- Details
- Category: Discipline
- Computing and Applied Mathematics
- 6640
- 335
- Numerical Analysis
- ISMAT6640-335
- 1
- 6
- 0
- 12
- Não
- Português
- Semestral
- Details
- Category: Discipline
- Bilhim, João Abreu Faria (2004) - Gestão Estratégica de Recursos Humanos, 3ª Edição, ISCSP, Lisboa. ISBN 9728726368. Câmara, P.B; Guerra, P.B; Rodrigues, J.V (2007) - Novo Humanator - Recursos Humanos e Sucesso Empresarial, 1ª edição, Lisboa: Editora RH, Lda. ISBN 9789722035248. Santos, António Robalo J (2008) - Gestão Estratégica - Conceitos, Modelos e Instrumentos. Livraria Escolar Editora. ISBN 9789725922293. Seixo, José Manuel (2009) - Gestão Administrativa de Recursos Humanos, 7ª edição. Lidel, Edições Técnicas. ISBN 9789727576043. Sousa, Maria José, et al. (2006) - Gestão de Recursos Humanos - Métodos e Práticas. Lidel, Edições Técnicas. ISBN 9789727574414.
- Human Resources Management
- 368
- 13711
- Administrative Management of Human Resources
- ISMAT368-13711
- 1
- 5
- 0
- 12
- Não
- Português
- The teaching methodology during classes is essentially active, stimulating active thinking processes and emphasizing the use of student-centered active methods. These methods aim to encourage active participation, mobilize and integrate students’ knowledge, and engage them in acquiring knowledge and developing competencies through activities such as research, practical case studies, and more. Research, reflection, and information sharing are highly valued to ensure that students acquire essential skills for assuming their roles. Student assessment will occur continuously throughout the classes, reflecting learning evaluations in two distinct phases: A - Final Written test (50%); B - Group Work (50%).
- Mandatory
- The aim is to equip students with specialized knowledge in administrative techniques for human resources management. This includes understanding the significance of Human Resources Management within organizations, particularly aligning people with organizational strategy. Students will also gain insights into identifying and empowering activities within an HR department, both from operational and strategic perspectives. Additionally, they will learn about the obligations of employers concerning social security and acquire skills related to information systematization, organization, data collection, processing, and overall management of human resources, specifically addressing obligations to relevant authorities.
- Human Resource Management/People Management - Framework Organizational Strategy and Strategic People Management Strategic Human Resource Management Human Resources Department (Operational and Strategic Aspects) Key Organizational Theories Administrative Human Resource Management - Practical Aspects Social Security Working Conditions Work Hours, Concepts of Justified and Unjustified Absences Types of Employment Contracts Compensation/Reward Systems Concepts of Compensation, Remuneration, and other forms of work-related rewards Calculation of Deductions and Net Salary Calculation of Indemnities Objective-based compensation methods Competency-Based Management The Concept of Competence Types of Competencies
Descrição dos instrumentos de avaliação (individuais e de grupo) ¿ testes, trabalhos práticos, relatórios, projetos... respetivas datas de entrega/apresentação... e ponderação na nota final.
Exemplo:
Descrição
Data limite
Ponderação
Teste de avaliação
a definir
50%
Trabalho de Grupo
a definir
50%
Adicionalmente poderão ser incluídas informações gerais, como por exemplo, referência ao tipo de acompanhamento a prestar ao estudante na realização dos trabalhos; referências bibliográficas e websites úteis; indicações para a redação de trabalho escrito...
- Semestral
- The Curricular Unit of Administrative Human Resources Management is highly significant for Human Resources Management within organizations. In this context, the GARH Curricular Unit aims to properly align the daily practices of GARH, particularly focusing on the mandatory legal processes and procedures related to Human Resources Management Policies and Strategies within the organization. It pays special attention to both the operational and administrative aspects, as well as the strategic dimension. Additionally, the goal is to reinforce the importance and interdependence between these facets throughout the organization.
- Details
- Category: Discipline
- O material de estudo desta disciplina encontra-se na web! Sugere-se estes sites em particular: http://www.w3schools.com
- IT Engineering
- 587
- 11195
- Web Programming
- ISMAT587-11195
- 3
- 6
- 0
- 12
- Não
- Português
- None
- Mandatory
- - design or modify html pages with the help of a layout framework; - Implement the backend of a web application supported by a database built using the Model-View-Controller paradigm; - program in javascript frontend functionalities of a web application; - master concepts of authentication, data validation and security in web applications;
- Introductory concepts, introduction to WWW. The Web as a client-server model. static websites, dynamic websites. Queries in databases. Authentication, cookies, sessions. Web servers. Scripting on the server side. Client-side scripting. Frameworks
A avaliação da disciplina é baseada na média ponderada Laboratórios validados (70%) Exame normal (30%).
