Logo UAB
2022/2023

Safety Technology

Code: 101867 ECTS Credits: 6
Degree Type Year Semester
2502501 Prevention and Integral Safety and Security OB 1 2
The proposed teaching and assessment methodology that appear in the guide may be subject to changes as a result of the restrictions to face-to-face class attendance imposed by the health authorities.

Contact

Name:
Jose Martinez Martinez
Email:
jose.martinez.martinez@uab.cat

Use of Languages

Principal working language:
spanish (spa)
Some groups entirely in English:
No
Some groups entirely in Catalan:
No
Some groups entirely in Spanish:
No

Other comments on languages

If international students are enrolled in the course, the language will be Spanish. Students can make their inquiries in writing in the following languages: Catalan, English, Spanish.

Prerequisites

This subject doesn´t have any pre-requierments.

 

Objectives and Contextualisation

Differentiate and define security systems, such as electronic, physical and human elements, in the latter with special attention to learning men and women with respect and equality without prejudice to gender, installed and deployed in a facility to protect people and property before the different risks that can affect them.

Knowing the regulatory framework that regulates security technologies, and their relationship with the sectors of public security and private security.

Know the different electronic security devices that are marketed, installed, and maintained for the design of comprehensive security plans.

On the other hand, to know the existing physical security systems and how they are combined with electronic security systems to minimize the different risks to which the installation we wish to protect may be exposed.

Competences

  • Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
  • Carry out analyses of preventative measures in the area of security.
  • Have a general understanding of basic knowledge in the area of prevention and integral safety and security.
  • Identify the resources necessary to respond to management needs for prevention and integral security.
  • Know how to communicate and transmit ideas and result efficiently in a professional and non-expert environment, both orally and in writing.
  • Make changes to methods and processes in the area of knowledge in order to provide innovative responses to society's needs and demands.
  • Make efficient use of ITC in the communication and transmission of results.
  • Plan and coordinate the resources of the three large subsystems that interact in questions of security: people, technology and infrastructures.
  • Respond to problems applying knowledge to practice.
  • Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
  • Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
  • Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
  • Students must develop the necessary learning skills to undertake further training with a high degree of autonomy.
  • Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
  • Take account of social, economic and environmental impacts when operating within one's own area of knowledge.
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
  • Use the capacity for analysis and synthesis to solve problems.
  • Work and learn autonomously.
  • Work in institutional and interprofessional networks.

Learning Outcomes

  1. Analyse specific risks and understand the prevention mechanisms.
  2. Analyse the preventative interventions in matters of security, environment, quality and social corporate responsibility and identify the inherent risk factors.
  3. Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
  4. Analyse the situation and identify the points that are best.
  5. Coordinate the resources of the three main subsystems of the prevention and integral security sector: people, technology and infrastructures.
  6. Critically analyse the principles, values and procedures that govern professional practice.
  7. Diagnose the situation of integral security in companies and organisations.
  8. Draw up management proposals for prevention and security in an organisation.
  9. Identify, develop or acquire and maintain the main resources necessary to respond to tactical and operational needs inherent in the prevention and security sector.
  10. Know how to communicate and transmit ideas and result efficiently in a professional and non-expert environment, both orally and in writing.
  11. Make efficient use of ITC in the communication and transmission of results.
  12. Propose new methods or well-founded alternative solutions.
  13. Propose projects and actions that incorporate the gender perspective.
  14. Propose viable projects and actions that promote social, economic and environmental benefits.
  15. Respond to problems applying knowledge to practice.
  16. Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
  17. Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
  18. Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
  19. Students must develop the necessary learning skills to undertake further training with a high degree of autonomy.
  20. Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
  21. Take a preventative view in the area of security.
  22. Use the capacity for analysis and synthesis to solve problems.
  23. Work and learn autonomously.
  24. Work in institutional and interprofessional networks.

Content

Basic framework of security technologies.
  • Physical security systems.
    • Perimeter.
    • Exteriors.
    • Interiors.
  • Electronic security systems.
    • Access control.
    • Intrusion.
    • Video surveillance.
    • CCTV.
  • Security facilities.
    • Regulations.
    • Technologies.
    • Costs.
  • Fire protection system.
    • Detection.
    • Extinction.
    • Alert and evacuation.
  • Future of security technologies.
    • Drones
    • Robotics.
    • Cybersecurity.
  • Weapons, explosives and armor.
    • Weapons Regulations.
    • Explosives Regulations.
    • Shielding Technology.
    • Technologies applicable in conflicts.
  • Technology of private detectives.
    • Technologies applicable to private investigation.
    • Security audits.
    • Transmissions, image and sound.
 

