e Norvig 2003] sobre Inteligência Artificial, [Clocksin e Mellish 1994] sobre Prolog, e [Graham 1996] sobre LISP.

Clocksin, W.F. e Mellish, C.S. 2003. Programming in Prolog Using the ISO Standard(Quinta Edição). Springer Verlag (existe na biblioteca, embora seja a quarta edição).

Russell, S.; e Norvig, P. 2003. Artificial Intelligence: a Modern Approach, Prentice Hall. Capítulos 3 a 9. (existente na biblioteca).

Graham, P. 1996. ANSI Common Lisp. PrenticeHall.

Optional

Linguagem de Programação Prolog

Bratko, I. 1990. Prolog Programming for Artificial Intelligence. Addison Wesley Publishing Company (existente na biblioteca).

Lógica de Predicados e Forma Clausal

Michael R. Genesereth, Nils J. Nislsson. 1987. ?Logical Foundations of Artificial Intelligence?. Morgan Kaufman Publishers (Capítulos 2, 3 e 4)

Sistemas Baseados em Conhecimento (Perspectiva teórica)

- Ronald Brachman, Hector Levesque. 2004. "Knowledge Representation and Reasoning". Morgan Kaufmann

- Mark Stefik. 1995. Introduction to Knowledge Systems?. Morgan Kaufmann

(CP1) Fundamental notions of AI with emphasis on the search-based approach
(CP2) Search algorithms: depth first and breadth first, A*
(CP3) The basics of machine learning: supervised, reinforcement learning and unsupervised learning
(CP4) Genetic algorithms
(CP5) Multilayer feedforward neural networks with backpropagation
(CP6) Fundamental notions relating to knowledge, representation and the architecture of knowledge-based systems
(CP7) First-order predicate logic: representation and deduction
(CP8) Declarative knowledge represented in Logic Programming
(CP9) Rule Systems based on Fuzzy Logic

Assessment throughout the semester:
- 2 Tests (35% each), minimum grade of 8.5 in each test
- 2 Project (15% each) minimum grade of 9.5 in each project


Final evaluation:
- Exam (in 3 possible dates: 1ª época, 2ª época and Special Season) 100%

The grades for the projects will result from a practical assessment conducted during an oral presentation, on the dates indicated in the respective assignment. One of the projects will be submitted mid-semester, and the other during the last week of classes. Although the projects are developed in groups, the grade assigned to each student in the group will be individualized, based on their performance in the practical assessment for each project.

The tests and the Exams may have groups of questions with a minimum grade

To access the tests and exam, it is necessary to complete all activities related to the covered topics up to this moment on Moodle.

Students may be required to explicitly enroll in any of the evaluation components

Mandatory

A cadeira assenta fundamentalmente nos apontamentos para as aulas sobre Sistemas Baseados em Conhecimento, e nos livros [Russell e Norvig 2003] sobre Inteligência Artificial, [Clocksin e Mellish 1994] sobre Prolog, e [Graham 1996] sobre LISP.

Clocksin, W.F. e Mellish, C.S. 2003. Programming in Prolog Using the ISO Standard(Quinta Edição). Springer Verlag (existe na biblioteca, embora seja a quarta edição).

Russell, S.; e Norvig, P. 2003. Artificial Intelligence: a Modern Approach, Prentice Hall. Capítulos 3 a 9. (existente na biblioteca).

Graham, P. 1996. ANSI Common Lisp. PrenticeHall.

Optional

Linguagem de Programação Prolog

Bratko, I. 1990. Prolog Programming for Artificial Intelligence. Addison Wesley Publishing Company (existente na biblioteca).

Lógica de Predicados e Forma Clausal

Michael R. Genesereth, Nils J. Nislsson. 1987. ?Logical Foundations of Artificial Intelligence?. Morgan Kaufman Publishers (Capítulos 2, 3 e 4)

Sistemas Baseados em Conhecimento (Perspectiva teórica)

- Ronald Brachman, Hector Levesque. 2004. "Knowledge Representation and Reasoning". Morgan Kaufmann

- Mark Stefik. 1995. Introduction to Knowledge Systems?. Morgan Kaufmann

(CP1) Fundamental notions of AI with emphasis on the search-based approach
(CP2) Search algorithms: depth first and breadth first, A*
(CP3) The basics of machine learning: supervised, reinforcement learning and unsupervised learning
(CP4) Genetic algorithms
(CP5) Multilayer feedforward neural networks with backpropagation
(CP6) Fundamental notions relating to knowledge, representation and the architecture of knowledge-based systems
(CP7) First-order predicate logic: representation and deduction
(CP8) Declarative knowledge represented in Logic Programming
(CP9) Rule Systems based on Fuzzy Logic

Assessment throughout the semester:
- 2 Tests (35% each), minimum grade of 8.5 in each test
- 2 Project (15% each) minimum grade of 9.5 in each project


Final evaluation:
- Exam (in 3 possible dates: 1ª época, 2ª época and Special Season) 100%

The grades for the projects will result from a practical assessment conducted during an oral presentation, on the dates indicated in the respective assignment. One of the projects will be submitted mid-semester, and the other during the last week of classes. Although the projects are developed in groups, the grade assigned to each student in the group will be individualized, based on their performance in the practical assessment for each project.

The tests and the Exams may have groups of questions with a minimum grade

To access the tests and exam, it is necessary to complete all activities related to the covered topics up to this moment on Moodle.

Students may be required to explicitly enroll in any of the evaluation components

Mandatory

A cadeira assenta fundamentalmente nos apontamentos para as aulas sobre Sistemas Baseados em Conhecimento, e nos livros [Russell e Norvig 2003] sobre Inteligência Artificial, [Clocksin e Mellish 1994] sobre Prolog, e [Graham 1996] sobre LISP.

Clocksin, W.F. e Mellish, C.S. 2003. Programming in Prolog Using the ISO Standard(Quinta Edição). Springer Verlag (existe na biblioteca, embora seja a quarta edição).

Russell, S.; e Norvig, P. 2003. Artificial Intelligence: a Modern Approach, Prentice Hall. Capítulos 3 a 9. (existente na biblioteca).

