Internship - Part II

Category: Discipline
  • Gil, Paulo J. S., Relvas, Ana F. C. (2015). O Pequeno Livro da Dissertação, Edição Instituto Superior Técnico. Oliveira, Luis Adriano (2011). Dissertação e tese em ciência e tecnologia - Segundo Bolonha, Editora: LIDE Pereira,Alexandre e Poupa,Carlos (2018). Como Escrever uma Tese, Monografia ou Livro Científico Usando o Word (7ª Edição) de Edições Sílabo. Sousa, Maria José e Baptista, Cristina Sales (2011), Como fazer investigação, dissertações, teses e relatórios – Segundo Bolonha, Editora: PACTOR. Sommerville, Ian (2015), Software Engineering, 10ª Edição, Pearson Costum Computer Science. Artigos, livros, revistas e jornais científicos que estejam relacionados com a área/tema da dissertação ou do trabalho de projeto ou do estágio.
  • Technology and Web Systems Engineering
  • 6158
  • 22673
  • Internship - Part II
  • ISLA Gaia6158-22673
  • 2
  • 30
  • 879
  • 27
  • Sim
  • Português
  • The following points are adapted to the nature of the Internship II course: 1. Project-Based Learning (PBL): Students work on complex projects that address real-world issues. This promotes problem-solving skills, collaboration and critical thinking. 2. Problem-Based Learning (PBL): Students learn by solving authentic problems. They identify problems, conduct research and collaborate to find solutions, which promotes a deeper understanding of the content. 3. Cooperative Learning: Students work together in small groups to achieve common goals. Collaboration is emphasized, and each member of the group is responsible for their own and their classmates' learning. 4. Microlearning: Content is broken down into small units to facilitate fast, focused learning.
  • Optional
  • - To promote research, analysis and interpretation skills, at the level of the research methodology; - Develop skills that allow the construction of an integrative and functional individual perspective based on the research carried out, whose conclusions allow the researcher to develop models of intervention in the organizational contexts, in order to promote the development of individuals and the contexts in which they operate; - Develop a conceptual and practical framework of reference in relation to intervention issues in the different organizational contexts.
  • 1. Preparation of technical and internship reports.

  • 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

    Relatório

    Final do 2º semestre

    40%

    Produto desenvolvido

    Final do 2º semestre

    60%

    Critérios:

    I – relevância do tema;
    II – rigor metodológico e precisão conceptual;
    III – capacidade analítica;
    IV – capacidade de reflexão própria;
    V – originalidade quanto ao tema, âmbito ou tratamento dado ao tema;
    VI – capacidade de sistematização;
    VII – desenvolvimento do tema e sequência lógica de ideias;
    VIII – objetividade e capacidade de síntese;
    IX– qualidade da escrita;
    X – qualidade da conclusão;
    XI – qualidade e correção da linguagem;
    XII – domínio do tema;
    XIII – precisão e âmbito das informações, dados e demais conteúdos revelados pela pesquisa;
    XIV – relevância, qualidade e assimilação das fontes consultadas;
    XV - qualidade do produto;
    XVI - qualidade da apresentação;
    XVII - qualidade da defesa
     

     

     

     

     
  • Semestral
  • - Prepare an internship report for students who opt for these final assessment instruments previously validated by the responsible teacher.

Computer Applications for Management

Category: Discipline
  • Human Resources Management
  • 1207
  • 27872
  • Computer Applications for Management
  • ISLA Gaia1207-27872
  • 1
  • 6
  • 0
  • 27
  • Não
  • Português
  • Semestral

