Oferta Academica Optativas

INSTITUTO POLITCNICO NACIONAL MEXICO
ACADEMIC OFFER IN ENGLISH
HIGHER SCHOOL OF COMPUTING (ESCOM)

(COMPUTER SYSTEMS ENGINEERING)
UNDERGRADUATE (5th Semester Upwards)

1
Bioinformatics
22
Graphical User Interfaces
Evolutionary computing
23
Basic Processing Digital Signal
Cryptography
24
SCADA Systems
Web Security
25
Digital Control
Analysis and design of Parallel Algorithms
26
Fuzzy Systems Applied to Engineering
Parallel and Concurrent Programming
27
Computational Intelligence in Control Engineering
Computer Graphics
28
Digital Processing of Voice and Image
Computer Animation
29
Advanced Signal Processing
Pattern Recognition
30
Genetic Algorithms
10 Distributed Data Base
31
Supervised Artificial Neural Networks
11
32
Unsupervised Artificial Neural Networks
12 Data Base Selected Topics
33
Computing Selected Topics
13 Image Analysis
34
Intelligent Systems
14 Artificial Intelligence
35
High Technology Enterprise Management
15 Neural Networks
36
Mobile Communications
16 Application Development for Mobile Devices
37
Embedded Systems
17 Web Application Development
38
Advanced Architectures
18 Software Engineering for Mobile Devices
39
Advanced Computing Systems Programming
19 e-Commerce
40
Economic Engineering
20 Computational Geometry
41
IT Financial Engineering
21 Systems Simulation
42
IT Governance
Data Mining
HIGHER SCHOOL OF COMMERCE AND ADMINISTRATION, (ESCA) SANTO TOMAS UNIT

UNDERGRADUATE
1.
International Scenarios (4hr/wk)
3.
Consumer Behavior (6 hr/wk)
2.
Fundamentals of Finance (6hr/wk)
Mexican Economy in the Global Context (6 hr/wk)
HIGHER SCHOOL OF COMMERCE AND ADMINISTRATION, (ESCA) TEPEPAN UNIT

UNDERGRADUATE
1.
Quality & General Theory of Systems 6hrs/wk
4.
Foreign Investment 6hrs/wk
2.
Marketing & International Promotion 5hrs/wk
5.
Development of Directive Skills 6hrs/wk
3.
International Negotiation Strategy 6hrs/wky
6.
International Scenarios 4hrs/wk
HIGHER SCHOOL OF TOURISM (EST)

UNDERGRADUATE
1.
Culture of Quality in Touristic Organizations.
2.
Creativity and Innovation in Touristic Enterprises.
3.
Sales Management
4.
Marketing Plan
APPLIED SCIENCE AND ADVANCED TECHNOLOGY RESEARCH CENTER, (CICATA) CAMPUS QUERETARO
(ADVANCED TECHNOLOGIES MASTER PROGRAM
1.
Applied Physics
5.
Computer Vision
2.
Pattern Recognition
6.
Thermodynamics
3.
Advanced Technologies
7.
Radioprotection
4.
Quantum Mechanics Applied to Materials
8.
General & Advanced Biochemistry
NATIONAL POLYTECHNIC INSTITUTE

ACADEMIC SECRETARIAT
DIRECTORATE OF HIGHER EDUCATION
SHORT PROGRAM
ACADEMIC UNIT:
ESCUELA SUPERIOR DE COMERCIO Y ADMINISTRACION SATO TOMAS Y

TEPEPEN
ACADEMIC PROGRAM:
Commercial Relations Bachelor
LEARNING UNIT:
Consumer behavior
LEVEL: II
GENERAL PURPOSE
Explain consumer behavior in the field of marketers, on the development of behaviors, interests and attitudes that
people take in the process of consumption of goods and services, which are the foundation on how marketing is
based, considering the ethical and social responsibility, through collaborative research of documentary and field.
CONTENTS:
I. Introduction to consumer behavior.
II. The socio-cultural consumer behavior.
III. Psychological factors in consumer behavior.
IV. The consumer and marketing
EDUCATIONAL GUIDANCE:
The teaching-learning allows students to construct their own learning, through the following strategies:
documentary and field research, text analysis, solving case studies, making presentations and exhibitions of
individual and groups.
ASSESSMENT AND ACCREDITATION
Include a written diagnostic evaluation to determine prior knowledge related to the learning unit. Formative
evaluation will be conducted consisting of the delivery of learning strategies and application of tests in each unit,
forming a portfolio of evidence. The assessment is weighted in the delivery of desk research and the realization
of the four practices in the field.
This learning unit can be evidenced by demonstrated competence using the weighted evaluation criteria
mentioned above.
BIBLIOGRAPHY
Arellano, Rolando, Comportamiento del consumidor, Enfoque Amrica Latina, McGraw-Hill, Mxico 2002, 563 pgs.,
ISBN: 970-10-3527-5
D. Blackwell, Roger, W. Miniard, Paul y F. Engel James, Comportamiento del Consumidor, Thomson Editores, Mxico
2002, 9 edicin, 592 pgs., ISBN 970-686-187-4
Kotler, Philip y L. Keller Kevin, Direccin de Marketing, Prentice Hall, Mxico 2006, 12 edicin, 776 pgs.,
ISBN 978-970-26-0763-2
R. Solomon, Michael, Comportamiento del Consumidor, Pearson, Mxico 2008, 7 edicin, 672 pgs.,
ISBN 978-970-26-1086-1
Schiffman, Len y Kanuk, L. Lazar, Comportamiento del consumidor, Pearson Educacin Mxico 2005, 8 edicin,
587 pgs., ISBN: 970-26-0596-2
CONSULTATION OF WEB PAGES
http://www.profeco.org.mx Retrieved on June 21, 2008, http://www.alconsumidor.org Retrieved on June 21, 2008,
http://www.elpoderdelconsumidor.org Retrieved on June 22, 2008, http://www. amai.org/niveles.php Retrieved on June
22, 2008, http://www.conapo.gob.mx Retrieved on June 27, 2008, http://www.delariva.com.mx Retrieved on June 27,
2008, http://www.redpuentes.org Retrieved on July 6, 2008, http://www.comerciojusto.com.mx Retrieved on July 6,
2008, http://www.vinculando.org Retrieved on July 6, 2008, http://www.storyofstuff.com Retrieved on August 10, 2008.
http://www.apestan.com.mx Retrieved on December 11, 2008

ACADEMIC UNIT: HIGHER SCHOOL OF
COMMERCE AND ADMNISTRATION SANTO
TOMAS AND TEPEPAN UNITS
ACADEMIC PROGRAM: Commercial Relations
Bachelor
PROFESSIONAL ASSOCIATE: Commercialization
FORMATIVE AREA: Professional
MODALITY: Classroom
LEARNING UNIT: Consumer behavior

TYPE OF LEARNING UNIT:: Theoretical-Practice Obligatory
VALIDITY: 2009
LEVEL : II
CREDITS: 9 Tepic (6.1 SATCA )
GENERAL PURPOSE
This learning unit is essential for the professional development of graduate in Business Relationships, as its practice is strongly
related to meeting the needs and desires of consumers. Hence, it is necessary that the trade relations professional in understanding
the importance of the consumption process, investigate the various behaviors and communicate to businesses the importance and
advantages to be gained to develop new products and services based on the consumer.
Competencies to be achieved in this learning unit will be:
Investigate the reasons why consumers buy, use or reject a particular product or service.
Differentiate the major theories and approaches to study consumer behavior
Analyze the process of consumption,
Reflect on the importance of sustainability and consumer
Understand consumer rights.
Integrate key psychological factors that affect consumer behavior.
Distinguish the various socioeconomic and cultural variables related to consumption.
Analyze their influence on consumer behavior.
Analyze the relationship of the consumer with the basic elements of marketing,
Assess the importance of meeting or exceeding customer expectations.
Work collaboratively to reach agreement.
Present the results of investigations against the group.
understand texts related to the thematic units in the English language.
This learning unit is connected horizontally with:
o
Introduction to integrated communication.
o
Introduction to the sale.
And up and down vertically with: Fundamentals of Marketing, Analytical or Marketing, Direct marketing, Purchasing,
Advertising and Media, Quantitative and Qualitative Market research, Public Relations, Macroeconomics, Sales Promotion ,
Media, Global economic trends, Strategic planning and integrated communication, Business development workshop and
Commercial or strategic direction.
GENERAL PURPOSE
Explain consumer behavior in the field of marketers, on the development of behaviors, interests and attitudes that people
take in the process of consumption of goods and services, which are the foundation on how marketing is based, considering
the ethical and social responsibility, through collaborative research of documentary and field.
ASSIGNED TIMES
HOURS THEORY/WEEK: 3.0
HOURS PRACTICE/WEEK: 3.0
HOURS THEORY/SEMESTER:
54.0
HOURS PRACTICE/SEMESTER:
54.0
HOURS
TOTALS/SEMESTER:108.0
LEARNING UNIT DESIGNED BY:

Marketing Academies from ESCA units
Santo Tomas and Tepepan
REVISED BY: Academic Subdirection
Units Santo Tomas and Tepepan
APPROVED BY: School Technical
Advisory Council Santo Tomas and
Tepepan Presidents C.P. Norma Cano
Olea y C.P.C. M. en C. Jaime V.
Sanchs Cuevas
AUTORIZED BY: Comission

of Academic Programs from
the General Advisory Council
of thel IPN.
Dr. David Jaramillo Vigueras

Technical Secretariat from
the Comission of Academic
Programs

LEARNING UNIT:
PAGE:
Consumer behavior
OF
N THEME UNIT: I
NAME: Introduction to consumer behavior consumidor

SPECIFIC OBJECTIVES
Assess consumer behavior, gaining critical and reflective attitude about sustainability, as well as consumer rights, to
understand how meeting the needs of consumers through the application and interpretation in depth interviews.
No.
1.1
1.1.1
1.1.2
1.1.3
CONTENTS
1.1.3.1
1.1.3.2
1.1.3.3
1.1.3.4
1.1.3.5
Consumer behavior.
Conceptualization.
Its importance in the study added marketing.
Characteristics of consumer participation in the consumption
process.
The consumer.
buyer
Customer.
Influencer.
Decision-maker.
1.2
1.2.1
1.2.2
1.2.3
Theories on the consumer.

Economics.
Psychological.
Sociological.
1.3
1.3.1.
1.3.2
1.3.3
1.3.4
1.3.5
1.3.6
Process of consumer behavior.

Recognition of needs and desires.
Information.
Decision-making.
Acquisition.
Consumption.
Satisfaction.
1.4
1.4.1
Sustainability and consumption.

The ecosystem.
1.5
1.5.1
1.5.2
1.5.3
1.5.4
Consumer protection in Mexico.

PROFECO
Consumer rights.
Consumer Protection Act.
Consumer organizations.
1.6
Reading of consumer behavior related text.
Reading the text associated with the unit in English :
HOURS AD
KEY
LITERATURE
T
P
2.0
1.0
T
2.0
1.0
1.0
1.0
2.0
2.0
2.0 2.0
1.0
1.0
1.0
1.0
1.0 1.0
2.0
2.0
8.0
6.0 5.0
7.0
TAA
KEY
LITERATURE
P
9-B
15-B
18-B

LEARNING UNIT:
Consumer behavior
PAGE:
OF
LEARNING STRATEGIES
Discussion on collaborative teams of the concept and importance of consumer behavior.
Development of concept maps as a team on the characteristics of consumer participation in the consumption process.
Assess a case study stage of the process of consumer behavior provided.
Preparation and presentation of the team presenting the case to the group.
Electronic Research staff work on federal legislation and consumer standards institutions in Mexico.
Conduct practice no. 1: "The process of consumption."
Reading and comprehension of English texts related to the thematic unity with individual and team proficiency.
ASSESSMENT OF LEARNING:
Review written diagnosis to determine students' prior knowledge related to the learning unit.
Delivery of written conclusions on the result of team discussion, the evidence
be to deliver a manuscript and briefly (2-3 pages) that contains the general opinion of each ...5%
Delivery of a conceptual map at least 80% of the items included in the subject ......5%
Submission of written report of the documentary research on the following criteria: Quality of presentation (cover, index,
thematic development, conclusion) with an extensive text of four to six pages, all content areas of the unit and
bibliographic references . and electronic journals section ... .. .10%
Exhibition and presentation of the case investigated considering the quality of the written and exhibitions such as: verbal
fluency, attractive and material support creative compliance time ... ... .... ... .. 10%
Report writing practice no. 1. Develop and implement five-depth interviews (semistructured) per team, with housewives
made by each student to integrate a collaborative team, which will be integrated into one report per team, considering as
evidence: interviews objective, methodology , results and conclusions. ... ... ... ... ... ... ... .... ... ... ... ... ... ... ... ... ... ... 20%
Review .....30%
Written evaluation of the English vocabulary ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .. ......................... ....... 20%

LEARNING UNIT:
PAGE:
Consumer behavior
OF
N THEME UNIT: II
NAME: The socio-cultural consumer behavior factors on consumer behavior.

SPECIFIC OBJECTIVES
Distinguish the various socioeconomic and cultural variables and their influence on consumer behavior, to understand
the influence they have on consumer behavior, through design, implementation and analysis of a questionnaire with
structured questions.
No.
HOURS AD
KEY
LITERATURE
T
P
CONTENTS
TAA
T
2.1
2.1.1
2.1.2
Cultural Factors
Cultural influences on consumer behavior.
Creation and dissemination of global culture of consumption.
1.0
1.0
2.0
2.2
2.2.1
2.2.2.
Subcultural factors.
Subcultures ethnic, racial and religious.
Generations of "Baby Boomers", "X and Y"
1.0
1.0
1.0
2.3
2.3.1
2.3.2
2.3.3
2.3.4
Social factors.
Influence of groups
Reference Groups
Opinion leadership.
Family.
2.0
1.0
1.0
1.0
2.4
2.4.1
socioeconomic
AMAI socioeconomic
1.0
1.0
1.0
1.0
2.5
2.0
Subtotals Thematic Unit 5.0
6.0
TEACHING
ACTIVITIES
9-B
15-B
18-B
2.0
5.0
4.0
LEARNING STRATEGIES
Discussion on collaborative teams of the influence of sociocultural factors in consumer behavior.

Development of a conceptual map team on subcultural factors in consumer behavior.
Conduct practice no. 2: "The socioeconomic level of the consumer."
Reading and comprehension of English texts related to the individual thematic unity and team with the
English language
ASSESSMENT OF LEARNING
Delivery of a report as a result of the discussion taking as evidence a brief manuscript (2-3 pages) in which they
express the general opinion of each team. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ..... .... 5%
Delivery of a conceptual map that contains at least 80% of the items included in the subject ......................... 5%
Delivery of the report of the Investigation of Reference Groups on the following criteria: Quality of presentation
(cover, index, thematic development, conclusion), text length determined by number of pages, all contained
within the subject referral and bibliographic references. hemerographic and ..10%
Providing research report socioeconomic levels under the following criteria: Quality of presentation (cover,
index, thematic development, conclusion), text length determined by number of pages, all contained within the theme
related and References is acknowledged. hemerographic and ....10%
Report writing practice no. 2. Survey of a sample of 20 households per team, housewives, considering as
evidence: Objective of the survey methodology, results and ......................... ...... 20%
Review .....30%
Written evaluation of the English vocabulary ... ... ... ... ... ... ... ... ... ... ... ... ...... 20%

DIRECTORATE OF HIGHER EDUCATION DIRECCIN DE EDUCACIN SUPERIOR
LEARNING UNIT:
PAGE:
Consumer behavior
N THEME UNIT: III
OF
NAME: Psychological factors in consumer behavior.

SPECIFIC OBJECTIVES
Explain the major psychological factors that affect consumer behavior and the process involved in designing
marketing strategies, through design, implementation and analysis of an observation guide.
No.
CONTENTS
HOURS AD
KEY
LITERATURE
T
P
1.0
1.0
TAA
T
1.0
P
1.0
3.1.
3.1.1
3.1.2
3.1.3
Personality.
Theories of personality.
Understanding the diversity of the consumer.
Brand personality
3.2
3.2.1
3.2.2
3.2.3
3.2.4
Motivation and emotion.

Needs, motivation and desire.
Hierarchy of needs and motivations.
Secondary needs.
Analysis of motivations.
2.0
2.0
1.0
1.0
3.3.
3.3.1
3.3.2
3.3.3
Perception
Sensory systems.
Perceptual stimuli
Perceptual process: selection, organization and interpretation
2.0
2.0
1.0
1.0
3.4
3.4.1
3.4.2
3.4.3
3.4.4
Learning and memory.

The learning process.
Behavioral theories of learning.
Cognitive theory of learning.
The role of memory in learning.
2.0
2.0
1.0
1.0
3.5
3.5.1
3.5.2
3.5.3
3.5.5
3.5.5
Attitudes
Elements of the attitudes.
Model attitudes.
Functions of attitudes
Changing attitudes.
Study of the attitudes.
3.0
1.0
2.0
2.0
Thematic Unit Subtotals 10.0
10.0
2.0
6.0
6.0
TEACHING
ACTIVITIES
9-B
15-B
18-B

LEARNING STRATEGIES
For each content area covered by this unit, perform the following learning strategies:
Presentation of research exhibition of collaborative work in teams.

Discussion and analysis of thematic content in computer and plenary sessions.
Conduct practice no. 3: "Consumer Attitudes."
Reading and comprehension of English texts related to the thematic unity with individual and team
proficiency in English
.
Presentation of research report on the following criteria: Quality of presentation (cover, index, thematic
development, conclusion), text length determined by number of pages, the entire content included in the issue
referred and references. and electronic journals section ................................................................................ ... 10%
Presentation exhibition of collaborative work in teams, considering: verbal fluency, attractive and material
support creative compliance time ... ... ... ... ... ... ... ... ... ... ... .. ... ... ... ... ... ... ... ... ... .. ... 10%
Discussion and analysis of thematic content in computer and plenary sessions, taking as evidence the delivery
of a brief manuscript (2-3 pages) in which they express the general opinion of each team ... ... 10%
Report writing practice no. 3. Register observer in ten guides per team, with the data related to the behavior of
housewives in a convenience store, considered as evidence: Objective of the survey methodology, results and
conclusions. ... ... ... ... ... ... ... ... ... ......................................................................................................... .... ...... 20%
Review .30%
Written evaluation of the English vocabulary ... ... ... .................................................................................... 20%

LEARNING UNIT:
N THEME UNIT: IV
PAGE: 10
OF
Consumer behavior
8
NAME: The consumer and marketing.
SPECIFIC OBJECTIVES
Analyze the relationship consumers have with the basic elements of marketing, to assess the importance of meeting or
exceeding customer expectations through a survey on the identification of the demographic characteristics of a target
market.
No.
HOURS AD
KEY
LITERATURE
T
P
CONTENTS
4.1.
4.1.1.
4.1.2.
The consumer and marketing.

Impact of consumer marketing.
Impact of marketing on consumers.
1.0
4.2.
4.2.1.
4.2.2.
4.2.3.
4.2.4.
4.2.5.
Segmentation of consumers
Geographic
Demographic
Psychographics
Benefits
Behavioral
4.3.
4.3.1.
4.3.2.
4.3.3.
4.3.4.
4.3.5.
4.3.6.
4.3.7.
4.3.8.
4.3.9.
Creating value and satisfaction.

The perceived value to the customer.
Total Customer Satisfaction.
How to measure customer satisfaction.
Quality of products and services.
The total quality management.
Maximize the lifetime value of customers.
Customer profitability.
How to calculate the lifetime value of customers
The concept of customer capital.
4.4.
4.4.1.
4.4.2.
4.4.3.
4.4.4.
4.4.5.
The consumer and innovations.

Innovation.
The target market.
The channels of communication.
Time.
The adoption process of a brand.
4.5.
4.5.1.
4.5.2.
4.5.3.
4.5.4.
4.5.5.
Organizational decision making.

The business market vs consumer market.
Participants in the buying process.
The process of buying.
B2B relationship management.
Institutional and government markets.
TAA
T
P
9-B
15-B
18-B
1.0
2.0
2.0
1.0
1.0
2.0
1.0
2.0
1.0
2.0
2.0
1.0
1.0
2.0
2.0
1.0
1.0
2.0
Subtotals Thematic Unit 9.0
9.0
2.0
6.0
TEACHING
ACTIVITIES
6.0

LEARNING STRATEGIES
For each content area covered by this unit, perform the following learning strategies::
Presentation exhibition in collaborative teams.

Discussion and analysis of thematic content in computer and plenary sessions.
Conduct practice no. 4: "Market Segmentation Demographic."
Reading and comprehension of English texts related to the thematic unity and team individual with knowledge
of English.
.
Presentation of research report on the following criteria: Quality of presentation (cover, index, thematic
development, conclusion), text length determined by number of pages, the entire content included in the issue
referred and references. and electronic journals section ... ... 10%
Presentation exhibition of collaborative work in teams, considering: verbal fluency, attractive and material
support creative compliance time ... ... ... ... . ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... 10 %
Discussion and analysis of thematic content in computer and plenary sessions, taking as evidence the delivery
of a brief manuscript (2-3 pages) in which they express the general opinion of each ... ... ... ... ... ... ... ... ... 10 %
Report writing practice no. 4. Develop and implement twenty surveys on demographic characteristics of a target
market, considering as evidence: objective, methodology, results and conclusions. Be given a report by staff. ...
... ... ... ... .... ... ... ... ... ... ... ... ... ... ... ... ... ... .. 20%
Review ..30%
Written evaluation of the English vocabulary ... . ... ... ... ... ... ... ... ... ... ... ... ... ... ... ......................... ... 20%

LEARNING UNIT:
PAGE:
Consumer behavior
12
OF
LIST OF PRACTICES
Practice
No.
NAME OF PRACTICE
THEMATIC
UNITS
DURATION
DURATION
PLACE
The process of consumption.

Objective: Develop, implement and analyze a team,
in-depth interviews related to the housewife behavior
in relation to consumption of products in the home.
Develop and implement five-depth interviews
(semistructured) per team, with housewives made by
each student to integrate a collaborative team, which
will be integrated into one report per team,
considering as evidence: interviews objective,
methodology , results and conclusions
13.0
Field
The socioeconomic level of the consumer.

Objective: Apply AMAI algorithm to determine the
socioeconomic status of a sample of households.
Survey of a sample of 20 households per team,
housewives, considering as evidence: Objective of
the survey methodology, results and conclusions.
II
10.0
Field
Consumer attitudes.
III
16.0
Field
IV
15.0
Field
Objective: Develop and implement an observation

guide to a sample of shoppers in a grocery store in
order to observe their attitudes purchase.
Register observer in ten guides per team, with the
data related to the behavior of housewives in a
convenience store, considered as evidence:
Objective of the survey methodology, results and
conclusions.
4
Demographic segmentation of the market.

Objective: To identify the different elements contained
in the demographic segmentation of a sample of
households in different political delegations of Mexico
City.
Develop and implement twenty surveys on
demographic characteristics of a target market,
considering as evidence: objective, methodology,
results and conclusions. A report will be delivered by
staff
TOTAL HOURS

The percentages of accreditation, each practice will incluye:
Practice 1. 20% of the respective unit.
54 hrs.

LEARNING UNIT:
Consumer Behavior
ASSESSMENT PROCEDURE
Thematic Unit I Introduction to consumer behavior
The socio-cultural thematic unit II of consumer behavior
Thematic Unit III Psychological factors in consumer behavior
Thematic Unit IV The consumer and marketing
PAGE:
13
OF:
25%
15 %
30%
30%
This learning unit can be evidenced by:
Demonstrated competence at the beginning of the course and request (a) through a written evaluation and
implementation of the four practices considered in the learning unit which together show that having at least 80%
of the mastery of core competencies Learning Unit.
Courses in other national higher education institutions that have an agreement with the IPN.
Mobility between St. Thomas and ESCA Tepepan unit according to their ability to care.
Modal Mobility: Classroom and Virtual according to attention span.
KEY
REFERENCES
Anderson, W. Jasso, Consumption asset to seize power, Consumers Digest, Mexico, in December. 2007,
no.: 370, p. 12-15. ISSN: 0185-8874
Rachel Brown, Mary E. Perez, Claudia Quintanilla, Shopping at the border, Expansion, Mexico, May 26,
2008 no.: 991, p. 66-68. ISSN: 0185-2728
Marshal Cohen, Consumer behavior, who they are, why they buy and how to anticipate each of its
movements, McGraw-Hill, Mexico, 2006, ISBN: 10-970-10-5894-1
Crusade against misleading advertising, Expansion, Mexico, June 23, 2008 no.: 993, 350 pg. ISSN:
0185-2728
John Derick, Emotions, impulses and reasons, Expansion, Mexico, May 26, 2008 no.: 991, p. 85-86.
ISSN: 0185-2728
They buy and they go shopping, Expansion, Mexico, May 26, 2008 no.: 991, p. 46-50. ISSN: 0185-2728
Fernandez de Lara Carlos, Arrogant Technology, Excelsior, Mexico, June 20, 2008.
Naomi Klein, No Logo, The power of brands, Oxford Paids Ibrica, Spain, 2005 ISBN: 84-493-1248-5
7
8
Philip Kotler and Kevin Keller L, Marketing Management, 12th edition, Pearson Education, Mexico, 2006
ISBN: 970-26-0763-9
10
The consumer union is strength, Expansion, Mexico, June 23, 2008 no.: 993, p. 348. ISSN: 0185-2728
11
Luis de Llano Macedo, Generation 'Y' and 'T phenomenon', Expansion, Mexico, June 23, 2008 no.: 993,
pp. 363-367. ISSN: 0185-2728
12
Alejandro Mejia C., Consumer Crusade, Expansion, Mexico, June 23, 2008 no.: 993, pp. 345-46. ISSN:
0185-2728
13
Adrian Ryans, The customer has no reason, Expansion, Mexico, May 26, 2008 no.: 991, p. 58-60. ISSN:
0185-2728
14
Michael Saren, Marketing at Grupo Editorial Patria graffiti, Mexico, 2007 ISBN: 978-970-817067-3
15
Schiffman Leon and kanuka L. Lazar, Consumer Behavior 8th edition, Pearson Education, Mexico, 2005
ISBN: 970-26-0596-2
16
If it's expensive, it sure is good, Expansion, Mexico, May 26, 2008 no.: 991, p. 52-54. ISSN: 0185-2728
17
Claudia Solera, The world is me, leave behind the X, Excelsior, Mexico, April 13, 2008.
18
19
Michael R. Solomon, Consumer Behavior 7th edition, Pearson Education Mexico, 2008 ISBN: 978-97026-1086-1
X
William Stanton, Etzel and Michael Bruce Walker, Fundamentals of Marketing, 14th Edition, McGraw-Hill,
Mexico, 2007, ISBN: 970-10-6201-9
Websites internet:
20
21
22
23
24
25
26
27
28
29
30
X
X
X
X
X
X
X
X
X
X
X
http://www.profeco.org.mx Accessed June 21 / 2008.

http://www.alconsumidor.org Accessed June 21 / 2008.
http://www.elpoderdelconsumidor.org Accessed June 22 / 2008.
http://www. amai.org / niveles.php Accessed June 22 / 2008.
http://www.conapo.gob.mx Accessed June 27 / 2008.
http://www.delariva.com.mx Accessed June 27 / 2008.
http://www.redpuentes.org Accessed July 6 / 2008.
http://www.comerciojusto.com.mx Accessed July 6 / 2008.
http://www.vinculando.org Accessed July 6 / 2008.
http://www.storyofstuff.com Accessed August 10 / 2008.
http://www.apestan.com.mx Accessed December 11 / 2008

TEACHING PROFILE PER LEARNING UNIT
1. GENERAL DATA
ACADEMIC UNIT:
HIGHER SCHOOL OF COMMERCE AND ADMNISTRATION SANTO TOMAS AND

TEPEPAN UNITS
ACADEMIC PROGRAM:
FORMATIVE
AREA:
ACADEMY:
Commercial Relations Bachelor
Institutional
Marketing
Scientfic Basic
Professional
LEARNING UNIT:
SPECIALTY AND ACADEMIC LEVEL REQUIRED:
II
LEVEL:
Terminal and integration
Consumer Behavior
Bachelor in CommerBusiness Relationships, Bachelor in

Marketing,
Bachelor
in
Psychology,
BA
in
Communications.
OBJECTIVE LEARNING UNIT: Explain consumer behavior in the field marketing muscle on the development of
behaviors, interests and attitudes that people take in the process of consumption of goods and services,
considering the ethics and social responsibility through collaborative research of documentary and field
TEACHER PROFILE
KNOWLEDGE
Marketing.
Consumer psychology.
SKILLS PROFESSIONAL
In the areas of:
Marketing, sales,
Communication, service and
Market research
Sociology.
Economy of consumption.
Educational model of IPN
PREPARED BY
Teaching in the areas of

Marketing, Sales,
Communication
Market Research,
Humanities and Economics.
.
HABILITIES
Negotiation
Fluency.
Proper communication
oral and written.
Applying the
institutional educational
To motivate staff.
Leadership.
Management groups.
Troubleshooting.
Application of MEI.
REVISED
Presidente de Academia de asignaturas afines M. en C. Dely Karolina Urbano Snchez

de Mercadotecnia
M. en C. Maria Estela Casas Hernndez
LRC Gerardo Chvez Moreno
Subdirectoras Acadmicas
LRC Lydia Villaseor Cadena
ESCA Unidad Santo Toms Y Tepepan
LRC Jos David Waldo Caamao
ESCA Unidad Santo Toms y Tepepan
ATTITUDE
Flexible.
Empathy..
Tolerance.
Respect.
Service.
AUTORIZED
C.P. Norma Cano Olea

C.P.C. M en C. Jaime V. Sanchs Cuevas
Directores de las unidad Acadmicas
ESCA Unidad Santo Toms y Tepepan
DATE: 2009.
INSTITUTO POLITCNICO NACIONAL

SECRETARA ACADMICA
DIRECCIN DE EDUCACIN SUPERIOR
SYNTHETIC PROGRAM
ACADEMIC UNIT:
Escuela Superior de Comercio y Administracin, Unidad Santo Toms
ACADEMIC PROGRAM:
LEARNING UNIT:
Bachelor in Management and Business Development

Mexican Economy in the Global Context
LEVEL:
II
PURPOSE OF LEARNING UNIT:

To analyze the characteristics of the Mexican economy from the global economic context.
CONTENTS:
I. Stages of globalization and market formation.
II. Integration and cooperation relations.
III. Geopolitics of the global economy.
IV. The environment of the International Economic Structure.
V. Mexico in the international economic structure.
TEACHING ORIENTATION:
The teaching approach is based on the inductive method, is based on teaching models expository-interactive
and strategic teaching also guiding strategy will resume as the case method. All supported techniques such
as: information, processing graphic organizers through the use of ICT tasks inside and outside the classroom,
analysis of written and audiovisual documents, discussions and collaborative work.
ASSESSMENT AND ACCREDITATION:
The evaluation consists of three phases: diagnostic evaluation or initial or continuous formative assessment
(self-assessment and peer assessment) and, finally, the summative evaluation. Similarly, to prove this
learning unit will be the integration of a portfolio of evidence.
The student has the opportunity of proving the learning unit:
Evaluation of previously acquired knowledge and should show mastery of the competencies of the
learning unit, integrating their knowledge (knowing, knowing how, and knowing how to be and live)
according to the criteria established by the academy.
Be studied in other higher education institutions national and international, who have mobility
agreement with the IPN.
Traffic between the ESCA academic units according to the attention span
REFERENCES:
Bertrand, A. V. (2013). State of the World 2011. Madrid: Akal Ediciones. pp. 74-83 and 408-603. ISBN:
978-84-460-3325-7.
Carbaugh, R. J. (2009). International Economy. Mexico: Cengage Learning. 12th Edition. ISBN-10: 607481-035-4, ISBN-13: 978-607-481-035-6.
Correa, E, Girn, A. Guilln, A. & Ivanova. A. (2011). (Coordinators). The three crises: Economy, finance
and environment. Mxico: Miguel Angel Porra. pp. 321-342, ISBN-978-607-401-396-2.
Dunning, J. H., Lundan, S. M. (2008). Multinational Enterprises and the Global Economy. Massachusetts,
USA: Edward Elgar Publishing, Inc., Second Edition. ISBN 978 1 84376 525 7, ISBN 978 1 84720
122 5.
Tamames, R. & Huerta, B. G. (2010). International economic structure. Madrid: Alianza, 21 st Edition.
ISBN 978-84-206-9135-0.

SECRETARA ACADMICA
ACADEMIC UNIT: Escuela Superior de Comercio y
Administracin, Unidad Santo Toms.
LEARNING UNIT: Mexican economy in the global

context.
ACADEMIC PROGRAM: Bachelor in Management and

Business Development.
LEARNING UNIT TYPE: Theory and practice,

mandatory
and
English (bilingual).
Force: 2013
OUTPUT SIDE: In managing SMEs

TRAINING AREA: Basic Scientific.
LEVEL: II.
METHOD: Schooling and no schooling
SCHOOL YEAR: Fourth.
CREDITS: 6 SATCA (9 Tepic)
EDUCATION INTENTION
This learning unit contributes to the exit profile of Business Administration and Business Development in the
acquisition of skills which analyze geopolitical integration phases of the countries and the Mexican economy
in the global context. Due to the global interconnection, companies operating in national markets are affected
by an economy increasingly integrated. Not only the face of growing competition from foreign companies, but
also by the dependence of the flow of raw materials, intermediate goods, and funding from foreign sources.
These skills enable students to develop the ability to integrate effectively in teams and responsibly addressed,
disposition, tolerance, fairness, leadership and creativity, as well as directed toward the achievement of goals,
objectives and results, updated, permanently learn and adapt to change, allowing Mexico's integration into the
global economy.
Mexican Economy in the Global Context has been preceded by a learning units: Foundations of Accounting,
Law, Marketing Basics and Fundamentals of Economics, as subsequent to the learning unit for Standardization
Standards as parallel learning units: Law commercial, Sales Management and Study of Economic Blocs. Also
relates transversely with learning units: Oral and written communication, Troubleshooting and creativity,
Sustainable Development, Corporate Social Responsibility and Business Ethics, Entrepreneurship and Social
Service.
PURPOSE OF LEARNING UNIT
To analyze the characteristics of the Mexican economy from the global economic context.
TIMES ASSIGNED
LEARNING UNIT
AUTHORIZED BY:
DESIGNED BY: Academy of
Committee on Academic
THEORY HOURS / WEEK: 3.0
Economics ESCA Santo Tomas
Programs Advisory Council
Unit.
General IPN.
PRACTICE HOURS / WEEK: 3.0
REVIEWED BY: Unit
Academic Branch St. Tomas
HOURS THEORY / SEMESTER: 54.0
APPROVED BY: Technical
Advisory Unit School St. Tomas.
Dr. Emmanuel Alejandro
PRACTICE HOURS / SEMESTER: 54.0
President, CPA Norma Cano
Merchan Cruz
TOTAL HOURS / SEMESTER: 108
Olea
Technical Secretary for
Academic Programs
Committee

SECRETARA ACADMICA
LEARNING UNIT:
THEMATIC UNIT No.:

I
PAGE:
OF
15
NAME: Stages of globalization and market formation
UNIT OF COMPETENCE
Difference stages of the globalization process and the formation of integrated markets based on the economic
performance of military movements (first and second world war).
HOURS AD
HOURS AD
KEY
Teaching
No.
CONTENTS
Teaching
LITERATU
activities
activities
RE
T
P
1.1
The economy in the global context.
1.0
1.0
1.0
1C
1.1.1
Concept, background and objectives of globalization.
9B
Major International Organizations
3B
1.1.2
(IMF, World Bank, GATT-WTO, FAO, ILO, OECD).
1.2
1.2.1
1.2.2
1.2.3
1.2.4
1.3
1.3.1
Economic policy.
The Trade Policy.
Trade policy instruments.
Model protectionist.
Free market model.
Global economic Radiography.
Economic crises in the XXI century.
Emerging economies.
subtotals:
2.0
2.0
1.0
1.0
1.0
1.0
4.0
4.0
3.0
LEARNING STRATEGIES
Questions detonating on the themes: globalization, international organizations, trade policy, economic crisis and
emerging economies. On computers and the information we have, develop worksheets.
Search for information from various sources on concepts, background and objectives of globalization to develop
concept maps.
Discussion guided by the teacher based on research.
Team Interactive exhibition on international organizations.
Based on the presentations and teacher monitoring, develop a table of international agencies including: core
members, objectives, and functions, supervisory and regulatory policies.
Professor interactive exhibition about trade policy and its main instruments.
Based on monitoring exposure and teacher, prepare a comparison chart that highlights the most important
features of a model free market protectionist.
Interactive exhibition by the teacher about the economic and financial crises of the century.
Based on monitoring exposure and teacher, develop an analysis of the crisis in the world, including the factors
that influence economic fluctuations that have characterized financial and economic crises of the century and the
rise of emerging economies.
Written objective test (examination).
Integration of the portfolio of evidence.

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OF
EVALUATION OF LEARNING
Portfolio of evidence:
Worksheets
Concept map
Interactive exhibit
Table (international)
Comparative Table
Analysis
Objective test
10%
10%
20%
10%
10%
10%
30%
15

SECRETARA ACADMICA
LEARNING UNIT:
THEMATIC UNIT No.:
II
PAGE:
OF
15
NAME: Foreign economic cooperation and integration.
UNIT OF COMPETENCE
Identify each of the degrees of economic integration from the trade agreement signed by member countries.
No.
2.1
2.1.1
2.2
2.2.1
2.2.2
2.2.3
2.2.4
2.3
2.3.1
2.3.2
2.3.3
2.4
2.4.1
2.4.2
2.4.3
2.4.4
2.4.5
2.4.6
HOURS AD
Teaching
activities
T
P
1.0
1.0
CONTENTS
Economic integration process
Concept, background and objectives
Degrees of Economic Integration.
Free trade zone.
Customs Union
Common Market.
Economic Union and Economic Integration
altogether.
Economic Zones
Europe
America
Asia and Oceania
Major economic integrations.
Economic integration in Africa.
EUROPEAN UNION.
NAFTA
MERCOSUR.
LAIA.
ASEAN.
subtotals:
TAA HOURS
Independent
Learning
Activities
1.0
1.0
1.0
2.0
2.0
1.0
3.0
2.0
2.0
5.0
6.0
5.0
11.0
KEY
LITERAT
URE
9B
4C
2B
LEARNING STRATEGIES
Discussion guided by the teacher about the concepts and objectives antecedes economic integration
process for the recovery of prior knowledge.
Prior information search and discussion guided by the teacher about the degree of economic
integration and the definition of economic zones that make up the world's geopolitics.
With constant monitoring, develop a timeline dual input (horizontal line bounded vertically years and
significant events), that includes at least the key elements and features of the historical context for
each economic integration.
With constant monitoring, develop an overview of treaties including the advantages and disadvantages
depending on the sector, and the main products exported in Mexico.
With constant monitoring, develop a statistical investigation to identify agricultural commodities
higher monetary value and export volume.
With constant monitoring, develop an analysis of government support for agricultural exporting
SMEs.
Case Study 1: "The process of Globalization". Team and based in a case brought by the teacher,
identify the stages of the process of globalization from two periods: 1) 1870-1914 comprising driven
by falling transport costs and the First World War and 2) the second stage of globalization of 19451970 with the closing of the Second World War, the Cold War, the creation of multilateral institutions
and the formation of integrated markets. Will undertake the following activities:
a. Presentation of resources, evaluation methods, and objectives of the case.
Exposure to study case.
i. Talk in teams to determine the tentative work plan and development of the case.

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OF
15
ii. Study and analysis of the case by a team approach to problem situations (questions
arising from the same case).
iii. With guidance and constant feedback from the teacher continually adjusts the final
report and conclusions are developed.
iv. Exposure of the solution and case team's conclusions.
v. Conclusions and teacher feedback on team practices.
b. Written objective test (based on the case).
c. Integration of the portfolio of evidence.
Interactive exhibit
Synthesis
Case Study 2
Objective test
20%
10%
40%
30%

SECRETARA ACADMICA
LEARNING UNIT:
THEMATIC UNIT No.:

III
PAGE:
OF
15
NAME: Geopolitics of the global economy
UNIT OF COMPETENCE
To distinguish the current economic integration scenarios based on the characteristics of the geopolitical.
No.
3.1
3.1.1
3.1.2
CONTENTS
The geopolitics of the global economy in the twenty-first

century.
HOURS AD
Teaching
activities
T
P
2.0
1.0
TAA HOURS
Independent
Learning
Activities
2.0
KEY
LITERATU
RE
3B
9B
2B
Concept.
3.2
3.2.1
3.2.2
Background.
1.0
1.0
2.0
2.0
1.0
2.0
2.0
1.0
6.0
7.0
4.0
12.0
Capitalism and Geopolitics in the world.
3.3
3.3.1
3.3.2
Modes of production.
3.4
Emergence of international organizations.
3.4.1
Training international markets
Ideology and evolution of capitalism.

Causes of the new world economic order.
Economic Cooperation Forum "Pacific Basin (APEC)".

Mexico before the APEC.
Subtotals:
LEARNING STRATEGIES
Guided Discussion on geopolitics, capitalism and the Pacific Rim for brainstorming.
Pre-reading proposals (anthology) by the teacher about geopolitics, capitalism, causes the new world order and
APEC to form 2 teams per item.
a. Interactive exhibition team based on a rubric prior reading pre-prepared by the teacher.
b. equipment and after each exposure, to provide an overview of each topic.
Case Study 2 "geopolitical and economic evolution of integrated markets." In team and based on a case brought
by the teacher, review the process of evolution of the geopolitical and integrated markets, according to the
background of the political division (training world) and the modes of production. Will undertake the following
activities:
c. a) Presentation of resources, evaluation methods, and objectives of the case.
d. b) Presentation of the case study.
e. c) Discussion on computers to determine the tentative work plan and development of the case.
f. d) Study and analysis of the case by a team approach to problem situations (questions arising from the
same case).
g. e) With guidance and constant feedback from the teacher continually adjusts the final report and
conclusions are developed.
h. f) Exposure of the solution and case team's conclusions.
i. g) Conclusions and teacher feedback on team practices.
Written objective test (based on the case).

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OF
15
Interactive exhibit
Synthesis
Case Study 2
Objective test
20%
10%
40%
30%

SECRETARA ACADMICA
LEARNING UNIT:
THEMATIC UNIT No.:
Mexican Economy in the Global context

IV
PAGE:
10
OF
15
NAME: The environment of the International Economic Structure.
UNIT OF COMPETENCE
Interprets the scenes of the international economic structure from its components and economic indicators.
No.
HOURS AD
Teaching
activities
T
P
1.0
0.5
CONTENTS
4.1
4.1.1
Economic development.
Indicators of economic development.
4.2
4.2.1
Economic Growth.
Economic indicators of economic growth.
4.3
Classification of developed countries, underdeveloped.
4.4
4.4.1
4.5
4.5.1
2.0
1.0
0.5
1.5
1.0
0.5
1.5
1.0
0.5
1.5
1.0
0.5
1.5
2.0
2.0
4.0
7.0
4.5
12.0
KEY
LITERATU
RE
2B
8C
9B
Emerging economies (BRICS).

Foreign portfolio investment.
Foreign Direct Investment.
Transnational organizations.
The major economic powers.
(E. U., Japan, China and European Union).
Groups of highly developed countries (G7-8 and G20).
4.6
TAA HOURS
Independent
Learning
Activities
4.6.1
Subtotales:
LEARNING STRATEGIES
Interactive discussion by the teacher on economic development to develop a conceptual map of prior knowledge
organizer.
Interactive discussion by the teacher on economic growth to develop a conceptual map of prior knowledge
organizer.
Interactive exhibition on economic development through graphs of the highly developed countries.
Interactive exhibition on the classification of countries with economic growth.
Based on the presentations and with the guidance and constant monitoring, develop a comparative matrix of
economic development countries and countries with economic growth.
Interactive Exhibition characterization of developing and developed countries, through documentaries and
readings suggested by the teacher.
Based on the presentations and with guidance and constant monitoring, develop a matrix comparing developing
and developed countries.
Finding information in diverse sources of economic growth indicators that characterize the BRICS and prepare a
research report.
Modeling by the teacher on economic growth that identifies BRICS countries to develop a geographic map
including: roads, climate, tastes, preferences and socioeconomic indicators.
Search for information from various sources on the origin and destination of foreign direct investment to develop
a pie chart (pie).
Case Study 3 "international economic structure." In team and based on a case proposed by the teacher, analyze
economic levels (Development and Underdevelopment) and stage of economic growth, to draw a diagram on the
characteristics and differences of the components of the international economic structure of each continent
include: economic, mode of production, population, territory, language, currency, environment and type of
government.
i. Presentation of resources, evaluation methods, and objectives of the case.

SECRETARA ACADMICA
LEARNING UNIT:
Mexican Economy in the Global context
PAGE:
11
OF
15
ii. Presentation of the case study.

iii. Discussion on computers to determine the tentative work plan and development of the case.
iv. Study and analysis of the case by a team approach to problem situations (questions arising
from the same case).
v. With guidance and constant feedback from the teacher continually adjusts the diagram and
develop conclusions.
vi. Exposure of the solution and case team's conclusions.
vii. Conclusions and teacher feedback on team practices.
Concept map (economic development)
Concept map (economic growth)
Comparison Matrix: countries with economic growth and development
Comparison Matrix: developing and developed countries.
Research report
Geographic map
Pie chart
Case Study 3
Written objective test (based on the case)
5%
5%
5%
5%
10%
5%
5%
30%
30%

SECRETARA ACADMICA
LEARNING UNIT:
THEMATIC UNIT No.: V
PAGE:
12
OF
15
NAME: Mexico in the International Economic Structure.
UNIT OF COMPETENCE
Compare the degree of economic growth in Mexico with its trading partners based on international economic indicators.
No.
5.1
5.1.1
5.1.2
5.1.3
5.1.4
5.2
5.2.1
5.2.2
5.3
5.3.1
5.4
5.4.1
5.4.2
CONTENTS
The Mexican economy from economic openness.
Mexico's entry into GATT.
Mexico and NAFTA.
Mexico and other treaties.
Mexico's trade agreements.
Mexico's economic policy
Mexico's trade policy.
Exchange rate policy.
Structure of the balance of payments.
Balance of payments and exchange rates.
Foreign investment in Mexico.
Foreign Investment Law of Mexico
Foreign Direct Investment in Mexico.
HOURS AD
Teaching
activities
T
P
1.0
1.0
TAA HOURS
Independent
Learning
Activities
3.0
1.0
1.0
2.0
1.0
1.0
1.0
1.0
1.0
2.0
1.0
1.0
1.0
KEY
LITERATU
RE
2B
5B
18C
Indirect Foreign Investment in Mexico.

5.5
5.6
5.6.1
5.6.2
5.6.3
The business structure in Mexico.

Features (innovation capacity of the parent company).
The economies of scale.
Competitive advantages (Porter).
The corporate sustainability.
Social and environmental responsibility.
5.7
5.7.1
Subtotals:
3.0
1.0
1.5
4.0
6.0
6.5
16.0
LEARNING STRATEGIES
Interactive discussion with guided questions about the political economy of Mexico to recover the background.
Pre-reading proposals (anthology) by the teacher on the themes: Mexican economy from economic openness,
balance of payments, foreign investment and business structure in Mexico. Based on the readings and constant
guidance, to elaborate:
a. A conceptual map of Mexico's economic policy based on the National Development Plan 2013-2018.
b. An analysis of the results of the balance of payments current account, trade balance, financial account
and gross international reserves.
c. A double entry matrix that includes small, medium and large companies in Mexico and at least the
following indicators: production, capital, number of employees, main products, exports, industry
involved.
Search for information from various sources on socially and environmentally responsible companies to produce
a research report.
Case Study 4 "Business Structure in Mexico". In team and based on a case proposed by the teacher, compare the
competitiveness of the Mexican company to the international market demand and environmental impact.

SECRETARA ACADMICA
a) Presentation of resources, evaluation methods, and objectives of the case.

b) Presentation of the case study.
c) Discussion on computers to determine the tentative work plan and development of the case.
d) Study and analysis of the case by a team approach to problem situations (questions arising from the
same case).
e) With guidance and constant feedback from the teacher continually adjusts the diagram and develop
conclusions.
f) Exposure of the solution and case team's conclusions.
g) Conclusions and teacher feedback on team practices.
Concept map
Analysis
Dual input matrix
Research report.
Case Study 4
Objective test
5%
5%
10%
10%
40%
30%

SECRETARA ACADMICA
LEARNING UNIT:
LIST OF PRACTICES
PRACTICE
NAME OF PRACTICE
No.
1
"The process of Globalization
THEMATIC
UNITS
I, II
PAGE:
13
OF
DURATION PLACE
14.0
classroom /
"Geopolitical and economic evolution of

integrated markets"
III
12.0
classroom /
"International Economic Structure"
IV
12.0
classroom /
"Business Structure in Mexico"
16.0
classroom /
TOTAL
HOURS
54.0

Approval is essential practices for the accreditation of the learning unit.
Assessment descriptors are contained in each practice thematic units and percentages corresponding crediting are:
Case Study 1.
Case Study 2.
Case Study 3.
Case Study 4.
40%
40%
30%
40%
15

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
14
OF
15
PERIOD
UNIT
1
I, II
Continuous assessment 70% and 30% written examination
2
III, IV
3
V
Unit I. 20% of the final assessment.
Unit II. 20% of the final assessment.
Unit III. 20% of the final assessment.
Unit IV. 20% of the final assessment.
Unit V. 20% of the final assessment.
This unit of learning can be accredited by:
The student may accredit prior learning unit for assessment attend it previously acquired knowledge, integrating their knowledge
(knowing, knowing how, and knowing how to be and live) according to the criteria established by the academy.
be studied in other higher education institutions national and international, who have mobility agreement with the IPN.
Traffic between the ESCA academic units according to the attention span.
KEY
1
2
REFERENCES
* Barkin, J. Samuel (2006). International Organitations. Theories and Institutions. Hampshire, England:
Palgrave Macmillan. pp. 180. ISBN 1-4039-7248-6.
Bertrand, A. V. (2013). State of the World 2011. Madrid: Ediciones Akal. pp. 74-83 and 408-603. ISBN:
978-84-460-3325-7.
Carbaugh, R. J. (2009). International Economy. Mexico: Cengage Learning. 12th Edition. pp.186-308.
ISBN-10: 607-481-035-4, ISBN-13: 978-607-481-035-6.
Chanona, A. (2010) The security community in North America, a comparative perspective with the
European Union. Mexico: Miguel Angel Porrua. pp. 11-66. ISBN 978 607 401 356 6.
Correa, E., Girn, A., Guilln, A. & Ivanova. A. (2011). (Coordinators). The three crises. Economy,
finance and environment. Mexico: Miguel Angel Porrua. pp. 321-342. ISBN-978-607-401-396-2.
Dunning, J. H., Lundan, S. M. (2008). Multinational Enterprises and the Global Economy, Massachusetts,
USA: Edward Elgar Publishing, Inc., Second Edition. pp. 593-603, p. 707-730. ISBN 978 1 84376 525 7,
ISBN 978 1 84720 122 5.
Heller, Michael G. (2009) Capitalism Institutions and Economic Development. Routledge. New York,
USA. pp. 305, ISBN 0-203-87340-8.
Mendez, M. J. S. (2012), Economic Problems of Mexico and Sustainability. Mexico: Mc Graw Hill. pp.
421. ISBN 978-607-15-0738-9.
Tamames, R. & Huerta, B. G. (2010). International economic structure, Madrid: Alianza, 21 st Edition.
ISBN 978-84-206-9135-0.
Banco de Mexico. Http://www.banxico.org.mx/ Accessed on July 2, 2013.
World Bank. Http://www.bancomundial.org/ Accessed on July 2, 2013.
The comercio.pe. Http://elcomercio.pe/tag/281037/ocde Accessed on July 2, 2013.
National Institute of Statistics and Geography. Http://www.inegi.org.mx/ Accessed on July 2, 2013.
International Monetary Fund. Http://www.imf.org/ Accessed on July 2, 2013.
World Trade Organization. Http://www.wto.org/indexsp.htm Accessed on July 2, 2013.
Ministry of Economy. Http://www.economia.gob.mx/ Accessed on July 2, 2013.
Secretary of Finance and Public Credit. Http://www.shcp.gob.mx/ Accessed on July 2, 2013.
Rionda, R. J. I. (2010). Economic Growth and Regional Development in Mexico (1970 -2010), Published
by the Andalusian University Foundation Inca Garcilaso, p. 109. ISBN-13:978-841571446-4.
Viewed at: http://www.eumed.net/libros-gratis/2013/1263/index.htm on July 31, 2013.
10
11
12
13
14
15
X
X
X
X
X
X
16
17
X
X
18

SECRETARA ACADMICA
TEACHER PROFILE LEARNING UNIT
1. GENERAL INFORMATION
ACADEMIC UNIT:
ACADEMIC PROGRAM:
TRAINING AREA:
ACADEMY:
ESCUELA SUPERIOR DE COMERCIO Y ADMINISTRACIN UNIDAD SANTO

TOMS
Bachelor in Management and Business Development
Institutional
Economy
Scientific
Basic
UNIDAD DE APRENDIZAJE:
SPECIALTY AND EDUCATION REQUIRED:
LEVEL:
Professional
II
Terminal and
Integration
Mexican Economy in the Global

Context
The Bachelor in economics and / or Master's degree in

economics.
1. PURPOSE OF LEARNING UNIT:

Analyzes the characteristics of the Mexican economy from the global economic context.
2. EDUCATIONAL PROFILE:
PROFESSIONAL
KNOWLEDGE
SKILLS TEACHERS
EXPERIENCE
In economics, trade Having worked in the public Capacity didactic teaching
relations, international and / or private initiative.
with teaching vocation and
trade, public accounting,
easy communication.
and
Institutional
Education Model.
ATTITUDES
Be sociable, good
relationship with students,
schedule, be ethical,
responsible and have social
commitment.
DEVELOPED
REVIEWED
AUTHORIZED
Lic. Pedro Montoro Gonzlez

M. en C. Adela Chvez
M. en C. Silvia Gonzlez Esparza
Lic. Agdiel Obed Garca Ruz
Coordinators and collaborators Professors
learning units related to the subject area
of Economics ESCA, Unidad Acadmica
Santo Toms.
M. en C. Nadina Olinda Valentn Kajatt

Academic Assistant ESCA, Unidad
Acadmica Santo Toms.
C.P.C. Norma Cano Olea

Director de la ESCA, Unidad
Acadmica Santo Toms.
DATE:
2013

SECRETARA ACADMICA
SYNTHESIZED SCHOOL PROGRAM
ACADEMIC UNIT:
Escuela Superior de Cmputo
ACADEMIC PROGRAM:
Ingeniera en Sistemas Computacionales
LEARNING UNIT:
Level:
III
AIM OF THE LEARNING UNIT:

The student creates high-performance computing components based on computer advanced architectures.
CONTENTS:
I.
Parallelism
II.
Pipelining and Superscalar processors
III.
Vectorial and Array Computers
IV.
Multiprocessor Systems
TEACHING PRINCIPLES:
This learning unit will be approached through a learning strategy based on heuristic and analogical methods, and
study cases. This will lead to learning activities that will guide the development of abstraction skills, analysis,
comparison, design and recreation of components in advanced architectures, using theoretical and practical tools;
such as the creation and simulation of components in advanced architectures for its analysis and application on
specific computer systems.The activities to be held in classroom are: collaborative and participatory work,
brainstorming, documentary research, worksheets, additional presentation of topics, guided discussion, review of
case studies and simulations atcomponents of advanced architectures. Teacher takes the responsibility to decide
to subjects ofdocumentary research, review of case studies, analyzes,as well as to set the preparation and handing
terms.
EVALUATION AND PASSING REQUIREMENTS:
The program will evaluate the students in a continuous formative and summative way, which will lead students into
the completion of learning portfolio. Some other assessing methods will be used, suchasself-assessmentrubrics,
peer assessmentandhetero.
Other means to pass this Unit of Learning:
Evaluation of acknowledges previously acquired, based on the issues defined by the academy.
Official recognition by either another IPN Academic Unit of the IPN or by a national or international external
academic institution besides IPN.
REFERENCES:
Hwang, Kai (1993). Advanced computer architecture: parallelism, scalability, programmability. (1 Ed).
EUA: McGraw-Hill. ISBN 9780070316225.
Jadhav, S.S. (2009). Advanced Computer Architecture and Computing. (2a Ed). India: Technical
Publications Pune. ISBN 9788184315721.
Parhami, Bhrooz (2007). Arquitectura de computadoras: De los

lassupercomputadoras. (1 Ed). Mxico: McGraw Hill. ISBN 9789701061466
Shiva, Sajjan G. (2006). Advanced Computer Architectures. (1 Ed). EUA: CRC Taylor & Francis. ISBN
9780849337581.
Stallings, William (2010). Computer Organization and Architecture: Designing for Performance. (8 Ed).
EUA: Prentice Hall. ISBN 9780136073734.
microprocesadores

SECRETARA ACADMICA
ACADEMIC UNIT:Escuela Superior de Cmputo.

