| Competences |
| Type A | Code | Competences Specific |
| A1 | Project, calculate and design products, processes and installations in all areas of computer engineering. | |
| A3 | Perform mathematical modelling, calculation and simulation in company technology and engineering centres, particularly in tasks of research, development and innovation in all areas related to computer engineering. | |
| D1 | Integrate the fundamental technology, applications, services and systems of computer engineering, in general, and in a broader, multidisciplinary context. | |
| T4 | 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. | |
| T5 | Analyse the information needs considered in an environment and execute all stages of the construction process of an information system. | |
| Type B | Code | Competences Transversal |
| B2 | Aplicar el pensament crític, lògic i creatiu, demostrant capacitat d’innovació. | |
| B3 | Treballar de forma autònoma amb responsabilitat i iniciativa. | |
| Type C | Code | Competences Nuclear |
| C2 | Be advanced users of the information and communication technologies | |
| C3 | Be able to manage information and knowledge | |
| C5 | Be committed to ethics and social responsibility as citizens and professionals |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A1 |
Integrate theoretical knowledge into the realities to which it may apply. | |
| A3 |
Apply the techniques learned in a specific context. | |
| D1 |
Analyse the problems and their causes from a global focus in the medium and long term. | |
| T4 |
Design technology to guarantee privacy for scenarios of IT and telematics applications. | |
| T5 |
Identify the components of a decision-making problem and know how to decide the most suitable decision-making model. | |
| Type B | Code | Learning outcomes |
| B2 |
Identify things that need to be improved in complex situations and contexts. Apply innovative techniques and obtain results. | |
| B3 |
Take correct decisions at key moments confidently, consistently and systematically. | |
| Type C | Code | Learning outcomes |
| C2 |
Understand the operating system as a hardware manager and the software as a working tool. | |
| C3 |
Locate and access information effectively and efficiently. | |
| C5 |
Respect fundamental rights and equality between men and women. |
| Contents |
| Topic | Sub-topic |
| Introduction | Definitions of privacy Meanings of privacy Privacy, a human right Users, sources of information and collectors of information Privacy and Big companies Information that you provide Who is paying for these services? What is the price of your data? Governments, cyber-terrorism, e-crime, etc.. Are the citizens a goal or a collateral victim? Users: clearly and probably stupid behaviours Conclusions |
| Security and privacy in vehicular communications |
1-Introduction 2-Security & Privacy in VANETS 3-Attacks in VANETS 4-Countermeasures for securing VANETs 5-Protocol: Trustworthy privacy preserving car-generated announcements in vehicular ad-hoc networks 6-Discussion on existing countermeasures 7-Combining a priori and a posteriori countermeasures 8-Message-linkable group signatures 9-Conclusions |
| Introduction to Database Privacy and Private Information Release | 1-A Three-Dimensional Conceptual Framework for Database Privacy 1.1-Introduction 1.2-Respondent vs owner privacy 1.3-Respondent vs user privacy 1.4-Owner vs user privacy 1.5-Technology assessment 1.6-Conclusions 2-User Privacy in Web Search 2.1-Introduction 2.2-Standalone PIR relaxations 2.3-GooPIR: h(k)-PIR TrackMeNot 2.4-P2P PIR relaxations: P2P UPIR 2.5-Rational behavior in P2P UPIR 2.6-Conclusions |
| Privacy models in databases and data releases | 1-ntroduction 2-Differentially privacy of data releases through k-anonymous microaggregation 3-From differential privacy to (expected) t-closeness 4-Differential privacy through t -closeness 5-Conclusions |
| Statistical Disclosure Control | 1-Introduction 2-Tabular data protection 3-Queryable database protection 4-Microdata protection 4.1-Perturbative masking methods 4.2-Non-perturbative masking methods 4.3-Synthetic microdata generation 5-Evaluation of SDC methods 5.1-Utility and disclosure risk for tabular data 5.2-Utility and disclosure risk for queryable databases 5.3-Utility and disclosure risk in microdata SDC 5.4-Trading off utility loss and disclosure risk 6-Anonymization software 7-Conclusions |
| Digital identity and privacy | 1-Introduction 2-Digital fingerprint 3-Users profiles 4-Privacy policies 5-Privacy protecting technologies 5.1-Preserving the User’s Privacy in Web Search Engines 5.2-Preserving the User’s Privacy in Social Networking Sites 5.3-Detecting sensitive information from textual documents 6-Conclusions |
| Planning |
| Methodologies :: Tests | |||||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | ||||||||||
| Introductory activities |
