Project

Category: Discipline
  • LOPES, Filomena, Desenvolvimento de Sistemas de Informação, Métodos e Técnicas, FCA, 2005 MIGUEL, António, GGestão Moderna de Projetos - Melhores Técnicas e Práticas, FCA, 2012  
  • Multimedia Product Development
  • 2011
  • 1919
  • Project
  • ISLA Gaia2011-1919
  • 2
  • 6
  • 0
  • 27
  • Não
  • Português
  • Innovative methodologies at the UC include active learning through problem-solving and case studies, collaboration on group projects, use of interactive digital resources, regular formative assessments, and practical application of knowledge in real-world projects.
  • Mandatory
  • Identify the different phases that make up the design process. Identify the production structure necessary for the development of projects. Structuring and organizing a company's IT department. Plan using documentary, information architecture (interactive) and technical guidelines. Analyze needs with a view to preparing the proposal (structural and financial). Coordinate project- Evaluate the final product and ensure its maintenance and updating. Plan and structure dynamic web systems. Plan, design and develop mobile applications (APPs) Plan and control production using methodologies and tools appropriate to the process. Organize and evaluate a project team.
  • 1. Multimedia communication model 2. Project methodology Project phases  relationships and skills and teams Web and Mobile Production Team / Information Organization 3. State of the art analysis Competition analysis, benchmarking User profile analysis 4. Multimedia proposal Task and resource analysis Budgeting / cost control Timeline - Timeline 5. Argument and forms of writing for multimedia Organization and optimization of content 6. Script production Documentary or literary script, interactive (information architecture) and graphic and technical style 7. Dynamic web systems (back-office system planning - CMS) 8. Develop mobile applications (APPs)

  • Metodologia de Avaliação 

     

    Avaliação Curricular / Final 

    A avaliação da unidade curricular funcionará dentro das épocas de avaliação previstas no Regulamento Pedagógico, consistindo em: Apresentação pública dos resultados da fase de concepção, "vender a ideia de produto" (vender o produto sem o ter implementado). 

    Todos os alunos terão direito a realizar a avaliação do projecto de concepção numa época de avaliação. 

     

    A avaliação consistirá num:

    • Relatório - 20% 
    • Desenvolvimento do produto - 70% 
    • Apresentação pública - 10%
  • Semestral
  • The growing importance of Information and Multimedia Systems in the competitive capacity of institutions, combined with the risk of the high investments involved, has provoked a growing interest in the rigorous and scientific management of development projects. It is intended that each project presents a precise and rigorous methodological approach, from the design project to the delivery and operation of the system. Each student must develop a project according to the area that is most suited.

People Management in Organizations

Category: Discipline
  • Chiavenato, I. (2025). Gestão De Pessoas: O Novo Papel Da Gestão Do Talento Humano (6ª ed.), Rio de Janeiro: ATLAS.  Cunha, et al. (2016). Manual de Comportamento Organizacional e Gestão (8ª ed.). Lisboa: Editora. Cunha, M. P., Rego, A., Cunha, R- C-, Cardoso, C., Marques, C. A. & Gomes, J. F. S. (2015). Manual de gestão de pessoas e do capital humano. (3ª ed.). Lisboa: Edições Sílabo.  Pinto, J.C. e Branco, P. (2025). Gestão Estratégica de Pessoas (1ª ed.). Lisboa: Editora RH. Sousa, M. J., Duarte, T., Sanches, P. G., & Peralta, J. G. (2025). Gestão de Recursos Humanos: Métodos e Práticas (11ª ed.). Lisboa: Pactor. Machava, L. (2018). Manual de contrato psicológico de trabalho. Edições Sílabo.  
  • Tourism, Hotel and Restaurant Management
  • 2046
  • 13045
  • People Management in Organizations
  • ISLA Gaia2046-13045
  • 1
  • 3
  • 0
  • 27
  • Não
  • Português
  • The People Management in Organizations (GPO) course adopts innovative methodologies that promote active and participatory learning. The use of case studies allows theoretical concepts to be applied to real situations, developing critical thinking and problem-solving skills. Practical group exercises throughout the classes promote experimentation with organizational scenarios, developing interpersonal skills, critical thinking, and decision-making abilities. These methodologies encourage active participation, making learning more dynamic and aligned with the demands of the job market.
  • Mandatory
  • The People Management in Organisations (PMO) course aims to develop knowledge of human resource management strategies, organisational structures and leadership. Students will acquire the skills to analyse the organisational environment, define HR policies, monitor performance and promote motivation and internal communication. The skills developed include the ability to plan and implement effective people management practices, align organisational objectives with employee well-being and apply leadership and decision-making techniques, contributing to the sustainability and competitiveness of organisations.
  • 1. Introduction to PMO 1.1. Concept of PM 1.2. Evolution of the function 1.3. The role of PM in organizations 2. Fundamental PM practices 2.1. Framework for practices 2.2. Main HR practices 3. The role of change management 3.1. Framework for organizational change 3.2. Types of change 3.3. The change process 3.4. Employee reaction to change 4. HR control in the context of organizational management 4.1. Brief introduction to performance evaluation 5. Strategic management of human capital 5.1. Development and valuing of people 5.2. Experience, expectations, and relationship with the organization 5.3. Involvement and organizational behavior

