This version of the course guide is provisional until the period for editing the new course guides ends.

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2022/2023

Methodology for Writing Projects II

Code: 103999 ECTS Credits: 6
Degree Type Year Semester
2502501 Prevention and Integral Safety and Security OB 1 2

Contact

Name:
Montserrat Font Fabra
Email:
Montserrat.Font.Fabra@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:
Yes

Other comments on languages

Works can be delivered in Catalan or Spanish

Prerequisites

This subject doesn't have any pre-requierments

 

Objectives and Contextualisation

• Work on the types of emergency projects and their regulations at the regional, municipal and private levels.
• Assume the most frequent structure guidelines of safety and emergency projects.
• Contribute the theoretical and practical knowledge of the section of the structure of emergency planning, prevention and implementation.
• Relate to the means and measures of self-protection.
• Assume the interrelation between the planning and the activation criteria.

Competences

  • Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
  • Carry out scientific thinking and critical reasoning in matters of preventions and security.
  • Efficiently manage human resources.
  • Identify the resources necessary to respond to management needs for prevention and integral security.
  • Make changes to methods and processes in the area of knowledge in order to provide innovative responses to society's needs and demands.
  • 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.

Learning Outcomes

  1. Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
  2. Analyse the situation and identify the points that are best.
  3. Carry out scientific thinking and critical reasoning in matters of preventions and security.
  4. Coordinate the resources of the three main subsystems of the prevention and integral security sector: people, technology and infrastructures.
  5. Design a project applied to integral security and prevention in an organisation.
  6. Identify the infrastructure, technology and resources necessary to respond to operations in prevention and integral security.
  7. Identify the social, economic and environmental implications of the academic and professional activities in the field of self-knowledge.
  8. Propose projects and actions in accordance with the principles of ethical responsibility and respect for fundamental rights and responsiblities, diversity and values democráticos.
  9. Respond to problems applying knowledge to practice.
  10. Select the minimum resources for efficient risk management.
  11. 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.
  12. 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.
  13. Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
  14. Students must develop the necessary learning skills to undertake further training with a high degree of autonomy.
  15. 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.
  16. Use the capacity for analysis and synthesis to solve problems.
  17. Work and learn autonomously.

Content

Unit 1.- Introduction to Planning in the field of security and emergencies

  • Topic 1.- Emergency planning

1. Introduction
2.- Self-protection plan or emergency plan
3.- Plan prior to emergencies
4.- Planning in emergencies
5.- The obligation to make a self-protection plan

Unit 2.- Basic civil protection legislation of Catalonia

  • Topic 2.- Introduction to civil protection

1.- Civil protection in Catalonia: what it is, objectives and organization
2.- Civil protection actions
3.- Civil protection planning
4.- Map of civil protection of Catalonia

  • Topic 3.- Basic rules of self-protection

1.- Autonomy Statute and Civil Protection Law.
2.- Decree of self-protection of Catalonia
3.- Activities and centers with obligation.
4.- Minimum contents of the self-protection plan
4.- Accredited technicians
5.- Hermes Platform and electronic signature

  • Topic 4.- External help teams to a PAU

1. Introduction
2.- Intervention group.
3.- Order group.
4.- Healthcare group
5.- Logistics Group
6.- Other specialist groups
7.- Emergency communication centers

Unit 3 Basic elements for preparing self-protection plans

  • Topic 5.- Risk analysis

1. Introduction
2.- Hazard (danger, threat)
3.- Vulnerability
4.- Resilience
5.- Exhibition
6.- Risks in a self-protection plan

  • Topic 6.- Basic knowledge of fires

1. Introduction
2.- The fire and the prevention of forest fires
3.- Fire fighting equipment in buildings

  • Topic 7.- Calculation of internal risk

1. Introduction
2.- Fire risk for the fire load method
3.- Calculation of the risk by the simple factors method

  • Topic 8.- Technical Building Code

1. Introduction
2.- Technical code of the building. Fire protection conditions.

  • Topic 9.- Action Plan

1. Introduction
2.- Scenarios, accidents or situations that can activate a PAU
3.- Activation criteria or phases
4.- Sequence of actions
5.- Integration of the PAU with higher level plans