Apenas os alunos com nota mínima de 10,0 valores no último laboratório estão admitidos a exame
- Semestral
- At the end of the course the student masters concepts and techniques used to develop web-based applications.
- Details
- Category: Discipline
- Mazur, J. (2009): Learning and Behavior. NJ: Prentice Hall. Ormrod, J. (2011). Human Learning. NJ: Prentice Hall. Schunk, D.H. (2022). Learning Theories: An Educational Perspective. (8th Edition) Pearson Education Limited. Scott, D. & Hargreaves, E. (2015). The SAGE Handbook of Learning . Sage Publications.
- Psychology (ISMAT)
- 394
- 337
- Learning Psychology
- ISMAT394-337
- 2
- 6
- 0
- 12
- Não
- Português
- Use of active methodologies such as PBL (problem-based learning) methodologies, flipped classroom and use of digital resources in the teaching-learning process.
- Mandatory
- It is intended that students acquire skills that allow them to: LG1.Differentiate the main concepts in the field of Learning Psychology; LG2.Recognize the different types of learning; LG3.Identify the main learning factors; LG4. Distinguish associative learning from non-associative learning; LG5.Recognize non-associative and associative forms of learning; LG6.Know classical conditioning and operant or instrumental conditioning; LG7.Understand how observational learning is processed; LG8.Discriminate the various learning theories; LG9.Analyze different situations taking into account the knowledge acquired.
- S1. Human Learning: concept definition. S2. Types of Learning. S3. Learning Factors. S4. Learning as adaptation. S5. Non-associative learning: reflexes, habituation and sensitization. S6. Associative Learning. Classical conditioning: basic elements and phenomena; associative mechanisms; biological and emotional states. S7. Operant Learning. Acquisition and elimination of responses; aversive control of behavior; maintenance of behavior. S8. Observational learning: imitation and social modeling. S9. Cognitive Theories of Learning. S10. Vygotsky's cultural-interactionist theory. S11. Rogers' Humanist Learning. S12. Applications of Learning Psychology in different contexts (educational, clinical, organizational).
A avaliação rege-se pelo Regulamento de Avaliação de Conhecimentos do ISMAT (Despacho Conjunto Nº6/2025)
A avaliação contínua contempla três momentos:
- Dois testes escritos com uma ponderação total de 55%;
- A realização de um trabalho em grupo (30%):
- entrega de trabalho escrito (submetido no Moodle impreterivelmente até à data limite definida) e posterior apresentação em sala de aula.
- O trabalho de grupo deve seguir as normas da APA.
- O trabalho é avaliado em grelha própria onde se definem os critérios de avaliação, previamente conhecidos pelos alunos.
- Assiduidade/Participação ativa nas aulas (15%) - avaliada através da participação nas atividades propostas e desenvolvidas em aula, incluindo atividades com entrega sempre que solicitado e pelo meio indicado pela(s) docente (s).
A aprovação na UC implica a obtenção de classificação final mínima de 10 valores.
Descrição
Data limite
Ponderação
Teste de avaliação
Turmas Diurnas
4-11-2025
2-12-2025
Turma Pós- Laboral
27-10-2025
27-11-2025
55% (27,5% cada um)
Trabalho de Grupo
entrega até 30-11-2025
Apresentação Turmas Diurnas - 9 e 16/12/2025
Apresentação Turma Pós-Laboral - 15 e 19/12/2025
30%
Participação (objetivamente avaliada)
ao longo do semestre
15%
Foi disponibilizado no moodle documento relativo à avaliação do trabalho de grupo.
Assiduidade/Participação - avaliada através da participação nas atividades propostas e desenvolvidas em aula, com entrega sempre que solicitado pela(s) docentes(s).
A Uc funciona em regime de avaliação contínua, estando prevista a presença dos alunos em pelo menos 70% das aulas. Aos estudantes cujo estatuto não obriga à assistência às aulas, quando excedam os 30% de faltas, por questões de equidade com os outros colegas na avaliação, será dada a possibilidade de uma avaçliação complementar (teste de avaliação escrito). Alunos com estatutos especiais serão avaliados com as devidas adaptações, de acordo com o respetivo regulamento e outros documentos pertinentes.