ACADEMIC PROGRAM:Ingeniera en
SistemasComputacionales
LATERAL OUTPUT: AnalistaProgramador de
Sistemas de Informacin
FORMATION AREA: Professional.
MODALITY:Presence.
LEARNING UNIT:Advanced Architectures

TYPE OF LEARNING UNIT:Theorical - Practical, Optative.
USE:August, 2011
LEVEL: III.
CREDITS:7.5 Tepic, 4.39 SATCA
ACADEMIC AIM
Thislearning unitcontributesto the profileof the EngineerinComputer Systemstodevelop skills in the designing and
buildinghardware componentsforadvanced andefficientprocessing to create solutions for specific computerissues. It also
provides tools, to obtain a creative judgment, collaborative and participatoryworkandassertive communication.
This unit includes the units Discrete Mathematics, ComputationalTheory, DigitalDesign Fundamentals, Design ofDigital
SystemsandComputer Architecture, as well as,abilitytodesignhardware components inahardwaredescription language,
abilities in documentary investigationanduseofsimulationtools.
The student creates high-performance computing components based on computer advanced architectures.
CREDITS HOURS
THEORETICAL CREDITS / WEEK: 3.0
PRACTICAL CREDITS / WEEK: 1.5
HOURSTHEORETICAL/ SEMESTER:
54
LEARNING UNIT DESIGNED BY: Academia

de SistemasDigitales
REVISED BY:
Dr. Flavio Arturo Snchez Garfias
SubdirectorAcadmico
HOURSPRACTICAL / SEMESTER: 27
APPROVED BY:
HOURS AUTONOMOUS
LEARNING:54
CREDITS HOURS/ SEMESTER: 81
AUTHORIZED BY: Comisin de

ProgramasAcadmicos del Consejo
General Consultivo del IPN. 2011
Ing. Apolinar Francisco Cruz

LzaroPresidente del CTCE.
_______________________________
Ing. Rodrigo de Jess Serrano
Domnguez
SecretarioTcnico de la Comisin de
ProgramasAcadmicos

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
3 OF OUT
THEMATIC UNIT: ITITLE:Parallelism

UNIT OF COMPETENCE
The student classifies parallel systems, based on computing paradigms and resources of parallelism.
No.
TeacherLedInstructi
onHOURS
CONTENTS
Autonomous
Learning
HOURS
T
1.1
1.1.1
1.1.2
1.1.3
Computing Paradigms
Serial
Pipeline
Parallel
0.5
1.0
1.2
1.2.1
1.2.2
Classification of parallel systems

Flynnsclassification
Others classifications
1.0
2.0
1.3
1.3.1
1.3.2
1.3.3
Parallelism Sources
Control Parallelism
Data Parallelism
Flow Parallelism
1.5
2.0
1.4
1.4.1
1.4.2
1.4.3
Parallel System Throughput

Quantities and performance measures
Models of speed-up performance
Models Based on Grain Size
1.0
1.5
3.0
3.0
4.0
1.5
8.0
3.0
Subtotals:
REFERENCES KEY
5B, 2B, 1B, 3B Y

4C
TEACHING PRINCIPLES
Framing and team-work organization.
This learning unit will be approached through a learning strategy based on heuristic and analogical methods, enabling
the consolidation of the following learning techniques: worksheet, documentary research, led discussion, concept
mapping,and team presentation of complementary issues and developed of a practical under a case study to evaluate
the performance of a parallel system. Teacher takes the responsibility to decide to subjects of documentary research,
review of case studies, analyzes and simulations performed as well as to set the preparation and handing terms.
LEARNING EVALUATION
Assessment
Portfolio of Evidences:
Worksheet
Concept Map
Team Presentation
Report of Practical
Rubric of Self-Evaluation
Rubric of Co-Evaluation
Evidence of Learning
15%
10%
15%
25%
3%
2%
30%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OF OUT
THEMATIC UNIT:II
TITLE: Pipeliningand superscalar processors

UNIT OF COMPETENCE
The student experiences techniques pipelining and superscalar processing, based on principles of pipelining design.
No.
CONTENTS
TeacherLedInstructio
nHOURS
T
2.1
2.1.1
2.1.1.1
2.1.1.2
2.2
2.2.1
2.2.2
Autonomous
Learning
HOURS
T
REFERENCES KEY
Principles and Pipelining Implementation.

1.0
1.5
2.0
3.0
6B, 2B, 5B, 1B Y
Linear Pipeline Processors.
3B
Asynchronous Model.
Synchronous Model.
Pipeline Processor Classification
1.0
2.0
According to Level of Processing.
According to Pipeline Configurations and Control
Strategies
2.3
Arithmetic Pipeline Design.
1.0
2.0
2.3.1
Computer Arithmetic Principles.
1.5
3.0
2.3.2
Arithmetic Pipeline Stages
2.3.3
Multiply Pipeline Design.
2.4
Design Aspects of Instruction Pipeline.
1.0
2.0
2.4.1
Instruction Execution Phases.
2.4.2
Mechanisms for Instruction Pipelining.
2.4.3
Dynamic Instruction Scheduling.
2.4.4
Branch Handling Techniques.
2.5
Superscalar Processors
1.5
2.0
2.5.1
Design Superscalar Pipelining.
2.5.2
Design Superpipelining.
2.5.3
Supersymmetry and design solutions.
2.6
Case Study: Pentium Processor
0.5
2.0
Subtotals: 6.0
3.0
12.0
6.0
TEACHING PRINCIPLES
mapping, team presentation of complementary issues and developed of practicals, comparing trough case studies
techniques Intel Pentium Processor Pipeline.
LEARNING EVALUATION
Assessment
Worksheet
05%
Concept Map
05%
Comparison Chart
10%
Team Presentation
05%
Report of Practical
25%
Case study report
15%
3%
2%
30%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
5 OUT OF
THEMATIC UNIT: III
TITLE:Vector and Array Computers

UNIT OF COMPETENCE
The student verifies the efficiency of vector and array architectures based on design principles and purposes of those
architectures.
No.
nHOURS
CONTENTS
Autonomous
Learning
HOURS
3.1
3.1.1
3.1.2
3.1.3
3.1.4
3.1.5
Vector Processors
SIMD, MIMD, VLIW, EPIC
Basic Vector Processor
Interlaced or Interleaved Memory
Vector length and separation of elements
Relative performance between vector and scalar
1.5
1.0
3.0
2.0
3.2
3.2.1
3.2.2
3.2.3
3.2.4
3.2.5
3.2.6
Array Processors
Basic Organization
Internal structure of a processing element
Matrix Instructions
SIMD Matrix Multiplication
Associative Processors
Associative Memories on Hardware
1.5
1.0
3.0
2.0
0.5
3.3
REFERENCES KEY
5B,2B,1B,3B,6B,7C
4C
1.0
Case Study: Intel Pentium 4, IBM Power4 and

1.0
2.0
ARM11 MPCore
Subtotals: 4.0
2.5
8.0
5.0
TEACHING PRINCIPLES
mapping, team presentation of complementary issues and development of practicals, comparing trough case studies
techniques Intel, IBM and ARM vector and array processors.
LEARNING EVALUATION
Assessment
Worksheet
Concept Map
Comparison Chart
Team Presentation
Report of Practical
Case study report
5%
5%
15%
5%
20%
15%
3%
2%
30%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
6 OUT OF
THEMATIC UNIT:IV
TITLE: Multiprocessor Systems

UNIT OF COMPETENCE
The student simulates multiprocessor systems based on interconnection networks and parallel algorithms.
No.
nHOURS
CONTENTS
Autonomous
Learning
HOURS
T
4.1
Multiprocessor system description (features, usability

and benefits).
0.5
1.0
4.2
4.2.1
4.2.2
Memory configurations in a multiprocessor system.

Shared memory multiprocessor systems.
Distributed memory multiprocessor systems.
0.5
1.0
4.3
4.3.1
4.3.2
4.3.3
4.3.4
4.3.5
Interconnection networks
Timeshare common channel.
Bar Red Cross and multiport memory.
Multistage networks.
Mesh network.
Hypercube network.
1.5
3.0
4.4
4.4.1
4.4.2
Parallel algorithms for multiprocessor systems.

Synchronized parallel algorithms.
Asynchronous parallel algorithms.
0.5
4.5
Case study: Multicore Intel and IBM Cell.
1.0
0.5
0.5
REFERENCES KEY
P
5B, 2B, 1B y3B
1.0
1.0
1.0
0.5
0.5
1.0
1.0
2.0
Subtotals: 4.0
2.0
8.0
4.0
TEACHING PRINCIPLES
This unit will be addressed from the strategy of case-based learning and heuristic methods and analog, allowing the
consolidation of the following learning techniques: worksheet, documentary research, led discussion, concept mapping,
comparison chart, exhibition equipment complementary issues, work experience, simulations of parallel algorithms and
case studies of multiprocessor systems from Intel and the IBM Cell.
LEARNING EVALUATION
Assessment
Worksheet
Concept Map
Comparison Chart
Team Presentation
Report of Practical
Case study report
Simulations
5%
5%
10%
5%
10%
15%
3%
2%
45%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
7 OUT OF
RECORD OF PRACTICALS
PRACTICAL No.
NAME OF THE PRACTICAL
THEMATIC
UNITS
DURATION
ACCOMPLISHMENT
LOCATION
Simulation and performance analysis of

parallel algorithms.
4.5
Computer lab
VLSI module linear pipeline.
II
4.5
Digital electronics lab.
VLSI efficient multiplier.
II
4.5
Evaluation of polynomials in VLSI
III
3.0
Matrix multiplication in VLSI
III
3.0
Implementation of VLSI associative

memories
III
1.5
Simulation of multiprocessors in a network

of cross bar
IV
1.5
Computer lab
Multiprocessor simulation mesh
IV
1.5
Computer lab
Simulation of a synchronized parallel

algorithm.
IV
1.5
Computer lab
10
Simulation of an asynchronous parallel

algorithm.
IV
1.5
Computer lab
TOTAL OF
HOURS
27.0
EVALUATION AND VALIDATION:

Practicalsare considereda prerequisiteforthislearning unitcredit.
Practicals contribute 25% of the grade of thematic unitI and II.
Practicals contribute 20% of the grade of thematic unit III.
Practicals contribute 10% of the grade of thematic unit IV.
Tests deskwill be evaluated, the simulationsand the written report of the results of experiments or simulations as
appropriate.

SECRETARA ACADMICA
LEARNING UNIT:
PEROD
1
UNIT
I, II
2
3
PAGE:
Continuous assessment
Written learning evidence
EVALUATION TERMS
70%
30%
III
70%
30%
IV
100%
8 OUT OF
Unit I and II 30% of the total of the final evaluation.

Unit III 30% of the total of the final evaluation.
Unit IV 40% of the total of the final evaluation.
Official recognition by either another IPN Academic Unit of the IPN or by a national
or international external academic institution besides IPN.
If accredited by Special Assessment or a certificate of proficiency, this will be based on

guidelines established by the academy on a previous meeting for this purpose.
KEY
1
B
X
6
7
REFERENCES
Hwang, Kai (1993). Advanced computer architecture: parallelism, scalability,
programmability. (1 Ed). EUA: McGraw-Hill. ISBN 9780070316225 .
Jadhav, S.S. (2009). Advanced Computer Architecture and Computing. (2a
Ed). India: Technical Publications Pune. ISBN 9788184315721.
Parhami, Bhrooz (2007). Arquitectura de computadoras: De los
microprocesadores a lassupercomputadoras. (1 Ed). Mxico: McGraw Hill.
ISBN 9789701061466.
Patterson, David A. and Hennessy, John L. (2008). Computer Organization

and Design: The Hardware/Software Interface. (4 Ed). Canada: The Morgan
Kaufmann. ISBN 9780123744937
Shiva, Sajjan G. (2006). Advanced Computer Architectures. (1 Ed). EUA:

CRC Taylor & Francis. ISBN 9780849337581.
Stallings, William (2010). Computer Organization and Architecture:

Designing for Performance. (8 Ed). EUA: Prentice Hall.
9780136073734
X
ISBN
Vai, M. Michael. (2000). VLSI design. (1 Ed). EUA: CRC Press. ISBN
9780849318764

SECRETARA ACADMICA
TEACHER EDUCATIONAL PROFILE PER LEARNING UNIT
ACADEMIC UNIT:
Escuela Superior de Cmputo.
ACADEMIC PROGRAM:
FORMATION AREA:
ACADEMY:
Institutional
Basic Scientific
Sistemas Digitales
LEVEL:
Professional
III
Terminal and
Integration
LEARNING UNIT: Advanced Architectures
SPECIALTY AND ACADEMIC REQUIRED LEVEL:
Master Degree or Doctor in Computer Science.
1. AIM OF THE LEARNING UNIT:

The student creates high-performance computing components based on computer advanced
architectures.
2. PROFESSOR EDUCATIONAL PROFILE:
KNOWLEDGE
Sequential and
combinational logic
circuits.
VLSI Design.
Hardware description.
FPGAs
Computer
Architecture.
Parallel Architectures.
MEI.
English language
PROFESSIONAL
EXPERIENCE
One-year-experience in
VSLI design.
One-year-experience in
FPGAs development.
Two-years-experience in
handling groups and
collaborative work.
One-year-experience as a
Professor of Higher
Education.
DESIGNED BY
M. en C. Edgardo Adrin Franco Martnez

Coordinating Professor
Dr. Consuelo VariniaGarca Mendoza
M. en C. Daniel Cruz Garca
Collaborating Professors
ABILITIES
APTITUDES
Analysis and synthesis.

Leadership.
Decision making.
Conflict Resolution.
Group management.
Verbal fluency of ideas.
Teaching Skills.
REVISED BY

Subdirector Acadmico
Responsible.
Honest.
Respectful.
Tolerant.
Assertive.
Collaborative.
Participative.
AUTORIZED BY
Ing. Apolinar Francisco Cruz Lzaro

Director
Date: 2011

SECRETARA ACADMICA
ACADEMIC UNIT:
ACADEMIC PROGRAM:

Distributed DataBase.
LEARNING UNIT:
LEVEL: III
AIM OF THE LEARNING UNIT :
The student implements Distributed Database Systems through mainly design methodologies and architectural
alternatives for distributed database.
CONTENTS:
I. Distributed Systems.
II. Distributed Database System.
III. Distributed Database Architectures.
IV. Design of a Distributed Database.
The professor will apply a Projects-Based learning process, through analogical methods using analysis techniques,
technical data, charts, cooperative presentation, exercise solving and the production of the learning evidences.
Moreover, an autonomous learning will be encouraged by the development of a final project.
EVALUATION AND PASSING REQUIREMENTS

The program will evaluate the students in a continuous formative and summative way, which will lead into the
completion of project portfolio. Some other assessing methods will be used, such as revisions, practicals, class
participation, exercises, learning evidences and a final project.
Other means to pass this Unit Learning:
Evaluation of acknowledges previously acquired, with base in the issues defined by the academy.
Official recognition by either another IPN Academic Unit or by a National or International external
Academic Institution besides IPN.
REFERENCES:
Elmasri, R. Navathe, S. B. (2007). Fundamentos de Sistemas de Bases de Datos. (Quinta Edicin).
Madrid Espaa: Pearson/Addison Wesley ISBN: 978-84-7829-085-7.
Stefano, C, Giuseppe, P. (1985). Distributed Databases Principles & Systems. Estados Unidos: Mc GrawHill Inc. ISBN: 978-0070108295.
Tamer, M. O., Valduriez P.(1999). Principles of Distributed Database Systems. (Second Edition). Estados
Unidos: Prentice Hall. ISBN: 978-0136597070.
Tanenbaum A.S., Van Steen M. (2007). Sistemas Distribuidos Principios y Paradigmas. (Segunda
Edicin). Mxico: Pearson Education Prentice Hall. ISBN: 978-970-26-1280-3.
Wujuan, L., Veeravalli, B. (2003). Object Management in Distributed Database System for Stationary and
Mobile Computing Environments: A Competitive Approach. USA: Kluwer Academic Publishers.
ISBN: 978-1-4020-7600-8.

SECRETARA ACADMICA
ACADEMIC UNIT: Escuela Superior de Cmputo
LEARNING UNIT: Distributed DataBase.
ACADEMIC PROGRAM: Ingeniera en Sistemas

Computacionales
TYPE OF LEARNING UNIT: Theorical Practical Optative.

VALIDITY: August 2011
LATERAL OUTPUT: Analista Programador de

LEVEL: III
CREDITS: 7.5 TEPIC 4.39 SATCA
FORMATION AREA: Professional

MODALITY: Presence
ACADEMIC AIM
Furthermore, this program to provide the knowledge to design distributed database systems, being caused the
independent learning by means of the use of tools and methods; developing abilities to use different algorithms in the
partitioning and data allocation for different sites at distributed database. It contributes to the debit profile reinforcing it
integration of the knowledge of other Units of Learning to plan, to negotiate and to foment the analysis skills; designing
and coordinating projects in the context of distributed systems and database topics. It dominates the practical and
methodological principles, aspects for the construction of systems. Decision making, solution of problems, assertive
communication, and creative, strategic thought. This unit has the units Data Base as antecedents.
AIM OF LEARNING UNIT:

The student implements Distributed Database Systems through mainly design methodologies and architectural
alternatives for distributed database.
CREDITS HOURS
THEORETICAL CREDITS/WEEK:3.0

de Ingeniera de Software
PRACTICAL CREDITS/WEEK:1.5
REVISED BY:
THEORETICAL
HOURS/SEMESTER:54
PRACTICAL HOURS/SEMESTER:27

Subdireccin Acadmica
APPROVED BY:
AUTONOMUS LEARNING HOURS: 54

CREDITS HOURS/SEMESTER:81

Presidente del CTCE.

Programas Acadmicos del Consejo
_______________________________
Domnguez
Secretario Tcnico de la Comisin
de Programas Acadmicos

SECRETARA ACADMICA
LEARNING UNIT:
Distributed DataBase
PAGE:
THEMATIC UNIT: I
OUT OF
10
TITLE: Distributed Systems
UNIT OF COMPETENCE
The student relates issues of Distributed Systems through its characteristics.
No.
Teacher ledinstruction
HOURS
CONTENTS
Autonomous
Learning
HOURS
T
1.1
1.1.1
Introduction to Distributed Systems

Definition of a Distributed System.
0.5
1.5
1.2
1.2.1
1.2.2
1.2.3
1.2.4
Issues of Distributed System.

Openness.
Transparency.
Issues for Open System.
Scalability
2.5
3.0
1.5
1.3
1.3.1
1.3.2
1.3.3
Sorts of Distributed Systems.

Distributed Computing System.
Distributed Information System.
Distributed Pervasive System.
2.0
3.0
1.5
7.5
3.0
Subtotals:
5.0
0.0
REFERENCES KEY
7B
TEACHING PRINCIPLES
This Thematic Unit must begin with a framing of the course and the formation of teams. Will be Projects-Based learning
strategy, trough analogical method, with the techniques of elaboration of charts, concept mapping, exhibition in team,
practical and production of learning evidence and the accomplishment of a project proposal.
LEARNING EVALUATION
Diagnostic Test
Project Portfolio:
Charts
Concept Mapping
Cooperative Presentation
Proposal of project
Practical w/report
Self-Evaluation Rubrics
Cooperative Evaluation Rubrics
Written Learning Evidence
5%
5%
10%
20%
20%
5%
5%
30%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OUT OF
10
THEMATIC UNIT: II
TITLE: Distributed Database System

UNIT OF COMPETENCE
The student compares characteristics of a Distributed Database System through terminology of Distributed Processing.
No.
HOURS
CONTENTS
Autonomous
Learning
HOURS
T
2.1
2.1.1
Distributed Database
Definition.
0.5
1.0
2.2
2.2.1
2.2.2
Distributed Database Management System

Components.
Advantages
0.5
1.0
1.0
2.3
Distributed Processing and Distributed Databases.
0.5
0.5
1.0
1.0
2.4
Distributed Database Transparency Features.
1.0
0.5
1.0
1.0
2.5
Data Fragmentation.
1.5
0.5
1.0
1.0
2.6
Data Replication.
0.5
0.5
1.0
1.0
2.7
Data Allocation.
0.5
1.0
1.0
7.5
6.0
Subtotals: 5.0
2.0
TEACHING PRINCIPLES
REFERENCES KEY
8C,1B, 4C
Will be projects-Based learning strategy, trough analogical method, trough analogical method, with the techniques of
elaboration of charts, concept mapping, exhibition in team, advance of the project, practical and production of learning
evidences.
LEARNING EVALUATION
Project Portfolio:
Report of Practicals
Concept Mapping
Advance of the Project
Writing Learning Evidence
20%
5%
5%
20%
5%
5%
40%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OUT OF
10
THEMATIC UNIT: III
TITLE: Distributed Database Architectures.

UNIT OF COMPETENCE
The student compares architectural models and architectural alternatives for distributed database through reference a
models for distributed database.
No.
HOURS
CONTENTS
T
3.1
3.1.1
3.1.2
3.1.3
3.1.3
3.2
3.2.1
3.2.2
3.2.3
3.3
3.3.1
3.3.2
3.3.3
3.3.4
Architectural Model for Distributed Database

Management System.
Autonomy
Distribution
Heterogeneity
Architectural Alternatives
Distributed Database Management System
Architecture
Client/Server System
Distributed Database System
Multidatabase Architecture
Reference architecture for distributed database.
2.0
Autonomous
Learning
HOURS
T
3.0
1.5
1.0
1.0
3.0
3.0
2.0
1.0
3.0
1.5
9.0
6.0
Global Conceptual Schema

Fragmentation Schema
Allocation Schema
Characteristics of Reference architecture for
distributed database.
Subtotals: 5.0
2.0
TEACHING PRINCIPLES
REFERENCES KEY
6B, 2C, 3C, 5B
Will be projects-Based learning strategy, trough analogical method, trough analogical method. with the techniques of
evidences.
LEARNING EVALUATION
Project Portfolio:
Report of Practical
Charts
Concept Mapping
20%
5%
5%
20%
5%
5%
40%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OUT OF
10
THEMATIC UNIT: IV
TITLE: Design of a Distributed Database.

UNIT OF COMPETENCE
The student designs a Distributed Database System through an alternative design strategy.
No.
CONTENTS
HOURS
T
Autonomous
Learning
HOURS
T
REFERENCES KEY
4.1
4.1.1
4.1.2
Alternative Design Strategies

Top-Down Design Process
Bottom- Up Design Process
6B
4.2
4.2.1
4.2.2
4.2.3
Fragmentation.
Reasons for Fragmentation.
Fragmentation Alternatives.
Correctness Rules of Fragmentation.
2.0
4.3
4.3.1
4.3.2
4.3.3
Fragmentation Alternatives
Horizontal Fragmentation.
Vertical Fragmentation.
Hybrid Fragmentation.
1.5
1.5
4.0
4.0
4.4
4.4.1
4.4.2
4.4.3
Allocation
Allocation Problem.
Information Requirements.
Allocation Model.
1.5
0.5
3.0
2.0
1.0
2.0
Subtotals: 6.0
2.0
9.0
6.0
TEACHING PRINCIPLES
Will be projects-Based learning strategy, trough analogical method, trough analogical method. with the techniques of
exercise-solving, cooperative presentation, practical and learning evidence, the production of the learning evidences
and the presentation of the final project.
LEARNING EVALUATION
Project Portfolio:
Report of Practical
Exercise-solving
Concept Mapping
Final Project
Self-Evaluation Rubric
20%
5%
5%
20%
5%
5%
40%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OUT OF
No.
THEMATIC
UNITS
DURATION
Relational Database Management System.
I,II
5.0
Centralized
System.
II
6.0
Multidatabase architecture System.
III
8.0
Partitioning
database.
IV
8.0
TOTAL OF
HOURS
27.0
Database
Algorithms
Architecture
for
distributed

The practicals worth 20% in each thematic unit.
Practicals are considered mandatory to pass this unit learning.
ACCOMPLISHMENT
LOCATION
Computer Labs
10

SECRETARA ACADMICA
LEARNING UNIT:
PERIOD
1
UNIT
I
PAGE:
Continuous evaluation
EVALUATION TERMS
70%
30%
II
60%
40%
III
Continuous Evaluation
60%
40%
IV
60%
40%
OUT OF
10
The learning Unit I is 20% worth of the final score.

The learning Unit II is 20% worth of the final score.
The learning Unit III is 30% worth of the final score.
The learning Unit IV is 30% worth of the final score.
Other means to pass this Learning Unit:
Evaluation of acknowledges previously acquired, with base in the issues
defined by the academy.
Official recognition by either another IPN Academic Unit or by a National or

International external Academic Institution besides IPN.
If accredited by Special Assessment or a certificate of proficiency, it will be based on

SECRETARA ACADMICA
LEARNING UNIT:
KEY
1
B
X
PAGE:
OUT OF
10
REFERENCES
Elmasri, R. Navathe, S. B. (2007). Fundamentos de Sistemas de Bases
de Datos. (Quinta Edicin). Madrid Espaa: Pearson/Addison Wesley
ISBN: 978-84-7829-085-7.
Mannino, M. V. (2007). Administracin de bases de datos, diseo y

desarrollo de aplicaciones. (Tercera Edicin). Mxico: Mc Graw Hill
Interamericana. ISBN: 978-970-10-6109-1.
Ricardo C. M.(2009). Bases de Datos. Mxico D.F.: Mc Graw Hill.

ISBN: 978-970-10-7275-2.
Rob, P., Coronel C. (2004). Sistemas de Bases de Datos. (Quinta

Edicin). Mxico DF: Thompson Learning Course Technology.
ISBN: 970-686-2862.
Stefano, C, Giuseppe, P. (1985). Distributed Databases Principles &

Systems. Estados Unidos: Mc Graw-Hill Inc. ISBN: 978-0070108295.
Tamer, M. O., Valduriez P.(1999). Principles of Distributed Database

Systems. (Second Edition). Estados Unidos: Prentice Hall.
ISBN: 978-0136597070.
Tanenbaum A.S., Van Steen M.(2007). Sistemas Distribuidos Principios y

Paradigmas. (Segunda Edicin). Mxico: Pearson Education Prentice
Hall. ISBN :978-970-26-1280-3.

SECRETARA ACADMICA
ACADEMIC UNIT:
ACADEMIC
PROGRAM:
FORMATION AREA:
ACADEMY:
Institutional
LEVEL
Basic Scientific
Ingeniera de Software
Professional
LEARNING UNIT:
SPECIALTY AND ACADEMIC REQUIERED LEVEL:
III
Terminal and
Integration
Distributed DataBase.
Masters Degree or Doctor in Computer Science

The student implements Distributed Database Systems through mainly design methodologies and
architectural alternatives for distributed database.
KNOWLEDGE
Data Modeling
Distributed System
SQL Standard
Management System
Architecture
Knowledge of the
Institutional
Educational Model
English Language
PROFESSIONAL
EXPERIENCE
A year designs
computational systems
A year experience develop
database systems
Two Years working in
groups and work
collaborative.
A year experience in the
Institutional Educational
Model.
DESIGNED BY
M. en C. Euler Hernndez Contreras

COORDINATING PROFESSOR
ABILITIES
APTITUDES

Leadership.
Decision Making.
Problems resolution.
Applications of Institutional
Educational Model.
Distinguish
architectural
models and architectural
alternatives for distributed
database.
REVISED BY

Responsible.
Honest.
Respectful.
Tolerant.
Assertive.
Colaborative.
Participative.
AUTHORIZED BY

Director
Dra. Lorena Chavarra Bez

COLLABORATING PROFESSORS
Date:
2011

SECRETARA ACADMICA
ACADEMIC UNIT:
ACADEMIC PROGRAM:
Ingeniera en Sistemas Computacionales.
LEARNING UNIT:
Evolutionary Computing
LEVEL: III

The student designs tools for data analysis based on bio-inspired paradigms.
CONTENTS:
I.
Optimization and bio-inspired optimization algorithms.
II. Biological systems modeling and systems biology.
III. Web applications and high-performance computing in Bioinformatics.
The learning unit will be addressed from the project-oriented learning strategy, the teacher apply the heuristic
method, with which it carried out learning activities that will guide the development of skills of abstraction, analysis
and design of efficient algorithms, using theoretical and practical tools, such is the case for the implementation of
computer programs that demonstrate the concepts of the unit. The activities done in class to encourage students
some techniques, such as collaborative, participatory, brainstorming, graphic organizers, inquiry documents,
worksheets, supplementary statement of issues, discussion and directed the execution of a project software. It is
the responsibility of the teacher decide the features of the project and the programs implemented by fixing the time
of preparation and delivery.
This learning unit will be assessed from the portfolio of evidence, which is made up of: formative assessment,
summative and self-assessment and peer assessment rubrics.
REFERENCES:
Alon, U. (2007). An introduction to systems biology : design principles of biological circuits. (1a Ed.). Boca
Raton, FL: Chapman & Hall/CRC. ISBN: 978-1584886426.
Cauldwell, P. (2002). Servicios Web XML. (1a Ed.). Madrid, Espaa: Desarrollos Editoriales, S. L., Anaya
Multimedia. ISBN: 978-8441513631.
Coffey, W.T. Kalmykov, Y.P. (2006). Fractals, diffusion, and relaxation in disordered complex systems. (1a
Ed.). New Jersey: Wiley-Interscience. ISBN: 978-0471725077.
Cormen, T. H. (2009). Introduction to algorithms (3a Ed.). Cambridge, Mass. : MIT Press. ISBN: 9780262533058.
Goles, E. (2009). Cellular automata: dynamical systems and neural networks. (2a Ed.). Boston: Kluwer
Academic Publishers. ISBN: 978-9048143825.

SECRETARA ACADMICA
ACADEMIC UNIT: Escuela Superior de Cmputo.

Computacionales
Sistemas de Informacin.
MODALITY: Presence.
LEARNING UNIT: Evolutionary Computing

TYPE OF LEARNING UNIT: Theorical - Practical, Optative.
VALIDITY: August, 2011.
LEVEL: III.
CREDITS: 7.5 Tepic, 4.39 SATCA
ACADEMIC AIM
This learning unit contributes to the exit profile of the Engineer in Computer Systems to develop the skills of effective
problem solving in complex dynamic systems modeling of practical problems. It also develops strategic thinking, creative
thinking, collaborative and participatory and assertive communication.
Requires learning units Probability and Statistics and Bioinformatics with the knowledge to the analysis of biological,
Advanced Mathematics for Engineering and Discrete Mathematics with the use of theoretical tools to characterize the
objects of study.

CREDITS HOURS

Academia de Ciencias de la Computacin

PRACTICAL CREDITS / WEEK:
1.5
THEORETICAL HOURS / SEMESTER:

54
REVISED BY:
Dr. Flavio Arturo Snchez Garfias.
PRACTICAL HOURS / SEMESTER: 27

AUTONOMOUS LEARNING HOURS: 54
CREDITS HOURS / SEMESTER:
81
AUTHORIZED
BY:
Comisin
de
General Consultivo del IPN
APPROVED BY:
Ing. Apolinar Francisco Cruz Lzaro.
Presidente del CTCE

Domnguez
Secretario Tcnico de la Comisin de
Programas Acadmicos

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OUT OF
THEMATIC UNIT: I
TITLE: Optimization and bio-inspired optimization algorithms.

UNIT OF COMPETENCE
The student solves optimization problems based on bio-inspired algorithms techniques.
No.
HOURS
CONTENTS
Autonomous
Learning
HOURS
T
2.0
P
1.5
T
4.0
P
3.0
Optimization
Artificial Neural Networks
Self-organizing maps
Genetic algorithms
Autoimmune system
2.0
1.5
4.0
3.0
Other bio-inspired algorithms
2.0
1.1
1.1.1
1.1.2
1.1.3
Advanced Programming Techniques

Dynamic Programming
Integer Linear Programming
Gradient methods
1.2
1.2.1
1.2.2
1.2.3
1.2.4
1.3
Subtotals:
6.0
REFERENCES
KEY
B1, B2, B3,

C7, C8, C13
4.0
3.0
12.0
6.0
TEACHING PRINCIPLES
strategy, trough inductive method, with the techniques of elaboration of charts, technical data and exercise-solving,
exhibition in team, practical and production of learning evidence and the accomplishment of a project proposal.
LEARNING EVALUATION
Diagnostic Test
Project Portfolio:
Technical data
5%
Charts
5%
Exercise-solving
10%
10%
20%
Proposal of project
10%
5%
Cooperative Evaluation Rubrics 5%
30%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OUT OF
THEMATIC UNIT: II
TITLE: Biological systems modeling and systems biology.

UNIT OF COMPETENCE
The student designs data-collection probabilistic models based on biological systems modeling techniques.
No.
HOURS
CONTENTS
2.1
2.1.2
2.1.3
2.1.4
2.1.5
Modeling biological systems

Morphogenesis
Turing patterns
Cellular automata
Fractals
2.2
2.2.1
2.2.2
2.2.3
2.2.4
Systems biology
Biological control systems
Modeling metabolic pathways
Synthetic Biology
Artificial Life
Subtotals:
Autonomous
Learning
HOURS
T
3.0
P
1.5
T
6.0
P
3.0
3.0
1.5
6.0
3.0
6.0
3.0
12.0
6.0
REFERENCES
KEY
B3, B4, C9,

C11, C12
TEACHING PRINCIPLES
Will be projects-Based learning strategy, trough heuristic method, with the techniques of charts, exercise-solving,
cooperative presentation, advance of the project, practical and the production of the learning evidences.
LEARNING EVALUATION
Project Portfolio:
Technical data
5%
Charts
5%
Computer programs w/report 15%
10%
15%
Proposal of project
30%
2%
15%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OUT OF
THEMATIC UNIT: III
TITLE: Web applications and high-performance computing in Bioinformatics

UNIT OF COMPETENCE
The student designs Web applications and high-performance computing systems in Bioinformatics based on the latest
techniques.
No.
HOURS
CONTENTS
3.1
3.1.1
3.1.2
3.1.3
3.1.4
High Performance Computing in Bioinformatics

Complexity in Bioinformatics
Distributed computing
Parallel computing
Collaborative computing
3.2
3.2.1
3.2.1
Web applications in Bioinformatics

Web Services
Data Mining
Subtotals:
Autonomous
Learning
HOURS
T
3.0
P
1.5
T
6.0
P
3.0
3.0
1.5
6.0
3.0
6.0
3.0
12.0
6.0
REFERENCES KEY
B5, B6, C9, C10
TEACHING PRINCIPLES
Will be projects-Based learning strategy, trough inductive and heuristic methods, with the techniques of elaboration of
exercise-solving, cooperative presentation, practical and learning evidence, the production of the learning evidences and
advance of the project.
LEARNING EVALUATION
Project Portfolio:
Technical data
5%
Charts
5%
10%
10%
Project report
50%
5%

SECRETARA ACADMICA
LEARNING UNIT:
Evolutionary Computation
PAGE:
OUT OF
No.
THEMATIC
UNITS
DURATION
Efficient optimization
3.0
Bio-inspired optimization
6.0
Generation of patterns observed in

nature
II
3.0
Biological control model
II
6.0
Generating an application of high

performance computing
III
3.0
Web application for access to biological

information
III
6.0
TOTAL OF
HOURS
27.0

The practicals are considered mandatory to pass this learning unit.
The practicals worth 20% in thematic unit I.
The practicals worth 15% in thematic unit II.
The practicals worth 10% in thematic unit III.
ACCOMPLISHMENT
LOCATION
Computer Labs.

SECRETARA ACADMICA
Digital processing of Voice and Image
LEARNING UNIT:
PERIOD
1
2
3
UNIT
I y II
III
IV
PAGE:
OUT OF
EVALUATION TERMS
Continuous evaluation 70% and written learning evidence 30%
Continuous evaluation 100%
The learning unit I is 30% worth of the final score
The learning unit II is 30% worth of the final score
The learning unit III is 40% worth of the final score
Official recognition by either another IPN Academic Unit of the IPN or by a
national or international external academic institution besides IPN.
KEY
X
7
X
8
X
9
X
10
X
11
X
12
X
13
REFERENCES
Alon, U. (2007). An introduction to systems biology : design principles of biological
circuits. (1a Ed.). Boca Raton, FL: Chapman & Hall/CRC. ISBN: 978-1584886426.
Cauldwell, P. (2002). Servicios Web XML. (1a Ed.). Madrid, Espaa: Desarrollos
Editoriales, S. L., Anaya Multimedia. ISBN: 978-8441513631.
Coffey, W.T. Kalmykov, Y.P. (2006). Fractals, diffusion, and relaxation in disordered
complex systems. (1a Ed.). New Jersey: Wiley-Interscience. ISBN: 978-0471725077.
Cormen, T. H. (2009). Introduction to algorithms (3a Ed.). Cambridge, Mass. : MIT
Press. ISBN: 978-0262533058.
Goles, E. (2009). Cellular automata: dynamical systems and neural networks. (2a
Ed.). Boston: Kluwer Academic Publishers. ISBN: 978-9048143825.
Helman, N. Wendell, L. Peisajovich, S. Pincus, D. Sommovilla, N. (2007). Bio
Building Basics: A Conceptual Instruction. Manual for Synthetic Biology. (1a Ed.).
USA: University of California San Francisco.
Kohonen, T. (2008). Self-organizing maps. (3a. Ed.). Berlin: Springer. ISBN: 9783540679219.
Kuri, M. A. (2002). Algoritmos genticos. (1a Ed.). Mxico: Fondo de Cultura
Econmica. ISBN: 9789681663834.
Maimon, O. Rokach, L. (2010). Data mining and knowledge discovery handbook. (2a
Ed.). New York: Springer. ISBN: 978-0387098227.
Mata, C.H. (1966). Algebra matricial con determinantes, espacios vectoriales,
programacin lineal. (1a Ed.). Madrid, Espaa: Dossat. ISBN: 9684228864.
Resnick, M. (2001). Turtles, termites, and traffic jams : explorations in massively
parallel microworlds. (2a Ed.). Cambridge, Mass.: MIT Press. ISBN: 9780262680936.
Sarker, R. Mahammadian, M. Xin, Y. (2002). Evolutionary optimization. (1a Ed.).
New York: Klower Academic. ISBN: 978-0792376545.
Torres, J.J. (2000). Conceptos de cmputo paralelo. (1a Ed.). Mxico: Trillas. ISBN:
978-9682462221.

SECRETARA ACADMICA
ACADEMIC UNIT:
ACADEMIC PROGRAM:

FORMATION AREA:
ACADEMY:
Institutional
Ciencias de la Computacin
Basic Scientific
LEARNING UNIT:
LEVEL
Professional
III
Terminal and
Integration
Evolutionary Computation
SPECIALTY AND ACADEMIC REQUIRED LEVEL: Masters Degree or Doctor in Computer Science.
2.

3. PROFFESSOR EDUCATIONAL PROFILE:

KNOWLEDGE
Methods of
analysis of
algorithms.
Algorithm design
techniques.
Evolutionary
Computation
Programming
languages.
MEI.
English Language
PROFESSIONAL
EXPERIENCE
One year
experience in the
analysis of
algorithms.
One year
experience in the
use of algorithm
design techniques.
Two years
experience in
handling groups
and collaborative
work.
One year
experience as a
Professor of
Higher Education.
ABILITIES
Analysis and
synthesis.
Problems
resolution.
Cooperative.
Leadership.
Applications of
Institutional
Educational
Model.
Decision making.
APTITUDES
Responsible.
Tolerant.
Honest.
Respectful.
Collaborative.
Participative.
Interested to learning.
Assertive.
DESIGNED BY
REVISED BY
AUTHORIZED BY
Rosaura Palma Orozco

COORDINATING PROFESOR


Director
Date: 2011

SECRETARA ACADMICA
ACADEMIC UNIT:
ACADEMIC PROGRAM:
LEARNING UNIT:
Bioinformatics
LEVEL: III

The student Produces the structural, functional and evolutionary information in biological sequences biochemical
and biophysical knowledge based on coding in the language of biological sequences.
CONTENTS:
I. Introduction to Bioinformatics and Biomathematics.
II. Visualization of biomolecules and sequence analysis.
III. Physical modeling and activity structure relation.
REFERENCES:
Abel Fabre, F. (2001). Biotica: orgenes, presente y futuro. (1 Ed.). Espaa: Instituto Borja de Biotica.
ISBN (10): 84-7100-799-1.
Alonso Bedate, C. Mayor Zaragoza, F. (2003). Gen-tica. (1 Ed.). Barcelona, Espaa: Editorial Ariel. ISBN
(10): 84-344-1241-1.
Ashby, W.R. (1957). An Introduction To Cybernetics. (2a Ed.). London: Chapman & Hall. ISBN (13): 9780412056703.
Attwood,T. K. Parry-Smith, D. J. (2002). Introduccin a la Bioinformtica (1 Ed.). Madrid, Espaa: Prentice
Hall. ISBN (13): 978-8420535517.
Bollobs, B. (1979). Graph theory: an introductory course. (1a Ed.). New York: Springer Verlag. ISBN (13):
978-0387903996.

SECRETARA ACADMICA
Computacionales
MODALITY: Presence.
LEARNING UNIT: Bioinformatics

LEVEL: III.
ACADEMIC AIM
This learning unit contributes to the profile of graduates of Engineering in Computer Systems to develop the skills of
effective problem solving in complex dynamic systems modeling of practical problems. It also develops strategic thinking,
creative thinking, collaborative and participatory and assertive communication.
Requires from learning units Probability and Statistics with the knowledge to analyze information, Advanced Mathematics
for Engineering and Discrete Mathematics with the use of theoretical tools to characterize the objects of study.

The student Produces the structural, functional and evolutionary information in biological sequences biochemical and
biophysical knowledge based on coding in the language of biological sequences.
CREDITS HOURS


1.5

54
REVISED BY:

81
AUTHORIZED
BY:
Comisin
de
APPROVED BY:
Presidente del CTCE

Domnguez
Programas Acadmicos

SECRETARA ACADMICA
LEARNING UNIT:
Bioinformatics
PAGE:
OUT OF
THEMATIC UNIT: I
TITLE: Introduction to Bioinformatics and Biomathematics.

UNIT OF COMPETENCE
The student describes biological systems based on the fundamentals of Bioinformatics and Biomathematics.
No.
HOURS
CONTENTS
1.1
1.1.1
1.1.2
1.1.3
1.1.4
Introduction to Bioinformatics
General systems theory
Bioinformatics
Biological sequences
Bioethics
1.2
1.2.1
1.2.2
1.2.3
1.2.4
1.2.5
1.2.6
Basics of Biomathematics
Matrix algebra
Optimization
Combinatorics
Graph theory
Information Theory
Grammars
Subtotals:
Autonomous
Learning
HOURS
T
3.0
P
1.5
T
6.0
P
3.0
3.0
1.5
6.0
3.0
6.0
3.0
12.0
6.0
REFERENCES
KEY
B1, B3, C4,

C7, C8, C9,
C10, C11,
C12, C15
TEACHING PRINCIPLES
strategy, trough the heuristic method, with the techniques of elaboration of charts, technical data and exercise-solving,
LEARNING EVALUATION
Diagnostic Test
Project Portfolio:
Proposal of project
10%
Charts
5%
Technical data
5%
Exercise-solving
10%
10%
20%
2%
35%

SECRETARA ACADMICA
LEARNING UNIT:
Bioinformatics
PAGE:
OUT OF
THEMATIC UNIT: II
TITLE: Visualization of biomolecules and sequence analysis.

UNIT OF COMPETENCE
The student analyzes sequences of biomolecules based bioinformatics tools.
No.
HOURS
CONTENTS
2.1
2.1.1
2.1.2
Viewing biomolecules
Types of scientific visualization
Generation of computer graphics
2.2
2.2.1
2.2.2
2.2.3
2.2.4
Sequence Analysis
Pattern Recognition
Threading homology
Phylogenetic
Genomics
Subtotals:
Autonomous
Learning
HOURS
T
3.0
P
1.5
T
6.0
P
3.0
3.0
1.5
6.0
3.0
6.0
3.0
12.0
6.0
REFERENCES
KEY
B1, B3, C4,

C13
TEACHING PRINCIPLES
LEARNING EVALUATION
Project Portfolio:
Technical data
Charts
Computer programs
5%
5%
10%
10%
10%
30%
2%
3%
25%

SECRETARA ACADMICA
LEARNING UNIT:
Bioinformatics
PAGE:
OUT OF
THEMATIC UNIT: III
TITLE: Physical modeling and activity structure relation.

UNIT OF COMPETENCE
The student Simulates physical and biological events based structure activity relationship between biomolecules.
No.
HOURS
CONTENTS
3.1
3.1.1
3.1.2
3.1.3
3.1.4
Physical-biological modeling of biomolecules

Potential Landscape
Molecular Dynamics
Monte Carlo methods
Structure prediction
3.2
3.2.1
3.2.2
3.2.3
Structure activity relationship between biomolecules

Quantifying the business relationship - structure
Biomolecular docking
Combinatorial models
Subtotals:
Autonomous
Learning
HOURS
T
3.0
P
1.5
T
6.0
P
3.0
3.0
1.5
6.0
3.0
6.0
3.0
12.0
6.0
REFERENCES KEY
B2, C4, C5, C14
TEACHING PRINCIPLES
LEARNING EVALUATION
Project Portfolio:
Technical data
5%
Charts
5%
Computer programs
20%
10%
10%
5%
Project Report
40%

SECRETARA ACADMICA
LEARNING UNIT:
Bioinformatics
PAGE:
OUT OF
No.
THEMATIC
UNITS
DURATION
Biological information
3.0
Computer Tools for Biomathematics
6.0
Interactive visualization of biomolecules
II
3.0
Homology modeling
II
6.0
Biomolecular Simulation
III
3.0
Search for drug candidates
III
6.0
TOTAL OF
HOURS
27

ACCOMPLISHMENT
LOCATION
Computer Labs.

SECRETARA ACADMICA
Bioinformatics
LEARNING UNIT:
PERIOD
1
2
3
UNIT
I y II
III
IV
PAGE:
OUT OF
EVALUATION TERMS
Continuous evaluation 100%.
KEY
X
3
4
10
11
12
13
14
15
REFERENCES
Abel Fabre, F. (2001). Biotica: orgenes, presente y futuro. (1 Ed.). Espaa:
Instituto Borja de Biotica. ISBN (10): 84-7100-799-1.
Alonso Bedate, C. Mayor Zaragoza, F. (2003). Gen-tica. (1 Ed.). Barcelona,
Espaa: Editorial Ariel. ISBN (10): 84-344-1241-1.
Ashby, W.R. (1957). An Introduction To Cybernetics. (2a Ed.). London: Chapman &
Hall. ISBN (13): 978-0412056703.
Attwood,T. K. Parry-Smith, D. J. (2002). Introduccin a la Bioinformtica (1 Ed.).
Madrid, Espaa: Prentice Hall. ISBN (13): 978-8420535517.
Bollobs, B. (1979). Graph theory: an introductory course. (1a Ed.). New York:
Springer Verlag. ISBN (13): 978-0387903996.
Brookshear, J. G. (2000). Teora de la computacin: lenguajes formales, autmatas y
complejidad. (3 Ed.). Mxico: Addison Wesley Longman. ISBN (13): 9789684443846.
Cuevas, G. Corts, F. (2003). Introduccin a la Qumica Computacional. (1 Ed.).
Mxico: Fondo de Cultura Econmica. ISBN (13): 978-9681671051.
Gibas, C. Jambeck, P. (2001). Developing Bioinformatics Computer Skills. (1a Ed.).
USA: O'Reilly. ISBN (13): 978-1600330292.
Grimaldi Ralph, P. (1998). Matemticas discreta y combinatoria: Introduccin y
aplicaciones. (3 Ed.). Mxico: Addison-Wesley Iberoamericana. ISBN (13): 9789684443242.
Grossman, S. I. (2008). Algebra lineal. (6 Ed.). Mxico: Mc Graw-Hill. ISBN (13):
978-9701008904.
Hearn, D. Baker, P. (2005). Grficos Por Computadora Con Opengl. (3a Ed.).
Madrid, Espaa: Pearson Educacin. ISBN (13): 978-8420539805.
Leach, A. (2001). Molecular Modelling: Principles and Applications. (2a Ed.).
Singapur: Prentice Hall. ISBN (13): 978-0582382107.
Sarabia, A.A. (ao). La Teora General de Sistemas: Ingeniera de Sistemas. (1a
Ed.). Madrid, Espaa: editorial. ISBN (13): 978-9681815677.
Schlick, T. (2002). Molecular Modeling and Simulation - An Interdisciplinary Guide.
(2a Ed.). New York: Springer. ISBN (13): 978-0387954042.
Xiong, J. (2006). Essential Bioinformatics. (1a Ed.). London: Cambridge University
Press. ISBN (13): 978-0521840989.

SECRETARA ACADMICA
ACADEMIC UNIT:
ACADEMIC PROGRAM:

FORMATION AREA:
ACADEMY:
Institutional
Basic Scientific
LEARNING UNIT:
LEVEL
Professional
III
Terminal and
Integration
Bioinformatics
The student Produces the structural, functional and evolutionary information in biological sequences
biochemical and biophysical knowledge based on coding in the language of biological sequences.
KNOWLEDGE
Methods of
analysis of
algorithms.
Algorithm design
techniques.
Bioinformatics
Programming
languages.
MEI.
English Language
PROFESSIONAL
EXPERIENCE
One year
experience in the
analysis of
algorithms.
One year
experience in the
use of algorithm
design techniques.
Two years
experience in
handling groups
and collaborative
work.
One year
experience as a
Professor of
Higher Education.
ABILITIES
Analysis and
synthesis.
Problems
resolution.
Cooperative.
Leadership.
Applications of
Institutional
Educational
Model.
Decision making.
APTITUDES
Responsible.
Tolerant.
Honest.
Respectful.
Collaborative.
Participative.
Assertive.
DESIGNED BY
REVISED BY
AUTHORIZED BY



Director
Date: 2011

SECRETARA ACADMICA
ACADEMIC UNIT:
ACADEMIC PROGRAM:
LEARNING UNIT:
Cryptography
LEVEL: III

The student designs primitives and cryptographic applications using existant algorithms, techniques and existant
tools.
CONTENTS:
I.
Cryptography Fundamentals.
II.
Symmetric Cryptography.
Public key Cryptography.
III.
Digital Signatures.
IV.
The teacher will apply a Projects-Based learning process, through inductive and heuristic methods using analysis
techniques, technical data, charts, cooperative presentation, exercise-solving and the production of the learning
evidences. Moreover, an autonomous learning will be encouraged by the development of a final project.
EVALUATION ANDPASSING REQUERIMENTS:
completion of learning portfolio. Some other assessing methods will be used, such as revisions, lab practicals, class
REFERENCES:
Konheim, A. G. (2007). Computer Security and cryptography. United States of America: Ed. John Wiley &
Sons. ISBN-13: 978-0471947837.
Paar, C. Pelzl ,J. Preneel B. (2009) Understanding Cryptography: A textbook for students and
practitioners. United States of America: Ed. Springer Verlag. ISBN-13: 978-3642041006.
Stallings, W. (2010) Cryptography and network security. (5 Ed.). United States of America: Ed. Prentice
Hall. ISBN-13: 978-00136097044.
Stinson, D. R. (2005). Cryptography: theory and practice. (3 Ed.). United States of America: Ed.
Chapman&Hall/CRC. ISBN-13: 978-1584885085.
Trappe, W., Washington L. (2006) Introduction to Cryptography with Coding Theory. (2 Ed.). United
States of America: Ed. Prentice Hall. ISBN-13: 978-0130618146.

SECRETARA ACADMICA
Computacionales
MODALITY: Presence.
LEARNING UNIT: Cryptography

USE: August, 2011
LEVEL: III.
EDUCATIVE AIM
This learning unit enhances the profile of graduates in Computer Systems Engineering providing cryptographic techniques
and tools that allows to protect information in a computer system. It also helps develop strategic and creative thinking,
collaborative work and assertive communication.
Learning units required are Algorithm and Structured Programming, Data Structure, Object-Oriented Programming,
Discrete Mathematics and Probability. The subsequent units are Work Safety and Terminal Work I and II.

The student designs primitives and cryptographic applications using existant algorithms, techniques and existant tools.
CREDITS HOURS

Academia de Sistemas Distribuidos.

1.5
HOURS THEORETICAL /TERM:
54
AUTHORIZED
BY:
Comisin
de
REVISED BY:
HOURS PRACTICAL / SEMESTER: 27

HOURS AUTONOMOUS LEARNING: 54
81
APPROVED BY:
Presidente del CTCE

Domnguez
Programas Acadmicos

SECRETARA ACADMICA
LEARNING UNIT:
Cryptography
3 OUT OF
PAGE:
10
N THEMATIC UNIT: I
TITLE: Cryptography Fundamentals

UNIT OF COMPETENCE
The student relates the characteristics of a cryptographic system based on its primitives and services.
No.
HOURS
CONTENTS
Autonomous
Learning
HOURS
Definition and importance of cryptography
T
1.0
1.1
1.2
Cryptographic services.
1.0
0.5
1.3
Cryptographic system characteristics
0.5
1.0
Attacks
Ciphertext only
Known plaintext
Chosen plaintext
Chosen ciphertext
2.0
1.0
1.4
1.4.1
1.4.2
1.4.3
1.4.4
T
0.5
0.5
1.0
REFERENCES
KEY
2B, 3B, 4B,

5B, 1C
Subtotals: 4.5
0.5
3.0
1.0
TEACHING PRINCIPLES
This Thematic Unit will be Projects-Based learning strategy, trough heuristic method, with the techniques of elaboration
of charts, documentary research, brainstorming, technical data and exercise-solving, lab practical and production of
learning evidence and the accomplishment of a project proposal.
LEARNING EVALUATION
Assessment
Charts
Technical data
Exercise-solving
Proposal of project
Learning Evidence
5%
5%
25%
20%
2%
3%
40%

SECRETARA ACADMICA
LEARNING UNIT:
Cryptography
PAGE:
4 OUT OF
10
N THEMATIC UNIT: II
NAME: Symmetric Cryptography

UNIT OF COMPETENCE
The student develops symmetric cryptographic protocols based on private key ciphers.
No.
HOURS
CONTENTS
Autonomous
Learning
HOURS
T
2.1
Symmetric cryptography characteristics
0.5
0.5
2.2
Perfect secrecy
1.0
2.0
2.3
Classical cryptosystems
1.0
1.0
2.0
2.0
Modern cryptography algorithms

Stream ciphers
Block ciphers
Security
3.0
1.0
6.0
2.0
Modes of operation
0.5
0.5
1.0
1.0
2.4
2.4.1
2.4.2
2.4.3
2.5
REFERENCES
KEY
2B,3B,4B,5B,1C
Subtotals: 6.0
2.5
11.5
5.0
TEACHING PRINCIPLES
cooperative presentation, advance of the project, lab practical and the production of the learning evidences.
LEARNING EVALUATION
Charts
Comparison table
Exercise-solving
Lab practical reports
Advance of the project
Rubric of self-evaluation
Rubric of co-evaluation
Evidence of learning
5%
5%
5%
20%
20%
2%
3%
40%

SECRETARA ACADMICA
LEARNING UNIT:
Cryptography
PAGE:
THEMATIC UNIT: III
OUT OF
10
TITLE: Public key Cryptography
UNIT OF COMPETENCE
The student implements public key cryptography protocols, using modular arithmetic.
No.
3.1
3.2
3.3
3.3.1
3.3.2
3.3.3
3.3.4
3.4
3.4.2
3.4.3
HOURS
CONTENTS
Public key cryptography characteristics.