Graham, P. 1996. ANSI Common Lisp. PrenticeHall.

Optional

Linguagem de Programação Prolog

Bratko, I. 1990. Prolog Programming for Artificial Intelligence. Addison Wesley Publishing Company (existente na biblioteca).

Lógica de Predicados e Forma Clausal

Michael R. Genesereth, Nils J. Nislsson. 1987. ?Logical Foundations of Artificial Intelligence?. Morgan Kaufman Publishers (Capítulos 2, 3 e 4)

Sistemas Baseados em Conhecimento (Perspectiva teórica)

- Ronald Brachman, Hector Levesque. 2004. "Knowledge Representation and Reasoning". Morgan Kaufmann

- Mark Stefik. 1995. Introduction to Knowledge Systems?. Morgan Kaufmann

(CP1) Fundamental notions of AI with emphasis on the search-based approach
(CP2) Search algorithms: depth first and breadth first, A*
(CP3) The basics of machine learning: supervised, reinforcement learning and unsupervised learning
(CP4) Genetic algorithms
(CP5) Multilayer feedforward neural networks with backpropagation
(CP6) Fundamental notions relating to knowledge, representation and the architecture of knowledge-based systems
(CP7) First-order predicate logic: representation and deduction
(CP8) Declarative knowledge represented in Logic Programming
(CP9) Rule Systems based on Fuzzy Logic

Assessment throughout the semester:
- 2 Tests (35% each), minimum grade of 8.5 in each test
- 2 Project (15% each) minimum grade of 9.5 in each project


Final evaluation:
- Exam (in 3 possible dates: 1ª época, 2ª época and Special Season) 100%

The grades for the projects will result from a practical assessment conducted during an oral presentation, on the dates indicated in the respective assignment. One of the projects will be submitted mid-semester, and the other during the last week of classes. Although the projects are developed in groups, the grade assigned to each student in the group will be individualized, based on their performance in the practical assessment for each project.

The tests and the Exams may have groups of questions with a minimum grade

To access the tests and exam, it is necessary to complete all activities related to the covered topics up to this moment on Moodle.

Students may be required to explicitly enroll in any of the evaluation components

Mandatory

A cadeira assenta fundamentalmente nos apontamentos para as aulas sobre Sistemas Baseados em Conhecimento, e nos livros [Russell e Norvig 2003] sobre Inteligência Artificial, [Clocksin e Mellish 1994] sobre Prolog, e [Graham 1996] sobre LISP.

Clocksin, W.F. e Mellish, C.S. 2003. Programming in Prolog Using the ISO Standard(Quinta Edição). Springer Verlag (existe na biblioteca, embora seja a quarta edição).

Russell, S.; e Norvig, P. 2003. Artificial Intelligence: a Modern Approach, Prentice Hall. Capítulos 3 a 9. (existente na biblioteca).

Graham, P. 1996. ANSI Common Lisp. PrenticeHall.

Optional

Linguagem de Programação Prolog

Bratko, I. 1990. Prolog Programming for Artificial Intelligence. Addison Wesley Publishing Company (existente na biblioteca).

Lógica de Predicados e Forma Clausal

Michael R. Genesereth, Nils J. Nislsson. 1987. ?Logical Foundations of Artificial Intelligence?. Morgan Kaufman Publishers (Capítulos 2, 3 e 4)

Sistemas Baseados em Conhecimento (Perspectiva teórica)

- Ronald Brachman, Hector Levesque. 2004. "Knowledge Representation and Reasoning". Morgan Kaufmann

- Mark Stefik. 1995. Introduction to Knowledge Systems?. Morgan Kaufmann

(CP1) Fundamental notions of AI with emphasis on the search-based approach
(CP2) Search algorithms: depth first and breadth first, A*
(CP3) The basics of machine learning: supervised, reinforcement learning and unsupervised learning
(CP4) Genetic algorithms
(CP5) Multilayer feedforward neural networks with backpropagation
(CP6) Fundamental notions relating to knowledge, representation and the architecture of knowledge-based systems
(CP7) First-order predicate logic: representation and deduction
(CP8) Declarative knowledge represented in Logic Programming
(CP9) Rule Systems based on Fuzzy Logic

Assessment throughout the semester:
- 2 Tests (35% each), minimum grade of 8.5 in each test
- 2 Project (15% each) minimum grade of 9.5 in each project


Final evaluation:
- Exam (in 3 possible dates: 1ª época, 2ª época and Special Season) 100%

The grades for the projects will result from a practical assessment conducted during an oral presentation, on the dates indicated in the respective assignment. One of the projects will be submitted mid-semester, and the other during the last week of classes. Although the projects are developed in groups, the grade assigned to each student in the group will be individualized, based on their performance in the practical assessment for each project.

The tests and the Exams may have groups of questions with a minimum grade

To access the tests and exam, it is necessary to complete all activities related to the covered topics up to this moment on Moodle.

Students may be required to explicitly enroll in any of the evaluation components

Mandatory

A cadeira assenta fundamentalmente nos apontamentos para as aulas sobre Sistemas Baseados em Conhecimento, e nos livros [Russell e Norvig 2003] sobre Inteligência Artificial, [Clocksin e Mellish 1994] sobre Prolog, e [Graham 1996] sobre LISP.

Clocksin, W.F. e Mellish, C.S. 2003. Programming in Prolog Using the ISO Standard(Quinta Edição). Springer Verlag (existe na biblioteca, embora seja a quarta edição).

Russell, S.; e Norvig, P. 2003. Artificial Intelligence: a Modern Approach, Prentice Hall. Capítulos 3 a 9. (existente na biblioteca).

Graham, P. 1996. ANSI Common Lisp. PrenticeHall.

Optional

Linguagem de Programação Prolog

Bratko, I. 1990. Prolog Programming for Artificial Intelligence. Addison Wesley Publishing Company (existente na biblioteca).

