Practicum III
Code: 104693 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| 2502501 Prevention and Integral Safety and Security | OB | 3 |
Contact
- Name:
- Carlos Botia Villarreal
- Email:
- carlos.botia@uab.cat
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
This subject doesn't have any pre-requierments
Objectives and Contextualisation
- Introduce the general aspects of integral security ( PDSI )applied to business coordination in works, public acts and corporate acts.
- Know the specific regulations affecting civil protection, fire protection, risk prevention, business coordination, safety and health on site, data protection law, state, international OHSAS and decrees regulating corporate events-musical , in short everything that controls the confluence of companies and people in the same field of work.
- Deepen in the technical criteria and methodologies of the identification, analysis and assessment of risks specific to the field of industrial and public activities. Develop a draft of the Plan
- Prepare a draft of the Master Plan for comprehensive safety of an activity in application of the regulations in force in Catalonia and of the sectoral regulations specific to Spain.
- Acquire basic knowledge of security management in specific areas.
- Introduce students into risk analysis and integrated management methodologies.
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.
- Carry out scientific thinking and critical reasoning in matters of preventions and security.
- Efficiently manage human resources.
- Evaluate the technical, social and legal impact of new scientific discoveries and new technological developments.
- Generate innovative and competitive proposals in research and in professional activity developing curiosity and creativity.
- 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
- Analyse the situation and identify the points that are best.
- Carry out scientific thinking and critical reasoning in matters of preventions and security.
- Coordinate the resources of the three main subsystems of the prevention and integral security sector: people, technology and infrastructures.
- Critically analyse the principles, values and procedures that govern professional practice.
- Design a project applied to integral security and prevention in an organisation.
- Design and implement recovery plans following disasters and mechanisms for contingencies.
- Evaluate the technical, social and legal impact of new scientific discoveries and new technological developments.
- Generate innovative and competitive proposals in research and in professional activity developing curiosity and creativity.
- Identify the infrastructure, technology and resources necessary to respond to operations in prevention and integral security.
- Propose new methods or well-founded alternative solutions.
- Propose projects and actions in accordance with the principles of ethical responsibility and respect for fundamental rights and responsiblities, diversity and values democráticos.
- Propose projects and actions that incorporate the gender perspective.
- Propose viable projects and actions that promote social, economic and environmental benefits.
- Respond to problems applying knowledge to practice.
- Select the minimum resources for efficient risk management.
- 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.
- Use the capacity for analysis and synthesis to solve problems.
- Work and learn autonomously.
Content
This subject has a specific manual for it, which has eight teaching units, each of which would cover a temporary space of 2 weeks. Each Teaching Unit will have, in addition to the curriculum included in the Manual, a mandatory reading per module, plus other voluntary readings and documentary activities.
Theme, Content, Introduction to the subject
Didactic Unit 1 Space analysis and risk contextualization. Assess the possibility of performing the event at that location. Check the territory and its access. Analyze the type of event and its detractors. Analyze the environment ( neighborhoods, A. of neighbors, radical groups, forums, etc..) Vulnerability of space and environment. Risks present in space. Risks generated in space by the event Analysis of access to space and feasibility of use.
Didactic Unit 2 Analysis of the risk map space. Assess the affectation of anthropic risks. Assess the affectation of technological risks. Develop preventive measures according to the risks identified and considered to affect. Evaluation exercise of the Teaching Unit 1-2
Didactic Unit 3 Identification and assessment of space risks. Identify risks by zone and/or Activity Choose a method of risk assessment Assess the risk by zone and/or activity Propose preventive measures for each zone and/or activity This shall apply to all types of risks identified, Anthropic, Technological, Labour, Mobility, etc…, Epidemic and Pandemic
Didactic Unit 4 Identification and assessment of Mobility Needs Identify access to the space Identify bus lines to the space Identify lines and subway access to the space Identify parking areas < 500m to the space Identify Parking < 500m to the space Possibility to negotiate extension of transport schedules Valuation of the request of occupation public roadfor loading/unloading and parking VIP Valuation accessibility emergency equipment Exercises Evaluation Unit didactic 3-4
PEC1
Didactic Unit 5 Identification and assessment of administrative needs with local and regional authorities Find out the requirements of normative compliance for the event Location of plans in PDF or AutoCAD at zone or area scale. Get copy of Project Extra Activity License. If it is a building or local get copied to the emergency plan. If there is no emergency plan value make memory security or PAU Check or make the list of responsible and tel. mobile. Find out if there is a project Ing. Contact the PRL Coordinator If there is no project ing. Design the event’s PRL prevention plan Create the PRL coordination file for company data Valuation of uniformed security personnel Valuation of access control personnel , Valuation of health personnel Exercises evaluation Teaching unit 5-6
Didactic Unit 6 Obtaining Documents Project License Activity Obtain Emergency Plan Perform Safety Memory Perform lopd Implementation Work Risk Coordination Plan Obtain workplace risks if it is a building or facility. Based on the data obtained from the event carry out our own risk assessment. Based on each of the activities identified in the event: Identify risks and Assess risks. Develop preventive measures according to the risks present by activity.