Integers modulo n.
Number theory
Extended Euclidean algorithm
Fermats theorem
Chinese remainder theorem
Intractable problems in number theory
Public key algorithms
Key exchange
Encryption algorithms
T
0.5
1.0
2.5
1.0
2.0
1.0
Autonomous
Learning
HOURS
T
0.5
2.5
6.0
4.0
3.5
3.5
REFERENCES KEY
P
3B,4B,5B,1C
Subtotals: 5.0
3.0
12.5
7.5
TEACHING PRINCIPLES
Will be projects-Based learning strategy, through inductive and heuristic methods, with the techniques of elaboration of
LEARNING EVALUATION
Project portfolio:
Charts
5%
Exercise-solving
5%
Technical data
5%
20%
20%
Self-Evaluation rubrics
2%
Cooperative Evaluation rubrics 3%
Written learning Evidence
40%

SECRETARA ACADMICA
LEARNING UNIT:
Cryptography
PAGE:
THEMATIC UNIT: IV
OUT OF
TITLE: Digital signatures
UNIT OF COMPETENCE
The student solves authentication problems in a computer system using digital signatures.
No.
4.1
4.1.1
4.1.2
4.2
4.3
4.3.1
4.3.2
4.3.3
HOURS
CONTENTS
Hash functions
Birthday attack
Collisions
Message authentication codes: MAC
Digital signatures.
RSA signature scheme
ElGamal signature scheme
Digital Signature Algorithm (DSA)
Autonomous
Learning
HOURS
1.0
1.0
3.0
2.0
1.0
1.5
0.5
0.5
2.0
3.0
1.0
2.5
REFERENCES
KEY
3B,4B,5B,
1C
Subtotals: 3.5
2.0
8.0
5.5
TEACHING PRINCIPLES
Will be projects-Based learning strategy, trough inductive and heuristic methods, with the techniques of cooperative
presentation, practical, the production of the learning evidences and the presentation of the final project.
LEARNING EVALUATION
Project Portfolio:
Charts
5%
Report of project
40%
20%
Self-Evaluation rubrics
2%
Cooperative Evaluation rubrics 3%
Written learning Evidence
30%
10

SECRETARA ACADMICA
Cryptography
LEARNING UNIT:
PAGE:
OUT OF
No.
THEMATIC
UNITS
DURATION
Vigenre cipher.
1.5
Cryptanalysis of Vigenre cipher.
II
1.5
Hill cipher and its cryptanalysis
II
1.5
Block cipher algorithm
II
3.0
Block ciphers and modes of operation

CBC and CTR.
II
1.5
Extended Euclidena algorithm.
III
1.5
Prime factorization.
III
1.5
Discrete logarithm in Zp.
III
1.5
Diffie-Hellman scheme.
III
1.5
10
Primality test.
III
1.5
11
Public key encrytion.
III
3.0
12
Standard hash functions.
IV
3.0
13
MAC.
IV
1.5
14
Digital Signature Algorithm DSA.
IV
3.0
TOTAL OF
HOURS
27.0

The lab practicals are considered mandatory to pass this learnig unit.
The lab practicals worth 20% in the thematic units II, III and IV.
ACCOMPLISHMENT
LOCATION
Computer Labs.
10

SECRETARA ACADMICA
Cryptography
LEARNING UNIT:
PERIOD
UNIT
1
2
3
I y II
III
IV
PAGE:
OUT OF
10
EVALUATION TERMS
Continuous evaluation 60% and written learning evidence
40%
40%
30%
The learning unit I worth 15% of final score



SECRETARA ACADMICA
Cryptography.
LEARNING UNIT:
KEY
C
X
PAGE:
OUT OF
10
REFERENCES
Konheim, A. G. (2007). Computer Security and cryptography. United States
of America: Ed. John Wiley & Sons. ISBN-13: 978-0471947837.
Paar, C. Pelzl, J. Preneel B. (2009). Understanding Cryptography: A

textbook for students and practitioners. United States of America: Ed.
Springer Verlag. ISBN-13: 978-3642041006.
Stallings, W. (2010). Cryptography and network security (5 Ed.). United

States of America: Ed. Prentice Hall.
ISBN-13: 97800136097044.
Stinson, D. R. (2005). Cryptography: theory and practice (3 Ed.). United

States of America: Ed. Chapman&Hall/CRC.
ISBN-13: 978-1584885085.
Trappe, W. Washington, L. (2006). Introduction to Cryptography with Coding

Theory (2 Ed.). United States of America: Ed. Prentice Hall. ISBN-13: 9780130618146.

SECRETARA ACADMICA
ACADEMIC UNIT:
ACADEMIC PROGRAM:
FORMATION AREA:
ACADEMY:

Institutional
Sistemas Distribuidos.
Basic Scientific
LEARNING UNIT:
LEVEL
Professional
III
Terminal and
Integration
Cryptography.
The student designs primitives and cryptographic applications using existant algorithms, techniques and
existant tools.
KNOWLEDGE
Cryptographic
algorithms
Algebra.
Computer Security
protocols.
Algorithmic
complexity.
Programming
languages
Knowledge of the
Institutional
Educational
Model.
English.
PROFESSIONAL
EXPERIENCE
ABILITIES
A year cryptograpy
Actual in
educational as
facilitator of the
knowledge of two
years.
A year experience
in the Institutional
Educational
Model.
Facility with
Problems
resolution.
Cooperative.
Leadership.
Applications of
Institutional
Educational
Model.
Decision making.
APTITUDES
Responsible.
Patient
Tolerant.
Respectful.
Collaborative.
Participative.
Assertive.
DESIGNED BY
REVISED BY
AUTHORIZED BY
M. en C. Nidia Asuncin Cortez Duarte

M. en C. Sandra Daz Santiago


Director
Date: 2011

SECRETARA ACADMICA
SINTHESIZED SCHOOL PROGRAM
ACADEMIC UNIT:
ACADEMIC PROGRAM:
LEARNING UNIT:
Analysis and Design of Parallel Algorithms
LEVEL: III

The student develops parallel algorithms through parallel techniques.
CONTENT:
I.
Introduction.
II.
Basic algorithms.
III.
Graphs algorithms.
IV.
Expression algorithms.
V.
Sorting algorithms.
Teacher will apply a Projects-Based learning process, through heuristic and analogical methods using techniques
such as: study cases, brainstorming, information search through information and communication technologies (ICT),
analysis of data, cooperative work, graphic organizers, teacher led discussions, design of plans and/or experiments,
technical reports, and oral communication.
The program will evaluate the students using a learning portfolio which is integrated by:
Formative and summative evaluation, rubrics, self-evaluation and cooperative evaluation rubric, and
learning evidence.
Other ways to pass this Learning Unit:
Evaluation of knowledge previously acquired with base in the issues defined by the academy.
In other Academic Unit of the IPN.
In other national or international academic undergraduate or graduate institution.
REFERENCES:
Cassanova, H. Legrand, A. Yves, R. (2008). Parallel Algorithms (1 Ed.). Estados Unidos de Amrica: Ed.
Chapman and Hall. ISBN: 978-1584889458.
Gebali, F. (2011). Algorithms and Parallel Computing (1 Ed.). Estados Unidos de Amrica: Ed. Wiley.
ISBN: 978-0470902103.
JaJa, J. (1992). Introduction to Parallel Algorithms (1 Ed.). Estados Unidos de Amrica: Ed. Addison
Wesley. ISBN: 978-0201548563.
Kumar, V. Grama, A. Gupta, A. Karpis, G. (2003). Introduction to Parallel Computing (2 Ed.). Estados
Unidos de Amrica: Ed. Addison Wesley. ISBN: 978-0201648652.
Paul, J. L. Berman, K. A. (2004). Algorithms: Sequential, Parallel and Distributed (1 Ed.). Estados Unidos
de Amrica: Course Technology. ISBN: 978-0534420574.

SECRETARA ACADMICA
Computacionales
MODALITY: Presence.
LEARNING UNIT: Analysis and Design of Parallel Algorithms.

USE: August, 2011
LEVEL: III.
ACADEMIC AIM
The program provides knowledge on parallel algorithms implementation; this implementation is according with parallel
systems requirements. The students will work together in collaborative, tolerant, and respectful way; also, they will develop
strategic thinking skills and creative. All this support to graduate profile with knowledge and skills to develop parallel
algorithms that a Computational System Engineer has to know. This program has as antecedent Learning Units to:
Operating Systems, Object Oriented Analysis and Design, Computing Networks, Software Engineering, Data Structures,
Computer Architecture, and Applications to Communication on Networks.
CREDITS HOURS


1.5
THEORETICAL HOURS/SEMESTER: 54
AUTHORIZED
BY:
Comisin
de
REVISED BY:
PRACTICALS HOURS/SEMESTER: 27
CREDIT HOURS / SEMESTER:
81
APPROVED BY:
Presidente del CTCE

Domnguez
Programas Acadmicos

SECRETARA ACADMICA
LEARNING UNIT:
Analysis and Design of Parallel Algorithms.
PAGE:
3 OUT OF
10
THEMATIC UNIT: I
TITLE: Introduction
UNIT OF COMPETENCE
The student analyzes the objective, characteristics and application of parallel algorithms based on their performance
and optimization.
No.
1.1
1.2
1.2.1
1.2.2
1.2.3
1.3
1.3.1
1.3.2
1.4
Teacher - led
instruction
HOURS
CONTENTS
T
1.0
1.5
Parallel algorithm definition.

Parallel computation model.
General techniques.
Number of processors reduction.
Parallel algorithms performance.
Optimization.
Optimization definition.
Examples.
Complexity of communication.
Subtotal:
P
0.5
Autonomous
Learning
HOURS
T
0.5
1.0
0.5
0.5
0.5
0.5
3.5
0.5
2.5
P
1.0
REFERENCES
KEY
2B,3B,6C
1.0
TEACHING PRINCIPLES
Course framing and team arrangement.
This Learning Unit will use Projects-Based learning strategy through heuristic and analogical methods with the follow
techniques: study cases, information search and analysis, teacher led discussions, elaboration of concept maps in
teams of four, and develop of practical 1 in team.
LEARNING EVALUATION
Diagnostic evaluation
Project Portfolio:
Worksheets
Concept maps
Practical reports
Self-evaluation rubric
Cooperative evaluation rubric
20%
60%
10%
5%
5%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
THEMATIC UNIT: II
4 OUT OF
10
NAME: Basic algorithms
UNIT OF COMPETENCE
The student implements basic parallel algorithms based on parallelization techniques.
No.
2.1
2.1.1
2.1.2
2.1.3
2.1.4
2.1.5
2.1.6
2.1.7
2.2
Teacher - led
instruction
HOURS
CONTENTS
T
3.0
Basic techniques.
Balanced trees.
Jump pointer.
Divide and conquer.
Partitioning.
Pipelining.
Accelerated cascading.
Symmetry breaking.
Comparison of techniques.
P
0.5
1.0
Subtotal:
4.0
Autonomous
Learning
HOURS
T
3.5
P
4.0
REFERENCES
KEY
1B,2B,3B
1.0
0.5
4.5
4.0
TEACHING PRINCIPLES
techniques: study cases, search and analysis of information, teacher led discussions, elaboration of concept maps in
teams of four, develop of practical 2, 3 y 4 in team, and design of a project plan in teams of four where apply the
knowledge and skills learned in this unit and the previous one.
LEARNING EVALUATION
Learning Portfolio:
Worksheets
Concept maps
Practice report
Project plan design
20%
10%
10%
50%
5%
5%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
5 OUT OF
10
THEMATIC UNIT: III
NAME: Graphs algorithms

UNIT OF COMPETENCE
The student implements lists and graph parallel algorithms based on parallelization techniques.
No.
3.1
3.2
3.2.1
3.2.2
3.2.3
3.3
3.3.1
3.3.2
3.3.3
3.3.4
3.3.5
3.3.6
Teacher - led
instruction
HOURS
CONTENTS
T
0.5
1.0
Introduction.
Lists and trees.
Ordered List.
Euler tour technique.
Parallel computing on trees.
Graphs.
Routes, expansion and contraction of trees.
Connected Components.
Minimum spanning tree.
Eulerian circuits and maximum matching.
Graph Coloring.
Directed graphs.
P
0.5
3.5
P
8.5
REFERENCES KEY
1B,2B,3B,5C
3.5
2.0
Subtotal:
Autonomous
Learning
HOURS
5.0
0.5
8.5
8.5
TEACHING PRINCIPLES
teams of four, develop of practical 5, 6 and 7 in team, and re-design of the project plan and development of the first part
of the project where apply the knowledge and skills learned in this unit and the previous one.
LEARNING EVALUATION
Learning Portfolio:
Worksheets
20%
Concept maps
10%
Practice report
10%
Project advances report (first part)
25%
Written and oral presentation of the partial technical report 25%
5%
5%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
6 OUT OF
10
THEMATIC UNIT: IV
NAME: Expression algorithms

UNIT OF COMPETENCE
The student implements parallel algorithms for expression evaluation based on parallelization techniques.
No.
4.1
4.2
4.2.1
4.2.2
4.2.3
4.3
Teacher - led
instruction
HOURS
CONTENTS
Introduction.
Construction of an expression tree.
Optimal parallel algorithm for the evaluation of
expressions.
Optimal parallel processing of regular expressions to
nondeterministic finite automaton.
Generalized expression evaluation.
Efficient algorithms for dynamic programming.
Subtotal:
T
0.5
3.0
P
0.5
P
5.5
REFERENCES
KEY
1B,2B,6C
4.5
1.5
5.0
Autonomous
Learning
HOURS
3.0
0.5
7.5
5.5
TEACHING PRINCIPLES
teams of four, develop of practical 8 and 9 in team, and re-design of the project plan and development of the second
part of the project where apply the knowledge and skills learned in this unit and the previous one.
LEARNING EVALUATION
Project Portfolio:
Worksheets
Concept maps
Practice report
Project advances report (second part)
Written and oral presentation of the partial technical report
20%
10%
10%
25%
25%
5%
5%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
THEMATIC UNIT: V
7 OUT OF
10
NAME: Sorting algorithms
UNIT OF COMPETENCE
The student implements parallel sorting algorithms based on parallelization techniques.
No.
5.1
5.2
5.2.1
5.3
5.3.1
5.3.2
5.3.3
5.4
Teacher - led
instruction
HOURS
CONTENTS
T
0.5
1.0
Introduction.
Sorting.
Classical techniques.
Sorting networks.
Sorting networks of Batcher.
Parallel optimal merge sorting of Cole.
Theoretically optimal sorting networks.
Borders to compare problems.
P
0.5
P
5.5
2.0
2B,3B,4C,5C
2.0
1.5
6.0
REFERENCES
KEY
5.0
3.0
Subtotal:
Autonomous
Learning
HOURS
0.5
9.0
5.5
TEACHING PRINCIPLES
techniques: develop of practical 10 and 11 in team, and development of the final part of the project where apply the
knowledge and skills learned in this unit and the previous one.
LEARNING EVALUATION
Project Portfolio:
Practical reports
Project delivery
Written and oral presentation of the final technical report
Learning evidence
10%
50%
20%
10%
5%
5%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
8 OUT OF
No.
THEMATIC
UNITS
DURATION
Basic techniques of parallelism
1.5
Balanced tree algorithm programming
II
1.5
Accelerated cascade algorithm

programming
II
1.5
Symmetry breaking algorithm

programming
II
1.5
Euler tour technique programming
III
3.0
Parallel computing on trees
III
3.0
Eulerian circuits and maximum matching
III
3.0
Programming parallel algorithm for the

evaluation of expressions
IV
3.0
Parallel
processing
of
regular
expressions to nondeterministic finite
automaton
IV
3.0
10
Sorting network of Batcher programming
3.0
11
Algorithm merge of Cole programming
3.0
TOTAL OF
HOURS
27.0

Practicals are 10% worth of the each thematic unit evaluation.
ACCOMPLISHMENT
LOCATION
ESCOM Laboratories.
10

SECRETARA ACADMICA
LEARNING UNIT:
PERIOD
UNIT
I and II
100%
III and IV
100%
Learning evidence
90%
10%
PAGE:
OUT OF
10
EVALUATION TERMS
The thematic unit I is 10% worth of the learning unit final score.
The thematic unit II is 20% worth of the learning unit final score.
The thematic unit III is 20% worth of the learning unit final score.
The thematic unit IV is 25% worth of the learning unit final score.
The thematic unit V is 25% worth of the learning unit final score.
Evaluation of knowledge previously acquired with base in the issues defined by
the academy.
In other national or international academic undergraduate or graduate
institution.
If accredited by Special Assessment or a certificate of proficiency, this will be based
on guidelines established by the academy on a previous meeting for this purpose.
KEY
1
B
X
REFERENCES
Cassanova, H. Legrand, A. Yves, R. (2008). Parallel Algorithms (1 Ed.).
Estados Unidos de Amrica: Ed. Chapman and Hall. ISBN: 9781584889458.
Gebali, F. (2011). Algorithms and Parallel Computing (1 Ed.). Estados

Unidos de Amrica: Ed. Wiley. ISBN: 978-0470902103.
JaJa, J. (1992). Introduction to Parallel Algorithms (1 Ed.). Estados Unidos

de Amrica: Ed. Addison Wesley. ISBN: 978-0201548563.
Kumar, V. Grama, A. Gupta, A. Karpis, G. (2003). Introduction to Parallel

Computing (2 Ed.). Estados Unidos de Amrica: Ed. Addison WEsley.
ISBN: 978-0201648652.
Paul, J. L. Berman, K. A. (1996). Fundamentals of Sequential and Parallel

Algorithms. (1 Ed.). Estados Unidos de Amrica: Course Technology.
ISBN: 978-0534946746.
Paul, J. L. Berman, K. A. (2004). Algorithms: Sequential, Parallel and

Distributed (1 Ed.). Estados Unidos de Amrica: Course Technology. ISBN:
978-0534420574.

SECRETARA ACADMICA
ACADEMIC UNIT:
ACADEMIC PROGRAM:
FORMATION AREA:
ACADEMY:

Institutional
Basic Scientific
LEARNING UNIT:

2.
LEVEL
Professional
III
Terminal and
Integration
Master degree in Computer Science.


KNOWLEDGE
Parallel and distributed

systems
Parallel algorithms.
Operating Systems.
Computer networks
and networked
applications.
C + + and Java
programming.
UNIX and Windows
systems programming.
Object-oriented design
and UML.
MPI and multicore
architectures
expertise.
MEI.
English language.
PROFESSIONAL
EXPERIENCE
ABILITIES
One year
experience in
teaching
professional level
education.
One year
experience in the
parallel and
concurrent
applications
design and
implementation.
Able to analyze and

synthesize.
Able to apply
knowledge into
practice.
Problem solving ability.
Team work and groups
management.Leaders
hip.
Able to apply the
Institutional
Educational Model.
ATTITUDES
Responsable.
Tolerant.
Honest.
Respectful.
Collaborative.
Participative.
Assertive.
Academic vocation.
Social and
institutional
commitment
DESIGNED BY
REVISED BY
AUTHORIZED BY
M. en C. Jorge Corts Galicia
Director
Date: 2011

SECRETARA ACADMICA
SINTHESIZED SCHOOL PROGRAM
ACADEMIC UNIT:
ACADEMIC PROGRAM:
LEARNING UNIT:
Parallel and Concurrent Programming
LEVEL: III

The student develops parallel and concurrent systems based on designpatterntechniques.
CONTENT:
I. Introduction.
II. Parallel architectures.
III. Concurrent programming.
IV. Parallel programming.
V. Designpatternsfor parallel and concurrent programming.
Teacher will apply the projects strategy as well as the heuristic and analogical learning methods, usingtechniques
such as: case-control studies, brainstorming, information search through information and communication
technologies (ICT), analysis of data, cooperative work, graphic organizers, teacher led discussions, design of plans
and/or experiments, technical reports, and oral communication.
The program will evaluate the students using a learning portfolio which is integrated by:
Formative and summative evaluation, rubrics, self-evaluation and cooperative evaluation rubric, and
learning evidence.
Evaluation of knowledge previously acquired with base in the issues defined by the academy.
REFERENCES:
Clavin, L, Synder, L. (2008).Principles of Parallel Programming(1 Ed.). EstadosUnidos de Amrica:Ed.
Addison Wesley. ISBN: 978-0321487902.
Gregory, R. A.(1991). Concurrent Programming: Principles and Practice(2 Ed.).EstadosUnidos de

Amrica: Ed. Addison Wesley. ISBN: 978-0805300864.
Michle, J. Q.(2003). Parallel Programming in C with MPI and OpenMP(1 Ed.).EstadosUnidos de Amrica:
Ed. McGraw Hill. ISBN: 978-0071232654.
Pacheco, P. (1996). Parallel Programming with MPI (1 Ed.). Estados Unidos de Amrica: Ed. Morgan
Kaufmann. ISBN: 978-1558603394.
Timothy, G. M. Beverly, A. S. Berna, L. M. (2004). Patterns for Parallel Programming (1 Ed.).Estados

Unidos de Amrica: Ed. Addison Wesley. ISBN: 978-0321228116.

SECRETARA ACADMICA
ACADEMIC UNIT:Escuela Superior de Cmputo.

ACADEMIC PROGRAM:Ingeniera en Sistemas
Computacionales.
MODALITY: Presence.
LEARNING UNIT:Parallel and Concurrent Programming.

USE: August, 2011.
LEVEL: III
CREDITS:7.5 TEPIC 4.39SATCA
ACADEMIC AIM
This Learning Unit provides students the knowledge and abilitieson the development ofparallel and concurrent systems
required by a computational system, working in a cooperative, tolerant and respectful environment. It contributes to form
the Computer Science Engineer graduate profile in the parallel and concurrent computing field, reinforcing it with the
integration of the acquired knowledge of theOperative Systems, Analysis and Design of Oriented Objects, Computer
Networks, Web Technologies, Software Engineering, Data Structure, Analysis and Design of Computing Systems,
Computers Architecture, Web Applications, Analysis and Design of Parallel Algorithms.
The student develops parallel and concurrent systems based on designpattern techniques.
CREDITS HOURS
LEARNING UNIT DESIGNED BY:Academia

de SistemasDistribuidos.

General Consultivo del IPN.
THEORETICALHOURS/SEMESTER:
54
REVISED BY:
PRACTICALS HOURS/SEMESTER:27
AUTONOMOUS LEARNING HOURS:
54
CREDIT HOURS/SEMESTER:81
APPROVED BY:

Domnguez

SECRETARA ACADMICA
LEARNING UNIT:
Parallel and Concurrent Programming.
PAGE
3 OUT OF
10
THEMATIC UNIT: I
NAME:Introduction
UNIT OF COMPETENCE
The student analyzesthe objectives and the design characteristics in the parallel and concurrent systems based on
design requirements.
No.
1.1
1.1.1
1.2
1.2.1
1.2.2
1.2.3
1.2.4
1.3
1.3.1
1.3.2
1.3.3
1.3.4
HOURS
Teacher - led
instruction
CONTENTS
Parallel and concurrent systems definition.

Examples of parallel and concurrent systems.
Objectives of parallelism and concurrency.
Parallelism.
Concurrency.
Homogeneity.
Security.
Design requirements.
Answer speed.
Productivity.
Use of cache and replication.
Concurrency in parallel systems.
Subtotal:
HOURS
Autonomous
Learning
1.0
0.5
0.5
2.5
1.0
1.0
1.0
0.5
3.0
0.5
2.0
REFERENCES KEY
1B,3B
2.5
TEACHING PRINCIPLES
Course framing and team arrangement.
This current unit will be approached through the projects learning strategy as well as the heuristic and analogical
learning methods, using techniques such as: study cases,information search and analysis, teacher led discussions,
elaboration of concept maps andthe practical 1 in teams.
LEARNING EVALUATION
Diagnostic evaluation Project
Portfolio:
Worksheets
Concept maps
Practical reports
20%
60%
10%
5%
5%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
4 OUT OF
10
THEMATIC UNIT: II
NAME:Parallel architectures
UNIT OF COMPETENCE
The student applies the characteristics and operation of the parallel architectures based on the parallel programming
environments.
No.
2.1
2.1.1
2.1.2
2.2
2.2.1
2.2.2
2.2.3
2.2.4
2.2.5
2.2.6
2.2.7
2.2.8
2.2.9
2.3
HOURS
Teacher - led
instruction
CONTENTS
Introduction.
Model of centralized hardware architectures.
Centralized model vs parallel.
Parallel architectures.
Flynn Taxonomy.
SISD Systems.
SIMD Systems.
MIMD Systems.
Shared memory.
Distributed memory.
ccNUMA.
MISD Systems.
Multi-nucleus systems.
Parallel programming environments.
Subtotal:
HOURS
Autonomous
Learning
1.0
0.5
0.5
2.5
2.0
3.0
1.0
2.0
4.0
0.5
5.5
REFERENCES KEY
1B,4B,5C
2.5
TEACHING PRINCIPLES
learning methods, using techniques such as: study cases, information search and analysis, teacher led discussions,
elaboration of concept maps and the practical 2 and 3 in teams, and a project plan also designed in teams of four
members that applies the knowledge and skills acquired in this current thematic unit and the previous one.
LEARNING EVALUATION
Project Portfolio:
Worksheets
Concept maps
Practical reports
Project plan design
20%
10%
10%
50%
5%
5%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
5 OUT OF
10
THEMATIC UNIT: III
NAME: Concurrent Programming

UNIT OF COMPETENCE
The student applies the characteristics and operation of the concurrent programming based on synchronization
techniques.
No.
3.1
3.2
3.2.1
3.2.2
3.2.3
3.3
3.3.1
3.3.2
3.3.3
3.3.4
3.3.5
3.3.6
3.3.7
3.3.8
3.4
HOURS
Teacher - led
instruction
CONTENTS
Introduction.
Concurrency and synchronization.
Atomic operations and synchronization.
Semantics of concurrentexecution.
Techniques to avoid interferences.
Fine grain synchronization.
Critical section problem.
Tie-breaking algorithm.
Ticket algorithm.
Bakery algorithm.
Barrier synchronization.
Parallel data algorithms.
Semaphores.
Monitors.
Synchronous and asynchronous messages passing
(transfer).
Subtotal:
0.5
1.0
0.5
HOURS
Autonomous
Learning
T
P
8.5
3B,2C,5C
2.5
1.0
3.0
1.0
3.0
3.5
REFERENCES KEY
0.5
8.5
8.5
TEACHING PRINCIPLES
learning methods, using techniques such as: study cases, information search and analysis, teacher led discussions,
elaboration of concept maps and practical 4, 5 and 6 in teams, and a project plan also designed in teams of four
members that applies the knowledge and skills acquired in this current thematic unit and the previous ones.
LEARNING EVALUATION
Project Portfolio:
Worksheets
Concept maps
Practical reports
Project advances report (first part)
20%
10%
10%
25%
25%
5%
5%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
THEMATIC UNIT: IV
6 OUT OF
10
NAME: Parallel programming
UNIT OF COMPETENCE
The student implement parallel systems based on parallel programming techniques.
No.
4.1
4.2
4.3
4.3.1
4.3.2
4.3.3
4.4
4.4.1
4.4.2
4.4.3
4.4.4
4.4.5
4.5
4.5.1
4.5.2
4.5.3
HOURS
Teacher - led
instruction
CONTENTS
Introduccin.
Data and task parallelism.
Formulating parllelism.
Composed Parallelism.
Unlimited Parallelism.
Scalable Parallelism.
Parallel programming techniques.
Blocks of independent computing.
Reducing and exploring abstraction.
Dynamic work assignment.
Static work assignment.
Trees.
Parallel programming.
Programming threads.
MPI programming.
Partitioned global address space.
0.5
1.0
0.5
0.5
HOURS
Autonomous
Learning
T
REFERENCES KEY
P
8.5
1B,4B,6C
0.5
1.0
1.5
3.0
1.5
3.0
Subtotal: 5.0
0.5
7.5
8.5
TEACHING PRINCIPLES
learning methods, using techniques such as: case-control studies, information search and analysis, teacher led
discussions, elaboration of concept maps and practical 7, 8 and 9 in teams, in addition to theplan anddevelopment redesign of the second part of the proposed project, applying the knowledge and skills acquired in this current thematic
unit and the previous ones.
LEARNING EVALUATION
Project Portfolio:
Worksheets
Concept maps
Practical reports
Project advances report (second part)
20%
10%
10%
25%
25%
5%
5%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
7 OUT OF
10
THEMATIC UNIT: V
NAME:Design patterns for parallel and concurrent programming

UNIT OF COMPETENCE
The student build parallel and concurrent computing systems based on design patterns.
No.
5.1
5.2
5.3
5.3.1
5.3.2
5.3.3
5.3.4
5.3.5
5.3.6
5.3.7
5.3.8
5.3.9
5.3.10
5.4
HOURS
Teacher - led
instruction
CONTENTS
Introduction.
Design patterns and pattern language.
Patterns for parallel and concurrent programming.
Task descomposition pattern.
Datadescomposition pattern.
Task group pattern.
Task order pattern.
Shared data pattern.
Parallel task pattern.
Divide and conquer pattern.
Geometric descomposition pattern.
Recursive data pattern.
Pipeline pattern.
Patterns for parallel and concurrent programming.
Subtotal:
HOURS
Autonomous
Learning
0.5
1.0
3.0
0.5
1.0
2.0
5.0
2.5
1.5
6.0
0.5
1.0
9.0
REFERENCES KEY
7B,2C
2.5
TEACHING PRINCIPLES
learning methods, working on practical 10 elaboration in teamsand the final re-design and implementationof the
proposed project, applying the knowledge and skills acquired in this current thematic unit and the previous ones.
LEARNING EVALUATION
Project Portfolio:
Practical reports
Project delivery
Written and oral presentation of the finalreport
Learning evidence
Self-evaluation rubrics
10%
50%
20%
10%
5%
5%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
8 OUT OF
No.
THEMATIC
UNITS
DURATION
Threads for Linux and Windows
3.0
Multi-nucleus systems
II
1.5
Multi-nucleus applications programming
II
1.5
Tie-breaking algorithm programming
III
3.0
Ticket algorithm programming
III
3.0
Bakery algorithm programming
III
3.0
Parallel data algorithm programming
IV
3.0
Threads Parallel programming
IV
3.0
MPI Parallel programming
IV
3.0
10
Design patterns application
3.0
TOTAL OF
HOURS
27.0

Practicals are 10% worth of the each thematic unitevaluation.
ACOMPLISHMENT
LOCATION
ESCOM laboratories.
10

SECRETARA ACADMICA
LEARNING UNIT:
PERIOD
UNIT
Iand II
2
3
OUT OF
10
EVALUATION TERMS
100%
IIIand IV Continuous evaluation
100%
PAGE:
Learning evidence
90%
10%
The thematic unit I is 10% worth of the learning unit final score.
The thematic unit II is 15% worth of the learning unit final score.
The thematic unit III is 20% worth of the learning unit final score.
The thematic unit IV is 20% worth of the learning unit final score.
The thematic unit V is 35% worth of the learning unit final score.
Evaluation of knowledge previously acquired with base in the issues defined by
the academy.
KEY
1
B
X
REFERENCES
Clavin, L, Synder, L. (2008).Principles of Parallel Programming (1 Ed.).
Estados Unidos de Amrica: Ed. Addison Wesley. ISBN: 9780321487902.
Gadi, T. (2006). Synchronization Algorithms and Concurrent Programming

(1 Ed.). Estados Unidos de Amrica: Ed. Prentice Hall. ISBN: 9780131972599.
Gregory, R. A. (1991). Concurrent Programming: Principles and Practice

(2 Ed.). Estados Unidos de Amrica: Ed. Addison Wesley. ISBN: 9780805300864.
Michle, J. Q. (2003). Parallel Programming in C with MPI and OpenMP (1

Ed.). Estados Unidos de Amrica: Ed. McGraw Hill. ISBN: 9780071232654.
Mordechai, B. (2006). Principles of Concurrent and Distributed

Programming (2 Ed.). Estados Unidos de Amrica: Ed. Addison Wesley.
ISBN: 978-0321312839.
Pacheco, P. (1996). Parallel Programming with MPI (1 Ed.). Estados

Unidos de Amrica: Ed. Morgan Kaufmann. ISBN: 978-1558603394.
Timothy, G. M. Beverly, A. S. Berna, L. M. (2004). Patterns for Parallel

Programming (1 Ed.).Estados Unidos de Amrica: Ed. Addison Wesley.
ISBN: 978-0321228116.

SECRETARA ACADMICA
ACADEMIC UNIT:
ACADEMIC PROGRAM:
FORMATION AREA:
ACADEMY:
Institutional
Basic Scientific
LEVEL
Professional
III
Terminal and
integration
LEARNING UNIT: Parallel and Concurrent Programming
Master degree in Computer Science.

The student develops parallel and concurrent systems based on designpattern techniques.
KNOWLEDGE
Parallel and distributed

systems.
Concurrent systems.
Operative systems.
Computer networks and web
applications.
C++ and Java languages
programming.
UNIX and Windows systems
programming.
Oriented objects design and
ULM.
MPI and multi-nucleus
architectures domain.
MEI.
English language.
DESIGNED BY
PROFESSIONAL
EXPERIENCE
One year
experience
inteachingprofes
sional level
education.
One year
experience in the
parallel and
concurrent
applications
design and
implementation.
ABILITIES
ATTITUDES
Able to Analyze
andsynthesize.
Able to apply knowledge
into practice.
Problem solving ability.
Team work and groups
management.
REVISED BY
Responsable.
Honest.
Respectful.
Tolerant.
Assertive.
Cooperative.
Participative.
Academic vocation.
Social and
Institutional
commitment.
AUTHORIZED BY
Director
Date:
2011

SECRETARA ACADMICA
ACADEMIC UNIT:
ACADEMIC PROGRAM:
LEARNING UNIT:
Computer Graphics
LEVEL: III

The student implements software solutions to problems in the visualization and graphcis treatment based on
Computer Graphics techniques.
CONTENTS:
I.
Computer graphing theory fundamentals and basic algorithms.
II.
Polygon meshes and lighting models.
III.
Parametric modeling and graphics cards programming.
REFERENCES:
Blinn, J. (1996). Jim Blinn's Corner: A Trip Down the Graphics Pipeline. (1a Ed.). San Francisco, Cal.:
Morgan Kaufman Publishers. ISBN: 978-1558603875.
Foley, J.D. (2000). Computer Graphics: Principles and Practice in C. (2a Ed.). USA: Addison-Wesley. ISBN:
978-0201848403.
Hearn, D. Baker, P. (2006). Grficos por Computadora con Opengl. (3a Ed.). Madrid, Espaa: Pearson
Educacin. ISBN: 978-8420539805.
Randima, F. Kilgard, M.J. (2003). The Cg Tutorial: The Definitive Guide to Programmable Real-Time
Graphics. (2a Ed.). Boston, Mass.: Addison-Wesley Professional. ISBN: 978-0321194961.
Rogers, D.F. Adams, J.A. (1990). Mathematical Elements for Computer Graphics. (2a Ed.). EUA: McGrawHill. ISBN-13: 978-0070535305.

SECRETARA ACADMICA
Computacionales
MODALITY: Presence.
LEARNING UNIT: Computer Graphics

LEVEL: III.
ACADEMIC AIM
This learning unit contributes to the profile of graduates in Computer Systems Engineering, to develop the skills of effective
problem solving in complex dynamic systems modeling of practical problems. It also develops strategic thinking, creative
thinking, collaborative and participatory and assertive communication.
Requires learning units Computer Animation with the knowledge modeling graphical objects and computational geometry
using theoretical tools to characterize the graphical objects.
The student implements software solutions to problems in the visualization and graphcis treatment based on Computer
Graphics techniques.
CREDITS HOURS


1.5

54
REVISED BY:

81
AUTHORIZED
BY:
Comisin
de
APPROVED BY:
Presidente del CTCE

Domnguez
Programas Acadmicos

SECRETARA ACADMICA
LEARNING UNIT:
Computer Graphics
PAGE:
OUT OF
THEMATIC UNIT: I
TITLE: Computer graphing theory fundamentals and basic algorithms

UNIT OF COMPETENCE
The student applies the basic algorithms for generating graphics primitives based on their performance.
No.
1.1
1.1.1
1.2
1.2.1
1.2.2
1.2.3
1.2.4
1.2.5
1.2.6
1.3
1.3.1
1.3.2
1.3.3
1.4
1.4.1
1.4.2
1.5
1.5.1
1.5.2
1.6
HOURS
CONTENTS
History.
Computer Aided Design.
Applications.
Computer art.
Entertainment.
Education and training.
Display
Image processing.
Graphical user interfaces.
Algorithm to generate lines.
DDA algorithm.
Bresenham line algorithm.
Lines parallel algorithms.
Basic transformations.
Representing points in homogeneous coordinates.
Matrix representation of transformations.
Projections.
Orthogonal projection.
Perspective.
Animation
Subtotals:
T
1.0
1.0
Autonomous
Learning
HOURS
T
2.0
P
1B,2B,3C
2.0
1.0
1.0
2.0
2.0
1.0
1.0
2.0
2.0
1.0
1.0
2.0
2.0
1.0
6.0
REFERENCES
KEY
2.0
3.0
12.0
6.0
TEACHING PRINCIPLES
LEARNING EVALUATION
Diagnostic Test
Project Portfolio:
Technical data
5%
Charts
5%
Exercise-solving
10%
10%
20%
Project Proposal
10%
5%
30%

SECRETARA ACADMICA
LEARNING UNIT:
Computer Graphics
PAGE:
OUT OF
THEMATIC UNIT: II
TITLE: Polygonal meshes and lighting models.

UNIT OF COMPETENCE
The student applies the representation of polygons for plotting models to the concealment algorithm based on lighting
schemes.
No.
HOURS
CONTENTS
Autonomous
Learning
HOURS
T
1.0
Concealment of faces.
Calculation of normal
Z Buffer
1.0
1.0
2.3
Light sources.
1.0
2.4
2.4.1
2.4.2
Basic models of enlightenment.

Ambient light.
Diffuse reflection.
1.0
1.0
2.0
2.0
2.5
2.5.1
2.5.2
2.5.3
Lighting models
Constant model.
Phong model.
Gouraud model.
2.0
1.0
4.0
2.0
6.0
3.0
12.0
6.0
2.1
2.1.1
2.1.2
Polygonal meshes.
Definition.
Representation lists.
2.2
2.2.1
2.2.2
Subtotals:
T
2.0
2.0
2.0
REFERENCES
KEY
1B,3C
2.0
TEACHING PRINCIPLES
LEARNING EVALUATION
Project Portfolio:
Technical data
5%
Charts
5%
10%
Project Proposal
30%
10%
5%
20%

SECRETARA ACADMICA
LEARNING UNIT:
Computer Graphics
PAGE:
OUT OF
THEMATIC UNIT: III
TITLE: Parametric modeling and graphics cards programming.

UNIT OF COMPETENCE
The student designs parametric models of curves and surfaces based on the use of programming techniques in graphics
cards.
No.
HOURS
CONTENTS
Autonomous
Learning
HOURS
T
2.0
P
1.0
T
4.0
P
2.0
Parametric Surfaces
Hermite surfaces.
Bezier surfaces.
B-spline surfaces.
2.0
1.0
4.0
2.0
Introduction to programming of graphics cards.

Vertex programs.
Fragment programs.
2.0
1.0
4.0
2.0
6.0
3.0
12.0
6.0
3.1
3.1.1
3.1.2
3.1.3
Parametric Curves
Hermite curves.
Bezier curves.
B-spline curves.
3.2
3.2.1
3.2.2
3.2.3
3.3
3.3.1
3.3.2
Subtotals:
REFERENCES KEY
2B, 4C
1B, 3C
TEACHING PRINCIPLES
LEARNING EVALUATION
Project Portfolio:
Technical data
5%
Charts
5%
10%
Project Report
50%
10%
5%

SECRETARA ACADMICA
LEARNING UNIT:
Computer Graphics
PAGE:
OUT OF
No.
THEMATIC
UNITS
DURATION
An algorithm for drawing lines.
3.0
An algorithm for transforming and

projecting vertices.
3.0
An algorithm for animation.
3.0
Programming with dynamic lists the

algorithm to implement a polygon mesh.
II
1.5
A face-hiding algorithm.
II
1.5
Programming the model of constant

illumination.
II
3.0
Set the Phong lighting model.
II
1.5
Gouraud lighting model.
II
1.5
An algorithm that plot parametric curves.
III
3.0
10
A parametric surface plot algorithm.
III
3.0
11
A graphing algorithm for a graphics card.
III
3.0
TOTAL OF
HOURS
27.0
ACCOMPLISHMENT
LOCATION
Computer Labs.


SECRETARA ACADMICA
LEARNING UNIT:
PERIOD
1
2
3
Computer Graphics
UNIT
I
II
III
PAGE:
OUT OF
EVALUATION TERMS
KEY
1
B
X
REFERENCES
Blinn, J. (1996). Jim Blinn's Corner: A Trip Down the Graphics Pipeline. (1a
Ed.). San Francisco, Cal.: Morgan Kaufman Publishers. ISBN: 9781558603875.
Foley, J.D. (2000). Computer Graphics: Principles and Practice in C. (2a
Ed.). USA: Addison-Wesley. ISBN: 978-0201848403.
Hearn, D. Baker, P. (2006). Grficos por Computadora con Opengl. (3a Ed.).
Madrid, Espaa: Pearson Educacin. ISBN: 978-8420539805.
Randima, F. Kilgard, M.J. (2003). The Cg Tutorial: The Definitive Guide to

Programmable Real-Time Graphics. (2a Ed.). Boston, Mass.: AddisonWesley Professional. ISBN: 978-0321194961.
Rogers, D.F. Adams, J.A. (1990). Mathematical Elements for Computer

Graphics. (2a Ed.). EUA: McGraw-Hill. ISBN-13: 978-0070535305.

SECRETARA ACADMICA
ACADEMIC UNIT:
ACADEMIC PROGRAM:

FORMATION AREA:
ACADEMY:
Institutional
Basic Scientific
LEARNING UNIT:

2.
LEVEL
Professional
III
Terminal and
Integration
Computer Graphics
Masters Degree or Doctor in Computer Science.

The student implements software solutions to problems in the visualization and graphcis treatment
based on Computer Graphics techniques.

KNOWLEDGE
Methods of
analysis of
algorithms.
Algorithm design
techniques.
Computer
Graphics
Programming
languages.
MEI.
English Language
PROFESSIONAL
EXPERIENCE
ABILITIES
One year
experience in the
analysis of
algorithms.
One year
experience in the
use of algorithm
design techniques.
Two years
experience in
handling groups
and collaborative
work.
One year
experience as a
Professor of
Higher Education.
Analysis and
synthesis.
Problems
resolution.
Cooperative.
Leadership.
Applications of
Institutional
Educational
Model.
Decision making.
APTITUDES
Responsible.
Tolerant.
Honest.
Respectful.
Collaborative.
Participative.
Assertive.
DESIGNED BY
REVISED BY
AUTHORIZED BY

Jorge Luis Rosas Trigueros


Director
Date: 2011

SECRETARA ACADMICA
ACADEMIC UNIT:
ACADEMIC PROGRAM:
LEARNING UNIT:
Computer Animation
LEVEL: III

The student designs algorithms on computer vision and graphics systems based on computer animation techniques.
CONTENTS:
I.
Computer Animation Fundamentals.
II.
Character Generation.
III.
Special effects programming.
REFERENCES:
Erleben, K. (2005). Physics Based Animation (Graphics). (2a Ed.). EUA: Charles River Media. ISBN: 9781584503804.
Foley, J.D. van Dam, A. Feiner, S.K. Hughes, J.F. (2012). Computer Graphics: Principles and Practice,
(3ra. Ed.). EUA: Addison-Wesley. ISBN (13): 978-0321399526.
Foley, J.D. van Dam, A. Feiner, S.K. Hughes, J.F. Phillips, R.L. (1994). Introduction to Computer Graphics
(2a Ed.). EUA: Addison-Wesley. ISBN (13): 978-0201609219.
Hearn, D. Baker, M.P. (1995) Grficas por computadora (2 Ed.) Mxico: Prentice-Hall Hispanoamericana.
ISBN (10): 968-880-482-7.
Rogers, D.F. Adams, J.A. (1990). Mathematical Elements for Computer Graphics (2a Ed.). EUA: McGrawHill. ISBN (13): 978-0070535305.

SECRETARA ACADMICA
Computacionales
MODALITY: Presence.
LEARNING UNIT: Computer Animation

LEVEL: III.
ACADEMIC AIM
This learning unit contributes to the profile of graduates of Engineering in Computer Systems to develop the skills to design
efficient algorithms in computer animation for the solution of practical problems that require visual display solutions. It also
develops strategic thinking, creative thinking, collaborative and participatory and assertive communication.
Requires learning units Analysis of Algorithms, with the ability to program solutions in a high-level language, Data
Structure, with the use of appropriate structures to manipulate data efficiently and Computational Theory with the use of
tools theory to characterize computational processes.
The student designs algorithms on computer vision and graphics systems based on computer animation techniques.
CREDITS HOURS

Academy of Computer Science

1.5

54
REVISED BY:

81

APPROVED BY:
Presidente del CTCE

Domnguez
Programas Acadmicos

SECRETARA ACADMICA
LEARNING UNIT:
Computer Animation
PAGE:
OUT OF
THEMATIC UNIT: I
TITLE: Computer Animation Fundamentals

UNIT OF COMPETENCE
The student develops the basics of a storyboard for an animation techniques based on Graphic Processing Units
(GPU) programming.
No.
HOURS
CONTENTS
1.1
1.1.1
1.1.2
1.1.3
1.1.4
1.1.5
Fundamentals of graphing.
Homogeneous transformations.
Changes in perspective.
Graphic primitives.
Techniques polygonal rendering of scenes.
Models of color.
1.2
1.2.1
1.2.2
GPU Programming.
GPU programming model.
Programming tools.
1.3
1.3.1
1.3.2
1.3.3
1.3.4
Generate a storyboard.
Storyboard.
Enhance the script.
Edit the content.
Mounting.
Subtotals:
Autonomous
Learning
HOURS
T
2.0
P
1.0
T
4.0
P
2.0
2.0
1.0
4.0
2.0
2.0
1.0
4.0
2.0
6.0
3.0
12.0
6.0
REFERENCES
KEY
2C, 3B, 3B,

5B, 1C
TEACHING PRINCIPLES
LEARNING EVALUATION
Diagnostic Test
Project Portfolio:
Technical data
5%
Charts
5%
Exercise-solving
10%
10%
20%
Proposal of project
10%
2%
35%

SECRETARA ACADMICA
LEARNING UNIT:
Computer Animation
PAGE:
OUT OF
THEMATIC UNIT: II
TITLE: Character Generation

UNIT OF COMPETENCE
The student designs characters in motion on an animation script based on computer motion techniques.
No.
HOURS
CONTENTS
2.1
2.1.1
2.1.2
2.1.3
2.1.4
Character development
Design Criteria
Character Design
Background design
Staging
2.2
2.2.1
2.2.2
2.2.3
2.2.4
Character Movement
Structure and proportion
Camera movements
Physical Activity
Animation
Subtotals:
Autonomous
Learning
HOURS
T
3.0
P
1.5
T
6.0
P
3.0
3.0
1.5
6.0
3.0
6.0
3.0
12.0
6.0
REFERENCES
KEY
2C, 3B, 3B,

5B, 1C
TEACHING PRINCIPLES
LEARNING EVALUATION
Project Portfolio:
Technical data
Charts
Compute programs w/report
5%
5%
10%
10%
20%
10%
2%
3%
35%

SECRETARA ACADMICA
LEARNING UNIT:
Computer Animation
PAGE:
OUT OF
THEMATIC UNIT: III
TITLE: Special Effects Programming

UNIT OF COMPETENCE
The student designs computer animations based on the key programming techniques of special effects.
No.
HOURS
CONTENTS
3.1
3.1.1
3.1.2
3.1.3
3.1.4
Techniques and types of special effects

Optical effects
Mechanical effects
Sound effects
Digital Effects
3.2
3.2.1
3.2.2
Technology and Digital Effects

Applications for the development of special effects
Basic special effects: fire, wind, rain, liquid
Subtotals:
Autonomous
Learning
HOURS
T
3.0
P
1.5
T
6.0
P
3.0
3.0
1.5
6.0
3.0
6.0
3.0
12.0
6.0
REFERENCES KEY
2C, 3B, 3B, 5B,

1C
TEACHING PRINCIPLES
LEARNING EVALUATION
Project Portfolio:
Technical Data
5%
Charts
5%
10%
Project Report
40%
15%
5%

SECRETARA ACADMICA
LEARNING UNIT:
Computer Animation
PAGE:
OUT OF
No.
THEMATIC
UNITS
DURATION
1.
Basics of computer animation.
9.0
2.
Character generation.
II
9.0
3.
Special effects programming.
III
9.0
TOTAL OF
HOURS
9.0

ACCOMPLISHMENT
LOCATION
Computer Labs.

SECRETARA ACADMICA
LEARNING UNIT:
PERIOD
1
2
3
Computer Animation
UNIT
I
II
III
PAGE:
OUT OF
EVALUATION TERMS
KEY
1
C
X
REFERENCES
Erleben, K. (2005). Physics Based Animation (Graphics). (2a Ed.). EUA:
Charles River Media. ISBN: 978-1584503804.
Foley, J.D. van Dam, A. Feiner, S.K. Hughes, J.F. (2012). Computer
Graphics: Principles and Practice, (3ra. Ed.). EUA: Addison-Wesley.
ISBN (13): 978-0321399526.
Foley, J.D. van Dam, A. Feiner, S.K. Hughes, J.F. Phillips, R.L. (1994).
Introduction to Computer Graphics (2a Ed.). EUA: Addison-Wesley.
ISBN (13): 978-0201609219.
Hearn, D. Baker, M.P. (1995) Grficas por computadora (2 Ed.) Mxico:

Prentice-Hall Hispanoamericana. ISBN (10): 968-880-482-7.
Rogers, D.F. Adams, J.A. (1990). Mathematical Elements for Computer

Graphics (2a Ed.). EUA: McGraw-Hill. ISBN (13): 978-0070535305

SECRETARA ACADMICA
ACADEMIC UNIT:
ACADEMIC PROGRAM:
FORMATION AREA:
ACADEMY:
Institutional
Basic Scientific
LEARNING UNIT:
LEVEL
Professional
III
Terminal and
Integration
Computer Animation

The student designs algorithms on computer vision and graphics systems based on computer animation
techniques.
KNOWLEDGE
Analysis of algorithms.
Algorithm design
techniques.
Computer Animation
Programming
languages.
MEI.
English Language
PROFESSIONAL
EXPERIENCE
ABILITIES
One year experience

in the analysis of
algorithms.
One year experience
in the use of algorithm
design techniques.
Two years experience
in handling groups and
collaborative work.
One year experience
as a Professor of
Higher Education.
Analysis and
synthesis.
Cooperative.
Leadership.
Applications of
Institutional
Educational Model.
Decision making.
APTITUDES
Responsible.
Tolerant.
Honest.
Respectful.
Collaborative.
Participative.
Assertive.
DESIGNED BY
REVISED BY
AUTHORIZED BY



Director
Date: 2011

SECRETARA ACADMICA
ACADEMIC UNIT:
ACADEMIC PROGRAM:
LEARNING UNIT:
Pattern Recognition
LEVEL: III

The student develops pattern-recognition applications through techniques and classifiers methods.
CONTENTS:
I.
Introduction to Pattern Recognition.
II.
Feature Selection.
III.
Bayesian Classification.
IV.
Linear Classifiers.
V.
Non-linear Classification.
VI.
Associative Memories.
The teacher will apply a Case-Based learning process, through inductive and heuristic methods to carry out learning
activities that guides the development of skills of abstraction, analysis and design of efficient algorithms; using
theoretical and practical techniques, analysis techniques, cooperative presentation, exercise-solving and the
production of the learning evidences.
Address issues through presentations and research literature by the student in order to identify the main techniques,
tools and procedures used in Pattern Recognition, developing practices that confront the student with the
development of a case study to identify the need for pattern recognition previous to the development of a system.
The activities done in class to encourage students some techniques, such as collaborative work, graphic organizers,
brainstorming, supplementary statement of issues, and the implementation of project software.
completion of learning portfolio. Some other assessing methods will be used, such as revisions, practicals, class
REFERENCES:
Duda O. R., Hart P. E., Store G. D. (2000). Pattern Classification (2 Ed.) USA: Ed. Wiley-Interscience.
ISBN: 0-471-05669-3.
Marques de S, J. P. (2001). Pattern Recognition: Concepts, Methods and Application (1 Ed.) USA: Ed.
Springer, 2001. ISBN: 3-540-42297-8.
Sergios, T. Konstantinos, K. (2009). Pattern Recognition (4 Ed.) USA: Elsevier Inc. ISBN: 0-12-685875-6.
Simon, H. (2008). Neural Networks and Learning Machines (3 Ed.) USA: Ed. Prentice Hall. 2008. ISBN-13:
9780131471399.
Yaez, C. Diaz de Len. S., M. Juan Luis (2003) Introduccin a las Memorias Asociativas. Serie Research
on Computing Science, Vol. 6, Instituto Politcnico Nacional, Mxico. ISBN: 970-360116-2.

SECRETARA ACADMICA

Computacionales
MODALITY: Presence.
LEARNING UNIT: Pattern Recognition.

TYPE OF LEARNING UNIT: Theoretical - Practical, Optative.
VALIDITY: August, 2011
LEVEL: III.
ACADEMIC AIM
This learning unit contributes to the profile of graduate in Engineering in Computer Sciences to develop skills for analyzing
problems, developing systems that solve problems by applying techniques of pattern recognition and evaluation. This will
develop strategic thinking, creative thinking, collaborative work and participatory and assertive communication.
This unit has the units Algorithm and Structured Programming, Object-Oriented Programming, Compilers and
Computational theory as antecedents.
CREDITS HOURS

Academia de Ingeniera de Software.

1.5
THEORETICAL HOURS /SEMESTER:

54
REVISED BY:

81
AUTHORIZED
BY:
Comisin
de
APPROVED BY:
Presidente del CTCE

Domnguez
Programas Acadmicos

SECRETARA ACADMICA
LEARNING UNIT:
Pattern Recognition
PAGE:
OUT OF
12
THEMATIC UNIT: I
TITLE: Introduction to Pattern Recognition

UNIT OF COMPETENCE
The student specifies feature vectors based on fundamental concepts of pattern recognition and machine learning
methods.
No.
HOURS
CONTENTS
1.1
T
0.5
1.2
Classes, Patterns and Features.
0.5
1.3
Characteristic vectors and Classifier.
0.5
1.4
Supervised Learning.
1.0
0.5
1.5
Unsupervised Learning.
1.0
0.5
1.6
Semi-Supervised Learning.
1.0
1.5
Subtotals:
4.5
Autonomous
Learning
HOURS
T
REFERENCES
KEY
P
3B,4B
4.5
TEACHING PRINCIPLES
This Thematic will apply a Case-Based learning process, through inductive and heuristic methods, thus permitting the
consolidation of the following learning techniques: address issues through exhibitions based on documentary research,
led discussion, problem solving and practical work. In the state of the art form the student develops underpins work to
make a concept map. In each topic we propose to move the project to evidence its development so this unit should
submit a proposal.
LEARNING EVALUATION
Diagnostic Test
Project Portfolio:
Concept maps
5%
Technical data
5%
10%
Reports of practicals
20%
Project Proposal
20%
5%
30%

SECRETARA ACADMICA
LEARNING UNIT:
Pattern Recognition
PAGE:
4 OUT OF
12
THEMATIC UNIT: II
TITLE: Feature Selection

UNIT OF COMPETENCE
The student determines the characteristics of patterns based on fundamental concepts of feature selection.
HOURS
Autonomous
Learning
HOURS
No.
CONTENTS
2.1
Introduction to Feature Selection.
T
0.5
2.2
Pre-Processing.
0.5
2.3
Feature selection based on statistical hypothesis

testing.
1.0
2.4
Selection class metrics.
0.5
1.5
2.5
Optimal generation characteristics.
1.0
Subtotals:
3.5
REFERENCES
KEY
P
3B,4C,2C
4.5
TEACHING PRINCIPLES
This Thematic will apply a Case-Based learning process, through inductive and heuristic methods using theoretical
and practical tools. Address issues through exhibitions based on documentary research, led discussion, problem
solving and practical work.
LEARNING EVALUATION
Project Portfolio:
Revision of papers
10%
10%
20%
Project advance
20%
5%
30%

SECRETARA ACADMICA
LEARNING UNIT:
Pattern Recognition
PAGE:
5 OUT OF
12
THEMATIC UNIT: III
TITLE: Bayesian Classification.