Digital Systems

Category: Discipline
  • 1- ARROZ, Guilherme e outros, Arquitectura de Computadores: dos Sistemas Digitais aos Microprocessadores, IST Press (3a Edic¿a¿o);  
  • Computing Engineering
  • 6155
  • 7
  • Digital Systems
  • ISLA Gaia6155-7
  • 1
  • 3
  • 0
  • 27
  • Não
  • Português
  • Interactive classes with the students in order to engage them and give them a solid basis for learning.
  • Mandatory
  • Understanding and ability to use the concepts and technologies used in Digital Electronics. First contacts with a Laboratory of Electronics and basic diagnostic tools for circuit analysis of small / medium complexity. Design / analysis of sequential and combinational circuits using commercial integrated circuits. Using help tools in the project - CAD. Experience in the Implementation of prototypes of digital circuits.
  • Introduction to numeric coding and Numbering Systems (5%) Introduction to basic logic, Switches and Logic Problems (5%) Boolean algebra and theorems; Dual Function.(10%) Logic Functions (15%) Basic Combinational circuits (15%) Digital Circuits with Memory (25%) Synthesis of elementar sequential circuits (25%)

  • Descrição dos instrumentos de avaliação (individuais e de grupo), testes, trabalhos práticos, relatórios, projetos... respetivas datas de entrega/apresentação... e ponderação na nota final.

     

    Descrição

    Ponderação

    Teste de avaliação 1

    25%

    Teste de avaliação 2/exame

    25%/50%

    Componente prática

    50%

     
  • Semestral
  • This curricular unit aims to introduce students to the basic concepts leading to the understanding of more advanced Curricular Units, namely in the domain of computer architecture. It also aims to enhance the development of logical reasoning.

Human Resources Development Policies

Category: Discipline
  • Camara, P., Guerra, P., & Rodrigues, J. (2013). Humanator XXI: Recursos Humanos e Sucesso Empresarial (6ª ed.). Lisboa: D.Quixote. Ferreira, A., Martinez, L. Nunes, F. e Duarte, H. (2015). GRH para Gestores. Lisboa: Editora RH. Gomes, J, Cunha, M., Rego, A., Cunha, R., Cabral-Cardoso, C. e Marques, C. (2008). Manual de Gestão de Pessoas e do Capital Humano. Lisboa: Edições Sílabo. Ivancevich, J. M. (2008). Gestão de Recursos Humanos. São Paulo: McGraw Hill. Neves, G. (2000). Clima organizacional, cultura organizacional e gestão de recursos humanos. Lisboa: Editora RH. Sekiou, Blondin, Fabi, Peretti, Bayad, Alis e Chevalier (2009). Gestão dos Recursos Humanos. Lisboa, Instituto Piaget. Sender, G., Carvalho, F., & Guedes, G. (2021). The Happy Level: A New Approach to Measure Happiness at Work Using Mixed Methods. International Journal of Qualitative Methods, 20, 1?17. https://doi.org/10.1177/16094069211002413  
  • Management
  • 6156
  • 13069
  • Human Resources Development Policies
  • ISLA Gaia6156-13069
  • 1
  • 6
  • 0
  • 27
  • Não
  • Português
  • Development of expositive classes, presentation of case studies and development of team building activities to promote communication, team spirit and stimulate happiness and well-being.
  • Mandatory
  • The program designed for the Human Resources Development Policy curriculum aims to achieve the following competency results: Professional knowledge - to understand, define and evaluate the principles and procedures of development policies inherent to the human resources function; Organization - ability to program, coordinate and control, depending on existing resources, the execution of complex tasks related to predefined objectives; Planning - define objectives, determine appropriate actions and their resources and timetable; Coordination - establish ways of acting in time and space for its team of employees and for each one individually, provide the necessary resources for such with a strategic focus; Direction - promote the performance of employees in their position adjusted to the management subsystems
  • I.Intercultural HRM -The role of the HR function in international contexts Diversity managemen t -Globalisation and HR - key challenges -Between standardization and cultural adaptation/location - advantages and disadvantages -The importance of Cultural Intelligence -Diversity management -The theories of analysis of national cultural dimensions and their application to HRM: Edward Hall; Hofstede and Trompenaars and Hampden Turner -Modalities for placing staff in international contexts II. Happiness in the Work Context Capítulo 1. The happiness Capítulo 2. Happiness at work Capítulo 3. The happy-productive worker thesis III. Leadership competencies and effectiveness -Framing the competencies approach in current HRM -Realize the importance of competencies in the organizational context, more specifically in the development of leaders -Identify the models and competencies associated with leadership -Know the behavioral approaches related to leadership effectiveness

  • As/Os discentes da unidade curricular vão elaborar três trabalhos em sala de acordo com as diretrizes fornecidas pela docente que leciona o módulo em questão. Estes trabalhos possuem a ponderação de 30% (10%+10%+10%) na nota final. O Trabalho /artigo Científico Final obrigatório terá a valoração de 70% na nota final.