Lógica de Predicados e Forma Clausal

Michael R. Genesereth, Nils J. Nislsson. 1987. ?Logical Foundations of Artificial Intelligence?. Morgan Kaufman Publishers (Capítulos 2, 3 e 4)

Sistemas Baseados em Conhecimento (Perspectiva teórica)

- Ronald Brachman, Hector Levesque. 2004. "Knowledge Representation and Reasoning". Morgan Kaufmann

- Mark Stefik. 1995. Introduction to Knowledge Systems?. Morgan Kaufmann

P1: Risk factors (e.g. poverty, child abuse, neglect, social problems, immigration) and consequences to various domains of development (e.g. health, learning, socio-emotional and cognitive development, etc.).
P2: The mechanisms by which risk factors influence development.
P3: The design of a group risk assessment strategy: domains of assessment, choice of instruments, ethical and practical considerations.
P4: From assessment to intervention: General aspects and principles of intervention according to an ecological framework. The process of intervention with at-risk children.
P5: Evidence-based intervention programs, universal and for children at risk (e.g., social emotional learning, child sexual abuse) applied manly in school and community contexts.

Assessment Regime: Continuous assessment throughout the semester or assessment by exam (1st and 2nd sittings).
Continuous assessment throughout the semester: 1) A short group assignment (with oral presentation: 15% of the final grade). 2) A group assignment with an oral presentation (25% of the final grade – individual grade per student) and a written report (15% of the final grade – group grade); 3) An individual written test with consultation (45%).
Students pass if they achieve a minimum grade of 9.5 (out of 20) in each assessment component and an overall average of at least 9.5.
Assessment by exam: Written exam with consultation (70%) and oral exam (30%).

Mandatory

Alexandre, J. & Barata, C. (2020). Intervenção comunitária com crianças e jovens em risco. In R. Barroso & D. Neto (Eds.) A Prática Profissional da Psicologia da Justiça (1ª ed., pp. 123-135). Lisboa: OPP.
CIG (2020). Guia de intervenção integrada junto de crianças ou jovens vítimas de violência doméstica. Lisboa: CIG.
Gaspar, T., Botelho, F., Cerqueira, A., & Gaspar Matos, M. (Coord.) (2023). Saúde Mental dos Jovens - E-book. Retirado de https://www.ordemdospsicologos.pt/ficheiros/documentos/opp_ebook_saudementaldosjovens.pdf
OPP (s.d.). Linhas de orientação para a prática profissional: psicologia no âmbito da proteção de crianças e jovens em risco. OPP.
Santos, M., Cardoso, C., & Santos, G. (2025). Delinquência Juvenil - Teoria, Práticas e Avaliação. Lisboa: Pactor.

Optional

Alvarez, M., Veiga-Simão, A., Ferreira, J., Santos, E. (Coord) (2020). Psicologia Educacional: Investigação e intervenção em Portugal. Lisboa: Coisas de Ler.
Guerra,M, Lima,L., & Torres,S. (2014). Intervir em grupos na saúde. Lisboa: Climepsi.
Jaffe, P., G., Baker, L. L., Cunningham, A.J. (2004). Protecting children from domestic violence: Strategies for community intervention. New York: Guilford.
Levenstein, Ph., & Levenstein, S. (2008). Messages from home: The parent-child home Program for overcoming educational disadvantage. Philadelphia: Temple University Press.
Macklem, G. L. (2008). Practitioners guide to emotion regulation in school-aged children. Manchester, USA: Springer Science.
Maton, K. I., Schellenbach, C. J., Leadbeater, B. J., & Solarz, A. L. (2004). Investing in children, youth, families and communities: Strengths-based research and policy. Washington, DC: APA.
Menéndez, A.G., Hermida, J.R.F., & Villa, R.S. (2004). Guía para la detección e intervención temprana con menores en riesgo. Astúrias: Colegio Oficial de Psicólogos del Principado de Asturias.
Moreira, P. (2001). Para uma prevenção que previna. Coimbra: Quarteto.
National Scientific Council on the Developing Child (2005). Excessive Stress Disrupts the Architecture of the Developing Brain: Working Paper No. 3. Retrieved from www.developingchild.harvard.edu
O´Connel, M. E., Boat, T., & Warner, K. (2009). Preventing mental, emotional, and behavioral disorders and substance abuse among children, youth, and young adults: Research advances and promising interventions. Washington: The National Academies Press.
Rathvon, N. (2008). Effective school interventions: Evidence-based strategies for improving student outcomes. NY: Guilford press.
Peacock, G. & Collett, B. (2010). Collaborative home/school interventions: Evidence-based solutions for emotional, behavioral, and academic problems. NY: Guilford press.
Raimundo, R. & Pinto, A. (2016). Avaliação e Promoção das Competências Socioemocionais em Portugal. Lisboa: Coisas de Ler.
Snow, C., Van Hemel, S., & Committee on Developmental Outcomes and Assessments for Young Children. (2008). Early childhood assessment: Why, what, and how. Washington, D.C.: National Academies Press.
Webster-Stratton, C. (2005). Os anos incríveis: Guia de resolução de problemas para pais de crianças dos 2 aos 8 anos de idade. Braga: Psiquilíbrios.

PC1. Definition and conceptualization of at-risk families and the family life cycle.
PC2. Conceptual and theoretical models for the assessment and intervention with families:
-Systemic model
-Biopsychosocial theories
-Attachment perspective
-Strengths-based approach and family resilience
PC3. Stress and coping in at-risk families.
PC4. Assessment of at-risk families:
-Assessment focus and strategies
-Observation
-Interview
-Questionnaires
-Genogram, structural and relational maps, and social network mapping
PC5. Principles and models of intervention with at-risk families and parenting support.
PC6. Intervention challenges and ethical-deontological issues.

Students may complete this CU by assessment throughout the semester or by exam.
The first case, assessment throughout the semester, includes: i) group work based on a home visit to a family, with an interview, followed by an oral presentation in class (15%) and a written report analysing the interview (30%), in addition to ii) an individual test (55%). Students must have a grade equal or higher than 9.5 on each evaluation component to successfully complete this course.
In the second case (exam), students should do an individual written exam (100%). Students with a grade equal or higher than 9.5 are approved.
There are no mandatory presences in classes to be able to complete the CU.