Didactic Unit 7 Protection and security Resource coordination Identify data quality. Assess which data we should have from workers for coordination. Valuation of uniformed security personnel Valuation of access control personnel Valuation Staff of safety assistants Valuation of health personnel Exercise in group evaluation Teaching unit 7
Didactic Unit 8 Design of a Comprehensive Safety Master Plan PDSI Analysis of the event or activity Determine the necessary documents Determine the necessary information Determine the scope of PDSI
PEC2
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Directed, will be those activities that the student carries out tutored by the teacher as they are exercises and lessons of program | 40 | 1.6 | 1, 3, 5, 6, 9, 10, 13, 15 |
| evaluation | 4 | 0.16 | 4, 7, 8, 14, 16, 20, 21 |
| Type: Supervised | |||
| Supervised, will be those activities in which the student performs PEC1(in team) i PEC2 (individual)) scores, plus final exam | 12 | 0.48 | 7, 8, 13, 14, 21, 22 |
| Type: Autonomous | |||
| Autonomus, will be those activities that the student performs autonomously from home with the means and/or materials of the subject | 94 | 3.76 | 2, 13, 16, 17, 18, 19 |
Teaching language: Catalan
Bearing in mind that the class modality is classical, with the aim of achieving the learning objectives described in this Guide we will develop a methodology that combines the individual study from the Manual, the training sessions and the readings that will be raised on each topic, in addition to some documentaries.
The doubts that the students have will be resolved by the mail addressed to the teacher of the subject. We will also be working on case studies on PDSI disputes, where we will analyse the issues and their implications for the PDSI management system.
It should be noted that due to the model the students will have to prepare the materials independently (documents, readings, videos etc.…) and the forums and sessions TEAMS will be dedicated to deepening on the topics discussed as well as to resolving possible doubts.
It is important to mention that the main objective of the video classes is to resolve doubts related to the syllabus, therefore it is essential to prepare topics before each session.
Throughout the semester, 6 "TEAMS" classes will be scheduled.
The methodology used is that of the Flipped Classroom: giving students the information and computer and material resources, so that they can solve PAC 1 and PAC 2
with them Gramification (formative games) is also a tool used in the subject for a better understanding of the theoretical classes.
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.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Final assessment | 30% | 0 | 0 | 2, 13, 16, 17, 18, 19, 20, 21 |
| PAC1-2 individual | 35% | 0 | 0 | 1, 3, 4, 5, 6, 8, 9, 10, 11, 12, 14, 15, 19 |
| Pec 3-4 individual | 35% | 0 | 0 | 1, 3, 5, 6, 7, 9, 10, 12, 13, 15, 22 |
CONTINUOUS ASSESSMENT
Each PEC has a weight of 35% of the final grade of the course.
The remaining 30% corresponds to the theoretical exam.
The exam averages with the continuous evaluation regardless of the grade obtained.
The total weighted average must be 5 points or higher in order to pass.
EVALUATION OF THE STUDENTS IN SECOND OR MORE SUMMONS
Students who repeat the course will have to take the scheduled tests and exams and hand in the course work on the dates indicated in the Moodle classroom.
SECOND CHANCE EXAMINATION
The student who does not pass the course, who does not reach 5 (total) out of 10, according to the criteria established in the two previous sections may take a final exam provided that the student has been evaluated in a set of activities, the weight of which is equivalent to a minimum of two thirds of the total grade of the course. If the student has not been evaluated of these two thirds because he/she has not taken the tests, he/she will obtain a grade of Not Presented, without the possibility of taking the final exam.