  • Os discentes poderão selecionar o modelo de avaliação que preferem. Para o efeito, segue uma descrição dos mesmos.

    Modalidade 1:

    Descrição

    Data limite

    Ponderação

    Teste de avaliação

    18/03

    		 60%

    Trabalho de grupo e apresentação

    25/03

    40%

    Nota: Todos os elementos de avaliação têm uma nota mínima de 8 valores.

    Modalidade 2:

    Descrição

    Data limite

    Ponderação

    Teste de avaliação global (TAG)

    18/03

    100%

     
  • Semestral
  • The People Management in Organisations (PMO) course aims to develop skills for the strategic management of human resources, addressing their impact on organisational structure and performance. Its scope includes HR planning, structure definition, performance control and communication and leadership processes. It operates in different sectors, preparing students to manage teams, motivate employees and align business objectives with the valorisation of human capital. The relevance of this CU in the study cycle lies in the growing need to optimise people management as a strategic factor for the competitiveness and sustainability of organisations.

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
  • Development for the Web and Mobile Devices
  • 2010
  • 12785
  • Critical Thinking
  • ISLA Gaia2010-12785
  • 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.

Web-Server Programming

Category: Discipline
  • Abreu, L. (2014). ASP.NET 4.5.1. FCA. Manning Publications, Lock, Andrew - ASP.NET Core in Action - 3rd Edition Manning Publications, Metzgar, Dustin - .NET in Action - 2nd Edition Manning Publications, Brind, Mike - Razor Pages in Action Microsoft. (20 de setembro de 2024). ASP.NET Core 8 . Obtido de Microsft Docs: https://learn.microsoft.com/pt-pt/aspnet/core/razor-pages/?view=aspnetcore-8.0&viewFallbackFrom=aspnetcore-2.1&tabs=visual-studio
  • Multimedia Product Development
  • 2011
  • 15795
  • Web-Server Programming
  • ISLA Gaia2011-15795
  • 2
  • 6
  • 0
  • 27
  • Não
  • Português
  • Expository and laboratory classes using computer equipment. Carrying out practical work adapted to situations in the course area. Classes will take place in a room prepared with software and computer equipment. They will be taught in a context based on practical projects, with constant demonstrations. Assessment is continuous and the final grade results from assessment by test or project. Students who are unsuccessful will be able to take the exams at the assessment times defined by the institution.
  • Mandatory
  • Program dynamic web pages using various languages and technologies, both on the client side and on the server side. Develop portals, BackOffice and information systems via web. Study the main server Web languages. Identify the concepts involved in the creation, evaluation and maintenance of Web systems. Develop a CRUD system from scratch. Use of free code tools.
  • Development of Dynamic Websites Server technologies .NET Core MVC vs. NET Core Razor Pages ASP.NET Core Razor Pages - Validation controls Data access: Entity Framework, Data controls Master Pages Navigation Controls Nuget Packages Ajax Application development Languages: C#, Linq, SQL, Razor. Development tool: Visual Studio. Visual Studio The Microsoft platform and programming model Interface design and coding Persistence and data storage. MSSQL Database Recording to files Security / User verification and validation Packaging and distribution        

