Type A
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Code |
Competences Specific | | A1 |
Integrate the fundamental technology, applications, services and systems of Computer Security and Artificial Intelligence,in a broader, multidisciplinary context.
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| 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.
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| G1 |
Project, calculate and design products, processes and installations in the areas of Computer Security and Artificial Intelligence
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| 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
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Code |
Competences Transversal | | CT2 |
Formular valoracions a partir de la gestió i ús eficient de la informació. |
| CT3 |
Resoldre problemes complexes de manera crítica, creativa i innovadora en contextos multidisciplinars. |
| CT4 |
Treballar en equips multidisciplinars i en contextos complexes. |
| CT5 |
Comunicar idees complexes de manera efectiva a tot tipus d’audiències. |
| CT7 |
Aplicar els principis ètics i de responsabilitat social com a ciutadà i com a professional. |
Type C
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Code |
Competences Nuclear |
Type A
|
Code |
Learning outcomes |
| A1 |
Analitza els problemes i les seves causes des d'un enfocament global i de mitjà i llarg termini.
| | A4 |
Dissenya sistemes que permetin la securització, l'accés condicional i la detecció de distribució il·legal de contingut multimèdia.
| | G1 |
Integra els coneixements teòrics amb les realitats a les quals es poden aplicar.
| | G2 |
Aplica les tècniques apreses en contextos concrets.
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Type B
|
Code |
Learning outcomes |
| CT2 |
Formular valoracions a partir de la gestió i ús eficient de la informació.
| | CT3 |
Resoldre problemes complexes de manera crítica, creativa i innovadora en contextos multidisciplinars.
| | CT4 |
Treballar en equips multidisciplinars i en contextos complexes.
| | CT5 |
Comunicar idees complexes de manera efectiva a tot tipus d’audiències.
| | CT7 |
Aplicar els principis ètics i de responsabilitat social com a ciutadà i com a professional.
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Type C
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Code |
Learning outcomes |
Topic |
Sub-topic |
Introduction |
1-Definition
2-Multimedia contents
3-Multimedia industry
4-Devices and systems
5-Threats |
Copyright |
1-Definition
2-History
3-Protection
4-Works protected
5-Rights
6-Infringiment
7-Copyleft
8-Creative Commons
9-Software licenses
10-Laws
11-Technologies |
Digital Rights Management (DRM) |
1-Definition
2-Basic structure of a DRM system
3-Copy prevention
4-Copy detection
5-Examples of DRM |
Copy prevention |
1-Multimedia encryption
1.1-Confidentiality of multimedia content
1.2-Access control
1.3-Cryptographic toolbox
1.4-The multimedia encryption paradigm
1.5-Multimedia encryption schemes
2-Key management for multimedia access and distribution
2.1-Conditional access systems: satellite, cable and terrestrial distribution
2.2-Examples
2.2.1-DVB
2.2.2-VoIP
2.2.3-Skype
3-Broadcast encryption
3.1-Introduction
3.2-Toy example
3.3-Practical examples |
Copy detection |
1-Introduction
2-Steganography
2.1-Introduction
2.2-Properties of steganography schemes
2.3-Types of steganographic protocols
2.4-Steganography methods
2.4.1-Preliminary methods
2.4.2-Substitution systems and bitplane tools
2.4.3-Transform domain techniques
2.4.4-Spread spectrum and information hiding
2.4.5-Statistical steganography
2.4.6-Distortion techniques
2.4.7-Cover generation techniques
3-Steganalysis
4-Watermarking
4.1-Introduction
4.2-History
4.3-Watermarking terminology
4.4-Properties of watermarking schemes
4.5-Classification of watermarking applications
4.6-Watermarking applications
4.7-Methods
5-Fingerprinting
5.1-Introduction
5.2-Terminology
5.3-Examples of fingerprinting
5.4-Properties
5.5-Fingerprinting schemes
5.5.1-Collusion secure fingerprinting
5.5.2-Traitor tracing |
Methodologies :: Tests |
|
Competences |
(*) Class hours
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Hours outside the classroom
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(**) Total hours |
Introductory activities |
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1 |
1.5 |
2.5 |
Forums of discussion |
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0.2 |
0.3 |
0.5 |
Assignments |
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9 |
13.5 |
22.5 |
Material reading and studying |
|
16 |
23.5 |
39.5 |
Personal tuition |
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1 |
0 |
1 |
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Oral tests |
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0.8 |
1.2 |
2 |
Objective short-answer tests |
|
2 |
5 |
7 |
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(*) 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 subject, describing the objectives, schedule, and how the course will be assessed. |
Forums of discussion |
The students can share their questions with the teacher and their mates in the Forum. The teacher or any student can reply the questions.