In this exam the whole of the contents of the subject that have not been passed in the continuous evaluation will be re-evaluated.
In the case of passing the final exam, the course will be approved with a maximum of 5, regardless of the grade obtained in the exam.
CHANGE OF DATE OF A TEST OR EXAMINATION
Students who need to change an evaluation date must submit the request by filling out the document that can be found in the EPSI Tutoring Moodle space.
Once the document has been filled in, it must be sent to the professor of the subject and to the coordination of the Degree.
REVIEW
At the time of each evaluation activity, the faculty will inform the students of the grade review mechanisms.
For single evaluation students, the review process will be the same.
OTHER CONSIDERATIONS
Without prejudice to other disciplinary measures 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 act of evaluation, this act of evaluation will be graded with a 0, regardless of the disciplinary process that may be instigated. in the event that several irregularities occur in the acts of evaluation of the same subject, the final gradeof this subject will be 0 ".
If during the correction there are indications that an activity or work has been done with answers assisted by artificial intelligence, the teacher may supplement the activity with a personal interview to corroborate the authorship of the text.
If there are unforeseen circumstances that prevent the normal development of the course, the teacher may modify both the methodology and the evaluation of the course.
NOT ASSESSED. A student who does not contribute all or any of the PAC's of the assignment, who will not be able to take the final exam, or is not a person on the day of the exam, is considered not assessed.
Bibliography
BIBLIOGRAFIA COMPLEMENTARIA
http://www.boe.es/buscar/doc.php?coleccion=iberlex&id=2002/18099
RSCIEI
www.boe.es/boe/dias/2004/12/17/pdfs/A41194-41255.pdf
R
BIBLIOGRAFIA COMPLEMENTARIA
http://www.boe.es/buscar/doc.php?coleccion=iberlex&id=2002/18099
RSCIEI
www.boe.es/boe/dias/2004/12/17/pdfs/A41194-41255.pdf
RIPCI
www.boe.es/boe/dias/1993/12/14/pdfs/A35159-35168.pdf
RD 862/2009
http://www.boe.es/buscar/doc.php?id=BOE-A-2009-9043
AENOR
http://www.aenor.es/aenor/certificacion/seguridad/seguridad_ohsas.asp#.V40ejDX77K0
DECRET 30/2015
www.diba.cat/...Decret+30_2015.../
DECRET 112/2010
REAL DECRETO 171/2004
www.conectapyme.com/gabinete/publicaciones/manual_RD_171-2004.pdf
LLEI 30/1995
www.insht.es/InshtWeb/Contenidos/.../PDFs/leydeprevencionderiesgoslaborales.pdf
REAL DECRETO 604/2006
www.insht.es/.../realdecreto6042006de19demayoporelquesemodificanelrea.pdf
REAL DECRETO 486/1997
www.unimat.es/upload/20071212162650.rd_486-1997.pdf
REAL DECRETO 1627/1997
www.unimat.es/upload/20071212162715.rd_1627-1997.pdf
Reglamento UE 2016/679 del parlamemto Europeo y del consejo GDPR
Martinez garcia,F. ( 1993) diccionario mafre de la seguridad integral.Madrid:mafre.-
Nebreda.M.(2001) Intimidad y seguridad.Barcelona:Instituto de estudios de la gobernabilidad y la seguridad.-
SCHOPENHAUER,A.(2010) EL ARTE DE TENER LA RAZON. Alinza editorial.-
BIBLIOGRAFIA BÁSICA DEL CURSO (LIBRE POR INTERNET)
Sánchez O..1ª Publicación Protocolo, Comunicación y Seguridad en Eventos: posibles amenazas (2016) madrid . Editorial Icono14
Sánchez O..2ª Publicación Protocolo, Comunicación y Seguridad en Eventos:Situaciones Criticas (2017) madrid . Editorial Icono14
Sanchez. O,3ª Publicación Protocolo, Comunicación y Seguridad en Eventos: observatorio científico de eventos : Analisis de la comunicacion en seguridad (2018) madrid . Editorial Icono14
Sanchez. O,4ª PublicaciónProtocolo, Comunicación y Seguridad en Eventos: observatorio científico de eventos : Observatorio cientifico de eventos (2019) madrid . Editorial Icono14
Software
This subject does not need a specific program
Language list
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (TE) Theory | 1 | Catalan | first semester | afternoon |