Methodology

• Theoretical classes.

  • The theoretical classes will consist of exposing the subjects of the subject (magisterial exhibition with audiovisual support or Power Poit), resolution of the exercises and resolution of doubts, as well as cooperative learning and the case method.

• Practical classes and resolution of practical cases.

  • The practical classes are destined to the accomplishment or resolution of the exercises, exhibition of works and presentations, individual or in group. They can also be used for the visualization of audiovisual materials.

• Reading and seminars:

  • The readings will be accompanied by audiovisual media.
  • The seminars will be based on the presentation of real cases and discussion of the technological and human resources deployed for the implementation of prevention and security plans.

• Debates and discussion forums.
• Oral presentation of work in the classroom.
• Completion of works / projects / reports.
• Study for the exam. Final test (one first part type test, and the second one case to be developed).

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
40 h Theoretical and practical classes + 4 Evaluation 44 1.76
Type: Supervised      
Work planning Readings, reflection on the subjects. Preparation of individual works. PEC, and final test. 12 0.48
Type: Autonomous      
Individual and group work (search for material, discussion, preparation and presentation). 94 3.76

Assessment

It will start from the criteria based on continuous evaluation, which makes attendance mandatory and will allow us to measure the degree of specific skills of the program that the student has achieved.

The values of each item for the evaluation appear in the following table, all the items must be passed with a minimum grade of 3.5 so that they can be computed in the evaluation.

Midterm exam. Total value: 20%.
The exams may be at the discretion of the teacher in the following way: Oral or written. The writings can be: test type, short questions or long questions to develop or a combination of all the types previously described. The exam grade must be at least 3.5 to be able to add to the continuous evaluation.
PEC. 5 continuous assessment tests. With a value each of 10%. Total value: 50%. The note of the PEC must exceed 3.5 of note so that it can add in the continuous evaluation. In the PEC that detects plagiarism, similarity or has not been well cited, your grade will be 0.
Final exam. Total value: 30%
The exams may be at the discretion of the teacher in the following way: Oral or written. The writings can be: test type, short questions or long questions to develop or a combination of all the types previously described. The exam grade must be at least 3.5 to be able to add to the continuous evaluation.
The PEC and the Papers must be cited in accordance with the corresponding regulations. No work will be accepted without a proper citation. https://ddd.uab.cat/pub/recdoc/2016/145881/citrefapa_a2016.pdf

In case of not passing the subject in ACCORDANCE with the aforementioned criteria (Continuous Assessment), a MAKE-UP TEST may be taken on the date scheduled in the schedule, and which will deal with a summary of all the contents of the program.

To participate in the recovery of the students must have been previously evaluated in a set of activities, the weight of which is equivalent to a minimum of two thirds of the total grade for the subject. However, thegrade that will appear in the student's file is a maximum of 5-approved.

Students who need to change an evaluation date must submit the request by filling out the document that they will find in the EPSI Tutoring moodle space.

Without prejudice to other disciplinary measures that are deemed appropriate, and in ACCORDANCE with current academic regulations, "in the event that the student performs any irregularity that may lead to a significant variation in the grade of an evaluation act, they will be graded with a 0 this act of evaluation, regardless of the disciplinary process that may be instructed.In the event that several irregularities occur in the acts of evaluation in the same subject, the final grade for this subject will be "0".

Tests / exams may be written and / or oral at the discretion of the faculty.

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Examination of the topic 20% 0 0 1, 4, 21, 5, 7, 8, 2, 9, 12, 14, 20, 19, 18, 16, 17
Final exam 30% 0 0 6, 3, 1, 4, 21, 5, 7, 8, 2, 9, 12, 14, 20, 19, 18, 16, 17, 23, 22
PEC 50% 0 0 1, 4, 21, 10, 7, 15, 8, 2, 11, 12, 13, 14, 20, 19, 18, 16, 17, 24

Bibliography

 

Aguado, V. (2007). Derecho de la Seguridad Pública y Privada . Navarra: Editorial Aranzadi.

Arzoz, X. (2010)  Videovigilancia, seguridad ciudadana y derechos fundamentales . Navarra: Editorial Thomson Reuters.

