Integrated optimization of nonlinear R/C frames with reliability constraints

A structural optimization algorithm was researched including global displacements as decision variables. The algorithm was applied to planar reinforced concrete frames with nonlinear material behavior submitted to static loading. The flexural performance of the elements was evaluated as a function of the actual stress-strain diagrams of the materials. Formation of rotational hinges with strain hardening were allowed and the equilibrium constraints were updated accordingly. The adequacy of the frames was guaranteed by imposing as constraints required reliability indices for the members, maximum global displacements for the structure and a maximum system probability of failure

Education Using ICT for Construction Management

A project carried through between institutions of higher education and construction companies was co-financed by the European Commission. The project lasted three years where the main objective was to develop the staff training in using and applying the Information and Communication Technologies (ICT) in construction management. The results of the project have been also used in a new course of the senior year in specialization area of construction of the Civil Engineering degree of the University of Porto. Some conclusions of the diverse experiences of the project partners are also presented indicating future developments in this area

Collaboration in continuing education networks: option or destiny?

The demand for the provision of different forms and types of Continuing Education has shown a tremendous increase in the last years. There have been difficulties and obstacles to the transformation of the university classical structure and of the typical activities of the academic staff. Several models of managing Continuing Education in the universities were developed, tested and implemented. A reaction of the universities to the transformations created by the need for lifelong learning demands has been the cooperation in projects or in agreements that can be bilateral or multilateral. These multilateral agreements take most of the times the form of networks rising from several projects that have been implemented or from natural aggregation of universities around a common ground. The experiences of benchmarking around this theme are presented

Digitisation of Health and Safety can improve the effectiveness of prevention towards Vision Zero: some case studies

Introduction to digital transformations endorse the development of the project management profession in the region strengthen the cooperation among SENET countries in development of PM practices/profession learn about the recent trends in project management provide a closer connection between digital transformation and project management context, interpersonal relationships, education and practices share experiences and practices suitable and proven in project management present new ideas, concepts, methods and tools gathered through research or practice provide stronger visibility of the project management profession in the regio

Relevance of Data in Construction Safety Prevention

SHO This Symposium has been held annually since 2004, so SHO2023 will be its 20th edition. The publication of a book (since 2013) with chapters indexed in SCOPUS with great international projection has increasingly attracted the presence of delegates from many countries. Since 2019, SHO has offered technical-scientific training in the most varied areas, granting participation certification to those who register. Participants also have the opportunity to publish their work as one of the following manuscripts types: Book Chapter - written in English. All works that comply with deadline submission and the rules referred to in the authors' instructions can apply to Book Chapter. The works will be selected in two phases: Formal verification by the Occupational and Environmental Safety V Editors Scientific evaluation carried out by, at least, two members of the International Scientific Committee (ISC). Papers with an ISC average rating of 0 (or more points) on a scale from -3 to +3 points will be accepted. Unselected papers are automatically re-classified as Proceeding Articles for possible publication in the Proceedings Book. Proceeding Articles - written in Portuguese or English. This category includes articles selected by ISC's decision, according to the former point, or authors' submission option. Abstracts - written in English. This category includes articles selected by ISC's decision, according to the former point, or author's submission option. The abstracts will be considered for Poster presentation

CALOHEE framework proposal for Civic, Social and Cultural Engagement

The current article was adapted from the CALOHEE Working Paper of the Tuning Academy, to which the author has contributed. The original document is available at www.calohee.eu. There are a number of policy documents that suggest a broad range of items that can be included in Higher Education (HE) in order to incorporate and give substance to the issue of 'civic, social and cultural engagement' within HE programmes. To make these items applicable in the context of the project CALOHEE (Comparing Achievements of Learning Outcomes in Higher Education in Europe) these were compiled and analysed. Taking current developments as described in this paper as a basis, four dimensions have been identified, which together should make up the CALOHEE project framework of general descriptors for 'civic, social and cultural engagement'. These four descriptors are perceived as the minimum to be covered in HE programmes. As in the case of the domain / subject area frameworks each dimension includes a knowledge descriptor, a skills descriptor and a (wider) competence descriptor. This general framework can also be turned into an Assessment Framework by breaking down the general descriptors into sub-descriptors. These subdescriptors should allow for variation in how they are actually incorporated into and included in a degree programme. The relevance of each sub-descriptor will differ from academic field to academic field as well as between individual degree programmes. It might also be required to accommodate these per academic field to do justice to the (role of the) discipline in society. The four dimensions that have been identified in the CALOHEE framework model and which it is proposed should be included in the category / parameter of 'civic, social and cultural engagement' are: 1. Societies and Cultures: Interculturalism; 2. Processes of information and communication; 3. Processes of governance and decision-making; 4. Ethics, norms, values and professional standards. Together, they cover most of the items included in the European key competences framework, the Australian Government 'Civics & Citizenship Education Professional Learning Package', and other frameworks for civic competencies and engagement as well as a number of documents related to ethics and professional standards. Reflection on these documents has resulted in a framework which is open for further revision. The framework is presented as a stand-alone and could as such be added to any subject area conceptual framework as four additional (general) dimensions