The collaboration between them is part of the learning process. |
Assignments |
According to the course schedule, students have to prepare the units of the course.
The course schedule defines when the units begin and end, i.e. students have the assignment to study the unit during this period.
If students have some question about the units, they can send them to the teacher (e-mail or Forum) or to their mates (Forum). |
Material reading and studying |
According to the course schedule, students have to prepare the units of the course.
The course schedule defines when the units begin and end, i.e. students have the assignment to study the unit during this period.
If students have some question about the units, they can send them to the teacher (e-mail or Forum) or to their mates (Forum). |
Personal tuition |
The students can ask questions related with the subject to the teacher through email. |
Description |
Practicals using information and communication technologies (ICTs):
The students can ask questions related with the subject to the teacher. They can do their questions through email, or Moodle (they can send a private message to the teacher).
Assigments:
The students can ask questions related with the subject to the teacher. They can do their questions email, or Moodle (they can send a private message to the teacher).
Forms of discussion:
The students can share their questions with the teacher and their mates in the Forum. The teacher or any student can reply the questions.
The good contributions in the Forum will be considered in the final evaluation.
Personal tuition:
The students can ask questions related with the subject to the teacher through email.
|
Methodologies |
Competences
|
Description |
Weight |
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|
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Assignments |
|
The students have to perform two practical works.
The first practical work comprises the units 3 and 4, and the second the unit 5.
The practical works are individual.
Both practical works have the same weight, i.e. a 40% each of them.
Passing both practical works is required to pass the course, i.e. the students have to obtain at least 5 in each of the practical works to pass the subject. |
80 |
Oral tests |
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The students have to conduct an oral test of the subject (units 1, 2, 3, 4 and 5).
The test is conducted via Skype or other appropriate technology.
Passing the test is required to pass the course. |
10 |
Objective short-answer tests |
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The students have to conduct a written test of the units 1 and 2.
Passing this test is required to pass the course. |
10 |
Others |
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Other comments and second exam session |
Students who do not pass the subject in the continuous assessment have to carry out an ICT practical and an oral test. The practical work consist of three parts, corresponding to the three parts of the course: -Units 1 and 2. -Units 3 and 4. -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 three parts must be greater than 15 points. The practice must have a minimum of five to pass the course. Otherwise, the students can no pass the course. Moreover, students have to conduct an oral test of the subject (all units). The test is conducted via Skype or other appropriate technology. Passing the test is required to pass the course. |
Basic |
William Rosenblatt, Digital Rights Management: Business and Technology, Hungry Minds Inc,U.S., 2002
Jessica Litman, Digital Copyright: Protecting Intellectual Property on the Internet, Prometheus Books , 2000
Stefan Katzenbeisser, Fabien A. P. Petitcolas, Information Hiding techniques for steganography and digital watermarking, Artech House , 2000
Ingemar Cox, Matthew Miller, Jeffrey Bloom and Jessica Fridrich, Digital Watermarking and Steganographt, Morgan Kaufmann, 2007
Mauro Barni and Franco Bartolini, Watermarking Systems Engineering: Enabling Digital Assets Security and Other Applications, Dekker, 2007
James F. Ransome and John R. Rittinghouse, Voice over Internet Protocol (VoIP) Security, Digital Press, 2004
Rainer Böhme, Advanced Statistical Steganalysis , Springer, 2010
Anjan Kumar Payra, Steganology for the Computer Forensics Examiners: Steganography,Steganalysis,Sterilization techniques for security issues, LAP LAMBERT Academic Publishing, 2013
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Complementary |
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Subjects that are recommended to be taken simultaneously |
PRIVACY PROTECTION/17685107v |
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Subjects that it is recommended to have taken before |
CRYPTOGRAPHY AND INFORMATION SECURITY/17685101v |
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(*)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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