UNIT OF COMPETENCE
The student constructs a pattern classifier based on techniques, tools and Bayesian classification procedures.
No.
HOURS
CONTENTS
3.1
Introduction.
T
0.5
3.2
Bayesian Decision Theory.
3.3
T
1.0
0.5
1.0
1.0
Discriminants Functions.
0.5
1.0
1.0
3.4
Normal Bayesian Classification.
1.0
0.5
2.0
3.5
The K-Nearest Neighbours Method.
1.0
1.0
2.0
3.6
Bayesian Networks
1.0
0.5
1.0
2.5
4.5
0.5
5.5
8.5
Subtotals:
Autonomous
Learning
HOURS
REFERENCES KEY
3B,6B,4C
TEACHING PRINCIPLES
This Thematic will apply a Case-Based learning process, through inductive and heuristic methods using theoretical and
practical tools. Address issues through exhibitions based on documentary research, led discussion, problem solving and
practical work.
LEARNING EVALUATION
Project Portfolio:
Revision of papers
10%
10%
20%
Project advance
20%
5%
30%

SECRETARA ACADMICA
LEARNING UNIT:
Pattern Recognition
PAGE:
OUT OF
12
THEMATIC UNIT: IV
TITLE: Linear classifiers

UNIT OF COMPETENCE
The student constructs a pattern classifier based on techniques, tools and procedures for linear classification.
No.
HOURS
CONTENTS
4.1
Introduction.
T
0.5
4.2
Linear Discriminants Functions.
1.0
1.5
1.0
4.3
The Perceptron concept and Neural Networks.
1.0
2.0
2.5
4.4
The Support Vector Machine.
1.0
0.5
2.0
2.0
3.5
0.5
5.5
5.5
Subtotals:
Autonomous
Learning
HOURS
T
REFERENCES
KEY
P
3B,6C,4C
TEACHING PRINCIPLES
LEARNING EVALUATION
Project Portfolio:
Revision of papers
10%
10%
20%
Project advance
20%
5%
30%

SECRETARA ACADMICA
LEARNING UNIT:
Pattern Recognition
PAGE:
OUT OF
12
THEMATIC UNIT: V
TITLE: Non-Linear Classification

UNIT OF COMPETENCE
The student constructs a pattern classifier based on techniques, tools and procedures for non-linear
classification.
No.
HOURS
CONTENTS
5.1
Introduction to non-linear classifiers.
T
0.5
5.2
The XOR problem.
0.5
1.0
0.5
5.3
Two-layer perceptron
1.0
1.0
1.0
5.4
Three-layer perceptron
1.0
1.5
2.0
5.5
Back-Propagation Algorithm
1.0
1.0
2.0
4.5
5.5
Subtotals:
4.0
Autonomous
Learning
HOURS
T
REFERENCES
KEY
P
5C,3B,1C
0.5
0.5
TEACHING PRINCIPLES
LEARNING EVALUATION
Project Portfolio:
Revision of papers
10%
10%
20%
Project advance
20%
5%
30%

SECRETARA ACADMICA
LEARNING UNIT:
Pattern Recognition
PAGE:
OUT OF
12
THEMATIC UNIT: VI
TITLE: Associative Memories

UNIT OF COMPETENCE
The student constructs a pattern recognizer based on techniques, tools and procedures of associative memories.
No.
HOURS
CONTENTS
6.1
Introduction to Associative Memories.
T
0.5
6.2
Learnmatrix.
0.5
0.5
6.3
Correlograph.
0.5
0.5
1.0
6.4
Linear Asociator.
1.0
1.5
1.5
6.5
Hopfields Associative Memories
1.0
1.0
1.5
6.6
Alpha-Beta Associative Memories
1.5
0.5
1.0
1.5
5.0
0.5
4.5
5.5
Subtotals:
Autonomous
Learning
HOURS
T
REFERENCES
KEY
P
3B,7C,2C
TEACHING PRINCIPLES
LEARNING EVALUATION
Project Portfolio:
Revision of papers
10%
10%
20%
Project report
50%
5%

SECRETARA ACADMICA
LEARNING UNIT:
Pattern Recognition
PAGE:
OUT OF
No.
THEMATIC
UNITS
DURATION
Bayesian classifier implementation.
III
3.0
K-NN classifier implementation.
III
3.0
Bayesian network model implementation.
III
3.0
Neural network
implementation.
Perceptron
IV
3.0
Support
Vector
implementation.
Machine
classifier
IV
3.0
Back-Propagation
implementation.
Neural
network
3.0
Fingerprint Recognizer with Neural Networks

implementation.
3.0
Fingerprint
Recognizer
Memories implementation.
Associative
VI
3.0
Classifier
using
implementation.
Memories
VI
3.0
TOTAL OF
HOURS
27.0
classifier
with
with
Associative

The practical are considered mandatory to pass this unit of learning.
The practical worth 20% in each thematic unit.
ACCOMPLISHMENT
LOCATION
Computer Labs.
12

SECRETARA ACADMICA
LEARNING UNIT:
Pattern Recognition
PERIOD
UNIT
1
2
3
I , II
III , IV
V
VI
PAGE:
10
OUT OF
12
EVALUATION TERMS
30%
30%
30%
The learning unit I is 10% worth of the final score.

The learning unit II is 10% worth of the final score.
The learning unit III is 20% worth of the final score.
The learning unit IV is 20% worth of the final score.
The learning unit V is 20% worth of the final score.
The learning unit VI is 20% worth of the final score



SECRETARA ACADMICA
LEARNING UNIT:
KEY
1
Pattern Recognition.
B
2
3
PAGE:
11
OUT OF
C
X
REFERENCES
Bishop, C. (1996) Neural Networks for Pattern Recognition. Oxford
University Press, USA (January 18, 1996) ISBN: 0198538642
Duda O. R., Hart P. E., Store G. D. (2000). Pattern Classification (2 Ed.)

USA: Ed. Wiley-Interscience. ISBN: 0-471-05669-3.
Marques de S, J. P. (2001). Pattern Recognition: Concepts, Methods and

Application (1 Ed.) USA: Ed. Springer, 2001. ISBN: 3-540-42297-8.
Sergios, T. Konstantinos, K. (2009). Pattern Recognition (4 Ed.) USA:

Elsevier Inc. ISBN: 0-12-685875-6.
Simon, H. (2008). Neural Networks and Learning Machines (3 Ed.) USA:

Ed. Prentice Hall. 2008. ISBN-13: 9780131471399.
6
7
12
Webb, A. (2002) Statistical Pattern Recognition. (2nd Edition), John Wiley

and Sons, ISBN: 0-470-84514-7.
X
Yaez, C. Diaz de Len. S., M. Juan Luis (2003) Introduccin a las

Memorias Asociativas. Serie Research on Computing Science, Vol. 6,
Instituto Politcnico Nacional, Mxico. ISBN: 970-360116-2.

SECRETARA ACADMICA
ACADEMIC UNIT :
ACADEMIC PROGRAM:
FORMATION AREA:
ACADEMY:
Institutional
Basic Scientific
LEARNING UNIT:
LEVEL
Professional
III
Terminal and
Integration
Masters Degree or PhD. in Computer Science.

KNOWLEDGE
Pattern
recognition.
Analysis on
the extraction and
feature selection.
Knowledge about
techniques
classifier.
Programming
Languajes.
Knowledge of the
Institutional
Educational
Model.
English.
PROFESSIONAL
EXPERIENCE
ABILITIES
A year in PR
programming
Actual in
educational as
facilitator of the
knowledge of six
months.
A year in applying
Artificial
Intelligence
techniques.
A year experience
Educational
Model.
Analysis and
synthesis.
Problems
resolution.
Cooperative.
Leadership.
Teaching skills.
Ability to manage
groups.
Editorial review
and evaluation.
Applications of
Institutional
Educational
Model.
Decision making.
APTITUDES
Responsible.
Tolerant.
Honest.
Respectful.
Collaborative.
Participative.
Assertive.
DESIGNED BY
REVISED BY
AUTHORIZED BY
Dr. Jos Antonio Garca Meja


Director
Dr. Mario Aldape Prez
Dr. Benjamn Luna Benoso
M. en C. Miriam Pescador Rojas.
Date: 2011

SECRETARA ACADMICA
ACADEMIC UNIT:
ACADEMIC PROGRAM:
LEARNING UNIT:

Data Mining
LEVEL: III

The student designs a decision support system (DSS) trough OLAP technologies, data warehouse and data
mining.
CONTENTS:
I. Introduction.
II. Architecture and data warehouse development.
III. Data Models and OLAP (Online Analytical Processing).
IV. Knowledge Discovery.
REFERENCES:
Elmasri, R. Navathe, S. B. (2007). Fundamentos de Sistemas de Bases de Datos. (Quinta Edicin).
Madrid Espaa: Pearson/Addison Wesley ISBN: 978-84-7829-085-7.
Ferri, R. C. Ramrez, Q. M.J. Hernndez, O. J.(2004). Introduccin a la minera de datos. (Primera

Edicin). Madrid Espaa: Pearson Prentice-Hall. ISBN: 978-84-205-4091-7
Kimball, R. Ross, M. Thornthwaite, W. Mundy, J. Becker, B. (2008). The Data Warehouse Lifecycle Toolkit
(2nd Edition). USA Indianapolis: Wiley Publishing Inc. ISBN: 978-0470149775
Prez, L. C, Santn, G. D. (2007). Minera de Datos. Tcnicas y Herramientas. Madrid Espaa: Editorial
Thompson. ISBN: 9788497324922
Ricardo, C. M.(2009). Bases de Datos. Mxico D.F.: Mc Graw Hill. ISBN: 978-970-10-7275-2.

SECRETARA ACADMICA
LEARNING UNIT: Data Mining.

Computacionales
TYPER OF LEARNING UNIT: Theorical Practical,

Optative.
VALIDITY: Agosto 2011

LEVEL: III
FORMATION AREA: Profesional
MODALITY: Presencial
ACADEMIC AIM
Furthermore, this program to provide the knowledge to design decision support system, being caused the independent
learning by means of the use of tools and methods; developing abilities to use different technologies for developing a
data warehouse and data mining for knowledge discovery at database. It contributes to the debit profile reinforcing it
and coordinating projects in the context of decision support systems and database topics. It dominates the practical and
communication, and creative, strategic thought. This unit has the units Database as antecedents.

The student designs a decision support system (DSS) trough OLAP technologies, data warehouse and data mining.
CREDITS HOURS

REVISED BY:
THEORETICIAN
HOURS/SEMESTER:54

APPROVED BY:



______________________________
Domnguez

SECRETARA ACADMICA
LEARNING UNIT:
Data Mining
PAGE:
OUT OF
THEMATIC UNIT: I
TITLE: Introduction
UNIT OF COMPETENCE
TThe student relates kinds of decision support systems through data warehouse and data mart architectures.
No.
HOURS
CONTENTS
T
1.1
Introduction to Decision Support Systems
1.1.1
Decision Support System (DSS).
1.1.2
Decision support system taxonomy.
1.1.3
Architectural , Hardware and Platforms for decision

support system.
1.2
12.1
1.2.2
1.2.3
Data Warehouse/Data Mart Definition

Characteristics of data warehouse
Data Warehouse/Data Mart Architectures
Data WareHouse Applications
Subtotals:
Autonomous
Learning
HOURS
T
0.5
1.5
2.5
3.0
1.5
2.0
3.0
1.5
7.5
3.0
5.0
0.0
REFERENCES KEY
1B,5C
TEACHING PRINCIPLES
LEARNING EVALUATION
Diagnostic Test
Project Portfolio:
Charts
Concept Mapping
Proposal of project
5%
5%
10%
20%
20%
5%
5%
30%

SECRETARA ACADMICA
LEARNING UNIT:
Data Mining
PAGE:
OUT OF
THEMATIC UNIT: II
TITLE: Architecture and data warehouse development

UNIT OF COMPETENCE
The student compares differente methodologies, architecturals and ETL (Extract, transform and load) tools through
design data warehouse methodologies.
No.
HOURS
CONTENTS
Autonomous
Learning
HOURS
T
1.5
1.0
2.1
Data Warehouse Design
0.5
2.2
Data warehouse Architecture Reference.
1.5
0.5
1.5
2.0
2.3
Typical Functionality of a Data Warehouse.
1.5
0.5
1.5
1.0
2.4
An introduction to ETL Functions.
1.0
0.5
1.5
1.0
2.5
2.5.1
Problems and Open Issues in Data Warehouses.

Oracle-Sunopsis.
0.5
1.0
1.0
7.5
6.0
Subtotals: 5.0
2.0
TEACHING PRINCIPLES
REFERENCES
KEY
9B, 8C, 2B, 4B
elaboration of charts, concept mapping, exhibition in team, advance of the project, practical and production of
learning evidences.
LEARNING EVALUATION
Project Portfolio:
Concept Mapping
10%
5%
5%
30%
5%
5%
40%

SECRETARA ACADMICA
Data Mining
LEARNING UNIT:
PAGE:
OUT OF
THEMATIC UNIT: III
TITLE: Data Models and OLAP

UNIT OF COMPETENCE
The student compares mainly multidimensional models trough theirs characteristics and OLAP (Online Analytical
Processing) operations.
No.
HOURS
CONTENTS
Autonomous
Learning
HOURS
T
3.1
3.1.1
3.1.2
3.1.3
Introduction, Definitions, and Terminology

Data Cube
OLAP
OLAP vs OLTP (OnLine Transaction Processing)
1.5
2.0
1.5
3.2
3.2.1
3.2.2
3.2.3
Data Modeling for Data Warehouses.

Relational Model.
Dimensional OLAP Model.
Star Schema, Snowflake Schema and others.
1.0
3.0
1.5
3.3
Data Cube Operators.
1.5
1.0
3.0
1.5
3.4
Mutidimensional data cube examples.
1.0
1.0
1.0
1.5
Subtotals: 5.0
2.0
TEACHING PRINCIPLES
9.0
6.0
REFERENCES KEY
2B, 5C, 7C
evidences.
LEARNING EVALUATION
Project Portfolio:
Report of Practical
Charts
Concept Mapping
10%
5%
5%
30%
5%
5%
40%

SECRETARA ACADMICA
Data Mining
LEARNING UNIT:
PAGE:
THEMATIC UNIT: IV
OUT OF
TITLE: Knowledge Discovery
UNIT OF COMPETENCE
The student designs a data mining system trough knowledge discovery process.
No.
HOURS
CONTENTS
Autonomous
Learning
HOURS
REFERENCES KEY
4.1
4.1.1
4.1.2
Introduction
Basic Concepts
Data Mining and Knowledge Discovery
2.0
0.5
2.0
3B, 8C, 6C
4.2
4.3
4.3.1
4.3.2
4.3.3
4.3.4
4.3.5
Knowledge Discovery Process

Data Mining Techniques
Pattern extraction issues
Statistical Methods
Association Rules
Decision Trees
Artificial Neural Networks
3.0
1.0
4.0
4.0
4.4
4.4.1
4.4.2
4.4.3
Tools
SPSS Clementine
SAS Enterprise Miner
Weka
1.0
0.5
3.0
2.0
Subtotals: 6.0
2.0
TEACHING PRINCIPLES
9.0
6.0
Techniques of elaboration of exercise-solving, cooperative presentation, practical and learning evidence, the
production of the learning evidences and the presentation of the final project.
LEARNING EVALUATION
Project Portfolio:
Report of Practical
Exercise-solving
Concept Mapping
Final Project
10%
5%
5%
30%
5%
5%
40%

SECRETARA ACADMICA
Data Mining
LEARNING UNIT:
PAGE:
7 OUT OF
No.
THEMATIC
UNITS
DURATION
Multi-database Architecture.
3.0
Association Rules Generator System.
II
8.0
Weka Tools.
III
8.0
Decision Support System.
IV
8.0
TOTAL OF
HOURS
27.0

The practicals worth 10% in thematic units II, III and IV.
ACCOMPLISHMENT
LOCATION
Computers Labs

SECRETARA ACADMICA
Data Mining
LEARNING UNIT:
PERIOD
1
UNIT
I
PAGE:
EVALUATION TERMS
70%
30%
II
60%
40%
III
60%
40%
IV
60%
40%
OUT OF

KEY
1
B
X
REFERENCES
Elmasri, R. Navathe, S. B. (2007). Fundamentos de Sistemas de Bases de Datos.

(Quinta Edicin). Madrid Espaa: Pearson/Addison Wesley ISBN: 978-84-7829-085-7.
Ferri, R. C. Ramrez, Q. M.J. Hernndez, O. J.(2004). Introduccin a la minera de

datos. (Primera Edicin). Madrid Espaa:Pearson Prentice-Hall. ISBN: 978-84-2054091-7
Kimball, R. Ross, M. Thornthwaite, W. Mundy, J. Becker, B. (2008). The Data

Warehouse Lifecycle Toolkit (2nd Edition). USA Indianapolis: Wiley Publishing Inc.
ISBN: 978-0470149775
Efrem, G. M.(2002). Decision Support and Data Warehouse Systems. USA: Mc Graw
Hill Education. ISBN: 978-0070486843
Mannino, M. V. (2007). Administracin de bases de datos, diseo y desarrollo de

aplicaciones. (Tercera Edicin). Mxico: Mc Graw Hill Interamericana. ISBN: 978-97010-6109-1.
Prez, L. C, Santn, G. D. (2007). Minera de Datos. Tcnicas y Herramientas. Madrid

Espaa: Editorial Thompson. ISBN: 9788497324922
Ramakrishnan, R. Gehrke, J.(2007). Sistemas de Gestin de Bases de Datos. (Tercera

Edicin). Madrid Espaa: McGraw-Hill/Interamericana de Espaa. ISBN: 978-84-4815638-1
Ricardo, C. M.(2009). Bases de Datos. Mxico D.F.: Mc Graw Hill.

ISBN: 978-970-10-7275-2.
Vincent, R. (2008). Building a Data Warehouse: With Examples in SQL Server.

(Expert's Voice). (First Edition). USA Berkeley CA: Apress. ISBN: 978-1590599310

SECRETARA ACADMICA
ACADEMIC UNIT:

ACADEMIC PROGRAM:
FORMATION AREA:
ACADEMY:
Basic Scientific
Institutional
Software Engineering
LEVEL
Professional
LEARNING UNIT:
III
Terminal and
Integration
Data Mining.

The student designs a decision support system (DSS) trough OLAP technologies, data warehouse and
data mining.
KNOWLEDGE
Multidimensional Data
Models
OLAP
Distributed Systems
SQL Standard
Artificial Intelligence
Techniques
Knowledge of the
Institutional
Educational Model
English Language
PROFESSIONAL
EXPERIENCE
A year designs
database systems
groups and work
collaborative.
Model.
DESIGNED BY

ABILITIES
APTITUDES

Leadership.
Decision Making.
Applications of Institutional
Educational Model.
Develop tools for maker
decision.
REVISED BY

Responsible.
Honest.
Respectful.
Tolerant.
Assertive.
Colaborative.
Participative.
AUTHORIZED BY

Director

Date:
2011

SECRETARA ACADMICA
SYNTHESED SCHOOL PROGRAM
ACADEMIC UNIT:
ACADEMIC PROGRAM:
Ingeniero en Sistemas Computacionales.
LEARNING UNIT:
Image Analysis
LEVEL: III

The student evaluates several digital image analysis algorithms through the spatial, morphological and frequency
domains.
CONTENTS:
I.
Introduction
II.
Spatial Analysis
III.
Frequency Analysis
IV.
Morphological analysis
A Projects-Based learning process will be applied through inductive and heuristic methods using analysis
techniques, technical data, charts, cooperative presentation, exercise-solving and the production of the learning
evidences. Moreover, an autonomous learning will be encouraged by the development of a final project. The
teacher is responsible to decide the project and programs characteristics and planning.
REFERENCES:
Bradski, G., Kaehler, A. (2008). Learning OpenCV: Computer Vision with the OpenCV Library. (1 Ed.),
U.S.A.: OReilly Media. ISBN- 978-0596516130.
Daz-de-Len Santiago, J.L.,Yez Mrquez, C. (2003). Introduccin a la morfologa matemtica de

conjuntos. (1 Ed.), Mexico: Coleccin de Ciencia de la Computacin, CIC-IPN-UNAM-FCE. ISBN: 970-360075-1
Gonzlez, R., Woods, R. (2007). Digital Image Processing. (3 Ed.). U.S.A.: Prentice Hall. ISBN-9780131687288.
Ritter, G. Wilson, J. (2000) . Handbook of Computer Vision Algorithms in Image Algebra. (2 Ed.). U.S.A.:
CRC Press. ISBN- 978-0849300752.
Soille, P. (2004). Morphological Image Analysis: Principles and Applications. (2 Ed.). U.S.A.: Springer.
ISBN- 978-3540429883.

SECRETARA ACADMICA

ACADEMIC PROGRAM: Ingeniero en Sistemas
Computacionales
MODALITY: Presence.
LEARNING UNIT: Image Analysis.

USE: August, 2011
LEVEL: III.
EDUCATIVE AIM
Furthermore, this program develops abilities to analyze and design efficient algorithms to extract information from digital
images. It contributes to the debit profile reinforcing it integration of the knowledge of other Units of Learning to plan, to
negotiate and to foment the analysis skills; designing and coordinating projects in the context of systems and Image
Analysis. It dominates the practical and methodological principles, aspects for the construction of systems. Decision
making, solution of problems, assertive communication, and creative, strategic thought.
This unit has like antecedents Algorithm and Structured Programming, Object-Oriented Programming, Data Structures and
Computing Theory. It uses some concepts form Discrete Mathematics, Lineal Algebra and Advanced Mathematics for
Engineering.

The student evaluates several digital image analysis algorithms through the spatial, morphological and frequency domains.
CREDITS HOURS
UNIT OF LEARNING DESIGNED BY:


1.5
HOURS THEORETICIAN /TERM:
54

REVISED BY:
HOURS PRACTICAL / SEMESTER: 27

81
APPROVED BY:
Presidente del CTCE

Domnguez
Programas Acadmicos

SECRETARA ACADMICA
LEARNING UNIT:
Image Analysis.
PAGE:
OF
N THEMATIC UNIT: I
TITLE: Introduction
UNIT OF COMPETENCE
The student differentiates between the different type of digital images through their main components
No.
1.1
1.2
1.3
1.3.1
1.3.2
1.3.3
1.3.4
1.3.5
1.4
1.4.1
1.4.2
Teacher ledInstruction
HOURS
CONTENTS
The image analysis in computer science.

The human vision system
Digital image acquisition
Sampling and quantization.
Binary images
Grayscale images
Color Images
The histogram
Digital image storage
Spatial format (BMP, PNG and JPEG)
Vector format (AI and CDR)
Subtotals:
T
0.5
1.0
0.5
Autonomus
Learning
HOURS
0.5
T
0.5
0.5
0.5
1.0
0.5
0.5
0.5
2.5
2.5
1.0
2.0
3.5
REFERENCES
KEY
P
1C, 3B, 4C
TEACHING PRINCIPLES
strategy, trough inductive method, with the techniques of elaboration of charts and technical data, exhibition in team,
LEARNING EVALUATION
Assessment
Technical data
Charts
Report of Practical
Proposal of project
Learning Evidence
5%
5%
20%
30%
10%
5%
5%
20%

SECRETARA ACADMICA
LEARNING UNIT:
Image Analysis.
PAGE:
OF
N THEMATIC UNIT: II
TITLE: Spatial Analysis

UNIT OF COMPETENCE
The student implements image analysis algorithms in a high level programming language through the spatial domain
techniques.
No.
HOURS
CONTENTS
2.1
2.1.1
2.1.2
2.1.3
The convolution
The convolution of two continuous functions.
The convolution of two discrete functions.
The digital image as a 2 dimensional discrete function.
2.2
2.2.1
2.2.2
2.2.3
2.3
2.4
2.4.1
2.4.2
Using the convolution

Bright adjust.
Pass-low filters (Average, Gaussian, etc.)
High-pass filters (Gradient, Sobel, Canny, etc.)
Mode and median filters.
Segmentation.
Thresholding.
Automatic thresholding using the histogram.
Subtotals:
T
2.5
2.5
Autonomus
Learning
HOURS
T
4.5
0.5
4.5
2.5
1.5
1.5
0.5
0.5
2.0
2.0
1.0
1.0
8.0
1.5
13.0
4.5
REFERENCES
KEY
1C, 3B, 4C
TEACHING PRINCIPLES
exercise-solving, cooperative presentation, practical and learning evidence, the production of the learning evidences
and advance of the project.
LEARNING EVALUATION
Technical data
Charts
Advance of project
Report of Practical
Learning Evidence
5%
5%
10%
10%
40%
5%
5%
20%

SECRETARA ACADMICA
LEARNING UNIT:
Image Analysis.
PAGE:
OF
N THEMATIC UNIT: IV
TITLE: Frequency Analysis

UNIT OF COMPETENCE
The student implements image analysis algorithms in a high level programming language through the frequency domain
techniques.
No.
3.1
3.1.1
3.1.2
3.1.3
3.1.4
3.1.5
3.2
3.2.1
3.2.2
3.2.3
HOURS
CONTENTS
The Fourier transform (FT)

The Fourier transform of continuous functions
The Fourier transform of discrete functions
The fast Fourier transform
The inverse Fourier transform
The convolution and the Fourier transform
Using the Fourier transform in image analysis
Bright adjust.
Low-pass filters.
High-pass filters.
Subtotals:
Autonomus
Learning
HOURS
T
2.5
P
0.5
T
3.5
P
2.5
2.0
0.5
4.0
2.5
4.5
1.0
7.5
5.0
REFERENCES KEY
1C, 3B, 4C
TEACHING PRINCIPLES
LEARNING EVALUATION
Technical data
Charts
Advance of project
Report of Practical
Learning Evidence
5%
5%
10%
10%
40%
5%
5%
20%

SECRETARA ACADMICA
LEARNING UNIT:
Image Analysis.
PAGE:
OF
N THEMATIC UNIT: V
TITLE: Morphological Analysis

UNIT OF COMPETENCE
The student implements image analysis algorithms in a high level programming language through morphological
techniques .
No.
4.1
4.1.1
4.1.2
4.1.3
4.1.4
4.1.5
4.1.6
4.1.7
4.2
4.2.1
4.2.2
4.2.3
4.2.4
4.2.5
4.2.6
4.2.7
HOURS
CONTENTS
T
3.0
Mathematical morphology on sets

The binary image as a set
Translation y reflection
Dilation and erosion
Opening and closing
Morphological filters
Hit & Miss transform
Granulometry
Mathematical morphology on lattices
The lattices
The grayscale image as a lattice
Translation y reflection
Dilation and erosion
Opening and closing
Morphological filters
Watershed transform
3.5
Subtotals:
6.5
P
1.0
1.0
2.0
Autonomus
Learning
HOURS
T
4.0
P
5.0
6.0
3.5
10.0
8.5
REFERENCES
KEY
1C, 2B, 3B,

4C, 5C
TEACHING PRINCIPLES
Will be projects-Based learning strategy, trough inductive and heuristic methods, with the techniques of cooperative
presentation, practical, the production of the learning evidences and the presentation of the final project.
LEARNING EVALUATION
Technical data
Charts
Final project
Report of Practical
5%
5%
10%
30%
40%
5%
5%

SECRETARA ACADMICA
LEARNING UNIT:
Image Analysis.
PAGE:
OF
RECORD OF PRACTICES
PRACTICAL No.
NAME OF THE PRACTICE
Getting, showing and storing a digital

image
Getting the histogram
Getting the convolution of two digital
images
Getting the mode and median filter of a
digital image
Thresolding a grayscale image
Getting the Fourier transform of a digital
image
Getting the inverse Fourier transform of
a digital image
Getting the erosion, dilation, opening
and closing of a binary image
Getting the Hit and Miss transform
Getting the granulometry
Getting the erosion, dilation, opening
and closing of a grayscale image
2
3
4
5
6
7
8
9
10
11
12
Getting the watershed transform
THEMATIC
UNITS
DURATION
3.0
I
II
1.5
3.0
II
1.5
II
III
1.5
3.0
III
3.0
IV
1.5
IV
IV
IV
1.5
3.0
1.5
IV
3.0
TOTAL OF
HOURS
27.0

The practicals worth 40% in thematic unit IV.
ACCOMPLISHMENT
LOCATION
Computer Lab

SECRETARA ACADMICA
Image Analysis.
LEARNING UNIT:
PERIOD
UNIT
1
2
3
I and II
II and III
IV
PAGE:
OF
EVALUATION TERMS
Continuous assessment 80% and written learning evidence
Continuous assessment 80% and written learning evidence
Continuous assessment 100%
Unit I
Unit II and III
Unit IV
20%
20%
20% of the total of the final evaluation



KEY
1
C
X
REFERENCES
Bradski, G., Kaehler, A. (2008). Learning OpenCV: Computer Vision with the
OpenCV Library (1 Ed.), U.S.A.: OReilly Media. ISBN- 978-0596516130
Daz-de-Len Santiago, J.L.,Yez Mrquez, C. (2003). Introduccin a la

morfologa matemtica de conjuntos (1 Ed.), Mxico: Coleccin de Ciencia
de la Computacin, CIC-IPN-UNAM-FCE. ISBN: 970-36-0075-1
Gonzlez, R., Woods, R. (2007). Digital Image Processing (3 Ed.). U.S.A.:

Prentice Hall. ISBN-978-0131687288
Ritter, G. Wilson, J. (2000) . Handbook of Computer Vision Algorithms in

Image Algebra (2 Ed.). U.S.A.: CRC Press. ISBN- 978-0849300752
Soille, P. (2004). Morphological Image Analysis: Principles and Applications

(2 Ed.). U.S.A.: Springer. ISBN- 978-3540429883

SECRETARA ACADMICA

ACADEMIC UNIT:
ACADEMIC PROGRAM:
FORMATION AREA:
ACADEMY:

Institutional
Ingenieria de Software
LEVEL
Basic Scientist
Professional
III
Terminal and
Integration
Image Analysis.
LEARNING UNIT:
SPECIALTY AND ACADEMIC REQUIRED LEVEL: Masters or PhD Degree in Computing Science.
The student evaluates several digital image analysis algorithms through the spatial, morphological and
frequency domains.
KNOWLEDGE
Image analysis
method using the
spatial, frequency
and morphological
domains.
Programming
languages
Knowledge of the
Institutional
Educational
Model.
English.
PROFESSIONAL
EXPERIENCE
ABILITIES
A year experience
in image analysis
A year experience
in educational as
facilitator of the
knowledge.
A year experience
in cooperative
work.
A year experience
Educational
Model.
APTITUDES
Analysis and
synthesis.
Leadership
Conflict
management
Group
management.
Fluent
Didactic abilities
Responsible.
Tolerant.
Honest.
Respectful.
Collaborative.
Participative.
Assertive.
DESIGNED BY
REVISED BY
AUTHORIZED BY


SUBDIRECTOR ACADMICO

DIRECTOR
Date: 2011

SECRETARA ACADMICA
ACADEMIC UNIT:

ACADEMIC
PROGRAM:
LEARNING UNIT:
LEVEL: III

The student develops applications based on artificial intelligence techniques.
CONTENTS:
I. Introduction to artificial intelligence
II. Tree searching
III. Knowledge representation
IV. Machine learning
This unit will be addressed using the project-oriented learning strategy and the heuristic method, therefore, the
student will carry out activities that will guide the development of skills of abstraction, analysis and design of
efficient algorithms, using artificial intelligence techniques, implementing computer programs that demonstrate the
concepts of the learning unit. The activities to be carried out in class, these will encourage in students some
techniques, such as: collaborative and participatory work, brainstorming, graphic organizers, documentary
research, worksheets, exposition of complementary topics, led discussion and implement a software project. It is
the responsibility of the teacher to decide the features of the project and the developed programs, setting the time
for preparation and delivery.
This learning unit will be evaluated from the project portfolio, which is formed of: formative and summative,
evaluation, self-evaluation and cooperative evaluation rubrics.
Other means to approve this learning unit:
Evaluation of previously acquired knowledge, based on the guidelines established by the academy..
Accreditation in another academic unit of the IPN or other national or international educational institution. in
addition to the IPN.
REFERENCES:
Araujo, L. Cervigon, C. (2009). Algoritmos Evolutivos, Un Enfoque Prctico. Spain. Ed. Alfaomega. ISBN
978-84-7897-911-0.
Isasi, P. Galvn, I. (2004). Redes de Neuronas Artificiales, Un enfoque Prctico. Spain. Ed. Pearson
Education. ISBN 978-84-2054-025-2.
Pajares, M. Sanz G, De La Cruz, J. (2010). Aprendizaje Automtico Un Enfoque Prctico. Spain. Ed.
Alfaomega. ISBN 978-84-9964-011-2.
Ponce, P. (2010). Inteligencia Artificial con Aplicaciones a la Ingeniera. Mexico. Ed. Alfaomega. ISBN 978607-7854-83-8.
Russell, S. Norvig P. (2009., Artificial Intelligence: A Modern Approach (3rd Ed.), USA. Ed. Prentice Hall.
ISBN 978-01-3604-259-4.

SECRETARA ACADMICA
Computacionales
MODALITY: Presence.
LEARNING UNIT: Artificial Intelligence

LEVEL: III.
ACADEMIC AIM
This learning unit contributes to the output profile of the Engineer in Computer Systems, to develop the skills of analysis,
design, implementation and evaluation of intelligent systems, also developed strategic thinking, creative thinking,
collaborative and participative work and assertive communication.
Requirements: Discrete Mathematics, ability to demonstrate the validity of arguments by rules of formal logic, from
Algorithms and Structured Programming and Object Oriented Programming, the ability to program solutions in a highlevel language, from Data structure, use of appropriate structures to manipulate data efficiently.
CREDITS HOURS

de Ingeniera de Software.

1.5

54
REVISED BY:

81

APPROVED BY:
Presidente del CTCE

Domnguez
Secretario Tcnico de la
Comisin de Programas
Acadmicos

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OUT OF
THEMATIC UNIT: I
TITLE: Introduction to artificial intelligence.

UNIT OF COMPETENCE
The student explains artificial intelligence concepts based on intelligent agents.
No.
HOURS
CONTENTS
Autonomous
Learning
HOURS
T
1.1
1.1.1
1.1.2
1.1.3
Introduction to artificial intelligence

What is artificial intelligence?
Fundamentals of artificial intelligence
Applications and prospects of artificial intelligence
0.5
0.5
0.5
0.5
0.5
0.5
1.2
1.2.1
1.2.2
1.2.3
1.2.3
Intelligent agents
Definitions of intelligent agents
Environment and structure of an agent
Classification of intelligent agents
Building intelligent agents
0.5
0.5
0.5
1.0
0.5
0.5
0.5
0.5
0.5
1.0
4.0
0.5
3.5
1.0
Subtotals:
REFERENCES
KEY
5B, 4C
TEACHING PRINCIPLES
Framing course and the team building.
This unit will address the strategy of project-oriented learning and heuristics, enabling the consolidation of the following
learning techniques: brainstorming worksheet, documentary research, led discussion, concept mapping, project
protocol and practicals.
LEARNING EVALUATION
Diagnostic test
Project portfolio:
Reporting practicals
Worksheet
Concept map
Project protocol
Cooperative evaluation rubrics
Written evidence of learning
30%
5%
5%
20%
5%
5%
30%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
THEMATIC UNIT: II
OUT OF
TITLE: Tree searching
UNIT OF COMPETENCE
The student implements algorithms based on the different tree search techniques.
No.
HOURS
CONTENTS
Autonomous
Learning
HOURS
0.5
0.5
1.0
0.5
0.5
0.5
0.5
1.5
1.5
2.1
Problems and search spaces
1.0
2.2
2.2.1
2.2.2
2.2.3
Uninformed search algorithms

Breadth-first search
Depth-first search
Comparison of search algorithms
0.5
0.5
0.5
2.3
2.3.1
2.3.2
2.3.3
2.3.4
Informed search algorithms

What is heuristic?
Hill climbing search
Best-first search
A* Search
0.5
0.5
0.5
0.5
0.5
0.5
0.5
0.5
0.5
2.4
2.4.1
2.4.2
Adversarial search
MiniMax algorithm
Alpha-beta pruning
0.5
0.5
0.5
0.5
0.5
1.5
5.5
2.0
5.0
5.5
Subtotals:
REFERENCES
KEY
5B
TEACHING PRINCIPLES
implementation and practicals.
LEARNING EVALUATION
Project portfolio:
Worksheet
Concept Map
Advance of Project
30%
5%
5%
20%
5%
5%
30%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OUT OF
THEMATIC UNIT: III
TITLE: Knowledge representation

UNIT OF COMPETENCE
The student builds knowledge representation systems based on various modeling techniques.
No.
Teacher
ledinstruction
HOURS
CONTENTS
Autonomous
Learning
HOURS
T
REFERENCES
KEY
3.1
3.1.1
Knowledge-Based Systems
Knowledge and its representation
0.5
0.5
5B
3.1
3.2.1
3.2.2
3.2.3
3.2.4
Propositional logic
Syntax and semantics, validity, satisfiability
Logical equivalence, logical consequence
Laws of propositional logic
Logical Reasoning
1.0
0.5
0.5
0.5
0.5
0.5
0.5
0.5
3.2
3.3.1
3.3.2
3.3.3
First-order logic
The language of predicate logic
Normal Forms
Resolution
1.0
1.0
1.0
0.5
0.5
0.5
1.5
2.5
3.4
3.4.1
3.4.2
3.4.3
3.4.4
Knowledge representation
Inference Rules
Forward and backward chaining
Semantic networks and frames
Ontologies
1.0
1.0
1.0
1.0
0.5
2.5
0.5
0.5
0.5
0.5
1.5
Subtotals:
10.0
1.5
8.0
2.5
7.5
TEACHING PRINCIPLES
This unit will address the strategy of project-oriented learning and heuristics, enabling the consolidation of the
following learning techniques: brainstorming worksheet, documentary research, led discussion, concept mapping,
project implementation and practicals.
LEARNING EVALUATION
Project portfolio:
Worksheet
Concept Map
Advance of Project
30%
5%
5%
20%
5%
5%
30%

SECRETARA ACADMICA
LEARNING UNIT:
THEMATIC UNIT: IV
PAGE:
6
9
OUT OF
TITLE: Machine learning
UNIT OF COMPETENCE
The student builds intelligent systems based on different machine learning techniques and approaches.
No.
HOURS
CONTENTS
T
4.1
4.1.1
Introduction to Machine Learning

Concepts and basics
4.2
4.2.1
4.2.2
4.2.2.1
4.2.2.2
Decision-tree learning
Decision-tree representation
Learning algorithms
ID3
C4.5
0.5
0.5
4.3
4.3.1
4.3.2
4.3.3
4.3.4
Learning neural networks

Introduction to Neural Networks
Perceptron, multilayer networks, BAM, Hopfield
Training algorithms
Applications
1.0
0.5
1.0
1.0
4.4
4.4.1
4.4.2
4.4.3
Genetic algorithms
Introduction
Elements, operators, parameters
Applications
0.5
0.5
1.0
4.5
4.5.1
4.5.2
Other types of learning

Bayesian Learning
Hidden Markov Models
0.5
1.0
Autonomous
Learning
HOURS
T
REFERENCES
KEY
P
1B,2B,3B,4C,4B
Subtotals:
0.5
0.5
1.0
0.5
9.5
0.5
0.5
0.5
2.5
0.5
0.5
0.5
1.0
0.5
2.5
0.5
0.5
1.0
0.5
2.5
1.0
1.0
1.5
8.5
7.5
TEACHING PRINCIPLES
LEARNING EVALUATION
Project portfolio:
Worksheet
Concept Map
Project Report
30%
5%
5%
50%
5%
5%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OUT OF
No.
THEMATIC
UNITS
DURATION
Intelligent agent
1.5
Searching solutions
II
1.5
Blind search
II
2.0
Heuristic search
II
2.0
Adversarial search
II
2.0
Logic Programming
III
3.0
Knowledge representation
III
3.0
Knowledge based system
III
3.0
Decision trees
IV
3.0
10
Neural network
IV
3.0
11
Genetic algorithm
IV
3.0
TOTAL OF
HOURS
27.0

The practicals are considered mandatory to approve this learning unit.
ACCOMPLISHMENT
LOCATION
Laboratorio de Cmputo.

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
PERIOD
UNIT
I y II
70%
30%
III
70%
30%
IV
100%
OUT OF
EVALUATION TERMS
The learning unit I and II is 30% worth of the final score

The learning unit IV is 40% worth of the final score
Other means to approve this Learning unit:
Evaluation of previously acquired knowledge, based on the guidelines
established by the academy.
Accreditation in another academic unit of the IPN or other national or
international educational institution, in addition to the IPN.
If accredited by Special Assessment or a certificate of proficiency, it will be
based on guidelines established by the academy on a previous meeting for
this purpose.
KEY
1
B
X
Isasi, P. Galvn, I. (2004). Redes de Neuronas Artificiales, Un enfoque

Prctico. Spain. Ed. Pearson Education. ISBN 978-84-2054-025-2.
Pajares, M. Sanz G, De La Cruz, J. (2010). Aprendizaje Automtico Un

Enfoque Prctico. Spain. Ed. Alfaomega. ISBN 978-84-9964-011-2.
REFERENCES
Araujo, L. Cervigon, C. (2009). Algoritmos Evolutivos, Un Enfoque
Prctico. Spain. Ed. Alfaomega. ISBN 978-84-7897-911-0.
Ponce, P. (2010). Inteligencia Artificial con Aplicaciones a la Ingeniera.

Mexico. Ed. Alfaomega. ISBN 978-607-7854-83-8.
Russell, S. Norvig P. (2009., Artificial Intelligence: A Modern Approach
(3rd Ed.), USA. Ed. Prentice Hall. ISBN 978-01-3604-259-4

SECRETARA ACADMICA
ACADEMIC UNIT:
ACADEMIC PROGRAM:
FORMATION AREA:
ACADEMY:
Institutional
Basic Scientific
LEARNING UNIT:
III
LEVEL
Professional
Terminal and
Integration
KNOWLEDGE
Lgic
Intelligent agents
Search techniques
Knowledge-Based
Systems
Machine learning
Neural networks
Evolutionary
algorithms
Knowledge
of
the
Institutional
Educational Model.
English
PROFESSIONAL
EXPERIENCE
ABILITIES
Experiencia de dos
aos diseando e
implementando
sistemas
computacionales.
Experiencia de un ao
diseando e
implementando
Sistemas inteligentes.
como Docente de
Nivel Superior.
en manejo de grupos y
trabajo colaborativo.
Analysis and synthesis

Leadership
Decision making
Conflict Management
Group management
verbal fluency of ideas
Teaching skills
Information and
Communication
Technologies skills
APTITUDES
Responsible.
Tolerant.
Honest.
Respectful.
Collaborative.
Participative.
Assertive.
Social and
institutional
commitment
DESIGNED BY
REVISED BY
AUTHORIZED BY
M. en C. Marcario Hernndez Cruz


Director
COLLABORATING PROFESSOR
Date:
2011

SECRETARA ACADMICA
ACADEMIC UNIT:
ACADEMIC PROGRAM:
LEARNING UNIT:
Application Development for Mobile Devices
LEVEL: III

The student develops programs and applications for different mobile platforms based on the most appropriate
technology.
CONTENTS:
I.
Mobile Devices Oriented Programming
II.
Programming Architectures and Mobile Platforms
III.
Mobile Programming Languages
IV.
Development Tools
V.
Mobile Applications
This unit will be addressed from the project-oriented learning strategy and the heuristic method. Will be undertaken
of inquiry, analysis and comparison of the different elements that make up the development environment for mobile
applications, to clarify the difference between a desktop and a mobile application through the concept mapping,
exhibitions, practices, research and the realization of a project team led to their area of training that integrates the
general concepts and skills relevant to the use of technologies, environments and features of different mobile
devices.
The activities to be implemented in the classroom encourages students to some techniques, such as collaborative,
participatory, brainstorming, graphic organizers, inquiry documents, worksheets, presentation of additional topics,
facilitated discussion and the realization of a project software.
It is the responsibility of the teacher to decide the characteristics of both the project and the programs carried out
by fixing the time of preparation and delivery.
completion of proyect portfolio. Some other assessing methods will be used, such as revisions, practicals, class
REFERENCES:
Ballard, B. (2009). Designing the Mobile User Experience. England : John Wiley & Sons Ltd. ISBN
9780470033616.
BFar, R. (2005). Mobile Computing Principles. Mxico: United Kingdom. Ed. Cambridge University Press.
ISBN 9780521817332
Filing, B. (2009). Mobile Design and Development. United States of America: Ed. . OReilly . ISBN:
9780596155445.
Lee, V. (2004). Mobile Applications. United States of America: Prentice Hall. ISBN 9780131172638.
Mehta, N. (2008). Mobile Web Development. United States of America: Packt Publishing ISBN
9781847193438

SECRETARA ACADMICA

Computacionales
LEARNING UNIT: Application Development for Mobile

Devices
TYPE OF LEARNING UNIT: Theorical - Practical, Optative
VALIDITY: 2011
LEVEL: III
ACADEMIC AIM
This learning unit contributes to the profile of graduates of Ingeniera en Sistemas Computacionales, developing the
skills of designing and developing applications for mobile devices to know the different platforms, development
environments and elements of applications for mobile devices attached to the standards of quality and extent of existing
architectures. Generic skills. Likewise, invigorate the powers of creative thinking, assertive communication, collaborative
work.
It requires learning units as well as Software Engineering Object Oriented Programming the ability to program solutions
in a high-level language, Data Structure, the use of appropriate structures to manipulate data efficiently and
Technologies for developing Web applications on the Internet. Work units are consistent Trabajo Terminal I and Trabajo
Terminal II.
The student develops programs and applications for different mobile platforms based on the most appropriate
technology.
CREDITS HOURS

REVISED BY:

1.5
54

APPROVED BY:

81

AUTHORIZED BY:
Comisin de Programas Acadmicos
del Consejo General Consultivo del
IPN. 2011
_______________________________
Domnguez

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OUT OF
10
THEMATIC UNIT: I
TITLE: Mobile Devices Oriented Programming

UNIT OF COMPETENCE
The student compares the difference between conventional programming, structured, object-oriented programming
and mobile devices oriented programming based on their characteristics.
No.
HOURS
CONTENTS
T
1.1
1.2
1.3
1.4
1.5
1.6
1.6.1
1.6.2
1.6.3
1.6.4
1.6.5
Programming paradigms
Structured programming
Object Oriented Programming
Oriented Programming Events
Service Oriented Programming
Oriented Programming Mobile Devices
Mobility
Services
Prosecution
Connecting to Databases
Interfaces
0.5
0.5
0.5
0.5
0.5
1.5
Subtotals:
4.0
Autonomous
Learning
HOURS
T
1.0
0.5
1.0
1.5
REFERENCES KEY
1C,2B,3B,4C,5C
1.0
1.5
2.0
1.0
1.5
1.0
1.0
5.0
5.0
TEACHING PRINCIPLES
This unit will address the strategy from project-oriented learning and heuristics, enabling the consolidation of the
following learning techniques: brainstorming, worksheets, inquiry documentary, directed discussion, concept mapping,
resolution problems, exposure to additional topics and team work experience.
LEARNING EVALUATION
Diagnostic Test
Proyect Portfolio:
Proposal of project
10%
Charts
5%
Technical data
5%
Exercise-solving
10%
10%
20%
5%
30%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OUT OF
10
THEMATIC UNIT: II
TITLE: Programming Architectures and Mobile Platforms

UNIT OF COMPETENCE
The student classifies the different architectures of a mobile application based on the design of services and
applications
No.
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.7.1
2.7.2
2.7.3
2.7.4
2.7.5
HOURS
CONTENTS
Model N - Layers
Architecture and user interface controls
Messaging Architecture
Communications architecture
Storage Architecture
SOA Service Architecture
Platforms
PDA
Pocket PC
Mobile Phones
Tablet PC
MAC Ipack and services
Autonomous
Learning
HOURS
0.5
0.5
0.5
0.5
0.5
0.5
1.0
0.5
1.0
1.0
0.5
2.0
1.0
1.0
2.0
1.0
1.0
0.5
REFERENCES KEY
1C,2B,3B,4C,5C
1.0
Subtotals: 4.0
1.5
7.0
4.0
TEACHING PRINCIPLES
In this unit will be addressed from the project-oriented learning strategy and huerstic method, enabling the
consolidation of the following learning techniques: inquiry document, worksheet, guided discussion, table of
comparisons, computer programs, exposure complementary team issues, project proposal and work experience.
LEARNING EVALUATION
Proyect Portfolio:
Advance of project
10%
Charts
5%
Technical data
5%
10%
20%
5%
20%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OUT OF
10
THEMATIC UNIT: III
TITLE: Mobile Programming Languages

UNIT OF COMPETENCE
The student programs mobile applications, based on major programming languages and environments.
No.
CONTENTS
HOURS
Autonomous
Learning
HOURS
0.5
2.0
1.0
1.5
1.0
2.0
1.0
1.5
1.0
3.1
XML
1.0
3.2
C++ for mobiles
1.0
3.3
J2ME
1.0
3.4
CE.NET
1.0
1.0
REFERENCES KEY
1C,2B,3B,4C,5C
Subtotals: 4.0
1.5
7.0
4.0
TEACHING PRINCIPLES
This unit will be addressed from the project-oriented learning strategy and heuristics, enabling the consolidation of the
following learning techniques: inquiry document, worksheet, guided discussion, table of comparisons, computer
program, exposure complementary team issues, project implementation and completion practices.
LEARNING EVALUATION
Proyect Portfolio:
Charts
5%
Technical data
5%
10%
20%
Advance of project
30%
5%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
THEMATIC UNIT: IV
OUT OF
10
TITLE: Development Tools.
UNIT OF COMPETENCE
The student develops mobile applications based on the main development tools and standards set for different
platforms.
No.
CONTENTS
HOURS
T
4.1
4.2
4.3
4.4
4.5
4.6
Emulators
Development Environments (IDE)
Development Libraries
Mobile Programming Security
Multimedia
Communication
0.5
1.0
0.5
0.5
0.5
1.0
P
0.5
1.0
Autonomous
Learning
HOURS
T
1.0
1.0
1.5
1.5
1.0
1.0
1.0
1.0
REFERENCES KEY
1C,2B,3B,4C,5C
1.0
1.0
Subtotals: 4.0
1.5
7.0
4.0
TEACHING PRINCIPLES
This unit will be addressed from the project-oriented learning strategy, and heuristics, enabling the consolidation of the
program, exposure a team of complementary subjects, project implementation and completion practices.
LEARNING EVALUATION
Proyect Portfolio:
Charts
5%
Technical data
5%
10%
20%
Advance of project
30%
5%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
THEMATIC UNIT: V
OUT OF
10
TITLE: Mobile Applications
UNIT OF COMPETENCE
The student deploys mobile applications, based on its specific purpose.
No.
5.1
5.2
5.3
5.4
5.5
5.6
CONTENTS
Mobile Agents
Communication Applications
Educational Applications
Electronic Commerce Applications
Applications Personal Services
Mobile Security
HOURS
Autonomous
Learning
HOURS
1.0
1.0
0.5
0.5
0.5
0.5
0.5
0.5
1.5
1.5
1.0
1.0
1.0
2.0
2.0
1.0
REFERENCES KEY
1C,2B,3B,4C,5C
Subtotals: 4.0
1.0
8.0
3.0
TEACHING PRINCIPLES
LEARNING EVALUATION
Proyect Portfolio:
Charts
5%
Technical data
5%
10%
20%
Project evaluation
30%
5%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OUT OF
No.
THEMATIC
UNITS
DURATION
Basic Programming Mobile Devices
6.5
Work environments for mobile applications
II
5.5
Creating the Graphic User Interface
III
5.5
4.
Native applications
IV
5.5
Development of a mobile service
4.0
TOTAL OF
HOURS
27.0

ACCOMPLISHMENT
LOCATION
Computer Labs.
10

SECRETARA ACADMICA
LEARNING UNIT:
PERIOD
1
PAGE:
UNIT
I
EVALUATION TERMS
II
III
IV y V
OUT OF
10

KEY
1
C
X
REFERENCES
Ballard, B. (2009). Designing the Mobile User Experience. England : John
Wiley & Sons Ltd. ISBN 9780470033616.
BFar, R. (2005). Mobile Computing Principles. Mxico: United Kingdom.

Ed. Cambridge University Press. ISBN 9780521817332
Filing, B. (2009). Mobile Design and Development. United States of

America: Ed. . OReilly . ISBN: 9780596155445.
Lee, V. (2004). Mobile Applications. United States of America: Prentice

Hall. ISBN 9780131172638.
Mehta, N. (2008). Mobile Web Development. United States of America:

Packt Publishing ISBN 9781847193438

SECRETARA ACADMICA
ACADEMIC UNIT:
ACADEMIC
PROGRAM:
FORMATION AREA:
ACADEMY:
III
LEVEL
Institutional
Basic Scientific
Professional
LEARNING UNIT:
Terminal and
Integration
Application Development
for Mobile Devices

The student develops programs and applications for different mobile platforms based on the most
appropriate technology.
KNOWLEDGE
Programming
languages.
Web Technologies.
Software Engineering.
Databases
Web Site
Administration
English language
PROFESSIONAL
EXPERIENCE
A year in web programming
Actual in educational as
facilitator of the knowledge
of six months.
Six months in the handling
of equipment of calculation.
Model.
ABILITIES
APTITUDES
Analysis and
synthesis.
Cooperative.
Leadership.
Applications of
Institutional
Educational Model.
Decision making.
Responsible.
Tolerant.
Honest.
Respectful.
Collaborative.
Participative.
Interested to
learning.
Assertive.
DESIGNED BY
REVISED BY
AUTHORIZED BY
M. en C. Chadwick Carreto Arellano
M. en C. Mnica Rivera De La Rosa
M. en C. Gabriela de Jess Lopez Ruiz
Date:
2011

SECRETARA ACADMICA
ACADEMIC UNIT:
ACADEMIC PROGRAM:
LEARNING UNIT:
Web Application Development
LEVEL: III

The student develops Web applications based on Java technology.
CONTENTS:
I.
II.
III.
IV.
Introduction to Web Applications

Java Servlets
Java Server Pages (JSP)
Frameworks.
This unit will be addressed using the project-oriented learning strategy and the heuristic method, therefore, the
student will carry out activities that will guide the development of skills of abstraction, analysis and design of
efficient algorithms, using Java Web development technologies, implementing computer programs that
demonstrate the concepts of the learning unit. The activities to be carried out in class, these will encourage in
students some techniques, such as: collaborative and participatory work, brainstorming, graphic organizers,
documentary research, worksheets, exposition of complementary topics, led discussionand implementasoftware
project. Itis the responsibility of the teacher to decide the features of the project and the developed programs,
setting the time for preparation and delivery.
This learning unit will be evaluated from the project portfolio, which is formed of: formative and summative,
evaluation, self-evaluation and cooperative evaluation rubrics.
Other means to approve this learning unit:
Evaluation of previously acquired knowledge, based on the guidelines established by the academy..
Accreditation in another academic unit of the IPN or othernationalorinternationaleducational institution.in
addition to the IPN.
REFERENCES:
Bauer C. King, G. (2007).Java Persistence with Hibernate. USA. Ed. Manning. ISBN: 978-19-3239-488-7.
Brunner, R. (2003). JSP: Practical Guide for Programmers. USA. Ed. Morgan Kaufmann. ISBN: 1-55860836-2.
Chopra, V. Li, S.Genender, J. (2008).Professional Apache Tomcat. USA. Ed.Willey. ISBN: 978-04-7175361-2.
David, G. (2008). Core Java Server Faces (2nd. Ed.), USA. Pearson Education. ISBN: 978-81-3171-944-2.
Holmes, J. (2006). Struts: The Complete Reference.USA. Ed. McGraw-Hill. ISBN: 978-00-7226-386-2.

