|
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
|
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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. |
| | CT7 |
Apply ethical principles and social responsibility as a citizen and a professional. |
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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 |
Design real applications with databases and biometric access.
| | | 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.
| | | 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: Biometrics for recognition of persons |
|
| 2: Evaluation of Biometric Systems in Real Applications |
|
| 3: Recognition of Persons by Fingerprint |
|
| 4: Recognition of People by Face |
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| 5: Identification of Persons by Iris |
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| 6: Security in biometric systems |
|
| 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 |
| Forums of debate |
|
1 |
1.5 |
2.5 |
| Reading written documents and graphs |
|
25 |
37.5 |
62.5 |
| Personal attention |
|
1 |
0 |
1 |
| |
| Multiple-choice objective tests |
|
3 |
6 |
9 |
| |
(*) 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 |
|
| Presentations / oral communications |
|
| Assignments |
|
| Forums of debate |
|
| Reading written documents and graphs |
|
| Personal attention |
|
|
Description |
|
Consultes per correu electrònic |
|
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
| Presentations / oral communications |
|
|
20% |
| Assignments |
|
|
70% |
| Multiple-choice objective tests |
|
|
10% |
| Others |
|
|
|
| |
|
Other comments and second exam session |
|
|
| Basic |
Maltoni, Maio, Jain, Prabhakar, Handbook of fingerprint recognition, Springer, Any 2009, ISBN 978-1-84882-253-5
Li et al, Handbook of Face Recognition, Springer, , Springer, Any 2005, ISBN 0-387-40595-X
Kaushik Roy & Prabir Bhattacharya,, "Iris Recognition. A Machine Learning Approach, Editorial Verlag Dr. Muller, , Any 2008, ISBN 978-3-639-08259-3
|
|
| 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. |
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