Challenge of instruction in ICT for construction managers

A project between Higher Education institutions., construction companies and the European Commission during three years funded project management firms from five European countries. The main goal was to provide education and training in the use of Information and Communication Technologies in Construction Management. The results were used to carry out a course of the final year degree of future Construction engineers. The format and results of the course implementation during one semester are presented and analyzed. Future developments and scenarios in this area are presented with recommendations

Role of assessment, Selecting the right methods of assessment for your course, constructive alignment and role of feedback

Assessment is considered as the most important role in steering the learning process; however we cannot confined to one particular methodology as the best assessment method for a course. An assessment plan helps in selecting the right testing method and decides on the relative weight of each assessment for the final result of a course. This also helps to ensure that the assessment addresses the intended learning outcomes. In addition, it provides a good overview of the test arrangement for a course that will be published in the course manual. This makes an assessment plan a helpful tool for examiners and an important instrument for quality assurance which makes the first module of the course. An assessment matrix is designed to ensure that all the selected learning objectives are covered in the assessment which helps to make certain that the assessment will be both valid and reliable which provides the insights for the second module. This is done by using different methods to set the cut-off score by using rubrics. In the third module, the participants will be put forward to apply quality criteria for the construction of assessments and assessment items to improve the quality of assessments and education which have huge impact on the future education and careers of students. In the fourth and final module of the course the participants will find answers for the following questions 1) on which aspects did students perform well, and where did they fail? 2) If good students fail on certain questions, what does this say about the question or about teaching? 3) We may need to decide on how to fix certain errors or unexpected situations and think about how this affects students' grades 4) what are the things to consider when performing an exam or item analysis? 5) What do you look for? 6) How do you draw conclusions and make plans for future improvements? During the course, the participants will be guided through the different phases of preparing, creating and evaluating the assessments through instructional videos, interviews, animations and checklists. In addition to these, there will be course activities, such as assessments, and discussion prompts.Assessment is considered as the most important role in steering the learning process; however we cannot confined to one particular methodology as the best assessment method for a course. An assessment plan helps in selecting the right testing method and decides on the relative weight of each assessment for the final result of a course. This also helps to ensure that the assessment addresses the intended learning outcomes. In addition, it provides a good overview of the test arrangement for a course that will be published in the course manual. This makes an assessment plan a helpful tool for examiners and an important instrument for quality assurance which makes the first module of the course. An assessment matrix is designed to ensure that all the selected learning objectives are covered in the assessment which helps to make certain that the assessment will be both valid and reliable which provides the insights for the second module. This is done by using different methods to set the cut-off score by using rubrics. In the third module, the participants will be put forward to apply quality criteria for the construction of assessments and assessment items to improve the quality of assessments and education which have huge impact on the future education and careers of students. In the fourth and final module of the course the participants will find answers for the following questions 1) on which aspects did students perform well, and where did they fail? 2) If good students fail on certain questions, what does this say about the question or about teaching? 3) We may need to decide on how to fix certain errors or unexpected situations and think about how this affects students' grades 4) what are the things to consider when performing an exam or item analysis? 5) What do you look for? 6) How do you draw conclusions and make plans for future improvements? During the course, the participants will be guided through the different phases of preparing, creating and evaluating the assessments through instructional videos, interviews, animations and checklists. In addition to these, there will be course activities, such as assessments, and discussion prompts