|
Type A
|
Code |
Competences Specific | | | A1 |
Integrate the fundamental technology, applications, services and systems of Computer Security and Artificial Intelligence,in a broader, multidisciplinary context.
|
| | A4 |
Design, develop, manage and evaluate mechanisms to certify and guarantee security in handling information and access to it in a local or distributed processing system.
|
| | G1 |
Project, calculate and design products, processes and installations in the areas of Computer Security and Artificial Intelligence
|
| | G2 |
Perform mathematical modelling, calculation and simulation in company technology and engineering centres, particularly in tasks of research, development and innovation in the areas of Computer Security and Artificial Intelligence
|
|
Type B
|
Code |
Competences Transversal | | | CT2 |
Forming opinions on the basis of the efficient management and use of information |
| | CT3 |
Solve complex problems critically, creatively and innovatively in multidisciplinary contexts. |
| | CT4 |
Work in multidisciplinary teams and in complex contexts. |
| | CT5 |
Communicate complex ideas effectively to all sorts of audiences |
| | CT7 |
Apply ethical principles and social responsibility as a citizen and a professional. |
|
Type C
|
Code |
Competences Nuclear |
|
Type A
|
Code |
Learning outcomes |
| | A1 |
Analyse the problems and their causes from a global focus in the medium and long term.
| | | A4 |
Analyse the security of computer systems and the origin and impact of attacks and intrusions to these systems.
| | | G1 |
Integrate theoretical knowledge into the realities to which it may apply.
| | | G2 |
Apply the techniques learned in a specific context.
|
|
Type B
|
Code |
Learning outcomes |
| | CT2 |
Master the tools for managing their own identity and activities in a digital environment.
Search for and find information autonomously using criteria of importance, reliability and relevance, which is useful for creating knowledge
Organise information with appropriate tools (online and face-to-face) so that it can be updated, retrieved and processed for re-use in future projects.
Produce information with tools and formats appropriate to the communicative situation and with complete honesty.
Use IT to share and exchange the results of academic and scientific projects in interdisciplinary contexts that seek knowledge transfer.
| | | CT3 |
Recognise the situation as a problem in a multidisciplinary, research or professional environment, and take an active part in finding a solution.
Follow a systematic method with an overall approach to divide a complex problem into parts and identify the causes by applying scientific and professional knowledge.
Design a new solution by using all the resources necessary and available to cope with the problem.
Draw up a realistic model that specifies all the aspects of the solution proposed.
Assess the model proposed by contrasting it with the real context of application, find shortcomings and suggest improvements.
| | | CT4 |
Understand the team’s objective and identify their role in complex contexts.
Communicate and work with other teams to achieve joint objectives.
Commit and encourage the necessary changes and improvements so that the team can achieve its objectives.
Trust in their own abilities, respect differences and use them to the team’s advantage.
| | | CT5 |
Produce quality texts that have no grammatical or spelling errors, are properly structured and make appropriate and consistent use of formal and bibliographic conventions
Draw up texts that are structured, clear, cohesive, rich and of the appropriate length, and which can transmit complex ideas.
Draw up texts that are appropriate to the communicative situation, consistent and persuasive.
Use the techniques of non-verbal communication and the expressive resources of the voice to make a good oral presentation.
Construct a discourse that is structured, clear, cohesive, rich and of the appropriate length, and which can transmit complex ideas.
Produce a persuasive, consistent and precise discourse that can explain complex ideas and effectively interact with the audience.
| | | CT7 |
Be aware of gender and other inequalities in their activity as a URV student.
Analyse the major environmental problems from the perspective of their field of expertise in their student and/or professional activity.
Be able to give arguments based on social values and make proposals for the improvement of the community.
Be personally and professionally committed to applying the ethical and deontological concepts of their field of expertise.
|
|
Type C
|
Code |
Learning outcomes |
| Topic |
Sub-topic |
| 1. Digital image forensics |
|
| 2. Camera source identification |
|
| 3. Concealing messages into file media: Steganography |
|
| 4. Computer generated images |
|
| 5. Computer forensics |
|
| 6. Network forensics |
|
| Methodologies :: Tests |
| |
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
| Introductory activities |
|
1 |
1.5 |
2.5 |
| Presentations / oral communications |
|
1 |
1.5 |
2.5 |
| Assignments |
|
13 |
19.5 |
32.5 |
| Reading written documents and graphs |
|
25 |
37.5 |
62.5 |
| Forums of debate |
|
1 |
1.5 |
2.5 |
| Personal attention |
|
2 |
0 |
2 |
| |
| Multiple-choice objective tests |
|
2 |
6 |
8 |
| |
(*) On e-learning, hours of virtual attendance of the teacher.
(**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies
| |
Description |
| Introductory activities |
Presentació de les eines i conceptes bàsics a utilitzar en l'assignatura |
| Presentations / oral communications |
Presentació de les pràctiques realitzades |
| Assignments |
Realització d'exercicis que treballen els continguts que es van presentant al llarg del curs |
| Reading written documents and graphs |
Els estudiants han de preparar els temes del curs. |
| Forums of debate |
Compartir preguntes amb el professor i els companys en el Fòrum. Qualsevol, mestre o companys, pot respondre a les preguntes.
La col·laboració entre ells és part del procés d'aprenentatge. |
| Personal attention |
L'alumne es pot posar en contacte amb el professor en horaris de consulta o via correu electrònic |
|
Description |
|
L'alumne es pot posar en contacte amb el professor en les hores de consulta o bé a partir de correu electrònic |
|
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
| Presentations / oral communications |
|
Presentació de les pràctiques del curs |
10 |
| Assignments |
|
Exercicis que es van desenvolupant al llarg del curs a les sessions de laboratori |
70 |
| Multiple-choice objective tests |
|
Prova escrita sobre els conceptes treballats al llarg del l'assignatura |
20 |
| Others |
|
|
|
| |
|
Other comments and second exam session |
|
|
| Basic |
Warren G. Kruse II, Jay G. Heiser , Computer Forensics: Incident Response Essentials, Addison Wesley , 2001
Bill Nelson, Amelia Phillips, Christopher Steuart , Guide to Computer Forensics and Investigations , Cengage Learning, 4t Edition , 2009
|
|
| Complementary |
|
|
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation. |
|