- Semestral
- This curricular unit aims to provide general training, in the field of scientific knowledge in the areas of Learning Psychology, in an interdisciplinary perspective, on the different aspects that allow the understanding of this area of human behavior and promote a solid scientific training (theoretical, technical and methodological) in the field of Learning Psychology.
- Details
- Category: Discipline
- Brink, B., Enzer, M., Mercer, A., & Weiss, F. (2024). Digital Twins and the Systems Perspective. A buildingSMART Digital Twins Working Group Paper. buildingSMART International. (2025). Global openBIM Mandates, 2025 Edition. Coin, F., Azenha, M., Gómez, S. M., Santos, E. T., & Stojanov, T. (2024). Guidance for Regulators on use of openBIM. Eastman, C., Teicholz, P., Sacks, R., & Liston, K. (2011). BIM Handbook: A Guide to Building Information Modeling. Wiley. Ingram, J. (2020). Understanding BIM the past, present & future (2020th ed.). Routledge. Rio, N., & Quaresma, F. C. (2023). RHAM: Rural Habitat Algarve Model. In F. G. Amen, Á. A. Gentile, & A. L. Fitipaldo (Eds.), SIGraDi 2023 Accelerated Landscapes XXVII International Conference of the Ibero-American Society of Digital Graphics Rio, N., & Quaresma, F. C. (2025). RHAM - The computational emulator of the construction process of a typical Western Algarve house. In J. Mourão & N. Bonaccorso (Eds.)
- Architecture
- 367
- 24240
- Digital Representation II
- ISMAT367-24240
- 3
- Bachelor; Master Degree
- 4
- 0
- 12
- Não
- Português
- EN
- M1 - Structured theoretical and practical classes Conceptual framework of BIM as a design thinking system, with integrated technical demonstration. M2 - Progressive development of a parametric model Phased construction of a complete digital model, following the stages of the architectural process. M3 - Parameterisation and relationship control exercises Exploration of geometric and constructive dependencies in the model. M4 - Individualised technical tutoring Continuous monitoring focused on the consistency of the model structure and the articulation between design and data. M5 - Intermediate critical review presentations Moments of analysis of the consistency of the model and its ability to generate documentation and data.
- Mandatory
- At the end of the semester, students should be able to demonstrate the following learning outcomes: O1: Understand BIM as a methodology for structuring information and as a conceptual tool to support design. O2: Develop advanced technical skills in parametric building modelling, integrating geometric, constructive and interoperable digital information relationships. O3: Structure coherent digital models capable of generating accurate technical documentation (plans, sections, elevations, quantity surveys) from a consistent parametric basis. O4: Understand principles of interoperability and data organisation, recognising the BIM model as an open and collaborative system. O5: Relate the digital model to the different phases of the design, conception, development, documentation and communication process. Understand it as a simulation and control tool.
- DAAD - Department of Architecture, Arts and Design
- CP1 - BIM as a conceptual design model: evolution from CAD to BIM; parametric model as a relational system; data structure and information hierarchy; design understood as an information model. CP2 - Digital model structure: file organisation; levels, grids and reference systems; coherent modelling strategies. CP3 - Parametric modelling and constructive logic: creation and management of families; parameterisation of elements; geometric relationships and consistency between space and construction. CP4 - Information extraction and management: automatic documentation; quantitative tables; graphic organisation and data control. CP5 - Interoperability: export, open formats and collaborative work. CP6 - Model as analysis and simulation: digital emulation logic; relationship between data and design decisions.
Descrição dos instrumentos de avaliação
Descrição
Data limite
Ponderação
Assiduidade e participação ativa nos trabalhos
desenvolvidos na sala de aula17-06-2026
20% (4 Valores)
Avaliação I: Trabalho de grupo (Trabalho I)
06-05-2026
30% (6 Valores)
Avaliação II: Projeto final (Trabalho II)
03-06-2026
50% (10 Valores)
- Semestral
- The Digital Representation II course is part of the 1st Cycle as a project support tool, deepening the BIM (Building Information Modelling) methodology as a logical structure for the design, representation and organisation of architectural information. The course unit is not limited to the instrumental domain of software, but approaches BIM as a conceptual system that articulates design, construction and information, allowing the digital model to be understood as a contemporary extension of the relationship between design and construction. Students develop skills in the parametric modelling of buildings as structured data models, articulating architectural design, construction logic and the organisation of digital information.