Mandatory

Fiese, B. H., Celano, M., Deater-Deckard, K., Jouriles, E. N., & Whisman, M. A. (Eds.). (2019). APA handbook of contemporary family psychology: Foundations, methods, and contemporary issues across the lifespan. American Psychological Association.
Juffer, F., Bakermans-Kranenburg, M.J., & Van IJzendoorn, M.H. (2013). Promoting positive parenting: An attachment-based intervention. New York: Lawrence Erlbaum/Taylor & Francis.
Landy, S., & Menna, R. (2006). Early Intervention with Multi-risk Families: An Integrative Approach. Baltimore, MD: Brookes Publishing Company.
Morris, A. S., & Smith, J. M. (Eds.). (2023). The Cambridge handbook of parenting: Interdisciplinary research and application. Cambridge University Press.
Ryzin, M. et al. (2016). Family-Based Prevention Programs for Children and Adolescents: Theory, Research, and Large-Scale Dissemination. Sussex: Taylor and Francis.
Walsch, F. (2006). Strengthening Family Resilience (2nd edition). New York: Guilford.

Optional

Alarcão, M. (2002). (Des) equilíbrios familiares: uma visão sistémica (2ª edição). Lisboa: Quarteto.
Boyd-Franklin, N. & Bry, B. H. (2001). Reaching Out in Family Therapy: Home-Based, School, and Community Interventions. New York: The Guilford Press.
Carr, A. (2012). Family Therapy - Concepts, Process and Practice. San-Francisco: John Wiley and Sons
Cassidy, J & Shaver, P. (2016). Handbook of Attachment: Theory, research and clinical applications (3rd ed). NY: Guilford Press.
Christophersen, E.R., & Mortweet, S.L. (2002). Parenting That Works: Building Skills That Last a Lifetime. Washington, DC: American Psychological Association.
Dette-Hagenmeyer, D., Erzinger, A., & Reichle, B. (Eds.) (2016). Fathers in Families. The Changing Role of the Father in the Family. London: Routledge.
Liddle, H.A., Santisteban, D.A., Levant, R.F., & Bray, J.H. (Eds.) (2001). Family Psychology: Science-Based Interventions. Washington, DC: American Psychological Association.
Relvas, A. P. & Alarcão. M. (2002) (Coord.) Novas formas de família. Lisboa: Quarteto.
Walsh, F. (Ed.) (2003). Normal Family Processes: Growing Diversity and Complexity. New York: The Guilford Press. Ponzetti J. J. (2016). Evidence-based parenting education: A global perspective. N.Y.: Routledge.

1. Model specification and estimation strategies
2. Affine processes
3. Pricing kernels and factor models

To accomplish the learning goals, the following learning-teaching methodologies (LTM) will be used:
1. Expositional, to the presentation of the theoretical reference frames
2. Showing computer codes for the different models used (Rstudio and Matlab)
3. Active, with the realization of individual works
4. Self-study, related with autonomous work by the student, as is contemplated in the Class Planning.

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The evaluation has two parts. First, the students must carry out an empirical project where they specify and implement an asset pricing model with empirical data. Second, they present an empirical asset pricing paper.

Mandatory

Singleton, K. J., 2006, Empirical Dynamic Asset Pricing, Princeton University Press.

Optional

1. History of biographical methods (an introduction); 2. Life-histories in anthropology - ethnographic, sociological, post-modernist, hermeneutical, and transnational approaches; 3. How to elaborate life-histories: fieldwork, interviews, editing; 4. Monitoring the practical exercise through the various phases of its development.

Class participation, including 2 seminar presentations of work-in-progress (40%);

Term paper, consisting of a life history - 15 pp. minimum, not including appendices (60%)

Mandatory

BEVERLEY, J. 2005 'Testimonio, Subalternity, and Narrative Authority' N. Denzin e Y. Lincoln (orgs.) The Sage Handbook of Qualitative Research
BOURDIEU, P. 1997 [1986] 'A Ilusão Biográfica' Razões Práticas: Sobre a Teoria da Acção"
CHASE, S. 2005 'Narrative Inquiry: Multiple Lenses, Approaches, Voices' N. Denzin e Y. Lincoln (orgs.) The Sage Handbook of Qualitative Research
CRAPANZANO, V. 1980 Tuhami: Portrait of a Moroccan
GLICK-SCHILLER, N. e G. FOURON 2001 Georges Woke Up Laughing: Long-Distance Nationalism and the Search for Home
WATSON, L. e M-B. WATSON-FRANKE 1985 Interpreting Life Histories: An Anthropological Inquiry

