| Competences |
| 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. | |
| A2 | Undertake the management of research, development and innovation projects, in companies and technological centres, oriented Computer Security and Artificial Intelligence guaranteeing safety for people and goods, the final quality of the products and their approval. | |
| G3 | Apply the principles of the economy and management of human resources and projects, and the legislation, regulation and standardisation of computer systems. Specifically in the areas of Computer Security and Artificial Intelligence | |
| Type B | Code | Competences Transversal |
| CT6 | Develop abilities to manage their professional career. | |
| CT7 | Apply ethical principles and social responsibility as a citizen and a professional. | |
| Type C | Code | Competences Nuclear |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A1 |
Write a survey-type scientific article in a group. Demonstrate the validity of a proposed solution or improvement. Publicise the research in the field of information technology. | |
| A2 |
Distinguish the areas in which the research will be performed. Analyse the economic and human resources and the materials necessary for the success of a research project. Plan the tasks into which a research project is broken down. Apply techniques of project management and monitoring. Convey the relationship between university, company and society. | |
| G3 |
Design the business plan of a technology-based company. | |
| Type B | Code | Learning outcomes |
| CT6 |
Raise their professional self-awareness. Develop a professional attitude. Analyse the professional environment of their speciality. Design specific professional tracks. | |
| 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 |
| Contents |
| Topic | Sub-topic |
| Doing research | |
| Describing research | |
| Publishing research | |
| Research projects | |
| Entrepreneurship: from research to business |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
1 | 1.5 | 2.5 | ||||||
| Problem solving, exercises |
|
5 | 7 | 12 | ||||||
| Reading written documents and graphs |
|
11.5 | 20 | 31.5 | ||||||
| Assignments |
|
8.5 | 13.25 | 21.75 | ||||||
| Forums of debate |
|
0.3 | 0.45 | 0.75 | ||||||
| Personal attention |
|
1.5 | 0 | 1.5 | ||||||
| Oral tests |
|
1.2 | 1.8 | 3 | ||||||
| Multiple-choice objective tests |
|
1 | 1 | 2 | ||||||
| (*) 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 | The professor will describe the course and its methodologies. The tasks requiter to pass the subject will also be described. |
| Problem solving, exercises | They will consist on planning a businnes from a research idea. |
| Reading written documents and graphs | The content of the course will be taught by means of a varitey of information sources, mainly slides and videos. The student works the contents of the course under the supervision of the teacher. |
| Assignments | They will consist, among others, in typesetting of LaTeX documents and queries to databases. |
| Forums of debate | The students can share their questions with the teacher and their mates in the Forum. The teacher or any student can reply the questions. |
| Personal attention | Professors will assist students using electronic mail, the virtual campus videoconference system or in the office. |
| Personalized attention |
| Description |
| Professors will assist students using electronic mail, the virtual campus videoconference system or in the office. |
| Assessment |
| Methodologies | Competences | Description | Weight | |||||
| Assignments |
|
The results of the practicals will be delivered to the professor so they can be assessed. | 65% | |||||
| Oral tests | Proves orals | 5% | ||||||
| Multiple-choice objective tests |
|
Proves objectives de tipus test | 30% | |||||
| Others |
| Other comments and second exam session | |||
|
Read the "student guide" that will be presented by the professor the first day of class and in the introductory video. |
|||
| Sources of information |
| Basic |
M. Cargill, Writing scientific articles, Willey, 2009
VVAA, The LaTeX wikibook, ,
C. Gattis, Business Plan Template: How to Write a Business Plan, Createspace, 2011 |
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| Complementary | |||||||||
| Recommendations |
(*)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.