     

    Avaliação Final: Os estudantes que não tenham sucesso na avaliação curricular podem realizar exames nas épocas de avaliação definidas pelo ISLA - Gaia

     

     
  • Semestral
  • Human Resource Development Policies are considered as core areas within organizations. It acts as support for organizational strategy, helping to build competitive advantages through people and in corporate reputation, with a focus on business expansion. In this way, the human capital of organizations must be framed in the development of the strategic planning of human resources, according to the organizational objectives, allied to the needs and expectations of each public of interest. Thus, the content line of the human resources management subsystems establishes guidelines, guidelines and strategies that are fundamental to its practice, integrated with the other areas of a company. This set of consolidated information will serve as a reference and guide to the field of techniques, appearing as one of the main learning objectives inherent in this program.

Critical Thinking

Category: Discipline
  • Brooke Noel Moore, Richard Parker (2009). Critical Thinking. New York: McGraw-Hill. Mark Storey (2013). Critical Thinking. GNU Free Documentation License. Michael Bruce, Steven Barbone (eds.) (2011). Just the arguments: 100 of the most important arguments in Western. Malden: Blackwell. Tracy Bowell, Gary Kemp (2002). Critical Thinking. London, New York: Routledge. Warburton, Nigel (2007). Thinking From A To Z. London: Routledge
  • Digital Communication
  • 2201
  • 12785
  • Critical Thinking
  • ISLA Gaia2201-12785
  • 1
  • 3
  • 0
  • 27
  • Não
  • Português
  • The Critical Thinking curricular unit uses innovative methodologies that promote active and collaborative learning. Problem-based learning (PBL) puts students at the center of the process, challenging them to solve practical cases with critical thinking. Case studies and simulations allow students to apply theory to real-world scenarios, while digital tools facilitate collaboration and instant feedback. Gamification makes the process engaging, with games that encourage critical analysis. Continuous assessment is based on reflections, encouraging self-criticism and the continuous development of critical thinking skills.
  • Mandatory
  • This subject aims to promote, among students, the acquisition of fundamental concepts relating to critical thinking (truth, validity, knowledge, reason, argument), and the ability to analyze, evaluate and reconstruct arguments, recognizing the underlying structures of thought and identifying the possible fallacies. Develop attitudes of an active and intervening observer, consider new ideas and concepts, reflect in a more structured, comprehensive and in-depth way. Communicate authentically and consistently, which includes learning to clearly express your point of view and listen carefully to different points of view, striving to achieve a deep understanding of the concepts communicated.
  • 1. Introduction to Critical Thinking: truth, validity, knowledge, reason, argument. 2. Concept and construction of Logic 3. Deductive arguments 4. Inductive arguments 5. Arguments from analogy 6. Causal arguments 7. Fallacies 8. Rhetorical devices 9. Norms and obstacles to critical thinking

  • Teste de avaliação - 40%

    Trabalho final - 40%

    Assiduidade. participação - 20%
  • Semestral
  • The Critical Thinking course unit aims to develop the ability for rigorous analysis and in-depth reflection on complex problems and issues, fostering an attitude of questioning and openness to well-founded argumentation. This unit seeks to provide students with both theoretical and practical tools to identify fallacies, avoid cognitive biases, and evaluate information impartially, promoting more informed and rational decision-making. The inclusion of Critical Thinking in the study programme is fundamental for shaping citizens and professionals capable of navigating a constantly changing world, where the quantity and diversity of information demand a keen and discerning eye. This course unit contributes to the development of essential academic skills, such as research, debate, and argumentation, and prepares students to face professional challenges with a critical and innovative mindset.
  1. Sales Force Management
  2. Cross-cutting skills
  3. Mathematics II
  4. Project - Part II

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