Optional

ARNOLD, David e Stuart BLACKBURN 2004 (orgs.) Telling Lives in India: Biography, Autobiography, and Life History. Bloomington: Indiana University Press
BARKER, Joshua 2012 'The Ethnographic Interview in na Age of Globalization' Richard Fardon et. al. (orgs.) 2012 The Sage Handbook of Social Anthropology (Vol. 2) Thousand Oaks: Sage; 54-68
BEAUD, S. e F. WEBER 2007 Guia para a Pesquisa de Campo: Produzir e Analisar Dados Etnográficos. Petrópolis: Editora Vozes (Guide de l'Enquête de Terrain: Produire et Analyser des Données Ethnographiques, Paris: Éditions La Découverte, 1997)
BEHAR, Ruth 1993 Translated Woman: Crossing the Border with Esperanza's Story. (2nd edition 2003) Boston: Beacon
BENJAMIN, Walter 2006 [1936] 'The Storyteller: Reflections on the Works of Nicolai Leskov' Dorothy J. Hale (org.) The Novel: An Anthology of Criticism and Theory 1900-2000. Malden, Massachusetts: Blackwell; 361-378 [disponível online]
BERTAUX, Daniel 1981 (org.) Biography and Society: The Life History Approach in the Social Sciences. Londres: Sage
--- 1997 Les Récits de Vie: Perspective Ethnosociologique. Paris: Nathan
BEVERLEY, John 2005 'Testimonio, Subalternity, and Narrative Authority' Norman Denzin e Yvonna Lincoln (orgs.) The Sage Handbook of Qualitative Research. 3rd edition. Thousand Oaks, California: Sage; 547-557
BOURDIEU, Pierre 1986 'L'Illusion Biographique' Actes de laRecherche en Sciences Sociales 62/63 Juin (L'Illusion Biographique); 69-72 (trad. port. 'A Ilusão Biográfica' Razões Práticas: Sobre a Teoria da Acção. Oeiras: Celta, 1997 [1994]; 53-59)
--- 1993 et. al. La Misère du Monde. Paris: Seuil (trad. bras. A Miséria do Mundo. Petrópolis, Rio de Janeiro: Vozes, 1999)
BRUNER, Jerome 2004 [1987] 'Life as Narrative' Social Research 71; 691-710
CATANI, Maurizio 1990 'Algunas Precisiones sobre el Enfoque Biográfico Oral' Historia y Fuente Oral Nº 3; 151-164
CATANI, Maurizio e Suzanne MAZÉ 1982 Tante Suzanne: Une Histoire de Vie Sociale
CHASE, Susan 2005 'Narrative Inquiry: Multiple Lenses, Approaches, Voices' Norman Denzin e Yvonna Lincoln (orgs.) The Sage Handbook of Qualitative Research. 3rd edition. Thousand Oaks, California: Sage; 651-679
--- 2011 'Narrative Inquiry: Still A Field in the Making' Norman Denzin e Yvonna Lincoln (orgs.) The Sage Handbook of Qualitative Research 4. Thousand Oaks, California: Sage; 421-434
CLOT, Yves 1989 'La Otra Ilusión Biográfica' Historia y Fuente Oral 2 (Memoria y Biografía); 35-39
COLE, Sally 1991 Women of the Praia: Work and Lives in a Portuguese Coastal Community. Princeton: Princeton University Press
CRAPANZANO, Vincent 1980 Tuhami: Portrait of a Moroccan. Chicago: University of Chicago Press
DAVIES, Charlotte Aull 1999 Reflexive Ethnography: A Guide to Researching Selves and Others. Londres: Routledge
DELORY-MOMBERGER, Christine 2010 La Condition Biographique: Essais sur le Récit de Soi dans la Modernité Avancée. Paris: Téraèdre
DELORY-MOMBERGER, Christine e Christophe NIEWIADOMSKI 2009 (orgs.) Vivre / Survivre: Récits de Résistance. Paris: Téraèdre
DENZIN, Norman 1986 'Interpreting the Lives of Ordinary People: Sartre, Heidegger, and Faulkner' Life Stories / Récits de Vie 2; 6-20
--- 1989 Interpretive Biography. Newbury Park, California: Sage
DENZIN, Norman e Yvonna LINCOLN 1994 (orgs.) Handbook of Qualitative Research. Thousand Oaks, California: Sage
DENZIN, Norman e Yvonna LINCOLN 2000 (orgs.) Handbook of Qualitative Research. 2nd edition. Thousand Oaks, California: Sage
DENZIN, Norman e Yvonna LINCOLN 2003 (orgs.) The Landscape of Qualitative Research: Theories and Issues. Thousand Oaks, California: Sage
DENZIN, Norman e Yvonna LINCOLN 2005 (orgs.) The Sage Handbook of Qualitative Research. 3rd edition. Thousand Oaks, California: Sage
DENZIN, Norman e Yvonna LINCOLN 2011 (orgs.) The Sage Handbook of Qualitative Research 4. Thousand Oaks, California: Sage
DURÃO, Susana e Teresa CARDOSO 1996 'Os Métodos Biográficos: Uma Aproximação aos Fundamentos da História de Vida' Arquivos da Memória 1 / Dezembro (Memória e Sociedade); 95-123
FERRAROTTI, Franco 1981 Histoires et Histoires de Vie: La Méthode Biographique dans les Sciences Sociales. Paris: Librairie des Méridiens
FONTANA, Andrea e James FREY 2005 'The Interview: From Neutral Stance to Political Involvement' Norman Denzin e Yvonna Lincoln (orgs.) The Sage Handbook of Qualitative Research (3rd edition) Thousand Oaks: Sage; 695-727
GLICK-SCHILLER, Nina e Georges Eugene FOURON 2001 Georges Woke Up Laughing: Long-Distance Nationalism and the Search for Home. Durham, North Carolina: Duke University Press
GLICK-SCHILLER, Nina, Linda BASCH e Christina Szanton BLANC 2005 [1994] Nations Unbound: Transnational Projects, Postcolonial Predicaments, and Deterritorialized Nation-States. Londres: Routledge / Taylor & Francis
KVALE, Steinar 1996 InterViews: An Introduction to Qualitative Research Interviewing. Thousand Oaks, California: Sage
LANGNESS, Lewis e Gelya FRANK 1986 [1981] Lives: An Anthropological Approach to Biography. Novato, California: Chandler & Sharp
LECHNER, Elsa 2009 (org.) Histórias de Vida: Olhares Interdisciplinares. Porto: Afrontamento
LEWIS, Oscar 1961 The Children of Sanchez: Autobiography of a Mexican Family. Nova Iorque: Random House (trad. port. Os Filhos de Sánchez: Autobiografia duma Família Mexicana. Lisboa: Moraes, 1979)
LIMA, Antónia e João Pina Cabral 2005 "Como Fazer uma História de Família. Um exercício de contextualização social". Etnográfica 9 (2):355-388
LINDE, Charlotte 1993 Life Stories: The Creation of Coherence. Nova Iorque: Oxford University Press
MINTZ, Sidney 1974 [1960] Worker in the Cane: A Puerto Rican Life History. Nova Iorque: W. W. Norton
NARAYAN, Kirin 2004 'Honor is Honor, After All: Silence and Speech in the Life Stories of Women in Kangra, North-West India' David Arnold e Stuart Blackburn (orgs.) Telling Lives in India: Biography, Autobiography, and Life History. Bloomington: Indiana University Press; 227-251
NOVOA, António e Matthias FINGER 1988 (orgs.) O Método (Auto)Biográfico e a Formação. Lisboa: Ministério da Saúde / DRHS
O'NEILL, Brian J. 2009a VIDEO-ENTREVISTA, na ocasião do Dia Internacional de Histórias de Vida: com Elsa Lechner, no ISCTE/IUL; Projecto Cooperativa Cultural Memória Imaterial (CRL/IELT), em colaboração com a Associação Museu da Pessoa (UM-Braga); http://www.memoriamedia.net; 16 de Maio
--- 2009b 'Histórias de Vida em Antropologia: Estilos e Visões, do Etnográfico ao Hipermoderno' Elsa Lechner (org.) Histórias de Vida: Olhares Interdisciplinares. Porto: Afrontamento; 109-121
--- 2011 [1984] 'Prefácio: Reflexões sobre o Estudo de Caso Antropológico' Proprietários, Lavradores e Jornaleiras: Desigualdade Social numa Aldeia Transmontana 1870-1978. [2ª edição] Porto: Afrontamento; 13-62
O'REILLY, Karen 2005 Ethnographic Methods. Londres: Routledge
PARRY, Jonathan 2004 'The Marital History of 'A Thumb-Impression Man' ' David Arnold e Stuart Blackburn (orgs.) Telling Lives in India: Biography, Autobiography, and Life History. Bloomington: Indiana University Press; 281-318
PRICE, Richard 1990 Alabi's World. Baltimore: Johns Hopkins University Press
RABINOW, Paul 1977 Reflections on Fieldwork in Morocco. Berkeley: University of California Press
RACINE, Josiane e Jean-Luc RACINE 2004 'Beyond Silence: A Dalit Life History in South India' David Arnold e Stuart Blackburn (orgs.) Telling Lives in India: Biography, Autobiography, and Life History. Bloomington: Indiana University Press; 252-280
RADIN, Paul 1963 [1920] The Autobiography of a Winnebago Indian: Life, Ways, Acculturation, and the Peyote Cult. Nova Iorque: Dover
SHOSTAK, Marjorie 1981 Nisa: The Life and Words of a Kung Woman. Cambridge, Massachusetts: Harvard University Press
SIMMONS, Leo 1942 Sun Chief: The Autobiography of a Hopi Indian. New Haven: Yale University Press
SMITH, Mary 1954 Baba of Karo: A Woman of the Muslim Hausa. New Haven: Yale University Press
TEDLOCK, Barbara 2011 'Braiding Narrative Ethnography with Memoir and Creative Nonfiction' Norman Denzin e Yvonna Lincoln (orgs.) The Sage Handbook of Qualitative Research 4. Thousand Oaks, California: Sage; 331-339
THOMAS, W. e Florian ZNANIECKI 1984 [1918-1920] The Polish Peasant in Europe and América. Urbana: University of Illinois Press (edited and abridged by Eli Zaretsky)
VIEIRA, Ricardo 1999 Histórias de Vida e Identidades. Porto: Afrontamento
--- 2013 'Life Stories, Cultural Métissage, and Personal Identities' SAGE Open (October-December); 1-13
WATSON, Lawrence e Maria-Barbara WATSON-FRANKE 1985 Interpreting Life Histories: An Anthropological Inquiry. New Brunswick, New Jersey: Rutgers University Press