SECRETARA ACADMICA
Computacionales
MODALITY:Presence.
LEARNING UNIT: Web Application Development

TYPE OF LEARNING UNIT:Theorical - Practical,
Optative.VALIDITY:August, 2011
LEVEL: III.
ACADEMIC AIM
This learning unit contributes to the output profile of the Engineer in Computer Systems, to develop the skills of analysis,
design, implementation and evaluation of Web applications, also developed strategic thinking, creative thinking,
collaborative and participative work and assertive communication.
Requirements: Object Oriented Programming, the ability to program solutions in a high-level language, from Databases,
the ability to design database models, from Computer Networks, use of communication protocols and standards, from
Analysis and Object Oriented Design the ability to analyze and design information systems and from Web Technologies
the ability to use appropriate technologies for the development of efficient Web-based applications.
AIM OF THE LEARNING UNIT
CREDITS HOURS


1.5

54
REVISED BY:
PRACTICAL HOURS/ SEMESTER: 27

CREDITS HOURS/ SEMESTER:
81

APPROVED BY:
Presidente del CTCE

Domnguez
Acadmicos

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OUT OF
THEMATIC UNIT: I
TITLE: Introduction to Web Applications

UNIT OF COMPETENCE
The student determines the characteristics of Web applications based on J2EE specification
No.
HOURS
CONTENTS
T
1.1
1.1.1
1.1.2
1.2
1.2.1
1.2.2
1.3
1.3.1
1.3.2
J2EE Architecture
Multilayer architectures
The J2EE standard
Application Servers
Web Servers
Tomcat Application Server
Structure of a Web application
Directory Structure
Configuration Files
Subtotals:
Autonomous
Learning
HOURS
T
1.0
1.0
1.0
1.5
REFERENCES
KEY
P
3B
1.0
0.5
2.0
1.0
3.0
0.5
4.5
1.0
TEACHING PRINCIPLES
Framing course and the team building.
protocol and practicals.
LEARNING EVALUATION
Diagnostic test
Project portfolio:
Worksheet
Concept map
Project protocol
30%
5%
5%
20%
5%
5%
30%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
4 OUT OF
THEMATIC UNIT: II
TITLE: Java Servlets

UNIT OF COMPETENCE
The student buildsWeb applications based on Java Servlet specification
No.
HOURS
CONTENTS
T
2.1
2.2
2.3
2.3.1
2.3.2
2.3.3
2.3.4
2.4
2.5
2.5
Introduction to Servlets
Life Cycle and the Servlet API
Context of HttpServlets
Parameters
Sessions
Attributes
Cookies
Filters
Connection pool
Developing Applications with Servlets
0.5
1.0
Autonomous
Learning
HOURS
T
Subtotals:
5.0
0.5
0.5
0.5
0.5
0.5
0.5
0.5
0.5
0.5
0.5
0.5
3B, 6B
2.0
0.5
1.0
0.5
0.5
1.0
1.0
0.5
1.5
REFERENCES
KEY
2.0
2.0
5.5
6.0
TEACHING PRINCIPLES
LEARNING EVALUATION
Project portfolio:
Worksheet
Concept Map
Project implementation
30%
5%
5%
20%
5%
5%
30%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OUT OF
THEMATIC UNIT:III
TITLE: Java Server Pages (JSP)

UNIT OF COMPETENCE
The student buildsWeb applications based on Java Server Pages specification
No.
3.1
3.2
3.3
3.4
3.5
HOURS
CONTENTS
Introduction to JSP
Elements of JSP: directives, declarations, scriplets,
expressions, actions
Context: embedded objects, sessions
JavaBeans
Custom tags and taglibs
Subtotals:
Autonomous
Learning
HOURS
1.5
2.5
0.5
0.5
1.5
1.0
2.0
1.5
1.5
0.5
1.0
1.0
1.0
3.0
3.0
1.0
2.0
2.0
9.0
3.0
9.0
6.0
REFERENCES
KEY
2B, 3B,8C
TEACHING PRINCIPLES
LEARNING EVALUATION
Project portfolio:
Worksheet
Concept Map
30%
5%
5%
20%
5%
5%
30%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OUT OF
THEMATIC UNIT:IV
TITLE: Frameworks
UNIT OF COMPETENCE
The student buildsWeb applications based on JavaFrameworks
No.
HOURS
CONTENTS
T
4.1
4.2
4.3
4.4
4.5
Model-View-Controller design pattern

Basics of STRUTS framework
Developing Applications with STRUTS
Hibernate
Java Server Faces (JSF)
Subtotals:
Autonomous
Learning
HOURS
0.5
1.5
1.0
3.0
3.0
0.5
0.5
0.5
0.5
1.5
1.0
3.0
3.0
2.5
2.5
2.5
9.0
1.5
9.0
7.5
REFERENCES
KEY
P
1B, 4B, 5B,
7B, 8C
TEACHING PRINCIPLES
LEARNING EVALUATION
Project portfolio:
Worksheet
Concept Map
30%
5%
5%
50%
5%
5%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OUT OF
No.
THEMATIC
UNITS
DURATION
Structure of a Web application
1.5
Simple Servlet
II
1.5
Using filters
II
3.0
4.
Servlet-based application
II
3.0
Simple JSP
III
1.5
Objects embedded in JSP
III
1.5
JavaBeans
III
3.0
Taglibs
III
3.0
STRUTS-based application
IV
3.0
10
Hibernate-based application
IV
3.0
11
JSF-based application
IV
TOTAL OF
HOURS
3.0
27

The practicalsworth 30% in each thematic unit.
The practicals are considered mandatory to approve this learning unit.
ACCOMPLISHMENT
LOCATION
Computer labs

SECRETARA ACADMICA
LEARNING UNIT: Web Application Development
PERIOD
1
UNIT
I y II
III
IV
PAGE:
OUT OF 9
EVALUATION TERMS
Written evidenceof learning
30%
30%

Other means to approve this Learning unit:
Evaluation of previously acquired knowledge, based on the guidelines

established by the academy.
Accreditation in another academic unit of the IPN or other national or
international educational institution, in addition to the IPN.
If accredited by Special Assessment or a certificate of proficiency, it will be
based on guidelines established by the academy on a previous meeting for
this purpose.
KEY
1
B
X
Brunner, R. (2003). JSP: Practical Guide for Programmers. USA. Ed. Morgan
Kaufmann. ISBN: 1-55860-836-2.
Chopra, V. Li, S.Genender, J. (2008).Professional Apache Tomcat. USA. Ed.Willey.

ISBN: 978-04-7175-361-2.
David, G. (2008). Core Java Server Faces (2nd. Ed.), USA. Pearson Education.
ISBN: 978-81-3171-944-2.
Holmes, J. (2006). Struts: The Complete Reference.USA. Ed. McGraw-Hill. ISBN:

978-00-7226-386-2.
Hunter, J. Crawford, W. (2001).Java Servlet Programming. USA. Ed. OReilly. ISBN:

978-05-9600-040-0.
Martn, A. (2008).STRUTS, Mxico. Ed. Alfaomega. ISBN: 978-97-0151-414-6.
REFERENCES
Bauer C. King, G. (2007).JavaPersistence with Hibernate. USA. Ed. Manning. ISBN:
978-19-3239-488-7.
Roldn, D.Valderas, P. Pastor, O. (2010).Aplicaciones

prctico.Mxico. Ed.Alfaomega, ISBN: 978-60-7785-473-9.
Web,
un
enfoque

SECRETARA ACADMICA
ACADEMIC UNIT:
ACADEMIC PROGRAM:
Ingeniera en SistemasComputacionales.
FORMATION AREA:
ACADEMY:
Institutional
Basic Scientific
LEARNING UNIT:
LEVEL
Professional
III
Terminal and
Integration
Web Application Development.

KNOWLEDGE
HTML
XML
CSS
JavaScript
Ajax
Servlets
JSP
STRUTS
Hibernate
JSF
Knowledge of the
Model.
English
PROFESSIONAL
EXPERIENCE
Two years designing
and implementing
computer systems.
A year designing and
implementing Web
applications.
One year as a
Professor of Higher
Education.
A year in management
and collaborative work
groups.
ABILITIES
Analysis and synthesis

Leadership
Decision making
Conflict Management
Group management
verbal fluency of ideas
Teaching skills
Information and
Communication
Technologies skills
APTITUDES
Responsible.
Tolerant.
Honest.
Respectful.
Collaborative.
Participative.
Assertive.
Social and
institutional
commitment
DESIGNED BY
REVISED BY
AUTHORIZED BY
Macario Hernndez Cruz


Director
Mnica Rivera de la Rosa
Rubn Peredo Valderrama
Ulises Vlez Saldaa
Date: 2011

SECRETARA ACADMICA
ACADEMIC UNIT:
ACADEMIC PROGRAM:
LEARNING UNIT:

Software Engineering for Mobile Devices
LEVEL: III

The student develops software systems for mobile devices through different platforms.
CONTENTS:
I. Introduction to mobile applications development
II. User Interface for mobile applications
III. Mobile design
IV. Mobil applications process development
V. Case study
The teacher will apply a Projects-Based learning process, through heuristic method, which will be the
development of inquiry skills,, analysis and design of the different elements that make up the design environment
of mobile applications, using the different techniques of modeling and design appropriate to the different platforms.
The activities to be carried out in class will encourage in students some techniques, such as: collaborative work,
participatory, brainstorming, graphic organizers, inquiry documentary, worksheets, an exhibition of complementary
subjects directed discussion. Moreover, an autonomous learning will be encouraged by the development of a final
software project.
REFERENCES:
Ballard, B. (2009). Designing the Mobile User Experience. England : John Wiley & Sons Ltd. ISBN
9780470033616.
BFar, R. (2005). Mobile Computing Principles. Mxico: United Kingdom. Ed. Cambridge University Press.
ISBN 9780521817332
Filing, B. (2009). Mobile Design and Development. Estados Unidos de Amrica: Ed. OReilly.
ISBN: 9780596155445.
Lee, V. (2004). Mobile Applications. Estados Unidos de Amrica: Prentice Hall. ISBN 9780131172638.
Mehta, N. (2008). Mobile Web Development. Estados Unidos de Amrica: Packt Publishing
ISBN 9781847193438.

SECRETARA ACADMICA
Computacionales
MODALITY: Presence.
LEARNING UNIT: Software Engineering for Mobile Devices.

LEVEL: III.
ACADEMIC AIM
This learning unit contributes to the graduate profile of the Engineer in computational systems, to develop the skills of
analysis and design of applications for mobile devices by knowing the different modeling techniques and design as well
as the best practices to obtain applications tied to the standards of quality and the extent of existing architectures.
Moreover, stimulate the powers of creative thinking, critical and reflexive, assertive communication and collaborative
work.
This unit has the units Software Engineering, Oriented Object Program and Web Technologies as antecedents. The
consequente units are Terminal Work I and II.
CREDITS HOURS


1.5

54
REVISED BY:

81
AUTHORIZED
BY:
Comisin
de
APPROVED BY:
Presidente del CTCE

Domnguez
Programas Acadmicos

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OUT OF
10
THEMATIC UNIT: I
TITLE: Introduction to mobile applications development

UNIT OF COMPETENCE
The student compares the elements that make up different environments for the development of mobile applications on
the basis of the requirements posed by the client.
No.
1.1
1.2
1.2.1
1.2.2
1.2.3
1.2.4
1.2.5
1.2.6
1.2.7
1.3
1.3.1
1.3.2
1.3.3
1.3.4
1.4
HOURS
CONTENTS
History of Mobile Devices

Elements of mobile applications
Nertworks types
Devices
Platforms
Operating Systems
Application Frameworks
Services
Users
Types of Mobile Applications
SMS
Mobile web applications
Native Applications
Games
Mobile Information Architecture
0.5
1.5
0.5
0.5
0.5
1.5
1.5
0.5
0.5
3.5
1.0
0.5
0.5
6.0
3.0
0.5
Subtotals:
Autonomous
Learning
HOURS
3.0
1.5
REFERENCES KEY
1B,2B,3B,4B
TEACHING PRINCIPLES
This thematic unit must begin with a framing of the course and the formation of teams, will be Projects-Based learning
strategy, trough heuristic method, what will allow for the consolidation of the following learning techniques:
brainstorming, inquiry documentary, comparative tables, directed discussion, mental maps, project proposal (taking
into account the collection of requirements posed by the client), exhibition in team of supplementary issues and
implementation of practices.
LEARNING EVALUATION
Diagnostic Test
Project Portfolio:
Charts
Mind Maps
Proposal of project
Cooperative Evaluation
15%
10%
10%
5%
20%
5%
5%
30%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OUT OF
10
THEMATIC UNIT:II
TITLE: User Interface for mobile applications

UNIT OF COMPETENCE
The student designs the graphical user interface based on design standards.
No.
HOURS
CONTENTS
T
2.1
2.1.1
2.1.2
2.2
2.3
2.4
2.5
The elements of mobile design

Context
Designing mobile generic user interface
Designing for different screen sizes
Using UML for modeling generic user interface
Modeling multimodal user interfaces
Mobile Design tools
Autonomous
Learning
HOURS
T
1.5
0.5
0.5
1.0
1.5
0.5
0.5
0.5
1.0
0.5
1.0
1.5
REFERENCES KEY
P
1B,2B,5B,7C
1.5
1.5
Subtotals: 4.5
1.5
4.5
3.0
TEACHING PRINCIPLES
Will be Projects-Based learning strategy, trough heuristic method, what will allow for the consolidation of the following
learning techniques: brainstorming, inquiry documentary, comparative tables, directed discussion, comparative tables,
UML diagrams, exhibition in team of supplementary issues, advance of the project and practical and the production of
the learning evidences.
EVALUATION OF THE LEARNING
Project Portfolio:
Charts
UML diagrams
10%
15%
5%
10%
20%
5%
5%
20%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OUT OF
10
THEMATIC UNIT:III
TITLE: Mobile Design

UNIT OF COMPETENCE
The student designs mobile applications on the basis of the development cycle and the Unified modeling language.
No.
HOURS
CONTENTS
T
3.1
3.1.1
3.2
3.3
3.4
Autonomous
Learning
HOURS
T
REFERENCES KEY
Mobile Web Applications versus Native Applications

0.5
0.5
1.0
0.5
1B,2B,3B,4B,6C
Mobile 2.0
8B,11C
Web standars
1.0
0.5
1.0
1.0
Designing for multiple web browsers
0.5
1.5
UML-Based development cycle for mobile
0.5
1.5
1.5
applications
3.5
Mobile design principles
0.5
1.5
3.6
Architectural patterns for mobile applications
0.5
1.0
3.7
Wireless Connectivity
1.0
1.5
3.7.1
Characteristics and Quality of Service
3.8
Synchronization and Replication of Mobile Data
0.5
0.5
1.5
1.5
3.8.1
Using UML to represent data replication and
synchronization schemes
3.8.2
Modeling security with UML
3.9
Mobility and location-based services
1.0
1.5
3.0
3.9.1
Representing location with UML
Subtotals: 6.0
1.5
12.0
7.5
TEACHING PRINCIPLES
UML diagrams, exhibition in team of supplementary issues, advance of the project documentation, and practical and
the production of the learning evidences.
Project Portfolio:
Charts
UML diagrams
5%
10%
5%
20%
30%
5%
5%
20%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OUT OF
10
THEMATIC UNIT:IV
TITLE: Mobile applications process development

UNIT OF COMPETENCE
The student compares the programming languages that enable the deployment of mobile applications, based on its
advantages and disadvantages.
No.
HOURS
CONTENTS
4.1
Autonomous
Learning
HOURS
T
REFERENCES KEY
Applying the wisdow methodology to moble

0.5
0.5
2B,3B,6C,
development
7C,10C,11C
4.2
UML-based developmet cycle
0.5
0.5
4.3
Problems with building location-based applications
0.5
0.5
4.4
Best practices of development
0.5
1.0
4.5
Programming languages and testing mobile
1.0
1.5
1.5
3.0
applications
4.6
Validating the mobile uses cases before
0.5
1.5
1.5
development
4.6.1
Stress testing and scalability issues
4.6.2
Testing location-based functionality
Subtotals: 3.5
1.5
5.5
4.5
TEACHING PRINCIPLES
UML diagrams, exhibition in team of supplementary issues, implementation y validation of project, and practical and
the production of the learning evidences.
Project Portfolio:
Charts
Comparative Chart
Final Project
5%
15%
40%
10%
20%
5%
5%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
THEMATIC UNIT: V
OUT OF
10
TITLE: Case study
UNIT OF COMPETENCE
The student applies for best development practices based on the type of mobile application.
No.
HOURS
CONTENTS
T
5.1
5.2
5.3
5.4
Mobile developer frameworks

Case Study
Location based application
Web Social features
Emergency responce application
Entreteiment applications
Adapting to devices
Best practices in mobile application developmet
1.0
1.0
1.0
0.5
Autonomous
Learning
HOURS
T
1.0
2.0
0.5
1.0
1.5
REFERENCES KEY
1B,2B,7C,12C
2.5
Subtotals: 3.5
0.5
5.5
2.5
TEACHING PRINCIPLES
UML diagrams, exhibition in team of supplementary issues, implementation of best practices in the project, and
practical and the production of the learning evidences
Project Portfolio:
Charts
Comparative Chart
Final project with best
practices integrated
5%
15%
10%
40%
20%
5%
5%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OUT OF
10
No.
THEMATIC
UNITS
DURATION
Framework for mobile applications
4.5
Graphic User Interface
II
4.5
Native Applications
III
9.0
Mobile device game implementation
IV
6.0
Adapting the practical 4 to another device
3.0
TOTAL OF
HOURS
27.0

The practical mean 20% in each thematic unit.
ACCOMPLISHMENT
LOCATION
Computer Labs.

SECRETARA ACADMICA
LEARNING UNIT:
PERIOD
1

UNIT
I
EVALUATION TERMS
70%
30%
II
80%
20%
III
100%
IV y V
100%
PAGE:
OF
10

The learning unit IV and V is 40% worth of the final score
If accredited by Special Assessment or a certificate of proficiency, this will include a
practical part which contribute 50% of the grade and a theoretical part that will provide
the remaining 50%, based on guidelines established by the academy.
REFERENCES
KEY
Ballard B. (2009). Designing the Mobile User Experience. Inglaterra: John Wiley & Sons Ltd.
ISBN 9780470033616
BFar R. (2005). Mobile computing principles. Inglaterra: Cambridge University Press. ISBN
9780521817332
Filing B. (2009). Mobile Design and Development. Estados Unidos de Amrica: OReilly. ISBN
978-0-596-15544-5
Lee V. (2004). Mobile Applications. Estados Unidos de Amrica: Prentice Hall.

9780131172638
Mehta N. (2008). Mobile Web Development. Inglaterra: Pack Publishing. ISBN 9781847193438
ISBN
Mikkonen T. (2007). Programming Mobile Devices, Estados Unidos de Amrica: Wiley. ISBN
9780470057384
Moll C. (2008). Mobile Web Design. Estados Unidos de Amrica: Cameronmoll. ISBN
9780615185910
Piattini M., Garca F(2007). Calidad de Sistemas Informticos. Mxico Alfaomega. Mxico 2007.
388 pgs. ISBN 9789701512678
Pressman R(2005). Ingeniera del software: Un enfoque Prctico (8va. Ed.) Mxico: Mc Graw
Hill ISBN 9701054733.
10
Salmre I (2005). Writing Mobile Code: Essential Software Engineering for Building Mobile
Applications. Estados Unidos de Amrica: Addison-Wesley. ISBN 9780321269317
11
Sommerville I(2008). Ingeniera de Software (4ta. Ed.) Espaa: Addison Wesley. ISBN
9789702602064.
12
Golding P (2008). Next Generation Wireless Applications. Great Britain: John Wiley & Sons.
ISBN 978-0-470-72506-1.

SECRETARA ACADMICA
ACADEMIC UNIT:
ACADEMIC PROGRAM:
FORMATION AREA:
ACADEMY:
Institutional
Basic Scientific
LEARNING UNIT:
LEVEL
III
Professional
Terminal and
Integration

KNOWLEDGE
Unified
Modeling
Language
Programming
Languages.
Web Technologies
English
Knowledge
of
the
Institutional
Educational Model.
PROFESSIONAL
EXPERIENCE
Two years in Analisys and
design Web Applications.
Two years handling Web
Technologies.
Two years in collaborative
work.
Institutional
Educational
Model
ABILITIES
DESIGNED BY
Cooperative
Leadership
Fluidez verbal de ideas
Capacidad de traspasar
conocimientos
Manejo de estrategias
para
fomentar
el
aprendizaje autnomo
en el alumno
Manejo de estrategias
didcticas centradas en
el aprendizaje
Applications
of
Model.
REVISED BY

M. en C. Mnica Rivera de la Rosa.
APTITUDES
Responsible
Honest
Respectful
Tolerant
Assertiv
Collaborative
Participative
AUTHORIZED BY

Director
Ing. Jos Marco Antonio Rueda

Melndez
M. en C. Chadwick Carreto Arellano.
Date: 2011

SECRETARA ACADMICA
ACADEMIC UNIT:
ACADEMIC PROGRAM:
LEARNING UNIT:
Advanced Computing Systems Programming LEVEL: III

The student develops computer networks security systems based on available infrastructure, connectivity devices,
tools and security policies.
CONTENTS:
I. Network Security.
II. Managing Network Security.
III. Monitoring and Security Architectures.
IV. Intrusion Attacks.
V. Denial of Service.
VI. Data Theft Attack.
A project-oriented learning strategy will be apllied. The teacher will lead the course with the heuristic method, for
which several techniques will be implemented as: case studies, documentary research, conducting worksheets,
guided discussion, teamwork, presentation of issues and development practices.
REFERENCES:
Cole, E. Krutz, R. Conley, J. (2009), Network Security Bible 2nd Edition, USA: John Wiley & Sons. ISBN:
978-0-470-50249-5.
Gmez, A. (2007), Enciclopedia de la Seguridad Informtica, Espaa: Alfa Omega. ISBN 9701512661
Long J. (2005), Google Hacking for Penetration Testers, USA: Syngress, ISBN: 1-931836-36-1
Mirkovic, J. Dietrich, S. Dittrich, D. Reiher, P. (2005), Internet Denial of Service: Attack and Defense
Mechanisms, USA: Prentice Hall. ISBN-13: 9780131475731
Stallings, W. (2004), Fundamentos de Seguridad en Redes, Espaa: Pearson, ISBN 8420540021

SECRETARA ACADMICA
Computacionales
MODALITY: Presence.
LEARNING UNIT: Advanced Computing Systems

Programming.
LEVEL: III.
ACADEMIC AIM
This learning unit contributes to the profile of graduated of Ingeniera en Sistemas Computacionales, developing the skills
of abstraction, analysis and design of computer network security.
Design and Implementation of management systems for network security and monitoring using the architectures, protocols
and standards exist. It also develops strategic thinking, creative thinking, collaborative and participatory and assertive
communication.
Required of learning units Algoritmia y Programacin Estructurada, Sistemas Operativos, as como de Redes de
Computadoras, Aplicaciones para Comunicaciones en Red y Administracin de Servicios de Red.
The student develops computer networks security systems based on available infrastructure, connectivity devices, tools
and security policies.
CREDITS HOURS


1.5

54
REVISED BY:

81

APPROVED BY:
Presidente del CTCE

Domnguez
Programas Acadmicos
5%
5%
30%
5%
2.5% SECRETARA ACADMICA
2.5%
50%
LEARNING UNIT:
PAGE:
OUT OF
12
THEMATIC UNIT: I
TITLE: Network Security

UNIT OF COMPETENCE
The student develops a proposal security of a computer network, based on requirements and resources available.
No.
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
HOURS
CONTENTS
T
0.5
0.5
What is network security?

Risk types
Attack types
Type of attackers
Study cases relating to security
Ethic and commitment in security
Security services and mechanisms
Network security models
P
0.5
0.5
Autonomous
Learning
HOURS
T
1.0
1.0
1.0
0.5
1.0
REFERENCES
KEY
P
2B, 5B
1.0
1.0
1.0
1.0
1.0
0.5
Subtotal:
2.5
1.0
6.5
2.0
TEACHING PRINCIPLES
This unit will be addressed using learning strategy and project-oriented heuristics, enabling the consolidation of the
following learning techniques: documentary inquiry, guided discussion, case studies, problem solving, exhibition of
complementary topics and practical work.
LEARNING EVALUATION
Diagnostic Evaluation
Proyect Portfolio:
Evaluation of individual research
Research Worksheets
Report of practicals
Project Proposal
Self-assessment rubrics
Co-evaluation rubrics

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OUT OF
12
THEMATIC UNIT: II
TITLE: Managing Network Security

UNIT OF COMPETENCE
The student applies security policies and strategies to the project, based on its requirements and mechanisms for
responding to security incidents.
No.
2.1
2.2
2.3
2.4
2.5
2.6
HOURS
CONTENTS
T
1.0
1.0
Security strategies
Security policies
Security monitoring
Deployment mechanisms
Maintaining security
Security incident response
1.0
0.5
T
1.0
1.0
1.0
1.0
1.0
1.0
1.0
7.0
2.0
0.5
0.5
1.0
Subtotal:
3.5
Autonomous
Learning
HOURS
REFERENCES
KEY
P
2B, 6B
1.0
TEACHING PRINCIPLES
LEARNING EVALUATION
Project Portfolio:
Worksheets
Project report (diagram and
equipment configuration)
5%
25%
15%
2.5%
2.5%
50%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OUT OF
12
THEMATIC UNIT: III
TITLE: Monitoring and Security Architectures

UNIT OF COMPETENCE
The student designs network architecture based on settings such as firewalls, intrusion detection systems, virtual private
networks and monitoring tools.
No.
3.1
3.2
3.3
3.4
3.5
3.6
3.7
HOURS
CONTENTS
Monitoring for network security
Monitoring for detection and its limitations
Applications for network monitoring
Operations for the security process in monitoring
Security architecture using firewalls
Security architecture using IDS
Security architecture using VPNs
Subtotal:
T
0.5
1.0
P
0.5
0.5
0.5
1.5
0.5
2.5
2.5
Autonomous
Learning
HOURS
T
1.0
0.5
0.5
0.5
1.0
1.0
1.0
1.0
1.0
5.5
3.5
REFERENCES KEY
P
7B, 8B
1.5
TEACHING PRINCIPLES
LEARNING EVALUATION
Project Portfolio:
Worksheets
Project report (diagram and
equipment configuration)
5%
20%
20%
2.5%
2.5%
50%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OUT OF
12
THEMATIC UNIT: IV
TITLE: Intrusion Attacks

UNIT OF COMPETENCE
The student designs a set of rules for an intrusion detection system unsecured network, based on case studies.
No.
4.1
4.2
4.3
4.4
4.5
4.6
4.7
HOURS
CONTENTS
Anatomy of intrusion attacks
Obtaining information about network to attack.
Determination of operating system
Determination of services
Discovering DNS
Mechanisms to detect an intrusion attack
Mechanisms to prevent intrusion attacks
T
0.5
P
0.5
1.0
0.5
0.5
0.5
1.5
Autonomous
Learning
HOURS
T
1.0
1.0
0.5
1.0
1.0
1.0
1.0
REFERENCES
KEY
P
1B, 3C
1.0
0.5
1.0
0.5
1.5
3.0
6.5
3.0
Subtotal:
TEACHING PRINCIPLES
LEARNING EVALUATION
Project Portfolio:
Worksheets
Heading the project implementation
and progress
5%
15%
25%
2.5%
2.5%
50%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OUT OF
12
THEMATIC UNIT: V
TITLE: Denial of Service

UNIT OF COMPETENCE
The student sets up security systems that allow detecting and containing a denial of service attacks based on case
studies presented, to incorporate into the project.
No.
5.1
5.2
5.3
5.4
5.5
5.6
5.7
HOURS
CONTENTS
T
0.5
0.5
0.5
0.5
0.5
0.5
0.5
Motivation and types of DoS attacks

Anatomy of DoS attacks
DoS attacks generic
Mechanism for detecting a DoS attack
Responding to a DoS attack
Estimating a DoS attack
Protection to a DoS attack
Subtotal:
3.5
Autonomous
Learning
HOURS
0.5
T
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
7.0
0.5
REFERENCES
KEY
P
4C, 10C
1.0
1.0
2.0
TEACHING PRINCIPLES
LEARNING EVALUATION
Project Portfolio:
Worksheets
Heading the project implementation
and progress
5%
15%
25%
2.5%
2.5%
50%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OUT OF
12
THEMATIC UNIT: VI
TITLE: Data Theft Attack

UNIT OF COMPETENCE
The student sets up systems to prevent and detect data theft attacks, based on vulnerability assessment tools and
detection of anomalies
No.
6.1
6.2
6.3
6.4
6.5
6.6
HOURS
CONTENTS
Types of data theft attacks
Anatomy of data theft attacks
Power Session Data
Packet Analysis
Attack detection mechanisms of information theft
Mechanisms to prevent data theft attack
Subtotals:
T
0.5
0.5
0.5
0.5
0.5
0.5
3.0
Autonomous
Learning
HOURS
0.5
0.5
0.5
0.5
T
1.0
1.0
1.0
0.5
0.5
1.0
1.0
1.0
1.0
1.0
2.0
5.0
4.0
REFERENCES
KEY
P
13B, 12C
TEACHING PRINCIPLES
following learning techniques: documentary inquiry, guided discussion, case studies, problem solving, exposure of
your project team and practical work.
LEARNING EVALUATION
Project Portfolio:
Presenting the team final
Report and project delivery
15%
15%
35%
2.5%
2.5%
30%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OUT OF
12
No.
THEMATIC
UNITS
DURATION
Detection of computers configured in

promiscuous mode.
1.5
DNS poisoning
1.5
Configure firewalls.
II
1.5
Setting up a communication device to

respond to security alerts
II
1.5
Configuring an IDS
III
3.0
Setting up a monitoring area
III
3.0
Scanning a network and determining the

computer's operating system.
IV
3.0
Setting up a honeypot
IV
3.0
Attack login
3.0
10
Obtaining information from a user-FTP
VI
1.5
11
Forensic analysis of a committed team
VI
3.0
12
Setting up a VPN server
VI
1.5
TOTAL OF
HOURS
27.0

Practices contributing 30% to the calification in
in Unit I.
in Unit II.
in Unit III.
in Unit IV, V and VI.
Practices are considered mandatory to pass this learning unit.
ACCOMPLISHMENT
LOCATION
Salas de cmputo de
escuela
la

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
PERIOD
UNIT
I y II
III y IV
VI
10
OUT OF
12
EVALUATION TERMS
The learning unit I and II are 30% worth of the final score
The learning unit III and IV are 30% worth of the final score
The learning unit V is 20% worth of the final score

SECRETARA ACADMICA
LEARNING UNIT:
KEY
1
B
X
PAGE:
11
OUT OF
12
REFERENCES
Cole, E. (2002), Hackers Beware, USA: Sams Publishing, ISBN:
0735710090
Cole, E. Krutz, R. Conley, J. (2009), Network Security Bible 2nd Edition,
USA: John Wiley & Sons. ISBN: 978-0-470-50249-5.
Conway, R. Cordingley, J. (2004), Code Hacking: A Developer's Guide to

Network Security, Volumen 1, USA: Charles River Media, ISBN:
1584503149
Chirillo, J. (2001), Hack Attacks Revealed: A Complete Reference with

Custom Security Hacking Toolkit, USA: Wiley, ISBN: 047141624X
EC-Council. (2009), Ethical Hacking and Countermeasures: Linux,

Macintosh and Mobile Systems, USA: Cengage Learning, ISBN:
1435483642
Gmez, A. (2007), Enciclopedia de la Seguridad Informtica, Espaa: Alfa

Omega. ISBN 9701512661
Gregg, M. (2008), Build Your Own Security Lab: A Field Guide for Network
Testing, USA: John Wiley and Sons, ISBN: 0470179864
Gregg, M. (2006), Hack the Stack: Using Snort and Ethereal to Master the 8
Layers of an Insecure Network, USA: Syngress, ISBN: 1597491098
Long J. (2005), Google Hacking for Penetration Testers, USA: Syngress,

ISBN: 1-931836-36-1
10
Mirkovic, J. Dietrich, S. Dittrich, D. Reiher, P. (2005), Internet Denial of

Service: Attack and Defense Mechanisms, USA: Prentice Hall. ISBN-13:
9780131475731
11
12
13
Stallings, W. (2004), Fundamentos de Seguridad en Redes, Espaa:

Pearson, ISBN 8420540021
X
Russell, R. Mirza A., D. (2002), Hack Proofing your Network, USA:

Syngress, ISBN: 1928994709
Russell, R. (2003), Stealing the Network: How to Own the Box, USA:
Syngress, ISBN: 1931836876

SECRETARA ACADMICA
ACADEMIC UNIT:
ACADEMIC PROGRAM:
FORMATION AREA:
ACADEMY:
Institutional
Basic Scientific
LEARNING UNIT:
LEVEL
Professional
III
Terminal and
Integration
Advanced Computing Systems

Programming.
Masters Degree or network security specialist.

The student develops computer networks security systems based on available infrastructure,
connectivity devices, tools and security policies.
KNOWLEDGE
Architecture TCP / IP
Analysis of protocols
and programming
Computer Network
Security
Monitoring of
Computer Networks
PROFESSIONAL
EXPERIENCE
ABILITIES
Experience in
computer network
security
Experience using
applications for
security and network

monitoring
Experience in safety
equipment
configuration: firewalls,
IDS and VPNs.
Experience managing
a programming
language
APTITUDES
Ability to communicate
well orally and in
writing.
Ability to review
software code and find
errors.
Easy management of
groups.
Management of
teaching methods
focused on learning
Architecture TCP / IP
Analysis of protocols and
programming
Computer Network
Security
Monitoring of Computer
Networks
DESIGNED BY
REVISED BY
AUTHORIZED BY
Ing. Gilberto Snchez Quintanilla

Axel Moreno Cervantes
Ing. Eduardo Gutirrez Aldana


Director
Date: 2011

SECRETARA ACADMICA
ACADEMIC UNIT:
Ingeniera En Sistemas Computacionales

ACADEMIC
PROGRAM:
e-Commerce
LEARNING UNIT:
NIVEL:
III

The student develops e-commerce applications based on security models, design and implementation of these
systems.
CONTENTS:
I Introduction to Electronic Commerce
II. Business Models in Electronic Commerce
III. Electronic Commerce Systems Design
IV. Electronic Commerce Security
V. Legal Aspects of Electronic Commerce
This unit will be addressed from the project-oriented learning strategy and the heuristic method, be activities of
inquiry, analysis, development and evaluation of the different elements of an electronic trading system, to
understand the business models through of concept mapping, exhibitions, practices, research and implementation
of a project team led to their area of training that integrates the general concepts and skills relevant to the use of
technologies,
environments
and
features
of
different
models
e-commerce.
The activities to be implemented in the classroom encourages students to some techniques, such as collaborative,
participatory, brainstorming, graphic organizers, inquiry documents, worksheets, presentation of additional topics,
facilitated
discussion
and
the
realization
of
a
project
To do this the teacher in planning learning activities established to develop and times for delivery by the student,
likewise mark the inspection time to make comments and annotations for the student to improve learning
completion of proyect portfolio. Some other assessing methods will be used, such as revisions, practicals, class
REFERENCES:
Chaffey, D. E-Business and E-Commerce Management: Strategy, Implementation and Practice. (4th
Edition). United States of America: Prentice Hall. ISBN: 9780273719601.
De Reynools, Janice. (2009). The Complete e-Commerce Book. United States of America: Ed. Elsevier
Science Ltd. ISBN-13: 9781578203123.
Laudon, Kenneth/ Travis, Jeffrey (2010). E-Commerce 2010. United States of America: Prentice Hall.
ISBN: 0136100570.
Rayport. (2002). e-Commerce. Mxico: Ed. McGrawHill. ISBN 13: 9789701037225
Treese. (2003). Design Systems For Internet Commerce 2/e. United States of America: Pearson. ISBN 13:
9780201760354.

SECRETARA ACADMICA

Computacionales
LEARNING UNIT: e-Commerce

TYPE OF LEARNING UNIT: Theorical - Practical, Optative
VALIDITY: 2011
LEVEL: III
ACADEMIC AIM
This learning unit contributes to the profile of graduates of Computer Systems Engineer, developing the skills of
designing and developing applications for mobile devices to know the different platforms, development environments and
elements of applications for mobile devices attached to the standards of quality and extent of existing architectures.
Generic skills. Likewise, invigorate the powers of creative thinking, assertive communication, collaborative work.
It requires learning units as well as Software Engineering Object Oriented Programming the ability to program solutions
in a high-level language, Data Structure, the use of appropriate structures to manipulate data efficiently and
Technologies for developing Web applications on the Internet. Work units are consistent Trabajo Terminal I and Trabajo
Terminal II.
The student develops e-commerce applications based on security models, design and implementation of these systems.
CREDITS HOURS

REVISED BY:

1.5
54

APPROVED BY:

81

AUTHORIZED BY:
Comisin de Programas Acadmicos
del Consejo General Consultivo del
IPN. 2011
_______________________________
Domnguez

SECRETARA ACADMICA
LEARNING UNIT:
e-Commerce
PAGE:
OUT OF
10
THEMATIC UNIT: I
TITLE: Introduction to Electronic Commerce

UNIT OF COMPETENCE
The student determines the elements of an e-commerce model based on their application environment.
No.
HOURS
CONTENTS
T
1.1
1.2
1.2.1
1.2.2
1.2.3
1.3
1.4
1.5
1.6
1.7
1.7.1
1.7.2
Information Technology and Communication

Defining Electronic Commerce
Assets
Advantage
Challenges and Difficulties
Methods of Electronic Commerce
Evolution and Internet Services
Trade Networks
Internet Communication Protocols
Website: Structure and Characteristics
E-Commerce Site
Architecture E-Commerce Site
Subtotals:
0.5
0.5
Autonomous
Learning
HOURS
T
REFERENCES KEY
1.0
1.0
1B,2B,3C,4B,5C
1.0
0.5
0.5
0.5
0.5
1.0
4.0
1.0
0.5
1.0
1.5
2.0
2.0
2.0
7.0
3.0
TEACHING PRINCIPLES
This unit will address the strategy from project-oriented learning and heuristics, enabling the consolidation of the
following learning techniques: brainstorming, worksheets, inquiry documentary, directed discussion, concept mapping,
resolution problems, exposure to additional topics and team work experience.
LEARNING EVALUATION
Diagnostic Test
Proyect Portfolio:
Charts
5%
Technical data
5%
Exercise-solving
10%
10%
20%
Proyect proposal
10%
5%
30%

SECRETARA ACADMICA
LEARNING UNIT:
e-Commerce
PAGE:
OUT OF
10
THEMATIC UNIT: II
TITLE: Business Models in Electronic Commerce

UNIT OF COMPETENCE
The student classifies business models in e-commerce systems based on their application services.
No.
CONTENTS
HOURS
T
2.1
2.2
2.3
2.3.1
2.3.2
2.3.3
2.3.4
2.3.5
2.3.6
2.3.7
2.3.8
2.3.9
2.3.10
2.4
2.4.1
2.4.2
2.4.3
2.4.4
2.4.5
2.5
General classification of Internet Business Models

Classification of business models according to the
participants
E-commerce between enterprises (B2B)
B2B Definition
Types of Business Models in B2B
Utility B2B for companies
Model shop (e-Procurement)
Supplies (e-Purchasing)
EDI and electronic trading system between
companies
Marketplaces
The B2B for SMEs
Technical aspects of B2B
B2B Market
Electronic Commerce Business to Consumer (B2C)
Needs and Benefits of B2C
Solutions for Electronic Commerce B2C
Virtual store
Virtual Mall Shopping Center
B2C Market
Virtual Financial Services and Banking
0.5
1.0
1.0
1.0
2.0
1.0
Autonomous
Learning
HOURS
0.5
1.0
0.5
1.0
REFERENCES KEY
1B,2B,3C,4B,5C
1.0
1.0
2.0
1.0
0.5
0.5
1.0
Subtotals: 4.0
1.5
7.0
4.0
TEACHING PRINCIPLES
programs, exposure complementary team issues, project proposal and work experience.
LEARNING EVALUATION
Proyect Portfolio:
Charts
5%
Technical data
5%
10%
20%
Advance of Proyect
10%
5%
20%

SECRETARA ACADMICA
LEARNING UNIT:
e-Commerce
PAGE:
OUT OF
10
THEMATIC UNIT: III
TITLE: Electronic Commerce Systems Design

UNIT OF COMPETENCE
The Student designs e-commerce systems based on different models of electronic commerce
No.
HOURS
CONTENTS
T
3.1
3.2
Architectures of Electronic Commerce Systems

General Considerations on the Internet Payment
0.5
0.25
3.3
3.4
3.5
Purchasing mechanisms in e-commerce

Internet Payment Systems
Payment systems in B2B Electronic Commerce
0.25
0.5
0.5
3.6
3.7
3.7.1
3.7.2
3.7.3
3.8
3.9
3.9.1
3.9.2
3.10
Main features of Internet marketing

System Design Ecommerce
System Modeling
Sequence and collaboration
Activities and business plan
Elements of marketing a website
Characteristics of Internet Advertising
Mechanisms to promote a website
Measuring the effectiveness of online advertising
The management of customer relationships: CRM
0.5
0.5
0.5
0.25
Autonomous
Learning
HOURS
T
REFERENCES KEY
1.5
2B,3C,4B,5C
0.5
1.5
1.5
2.0
1.0
1.5
2.0
1.0
0.25
Subtotals: 4.0
1.5
7.0
4.0
TEACHING PRINCIPLES
LEARNING EVALUATION
Proyect Portfolio:
Charts
5%
Technical data
5%
10%
20%
Advance ofProyect
30%
5%
LEARNING UNIT:
e-Commerce
PAGE:
OUT OF
10

SECRETARA ACADMICA
THEMATIC UNIT: IV
TITLE: Electronic Commerce Security

UNIT OF COMPETENCE
The student Implement aspects of security based on e-commerce architectures
No.
CONTENTS
HOURS
T
4.1
Safety aspects of Internet transactions
0.5
4.2
Necessary conditions for safe e-commerce
0.5
4.3
4.4
4.5
4.6
4.6.1
4.6.2
4.6.3
Encryption methods
Certification schemes and digital signature
The electronic ID or eDNI
Security protocols on transactions:
PGP
SSL
SET
0.5
0.5
0.5
1.5
Autonomous
Learning
HOURS
T
1.0
0.5
1.0
1.0
1.5
1.5
2.0
REFERENCES KEY
2B,3C,4B,5C
2.0
2.0
Subtotals: 4.0
1.5
7.0
4.0
TEACHING PRINCIPLES
program, exposure complementary team issues, project implementation and completion practices
LEARNING EVALUATION
Proyect Portfolio:
Charts
5%
Technical data
5%
10%
20%
Advance of Proyect
30%
5%

SECRETARA ACADMICA
LEARNING UNIT:
e-Commerce
PAGE:
OUT OF
10
THEMATIC UNIT: V
TITLE: Legal Aspects of Electronic Commerce

UNIT OF COMPETENCE
The student apply legal aspects of the implementation, development and operation of electronic trading systems based
on their application environment.
No.
HOURS
CONTENTS
T
5.1
5.2
The drawbacks of e-commerce legal

Community Regulations and Electronic Commerce
0.5
05
5.3
Legal issues about intellectual property in Internet
1.0
5.4
5.5
Internet Taxation Considerations

The rules on data protection in Internet
0.5
1.0
5.6
The Law of Services of the Information Society and

Electronic Commerce (LSSICE)
0.5
Autonomous
Learning
HOURS
T
0.5
0.5
1.5
REFERENCES KEY
2B,5C
3.0
1.5
1.5
0.5
1.0
2.0
Subtotals: 4.0
1.0
6.0
5.0
TEACHING PRINCIPLES
LEARNING EVALUATION
Proyect Portfolio:
Charts
5%
Technical data
5%
10%
20%
Proyect report
30%
5%

SECRETARA ACADMICA
LEARNING UNIT:
e-Commerce
PAGE:
OUT OF
No.
THEMATIC
UNITS
DURATION
Architecture E-Commerce Site
4.5
Creating a business model for an online

store or ecommerce site
II
5.5
Designing an eCommerce site
III
5.5
4.
Implementation of a security protocol for

electronic commerce
IV
5.5
Legal Legal Plan a draft e-commerce
6.0
TOTAL OF
HOURS
27.0

ACCOMPLISHMENT
LOCATION
Computer Labs.
10

SECRETARA ACADMICA
e-Commerce
LEARNING UNIT:
PERIOD
1
PAGE:
UNIT
I
EVALUATION TERMS
II
III
IV y V
OUT OF
10

KEY
1
C
X
REFERENCES
Chaffey, D. E-Business and E-Commerce Management: Strategy,
Implementation and Practice. (4th Edition). United States of America:
Prentice Hall. ISBN: 9780273719601.
De Reynools, J. (2009). The Complete e-Commerce Book. United States
of America: Ed. Elsevier Science Ltd. ISBN-13: 9781578203123.
Laudon, K (2010). E-Commerce 2010. United States of America: Prentice

Hall. ISBN: 0136100570.
Rayport. (2002). e-Commerce. Mxico: Ed. McGrawHill. ISBN 13:
9789701037225
Treese. (2003). Design Systems For Internet Commerce 2/e. United

States of America: Pearson. ISBN 13: 9780201760354

SECRETARA ACADMICA
ACADEMIC UNIT:
ACADEMIC
PROGRAM:
FORMATION AREA:
ACADEMY:
III
NIVEL
Institutional
Basic Scientific
Professional
LEARNING UNIT:
Terminal and
Integration
e-Commerce

The student develops e-commerce applications based on security models, design and implementation of
these systems.
KNOWLEDGE
Programming
languages.
Web Technologies.
Software Engineering.
Databases
Web Site
Administration
English language
PROFESSIONAL
EXPERIENCE
A year in web programming
Actual in educational as
facilitator of the knowledge
of six months.
Six months in the handling
of equipment of calculation.
Model.
ABILITIES
APTITUDES
Analysis and
synthesis.
Cooperative.
Leadership.
Applications of
Institutional
Educational Model.
Decision making.
Responsible.
Tolerant.
Honest.
Respectful.
Collaborative.
Participative.
Interested to
learning.
Assertive.
DESIGNED BY
REVISED BY
AUTHORIZED BY
M. en C. Chadwick Carreto Arellano


M. en C. Roberto Eswart Zagal Flores

M. en C. Jaime Lopez Rabadan
Date:
2011

SECRETARA ACADMICA
ACADEMIC UNIT:
ACADEMIC PROGRAM:
LEARNING UNIT:
LEVEL: III

The student restructures the LINUX operating system kernel, based on their analysis and redesign techniques.
CONTENTS:
I.
Introduction.
II.
Memory and Process Management.
III.
Time managementand synchronization.
IV.
Devices and file systems.
V.
Embedded Linux.
The teacher will apply a Projects-Based learning process, through inductive and heuristic methods so that group
members participate in a cooperative and mutual support in learning.
The collaborative learning activities can consist of: brainstorming, discussion groups, cells of learning, structured
problem solving, analysis teams and research in groups.
The projects will be proposed by the teacher, and be associated with the core development, which must be
designed and programmed in teams.
The program will evaluate the students from the portfolio of evidence, which is made up of: formative and
summative assessment, using rubrics for self, peer and hetero assessment.
REFERENCES:
Bovet, D. Cesati, M. (2000) Understanding the Linux Kernel. (3 Ed.) EUA: Ed. O'Reilly. ISBN: 0-59600002-2
Hallinan, C. (2006) Embedded Linux Primer. EUA: Ed. Prentice Hall. ISBN: 978-0-13-167984-9
Kroah-Hartman, G. (2006) Linux Kernel in a Nutshell. EUA: Ed. O'Reilly. ISBN: 978-0-596-10079-7
Love, R. (2003) Linux Kernel Development. ( 2a Ed.) EUA: Ed. Novell Press. ISBN: 978-0672327209
Nutt, G. (2000) Kernel Projects for Linux. EUA: Ed. Addison Wesley. ISBN: 978-0201612431

SECRETARA ACADMICA
Computacionales
MODALITY:Presence.
LEARNING UNIT: Computing Selected Topics.

TYPE OF LEARNING UNIT:Theorical - Practical, Optative.
VALIDITY:August, 2011.
LEVEL: III.
ACADEMICAIM
This learning unit contributes to the profile of the Engineer in Computer Systems by developing skills as well as creative
thinking and programming system software that make optimal use of resources.
It also encourages self learning ability, along with participatory and collaborative attitudes in problem solving and project
planning working groups.
This unit has the units Algorithm and Structured Programming, Data Structures and Operating Systems as antecedents.
The consequent units are Terminal Work I and II.
AIMOF THE LEARNING UNIT:
The student restructures the LINUX operating system kernel, based on their analysis and redesign techniques.
CREDITS HOURS

Academia de SistemasDistribuidos.
THEORETICAL CREDITS / WEEK:3.0

1.5
THEORETICAL HOURS/ SEMESTER:54
AUTHORIZED
BY:
Comisin
de
REVISED BY:
PRACTICAL HOURS/ SEMESTER:27

CREDITS HOURS/ SEMESTER:81
APPROVED BY:
Presidente del CTCE

Domnguez
Programas Acadmicos

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OUT OF
11
THEMATIC UNIT:I
TITLE:Introduction
UNIT OF COMPETENCE
The student carries out the compilation of the Linux operating system kernel, based on the configuration and
compilation procedures.
No.
1.1
1.2
1.2.1
1.2.2
1.3
1.3.1
1.3.2
1.3.3
1.3.4
1.4
1.4.1
1.4.2
1.4.3
1.4.4
1.5
1.5.1
1.5.2
1.5.3
1.5.4
1.6
1.6.1
1.6.2
HOURS
CONTENTS
History of LINUX.
General architecture of the core.
Core structure.
Supervisor mode and user mode.
Construction of the core.
Tools for the kernel.
Download the source code.
Tool chain.
Tools to use.
Configuration and compilation.
Installing and running the core.
Kernel upgrade.
Customizing the kernel.
Installing device drivers.
System Calls.
Transfer control.
Service routines.
Passing parameters.
Signal and interrupts.
Static and dynamic binding.
Symbol tables.
Modules.
Subtotals:
Autonomous
Learning
HOURS
T
0.5
0.5
T
2.0
0.5
1.5
0.5
2.0
1.0
1.0
0.5
2.0
1.0
1.0
0.5
1.5
2.5
0.5
0.5
2.5
1.0
5.0
2.5
9.5
8.0
REFERENCES
KEY
P
2.5
2B,7B,6C,5C
TEACHING PRINCIPLES
This Thematic Unit must begin with a framing of the course and the formation of teams. In this unit mainly used the
strategy of collaborative learning, and heuristic teaching method. The main techniques used are brainstorming,
discussion groups, cells of learning, concept maps, structured problem solving, practical work, and analysis and
research in teams.
LEARNING EVALUATION
Diagnostic Test
Project Portfolio:
Worksheet
5%
Research team
20%
Report of Practices
15%
5%
Cooperative Evaluation Rubrics5%
Team Project35%
15%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OUT OF
11
THEMATIC UNIT:II
TITLE:Memory and Process Management

UNIT OF COMPETENCE
The student modifies the scheduling algorithm of Linux processes, based on the performance of their memory and
process manager.
No.
2.1
2.2
2.2.1
2.2.2
2.2.3
2.3
2.4
2.5
2.6
2.6.1
2.6.2
2.6.3
2.7
2.8
2.9
2.10
HOURS
CONTENTS
Memory Management.
Paging and virtual memory.
3-page table levels.
Page frame.
Paging algorithms.
General-purpose cache.
Swapping and page cache.
Virtual memory management.
Process Management.
Structure to manage the processes.
Process list.
The file system / proc.
Kernel threads.
Creating processes and associated resources.
Context switch.
Scheduling processes.
Subtotals:
T
0.5
0.5
0.5
0.5
0.5
0.5
P
0.5
T
3.0
P
2.5
REFERENCES
KEY
2B, 7B, 6C
1.5
0.5
0.5
0.5
0.5
0.5
5.0
Autonomous
Learning
HOURS
2.5
2.5
1.5
1.0
8.5
5.0
TEACHING PRINCIPLES
In this unit mainly to be used the strategy of collaborative learning, and heuristic teaching method. The main
techniques used are: brainstorming, discussion groups, cells of learning, concept maps, structured problem solving,
practical work, and analysis and research teams in groups. It must develop a team project for the thematic unit, or a
single project for the learning unit to incorporate elements of each topic.
LEARNING EVALUATION
Project Portfolio:
Worksheet
5%
Research team
20%
Report of Practices
15%
5%
Team Project
35%
15%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OUT OF
11
THEMATIC UNIT: III
TITLE:Time managementand synchronization

UNIT OF COMPETENCE
The student implements a timer module based on interrupt handling.
No.
3.1
3.2
3.3
3.4
3.4.1
3.4.2
3.5
3.6
3.7
3.8
HOURS
CONTENTS
T
0.5
0.5
0.5
0.5
Interrupt handling.
Upper half and lower half.
Using the tasklet.
Clocks in Linux.
RTC, the CPU cycle counter, the core clock.
Timer interrupts.
Soft IRQ.
Disabling interrupts.
Spin lock.
Kernel semaphores.
P
0.5
4.0
T
1.5
P
2.5
REFERENCES KEY
2B, 7B, 6C
1.5
0.5
0.5
1.0
Subtotals:
Autonomous
Learning
HOURS
2.0
0.5
5.0
2.5
TEACHING PRINCIPLES
In this unit mainly to be used the strategy of collaborative learning, and heuristic teaching method. The main techniques
used are: brainstorming, discussion groups, cells of learning, concept maps, structured problem solving, practical work,
and analysis and research teams in groups. It must develop a team project for the thematic unit, or a single project for
the learning unit to incorporate elements of each topic.
LEARNING EVALUATION
Project Portfolio:
Worksheet
Research team
Report of Practices
Team Project
5%
20%
15%
5%
5%
35%
15%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OUT OF
11
THEMATIC UNIT:IVTITLE:Devices and file systems

UNIT OF COMPETENCE
The student implements a device driver in Linux, based in synchronization mechanisms and performance of
interruptions.
No.
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.7.1
4.7.2
4.7.3
HOURS
CONTENTS
Device driver.
DMA.
Character devices, block and network.
Special device file.
Device registration.
LINUX file systems.
File systems.
VFS virtual file systems.
LVM and RAID.
JFS.
Subtotals:
T
0.5
0.5
0.5
0.5
0.5
0.5
0.5
P
0.5
3.5
1.0
Autonomous
Learning
HOURS
T
1.5
P
2.5
REFERENCES
KEY
2B,7B,3C
1.5
0.5
1.0
1.5
4.5
3.5
TEACHING PRINCIPLES
LEARNING EVALUATION
Project Portfolio:
Worksheet
Research team
Report of Practices
Team Project
5%
20%
15%
5%
5%
35%
15%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OUT OF
11
THEMATIC UNIT: V
TITLE:Embedded Linux
UNIT OF COMPETENCE
The student implements an embedded system based on design strategies and the source code for Linux.
No.
5.1
5.2
5.3
5.4
5.5
HOURS
CONTENTS
Architecture of an embedded system.
Development process of embedded systems.
Boot loaders.
Development tools.
Real time.
Subtotals:
T
1.5
P
0.5
1.0
1.0
0.5
4.0
Autonomous
Learning
HOURS
T
2.5
P
2.5
REFERENCES
KEY
4C
2.5
0.5
5.0
2.5
TEACHING PRINCIPLES
LEARNING EVALUATION
Project Portfolio:
Worksheet
Research team
Report of Practices
Team Project
5%
20%
15%
5%
5%
35%
15%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OUT OF
No.
NAME OF THEPRACTICAL
THEMATIC
UNITS
DURATION
Installing and compiling the Linux kernel.
3.0
Optimization
installation.
driver
1.5
Getting kernel variables by accessing

the / proc.
1.5
Construction of a module.
3.0
Incorporating a new system call.
1.5
Virtual memory performance.
II
3.0
Modifying the scheduler.
II
3.0
Implementing timers.
III
3.0
Building a device driver.
IV
3.0
10
File system Optimization.
IV
1.5
11
Embedded Linux.
3.0
TOTAL OF
HOURS
27.0
of
kernel
and

The practices are consideredmandatory to pass this learning unit.
Thepractices worth15% in each thematic unit.
ACCOMPLISHMENT
LOCATION
Computer Labs.
11

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
PERIOD
1
UNIT
I
EVALUATION TERMS
II
III
IV
OUT OF
11




SECRETARA ACADMICA
LEARNING UNIT:
KEY
1
C
X
PAGE:
10
OUT OF
11
REFERENCES
Benvenuti, C. (2005).Understanding Linux Network Internals. EUA: Ed.
O'Reilly Media.ISBN: 978-0596002558.
Bovet, D. Cesati,M. (2000) Understanding the Linux Kernel. (3 Ed.). EUA:
Ed. O'Reilly. ISBN: 0-596-00002-2.
Corbet, J. (2005).Linux Device Drivers. EUA: Ed. O'Reilly Media. ISBN:

978-0596005900.
Hallinan, C. (2006).Embedded Linux Primer. EUA: Ed. Prentice Hall. ISBN:

978-0-13-167984-9.
Kroah-Hartman, G. (2006).Linux Kernel in a Nutshell. EUA: Ed. O'Reilly.