|
2 | 0.5 | 2.5 | |||||||||
| Lecture |
|
24 | 36 | 60 | |||||||||
| Practicals using information and communication technologies (ICTs) in computer rooms |
|
14 | 21 | 35 | |||||||||
| Personal tuition |
|
1 | 0 | 1 | |||||||||
| Extended-answer tests |
|
2 | 5 | 7 | |||||||||
| Objective short-answer tests |
|
2 | 5 | 7 | |||||||||
| (*) 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 first session introduces the course, describing the objectives, schedule, and how the course will be assessed. |
| Lecture | The teacher explains the units of the course. |
| Practicals using information and communication technologies (ICTs) in computer rooms | There are four class works. All class works have several objectives to accomplish, by means of a set of exercises that students must complete. The results obtained are discussed by the students at the end of each class. |
| Personal tuition | Practicals using information and communication technologies (ICTs) in computer rooms: The students can ask questions related with the subject to the teacher. They can do their questions in class, to his office in office hours, through email, or Moodle. Lecture: The students can ask questions related with the subject to the teacher. They can do their questions in class, to his office in office hours, through email, or Moodle. |
| Personalized attention |
| Description |
| Practicals using information and communication technologies (ICTs) in computer rooms: The students can ask questions related with the subject to the teacher. They can do their questions in class, to his office in office hours, through email, or Moodle. Lecture: The students can ask questions related with the subject to the teacher. They can do their questions in class, to his office in office hours, through email, or Moodle. The students can be attended out of office hours if they previously agree a meeting with the teacher. |
| Assessment |
| Methodologies | Competences | Description | Weight | |||||||||
| Practicals using information and communication technologies (ICTs) in computer rooms |
|
There are four class works. All class works have several objectives to accomplish by means of a set of exercises that students must complete. The results obtained are discussed by the students at the end of each class. The class work can be performed individually or in a group of two students. |
25 | |||||||||
| Objective short-answer tests |
|
The students have to conduct a written test of the unit 5. Passing this test is required to pass the course. |
37.5 | |||||||||
| Extended-answer tests |
|
The students have to conduct a written test of the units 1, 2, 3 and 4. Passing this test is required to pass the course. |
37.5 | |||||||||
| Others |
| Other comments and second exam session | |||
|
Students who do not pass the subject in the continuous assessment have to carry out a examination on the second call, and deliver all class works. The exam will consist of two parts, corresponding to the two parts of the course (first part: units 1, 2, 3 and 4 - second part: unit 5). Each part is scored out of 10 points. The students have to obtain at least 4 in each of the parts to pass the examination, and the sum of the two parts must be greater than 10 points. The class-work must have a minimum of five to pass the course. Otherwise, the students can no pass the course. Students may not bring any electronic devices on the written tests. |
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| Sources of information |
| Basic |
Josep Domingo-Ferrer, Inference Control in Statistical Databases, , 2002
Alexandre Viejo Galicia i Jordi Castellà-Roca, Privadesa, , 2011
Michael Bazzell, Open Source Intelligence Techniques: Resources for Searching and Analyzing Online Information, 4th, 2015
Michael Bazzell , Hiding from the Internet: Eliminating Personal Online Information, 2nd, 2015
Michael Bazzell, Personal Digital Security: Protecting Yourself from Online Crime, 1st, 2013
J. J. Luna, How to Be Invisible: Protect Your Home, Your Children, Your Assets, and Your Life , 3rd, 2012
Christopher Hadnagy; Michele Fincher and Robin Dreeke, Phishing Dark Waters: The Offensive and Defensive Sides of Malicious Emails , 1st, 2015
Denis Clifford Attorney, Make Your Own Living Trust, Twelfth edition, 2015
Justin Carroll, Your Ultimate Security Guide: Windows 7 Edition, 1st, 2015 |
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| Complementary | |||||||||
| Recommendations |
| Subjects that continue the syllabus | ||
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| Subjects that it is recommended to have taken before | ||
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| Other comments | |
| We recommend to have passed the subjects of "Cryptology and Information Security", and "Multimedia Security". |
(*)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.