CP1:Resistive Networks
CP1.1: Introduction to electrical networks
CP1.2: Electric Circuits Variables
CP1.3: Resistive Elements
CP1.4: Kirchhoff's Laws
CP1.5: Circuit Theorems (Superposition, theorem of Thévenin-Norton, Maximum-power transfer)

CP2:Reactive Networks
CP2.1: Reactive Elements (Capacitator, Inductor, series and parallel connections, transformer)
CP2.2: First order circuits
CP2.3: Second order circuits (parallel and serier RLC)
CP2.4: Sinusoidal Steady-state analysis (Impedance, complex representation, examples, AC power analysis, power factor compensation)
CP2.5: Network Functions (Laplace transform, frequency response, Bode diagrams)

CP3: Operational Amplifier
CP3.1: Ideal OpAmp
CP3.2: Basic OpAmp circuits (Noninverting amplifier, inverting amplifier, summing amplifier, integrator)
CP3.3: Nonlinear OpAmp Circuits (comparators)
CP3.4: Non ideal OpAmp characteristics

The knowledge assessment process for this course includes the following assessment methods:

1. Assessment throughout the semester. In this modality, assessment is made up of two compulsory components and one optional component:

a) Work (compulsory) - Three laboratory assignments carried out in groups with weights of 5%+10%+15%. Attendance at the laboratory sessions is compulsory, otherwise the student will score 0V in their work.

b) Final Written Test (compulsory) - Individual written test taken at the same time as the exam, with a minimum mark of 8V and a weight of 70%. The maximum possible final mark for students with a mark in the Written Test below 9.5v is 10v.

c) Participation in theoretical-practical classes (optional) - Participation in theoretical-practical classes throughout the semester, specifically considering the resolution of exercises in class, can contribute up to 20% of the final grade, with the Final Written Test having a weight of 50%.


2. Assessment by Exam (100%). This method includes a written test (weighting 70%) and a practical test (weighting 30%) which cover all the material taught in the course. Assessment by exam can be carried out in the 1st season, 2nd season and Special Season.

Attendance at theoretical/practical classes is not compulsory in any form (except laboratories in the case of assessment throughout the semester).

Mandatory

Manuel de Medeiros Silva, Introdução aos Circuitos Eléctricos e Electrónicos, 6ª Ed., Fundação Calouste Gulbenkian, 2014
Hayt, Kemmerly, Durbin, "Engineering Circuit Analysis", 9th Edition, McGraw Hill, 2018

Optional

J. David Irwin, Basic Engineering Circuit Analysis, 12th Ed., Wiley, 2020
Richard C. Dorf, James Svoboda, Introduction to Electric Circuits, 9th Ed., Wiley, 2013
James W. Nilsson, Susan A. Riedel, Introductory Circuits for Electrical and Computer Engineering, Prentice-Hall, 2002
Vítor Meireles, Circuitos Eléctricos, Lidel, 2009
John O'Malley, Análise de Circuitos, Colecção Schaum, McGraw-Hill, 1993
Jaime B. Santos, Análise de Circuitos Elétricos, Publindústria, 2016
Nuno Souto - Teoria dos Circuitos - Diapositivos, ISCTE/2024.
Nuno Souto - Conjunto de Exercicios de Exames com Resolução - ISCTE/2024.