ISBN: 978-0-596-10079-7.
Love, R. (2003).Linux Kernel Development. ( 2a Ed.) EUA: Ed. Novell Press.

ISBN: 978-0672327209.
Nutt, G. (2000).Kernel Projects for Linux. EUA: Ed. Addison Wesley. ISBN:
978-0201612431.

SECRETARA ACADMICA
ACADEMIC UNIT:
ACADEMIC PROGRAM:
FORMATION AREA:
ACADEMY:

Institutional
Basic Scientific
LEARNING UNIT:
LEVEL
Professional
III
Terminal and
Integration
Computing Selected Topics.
2. AIMOF THE LEARNING UNIT:

The student restructures the LINUX operating system kernel, based on their analysis and redesign
techniques.
KNOWLEDGE
Computer
networks and
networked
applications.
Handling of the
Operating
Systems.
Programming
Languages C and
assembler.
UNIX Systems
Programming.
Knowledge of the
Institutional
Educational
Model.
English.
PROFESSIONAL
EXPERIENCE
ABILITIES
Experience a year
in Linux
application
programming.
Two years
experience in
handling groups
and collaborative
work.
Experience of one
year as Professor
of Higher
Education.
Analysis and
synthesis.
Leadership.
Decision making.
Conflict
Management.
Group
management.
Verbal fluency of
ideas.
Teaching skills.
APTITUDES
Responsible.
Tolerant.
Honest.
Respectful.
Collaborative.
Participative.
Assertive.
DESIGNED BY
REVISED BY
AUTHORIZED BY
M. en C. Ukranio Coronilla Contreras

M. en C. Juan Jess Gutirrez Garca


Director
Date: 2011

SECRETARA ACADMICA
ACADEMIC UNIT:
ACADEMIC PROGRAM:
LEARNING UNIT:
Intelligent Systems
LEVEL: III

Designs a Multi-Agent System through FIPA reference model for Agent Systems.
CONTENTS:
I. Agent Fundamentals.
II. Agent Architectures.
III. Agent-Oriented Software Engineering.
IV. Multi-Agent System Development Platforms.
REFERENCES:
Belligemine, F. Caire, G. Greenwood, D.(2007). Developing multi-agents Systems with JADE. USA: John
Wiley & Sons, Ltd. ISBN: 9780470057476
Ciancarini, P. Wooldridge, M.J. (2001). Agent-Oriented Software Engineering. Alemania: Springer-Verlang

Berlin Heidelberg. ISBN: 978-3-540-41594-7
Jennings, N.R. Wooldridge, M.J. (2002). Agent Technology Foundations, Applications and Markets.
Alemania: Springer-Verlaga. ISBN: ISBN 3-540-63591-2
Weiss, G.(1999). Multiagent Systems: A Modern Approach to Distributed Artificial Intelligence. USA: The
MIT Press, Pearson Education. ISBN: 978-0-262-73131-7
Wooldridge, M.(2009). An Introduction to MultiAgent System. (Second Edition) UK: John Wiley & Sons Ltd.
ISBN: 978-0470519462

SECRETARA ACADMICA
ACADEMIC UNIT:Escuela Superior de Cmputo
LEARNING UNIT: Intelligent Systems.

Computacionales
TYPER OF LEARNING UNIT: Theorical Practical,

Optative.
VALIDITY: Agosto 2011

LEVEL: III
CREDITS:7.5 TEPIC 4.39 SATCA
ACADEMIC AIM
Furthermore, this program to provide the knowledge to design intelligent systems, being caused the independent
learning by means of the use of tools and methods; developing abilities to use different agent architectures and MultiAgent System Development Platformsfor implements multi-agent system. It contributes to the debit profile reinforcing it
and coordinating projects in the context of intelligent systems and agent technology. It dominates the practical and
communication, and creative, strategic thought. This unit has the units Distributed Systems and Artificial Intelligence as
antecedents.
CREDITS HOURS

REVISED BY:
THEORETICAL
HOURS/SEMESTER:54

APPROVED BY:


AUTHORIZEDBY:
Comisin
de
_______________________________
Domnguez

SECRETARA ACADMICA
LEARNING UNIT:
Intelligent Systems
PAGE:
OUT OF
THEMATIC UNIT: I
TITLE: Agent Fundamentals

UNIT OF COMPETENCE
The student compares ompares Multi-Agent System characteristics through a taxonomy of agents.
No.
HOURS
CONTENTS
Autonomous
Learning
HOURS
T
1.1
1.1.1
1.1.2
1.1.3
Introduction
Distributed Artificial Intelligence
Fundamentos de agencia
Applications: industries, marketing and medical.
0.5
1.2
12.1
1.2.2
1.2.3
1.2.4
Agent Theory
Agents and Objects
Agents and Expert Systems
Agents as Intentional Systems
Abstract Architectures for Intelligent Agents
2.5
0.5
3.0
3.5
1.3
1.3.1
1.3.2
1.3.3
Taxonomies of Agents
Reactive Agents
Deductive Agents
Hybrid Agents
2.0
1.0
3.0
3.5
5.0
1.5
7.5
7.0
Subtotals:
REFERENCES KEY
1.5
6B, 2C, 5C
TEACHING PRINCIPLES
LEARNING EVALUATION
Project Portfolio:
Tab work
Concept Map
Project proposal
10%
5%
5%
10%
30%
5%
5%
30%

SECRETARA ACADMICA
LEARNING UNIT:
Intelligent Systems
PAGE:
OUT OF
THEMATIC UNIT: II
TITLE: Agent Architectures

UNIT OF COMPETENCE
The student compares mainly agent architectural through FIPA reference model.
No.
HOURS
CONTENTS
Autonomous
Learning
HOURS
2.1
2.1.1
2.1.2
2.1.3
Architectures
Blackboard Architecture
BDI Architecture
Multiagent Systems
2.5
0.5
2.5
2.0
2.2
2.2.1
2.2.2
2.2.3
2.2.4
Communications
Speech Acts
Lenguages: KQML, ACL
Interaction Protocols: Contract Net
Ontologies
2.5
0.5
2.5
2.5
0.5
2.5
2.5
2.3
2.3.1
2.3.2
2.3.3
2.3.4
FIPA Reference Model

Agent Management System (AMS)
Directory Facilitator (DF)
Message Transport System (MTS)
Agent Communication Channel (ACC)
REFERENCES KEY
6B, 2C, 7B, 4C
Subtotals: 5.0
1.5
7.5
7.0
TEACHING PRINCIPLES
Will be projects-Based learning strategy, trough analogical method,trough analogical method, with the techniques of
evidences.
LEARNING EVALUATION
Project Portfolio:
Concept Mapping
10%
5%
5%
30%
5%
5%
40%

SECRETARA ACADMICA
LEARNING UNIT:
Intelligent Systems
PAGE:
OUT OF
THEMATIC UNIT: III
TITLE:Agent-Oriented Software Engineering

UNIT OF COMPETENCE
The student compares mainly analysis and design agent-based methodologies trough theirs characteristics.
No.
Teacherledinstruction
HOURS
CONTENTS
Autonomous
Learning
HOURS
T
3.1
Agent-Oriented Software Engineering
0.5
1.0
3.2
AAII Methodology
0.5
1.0
3.3
3.3.1
3.3.2
3.3.3
3.3.4
GAIA
a) Agent Model
b) The Services Model
c) Interaction Model
d) Acquaintance Model
1.0
3.0
3.4
JADE y JADEX
1.0
1.0
3.5
TROPOS
0.5
0.5
3.6
PROMETHEUS
0.5
0.5
3.7
Agent UML
0.5
1.0
3.8
Agent Z
REFERENCES KEY
P
3B, 7B
0.5
1.0
Subtotals: 5.0
0.0
9.0
0.0
TEACHING PRINCIPLES
Will be projects-Based learning strategy, trough analogical method,trough analogical method, with the techniques of
evidences.
LEARNING EVALUATION
Project Portfolio:
Concept Mapping
Tab work
Advance of theProject
5%
5%
40%
5%
5%
40%

SECRETARA ACADMICA
LEARNING UNIT:
Intelligent Systems
PAGE:
OUT OF
THEMATIC UNIT: IV
TITLE:Multi-Agent System Development Platforms

UNIT OF COMPETENCE
The student designs a Multi-Agent Systemthrough a FIPA-Based Development Platforms.
No.
HOURS
CONTENTS
Autonomous
Learning
HOURS
3.0
1.5
3.5
3.0
3.0
1.5
5.5
4.0
Subtotals: 6.0
3.0
TEACHING PRINCIPLES
9.0
7.0
4.1
4.1.1
4.1.2
4.1.3
4.1.4
Multi-Agent System Development Platforms:

AgentBuilder
JATLite
Zeus
JADE and JADEX
4.2
4.2.1
4.2.2
4.2.3
4.2.4
4.2.5
JADE
Introduction
Architecture
Threaded behaviours
Interaction protocols
Ontologies and content languages
REFERENCES KEY
1B, 4C, 7B
Techniques of elaboration of exercise-solving, cooperative presentation, practical and learning evidence, the
production of the learning evidences andthe presentation of the final project.
LEARNING EVALUATION
Project Portfolio:
Report of Practical
Exercise-solving
Concept Mapping
Final Project
10%
5%
5%
50%
5%
5%
20%

SECRETARA ACADMICA
LEARNING UNIT:
Intelligent System
PAGE:
OUT OF
No.
THEMATIC
UNITS
DURATION
Deductive Agents
2.5
Reactive Agents
3.5
Hybrid Agents
2.5
Ontologies
II
2.0
Contract Net
II
3.0
Blackboard Systems
II
3.5
JADE Instalation
IV
2.0
JADE behaviours
IV
2.0
JADE Protocols
IV
3.0
10
JADE Ontologies and content languages
IV
3.0
TOTAL OF
HOURS
27.0

Report of Practical defines 10% of the calification in the thematic units I, II and IV.
ACCOMPLISHMENT
LOCATION
Computers Labs

SECRETARA ACADMICA
LEARNING UNIT:
Intelligent Systems
PERIOD
1
UNIT
I
PAGE:
EVALUATION TERMS
70%
30%
II
60%
40%
III
60%
40%
IV
80%
20%
OUT OF

KEY
1
B
X
REFERNCES
Belligemine, F. Caire, G. Greenwood, D.(2007). Developing multi-agents
Systems with JADE. USA: John Wiley & Sons, Ltd. ISBN: 9780470057476
Bigus, J.P. Bigus, J.(2001). Constructing Intelligent Agents using Java.

(Second Edition). USA: Wiley Computer Publishing John Wiley & Sons
Inc. ISBN: 978-0471396017
Ciancarini, P. Wooldridge, M.J. (2001). Agent-Oriented Software

Engineering. Alemania: Springer-Verlang Berlin Heidelberg. ISBN: 978-3540-41594-7
Foundation for Intelligent Physical Agents (FIPA).

http://www.fipa.org/specifications/index.html
Jennings, N.R. Wooldridge, M.J. (2002). Agent Technology Foundations,

Applications and Markets. Alemania: Springer-Verlaga. ISBN: ISBN 3-54063591-2
Weiss, G.(1999). Multiagent Systems: A Modern Approach to Distributed

Artificial Intelligence. USA: The MIT Press, Pearson Education. ISBN: 9780-262-73131-7
Wooldridge, M.(2009). An Introduction to MultiAgent System. (Second

Edition) UK: John Wiley & Sons Ltd. ISBN: 978-0470519462

SECRETARA ACADMICA
ACADEMIC UNIT:
ACADEMIC PROGRAM: Ingeniera en Sistemas Computacionales

FORMATION AREA:
ACADEMY:
Institutional
LEVEL
Basic Scientific
Professional
LEARNING UNIT:
III
Terminal and
Integration
Intelligent Systems .
2. AIM THE LEARNING UNIT:

KNOWLEDGE
Expert System
Modeling
Distributed System
Artificial Intelligent
Techniques
Knowledge of the
Institutional
Educational Model
English Language
PROFESSIONAL
EXPERIENCE
A year designs
expert systems
groups and work
collaborative.
Model.
DESIGNED BY

ABILITIES
APTITUDES

Leadership.
Decision Making.
Applications of
Model.
DistinguishFIPA
reference model for
MutiAgent System.
REVISED BY

Responsible.
Honest.
Respectful.
Tolerant.
Assertive.
Colaborative.
Participative.
AUTHORIZED BY

Director
M. en C. Macario Hernndez Cruz

M. en C. Rubn Peredo Valderrama
Date:
2011

SECRETARA ACADMICA
ACADEMIC UNIT:
ACADEMIC PROGRAM:
LEARNING UNIT:
LEVEL: III
PURPOSE OF THE LEARNING UNIT:

The student builds a project of technological innovation, based on technological transfer processes.
CONTENTS:
I.
II.
III.
IV.
V.
VI.
Technological innovation
The strategy of technological innovation
Strategic technological cooperation
The technology transfer process.
Strategies of protection and development of technology
New products: conception, marketing and commercialization
The unit of learning will govern from the strategy learning faced to projects. The skills that will help the chosen
strategy are: rain of ideas, graphic organizers, documentary investigation, collaborated work, guided discussions,
exhibition of topics, practices of laboratory and the achievement of a project of technological innovation. The
methods of education that will be implemented are inductive and deductive.
The present Unit of Learning will be evaluated from the structure of the project of technological innovation and of the
briefcase of evidences, which is content of: diagnostic, formative and added assessment. The instruments of
evaluation that will be applied are: lists of collation, guides of observation and rubrics. The added evaluation will
consider the application of an evidence of learning written for the first and second period of evaluation and for the
third period, the structure of the project of technological innovation with viability of being an object of technological
transference.
REFERENCES:
Aggestam Maria (2008), Management Practices in High-Tech Environments. United Kingdom IGI Global.
ISBN 9781599045641.
Folz J. (2008) Management Practices in High-Tech Environments. United States of America: IGI Global.
ISBN 9781599045641.
Kenney, M. (2000). Understanding Silicon Valley: the anatomy of an entrepreneurial region. United States
of America: Stanford Business Books. ISBN 0804737339.
Morcillo Ortega, P. (2007) Direccin Estratgica de la Tecnologa e Innovacin: un enfoque de
competencias. Spain: Civitas. ISBN: 8447009106
Russo D., Bleier R. (2010), 17 Rules Successful Companies Use to Attract and Keep Top Talent: Why
Engaged Employees Are Your Greatest Sustainable Advantage. United States of America: Pearson ISBN:
97-8848-322-347-5

SECRETARA ACADMICA

Computacionales
MODALITY: Presence.
LEARNING UNIT: High Technology Enterprise Management.

LEVEL: III.
ACADEMIC AIM
This unit of learning contributes to the profile of graduation of the Computational Systems Engineer, by means of the
development of competences of technological innovation sustained in the technology as cooperative strategic variable,
transference of technology, strategies of protection, development, marketing and commercialization. The generic
competences that are intensify are the work in team, the critical thought for the creation and project management of high
technology, as well as the application of systemic solutions in complex problems, design and the management of the
innovation in the organization.
It needs from the units of learning Software Engineering, Quantitative Methods for the Capture of Decisions, Administrative
Management, and Management Project.
CREDITS HOURS

Academia de Proyectos Estratgicos y
Toma de Decisiones.
1.5

54
REVISED BY:

AUTHORIZED
BY:
Comisin
de
81
APPROVED BY:
Presidente del CTCE

Domnguez
Programas Acadmicos

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OUT OF
11
N THEMATIC UNIT: I
TITLE: Technological Innovation

UNIT OF COMPETENCE
The student determines the importance of the research and the development in an organization, based on the
innovative process, the management of the knowledge and the technology.
No.
1.1
1.2
1.2.1
1.2.2
1.3
1.3.1
1.3.2
1.3.3
1.3.4
1.4
1.5
1.6
1.7
1.8
1.9
HOURS
CONTENTS
The conceptual frame of the technological innovation
The concept of innovation and the terminology of the
R+D (Research and development)
Some definitions of innovation
Basic investigation, applied investigation and
technological development (R+D)
The innovative process
The lineal model
The model Marquis
The model of the London Business School
The model of Kline
The innovation as source of competitiveness
The process of technological innovation in the
organization
The management of the technological knowledge
The characteristics of the environment: the
technological change
The strategy as response to the evolution of the
competitive environment
The technology and the structure of the market
Subtotals:
T
0.5
0.5
1.0
Autonomous
Learning
HOURS
T
1.0
P
0.5
0.5
1.0
1.0
REFERENCES
KEY
1C,2B,3B,4C
1.0
0.5
0.5
1.0
2.0
1.5
0.5
0.5
0.5
0.5
3.0
1.5
6.0
3.0
TEACHING PRINCIPLES
Framing of the course and formation of teams.
The present unit will be tackled from the strategy of learning faced to projects of technological innovation, the skills of
learning: rain of ideas, card of work, documentary investigation, guided discussion, conceptual maps, resolution of
problems, and exhibition in team of complementary topics and achievement of practices. The method of education that
will be implemented is the deductive one.
LEARNING EVALUATION
Diagnostic Test
Project Portfolio:
Card of work
5%
Conceptual map
5%
Exercises
10%
Team Presentation
10%
Report of practice
20%
Self evaluation Rubrics
5%
Co evaluation Rubric
5%
40%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OF
11
N THEMATIC UNIT: II
TITLE: The strategy of technological innovation

UNIT OF COMPETENCE
The student implements technological strategies according to the tools that exist for the project analysis of high
technology and the management of resources.
No.
2.1
2.1.1
2.1.2
2.2
2.2.1
2.2.2
2.2.3
2.2.4
2.2.5
2.2.6
2.2.7
2.3
HOURS
CONTENTS
The definition of technological strategy
The technology as strategic variable
The making of the technological strategy
Tools for the strategic reflection
The counterfoil technologies - products
The counterfoil ADL and the strategies
The technological dual tree
The counterfoil technological attraction technological
position
The systematical exploration of applications in other
sectors: " the bunches or technological "trees"
The essential capacities (core competences)
The briefcase of technologies
The process of managing the technology: the strategic
plan of the technological development.
Subtotals:
T
0.5
Autonomous
Learning
HOURS
T
1.5
P
0.5
1.5
0.5
REFERENCES
KEY
1C,2B,4B,5C
2.0
0.5
0.5
0.5
1.5
1.0
0.5
3.0
1.0
1.5
1.5
6.0
3.0
TEACHING PRINCIPLES
The present unit will tackle from the strategy learning faced to practical cases and the technological innovation, skills of
learning will be applied: documentary investigation, card of work, guided discussion, picture of comparisons, programs
of calculation, exhibition in team of complementary topics, proposal of the project and achievement of practices. The
methods of education that will implement are the inductive and deductive.
LEARNING EVALUATION
Assessment
Project Portfolio:
Card of work
5%
Conceptual map
5%
Exercises
10%
Team Presentations
10%
Report of practice
20%
Self evaluation Rubrics
5%
5%
40%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OF
11
N THEMATIC UNIT: III
TITLE: Strategic technological cooperation

UNIT OF COMPETENCE
The student establishes cooperation modalities and enterprise growth based on modalities of participation on high
technology enterprises
No.
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
HOURS
CONTENTS
The strategic cooperation in growth.
The principal forms of cooperation.
The motivations of the strategies of cooperation.
The cooperation between different agents in the
development and absorption of technology.
Technologies for the technological cooperation.
Networks, clusters and networking.
The Start-Ups and the joint ventures.
Success or defeat of the agreements of cooperation.
Subtotals:
T
0.5
1.0
0.5
0.5
1.0
3.0
Autonomous
Learning
HOURS
T
1.0
1.5
P
0.5
1.0
1.0
1.0
REFERENCES
KEY
1C,2B,3B,4C
1.0
0.5
0.5
1.5
0.5
1.5
6.0
3.0
TEACHING PRINCIPLES
The present unit will tackle from the strategy learning faced to projects and the strategic technological cooperation,
which will allow the consolidation of the following skills of learning: documentary investigation, card of work, guided
discussion, picture of comparisons, program of calculation, exhibition in team of complementary topics, implementation
of the project and achievement of practices. The methods of education that will implement inductive and deductive.
LEARNING EVALUATION
Assessment
Project Portfolio:
Card of work
5%
Table of Comparisons
5%
Projects with reports
20%
Team Presentations
10%
30%
Report of practice
20%
Self evaluation Rubric
5%
5%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OF
11
N THEMATIC UNIT: IV
TITLE: The technology transfer process

UNIT OF COMPETENCE
The student establishes the forms of transference of technology that exist basen on the market, the types of contracts
and the strategies of transference of technology.
No.
4.1
4.1.1
4.1.2
4.1.3
4.2
4.3
4.3.1
4.3.2
4.3.3
4.4
4.4.1
4.4.2
4.4.3
4.5
4.6
4.7
HOURS
CONTENTS
Transference of the technology: forms and strategies.
The forms of the transference of technology.
Motivations of the buyers and of the sellers of
technology.
Strategies of transference of technology.
Analysis of the process of transference of technology.
The market of the technology.
The product.
The distribution channels.
The price.
The contract of transference of technology.
Legal frame.
Content of the contracts.
Some specific contracts.
Optimization of the process of transference of
technology
Strategies of transference of technology.
Elements of support to the transference of technology.
Subtotals:
T
0.5
Autonomous
Learning
HOURS
T
0.5
REFERENCES
KEY
P
1C,2B,4B,3C
1.0
1.0
0.5
0.5
1.5
0.5
0.5
0.5
0.5
1.5
0.5
1.0
0.5
0.5
0.5
3.0
1.5
1.5
6.0
3.0
TEACHING PRINCIPLES
The present unit will be tackled from the strategy of learning faced to projects and the technological transference, which
will allow the consolidation of the following skills of learning: documentary investigation, card of work, guided
discussion, picture of comparisons, program of calculation, exhibition in team of complementary topics, implementation
of the project and achievement of practices. The methods of education that will implement inductive and deductive
LEARNING EVALUATION
Assessment
Project Portfolio:
Card of work
5%
5%
Team Presentations
20%
Exhibition in team
10%
30%
Report of practice
20%
5%
5%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OF
11
N THEMATIC UNIT: V
TITLE: Strategies of protection and development of the technology.

UNIT OF COMPETENCE
The student establishes the strategies of protection and development of the technology based on the principal
instruments that exist in the regulative international frame.
No.
5.1
5.1.1
5.1.2
5.2
5.2.1
5.2.2
5.2.3
5.2.4
5.3
5.3.1
5.3.2
5.3.3
5.4
HOURS
CONTENTS
The need to protect the innovations.
The principal instruments.
Industrial property and intellectual property.
The protection of the inventions (patents and models of
utility).
The patents of invention.
The ways to patent.
The models of utility.
The Industrial design (Models and industrial drawings).
The distinctive signs (marks and trade names).
The mark.
The trade names.
The European or community mark.
Management of the intellectual property in the
organizations
Subtotals:
T
0.5
1.0
0.5
Autonomous
Learning
HOURS
T
1.0
REFERENCES
KEY
P
1C,3B,4B,6B
1.5
0.5
0.5
1.5
1.0
0.5
1.0
0.5
1.0
1.0
0.5
3.0
1.0
1.5
6.0
3.0
TEACHING PRINCIPLES
The present unit will tackle from the strategy learning faced to practical cases and strategies of protection and
development of the technology, which will allow the consolidation of the following skills of learning: documentary
investigation, card of work, guided discussion, picture of comparisons, program of calculation, exhibition in team of
complementary topics, implementation of the project and achievement of practices. The methods of education that will
implement inductive and deductive.
LEARNING EVALUATION
Assessment
Project Portfolio:
Card of work
5%
5%
20%
Exhibition in team
10%
30%
Report of practice
20%
5%
5%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OF
11
N THEMATIC UNIT: VI
TITLE: New products: conception, marketing and commercialization

UNIT OF COMPETENCE
The student plans technological strategies of market position and new products launching, according to the needs of
the company of high technology
No.
6.1
6.2
6.2.1
6.2.2
6.3
6.3.1
6.3.2
6.3.3
6.4
6.4.1
6.5
6.5.1
6.5.2
6.5.3
6.6
6.6.1
6.6.2
6.7
HOURS
CONTENTS
Introduction: new products, the vision from the
marketing.
Concept and position.
Concept and test of the concept.
Position and strategies of marketing.
Three tools for the conception of the products.
The deployment of the quality function (QDF).
The analysis of the value.
The resolution of inventive problems (TRIZ).
The process of development.
The design.
The plan of marketing and the throwing.
The plan of marketing.
The test of marketing.
The throwing.
Success and defeat of the new products.
Results of the investigation on the new products.
The importance of the complementary resources.
A new paradigm for the development of new products
Subtotals:
T
0.5
Autonomous
Learning
HOURS
T
1.5
REFERENCES
KEY
P
1C,2B,3B,5C
0.5
0.5
1.5
0.5
0.5
0.50
1.5
0.5
0.5
1.5
0.5
3.0
0.50
2.0
0.50
3.0
1.5
6.0
3.0
TEACHING PRINCIPLES
The present unit will tackle from the strategy learning faced to projects, conception, marketing and commercialization,
applying the skills of learning: documentary investigation, card of work, guided discussion, picture of comparisons,
program of calculation, exhibition in team of complementary topics, implementation of the project and achievement of
practices. The methods of education that will implement inductive and deductive.
LEARNING EVALUATION
Project Portfolio:
Card of work
Exhibition in team
Implementation of the project
Report of practice
5%
5%
20%
10%
30%
20%
5%
5%

SECRETARA ACADMICA
LEARNING UNIT:
PAGE:
OF
11
THEMATIC
UNITS
DURATION
Implementation of an innovative process to the

system development of calculation.
3.0
Determination of the competitive environment

of a company of the branch of high technology.
1.5
Implementation of a counterfoil ADL to a case

of company of high technology
II
1.5
Defining Core Competences of a company of

high technology
II
3.0
Implementation of strategies of technological

cooperation.
III
1.5
Implementation of a network, cluster and

networking to a company of high technology
III
3.0
Making a contract of technology transference
IV
1.5
Implementing the use of criteria current and

adapted for the record of a patent
IV
3.0

adapted for the record of a model of utility
1.5
10

adapted for the record of a mark
3.0
11
Achievement of the hardware of the QFD to

determine the added value of a product.
VI
3.0
12
Implementation of a test of marketing to a

product of high technology
VI
1.5
TOTAL OF
HOURS
27.0
PRACTICAL No.

ACCOMPLISHMENT
LOCATION
Computer Labs.

SECRETARA ACADMICA
LEARNING UNIT:
PERIOD
1
UNIT
I, II
2
3
PAGE:
EVALUATION TERMS
60%
40%
III, IV
100%
V, VI
100%
10
OF
11
The Learning Units I and II is 30% worth of the total of the final evaluation
The Learning Units Unit III and IV is 30% worth of the total of the final evaluation
The Learning Units Unit V and VI is 40% worth of the total of the final evaluation
In case of accreditation this Unit of Learning for Extraordinary Assessment or
Sufficiency Assessment, this one will consist of a practical part that it will contribute
50% of the grade and a theoretical part that it will contribute 50% remaining, with base
in the lineaments established by the Academy.
KEY
1
C
X
Folz J. (2008) Management Practices in High-Tech Environments. United

States of America: IGI Global. ISBN 9781599045641
Kenney, M. (2000). Understanding Silicon Valley: the anatomy of an
entrepreneurial region. United States of America: Stanford Business
Books. ISBN 0804737339
REFERENCES
Aggestam Maria (2008), Management Practices in High-Tech
Environments. United Kingdom IGI Global. ISBN 9781599045641
Lee, C. Miller, W. Hancock, M., Rowen, H., Miller, W. Hankcock, M.,

Rowen, H.(2001) The Silicon Valley Edge: A Habitat for Innovation and
Entrepreneurship. United States of America. Stanford Business Books.
ISBN 9780804740630
Molero, J. (2001), Innovacin tecnolgica y competitividad en Europa.
Publishing House Sntesis, Madrid. ISBN 9788477388296
Morcillo Ortega, P. (2007) Direccin Estratgica de la Tecnologa e
Innovacin: un enfoque de competencias. Publishing House Civitas.
Spain. ISBN 8447009106
Russo D., Bleier R. (2010), 17 Rules Successful Companies Use to Attract
and Keep Top Talent: Why Engaged Employees Are Your Greatest
Sustainable Advantage. United States of America: Pearson ISBN
9780137146703

SECRETARA ACADMICA
ACADEMIC UNIT:
ACADEMIC PROGRAM:
FORMATION AREA:
ACADEMY:
Institutional
Basic Scientific
Proyectos Estratgicos y Toma de LEARNING UNIT:

Decisiones
LEVEL
Professional
III
Terminal and
Integration
Candidate to Master Degree in Administration, Master Degree

or Doctor in Administration.

KNOWLEDGE
Management of
Resources.
Skills of Management
of the Knowledge.
Tools of analysis for
the capture of
decisions.
Intellectual Property.
Marketing.
Strategic
Administration.
English Language
PROFESSIONAL
EXPERIENCE
Experience of one
year in administrative
area.
Experience of two
years in the handling
of groups and in the
team job.
Experience of one
year as Teacher of
Top Level.
ABILITIES
APTITUDES
Analysis
and
synthesis.
Leadership.
Capture of decisions.
Handling of Conflicts.
Handling of groups.
Verbal
Fluency
of
ideas.
Didactic Skills.
Collaborating.
To take part in a team.
Person in charge.
Honest.
Respectful.
Tolerant.
Assertive.
DESIGNED BY
REVISED BY
AUTHORIZED BY
Ariel Lpez Rojas

Coordinating Profesor
Maribel Aragn Garca
Elba Mendoza Macas.


Director
Date: 2011
INSTITUTO POLITECNICO NACIONAL

SECRETARIA ACADEMICA
DIRECCION DE EDUCACION SUPERIOR
Synthetic Plan
Academic Site: Escuela Superior de Comercio y Administracion Unidad Santo Tomas Escuela
Superior de Comercio y Administracion Unidad Tepepan
Academic Plan: Public Accountant
Learning Unit: Fundamentals of Finance
Level: II
General Aim:
Assess the financial information of the items comprising the assets of the balance sheet based on to
financial tools to make decisions about the proper management of the investments in the economic entity
through solving a practical case.
Contents:
Introduction to finance
Mexican financial system
Working Capital
Permanent investments
Other assets

Teaching orientation:
In terms of teaching strategies the teacher will be responsible for working patterns noted for handling learning unit.
They implement the following strategies: text analysis and documentary research in various media as well as concept
mapping, synoptic charts, analysis and resolution of practical cases that fundaments making decisions.
Assessment and accreditation:

Diagnostic evaluation will take a written order to identify the previous knowledge that the student has regarding the
learning unit.
For the accreditation of learning unit training apply an evaluation of each unit theme, pricing strategies applied
learning course integrating the portfolio of evidence that contain case studies, graphic organizers, documentary
research reports, making different financial reports to assist decision making in the organization
Summative assessment is applied which requires the student to solve a practical case where it appears that the
student has core competencies to evaluate a company's financial information, using financial tools applicable to the
investments of an entity.
Bibliography:
Besley, Scott y Brigham, Eugene. Fundamentos de admi nistracin financiera . Editorial Me
Graw Hill
Mxico
2008 pgs. 819 ISBN 0-03-025872-3
Brealey, Myers, Marcus
Fundamentos de finanzas corporat ivas . Editorial Me Graw Hill 5. Edicin
Mxico
2007 792 pgs. ISBN 84-481-4195-4
Moreno Fernndez Joaqun A. Las finanzas en la empresa. Editorial CECSA IMCP. Primera Edicin
Mxico 2005 pgs.677
ISBN 970-24-0231-X
Ortega Castro, Alfons o Introduccin a las finanzas. Editorial Me Graw Hill Mxico 2008
402
pgs. ISBN 970-10-3824-X
Block, Stanley B. Foundations of financia! management. Ed. Me Graw-Hill. Thirteen editon. USA.
2000 pp 665. ISBN 978-0-07-128525-4

Academic Site: Escuela Superior de Comercio y Administracion Unidad Santo Tomas y

Tepepan
Learnign Plan Type: Theorical - Practical, Required
Expiration: 2009
Academic Plan: Public Accountant
Level: II
Associated Professional: Accountancy
Credits: 10 Tepic (6.3)
SATCA)
Modality: face to face
General Purpose
The purpose of this learning unit for the practitioner is to develop skills that can generate financial
information. This area is part of the need to make sound decisions regarding all types of financial
strategies related to investment, financing and capital of the organization, with the primary objective of
using previously acquired knowledge and thus achieving an adequate development in the organizational
structure.
The specific skills covered in this unit of learning are:
* Analyze the importance of the finance in the business, government and international
* Analyze the set of institutions involved in saving, investment and financing in the country
* Apply the concepts, elements and techniques of working capital management in planning for the needs
of organizations.
* Evaluate the financial viability of an entity's equity investments.
* Analyze the financial impact of other assets in organizations.
* Understand the texts related to the thematic units in the English language.
The learning unit has some units as general background of institutional training area: Problem Solving
and Creativity, Information Technology and Communication, Oral and Written Communication and basic
scientific area as: Fundamentals of Accounting, Business Law and Labor Costs historical, Horizontal
related training within the area of professional learning units: Financial Cycle Short Term and Long Term
Financial Cycle. History of Financial Planning, Analysis and Interpretation of Financial Reporting, Auditing
Fundamentals, Taxation of Business Entities and Individuals Taxation and Tax Structure of Business
Entities.
General Purpose
Evaluate the financial information of the items comprising the assets of the balance sheet based on the
financial tools to make decisions about the proper management of investments in economic entities
through the resolution of a practical integrator.

Allocated Times
Theory Hours / week: 4.0
Practicing Hours / week: 2.0
Theory Hours / semester: 72
Practicing Hours / semester: 36
Total Hours / semester: 108
Learnign Unit Designed By : Academias de Finanzas Unidades Santo Tomas y Tepepan
Reviewed by: Subdireccion Academica de la ESCA, unidades Santo Tomas y Tepepan
Approved by: H. Consejo Escolar de Santo Tomas y Tepepan. Presidentes C.P Norma Cano Olea.
C.P.C.M en C. Jaime V. SanchIs Cuevas
Authorized By: Comision de Programas Academicos del Consejo General Consultivo del IPN

Learning Unit: Fundamentals of finance

Thematic Unit: I
Page:
of 10
Name: Introduction to Finance
PARTICULAR.PURPOSE
Analyze the importance of the finance in the business, government and international, as well as their interactions for better
economic development organizations through the implementation of an analytical table of public or private entity.
No.
CONTENTS
Hours of
teaching
activities
T
1.1
1.1.1
1.2
1.3
1.4
1.5
Concept of Financial Management and

cORPORATEFinance
Corporate Finance
Finantial function
Decisions on assets, administration and
Funding
Company Finantial Strategies
Structure of the financial Area
Reading text related to the unit in English
Thematic Unity Subtotals:
Hours of
autonomous learning
activities
1.5
1.5
1.0
1.0
1.0
1.0
2.5
1.0
7.0
5.0
Bibliographyc
key
1.5
29,69, 129.
179
LEARNING STRATEGIES
Length.
Documentary research in various media and sources on the content of the thematic unity.
Working in a team of finance function questionnaires.
Individual development of overview on financial strategies.
Making reading and understanding English texts, individually and as a team with language skills.
The evaluation will be integrated into the portfolio of evidences.
desk research report. 15%
Submit a synthesis that contains all the themes of unity considering a minimum of three pages.
Concept map. 10%
Show: the interrelation of the basics of Finance containing integrative notion, relational and
constructive.
Questionnaire. 10%
Comprised of a series of 10 questions with 4 possible answers for each question and 10 questions of
correlation.
Report of the discussion. 10%
The report should be contained in class, take into account the domain of the subject.
Summary table. 15%
Show the financial strategies that you can implement an organization based on the resources they
own.
Analytical Table. 20%
Show the structure of the finance of a company both public and private sector.
Written evaluation on English vocabulary,
extracts the information and participation 20%

Page: 4
of
10
Name: Mexican Financial System
Thematic Unit: II
PARTICULAR PURPOSE
Analyze the set of institutions involved in saving, investment and financing in the country, to determine from which part of
the financial information of regulators and financial institutions through the development of analytical tables.
Hours of
Hours of
teaching
Autonomous
activities
Bibliographyc
CONTENS
No.
learning
key
activites
T
2.1
Concept and Structure
1.0
1.1
2.2
Regulators
1.5
1.5
2.3
Finantial Institutions
1.0
1.0
2.3.1
Banking
1.0
2.3.2
Non - Banking
Finantial Operations
1.0
1.5
Reading text related to the unit in English
2.0
2.4
2.5
Subtotales por Unidad temtica*:
9.0
128
1.5
2.0
176
7.0
LEARNING STRATEGIES
Documentary research in various media and sources on the content of the thematic unity.
Development Team of overview outlining where the concentration and classification of regulatory bodies.
Working in teams of overview on financial institutions.
c Working in teams of an analytical table of financial operations.
* Report of documentary research. 15%
Provide summary containing all the themes of unity considering at least three pages.
* Summary table. 20%
Show: classification concentrate all regulatory agencies Mexican Financial System,
main objectives, functions, importance, regulatory framework,
* Summary table. 15%
Show: concentrate with the classification of financial institutions and non-bank, main objectives, functions,
importance.
* Table analftico. 30%
Show: financial transactions you can make an organization within the Mexican financial system in relation to
their resources.
* Written evaluation on English vocabulary, extracts information and participation.
20%

Thematic Unit: III
Page:
of 10
Name: Working Capital
PARTICULAR PURPOSE
Apply the concepts, elements and techniques of working capital management, related to the optimization of the same, in
planning cash needs, through the resolution of practical for proper decision-making.
No.
CONTENTS
Cash and Investments temporary
Hours of
Teaching
Hours of
autonomous
Activites
learning activities
3.0
Inventories
Reading text related to the unit in english
key
Bibliography
17B
LEARNING STRATEGIES
Documentary research in various media on the content of the thematic unity.
Solution team of case studies related to cash management.
Solution team of case studies related to the management of accounts receivable.
Solution team of case studies related to inventory management.
Desk research report. 15%
Provide summary containing all the themes of unity considering at least three pages.
Case study 1. Related cash management. 20% Show information, arguing the procedures used to obtain
the results and interpretations thereof.
Case Study 2. Management related receivables. 30%
Show the information, arguing the procedures used to obtain the results and interpretations thereof.
Case Study 3. Related inventory management. 15%
Show the information, arguing the procedures used to obtain the results and interpretations thereof.
Written evaluation on English vocabulary, extracts information and participation. 20%

Page: 6
Of
PARTICULAR PURPOSE
Assess the financial feasibility of permanent investments of an entity based on financial capacity, profitability and efficiency to
optimize their assets through the solution of practical cases
optimization of operating fixed assets
4.4
LEARNING STRATEGIES
178
Thematic Unity Subtotals:
10
Control directed reading on the literature mentioned in the program.

Solution in related exercise equipment capacity.
Solution workout equipment related to operating fixed asset optimization.
Resolution of a case study team integrator on the financial viability of
investments in an entity.
Making reading and understanding English texts, individually and as a team
with language skills.
Report reading. 10%
Through a survey showing the basic content of the thematic unity.
Exercises on capacity. 20%
Show the information, arguing the procedures used to obtain the results and
interpretations thereof.
Exercises on operational fixed asset optimization. 20%
Show the information, arguing the procedures used to obtain the results
obtained and the corresponding interpretation.
Case Study integrator. 30%
Show the diagnosis, analysis and critical judgment on the financial viability of
investments in an entity.
Written evaluation on English vocabulary, extracts information and participation.
20%

Page: 7
Of
10
PARTICULAR PURPOSE
Analyze the financial impact of other assets to guide organizations in making decisions about resource optimization, through
a case study.
Research and development

Trademarks and Patents
Investments in subsidiaries and affiliates
goodwill
franchises
Documents long-term receivables
. 1.0
other expenses
sustainable aspects
1.0
LEARNING STRATEGIES
1
.
1
!
1
Working in teams of overview on the content of the thematic unity.

Field research team applied to industrial, commercial, and consulting services.
Solution workout equipment related to the financial impact on trademarks and patents, goodwill and
franchises.
Resolution of a case study integrating other assets.
Summary table. 15%
Show concept, features, advantages and disadvantages of each one of the thematic unit.
Report field research. 15%
Show the name and company spin investigated seflalar whether or not it has other assets, causes and effects
are added.
Exercises. 30%
Show the information, arguing the procedures used to obtain the results
obtained and the corresponding interpretation
integrator case study. 40%
Show the analysis and critical judgment on the optimization of other assets in an entity.

Page: 8 of 10
List of Practices
PRCTICE No.
NAME OF THE PRACTICE
Cash management
Objective: To take effective decisions
regarding the financial information of
organizations.
Accounts Receivable Management
Objective: To take decisions on
accounts receivable in relation to the
financial information of organizations.
Thematic
Unit
111
Duration
60
Classroom.
111
12.0
Classroom
Inventory Management
Objective:
Make
decisions
on
inventories in relation to financial
reporting of organizations.
111
6.0
Classroom.
Financial viability.
Objective: To make a diagnosis, and
critical analyisis on the financial viability
of the equity investments of an
organization.
IV
6.0
Classroom
6.0
Classroom
Other assets.
Objective: To analyze the impact
other financial assets in the
organizations
TOTAL Hours
36.0

The percentages of accreditation to be given to each practice are:
Practice 1.
Practice 2.
Practice 3.
Practicae 4.
Practice 5.
Application Place
20%
30%
15%
30%
40%

Evaluation Procedure
Thematic Unit I Introduction to Finance 15 %
Thematic Unit II Mexican financial system 20%
Thematic Unit III Working Capital
30%
Thematic Unit IV-term investments
15%
Thematic Unit V Other Assets
20%
This learning unit itself may be attested by:
Demonstrated competence during the first three weeks after the start of the course and will be evaluated
through the resolution of a case study where observe integrator that owns at least 80% of the mastery of
core competencies to determine the integration of the elements Mexican financial system working capital,
equity investments and other assets, using financial tools applicable to it, to support sound decisionmaking.
Be studied in other higher education institutions or foreign nationals who have agreement with IPN
Mobility between ESCA's according to the attention span of each unit.
Mobility school modal according to the attention span
CLA
B
X
3
4
5
6
7
9
10
11
12
13
14
15
16
17
18
19
'
20
bibliography
Besley, Scott y Brigham, Eugene. F!,!ndamento Q!: gmini l!l!S<i n finl!m<i!:rl!

Editorial Me Graw Hill
Mxico 2008 pgs.819
ISBN 0-03-025872-3
Brealey, Myers, Marcus Fundamentos de finanzas corooraivas. Editoial Me
Graw Hill 5a. Edicin Mxico 2007 792 pgs. ISBN 8448156617
Cruz, Sergio J. Eini!n!ll ;Qrora!iV . Edfforial Thomson 2'. Edicin Mxico
2005 636 pgs. ISBN 958-33-4218-1
X
Dlaz Mondragn, Manuel. lnvi!:!li! gn xi!Q ll 1; ll21 il Y. QICQ !!l!lr !l!lll
Ednorial GASCA 2. Edicin Mxico 2005 702 pgs. ISBN 968lillllll C!l
5172-684
Ett nger, Richard P. y Golieb, David E. Qr !li!Q Y. !<Qbri!!Jl:U
X
Editorial CECSA
Mxico 2003
460 pgs. ISBN 968260978X
Gitman, lawrence PrinS<iiQ de adminis!r!cin financier11. Editorial Pearson 13.
Edicin Mxico 2008 688pgs. ISBN 970-26-0428-1
X
IMEF, 1 r!:IQ Q!: 1 funS<i n financiera en el s!giQ XX I. Instituto Mexicano de
Ejecutivos de Finanzas 2. Edicin Mxico 2005 334 pgs. ISBN 968-7144-34-3
Kotler, Philip Direccin de marketing. Editorial Pearson Educacin de Mxico 12.
X
Edicin Mxico 2006 816 pgs. ISBN 9789702607632
l. Dumrauf, Guillenno Finanzas corporativas.Editorial Alfaomega Primera Edicin
X
Mxico 2006 624 pgs ISBN 970-15-1123-9
Moreno Fernndez Joaquin A. Las finanzas en la emr!: ;!.
CECSA IMCP.
Primera Edicin Mxico 2005 677 pgs. ISBN 970-24-0231-X
Moyer, R. Charles. Adminilri!!<i n f nanciera con!!:mQr Ql!il Ed orial Thomson
9". Edicin Mxico 2005 848 pgs. ISBN: 970-686-351-6
NQnlli! Q!l lnfQrm;i n Financiera (NIFl Editorial IMCP Mxico 2009 926 pgs.
X
ISBN 978-970-665-306-2
Ortega Castro, Alfonso ln!rQduccin a la finl!n! Editorial Me Graw Hill 3'.
Edicin Mxico 2005 402pgs.
ISBN 970-10-3824-X
Perdomo, Moreno Abraham.
!;lgmento !sig sl!! s!mini!rl!l<iQO fingncierj! .
Editorial Thomson Mxico 2007 339. pgs. ISBN: 970-686-261-7
X
Ross, Slephen A Fimm! !<Qri!Q!:iJUVU. Editorial Me Graw Hill
7". Edicin
Mxico 2007 999 pgs.
ISBN 970-10-4654-8
Velzquez , Gustavo Adm inilr!;i o sl!! !Q il!:mu d!: rQ!IU!C!CiQO Editorial
X
LIMUSA 1 Edicin Mxico 2008 200 pgs. ISBN 9681864913
Block ,Stanley B. FQ!.!ns!;tiQns Qf fin!nda l!!lanagement. Ed. Me Graw-Hill.Thirteen
editon.USA.2000 pp 665. ISBN 978-0-07-128525-4
X
Wild, John J. Finangal Accounting . Ed. McGraw-HiU. Four edition.China. 2008. Pp
578. ISBN 978-0-07-110119-6
X
Morris, Virginia. Stngj!rd
PQ[ DictionaQ! of finQ!Ci!l T!:nll. Ed. lightbulb
press. USA. 2007 pp 223 ISBN 978-1-933569-04-8
X
Cambridge University Press. Cambridge Advanced Learngrs Dictionj!Q!. Cambridge
university press, 2005. Pp 1572.ISBN 13 978-0-521-60499-4

TEACHER PROFILE BY ACADEMIC UNIT

1. General Information
Academic Unit:
Learning Plan:
ESCUELA SUPERIOR DE COMERCIO Y ADMINISTRACIN UNIDAD SANTO TOMS

Y UNIDAD TEPEPAN
Public Accountant
Training Area:
LEVEL: II
INSTITUTIONAL
BASIC
Professional
Terminal and integration
SCIENTIFIC
individual
ACADEMY FINANCE :
LEARNING UNIT : FUNDAMENTALS OF FINANCE

Specialty and academic level required : Public Accountant
1.
UNIT OBJECTIVE LEARNING: To evaluate the Financial information of the items

comprising the assets of the balance sheet based on the financial tools to make
decisions about the proper management of investments in economic entities through the
resolution of a case study integrator.
2. TEACHER PROFILE

KNOWLEDGE
In finance, in
financial
reporting
standards
PROFESSIONAL
EXPERIENCE
HABILITIES

ATTITUDES
Professional
experience in
financial area and
experience teaching
in Higher Education
(3 years minimum)
Communication, group
management, leadership,
teamwork, group
management techniques,
skills of analysis,
synthesis and decision
making
individual and social

commitment, honesty,
punctuality,
responsibility

SECRETARA ACADMICA
ACADEMIC UNIT:
ACADEMIC PROGRAM:
LEARNING UNIT:
Pattern Recognition
LEVEL: III

CONTENTS:
I.
II.
Feature Selection.
III.
Bayesian Classification.
IV.
Linear Classifiers.
V.
Non-linear Classification.
VI.
Associative Memories.
The teacher will apply a Case-Based learning process, through inductive and heuristic methods to carry out learning
activities that guides the development of skills of abstraction, analysis and design of efficient algorithms; using
theoretical and practical techniques, analysis techniques, cooperative presentation, exercise-solving and the
production of the learning evidences.
Address issues through presentations and research literature by the student in order to identify the main techniques,
tools and procedures used in Pattern Recognition, developing practices that confront the student with the
development of a case study to identify the need for pattern recognition previous to the development of a system.
The activities done in class to encourage students some techniques, such as collaborative work, graphic organizers,
brainstorming, supplementary statement of issues, and the implementation of project software.
REFERENCES:
Duda O. R., Hart P. E., Store G. D. (2000). Pattern Classification (2 Ed.) USA: Ed. Wiley-Interscience.
ISBN: 0-471-05669-3.
Marques de S, J. P. (2001). Pattern Recognition: Concepts, Methods and Application (1 Ed.) USA: Ed.
Springer, 2001. ISBN: 3-540-42297-8.
Sergios, T. Konstantinos, K. (2009). Pattern Recognition (4 Ed.) USA: Elsevier Inc. ISBN: 0-12-685875-6.
Simon, H. (2008). Neural Networks and Learning Machines (3 Ed.) USA: Ed. Prentice Hall. 2008. ISBN-13:
9780131471399.
Yaez, C. Diaz de Len. S., M. Juan Luis (2003) Introduccin a las Memorias Asociativas. Serie Research
on Computing Science, Vol. 6, Instituto Politcnico Nacional, Mxico. ISBN: 970-360116-2.

SECRETARA ACADMICA

Computacionales
MODALITY: Presence.
LEARNING UNIT: Pattern Recognition.

TYPE OF LEARNING UNIT: Theoretical - Practical, Optative.
LEVEL: III.
ACADEMIC AIM
This learning unit contributes to the profile of graduate in Engineering in Computer Sciences to develop skills for analyzing
problems, developing systems that solve problems by applying techniques of pattern recognition and evaluation. This will
develop strategic thinking, creative thinking, collaborative work and participatory and assertive communication.
This unit has the units Algorithm and Structured Programming, Object-Oriented Programming, Compilers and
Computational theory as antecedents.
CREDITS HOURS


1.5
THEORETICAL HOURS /SEMESTER:

54
REVISED BY:

81
AUTHORIZED
BY:
Comisin
de
APPROVED BY:
Presidente del CTCE

Domnguez
Programas Acadmicos

SECRETARA ACADMICA
LEARNING UNIT:
Pattern Recognition
PAGE:
OUT OF
12
THEMATIC UNIT: I
TITLE: Introduction to Pattern Recognition

UNIT OF COMPETENCE
The student specifies feature vectors based on fundamental concepts of pattern recognition and machine learning
methods.
No.
HOURS
CONTENTS
1.1
T
0.5
1.2
Classes, Patterns and Features.
0.5
1.3
Characteristic vectors and Classifier.
0.5
1.4
Supervised Learning.
1.0
0.5
1.5
Unsupervised Learning.
1.0
0.5
1.6
Semi-Supervised Learning.
1.0
1.5
Subtotals:
4.5
Autonomous
Learning
HOURS
T
REFERENCES
KEY
P
3B,4B
4.5
TEACHING PRINCIPLES
This Thematic will apply a Case-Based learning process, through inductive and heuristic methods, thus permitting the
consolidation of the following learning techniques: address issues through exhibitions based on documentary research,
led discussion, problem solving and practical work. In the state of the art form the student develops underpins work to
make a concept map. In each topic we propose to move the project to evidence its development so this unit should
submit a proposal.
LEARNING EVALUATION
Diagnostic Test
Project Portfolio:
Concept maps
5%
Technical data
5%
10%
20%
Project Proposal
20%
5%
30%

SECRETARA ACADMICA
LEARNING UNIT:
Pattern Recognition
PAGE:
4 OUT OF
12
THEMATIC UNIT: II
TITLE: Feature Selection

UNIT OF COMPETENCE
The student determines the characteristics of patterns based on fundamental concepts of feature selection.
HOURS
Autonomous
Learning
HOURS
No.
CONTENTS
2.1
Introduction to Feature Selection.
T
0.5
2.2
Pre-Processing.
0.5
2.3
Feature selection based on statistical hypothesis

testing.
1.0
2.4
Selection class metrics.
0.5
1.5
2.5
Optimal generation characteristics.
1.0
Subtotals:
3.5
REFERENCES
KEY
P
3B,4C,2C
4.5
TEACHING PRINCIPLES
LEARNING EVALUATION
Project Portfolio:
Revision of papers
10%
10%
20%
Project advance
20%
5%
30%

SECRETARA ACADMICA
LEARNING UNIT:
Pattern Recognition
PAGE:
5 OUT OF
12
THEMATIC UNIT: III
TITLE: Bayesian Classification.

UNIT OF COMPETENCE
The student constructs a pattern classifier based on techniques, tools and Bayesian classification procedures.
No.
HOURS
CONTENTS
3.1
Introduction.
T
0.5
3.2
Bayesian Decision Theory.
3.3
T
1.0
0.5
1.0
1.0
Discriminants Functions.
0.5
1.0
1.0
3.4
Normal Bayesian Classification.
1.0
0.5
2.0
3.5
The K-Nearest Neighbours Method.
1.0
1.0
2.0
3.6
Bayesian Networks
1.0
0.5
1.0
2.5
4.5
0.5
5.5
8.5
Subtotals:
Autonomous
Learning
HOURS
REFERENCES KEY
3B,6B,4C
TEACHING PRINCIPLES
This Thematic will apply a Case-Based learning process, through inductive and heuristic methods using theoretical and
practical tools. Address issues through exhibitions based on documentary research, led discussion, problem solving and
practical work.
LEARNING EVALUATION
Project Portfolio:
Revision of papers
10%
10%
20%
Project advance
20%
5%
30%

SECRETARA ACADMICA
LEARNING UNIT:
Pattern Recognition
PAGE:
OUT OF
12
THEMATIC UNIT: IV
TITLE: Linear classifiers

UNIT OF COMPETENCE
The student constructs a pattern classifier based on techniques, tools and procedures for linear classification.
No.
HOURS
CONTENTS
4.1
Introduction.
T
0.5
4.2
Linear Discriminants Functions.
1.0
1.5
1.0
4.3
The Perceptron concept and Neural Networks.
1.0
2.0
2.5
4.4
The Support Vector Machine.
1.0
0.5
2.0
2.0
3.5
0.5
5.5
5.5
Subtotals:
Autonomous
Learning
HOURS
T
REFERENCES
KEY
P
3B,6C,4C
TEACHING PRINCIPLES
LEARNING EVALUATION
Project Portfolio:
Revision of papers
10%
10%
20%
Project advance
20%
5%
30%

SECRETARA ACADMICA
LEARNING UNIT:
Pattern Recognition
PAGE:
OUT OF
12
THEMATIC UNIT: V
TITLE: Non-Linear Classification

UNIT OF COMPETENCE
The student constructs a pattern classifier based on techniques, tools and procedures for non-linear
classification.
No.
HOURS
CONTENTS
5.1
Introduction to non-linear classifiers.
T
0.5
5.2
The XOR problem.
0.5
1.0
0.5
5.3
Two-layer perceptron
1.0
1.0
1.0
5.4
Three-layer perceptron
1.0
1.5
2.0
5.5
Back-Propagation Algorithm
1.0
1.0
2.0
4.5
5.5
Subtotals:
4.0
Autonomous
Learning
HOURS
T
REFERENCES
KEY
P
5C,3B,1C
0.5
0.5
TEACHING PRINCIPLES
LEARNING EVALUATION
Project Portfolio:
Revision of papers
10%
10%
20%
Project advance
20%
5%
30%

SECRETARA ACADMICA
LEARNING UNIT:
Pattern Recognition
PAGE:
OUT OF
12
THEMATIC UNIT: VI
TITLE: Associative Memories

UNIT OF COMPETENCE
The student constructs a pattern recognizer based on techniques, tools and procedures of associative memories.
No.
HOURS
CONTENTS
6.1
Introduction to Associative Memories.
T
0.5
6.2
Learnmatrix.
0.5
0.5
6.3
Correlograph.
0.5
0.5
1.0
6.4
Linear Asociator.
1.0
1.5
1.5
6.5
Hopfields Associative Memories
1.0
1.0
1.5
6.6
Alpha-Beta Associative Memories
1.5
0.5
1.0
1.5
5.0
0.5
4.5
5.5
Subtotals:
Autonomous
Learning
HOURS
T
REFERENCES
KEY
P
3B,7C,2C
TEACHING PRINCIPLES
LEARNING EVALUATION
Project Portfolio:
Revision of papers
10%
10%
20%
Project report
50%
5%

SECRETARA ACADMICA
LEARNING UNIT:
Pattern Recognition
PAGE:
OUT OF
No.
THEMATIC
UNITS
DURATION
Bayesian classifier implementation.
III
3.0
K-NN classifier implementation.
III
3.0
Bayesian network model implementation.
III
3.0
Neural network
implementation.
Perceptron
IV
3.0
Support
Vector
implementation.
Machine
classifier
IV
3.0
Back-Propagation
implementation.
Neural
network
3.0
Fingerprint Recognizer with Neural Networks

implementation.
3.0
Fingerprint
Recognizer
Memories implementation.
Associative
VI
3.0
Classifier
using
implementation.
Memories
VI
3.0
TOTAL OF
HOURS
27.0
classifier
with
with
Associative

The practical worth 20% in each thematic unit.
ACCOMPLISHMENT
LOCATION
Computer Labs.
12

SECRETARA ACADMICA
LEARNING UNIT:
Pattern Recognition
PERIOD
UNIT
1
2
3
I , II
III , IV
V
VI
PAGE:
10
OUT OF
12
EVALUATION TERMS
30%
30%
30%




SECRETARA ACADMICA
LEARNING UNIT:
KEY
1
B
2
3
PAGE:
11
OUT OF
C
X
REFERENCES
Bishop, C. (1996) Neural Networks for Pattern Recognition. Oxford
University Press, USA (January 18, 1996) ISBN: 0198538642
Duda O. R., Hart P. E., Store G. D. (2000). Pattern Classification (2 Ed.)