  • Topic 10.- Human teams of a PAU

1. Introduction
2.- Collective identification
3.- Functions and equipment of a PAU
4.- Meeting point

  • Topic 11.- Drills

1. Introduction
2.- Objectives of the simulations
3.- Type of simulations
4.- Preparation phases of a simulation
5.- Investigation of incidents and emergencies

  • Topic 12.- Basic concepts of drawing

1.- Scale and Scalemeter
2.- Plans
3.- Symbology

Methodology

"Methodology for writing projects (II)" has a theoretical aspect and a practical aspect. The theoretical aspect is learned through the study of materials. The practical aspect of the subject is developed through exercises that will be done individually but where a Forum of doubts and debates will be created.

 The course has a MOODLE page open in the Virtual Campus where you will find the subject materials, news and instructions for the subject and the system to do the delivery of work, among other applications.

 To access, you must enter the UAB Virtual Campus, whose address is: https://cv.uab.cat/. You have to enter with the University Identification Number (NIU) and password (password) that is provided in the registration process.

 The Virtual Campus is also the main communication tool of the students with the teacher, both at the level of doubts, and communication of possible problems in the development of the subject. When a student wants to get in touch with a teacher, they will use the Moodle classroom messaging in preference to the use of email.

For each of the PECs a forum will be opened for questions and debates where participation is key to answering questions or expanding knowledge and sharing them.

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      
Theoretical classes with the active participation of students and Evaluation 16 0.64 1, 2, 4, 3, 5, 9, 6, 7, 8, 15, 14, 13, 11, 12, 10, 17, 16
Type: Supervised      
Tutorials to support the realization of practical and theoretical work 24 0.96 3, 9, 17, 16
Type: Autonomous      
Personal study, reading of articles and elaboration of academic works of the subject 110 4.4 1, 2, 4, 3, 5, 9, 6, 7, 8, 15, 14, 13, 11, 12, 10, 17, 16

Assessment

The continuous evaluation supposes the accomplishment of different exercises, works and tests that allow to obtain up to 10 points. The continuous evaluation is designed to enhance the student's work methodology and the achievement of the knowledge and competences of the subject. The monitoring of the continuous assessment can not only be translated into an important component of the evaluation of academic performance, but it is a fundamental tool that is available to the student to facilitate a rhythm of work and rigorous and organized study of their learning process.

The 10 points are obtained from the following items:

PEC1 1 point
PEC2 1 point
PEC3 1 point
PEC4 2 point
PEC5 3 points
Face-to-face test 2 points

The student will have to deliver the PECs through the Moodle Classroom of the Virtual Campus. The delivery of works by email is not supported. To be able to pass the subject through continuous evaluation is necessary to approve the five PECs with an equivalent to 5 out of 10. However, it is possible to have a single PEC with a grade equivalent to 4 out of 10 if such note is compensated with the rest notes of PECs. If the five PECs are not carried out, it will be necessary to follow the non-continuous evaluation.

The face-to-face test can only be carried out by the students who have submitted the five PECs and have approved them with the conditions set out above. The face-to-face test will confirm that the training process has been adequately followed and consolidate the knowledge of the subject. If the note of the face-to-face test is less than an equivalent of 4 out of 10, it will mean that the continuous assessment has not been passed and that it is necessary to take the final exam.

a) Non-continuous evaluation or final exam

Those students who have not followed the continuous assessment or have not passed, can pass the subject through the final evaluation, which consists of a final physical examination based on the whole subject (with a value of 5 points) and the delivery of the PECs 4 (2 points) and 5 (3 points).