PART 1 - COLONIALISM AND ANTHROPOLOGY
1.1 From scientific expedition to ethnology societies
1.2 From colonial to post-memory wound: Atlantic transits and Portuguese colonialism
1.3 Imperialism, colonialism and capitalism. Variable geographies.
1.4 Anthropology, colonialism, anti-colonialism (and Afro-futurism)

PART 2 - ANTHROPOLOGY AFTER COLONIALISM
2.1 Cultural and political conditions: social movements and their impact on anthropology.
2.2 Feminism and gender studies.
2.3 Knowledge as power.
2.4 Edward Said and Orientalism.
2.5 Subalternity, knowledge and power: Subaltern studies.
2.6 From post-colonial to decolonial critique

PART 3 - COLONIAL SEQUELAE
3.1 Discrimination, segregation and social exclusion.
3.2 Racism and racialization.
3.4 Decolonializing knowledge, methodologies and power.

PS:
In all Parts different media (journalistic, literary, guest, audiovisual, expositive, etc.) will be used for practical-theoretical classes and discussion seminars on the themes.

Assessment throughout the semester has two main components:
1. Attendance and participation in classes and presentation of a group seminar (30%)
2. Final individual essay (70%) of up to 10 pages on a UC topic.

Assessment by exam:
There will be a final exam (100%) for students who do not obtain a positive classification in the assessment in the semester or have not attended it. There is no oral exam.

Mandatory

FANON, F, Pele Negra, Máscaras Brancas.
GONZALEZ, Lélia (1988) "A Categoria Político-Cultural de Amefricanidade", in
Revista Tempo Brasileiro, Rio de Janeiro, no 92/93, pp. 69-82
KILOMBA, Grada (2008)2019, Memórias da Plantação, Lisboa, Ed. Orfeu Negro
MIGNOLO, Walter D., 2000, Coloniality, Subaltern Knowledges, and Boder Thinking, Princeton, Princeton University Press ;
SPIVAK, G, 1987 Pode o subalterno falar? SAID, E, 1978. Orientalismo.

Optional

Materiais extra, de natureza não necessariamente bibliográfica ou académica:
-Joana Gorjão Henriques, Racismo em Português, Público online
- Produção do Teatro Griot. https://www.teatrogriot.com/
-Dulce Cardoso, O Retorno, 2012, Lisboa: Tinta da China;
e
Chrisman, Laura, 2003, Postcolonial Conventions. Cultural Readings of Race, Imperialism and Transnationalism, Manchester, Manchester University Press;
Duara, Prasenjit, org., 2004, Decolonization. Perspectives from Now and Then, Nova Iorque, Rutgers;
Fabian, Johannes, 2006, 'The other revisited. Critical afterthoughts', in Anthropological Theory, vol.6(2): 139-152;
Huggan, Graham, 2001, The Post-Colonial Exotic, Londres e Nova Iorque, Routledge;
Memi, Albert, 1991,The colonizer and the colonized. Boston, Beacon Press;
Perez, Rosa Maria, 2013, O Tulsi e a Cruz. Antropologia e o Encontro Colonial em Goa, Lisboa, Temas e Debates;
Seshadri, Fawzia e Kalpana Seshadri-Crooks,eds., 2000, The Pre-ocupation of Postcolonial Studies, Duke, Duke University Press;
Spivak, Gayatri Chakravorty, 1987, "A Literary Representation of the Subaltern', In Other Worlds: Essays in Cultural Politics, Nova Iorque e Londres, Routledge;
Williams, Patrick & Chrisman, Laura (eds.), 1994, Colonial Discourse and Post-Colonial Theory. A Reader, New York, Columbia University Press.
Bibliotecas online: B-On; JStor

S1) Social Vulnerability: Definition and key concepts; Structural, social, and individual factors of vulnerability; Theoretical perspectives on social exclusion and inclusion.
S2) Groups in Situations of Vulnerability: Children and young people at risk; Migrant and refugee populations; People experiencing homelessness; Ethnic minorities.
S3) Models and Strategies of Social Intervention: Community and territorial intervention; Networking and coordination with social services; Empowerment programs and resilience promotion.
S4) Ethics and Deontology in Social Intervention.

The assessment throughout the semester includes: an individual written test (60%) and an oral presentation of a group project (40%). The assessment by exam (1st or 2nd sitting) consists of an individual test (100%).

Mandatory

Brown, K. 2024. “Vulnerability and Social Control at the Margins: A Contribution to an Interdisciplinary Trialogue on Vulnerability”. Hum.Stud 47: 287–306 2024. Castaños-Cervantes, Susana, Angélica e Cristina Reitz-Krueger, orgs. 2024. Working with Vulnerable Populations. A Multicultural Perspective. Londres: Springer. Castro, Fátima e Luciano Lourenço, coord. 2024. Contributos da Sociedade para a Redução do Risco em Populações Vulneráveis. Coimbra: Imprensa da Universidade de Coimbra Dell’Aglio, Débora e Silvia Koller, orgs. 2011. Adolescência e Juventude: Vulnerabilidade e Contextos de Proteção. São Paulo: Casa do Psicólogo. Liamputtong, Pranee. 2007. Researching the Vulnerable. Nova Iorque: SAGE Rufat, S. & Metzger, P. (2024). Vulnerability, Territory, Population: From Critique to Public Policy. Wiley. Virokannas, E., Liuski, S., & Kuronen, M. (2018). The contested concept of vulnerability – a literature review. European Journal of Social Work, 23(2): 327–339.