USA: Ed. Wiley-Interscience. ISBN: 0-471-05669-3.
Marques de S, J. P. (2001). Pattern Recognition: Concepts, Methods and

Application (1 Ed.) USA: Ed. Springer, 2001. ISBN: 3-540-42297-8.
Sergios, T. Konstantinos, K. (2009). Pattern Recognition (4 Ed.) USA:

Elsevier Inc. ISBN: 0-12-685875-6.
Simon, H. (2008). Neural Networks and Learning Machines (3 Ed.) USA:

Ed. Prentice Hall. 2008. ISBN-13: 9780131471399.
6
7
12
Webb, A. (2002) Statistical Pattern Recognition. (2nd Edition), John Wiley

and Sons, ISBN: 0-470-84514-7.
X
Yaez, C. Diaz de Len. S., M. Juan Luis (2003) Introduccin a las

Memorias Asociativas. Serie Research on Computing Science, Vol. 6,
Instituto Politcnico Nacional, Mxico. ISBN: 970-360116-2.

SECRETARA ACADMICA
ACADEMIC UNIT :
ACADEMIC PROGRAM:
FORMATION AREA:
ACADEMY:
Institutional
Basic Scientific
LEARNING UNIT:
LEVEL
Professional
III
Terminal and
Integration
Masters Degree or PhD. in Computer Science.

KNOWLEDGE
Pattern
recognition.
Analysis on
the extraction and
feature selection.
Knowledge about
techniques
classifier.
Programming
Languajes.
Knowledge of the
Institutional
Educational
Model.
English.
PROFESSIONAL
EXPERIENCE
ABILITIES
A year in PR
programming
Actual in
educational as
facilitator of the
knowledge of six
months.
A year in applying
Artificial
Intelligence
techniques.
A year experience
Educational
Model.
Analysis and
synthesis.
Problems
resolution.
Cooperative.
Leadership.
Teaching skills.
Ability to manage
groups.
Editorial review
and evaluation.
Applications of
Institutional
Educational
Model.
Decision making.
APTITUDES
Responsible.
Tolerant.
Honest.
Respectful.
Collaborative.
Participative.
Assertive.
DESIGNED BY
REVISED BY
AUTHORIZED BY
Dr. Jos Antonio Garca Meja


Director
Dr. Mario Aldape Prez
M. en C. Miriam Pescador Rojas.
Date: 2011
Computer Vision
Joaquin Salas
Instituto Politecnico Nacional
jsalasr@ipn.mx
August-December 2011
Introduction
Computer Vision is an exciting and young eld of study where the interest is focused on extracting information out of images using the processing capabilities of computers. As an interdisciplinary crossroads it
attracts knowledge from Mathematics, in particular Applied Mathematics, Physics, in particular Optics,
Statistics, and Computer Science, in particular Articial Intelligence. Considering the apparently eortless process under which we obtain our visual information, it is amazing to verify just how complex it is
to make computers to achieve an equivalent level of performance. Yet, Computer Vision has evolved in
only roughly 40 years from anecdotal early attempts[1] to a major discipline with a vigorous and steady
steam of breakthroughs reected in prestigious conference talks (http://iris.usc.edu/Information/
Iris-Conferences.html), journal papers (http://www.iro.umontreal.ca/~mignotte/VisionJournals.
html), and applications (http://www.cs.ubc.ca/~lowe/vision.html).
General Objective
The objective of this course is for the student to understand the fundamentals, explore the techniques,
domain the tools, and get acquittance of the current state of the art in computer vision.
2.1
Specific Objectives
To gain a comprehensive understanding of the current techniques for computer vision.

To implement dierent methods for computer vision applications.
To know, use and expand some of the most important available software development tools.
Syllabus
The syllabus includes 14 topics. In them, we will dene the eld, its main diculties, some applications,
and broadly its history. In the topics we will get in the bolts and nuts of the eld exploring in some detail
the ideas on which the eld is based, the implementation of the techniques, and possible applications.
1. Problem denition and account of the eld
2. Image formation
Geometric primitives and transformations.
Photometric image formation and digital cameras.
3. Image processing
Point operations, linear ltering.
1
Morphology, connected Components.

Fourier transform, pyramids and wavelets.
Global optimization.
4. Feature detection and matching
Feature detectors
Edges
5. Segmentation
Active contours.
Split and merge.
Mode nding.
6. Feature based alignment
2D and 3D feature based alignment.
Geometric intrinsic calibration
7. Structure from motion
Two-frame structure from motion
Factorization, bundle adjustment
8. Dense motion estimation
Motion estimation
Optical ow
9. Image stitching
Motion models
Compositing
10. Computational photography, 2 sessions
High dynamic range imaging
Super-resolution and blur removal
11. Stereo correspondence
Geometry, correspondence
Local methods, optimization and multiview.
12. 3D reconstruction
Shape from X
Point, surface and volume representation
Model-based reconstruction, texture maps
13. Image based rendering
View interpolation, layered depth, and lights
Environment mattes and rendering
14. Recognition
Object detection
Category recognition
Machine learning
2
General Aspects
This course is addressed to graduate students. All of you have bachelors degrees and some of you master
degrees. Indeed some of you may have already some experience in the eld. In addition to this, widely
available access to information sources and computational resources make it necessary to make a fresh
approach to the way this study sessions take place. My view is that this semester you are reserving some
time to study the topic of Computer Vision and I happen to be the person that will guide you in the
particular process that you use to gain intuition in the problem. In addition to it I am invested with the
particular responsibility of assessing how well you have achieved the goals of this course. The joint work will
be put together in a course wiki. Project implementations can be in any computer language of any platform,
although we highly recommend the use of Matlab and OpenCV for development and Latex for writing.
You are required to attend all the classes but the equivalent to two weeks during the semester, otherwise
you fail the course. The textbook is Szeliski book in Computer Vision[2], which can be downloaded from
http://szeliski.org/Book/. All homeworks, reports and presentations are going to be submitted and
graded on the CICATA Queretaro moodle platform (http://cv.cicataqro.ipn.mx/moodle/).
4.1
Course Mechanics
At the end of each session, teams will be created and I am going to give you homework, the objective, and
concepts and skills you are expected to acquire by the end of the next session. Additionally, you may be
provided with a number of articles and web links to explore on your own. Based on the framework, the
provided sources of information, and the supplemental information that your team may be able to obtain,
you are expected to deliver a power point presentation. Your peers and myself are going to ask you questions
on the topic under review. Sometimes we are going to get stuck. Laptops and other communication devices
are going to be needed to look for information and enrich our discussions. Of course the better prepared
we are for the session the least needed it will be to look for additional information, proofs or references
but all the devices to access information are welcome during the discussion sessions.
During the semester there will be two small projects to implement the ideas seen in class and one nal
project. These projects are required to be developed in teams. Also, there are going to be two partial tests
and one nal examination; these are going to be individual.
4.2
Evaluation
The course is going to be evaluated on four bases: homework, presentations, exams and examinations.
For all of them, I am going to ask you feedback but I will take the nal decision. The evaluation of the
course will include the partial tests (10% + 10%), the implemented projects (10% + 10%), homeworks
and presentations (25%), the nal test (20 %) and the nal project (15%). Partial test are planned for
September 13, and October 25. The partial projects are due one week after them. A nal test will be held
on December 1. The nal project will be due one week after that. The deadline to declare the nal project
is October 25. Passing grade is 8.0.
References
[1] N.J. Nilsson. The Quest for Artificial Intelligence. Cambridge University Press, 2009.
[2] R. Szeliski. Computer Vision: Algorithms and Applications. Microsoft Research, 2010.
Instituto Politcnico Nacional
Thermodynamics
CODE: 3460
HOURS PER SEMESTER: 120
CREDITS: 12
GRADUATE PROGRAM: ADVANCED TECHNOLOGY
General Objective
The objective of this course is to provide necessary knowledge on the use of thermodynamic
laws and their applications to equilibrium and the properties of materials.
Specific Objectives
To apply appropriate concepts and develop models for multiphase equilibrium and for the
construction of phase diagrams.
To provide appropriate concepts from electrochemistry and thermodynamics of surfaces.
To introduce the concept of exegesis and the efficient use of energy in process.
Syllabus
UNIT I. INTRODUCTION
I.1 Definitions and Thermodynamic Variables (Temperature, Pressure, Energy, Internal Energy,
Heat, Work, State, Phase)
I.2 Gas Law and description of ideal gas
I.3 Variables and functions of State
1.4 Thermodynamic Quantities (extensive and intensive)
I.5 Thermodynamic Systems (open, closed, isolated)
I.6 Ideal Gas Law
I.7 Equation of State
I.8 Behavior of a real gas (Deviations from ideal systems)
I.9 Zero Law
I.10 The Chemical Reaction and the concept of initial and final state
UNIT II. Termochemistry and the First Law of Thermodynamics
II.1 Framework of the First Law of Thermodynamics
II.2 Heat capacity at P & T constant. Relationship between CP y Cv
II.3 Heat capacity of different materials. Theoretical and empiric determinations
II.4 Enthalpy
II.5 Thermodynamic Data Bases
II.6 Hess Law and Energy Balance
II.7 Calorimetry
II.8 Differential Scanning Calorimetry (DSC), Thermogram analysis
II.9 Differential Thermal Analysis (DTA) y Thermogram analysis
UNIT III. Second Law of Thermodynamics
III.1 Framework of the Second Law of Thermodynamics
III.2 Entropy
III.3 Entropy Balance
III.4 Clausius Equation
III.5 Gibbs Free Energy
III.6 Free Energy Balance
III.7 Helmholtz Energy
III.8 Helmholtz Energy Balance
III.9 Maxwell Relations
III.10 Gibbs Free Energy in reversible process
III.11 Gibbs Free Energy in irreversible process
III.12 Ellingham Richardson Diagrams
UNIT IV. Theory of Solutions

IV.1 Fugacity, Activity, Activity Coefficient, Raoult Law
IV.2 Molar Partial Quantities
IV.3 Relative Molar Partial Quantities
IV.4 Chemical Potential
IV.5 Excess Molar Partial Quantities
IV.6 Ideal Solution
IV.7 Dilute Solution
IV.8 Regular Solution
IV.9 Other Solutions
IV.10 Experimental Determination of Activity Coefficient
IV.11 Activity coefficient dependence on concentration and temperature
UNIT V. Equilibrium Constant
V.1 Dependence between the Gibbs Free Energy and the Equilibrium Constant
V.2 Equilibrium constant for ideal gas and equilibrium constant for real gas
V.3 Equilibrium constant for dilute solutions
V.4 Equilibrium constant for heterogeneous reactions
V.5 Dependence between the Gibbs Free Energy and Temperature
UNIT VI. Phase Equilibrium Diagrams
VI.1 Gibbs Phase Rule
VI.2 Equilibrium Diagrams
VI.3 PVT Water Diagram
VI.4 Binary Equilibrium Diagrams
VI.4.1 Construction Rules
VI.4.2 Isothermal binary equilibrium diagrams (Gibbs Free Energy vs. Composition)
VI.4.4 Examples of binary phase equilibrium diagrams
VI.4.5 Experimental determination of binary phase equilibrium diagrams
VI.4.6 Numerical determination of binary phase equilibrium diagrams
VI.5 Lever Rule. Mass Balance.
VI.5.1 Applications of Lever Rule on the binary phase equilibrium diagrams
VI.6 Intermediate Compounds in binary phase equilibrium diagrams
VI.7 Use of binary phase equilibrium diagrams
VI.8 Ternary Equilibrium Diagrams
VI.8.1 Construction Rules
VI.8.3 Examples of ternary phase equilibrium diagrams
VI.8.4 Isothermal cuts of ternary phase equilibrium diagrams
VI.8.6 Experimental Determination of ternary phase equilibrium diagrams
VI.8.7 Numerical Determination of ternary phase equilibrium diagrams
VI.9 Applications of Lever Rule on ternary phase equilibrium diagrams
VI.10 Intermediate Compounds on ternary phase equilibrium diagrams
VI.11 Use of ternary phase equilibrium diagrams
VI.12 Greater Order Diagrams. Examples of construction and use
UNIT VII. Thermodynamics of Surfaces (introduction)
VII.1 Concept of surface and structure
VII.2 Surface Tension
VII.3 Curved Interfaces
VII.3.1 Young-Laplace Equation
VII.3.2 Gibbs Adsorption Equation
VII.3.3 Vapor Pressure on curved surfaces
VII.3.4 Kelvin Equation
VII.3.5 Boiling Point on curved surfaces
VII.3.6 Solubility on curved surfaces
VII.3.7 Chemical Potential on curved surfaces
VII.3.8 Capillarity
VII.3.9 Contact Angle
UNIT VIII. Electrochemistry (introduction)

VIII.1 Electrode and electrode potential
VIII.2 Electrochemical Cells
VIII.3 Nerst Equation
VIII.4 Correspondence between chemical potential and electrochemical potential
VIII.5 Pourbaix Diagrams
VIII.5.1 Construction of diagrams
VIII.5.2 Examples of use (solubility, precipitation and corrosion)
VIII.6 Electrochemical Determination of Activity coeficients (pH)
UNIT IX. Exegesis (introduction)
IX.1 Concept
IX.2 Eficient use of energy (Energy vs. Exegesis)
IX.3 Energy Balance
IX.4 Exegesis, Society and Environment
Bibliography
C. H. P. Lupis. Chemical Thermodynamics of Materials. Elsevier Science Pu. Co. ISBN: 0-4440779-2, 1983
2 G. M. Anderson. Thermodynamics of natural systems. John Wiley & Sons, Inc. ISBN: 0-47110943-6., 1996
3 J. Ott and Juliana Boering-Goates. Chemical Thermodynamics: Principles and Applications.
Academic Press. ISBN 0-12-530990-2. 2000
4 J. Ott and Juliana Boering-Goates. Chemical Thermodynamics: Advanced Applications.
Academic
Press. ISBN 0-12-530985-6. 2000
5 Donald T. Hayne. Biological Thermodynamics. Cambridge University Press. ISBN13:9780521791656. 2001
6 Norio Sato. Chemical Energy and Exergy. Elsevier Science. ISBN 0-444-51645-X. 2004
7 Paul Arnaud. Chimie Physique. Dunod. ISBN 2 10 003209 7. 1998
8 John B. Hudson. Surface Science.John Wiley & Sons. ISBN 0-471-25239-5. 1992
Evaluation
Three written examinations (wks. 6, 12 y 18) and a final evaluation.
Homeworks of 10 to 15 problems each one.
Control readings of research papers and written reports.

SECRETARA ACADMICA
SYNTHETIC PROGRAM
ACADMIC UNIT:
ACADEMIC
PROGRAM:
ESCUELA SUPERIOR DE TURISMO
Licenciatura en turismo
LEARNING UNIT:
LEVEL: V
GENERAL OBJETIVE: To Designe a touristical service organization project, including aspects of total quality,
mainly transportation lines, travel agencies, hotel industry and restaurants.
CONTENTS:
I.
II.
III.
IV.
V.
VI.
Fundamental Diferences Between Culture and Civilization

Quality (Excellence), Change and Continuous Improvement
Cost of Quality (Excellence)
Touristic Organizations and Quality (Excellence),
Quality (Excellence), Applications
How to Foment a Quality (excellence) Culture
DIDACTIC ORIENTATION:
The didactic orientation includes the teaching of self-learning techniques, such as searching for information, information
analysis, exercises, tasks. As well as collective activities such as collaborative work, remarking the learning based on projects
(POL), among others.
EVALUATION Y ACCREDITATION:
This learning unit can be passed through a theoretical exam that must be approved with a 6 minimum grade and
should be applied two weeks before the beginning of the normal period of classes of the corresponding semester,
by means of a previous authorization from the Programacin y Evaluacin Acadmica departament.
The evaluation wil be continuous, considering the following aspects: written reports , team presentations, concept
maps, debates, essays, information searching, elaboration of comparative frames and the attendance to forums
and electronic blogs; as well as three written tests.
BIBLIOGRAPHY:
Belln lvarez, Luis Alberto. Calidad total. Editorial Panorama. Mxico, 2001. 93 pgs. ISBN 968380984-7
Cant Delgado, Humberto. Desarrollo de una cultura de calidad. Editorial Mc Graw-Hill. Mxico, 2006. 450 pgs.
ISBN 970105816X, 9789701058169
Goldratt, Eliyahu. La meta un proceso de mejora continua. 5 edicin. Ediciones Castillo. Mxico, 1999. 425
pgs. ISBN 0884271641, 9780884271642
Gutirrez Pulido, Humberto. Calidad total y productividad. Editorial Mc. Graw Hill. Mxico, 2005. 403 pgs.
ISBN 9701048776, 9789701048771
Hay, Edward J. Justo a tiempo: la tcnica japonesa que genera mayor ventaja competitiva. Editorial Norma.
Bogot, 2005. 255 pgs. ISBN 958-04-7027-8

SECRETARA ACADMICA
ACADEMIC UNIT: Escuela Superior de Turismo
UNIT: Cultura de la Calidad en las Organizaciones

Tursticas
ACADEMIC PROGRAM: Licenciatura en Turismo

TYPE OF LEARNING UNIT: Terico-prctica-obligatoria
PROFESSIONAL ASOCIATED:
VALIDITY: February, 2009
LEVEL: V
CREDITS: 8.0
MODALITY: Presential
GENERAL PURPOSE
According to the control regulations, graduated students from Licenciatura en Turismo will interpret manuals related
with the quality (excellence) within the rendering of touristic services.
This learning unit is ralated in antecedent way to: Desarrollo humano; Turismo y medio ambiente; Administracin;
Comportamiento organizacional; Administracin del capital humano; Auditora administrativa; Marco legal turstico;
Administracin estratgica; Direccin de las reas de contacto en hoteles; Sistema globalizador de reservaciones I, II
y III; Gestin de turismo sustentable; Sistemas de gestin ambiental para el turismo; Direccin de reas de apoyo en
hoteles; Mantenimiento de instalaciones; Normatividad, certificacin y competencias laborales; Administracin de
hoteles I y Administracin de restaurantes I. It is related in collateral way with: Creatividad e innovacin de empresas
tursticas; Administracin de restaurantes II y con Administracin de hoteles II.
GENERAL OBJECTIVE
To design a touristical service organization project, including top quality aspects, mainly focused in transportation
lines, travel agencies, hotel industry and restaurants.
ASSIGNED TIMES
THEORY HOURS /WEEK: 3.5
PRACTICE HOURS /WEEK: 1.0
THEORY HOURS/SEMESTER:
63.0
PRACTICE HOURS /SEMESTER:
18.0
TOTAL HOURS /SEMESTER: 81.0
LEARNING UNIT
DESIGNED BY:
Academia de Administracin
AUTHORIZED BY:
Acadmicos del Consejo
REVISADED BY:
Lic. Orlando E. Aguirre Hernndez
APPROVED BY:
Lic. Roberto Bravo Jimnez
Presidente de Consejo Tcnico
Consultivo Escolar.
Enero 2009

Acadmicos

SECRETARA ACADMICA
LEARNING UNIT:
SHEET:
THEMTIC UNIT: I
OF
NAME: Fundamental differences between culture and civilization
PARTICULAR OBJECTIVE
Categorize the cultural expressions in a diachronic and synchronic manner of the terms culture,
civilization and quality on a time line.
No.
AD HOURS
TEACHING
ACTIVITIES
(a)
CONTENTS
T
1.1
1.2
1.2.1
1.2.2
1.2.3
1.3
1.3.1
1.3.2
Culture Term Concept

Cultural Expression Forms
Technological Culture
Scientific Culture
Culture of Organizations: Governmental,
Industrial, Commercial and Services
Total Quality (Excellence) Culture
Civilization Term Concept
Country Development: Economic, Political
and Social
Institution Development
3.0
3.0
Subtotal
9.0
Thematic Unit Subtotal *:
HORAS TAA
Self-learning
Activities
(b)
CLAVE
BIBLIOGR
APHICAL
KEY
10.0
2B,
4B,8B,
9B
3.0
ADDITI
ON
10.0
ADDITI
ON
ADDITION
ADDITION
LEARNING STRATEGIES
Teaching strategies: Course introduction and team formation; Students presentation using thge inductive
method.
Learning strategies: Searching for and clasifying documental information, written essay , time line with
a theoretical fundament and presentation.
Continuous Evaluation:
ASSESSMENT OF LEARNING OUTCOMES
Written Report about searching for and clasifying documental information 10%
Written Essay
20%
Exposition
20%
Time Line
30%
Written test
20%
11

SECRETARA ACADMICA
LEARNING UNIT:
SHEET:
THEMTIC UNIT:
II
OF
NAME: Total Quality, Change and Continuous Improvement
Analyze the main philosophical principles, processes and concepts of total quality and service within
touristic companies for their optimal performance, reporting the evidences in written form.
AD HOURS
HORAS TAA
TEACHING
Self-learning
CLAVE
BIBLIOGR
ACTIVITIES
Activities
No.
CONTENTS
APHICAL
(a)
(b)
KEY
T
2.1
2.2
2.3
2.3.1
2.3.2
2.3.3
2.4
2.5
2.6
Main philosophical Principles of Quality

Continuous Improvement Process
Leadership and Problem Solution
Participative Leadership
Autocrat Leadership
Democrat Leadership
Concepts Used in Order to Develop
Quality Culture
Total Quality Concepts
Quality in Services ( Moments of Truth)
Subtotal
2.0
2.0
2.0
10.0
1B,2B,
4B,6B
2.0
2.0
2.0
10.0
12.0
ADDITI
ON
ADDITI
ON
ADDITION
ADDITION
LEARNING STRATEGIES
Learning strategies: searching for documental information, elaboration comparative chart, report and
presentation.
Teaching strategies: Topic presentation using explorative questioning.
Written report about the searching for documental information
Comparative Chart
Written report
Written test
20%
30%
30%
20%
11

SECRETARA ACADMICA
LEARNING UNIT:
SHEET:
THEMTIC UNIT:
OF
NAME: The Cost of Quality
III
Apply the quality gap techniques in a practice case avoiding with it the conflict company- costumer.
No.
AD HOURS
TEACHING
ACTIVITIES
(a)
CONTENTS
T
3.1
3.2
3.3
3.4
3.5
Quality Cost
Quality improvement Programs
Zero defects and drop off
Quality Gap
Costumers and Quality
HORAS TAA
Self-learning
Activities
(b)
T
2.0
2.0
2.0
2.0
3.0
10.0
11.0
10.0
CLAVE
BIBLIOGR
APHICAL
KEY
P
1B,
2B,
3B,4B,
8B,9B
Subtotal
ADDITI
ON
ADDITI
ON
ADDITION
ADDITION
LEARNING STRATEGIES
Learning strategies: searching for documental information, elaboration of a comparative chart about
quality gaps, practice: study case and presentation.
Teaching strategies: Topic presentation throughout movie projections.
Written report about the searching for documental information

Comparative Chart
Presentation
Study case
Written test
10%
20%
20%
30%
20%
11

SECRETARA ACADMICA
LEARNING UNIT:
SHEET:
OF
THEMTIC UNIT: IV
NAME: Touristic Organizations and Quality

PARTICULAR OBJETIVE
To compare the quality levels and the national and international level services improving creative
competitivity.
AD HOURS
HORAS TAA
TEACHING
Self-learning
CLAVE
BIBLIOGR
ACTIVITIES
Activities
No.
CONTENTS
APHICAL
(a)
(b)
KEY
4.1
4.2
4.3
4.4
4.5
Quality Evaluation
Measurement and Control by Type of
Touristic Companies Systems
Regulations and Quality Normativity
The global future of quality
Excellence vs. Quality
2.0
2.0
5.0
10.0
Subtotal
10.0
5.0
10.0
ADDITI
ON
ADDITI
ON
ADDITION
P
1B,2B,
4B,5B,
7C
2.0
2.0
2.0
ADDITION
LEARNING STRATEGIES
Learning strategies: searching for documental information, elaboration of a comparative chart about
national and international quality, and presentation.
Practice: touristic organizations and quality.
Teaching strategies: presentation of the topic using SECTUR publications and CONOCER program.
Searching for documental information report
Comparative chart
Presentation
Practice
Written test
10%
30%
25%
15%
20%
11

SECRETARA ACADMICA
LEARNING UNIT:
SHEET:
OF
THEMTIC UNIT: V
NAME: Aplicaciones de la calidad

Analyze the man-environment system, environment-methods and transformation process machinnery
and modification in touristic companies for its good use, evidencing it on a productivity diagram.
AD HOURS
HORAS TAA
TEACHING
Self-learning
CLAVE
BIBLIOGR
ACTIVITIES
Activities
No.
CONTENTS
APHICAL
(a)
(b)
KEY
5.1
5.2
5.3
5.4
5.5
Labor Force
Materials ( suppliers)
Environment
Machinnery and working equipment
Methods and Operation Processes
Subtotal
2.0
2.0
2.0
2.0
2.0
4.0
10.0
10.0
4.0
10.0
ADDITI
ON
ADDITI
ON
ADDITION
3B,4B,
6B,9B
ADDITION
LEARNING STRATEGIES
Learning strategies: Searching for documental information, elaboration of a productivity diagram and
presentation.
Practice: Quality applications.
Teaching strategies: Topic presentation.
Continuous evaluation:
Productivity Diagram
Presentation
Practice
10%
30%
20%
20%
Written test
20%
11

SECRETARA ACADMICA
LEARNING UNIT:
SHEET:
OF
THEMTIC UNIT: VI
NAME: How to foment a quality culture

To elaborate a total quality normative manual with direction, leadership, attitudes, motivation and
precision aspects in the costumer-company relationship.
AD HOURS
HORAS TAA
TEACHING
Self-learning
CLAVE
BIBLIOGR
ACTIVITIES
Activities
No.
CONTENTS
APHICAL
(a)
(b)
KEY
T
6.1
6.2
6.3
6.4
6.5
6.6
Quality Direction and Leadership

Quality Attitude
Human Capital Motivation
Costumers
Implication
with
Compromise towards Quality.
Just in Time
Study Case
Subtotal
1.0
2.0
2.0
2.0
2.0
2.0
9.0
11.0
9.0
10.0
ADDITI
ON
ADDITI
ON
ADDITION
10.0
1B,2B,
3B,6B,
7C
ADDITION
LEARNING STRATEGIES
Learning strategies: searching for documental information, elaboration of a manual and presentation.
Practice: foment a quality culture
Teaching strategies: final project advisory.
Manual presentation
Presentation
Practice: To foment a quality culture
Written test
10%
30%
20%
20%
20%
11

SECRETARA ACADMICA
LEARNING UNIT:
SHEET:
PRACTICE REGISTER
PRACTICE No.
PRACTICE NAME
Organizations
and
the
THEMATIC
UNITS
TIMING
VENUE
IV
5.0
Classroom
Touristic
Quality
Quality Applications
9.0
Classroom
To Foment a Quality Culture
VI
4.0
Classroom
Subtotal
18.0
TOTAL OF
HOURS
The value of all of the practices is
20%
Anotar el
total
de
horas.
OF
11

SECRETARA ACADMICA
LEARNING UNIT
SHEET:
10
OF
11
1 Period I y II continuous evaluation 80% and written test 20%
2 Period III y IV continuous evaluation 80% and written test 20%
3 Period V, VI
continuous evaluation 80% and written test 20%
KEY
1
B
X
Cant Delgado, Humberto. Desarrollo de una cultura de calidad. Editorial

Mcgraw-Hill. Mxico, 2006. 450 pgs. ISBN 970105816X,
9789701058169
Goldratt, Eliyahu. La meta un proceso de mejora continua. 5 edicin.

Ediciones Castillo. Mxico, 1999.
425 pgs. ISBN 0884271641,
9780884271642
BIBLIOGRAPHY
Belln lvarez, Luis Alberto. Calidad total. Editorial Panorama. Mxico,
2001. 93 pgs. ISBN 968380984-7
Gutirrez Pulido, Humberto. Calidad total y productividad. Editorial Mc.

Graw Hill. Mxico, 2005. 403 pgs. ISBN 9701048776, 9789701048771
Hay, Edward J. Justo a tiempo: la tcnica japonesa que genera mayor
ventaja competitiva. Editorial Norma. Bogot, 2005. 255 pgs. ISBN
958-04-7027-8
Kotler, Philip. Marketing turstico. Editorial Pearson Educacin. Mxico,
2008. 563. ISBN 84-205-3895-7
X
Picazo Manriquez, Luis Rubn. Ingeniera de servicios. 3 edicin.

Editorial Mc Graw Hill. Mxico, 1991. 254 pgs. ISBN 970-100054-4
Pinedo Rivera, Jorge. La cultura de servicio. Editorial Servicios de

comunicacin e informacin. S.A. Mxico, 2008. 208 pgs. Sin ISBN
R Sarasola, Marcos Aurelio. Hacia una cultura de la calidad. Ediciones

Mensajero: Fundacin Horreum Fundazioa. Bilbao, 2003. 722 pgs. ISBN
8427125305, 9788427125308
10
Michael E Milakovich. Improving Service Quality: Achieving High

Perforrmance in the Public. Edit. CRC. Press.U.S.A, 1995. 258 pages.
ISBN 1-884015-45-X
11
Gopal K. Kanji. Total Quality Management. Editorial: Chapman & Hall.

U.K.,1995.615 pages. ISBN 0412643804.
12
D. Batten, Joe. Building Total Quality Culture. Editorial: Crisp

Publications. U.S.A., 1992. 88 pages. ISBN 1560521767,
9781560521761.
13
Hansen, Mark Victor & Batten, Joe. The Master Motivator. Secrets of
Inspiring Leadership. Editor: Health Communications, INC. U.S.A., 1995.
120 pages. ISBN 1-558 74-355-3.
14
Lillrank, Paul & Kano, Noriaki. Copntinuous Improvement: Quality Control

Circles In Japanese Industry. Michigan University Press. U.S.A., 1989.
294 pages. ISBN O9395 12378.

SECRETARA ACADMICA
TEACHING PROFILE BY LEARNING UNIT
1.
GENERAL INFORMATION
ACADMIC UNIT:
ACADEMIC
PROGRAM:
Escuela Superior de Turismo
Licenciatura en Turismo
LEVEL
FORMATION REA:
ACADEMY:
Institutional
Formation
Administracin y Mercadotecnia
Basic Scientific
Formation
V
Professional
Formation
Terminal and
Integrative
Formation
LEARNING UNIT: Cultura de la calidad en las organizaciones

tursticas
ESPECIALTY AND ACADMIC LEVEL REQUIRED:
LEARNING UNIT OBJETIVE: To design a touristical service organization project, including top quality
aspects, mainly focused in transportation lines, travel agencies, hotel industry and restaurants.
2. TEACHING PROFILE :
KNOWLEDGE
About hotel administration,
restaurant administracin,
quality certification, or
Industrial engineering and
auditing knowledge.
PROFESSIONAL
EXPERIENCE
At
least
one-year
experience within the field.
Quality certification and at
least one-year-experience
teaching similar subjects.
ELABORATED BY
Nombre y firma del Presidente de Academia
SKILLS
ATTITUDES
Precision,
meticulosity,
organization of processes
and
qualitative and
quantitative level methods.
Good
appearance,
responsability, goog attitude
towards
work,
good
at
interpersonal
relashionship,
social compromise, positive
group leadership.
REVISED BY
Nombre y firma del Subdirector Acadmico
AUTHORIZED BY
Nombre del Director de la Unidad Acadmica

SECRETARA ACADMICA
SYNTHETIC PROGRAM
ACADMIC UNIT:
ESCUELA SUPERIOR DE TURISMO
ACADEMIC
Licenciatura en turismo
PROGRAM:
LEARNING UNIT:
Creativity and Innovation in Touristic
Enterprises.
LEVEL: v
GENERAL OBJETIVE: To prepare a project of a product or a touristic service for an organization, using concepts
and techniques that make the training and development of creativity and innovation.
CONTENTS:
I.
II.
III.
Creativity
Innovation
Innovator Project Design
According to the Educative Model of the Institute, and to the new psicopedagogic directions, which collocate the
students learning in the center of the educative process, and that recognizes the indissoluble partnership between
theory and practice in the significative and effective labor facing theoretical, methological and applied problems.
The teaching- learning methodology is oriented to the establishment of effective labor facing disciplinar problems
in meaningful and effective actions to face other problems such as theoretical, methodological and of application.
The teaching-learning methodology is oriented to the establishment of effective performances to face up to two
different sorts of problems; disciplinary ones and integral professional exercise ones in their technical, procedural,
theoretical, conceptual and ethical dimensions.
In order to create an atmosphere in which the learning process is stimulated during the development of the learning
unit, it is important that the students know the evaluation criteria and procedures, as well as the commitments
acquired within their academic contract which make the students participate individually as well as collectively.
The subject will be assessed with a written examination in each partial period which will represent 30% of the total
grade; the 70% left corresponds to continuous assessment.
For the course assessment, the theoretical part will have to be passed as well as the practical part. The minimum
acceptable passing grade is 6.0.
BIBLIOGRAPHY:
rnndez Romero, Andrs. Creatividad e innovacin en empresas y organizaciones. Tcnicas para la solucin de
blemas. Ediciones Daz de Santos. Madrid, 2005. 261 pgs. ISBN 8479787244.
King, Nigel. Cmo administrar la innovacin y el cambio: gua crtica para organizaciones, Editorial Paraninfo.
Madrid, 2004. 248 pgs. ISBN 8497321863
OECD y Eurostat. Manual de Oslo. Gua para la recogida e interpretacin de datos sobre innovacin. 3 edicin.
Editorial Tragsa. Madrid, 2005. 124 pgs. ISBN 92-64-15464-7
Valdes Buratti Luigi A. Innovacin: el arte de inventar el futuro. Grupo Editorial Norma. Bogot, 2004. 380 pgs.
ISBN 9580480710

SECRETARA ACADMICA
LEARNING UNIT: Creatividad e innovacin en empresas

tursticas
DEGREE: Licenciatura en turismo

OPTION:
PROFESSIONAL ASSOCIATED:
TYPE
OF
compulsory
LEARNING
UNIT:
Teoretical-practical-

LEVEL: 5
CREDITS: 8.0
GENERAL PURPOSE
The purpose of this learning unit is that the learner considers the concern of the creativity and the innovation and
becomes knower of its mechanical process. The graduate student will be a person able to create new products
and/or services which satisfy visitors needs, implementing technology and with a greater investment, by a previous
plan for the competence right place .
The following learning units precede it: Administracin estratgica, Comercializacin de productos tursticos,
Investigacin de mercados tursticos, Planificacin y desarrollo de productos tursticos, Planificacin y desarrollo de
destinos tursticos, Identificacin y formulacin de proyectos de inversin I.
it is collateral to: Cultura de la calidad, Plan de mercadotecnia e Identificacin y formulacin de proyectos de inversin
II.
GENERAL OBJECTIVE
To prepare a Project of a product or a touristic service for an organization, using concepts and techniques that make
the training and development of creativity and innovation possible.
ASSIGNED TIMES
63.0
LEARNING UNIT DESIGED (O REDESIGNED)

Academia de Ciencias exactas
REVISED BY:

18.0
TOTAL HOURS /SEMESTER:
81.0
AUTHORIZED BY:
Comisin
de
Programas
Acadmicos
del
Consejo
APPROVED BY:
Presidente del Consejo Tcnico Consultivo
Escolar 2009

Secretario
Tcnico
de
la
Comisin
de
Programas
Acadmicos

SECRETARA ACADMICA
LEARNING UNIT:
SHEET:
THEMTIC UNIT: I
OF
NAME: Creativity
To describe the different aspects of creativity as a form of wealthness recreation in a cognitive map.
No.
CONTENTS
AD HOURS
TEACHING
ACTIVITIES
(a)
T
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
Definitions of Creativity
Creativity Theoretical Contributions
Creativity Applications
Other Concepts Related to Creativity:
Imagination and Innovation
Barrers and Metal Blockades of Creativity
Creativity Components
Types of Thoughts and Creativity
Creative Process
Creativity Stimulation Techniques
2.0
2.0
2.0
2.0
CLAVE
BIBLIOGR
APHICAL
KEY
P
1B,
6B,
13B,
3B,
5B,7C.
6.0
2.0
2.0
3.0
3.0
3.0
21.0
HORAS TAA
Self-learning
Activities
(b)
ADDITI
ON
6.0
ADDITI
ON
ADDITION
ADDITION
LEARNING STRATEGIES
Teaching strategies : Course introduction, team formation, teachers presentation.
Learning strategies: Mind maps and cognitive maps, research task on the unit topics, using the
tecnique of Aronsons Jigzaw Puzzle.
Cognitive map about creativity
Research report
Concept map about creativity stimulation techniques
First partial written test
10%
30%
30%
30%

SECRETARA ACADMICA
LEARNING UNIT:
SHEET:
THEMTIC UNIT: II
OF
NAME: Innovation
To describe on a cognitive map the different aspects of innovation as a form to create competitivity within
the industrial and service sectors.
No.
CONTENTS
AD HOURS
TEACHING
ACTIVITIES
(a)
T
2.1
2.2
2.3
2.4
2.5
2.6
2.7
Economic Aspects of Innovation

Sectorial and Regional Aspects of
Innovation.
Innovation Concepts
Main Types of Innovation
Changes that are not Considered as
Innovations
Objectives, Barrers and Results of
Innovation
Innovator Process
HORAS TAA
Self-learning
Activities
(b)
2.0
2.0
7.0
9B,
4C, 8C
y I4C
2.0
3.0
3.0
3.0
6.0
21.0
CLAVE
BIBLIOGR
APHICAL
KEY
ADDITI
ON
7.0
ADDITI
ON
ADDITION
ADDITION
LEARNING STRATEGIES
Teaching strategies: Teaching presentation.
Learning strategies: Mind maps and cognitive maps, research task about all of the topics contained in
this unit, using the tecnique of Aronsons Jigzaw Puzzle.
Cognitive map about creativity
Research report
Concept map about creativity stimulation techniques
Second partial written test
10%
30%
30%
30%

SECRETARA ACADMICA
LEARNING UNIT:
SHEET:
OF
THEMTIC UNIT: III
NAME: Innovator Project Design

To prepare a collective innovation project for touristic products and/or services based on creativity
techniques, innovator process and benchmarking on success cases .
AD HOURS
HORAS TAA
TEACHING
Self-learning
CLAVE
BIBLIOGR
ACTIVITIES
Activities
No.
CONTENTS
APHICAL
(a)
(b)
KEY
T
18.0
8.0
21.0
18.0
8.0
ADDITI
ON
ADDITI
ON
ADDITION
3.1
Innovation Project Significance
3.0
3.2
Success Case Analysis within the tourism

area
3.0
3.3
Preparation of an innovation project for

touristic products and services
15.0
subtotal
P
12B,
14C,
2C,
10C,1
1C.
ADDITION
LEARNING STRATEGIES
Teaching strategies: Teaching presentation and advisory.
Learning strategies: Project Oriented Learning (POL)
Practice: Preparation of the project of product, service, process, technological application or method
development which rises touristical organization added value.
Continuos Evaluation:
Practice: preparation of a collective innovation project
Third partial written test
70%
30%

SECRETARA ACADMICA
LEARNING UNIT:
SHEET:
PRACTICE REGISTER
PRACTICE No.
PRACTICE NAME
Preparation of the project of product,

service, process, technological
application or method development
which rises touristical organization
added value.
THEMATIC
UNITS
TIMING
III
18.0
Subtotal
18.0
TOTAL OF
HOURS
Anotar el
total
de
horas.

The practice will take place in the classroom, thematic unit III with a value of 70%.
VENUE
Classroom
OF

SECRETARA ACADMICA
LEARNING UNIT
Written test 30%, Continuous evaluation 70%
1 Unit I,II,III
2 Unit IV,V y VI
3 Unit VII,VIII Y IX
KEY
SHEET:
BIBLIOGRAPHY
OF
X
X
10
11
12
13
14
15
16
17
Beltrn Veraza, Marisol. Desarrollo de la creatividad. 5 edicin. Grupo

editorial xodo. Mxico, 2007. 184 pgs. ISBN 970-9087-47-9
Castaos, Germn. Ideas VIP: Casos extraordinarios de creatividad e
innovacin. Editorial Vergara y Riva. Argentina, 2008. 116 pgs. ISBN
9789876121477.
Chvez Rosas, Elisa Patricia. Desarrollo de habilidades del pensamiento.
Editorial Esfinge. Mxico, 2007. 176 pgs. ISBN 978-970-782-066-1
Escorsa Castells, Pere y Valls Pasola, Jaume. Tecnologa e innovacin
en la empresa. 2 edicin. Editorial Alfaomega. Mxico, 2007. 341 pgs.
ISBN 970-15-0996-X.
Esquivias Serrano, Mara Teresa. Creatividad: definiciones, antecedentes
y aportaciones. [en lnea]. Revista Digital Universitaria. 31 de enero de
2004,
<http://www.revista.unam.mx/vol.5/num1/art4/art4.htm>.ISSN
1067-6079
Fernndez Romero, Andrs. Creatividad e innovacin en empresas y
organizaciones. Tcnicas para la solucin de problemas. Ediciones Daz
de Santos. Madrid, 2005. 261 pgs. ISBN 8479787244
Garner, Howard. Mentes Creativas. Una anatoma de la creatividad.
Editorial Paids, Espaa, 1995. 459 pgs. ISBN 84-493-0592-6.
King, Nigel. Cmo administrar la innovacin y el cambio: gua crtica para
organizaciones, Editorial. Paraninfo. Madrid, 2004, 248 pgs. ISBN
8497321863
OECD y Eurostat. Manual de Oslo. Gua para la recogida e interpretacin
de datos sobre innovacin, 3 edicin. Editorial Tragsa. Madrid, 2005.
124 pgs. ISBN 92-64-15464-7
Peters, Tom. El crculo de la innovacin: amplie su conocimiento al xito.
Ediciones Deusto. Espaa, 2005. 230 pgs. ISBN 8423422941.
Popcorn, Faith. Lo que vendr. Editorial Garnica, S.A. Espaa, 1993. 210
pgs. ISBN 8475775128, 9788475775128
Porter, Michael E. La ventaja competitiva: creacin y sostenimiento de un
desempeo superior. Editorial CECSA. Mxico, 2002. 550 pgs. ISBN
9702402034
Urquijo Lago, Antonio. Pensamiento creativo y las inteligencias mltiples.
Editorial JIT Press. Mxico, 2004. 225 pgs. ISBN 968-7788-28-3
Valdes Buratti Luigi A. Innovacin: el arte de inventar el futuro. Grupo
Editorial Norma. Bogot, 2004. 380 pgs. ISBN 9580480710
Thorne, Kaye & Macharay, Alex. World Class Training: Providing Training
Excellence. Editor: Kogan Page Publishers. U.K., 2000. 192 pages. ISBN
0749430834.
Tondant Carter, Lynn & l. Caruso, John. The thinking Skills Workbook: A
cognitive Skills Remediation Manual for Adults. Editor: CC. Thomas.
U.S.A., 1984. 224 pages. ISBN 0398049920, 97803988049928
Jaffe, Edam B., Lerner, Josh & Stern, Scott. Innovation Policy and the
Economy. Editor: Mit Press. Cambridge, Masachusetts, U.S.A., 2001. 198
pages. ISBN 1531-3468.

SECRETARA ACADMICA
1.
GENERAL INFORMATION
ACADMIC UNIT:
ACADEMIC
PROGRAM:
FORMATION REA:
ACADEMY:
LEVEL
Institutional
Formation
Basic Scientific
Formation
V
Professional
Formation
LEARNING UNIT:
Administracin y mercadotecnia
Terminal and
Integrative
Formation
Creatividad e innovacin
en empresas tursticas
Licenciatura en Turismo.
LEARNING UNIT OBJETIVE: To prepare a Project of a product or a touristic service for an organization, using
concepts and techniques that make the training and development of creativity and innovation.
KNOWLEDGE
PROFESSIONAL
EXPERIENCE
SKILLS
ATTITUDES
On
innovation
and
technolgical
development,
administration
of
knowledge and strategical
administration
At least two-year teaching

experience in
topics
refered to this learning unit
and better if having
experience
in creativity
and innovation within the
touristic field.
Management of teaching
strategies , self-learning
and collaborative learning,
manegement of applied
processes
to real
problems of the sector.
Patience,
tolerance,
respectful,
innovator,
constant,
responsible,
punctual, dinamic, deductive,
creative,
with
social
compromise.
ELABORATED BY
REVISED BY
AUTHORIZED BY

SECRETARA ACADMICA
SINTHETIC PROGRAM
ACADMIC UNIT:
ACADEMIC
PROGRAM:
HIGHEL SCHOOL OF TOURISM
B.A. TOURISM
LEARNING UNIT:
Sales Management
LEVEL: V
GENERAL OBJECTIVE:
To design a manual of basic functions of direction and sales administration for any touristic organization.
CONTENTS:
I.
II.
III.
IV.
V.
Sales Director Main Functions

Sales Director Obligations and Responsabilities
Sales Planning
Sales Organizations
Sales Budget Direction and Control
Didactic orientation includes self-learning strategies, such as: concept maps, flow diagrams, organigrams and
practical exercises; as well as collaborative learning strategies: round tables, information analysis, questionnaries,
interviews and group lectures.
Teaching strategies: lectures, use of inductive methods.
The assesment will be obtained throughout continuous evaluation: class participation, attendance, practical
exercises, concept maps, flow charts, organigrams and group presentations.
BIBLIOGRAPHY:
Cmara Ibez, Dionisio. Direccin de ventas. Editorial Pearson Educacin. Madrid, 2001. 283 pgs. ISBN
8420532126
Gua de mercadeo y las ventas de lo mejor de Inc. Ediciones Ventura. Mxico, 1991. 297 pgs. ISBN 9686346287,
9789686346282
Hartley, Robert F. Administracin de ventas. Editorial CECSA. Mxico, 2000. 527 pgs. ISBN 9682602785
L. Foster, Dennis. Ventas y mercadotecnia para el profesional del Turismo. Editorial McGraw-Hill. Mxico, 1994.
233 pgs. ISBN 9701003659, 9789701003657
Russell, Federick A. Manual prctico. Vol. I y II. Editorial Mc Graw Hill. Mxico, 2000. 302 pgs. ISBN 968-451751-3
Stanton, W., et al. Ventas, conceptos, planificacin y estrategias. Editorial Mc Graw Hill. Mxico, 1997. 536 pgs.
ISBN: 9586007030.

SECRETARA ACADMICA
UNIT: Direccin y administracin de ventas
TYPE OF LEARNING UNIT: Theorical-PracticalCompulsory

LEVEL: V
CREDITS: 8.0
GENERAL PURPOSE
This thematic unit contributes importantly to graduate students profile, it makes students competent in the appropriate
management of strategies and sales policies at management and chairman on the board level.
This unit is related in antecedent with: Desarrollo de habilidades del pensamiento; Comunicacin oral y escrita;
Administracin; Destinos y productos tursticos del mundo y de Mxico I y II; Comportamiento organizacional;
Investigacin de mercados tursticos; Administracin del capital humano; Comercializacin de productos tursticos;
Planificacin turstica; Direccin de cocinas; Direccin del servicio de restaurantes; Direccin de reas de apoyo en
hoteles; Ventas de servicios y banquetes; Ventas hoteleras; and collaterally with: Administracin estratgica;
Administracin de restaurantes; Administracin de hoteles y de manera subsecuente con: Administracin de
restaurantes II; Administracin de hoteles, Plan de mercadotecnia; Cultura de la calidad en las organizaciones
tursticas e Innovacin de empresas tursticas.
GENERAL OBJECTIVE
To design a manual of basic functions of direction and sales administration for any touristic organization.
ASSIGNED TIMES
LEARNING UNIT DESIGED (O REDESIGNED) :
AUTHORIZED BY:
Academia de Administracin y
Mercadotecnia

REVISED BY:
63.0
18.0
TOTAL HOURS /SEMESTER:
81.0

APPROVED BY:

Consultivo Escolar.

Secretario
Tcnico
de
la
Comisin
de
Programas
Acadmicos

SECRETARA ACADMICA
LEARNING UNIT:
SHEET:
Direccin y administracin de ventas
THEMTIC UNIT: I
OF
NAME: Main Functions of a Sales Director
To describe the sales labour per periods, within the marketing annual plan, establishing strategies of
commercialization throughout a time line.
No.
AD HOURS
TEACHING
ACTIVITIES
(a)
CONTENTS
T
1.1
1.2
1.3
1.4
To define sales in the marketing plan.

What to Do in Order to Establish Sales
Budgets.
Integral Communication (Publicity, Public
Relations, Sales Promotion and Personal
sales)
Directive Functions ( to Plan, Organize,
Direct and Control Sales Activites )
HORAS TAA
Self-learning
Activities
(b)
2.0
2.0
2.0
BIBLIOGR
APHICAL
KEY
3.0
1C,
2C,5B,
7C
2.0
8.0
3.0
Subtotal
ADDITI
ON
ADDITI
ON
ADDITION
ADDITION
LEARNING STRATEGIES
Teaching strategies: course introduction, team formation with presentations throughout the inductive
method.
Learning strategies: search for and classify documental information, flow diagram elaboration,
presentation through a sales simulation and a line time with theoretical support.

Continuous Evaluation :
Information Classification Report
Flow Chart
Presentation
Time Line
20%
25%
25%
30%
10

SECRETARA ACADMICA
LEARNING UNIT:
SHEET:
THEMTIC UNIT: II
OF
NAME: Obligations and Responsabilities of a Sales Director
To make an activity chronogram of the sales points, increasing the product demand and / or services,
based on a publicity annual plan.
AD HOURS
HORAS TAA
TEACHING
Self-learning
CLAVE
BIBLIOGR
ACTIVITIES
Activities
No.
CONTENTS
APHICAL
(a)
(b)
KEY
T
2.1
2.2
2.3
2.4
Annual determination of Demand of

Products or Services.
Publicity Annual Plan, Public Relations
and Personal Sales.
Products or Services Main Points of Sales
and Distribution.
Decisions Making and Direction System.
3.0
1.0
2.0
1C,
2C,5B,
7C
2.0
2.0
3.0
7.0
ADDITI
ON
ADDITI
ON
ADDITION
ADDITION
LEARNING STRATEGIES
Learning strategies: interviews, questionnary application, data analisys and interpretation, elaboration
of executive report, activity chronogram and sales points.
Teaching strategies: facilitators presentation and coordination.
Interviews and questionnaries
Chronogram
Data analisys and interpretation
Executive report with conclusions and recommendations
20%
30%
20%
30%
10

SECRETARA ACADMICA
LEARNING UNIT:
SHEET:
THEMTIC UNIT: III
OF
NAME: Sales Plan
To make a descriptive catalogue with planning component elements.
No.
AD HOURS
TEACHING
ACTIVITIES
(a)
CONTENTS
T
3.1
3.2
3.3
3.4
3.5
3.5.1
Types of Enterprises
(hotels, travel
agencies, restaurants)
Common Forms of Sales or Systems
Function Delegation and Responsability
Assignment.
Objectives and Policies of Price and
Payment System to Suppliers
Objectives and Policies of Confirmation
and Collection of Payment Forms to
Clients.
Objectives and Policies of Discount,
HORAS TAA
Self-learning
Activities
(b)
1.0
2.0
2.0
2.0
2.0
CLAVE
BIBLIOGR
APHICAL
KEY
P
9.0
3C,
4C, 6B
7.0
Purchase Returns and Allowances.
3.5.2
3.6
Objectives and Policies of Quality and

Moments of Truth.
Sales
promotion
strategies
and
commercial communication.
16.0
9.0
Subtotal
Thematic Unit Subtotal *
ADDITI
ON
ADDITI
ON
LEARNING STRATEGIES
Learning strategies: documental information searching reports,
presentations) and catalogue elaboration.
ADDITION
presentations (audiovisual
Teaching strategies: facilitators presentation and coordination.

Documental information searching reports 10%
Catalogue
45%
Audiovisual presentation
45%
ADDITION
10

SECRETARA ACADMICA
LEARNING UNIT:
SHEET:
THEMTIC UNIT: IV
OF
NAME: Sales Organization
Analyse the processes and strategies of sales in markets for high return rate and competitiviness,
evidencing them within an enterprised system.
No.
CONTENTS
AD HOURS
TEACHING
ACTIVITIES
(a)
HORAS TAA
Self-learning
Activities
(b)
9.0
9.0
16.0
9.0
9.0
ADDITI
ON
ADDITI
ON
ADDITION
4.1
Sales
Team
Formation (recruitment,
seletion and hiring of sales executives)
3.0
4.2
Motivation, remuneration, and incentives

of sales force.
2.0
4.3
Sales Area Supervision and Control.
4.4
Product Sales Strategies.
4.5
Market Sales Strategies.
4.6
Market Research
4.7
Competitive Forces
BIBLIOGR
APHICAL
KEY
P
3C,
4C, 6B
2.0
2.0
2.0
3.0
2.0
ADDITION
LEARNING STRATEGIES
Learning strategies: Use of whispering techniques to exchange information, analysis of information,
round tables, enterprised system performance, topic presentation in group form.
Practice: Sales organization
Teaching strategies: presentation and advisory.
Analysis of information report
Enterprise system
Topic presentation
Practice
15%
30%
30%
25%
10

SECRETARA ACADMICA
LEARNING UNIT:
SHEET:
THEMTIC UNIT: V
OF
NAME: Management and Control of Sales budget.
To make an integral communication plan for the sales area.
No.
5.1
AD HOURS
TEACHING
ACTIVITIES
(a)
CONTENTS
Public
Image
Expenditures.
and
Mass
Media
2.0
9.0
10.0
5.2
Promotion Expenditures (Merchandising)
3.0
5.3
Product Added
Difference.
3.0
5.4
Sales High Seasons and Special Sales
2.0
5.5
Distribution Logistic Expenditures
2.0
5.6
Extraordinary Payments
Special Commisions)
5.7
Material and Working Equipment
Value
to
Make
(Viatica
and
HORAS TAA
Self-learning
Activities
(b)
CLAVE
BIBLIOGR
APHICAL
KEY
P
5B,8B,
9B,10
C,
11B,
12C
2.0
2.0
Subtotal
9.0
10.0
ADDITI
ON
ADDITION
16.0
ADDITI
ON
ADDITION
LEARNING STRATEGIES
Learning strategies: information searching, the making of an integral communication plan for the sales
area, working it in teams.
Practice: Management and control of sales budget..
Teaching strategies: coordination, supervision and advisory for the plan making process.
Media plan presentation and practice 100%
10

SECRETARA ACADMICA
LEARNING UNIT:
SHEET:
OF
10
PRACTICE REGISTER
PRACTICE No.
PRACTICE NAME
THEMATIC
UNITS
TIMING
VENUE
All practices will be taken

place in classroom.
Sales Organization
IV
9.0
Sales Budget Management and

control.
9.0
Subtotal
18.0
TOTAL OF
HOURS

Practices will be evaluated with a 25% of all thematic units
Anotar el
total
de
horas.