 The delivery of the PECs must be done through the Moodle Classroom, in specific applications that will be open during the week of the online tests.

 The final face-to-face examination will have a theoretical part with a value of 2.5 points, and a practical part of questions based on the Technical Building Code, where its application must be justified, with a value of 2.5 points.

The final exam can be done both orally and in writing at the teacher's discretion.

 To be able to pass the subject through non-continuous evaluation, you must obtain the equivalent of 5 out of 10 in the PECs and 5 out of 10 in the practical part and the same in the theoretical part.

b) Reevaluation

If you do not pass the subject in accordance with the aforementioned criteria (continuous assessment), a recovery test may be carried out on the scheduled time, and will cover all the contents of the program.)

To participate in the recovery 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 of the subject. However, the qualification that will appear on the student's file is of a maximum of 5-Approved.

Students who need to change an evaluation date must submit the application by filling in the document that will be found in the EPSI Tutorials moodle.

Without prejudice to other disciplinary measures deemed appropriate, and in accordance with the current academic regulations, "in the event that the student conducts any irregularity that may lead to a significant variation of the rating of an assessment act , this evaluation act will be evaluated with a 0, regardless of the disciplinary process that can be instructed. In the event that there are several irregularities in the evaluation acts of the same subject, the final gradeof this subject will be 0 ".

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

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Exam 20% 0 0 1, 2, 4, 3, 5, 9, 6, 7, 8, 15, 14, 13, 11, 12, 10, 17, 16
Work 1 10% 0 0 1, 2, 4, 3, 5, 9, 6, 7, 8, 15, 14, 13, 11, 12, 10, 17, 16
Work 2 10% 0 0 1, 2, 4, 3, 5, 9, 6, 7, 8, 15, 14, 13, 11, 12, 10, 17, 16
Work 3 10% 0 0 1, 2, 4, 3, 5, 9, 6, 7, 8, 15, 14, 13, 11, 12, 10, 17, 16
Work 4 20% 0 0 1, 2, 4, 3, 5, 9, 6, 7, 8, 15, 14, 13, 11, 12, 10, 17, 16
Work 5 30% 0 0 1, 2, 4, 3, 5, 9, 6, 7, 8, 15, 14, 13, 11, 12, 10, 17, 16

Bibliography

Aznar Carrasco, A. (1990). Fire protection. Analysis and design of systems. Madrid: Editorial Alcion.

Beck, U. (2006). The risk society: towards a new modernity. Barcelona: Paidós Editions.

Search and validation of parameters of the fire load in industrial establishments. Annex Tables published by the IDES.

Contelles Díez, E.A. (2014). Emergencies: basic applications for the preparation of a self-protection manual. Madrid: Marcombo Editions.

AAVV (1995). Basic Manual of the Fireman. Vitoria: Central service of publications of the Basque Government.

Legislation

Decree [Catalonia] 30/2015, of March 3, approving the catalog of activities and centers required to adopt self-protection measures and the content of these measures is fixed.

(It replaces the Decree [Catalonia] 82/2010, of June 29, which approves the catalog of activities and centers required to adopt self-protection measures and sets the content of these measures)

ORDER INT / 193/2011, of July 28, which creates the electronic registry of self-protection plans.

ORDRE INT / 325/2013, of 4 of December of modification of the Order INT / 193/2011, of July 28, for which the Electronic Registry of self-protection plans is created.

ORDER INT / 20/2011, of February 8 of creation of the file of personal data of the accredited technical personnel for the elaboration of self-protection plans in the field of civil protection

ORDER IRP / 516/2010, of November 8 on the accreditation procedure of competent technical personnel for the preparation of self-protection plans in the field of civil protection.

Web links

- Page on the regulation of self-protection at the level of the Spanish State

- Page on self-protection plans of the Generalitat of Catalonia.

- Website of the Civil Protection Map of Catalonia.

Software

Microsoft office and Teams