Optional

Bakker, B (2021). Rethinking Vulnerability: Language, Power and Social Work. Social Work & Policy Studies: Social Justice, Practice and Theory (online: https://www.academia.edu/107233169/Rethinking_Vulnerability_Language_Power_and_Social_Work)

This course introduces and puts in context some of the main anthropological debates - and its theoretical references - of the recent decades; 2) relates broad transformations in the world and influential theoretical proposals consolidated in the 70s/80s of the last century with the transformations and controversies of the discipline in the 80s/90s; 3) discusses the possibilities of anthropological discourse and its legitimacy in contemporary conditions, and the relationships between ethnographers and their objects of study, the political appropriations of their work, and their own political commitments; 4) references and opens to discussion current theories and topics of study, in their interweaving with the socio-political and cultural transformations of the last 3 decades.

EVALUATION: • A written test on themes from the first part of the UC - 40% and• a written test on themes of the second part - 40% • Attendance and participation 20%. Final exam: 100% (By reference to the mandatory bibliography and the main points of the program).

Mandatory

ABU-LUGHOD, Lila.1999."The Interpretation of Culture(s) after Television". In Sherry Ortner (1999).
INGOLD, Tim, 2018 ?One World Anthropology?, Hau 8 (1/2): 158?171.
ORTNER; Sherry, 2016, ?Dark Anthropology and its Others. Theory Since the eighties?, HAU: Journal of Ethnographic Theory 6 (1):47-73.
QUIJANO, A. 2010.Coloniality and Modernity/Racionality. In W. Mignolo & A Escobar, 2010.
RABINOW, Paul.1977. Reflections on Fieldwork in Morocco. Berkeley: University of California Press.
TSING, Anna L. 2015. The Mushroom at the End of the World. Princeton, Princeton University Press.

Optional

APPADURAI, Arjun. 1996. Modernity at Large. Cultural Dimensions of Globalization. Minneapolis: University of Minnesota Press.
BARNARD, Alan. 2021(2ª Ed.). History and Theory in Anthropology. Cambridge: Cambridge University Press.
BUTLER, Judith. 1990. Gender Trouble. Londres e Nova Iorque: Routledge
CLIFFORD, James & George MARCUS (orgs.)1986 Writing Culture: The Poetics and Politics of Ethnography. Berkeley: University of California Press.
ERIKSEN, Thomas H. & FINN S. NIELSEN. 2013. A History of Anthropology. Londres: Pluto.
GEERTZ, Clifford.1988. Works and Lives: The Anthropologist as Author. Stanford: Stanford University Press.
INGOLD, Tim. 2018. Anthropology why it Matters. Cambridge: Polity Press.
HYMES, Dell. 1969 Reinventing Anthropology. Nova Iorque: Random House.
Latour, Bruno, 2005, Reassembling the Social. An Introduction to Actor-Network Theory. Oxford: Oxford University Press.
MIGNOLO, Walter e ESCOBAR, Arturo. Globalization and the Decolonial Option. Londres e Nova Iorque: Routledge.
ORTNER, Sherry. 1999. The Fate of "Culture". Geertz and Beyond. Berkeley: University Of California Press.
?? ??. 2011. Teoria na Antropologia desde os Anos 60. In Mana 17 (2) https://doi.org/10.1590/S0104-93132011000200007
PINA CABRAL, João. 2017. World. An anthropological examination. Chicago: Hau Books
STOCKING, George W. 2001. The Shaping of National Anthropologies. A view from the center. In Delimiting anthropology: occasional essays and reflections. Madison: University of Wisconsin Press: 281-302.
TSING, Anna L. 2005. Friction. An Ethnography of Global Connections. Princeton NJ: Princeton University Press.

P1. Culture / cultures: scientific knowledge and narrative tradition.
P2. A relational epistemology: the place of the 'other'.
P3. 'Race' and 'gene' as despotic signifiers.
P4. Identities, nation and globalization.

Final exam

Mandatory

ERIKSEN Thomas Hylland, What is Anthropology, 2004, Ann Arbor MI, London: Pluto Press.
ERIKSEN Thomas Hylland, Globalization, the Key Concepts, 2007, Oxford and New York: Berg.
FUENTES Augustín, Race, Monogamy, and Other Lies They Told You. Busting Myths about Human Nature., 2012, Berkeley, Los Angeles, London: University of California Press.
INGOLD Tim, Antropologia, para que serve?, 2018, Petrópolis: Editora Vozes.
MARKS Jonathan, Why I am not a Scientist. Anthropology and Modern Knowledge, 2009, Berkeley, Los Angeles, London: University of California Press.
ROBERTS Anthea and LAMP Nicolas, Six Faces of Globalization. Who Wins, Who Loses, and Why it Matters, 2021. Cambridge MA, London: Harvard University Press.
WALLERSTEIN Immanuel, World System Analysis, an Introduction, 2004, Durhan and London: Duke University Press.

Optional

BASTOS Cristiana, Omulu em Lisboa: Etnografias para uma Teoria da Globalização', 2001, Etnográfica, Vol.5 (2), pp. 303-323.
COLEMAN William D. and SAJED Alina, 50 Key Thinkers in Globalization, 2013, London and New York: Routledge.
ERIKSEN Thomas Hylland, What is Anthropology?, 2004, London, Ann Arbor MI: Pluto Press.
FUENTES Augustín, The Creative Spark, How Imagination made Humans Exceptional, 2017, New York: Penguin Random House.
KOPENAWA YANOMAMI Davi, 'Descobrindo os brancos', 1998, https://pib.socioambiental.org/pt/Sonho_das_origens/Descobrindo_os_Brancos
NUSSBAUM Martha, Not for Profit Why Democracy Needs the Humanities, 2010, Princeton and Oxford: Princeton University Press.
RIBEIRO Darcy, 'Uirá vai ao encontro de Maíra', 1982, in Ensaios de Etnologia e Indigenismo. São Paulo: Editora Paz e Terra.
VIVEIROS De CASTRO Eduardo, Araweté, o Povo do Ipixuna, 2003, null, https://pib.socioambiental.org/pt/Povo:Arawet%C3%A9
WOLF Eric, Perilous Ideas: Race, Culture, People', 1994, Current Anthropology, vol. 35, number 1, February 1994.