SECRETARA ACADMICA
LEARNING UNIT
SHEET:
ST
1 Period I, II
Continuous Evaluation 100%
nd
2 Period III, IV Continuous Evaluation 100%
rd
3 Period V
Continuous Evaluation 100%
KEY
BIBLIOGRAPHY
OF
10
Anderson, Roplh E. Administracin de ventas. 2 edicin. Editorial

McGraw-Hill. Mxico, 1995. 688 pgs. ISBN 9701006732
Benson P, Shapiro. Administracin del programa de ventas. Editorial

Diana. Mxico, 1977. 691 pgs. ISBN 968-13-0549-3
Cmara Ibez, Dionisio. Direccin de ventas. Editorial Pearson

Educacin. Madrid, 2001. 283 pgs. ISBN 8420532126
X
Canfield, Bertrand R. Administracin de ventas: Principios y problemas.

Editorial Diana. Mxico, 1973. 765 pgs. ISBN 9681310268
Dalrympe, Douglas J. Administracin de ventas. Conceptos y casos.

Editorial Limusa. Mxico, 2000. 874 pgs. ISBN 9681850521
G Hughes, David. Administracin de ventas- un enfoque de orientacin

Editorial
International Thomson. Mxico, 2000. 423 pgs. ISBN
970686055X, 9789706860552
Gua de mercadeo y las ventas de lo mejor de Inc. 7 edicin. Ediciones

Ventura. Mxico, 1991. 297 pgs. ISBN 9686346287, 9789686346282
Hartley, Robert F. Administracin de ventas. Editorial CECSA. Mxico,

2000. 527 pgs. ISBN 9682602785
Johnston, Mark V., M Ford, Neil. W. Marshall, Greg. Administracin de

ventas. Editorial McGraw-Hill Interamericana. Mxico, 2004. 659 pgs.
ISBN 970103970X, 9789701039700
10
11
L. Foster, Dennis. Ventas y mercadotecnia para el profesional del

turismo. Editorial
McGraw-Hill. Mxico, 1994. 233 pgs. ISBN
9701003659, 9789701003657
Russell, Federick A. Manual prctico. Vol. I y II. Editorial Mc Graw Hill.
Mxico, 2000. 302 pgs. ISBN 968-451-751-3
12
Stanton, W., et al. Ventas, conceptos, planificacin y estrategias.

Editorial Mc Graw Hill. Mxico, 1997. 536 pgs. ISBN: 9586007030.
13
Canfield, Bertrand R. Sales administration: principles and problems.

Editor: Prentice-Hall, U.S.A.,1954. Pages 662. Without ISBN
14
Allen, Irving Ross. Personal efficiency, applied salesmanship, and sales

administration. Editor: La Salle Extension University, U.S.A., 1921.
Pages, 315. Without ISBN
15
Hayward, Walter Sumner.

Sales administration: a study of the
manufacturer's marketing problems. Editor: Harper & brothers, U.S.A.,
1926. Pages 498. Without ISBN
16
Blinder,
Alan
S.
The
Economics
of
public
finance
Volumen 36 de Studies of government finance. Editor: Atlantic Publishers
& Distri. U.S.A.,1974. Pages 435. Without ISBN

SECRETARA ACADMICA
1.
GENERAL INFORMATION
ACADMIC UNIT:
ACADEMIC PROGRAM:
FORMATION REA:
ACADEMY:
Institutional
Formation
LEVEL
Basic Scientific
Formation
LEARNING UNIT:
Administration
v
Professional
Formation
Terminal and
Integrative
Formation
Licenciatura en Mercadotecnia, Comunicacin,

Relaciones comerciales y negocios, Administracin y
turismo
LEARNING UNIT OBJETIVE: To design a manual of basic functions of direction and sales administration for
any touristic organizations.
KNOWLEDGE
In Marketing,
Communication, Graphic
Design, Business
Administration.
PROFESSIONAL
SKILLS
ATTITUDES
EXPERIENCE
Two-year experience on Dynamism, able to analyze
Good appearance,
sales management, with at
responsability, good attitude
,to synthesize , to
least one-year experience research. This person has to work, good at interpersonal
in marketing and mass
relationships, social
to be creative and
media. At least one-year
compromise, group
innovative.
teaching experience in this
leadership.
area.
ELABORATED BY
REVISED BY
AUTHORIZED BY

SECRETARA ACADMICA
SINTHETIC PROGRAM
ACADMIC UNIT:
ACADEMIC
PROGRAM:
HIGHER SCHOOL OF TOURISM
B.A. TOURISM
LEARNING UNIT:
Marketing Plan
LEVEL: V
GENERAL OBJECTIVE:
To design a marketing plan according to the selected tourist enterprise requirements.
CONTENTS:
I. The Tourist Enterprise and the marketing plan
II. Sorroundings and Environment Analysis (internal) FODA
III. Marketing Potential Determination (segmentos and niches)
IV. Objectives and Strategies of Marketing Operative Plan
V. Marketing Plan, Control Policies and Evaluation
Didactic orientation takes into consideration the following teaching activities: Teaching presentation, collaborative
work promotion, marketing plan, structure presentation, advisory on comprehension methods and concepts that
globalize the marketing plan. Learning strategies: Guided readings, documental and virtual research, elaboration
of a marketing plan within hotels, restaurants, tranportation lines, travel agencies, bars, spas, among other types of
enterprises which evidence the knowledge of a marketing plan knowledge.
The evaluation will be continuous, considering the following aspects: written reports, team presentations, concept
maps, debates, Elaboration of a diaporam with the marketing plan contents and the plan presentation.
BIBLIOGRAPHY:
Cohen William A. Plan de mercadotecnia. Editorial Continental. Mxico, 2001. 400 pgs. ISBN 9702405998,
9789702405993
Fernndez Valias, Ricardo. Manual para elaborar un plan de mercadotecnia en la empresa mexicana. Editorial
ECAFSA. Mxico, 2001. 260 pgs. ISBN 9687681810, 9789687681818
MC Daniel, Carlo, J. Gitman, Lawrence. El futuro de los negocios. Editorial Prentice Hall. Mxico, 2007. 788 pgs.
ISBN 9706864784
Kleppner, Otto. Publicidad. 12 edicin. Editorial Prentice Hall. Mxico, 2005. 766 pgs ISBN 9789688801086.
Kotler, Philip; Bowen John; Makens James. Marketing para turismo. 3 edicin. Editorial Pearson Prentice Hall.
Madrid, 2004. 584 pgs. ISBN 8420538957.

SECRETARA ACADMICA
ACADEMIC UNIT: ESCUELA SUPERIOR DE
TURISMO
UNIT: Plan de Mercadotecnia
TYPE OF LEARNING UNIT: Compulsory-TheoricalPractical
VIGENCIA: February, 2009-
LEVEL: V
CREDITS: 8.0
GENERAL PURPOSE
This learning unit contributes importantly to the graduate students profile, for the graduate student to have the ability to
develop a marketing plan which contributes to the touristic enterprise subsistence, throughout the surrounding
analysis, the detection of needs and determination of strategies to satisfy them in order to achieve the market benefits,
and at the same time, achieving with it, rentability and a healthy growth of the enterprise.
This unit is related in antecedent form with: Metodologa de la investigacin turstica; Investigacin de mercados
tursticos; Comercializacin de productos tursticos; Direccin y administracin de ventas; Planificacin turstica;
Planificacin y desarrollo de productos tursticos; Anlisis del desarrollo de las empresas de turismo en el sector
social y Planificacin y desarrollo de destinos tursticos. It is neither related collaterally with any subject, nor are there
subsecuent subjects.
GENERAL OBJECTIVE
To design a marketing plan according to the selected tourist Enterprise requirements.
ASSIGNED TIMES
LEARNING UNIT DESIGED (O REDESIGNED) Academia de
Administracin y Mercadotecnia
THEORY HOURS/SEMESTER: 6.3
18.0
TOTAL HOURS /SEMESTER: 81.0
AUTHORIZED BY:
REVISED BY:

APPROVED BY:

Consultivo Escolar.
Enero 2009

Acadmicos

SECRETARA ACADMICA
LEARNING UNIT:
SHEET:
Plan de mercadotecnia
THEMATIC UNIT:
OF
NAME: The Touristic Enterprise and the Marketing Plan

To elaborate a diptych with an entrepreneurial image of a touristic enterprise, considering the elements
needed for the commercial draft, business concepts, offering and demand.
No.
AD HOURS
TEACHING
ACTIVITIES
(a)
CONTENTS
T
1.1
of
2.0
Mission and Vision of the Touristic

Enterprise Including Objectives and
Needs Which Satisfy Them and How
They are Satisfied.
2.0
Marketing Demand Elements: Price,

Quality,
Product
Functionality
and
Accesibility.
2.0
1.4
Offering Elements: Types of touristic

Products, Conditions, Characteristics and
Enterprise Location.
2.0
1.5
Entrepreneurial Image Designe: Brand,

Logotype, Emblem, Slogan, Colors,
Tyipography,
Patents,
Contents,
Dimensions, Pet, Products and All of the
Elements which will be Legally Registered
for its Protection Before the IMPI
2.0
1.2
1.3
Definition of Touristic Enterprise

Commercial Draft and Concepts
Subtotal
CLAVE
BIBLIOGR
APHICAL
KEY
5.0
10.0
ADDITI
ON
Thematic Unit Subtotal
HORAS TAA
Self-learning
Activities
(b)
2B,
13B,14
C,16B
5.0
ADDITI
ON
ADDITION
ADDITION
LEARNING STRATEGIES
Teaching Strategies: Course introduction, team work formation with a inductive method presentation.
Learning strategies: Searching and classification of documental information, concept elaboration and
definitions (conceptual chart), diptych and presentation.
Information Clasificacin Reporte
Conceptual Table
Diptych
Presentation
15%
25%
35%
25%
10

SECRETARA ACADMICA
LEARNING UNIT:
SHEET:
Plan de Mercadotecnia
THEMTIC UNIT: II
OF
NAME: Sorroundings and Environment Analysis (internal) FODA
To Analyze the market sorroundings throughout the FODA method, evidencing it within a practical study
case.
No.
AD HOURS
TEACHING
ACTIVITIES
(a)
CONTENTS
HORAS TAA
Self-learning
Activities
(b)
5.0
5.0
2.1
Consummer Profiles (habits and customs)
2.0
2.2
Needs and Wishes which Satisfy the

Product within the Market.
2.0
2.3
Market Trends and Growth
2.0
2.4
Environment
and
Surroundings
to
Determine Treaths and Opportunities:
Cultural,
Poltical,
Environmental,
Consuming, Among Others,
2.0
2.5
Enterprise Strenghts and Weaknesses

Based on Their Resources: Financial,
Human, Technological, Administrative,
Infraestructure, among Others.
2.0
Subtotal
10.0
9.0
5.0
ADDITI
ON
ADDITI
ON
ADDITION
CLAVE
BIBLIOGR
APHICAL
KEY
P
4C,7C,
12B
4.0
ADDITION
LEARNING STRATEGIES
Learning Strategies: field research, interviews, survey application, data analysis and interpretation,
practical case study presentation.
Practice: sorroundings and environmental analysis.
Teaching Strategies: presentation, movie projections and facilitator coordination
Interviews and surveys
20%
Data analysis and interpretation
20%
Field research report
20%
Practice case study presentation
20%
Movie report with conclusions
10%
Practice
10%
10

SECRETARA ACADMICA
LEARNING UNIT:
SHEET:
THEMTIC UNIT: III
OF
NAME: Marketing Potential Determination (segments and niches)
To categorize the market by segments, according to its own characteristics, evidencing it within a
comparative market.
AD HOURS
HORAS TAA
TEACHING
Self-learning
CLAVE
BIBLIOGR
ACTIVITIES
Activities
No.
CONTENTS
APHICAL
(a)
(b)
KEY
T
3.1
Classification and Market Segmentation.
2.0
3.2
Selection of the Right Segment (Size,

Trends, Growth, Purchasing Capacity,
Distribution
Elements
and
Commercialization)
2.0
3.3
Factors which Determine the Market Goal

Rentability Potencial.
2.0
3.4
Determination of Positioning Manners of

Conveniences for Each
Type of
Consummer.
3.0
3.5
New Manners
Segmentation.
Market
3.0
Subtotal
12.0
of
Touristic
ADDITI
ON
7.0
2B,3B,
7C,8C,
10B,
11C
7.0
ADDITI
ON
ADDITION
ADDITION
LEARNING STRATEGIES
Learning Strategies: Information classification backing up on the existent models (mind map),
searching for accredited documental information,
reports, group presentations (audiovisual
presentations), and comparative chart.
Teaching Strategies: Presentation, facilitators advisory and coordination.
Mind map
Comparative Chart
Information report
Audiovisual presentation
20%
35%
10%
35%
10

SECRETARA ACADMICA
LEARNING UNIT:
SHEET:
OF
THEMTIC UNIT: IV
NAME: Objectives and Strategies of Marketing Operative Plan

To make an operative plan with objective proposals, tactics and strategies with a cadotechny mixture.
AD HOURS
HORAS TAA
TEACHING
Self-learning
CLAVE
BIBLIOGR
ACTIVITIES
Activities
No.
CONTENTS
APHICAL
(a)
(b)
KEY
T
4.1
Objectives, Tactics and Sales Policies
2.0
4.2
Market Participation.
3.0
4.3
Product
Service.
/ or Market
3.0
4.4
Strategia of Marketing Mixture (Product,

Price, Plaza, Promotion, Procedures,
Personal, Presence).
3.0
4.5
Strategies, Product, Market (BOSTON

CONSULTING GROUP)
3.0
Subtotal
14.0
Rentability and
ADDITI
ON
9.0
1C,2B,
3B,5C,
6B,9B
14C,
16B
9.0
ADDITI
ON
ADDITION
ADDITION
LEARNING STRATEGIES
Learning Strategies: Operative plan making focussed in the marketing mixture, group presentation of
the BOSTON CONSULTING GROUP model, information analysis and debate.
Teaching Strategies: presentation and advisory.
Operative plan presentation
Boston model Presentation
Information analysis and debate report
40%
40%
20%
10

SECRETARA ACADMICA
LEARNING UNIT:
SHEET:
OF
THEMTIC UNIT: V
NAME: Marketing Plan, Control Policies and Evaluation
To make a control and equilibrium catalogue of the marketing plan, evidencing it in a practice study case.
No.
AD HOURS
TEACHING
ACTIVITIES
(a)
CONTENTS
9.0
14.0
17.0
9.0
14.0
ADDITI
ON
ADDITI
ON
ADDITION
5.1
Politicies and Equilibrium

Revenues and Sales.
Between
3.0
5.2
Control Politicie of Paydesk flow and

operative expenditures.
3.0
5.3
Sales Force Control (Personal)
3.0
5.4
Plan, Evaluation Policies
4.0
5.5
New Marketing Plan Adjustments.
4.0
Subtotal
HORAS TAA
Self-learning
Activities
(b)
CLAVE
BIBLIOGR
APHICAL
KEY
P
2B,3B,
10B,11
C,
13B,14
C,15B
ADDITION
LEARNING STRATEGIES
Learning Strategies: information searching and team work.
Practice: Marketing plan catalogue making.
Teaching Strategies: Coordination, supervision and advisory for the policies and control catalogue
making.
Catalogue presentation and practice writing an executive informative report based on the marketing plan
100%
10

SECRETARA ACADMICA
LEARNING UNIT:
SHEET:
OF
10
PRACTICE REGISTER
PRACTICE No.
PRACTICE NAME
THEMATIC
UNITS
TIMING
VENUE
Sorroundings and Environment

Analysis
II
9.0
All of the practices will be

held in the classroom.
Marketing Plan Catalogue
9.0
Subtotal
18.0
TOTAL OF
HOURS

Unit II will be accessed with the practice 10%, and unit V with a 100%
Anotar el
total
de
horas.

SECRETARA ACADMICA
LEARNING UNIT
SHEET:
st
1 v Periodo I and II Continuous evaluation 100%
nd
2 Periodo III and IV Continuous evaluation 100%
3rd Periodo V Continuous evaluation 100%
KEY
BIBLIOGRAPHY
OF
10
X
X
10
11
12
13
14
15
16
17
18
19
Arens, William F. Publicidad. 7a edicin. Editorial Mc Graw Hill, 1999.

574 pgs. ISBN 9701027132, 9789701027134
Cohen William A. Plan de mercadotecnia.
Editorial Continental.
Mxico, 2001. 400 pgs. ISBN 9702405998, 9789702405993
Fernndez Valias, Ricardo. Manual para elaborar un plan de
mercadotecnia en la empresa mexicana. Editorial ECAFSA. Mxico,
2001. 260 pgs. ISBN 9687681810, 9789687681818
Hartley, Robert. Administracin de ventas. Editorial Continental. Mxico,
1997. 527 pgs. ISBN 9682602785, 9789682602788
Llamas Alarn, Jos Maria. Estructura cientfica de la venta. 2 edicin.
Editorial Limusa. Mxico, 1997. 452 pgs. ISBN 968-18-4742-3
MC Daniel, Carlo, J. Gitman, Lawrence. El futuro de los negocios.
Editorial Prentice Hall. Mxico, 2007. 788 pgs. ISBN 9706864784
Minking Barry, Howard. El futuro en los negocios. Editorial Prentice Hall
Hispanoamericana. Mxico, 1996. 257 pgs. ISBN 9688807567
Molina, Sergio. Modernizacin de empresas tursticas. Editorial Diana.
Mxico, 1994. 170 pgs. ISBN 9681326253
Kleppner, Otto. Publicidad. 12 edicin. Editorial Prentice Hall. Mxico,
2005. 766 pgs ISBN 9789688801086.
Kotler, Philip; Bowen John; Makens James. Marketing para turismo. 3
edicin. Editorial Pearson Prentice Hall. Madrid, 2004. 584 pgs. ISBN
8420538957
Pride, William y Ferrell, O.C. Marketing (conceptos y estrategias).
Editorial Mc Graw Hill 1996. 877 pgs. ISBN 9586005992,
9789586005999
Servitje Sendra, Roberto. BIMBO. Estrategia de xito empresarial.
Editorial Pearson Educacin. Mxico, 2003. 304 pgs. ISBN 9702600774
Staton, Etzel Walker. Fundamentos de Mercadotecnia. Editorial Mc Graw
Hill. Mxico, 2000. 732 pgs. ISBN 9684222793, 9789684222793
Taylor, James W. Planeacin de mercadotecnia. Editorial Prentice Hall.
Mxico, 1997. 365 pgs. ISBN 968-880-923-3
Wells, William. Publicidad. Editorial Prentice Hall. Mxico, 2000. 948
pgs.
ISBN 9688807974, 9789688807972.
Westwood. John. Como crear un plan de marketing. Editorial Gedisa.
Mxico, 2001. 142 pgs. ISBN 8474328586, 9788474328585
Westwood, John. The marketing plan: a step-by-step guide
Professional
paperback
series.Editor:Kogan
Page
Publishers,
U.S.A.,2002. Pages 218. ISBN: 0749437480, 9780749437480
Stapleton, John , Thomas, Michael J. How to prepare a marketing plan:
a guide to reaching the consumer market. Gower Publishing, Ltd, U.S.A,
1997. Pages332. ISBN: 0566077841, 9780566077845
Westwood, John. The marketing plan: a step-by-step guide
Professional paperback series. Editor: Kogan Page Publishers,
U.S.A.,2002. ISBN 0749437480, 9780749437480

SECRETARA ACADMICA
1.
GENERAL INFORMATION
ACADMIC UNIT:
ACADEMIC
PROGRAM:
LEVEL
FORMATION REA:
ACADEMY:
Institutional
Formation
Basic Scientific
Formation
V
Professional
Formation
LEARNING UNIT:
Administracin y mercadotecnia
Terminal and
Integrative
Formation
Licenciatura en turismo, Mercadotecnia, Administracin,

Comunicacin.
LEARNING UNIT OBJETIVE: To design a marketing plan according to the selected tourist Enterprise
requirements.
2.
KNOWLEDGE
PROFESSIONAL
EXPERIENCE
in
Marketing, Two-year
experience
Communications, Graphic within
the
martketing
Designe,
Business area.With at least one-year
Administration.
experience teaching in this
area.
ELABORATED BY
SKILLS
ATTITUDES
Dynamism, able to analyze

,to synthesize , to
investigate. This person
has to be creative and
innovative.
.
Good
appearance,
responsability, good attitude
to work, good at interpersonal
relationships,
social
compromise,
group
leadership.
REVISED BY
AUTHORIZED BY

SECRETARA ACADMICA
SYNTHETIC PROGRAM
ACADEMIC UNIT:
ACADMIC PROGRAM:
LEARNING UNIT:
ESCUELA SUPERIOR DE COMERCIO Y ADMINISTRACIN UNIDADES SANTO

TOMS Y TEPEPAN
Licenciado en Negocios Internacionales
International Scenarios
LEVEL: IV
PURPOSE OF THE LEARNING UNIT

Integrate elements that impact economic development in our country in the framework of international scenarios,
trends and their influence in the environment to design a proposal for the sustainable development of the country.
OVERVIEW OF CONTENTS:
I.
International Trends at The Beginning of the Century XXI
II.
New Actors in International Dynamics.
III.
International Environment in Business.
IV.
Impacts on Economic Development.
TEACHING FOCUS:
The teaching methodology will be held in this learning unit by constructivist, whose guiding strategy is founded on
Problem-Based Learning, from which the student design a viable proposition for sustainable development, allowing
build his own learning through documentary research, essay, mental and concept maps, synoptic tables,
presentations, practice, synthesis, debates, reports, descriptive and comparative matrices that allow him to
strengthen his skills of analysis and synthesis.
At the beginning of the learning unit, a diagnostic test will be applied to determine students' previously acquired
knowledge.
Formative assessment is considered delivery consists of learning evidence conducted in each subject.
In order to gain the accreditation of the learning unit, the student should develop a business plan on a given product
to enter the European market and its impact on sustainable development.
This learning unit is accredited for previously acquired knowledge towards compliance with the criteria for the first
three weeks of the beginning of the course, and evaluated with documentary research on the proposed topics; an
examination certifying competences to identify functions of the organisms analyzed, the development of practices
based in Units I, III and IV, as well as the design and participation of a simulation on a paper explaining the
operation or characteristics of a international body and harmonious relationship with the environment. The learning
unit may be studied in other national superior education institutions with agreements with the IPN. Mobility between
ESCA academic units, according to the attention capacity.
Mobility between modalities, according to the attention capacity.
REFERENCES:
Appleyard, Field. Economa Internacional. Ed. Mc Graw Hill. Mxico, 2005.742 ISBN: 958-41-0337-7
Berumen Arellano Sergio. Globalizacin. Las Nuevas Perspectivas de las Viejas Tradiciones. Ed. Taller
Abierto. Mxico, 1999. ISBN: 968614827
Peralta Alemn Gilberto. Tendencias del desarrollo nacional. Ed. Esfinge. Mxico, 2002. ISBN: 970-647638-5
Rabanel Nuria G., Gonzlez Concepcin, Ortega Pedro. El entorno econmico actual. Ed. Thompson.
Mxico, 2003. ISBN: 84-9732-251-7
Requeijo Jaime. Economa mundial. Mc Graw Hill. Mxico, 2002. ISBN: 84-481-3324-2

SECRETARA ACADMICA
ACADEMIC UNIT:ESCUELA SUPERIOR DE
COMERCIO Y ADMINISTRACIN, UNIDADES
SANTO TOMS Y TEPEPAN
ACADEMIC PROGRAM: Licenciado en
Negocios Internacionales
ASSOCIATE PROFESSIONAL:
Logistics
LEARNING UNIT: International Scenarios

TYPE OF LEARNING UNIT:
training and obligatory
theoretical- practical
VALIDITY: 2011
International
LEVEL:V
CREDITS: 6 Tepic 4.1 (SATCA)
TRAINING AREA: Professional

EDUCATIONAL INTENT:
The dynamics of the current context of globalization, requires professionals with critical thinking that will allow them to
analyze and understand the rapid environment of the international scenarios, in order to get a better guidance for
making decisions in negotiations.
The competencies to be achieved in this learning unit are:
Choose an investment project in Mexico considering financial reforms, capital flows, processes of
regionalization and trade integration.
Emphasizes the structure of the Mexican state and regulatory policies in companies, NGOs, trade unions and
their interaction with the states.
Systematically explains the role of private business organizations and the Mexican state in the national and
international scenario and its effects on growth and economic development.
Select the items that make the impact of international trends in economic development and harmonious
relationship with the environment in a viable proposition in the international business process.
ASSIGNED TIMES
THEORY/WEEK HOURS: 2.0
PRACTICE/WEEK HOURS: 2.0
THEORY LEVEL HOURS: 36.0
PRCTICE/LEVEL HOURS: 36.0
TOTAL/LEVEL HOURS: 72.0

Academias de Bloques Regionales de
la ESCA Unidades Santo Toms y
Tepepan.
REVISED BY:
Subdireccin Acadmica de la ESCA
Unidades Santo Toms y Tepepan.
APPROVED BY:
Consejo Tcnico Consultivo Escolar de
la ESCA Unidades Santo Toms y
Tepepan, Presidentes: C.P. Norma
Cano Olea y C.P.C. y M. en C. Jaime
V. Sanchis Cuevas.
AUTHORIZED BY:
Acadmicos del Consejo General
Consultivo del IPN.
Domnguez
de Programas Acadmicos.

SECRETARA ACADMICA
LEARNING UNIT:
SHEET:
Internacional Scenarios
OF:
10
N THEMATIC UNIT: I
NAME: International Trends at the Beginning of the Century XXI

UNIT OF COMPETENCE
Choose an investment project in Mexico considering financial reforms, capital flows, processes of regionalization and
trade integration.
AD HOURS
HOURS T A A
Teaching
No.
(Self Learning) LITERATURE
activities
CONTENTS
KEY
(b)
(a)
T
P
P
1.1
Globalization
1.5
1B
1.2
Capital flows, financial schemes and investment
1.5
4.0
2B
1.3
Globalization of Capitalism
2.0
4.0
12B
1.4
Regionalization
2.0
2.0
1.5
Trade Integration and financial reforms in U.S.A. in 2010
2.0
1.0
Subtotals:
9.0
11.0
LEARNING STRATEGIES
Documentary research on issues of unity in digital and print media, thereby developing a synoptic table on
globalization. Individually.
Conduct a discussion on globalization of capitalism, highlighting their contributions in a report. Individually.
Development of Practice No.1 "Visit to a Financial Institution". Writing a report individually.
Design a descriptive matrix. Exposing it to the group. Aspects of argument are verified and the strategy used
in the discussion of the descriptive matrix. In teams.
Synoptic Table.
Compile information relevant to the processes of globalization, regionalization and social integration.
Report of the debate.
Argue the difference of globalization and regionalization processes and social integration.
Practice Report No.1 "Visit to a financial institution."
Note the way in which capital flows reflect in a financial institution.
Matrix descriptive.
Involve the relevant aspects of capital flows.
20%
20%
30%
30%

SECRETARA ACADMICA
LEARNING UNIT:
SHEET:
OF:
10
N THEMATIC UNIT: II
NAME: New actors in international dynamics

UNIT OF COMPETENCE
Emphasize the structure of the Mexican state and regulatory policies in companies, No Governmental Organizations,
trade unions and their interaction with the states.
AD HOURS
HOURS T A A
Teaching
(Self Learning) LITERATURE
activities
No.
CONTENTS
KEY
(b)
(a)
T
P
P
2.1
The state
1.5
1B
2.2
The company and its role in globalization
1.5
2B
2.2.1 Innovative projects and new entrepreneurs
2.0
10B
2.3
The role of vanguard educational institutions
2.3.1 Generation of Entrepreneurs
1.0
2.4
Economic, political and social networks
1.0
2.5
Trends of economic systems
1.0
2.6
NGO's and trade unions
1.0
Subtotals 9.0
LEARNING STRATEGIES
Documentary research on issues of this unit in digital and print media. In teams.
Development of a concept map of the Mexican state structure. Individually.
Development of a comparative matrix about economic, political and social, networks. Individually.
Exposure on non-governmental organizations and business. Writing a report. In teams.
Synthesis.
20%
Supports the importance of the concepts and functions of businesses and educational institutions,
economic, political and social networks and non-governmental organizations and trade unions.
Concept Map.
20%
Refer Mexican state structure as a business regulator body.
Comparative Matrix.
30%
Break down the difference between economic, political and social networks.
Exposure Report No governmental Organizations and business organizations.
30%
Stresses viable competitive advantages offered by non-governmental organizations and viable business as
references for membership.

SECRETARA ACADMICA
LEARNING UNIT:
SHEET:
OF:
NAME: International Environment in Business.

UNIT OF COMPETENCE
Systematically explains the role of private business organizations and the Mexican state in the national and
international scenarios and its effects on growth and economic development.
AD HOURS
HOURS T A A
Teaching
(Self Learning)
activities
No.
CONTENTS
(b)
(a)
T
P
P
3.1
Business Modernization and prospects of
1.0
2.0
3.2
SMEs
2.0
2.0
3.3
Internationalization of a Company
2.0
2.0
3.4
Alliances and fusion of large companies
Competitive advantages of companies and their impact on the
1.0
2.0
3.5
world
1.0
3.6
Mexico in the international scenario
1.0
3.7
National and International Business and trade organizations:
1.0
2.0
(CONCANACO, CONCAMIN, CANACINTRA, COPARMEX,
CMHN)
10
N THEMATIC UNIT: III
Subtotals
9.0
LITERATURE
KEY
5B
4C
14C
10.0
LEARNING STRATEGIES
Documentary research in digital and print media on various business organizations.

Development of a descriptive matrix of different organizations and their location on potential export and
investment scenarios.
Development of Practice No. 2 "Visit to chambers of commerce and industry bodies." Locate the roles of each
agency and their usefulness to generate a boost to economic development. Writing a report.
Synthesis
30%
Explain the role of private business organizations
Descriptive Matrix.
30%
Systematize the causes and effects of the intervention of business organizations in the investment and export
scenarios.
Practice Report No.2 "Visit to chambers of commerce and industry bodies."
40%
Identifies the operation of business and trade organizations and sectoral programs.

SECRETARA ACADMICA
LEARNING UNIT:
SHEET:
OF:
10
N THEMATIC UNIT: IV
NAME: Impacts on Economic Development.

UNIT OF COMPETENCE
Select the items that make the impact of international trends in economic development and their harmonious
relationship with the environment in a viable proposition in the international business process.
AD HOURS
HOURS T A A
Teaching
(Self Learning)
activities
LITERATURE KEY
No.
CONTENTS
(b)
(a)
T
P
T
P
8C
4.1
Economic crisis and its origins
2.0
3.0
7C
4.2
The energy scenarios in the world
2.0
3.0
14C
4.3
Environment and climate change, causes and
1.0
consequences
1.0
4.4
Development of new energy sources
1.0
4.0
4.5
Conflict, terrorism, safeguarding peace and international
0.5
1.0
security
0.5
4.6
Economic dependence of developing countries
0.5
4.7
Migration and its political, economic and social effects
1.5
3.0
Subtotals
9.0
15.0
LEARNING STRATEGIES
Documentary research in digital and print media on the topics of the unit. Writing an essay with it. In teams.
Round tables discussion on assigned topics of the unit. In teams.
1. Each team will have a different theme
2. They expose the issue and arguments underpinning the conclusions from its theoretical framework.
3. During the discussion, keep a record of group interaction and responses from the assigned topic.
4. A conclusion of the presented topics is delivered in teams each class.
Practice No.3 "Paper Economic Development Impacts"
Simulation of an open forum in which Papers have duration of 20 minutes, where students develop the most
relevant points of the topic assigned by the facilitator.
After the paper, students will have 5 minutes for questions and answers.
The paper should be in English.
Scheduling should be made in a form that the last three classes in a month are designated for such activity,
performing in the auditorium or other place assigned.
The paper is delivered in writing; minimum of 8 pages and power point presentation.
Essay.
20%
Value judgments about the trends that set international trends, in the introduction, development and conclusion
of the paper.
Report.
30%
Argue the importance of the elements in economic development their harmonious relationship with the
environment.
Practice Report No.3 "Paper Economic Development Impacts"
50%
Evidence of the substantial contribution of the paper, recording the teacher's evaluation on it.
It will be evaluated the originality of the handling of issues in terms of the depth of analysis based on the
objectives that arise at work.

SECRETARA ACADMICA
LEARNING UNIT:
SHEET:
OF:
10
LIST OF PRACTICES
PRACTICE
No
PRACTICES NAME
THEMATIC UNIT
DURATIN
PLACE OF
PERFORMANCE
"Visit to the World Bank in Mexico"

Objective: Locate in the context of the
new financial reform in the U.S.A.
through the analysis of the Mexican
financial system so that the student can
choose a viable investment plan for the
country.
10.0
World
Bank
Representation in Mexico
III
10.0
IV
16.0
II
III
"Visit to Chambers of Commerce and

Sectoral Bodies".
Objective: Identify the functions of each
agency and the usefulness for
generating a boost to economic
development in Mexico.
"Paper Economic Development Impacts"
Objective: Present a viable proposal on
economic development trends to assess
the impact on the environment and
international business.
Representations of the
Chambers of Commerce
and Sectoral Bodies in
Mexico City.
In
an
Auditorium.
ESCAs

It is essential performing previously practices to approve the Learning Unit. Evaluation descriptors of each practice
are contained in thematic units and percentages for accreditation are:
Practice 1.
Practice 2.
Practice 3.
30%
40%
50%

SECRETARA ACADMICA
LEARNING UNIT:
SHEET:
OF:
10
EVALUATION PROCEDURE
Thematic Unit
Thematic Unit
Thematic Unit
Thematic Unit
I
II
III
IV
International Trends at the Beginning of the Century XXI. 20%

New Actors in International Dynamics.
20%
International Environment in Business.
20%
Impacts on Economic Development.
40%
This learning unit can be accredited by:
Evaluation by previously acquired knowledge towards compliance with the criteria for the first three weeks of
the beginning of the course, and evaluated with documentary research on the proposed topics; an
examination certifying competences to identify functions of the organisms analyzed, the development of
practices based in Units I, III and IV, as well as the design and participation of a simulation on a paper
explaining the operation or characteristics of a international body and harmonious relationship with the
environment.
The learning unit may be studied in other national superior education institutions with agreements with the
IPN.
Mobility between ESCA academic units, according to the attention capacity.
Mobility between modalities, according to the attention capacity.

SECRETARA ACADMICA
LEARNING UNIT:
KEY
1
B
X
C
10
11
12
13
14
SHEET:
OF:
10
BIBLIOGRAPHY
Appleyard * Field. Economa Internacional. Ed. Mc Graw Hill. Mxico 2005.742 pags.
ISBN: 958-41-0337-7
Berumen Arellano Sergio. Globalizacin. Las Nuevas Perspectivas de las Viejas
Tradiciones. Ed. Taller Abierto. Mxico 2009. 207 pgs. ISBN: 9686148272
Capan, Ergun. Terrorismo y ataques suicidas una perspectiva islmica, Editorial La
Fuente. 2008, 158 pgs. ISBN: 975-278-269-3
Chandeler, Alfred. La mano invisible del mercado.
Ed. ESDA Fondo, Ediciones Belloch, Barcelona, 2008.
Dabat Latrubesse, Alejandro. Globalizacin conocimiento y desarrollo 1. Editorial
Porra, 2009. 602 pgs. ISBN 9786074010046.
Etchegreen, Robert. Las crisis financieras internacionales. Ed. Fondo de cultura
econmica. Mxico, 2008.
Gore, Al. Nuestra eleccin un plan para resolver la crisis climtica, Editorial Ocano
de Mxico, 2010, 416 pgs. ISBN 9786074002799
Luz Flix Tapia, Ricardo De las estrategias contra el terrorismo internacional,
Editorial Porra, 2005, 136 pgs. ISBN 970-07-5306-9.
Mndez Morales Silvestre. Problemas Polticos y Econmicos de Mxico. Ed. Mc
Graw Hill. Mxico 2003. 430 pgs. ISBN: 970-10-3826-6
Peralta Alemn Gilberto. Tendencias del Desarrollo Nacional. Editorial. Esfinge.
Mxico 2002. 303 pgs. ISBN: 970-647-638-5
Powell, Charles T. Democracias occidentales frente al terrorismo global, Editorial
Ariel, 2008, 381 pgs. ISBN 84-344-0005-4.
Rabanel Nuria G., Gonzlez Concepcin, Ortega Pedro. El Entorno Econmico
actual. Editorial Thompson. Mxico 2003. 145 pgs. ISBN: 84-9732-251-7
Requeijo Jaime. Economa mundial. Mac Graw Hill. Mxico 2002.390 pgs. ISBN:
84-481-3324-2
Sotelo Valencia, Adrian. Crisis capitalista y desmedida del valor un enfoque desde 1.
Editorial: Itaca, 2010. 143 pgs. ISBN 9786070017438.
PGINAS WEB:
Secretaras de Estado, Banco de Mxico, Nacional financiera e INEGI.
http://www.uv.mx/oferta/programasuv/default.aspx?mat=ADMK&cur=30003&Program
a=ADMI-03-A-CR/. Octubre 2010.
http://www.uinteramericana.edu/lev2_page.php?p_menu=5_2&num_comunicado=38
3&opc_value=2/ Febrero /2010.
http://calentamientoglobalclima.org/ Octubre 2010
http://unfccc.int/kyoto_protocol/items/2830.php Octubre 2010
http://www.economia.gob.mx/?P=5200_5208. Octubre 2010
http://oncetv-ipn.net/migrantes/mapas/Octubre 2010
LEARNING UNIT TEACHERS PROFILE

SECRETARA ACADMICA
1. GENERAL DATA
ACADEMIC UNIT:
ESCUELA SUPERIOR DE COMERCIO Y ADMINISTRACIN UNIDADES SANTO

TOMS Y TEPEPAN
ACADEMIC PROGRAM:
TRAINING AREA:
ACADEMY:
Licenciado en Negocios Internacionales

Institucional
Basic Scientific
LEVEL:
IV
Professional
Terminal and
Integration
LEARNING UNIT:
Regional Blocks
REQUIRED EXPERTISE AND ACADEMIC LEVEL:
Lic. en Negocios Internacionales
2. - PURPOSE OF THE UNIT LEARNING:

KNOWLEDGE
In Economics,
International Business.
I.P.N. Educational Model
PROFESSIONAL
EXPERIENCE
TEACHING SKILLS
Three years professional

Communication skills
experience in economics
Good diction.
and international business. Leadership.
Management groups.
Two years teaching
Strategies
experience at a superior
Teaching.
level
Application of MEI.
ATTITUDES
Responsibility.
Punctuality.
Dynamism.
Social commitment.
Tolerance.
Respect.
Take ownership of the
MEI.
ELABORATED
REVISED
AUTHORIZED
M. en C. Mara Mercedes Reyes Cadena

LRI Eva Luna Ruiz
Presidentes de Academias de Asignaturas Afines
de Bloques Regionales de la ESCA Unidades Santo
Toms y Tepepan.
M. en C. Nadina Olinda Valentn Kajatt y

M. en A. Mara Estela Casas Hernndez
Subdirectoras Acadmicas de las ESCA
Unidades Santo Toms y Tepepan.
C.P. Norma Cano Olea y

C.P.C. y M. en C. Jaime V. Snchez Cuevas
Directores de las ESCA Unidades Santo Toms
y Tepepan.
DATE:
2011
Quality and General Systems Theory

GENERAL OBJECTIVE: To apply the norms that rule the certification of quality of goods
and services in trade logistic systems for successful commercialization in domestic and
international markets, by the development of a practice case in a real company.
GENERAL DESCRIPTION OF CONTENTS:
I. Systems: Concept, design and application
II. Rules, standards and principles of quality.
III. Leadership and strategic planning.
IV. Diagnosis and implementation of quality programs.
V. Assurance and quality evaluation in international markets.
This learning unit is based on the educational principles associated with constructivism
and significant learning, assuming that students will build their own knowledge. This will be
achieved by learning strategies such as desk research, mind maps, essays, lectures,
development of case studies and roundtable discussions.
EVALUATION AND ACCREDITATION:
It will be applied a written diagnostic evaluation at the beginning of the semester, in order
to value the student's knowledge. Also it will be taken a formative evaluation that includes
periodic assessments and the integration of an evidence portfolio.
For summative evaluation the student must develop a study case on quality standards.
This learning unit can be accredited by demonstrated competence, applying the criteria of
summative assessment mentioned above.
BIBLIOGRAPHY
Besterfield, Dale H. Control De Calidad, octava Edicin, Editorial Prentice Hall, Mxico
2009, 552 Pgs. ISNB: 9682475899
Lilienfeld, Robert, Teora de sistemas: orgenes y aplicaciones en ciencias sociales.
Editorial Trillas, Ao 2006 Pgs. 342. ISNB: 1250-5458-23
Senlle, Szodo Andrs. ISO 9000-2000: Liderazgo de la Nueva Calidad. Editorial Gestin
2000, Espaa 2007. 428 Pgs. ISBN: 8480886404.
Van, Gigch John. Teora General de Sistemas. Editorial Trillas. Mxico tercera edicin
2006. 607 Pgs. ISBN: 9682475899.
WEB PAGES:
1 http://www.monografias.com/trabajos11/teosis/teosis.shtml
2 http://www.tuobra.unam.mx/publicadas/010820192601.html
3 http://tgs7233.galeon.com/
Strategies of International Negotiation

To apply the negotiation process, techniques, styles, tactics, competitive strategies,
cultural and protocol standards that are used in the world of current international business
market.
CONTENTS:
I. The negotiation.
II. The negotiation process and relationships.
III. The protocol in international business.
The teaching strategies are based on constructivism and are: analysis of texts (in Spanish
and English) and documentary research on print and digital media; analysis for synthesis
and report writing. The elaboration of synoptic charts, graphic organizers, and the
resolution and design of study cases, as well as proposals for agreements by which the
acquired knowledge is based. Which are facilitated by the Professor, who will determine
work patterns for the management of learning unit, which in turn has the English language
support.
The teacher applies a written diagnostic evaluation in order to identify the previous
knowledge that the student possesses prior to the beginning of the course.
For the accreditation of the learning it will be applied a formative evaluation in each
thematic unit, valuing the learning strategies developed in the course , integrating the
evidence portfolio that will contain study cases, graphic organizers and the development of
documentary research reports . Also, the resolution of a study case that demonstrates
integrative competencies and skills acquired.
This learning unit can be accredited by presenting a demonstrated competence exam,
using the criteria of the summative evaluation mentioned above.
Competence demonstrated during the first two weeks of the course start will be assessed
by developing a study case about the design of an international negotiation process for a
product / service given.
To be studied in other national or international institutions of higher education that have
agreements with the IPN.
Mobility between the academic units of the ESCA according to attention capacity.
Mobility between school modalities according to the attention capacity.
BIBLIOGRAPHY:
Llamazares Garca-Lomas, Olegario. Negociacin Internacional. Gms/Global
Marketing Editorial, 2007, pgs. 236, ISBN 978-84-935410-0-2
Shell G. Richard. Negociar con ventaja. Estrategia de negociacin para gente
razonable. Antonio Bosh editor, 2005, pgs. 251, ISBN 84-95348-09-8
Ponti, Franc. Los caminos de la negociacin: personas, estrategias y tcnicas.
Ediciones Granica, 2005, pgs. 171, ISBN 950-641-125-5
WEB PAGES (Fecha de consulta, agosto de 2010):

www.sre.gob.mx
http://www.cinu.org.mx/modelos/Tecnicas.htm
Foreign Investment
GENERAL PURPOSE
To analyze the norms that rule foreign investment in the national and international levels,
allowing the obtaining of the maximum benefit of an investment and the reduction to a
minimum, the risks involved, through a study case.
CONTENTS:
I. Legal and Institutional regime of foreign investment in the national and international
levels.
II. Legal status of entrepreneurs and foreign investors in Mexico.
III. Commercial activities related to direct and indirect foreign investment.
IV. Procedure for registration on the National Register of foreign investment.
Constructivism currently rules educational activities this is why the methodology used in
this learning unit is developed under this concept. Thus, the student will construct its own
knowledge and reflect about it, through strategies such as individual documentary
research, synthesis, essays and lectures, where the Professor will assume the role of
moderator, counselor and advisor of the activities developed by the student in the learning
process.
The teacher will apply a written diagnostic evaluation in order to identify the knowledge
that students have respect to the learning unit.
For the accreditation of the learning it will be applied a formative evaluation of each topic,
evaluating the learning strategies implemented in the course, integrating the evidence
portfolio and documentary research reports, analysis reports and resolution of practical
exercises.
It will be applied a summative assessment that consists in solving a practical case that
demonstrates the necessary competencies and skills to develop the analysis of regulations
that rule foreign investment. This learning unit can be accredited by:
Demonstrated competences during the first three weeks of the beginning of the course
and will be evaluated by solving an integrative study case that shows that the student
owns at least 80 % dominion of the core competencies to design strategies applicable to
the analysis and financial evaluation in projects of international marketing of an entity.
to attend other institutions of national or foreign higher education that have agreements
with the IPN.
Mobility between ESCA 'S according to the attention capacity of each unit.
Mobility between school rules according to the attention capacity.
BIBLIOGRAPHY:
Dussel Peters, Enrique (Coordinador). Condiciones y efectos de la inversin extranjera
directa y del proceso de integracin regional en Mxico durante los noventa. Una
perspectiva macro, meso y micro. FE, BID-INTAL, UNAM, Plaza y Valds editores, Mxico
D.F. 2003, pgs. 309, ISBN 970-722-165-8
ISEF, Ediciones Fiscales. Ley de Inversin Extranjera y su Reglamento. Ediciones

Fiscales ISEF, Mxico D.F. 9 edicin, 2008, pgs. 72, ISBN 9687673400
Moreno Padilla, Javier. Constitucin de los Estados Unidos Mexicanos: con una
explicacin sencilla de cada artculo para su mejor comprensin. Editorial Trillas, Mxico
D.F. 2002, Edicin 16, pgs. 268, ISBN 9682465702
WEB PAGES:
www.diputados.gob.mx
www.economia.gob.mx
www.sre.gob.mx
International Marketing and Promotion
GENERAL OBJECTIVE:
To apply the tools of the marketing process focused on International Business, for the
analysis of its variables and taking into account the competitive advantages of Mexican
companies through a practical case.
GENERAL DESCRIPTION OF CONTENTS:
I. Situational analysis of the market
II -. Strategies of marketing mixture
III -. Design of Strategies to adapt the product in the international market
IV -. Design and strategies of international distribution channels
V. - Integral Communication
The teaching methodology of this learning unit will focus on cooperative and collaborative
work strategies, including the following activities: exercises, documental bibliographic
research, online and newspaper, summaries, concept maps and the resolution of
questionnaires. Moreover, the teacher shall have the responsibility for the feedback,
supervision and coordination of the learning activities.

It will be applied a diagnostic evaluation at the beginning of the semester with the purpose
to value the student's previous knowledge. Besides, it will take formative assessments that
include periodic evaluation and the integration of an evidence portfolio.
For the accreditation of the learning unit it will be applied a summative evaluation, in this
the student must develop a case in which he will manage the tools of the marketing
process focused on International Business.
This learning unit can be accredited by demonstrated competence exam, applying the
criteria of summative evaluation mentioned above.
This learning unit can be accredited by:
Demonstrated competence exam during the first three weeks since the start of the
course; it will be assessed by the development of a practical case with a value of 80 % of
the dominion of the main competences to design strategies of the marketing mixture to
international levels.
to study in other national or international institution of higher education that have
agreements with the IPN.
Mobility between the ESCA according to the attention capacity of each academic unit.
Mobility between school modalities according to the attention capacity.
BIBLIOGRAPHY:
Belch, George. Advertising and promotion: an integrated. Ed. Mc Graw Hill. USA 2006. 7
Edition, 947 pags. ISBN: 9780071108522.
Cateora Philip. International Marketing Ed. Mc Graw Hill Interamerican. USA 2008 14
Edition, 744 pags. ISBN: 9780073380988.
Czinkota Michael R., Negocios Internacionales Ed. Thompson, Mxico 2007, 7 edicin,
685 pgs. ISBN: 9789706866103
Keegan J. Warrren. Mercadotecnia Internacional Ed. Pearson. Mxico 2009 5 Edicin,
672 pgs. ISBN 9786074423396
Kotler, Philip. Direccion de Marketing Ed. Pearson. Mxico 2006 12 Edicin, 816 pgs.
ISBN 9702607639
WEB PAGES :
http://en.wikipedia.org/wiki/International_marketing, noviembre 2009.
http://www.tradeon.com.ar/ayuda/ciclo/AYUDA/marketing/29mercintern.htm, enero 2010.
http://managementhelp.org/ad_prmot/ad_prmot.htm, febrero 2010.
Directive Skills Development

To apply directive skills that contribute with work, in the negotiation and communication in
the context of business ethics, as well as its commitment with quality, productivity and
competitiveness in organizations linked to the exterior.
CONTENTS:
I. Directive Skills.
II. Leadership and communication.
III. Competences of officers and teamwork.
The teaching methodology of this unit has a constructivist approach in individual and
collaborative work of the student and the enabling role of the teacher, based on case-study
learning, the analysis of FODA applied to self-knowledge, as well as the development of
graphic organizers, debates, panel discussions and written executive summaries.

Three types of evaluation are applied the diagnostic, the formative along each thematic
unit that include specific learning activities, and the summative one, integrated by the
evidence portfolio corresponding to learning results derived of activities designed in each
thematic unit:
This learning unit is accredited by demonstrated competence exam through the criteria of
summative assessment. During the first three weeks of the start of the course and will be
evaluated with a theoretical and practical exam with a value of 40 % and the development
of a practice where skills and application of directive tools are applied, with a value of 60%.
it could be coursed at other institutions of higher education that have national agreement
with the IPN. We consider mobility between ESCA Academic Units, according to the
attention capacity.
Modal mobility, according to the attention capacity.
BIBLIOGRAPHY:
Cooper, Robert y Sawaf, Ayman, La inteligencia emocional aplicada al liderazgo y a las
organizaciones, Ed. Norma, Colombia, 2005, ISBN 958-04-4184-7
Huerta Juan Jos, Desarrollo de habilidades directivas,Ed. Pearson, Mxico, 2006,ISBN
970-26-0737-X
Koontz Harold, Administracin una perspectiva global, E.U, Ed.McGraw-Hill 2006 ISBN
9701065247
Rabouin Roberto, Habilidades directivas para un nuevo management, Ed. Pearson,
Argentina, 2008
ISBN 978-987-615-058-3
Whetten, David A., Desarrollo de Habilidades Directivas, Ed. Pearson, Mxico, 2005, 720
Pgs. ISBN: 970-26-0579-2
International Scenarios

It takes into account the elements that impact on economic development in our country
under the frame of international scenarios, the trends and their influence with the
environment to design a proposition on sustainable development.
CONTENTS:
I. International trends at the beginning of XXI century.
II. New actors in international dynamics.
III. International environment in business.
IV. Impacts on economic development.
The teaching methodology that will be applied in this learning unit is constructivist, whose
guiding strategy is founded on Problem Based Learning, in which the student design a
viable proposition for sustainable development, which allow you to build your own
knowledge through documentary research, essay, mental and conceptual maps, summary,
presentations, practices, synthesis, debates, reports, descriptive and comparative
matrices, which allow you to strengthen your skills of analysis and synthesis.
It is applied a diagnostic evaluation to determine the previous knowledge of the students.
It is considered the formative assessment conformed by the delivery of learning evidences
performed in each thematic unit.
For the accreditation of the learning unit the student should develop a business plan on a
given product to introduce it to the European market and its impact on sustainable
development.
This learning unit is accredited for previously acquired knowledge through compliance with
the criteria during the first three weeks of the start of the course and will be evaluated with
a desk research on topics proposed presenting an exam attesting the skills in identifying
functions of the s analyzed organisms , the development of sustainable practices in Units I,
III and IV , as well as the design and simulation of an exposition that explain the
functioning and characteristics of an international organism and its harmonious
relationship with the environment.
Study in other national higher education institutions that have agreements with the IPN.
Mobility between ESCA Academic Units, according to the attention capacity .
Mobility between modalities; according to attention capacity.
BIBLIOGRAPHY:
Appleyard, Field. Economa Internacional. Ed. Mc Graw Hill. Mxico, 2005.742
ISBN: 958-41-0337-7
Berumen Arellano Sergio. Globalizacin. Las Nuevas Perspectivas de las Viejas

Tradiciones. Ed. Taller Abierto. Mxico, 1999. ISBN: 968614827
Peralta Alemn Gilberto. Tendencias del desarrollo nacional. Ed. Esfinge. Mxico,
2002. ISBN: 970-647-638-5
Rabanel Nuria G., Gonzlez Concepcin, Ortega Pedro. El entorno econmico
actual. Ed. Thompson. Mxico, 2003. ISBN: 84-9732-251-7
Requeijo Jaime. Economa mundial. Mc Graw Hill. Mxico, 2002. ISBN: 84-4813324-2

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INSTITUTO POLITCNICO NACIONAL MEXICO

ACADEMIC OFFER IN ENGLISH

HIGHER SCHOOL OF COMPUTING (ESCOM)

UNDERGRADUATE (5th Semester Upwards)

Graphical User Interfaces

Basic Processing Digital Signal

Analysis and design of Parallel Algorithms

Fuzzy Systems Applied to Engineering

Parallel and Concurrent Programming

Computational Intelligence in Control Engineering

Digital Processing of Voice and Image

Advanced Signal Processing

10 Distributed Data Base

Supervised Artificial Neural Networks

Unsupervised Artificial Neural Networks

12 Data Base Selected Topics

Computing Selected Topics

High Technology Enterprise Management

16 Application Development for Mobile Devices

17 Web Application Development

18 Software Engineering for Mobile Devices

Advanced Computing Systems Programming

HIGHER SCHOOL OF COMMERCE AND ADMINISTRATION, (ESCA) SANTO TOMAS UNIT

International Scenarios (4hr/wk)

Consumer Behavior (6 hr/wk)

Fundamentals of Finance (6hr/wk)

Mexican Economy in the Global Context (6 hr/wk)

HIGHER SCHOOL OF COMMERCE AND ADMINISTRATION, (ESCA) TEPEPAN UNIT

Quality & General Theory of Systems 6hrs/wk

Foreign Investment 6hrs/wk

Marketing & International Promotion 5hrs/wk

Development of Directive Skills 6hrs/wk

International Negotiation Strategy 6hrs/wky

International Scenarios 4hrs/wk

HIGHER SCHOOL OF TOURISM (EST)

Culture of Quality in Touristic Organizations.

Creativity and Innovation in Touristic Enterprises.

Quantum Mechanics Applied to Materials

General & Advanced Biochemistry

NATIONAL POLYTECHNIC INSTITUTE

ESCUELA SUPERIOR DE COMERCIO Y ADMINISTRACION SATO TOMAS Y

NATIONAL POLYTECHNIC INSTITUTE

LEARNING UNIT: Consumer behavior

LEARNING UNIT DESIGNED BY:

AUTORIZED BY: Comission

Dr. David Jaramillo Vigueras

NATIONAL POLYTECHNIC INSTITUTE

NAME: Introduction to consumer behavior consumidor

Theories on the consumer.

Process of consumer behavior.

Sustainability and consumption.

Consumer protection in Mexico.

Reading of consumer behavior related text.

Reading the text associated with the unit in English :

NATIONAL POLYTECHNIC INSTITUTE

NATIONAL POLYTECHNIC INSTITUTE

NAME: The socio-cultural consumer behavior factors on consumer behavior.

Reading of consumer behavior related text.

Subtotals Thematic Unit 5.0

Discussion on collaborative teams of the influence of sociocultural factors in consumer behavior.

NATIONAL POLYTECHNIC INSTITUTE

N THEME UNIT: III

NAME: Psychological factors in consumer behavior.

Motivation and emotion.