Bentham, J. (1989). El Panóptico . Madrid: Editorial Endymion.

BUBL, M. (2017) La ciencia secreta de la cerrajería . Austria: BUBL.

Calero, LM (2005). La seguridad privada en España: actores, especificaciones y sume Planificación . Madrid: Editorial Universitas Internacional. SL

Desdentado, A., Muñoz, B. (2012). Control informático, videovigilancia y protección de datos en el trabajo . Valladolid: Editorial Lex Nova.

Díaz, F. (2013). Diccionario LID. Inteligencia y Seguridad . Madrid: Editorial Empresarial.

Hierro, JM (2015). Manual operativo del director y jefe de seguridad.  Madrid: Editorial Auto-Editor.

Foucault, M. (2012). Vigilar y Castigar . Madrid: Editorial Biblioteca Nueva,SL

Freedman, L. (2019). La Guerra del Futuro . Barcelona: Editorial Crítica.

Gómez, R. (2014). Diccionario terminológico para la seguridad privada . Madrid: Editorial Tecnos.

Gómez, R. (2014). Diccionario terminológico de la seguridad privada . Madrid: Editorial Tecnos. SL

González, J. (2012) Inteligencia . Valencia: Tirant lo Blanch

González, M. (2011). Guía visual para falsear Cerraduras (3.ed.). Illinois: Standard Publicaciones, Inc.

Innerarity, D., Solana, J. (2011). La humanidad amenazada: gobernar los Riesgos globales . Barcelona: Editorial Paidós.

Lamas, L. (2019) Apertura de puertas, técnicas y trucos. (4.ed.). Madrid: Nivel Medio.

Lyon, D. (1995). El ojo electrónico. El auge de la sociedad de vigilancia . Madrid: Editorial Alianza.

Macías Fernández. D. (2014). David contra Goliat. Guerra y Asimetría en la edad contemporánea . Madrid. Editorial Instituto Universitario Gutiérrez Mellado.

Martínez, R. (2002). Armas: ¿Libertad americana o Prevención europea? Barcelona: Editorial Ariel.

Martínez, R., Rodríguez, J. (2018). Inteligencia artificial y armas letales Autónomas . Gijón: Ediciones Trea.

Martínez. E. (2008). Los soldados del Rey . Madrid. Editorial Andújar.

McLaughlin, E., Muncie, J. (2014). Diccionario de criminología . Barcelona: Editorial Gedisa, SA

Miró, F. (2012). El Cibercrimen. Fenomenología y criminología de la delincuencia en el ciberespacio . Barcelona: Editorial Marcial Pons.

Montoya, R. (2014 ). Drones. La muerte por control remoto . Madrid: Editorial Akal.

Muñoz Bolaños. R. (2001). La campaña de 1909.  Las campanas de Marruecos, 1909-1927. Madrid.

Perales, T. (2014). Instalaciones de sonido, imagen y seguridad electrónica . Madrid: Editorial Marcombo.

Poveda, MA, Torres, B. (2015). Dirección y gestión de la seguridad privada . Madrid: Editorial Fragua.

Puell de la Villa. F. (2007). La guerra con armas de fuego . M. Artola (ed.). Historia de Europa . Madrid. Editorial Espasa Calpe. Vol. II.

Quedada. F. (2007). La Guerra con arma blanca M. Artola (ed.)  Historia de Europa . Madrid. Editorial. Espasa Calpe. Vol. I.

Ridaura, M.ª J. (2015). Seguridad Privada y Derechos Fundamentales (La nueva Ley 5/2014, de abril, de Seguridad Privada) . Valencia: Editorial Tirant lo Blanch.

Rodríguez, A (2005). 250 modelos de cerrajería . Barcelona: Ediciones CEAC.

Rodríguez, F. (2018). Circuito cerrado de televisión y seguridad electrónica . (ed.2) Madrid. Editorial Paraninfos.

Somoza, O. (2004). La muerte violenta. Inspección ocular y cuerpo del delito . Madrid: Editorial la Ley.

Teijeiro de la Rosa. JM. (2016). Dinero y ejercitos en España. De la Antigüedad al siglo XXI . Madrid.

Torrente, D. (2015). Análisis de la seguridad privada . Barcelona: Editorial UOC.

 

 

Software

For the Realization of the subject no specific software is required.