  • 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

    1º Teste de avaliação .NET Core

    7-11-2024

    50%

    Trabalho

    9-1-2026

    50%
         

     

    Avaliação Final

    Os estudantes que não tenham sucesso na avaliação curricular podem realizar exames nas épocas de avaliação definidas pela instituição.
  • Semestral
  • In the curricular unit, students must acquire the concepts to develop dynamic websites using various languages and technologies, both on the client side and on the server side.

Statistics Applied to Management

Category: Discipline
  • Murteira, B., Ribeiro, C. S., Silva, J. A., Pimenta, C. (2023). Introdução à estatística. Escolar Editora Murteira, Bento; Antunes, Marília (2012). Probabilidades e Estatística. Volume I. Escolar Editora Nunes, C. (2022). Probabilidades e Estatística: Problemas resolvidos e propostos. Escolar Editora Reis, E. (2008). Estatística Descritiva (7.ª ed.). Edições Silabo Reis, E., Andrade, R., Calapez, T., Melo, P. (2021). Estatística Aplicada. Edições Sílabo Santos, C. (2018). Estatística Descritiva: Manual de Auto-Aprendizagem. Edições Sílabo
  • Tourism, Hotel and Restaurant Management
  • 2046
  • 15749
  • Statistics Applied to Management
  • ISLA Gaia2046-15749
  • 1
  • 6
  • 0
  • 27
  • Não
  • Português
  • To make learning a success, we have organised the process using active methodologies. The entire teaching-learning process is structured in such a way as to require students to actively participate in the construction of their knowledge process. In this sense, the transposition of the reality shown by the programme contents to the context of tourism will be encouraged. This approach will give students a better insight into the practical applicability of the content. The use of real cases also aims to develop analytical skills
  • Mandatory
  • Knowledge: To know several disciplines related to statistics is necessary for other courses of the degree. Distinguish and understand the concepts of the various domains studied and their practical application, taking into account the rigorous mathematical information and conditions of applicability, even when understood intuitively. Resources to Develop for the use of the main techniques of Descriptive Statistics in the analysis of statistical data. Skills: Investigate autonomously to respond to statistical and inference problems. Develop the ability to reason, analyze, adapt to new situations and make decisions in the face of mathematical problems. Competences: Skills to apply correctly as techniques and the concepts of the different methods of definition in each subject. Develop the ability to reason, analyze and adapt to new situations
  • 1. Descriptive Statistics: 1.1. Basic concepts. 1.2. Absolute and relative frequencies 1.3. Cumulative frequency 1.4. Measures of central tendency: mean, median, mode 1.5. Measures of non central tendency: quartiles, decis e percentiles 1.6. Measures of dispersion: variance and standard deviation 1.7. Measures of Skewness 1.8. Measures of kurtosis 2. Probability Theory: 2.1. Basic concepts 2.2. Classical Definition 2.3. Conditioned Probability 2.4. Independent Events 2.5. Bayes' theorem. 3. Probability distributions 3.1. Discrete Distributions 3.2 Probability distributions of continuous variables 4. Confidence intervals 4.1. Mean confidence interval 4.2. Confidence interval of difference of means 4.3. Confidence interval of variance 4.4. Confidence interval of proportions
    • Teste de avaliação 1 45%
    • Teste de avaliação 2 45%
    • Presenças e participação 10%

     

    • Assessement test 1 45%
    • Assessement test 2 45%
    • Attendance and participation 10%
  • Semestral
  • This curricular unit will develop a theoretical component and a practical component. The theoretical component, aiming the introduction to the basic concepts of the discipline, will be essentially expository, trying, however, to give space for students to expose questions. As regards the theoretical-practical component, students will be challenged to put into practice the knowledge transmitted in lectures.
  1. Interfaces and Usability
  2. Traineeship
  3. Tourist Operations and Reservation Systems
  4. Oral and Written Expression Techniques

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