Welcome note
Dear students,
Welcome to the module of SSC 3221: Agricultural Economics and Farm Operation Management. It is a module delivered to year 3 students in the BSc. Soil Sciences Program at University of Rwanda College of Agriculture Animal Sciences and Veterinary Medicine.
Aims
The module of Agricultural Economics and farm operation Management is designed for helping students to learn agricultural production economics farm operation Management.
The module examines also the nature, roles, functions and environment of Fundamentals of Business Management. It discusses the theoretical assumptions under-girding organizational quest for efficiency, effectiveness and competitiveness, organizational performance, as well as the environment within which the management functions are executed.
Learning outcomes
Upon completion of this module component, students should be able:
- To explain how consumers, producers, and societies choose among the alternative uses of scarce resources in in the production, processing, marketing, and consumption of food and fiber products
- To apply and analyse how the economic principles to the production, processing, marketing, and consumption of food and fiber products
- To assess and produce the individuals and societies’ decisions on production, processing, marketing, and consumption of food and fiber products
- To acquire students knowledge and skills necessary for successful farm operations management
Activities:
- Online lectures
- Provision of reading materials and
- Provision of assignments to the students
Resources
1. Betty I. Brown and John E. Clon (1997). Introduction to Business, Our Business and Economic World. New York: McGraw Hill Inc ,
2.Christopher Ritson (1987). Agricultural Economics, Principles and Policy, Crosby Lockwood Staples, London.
3. Evan H. Drummond and John W. Goodwin (2011). Agricultural Economics, Third Edition, Prentice Hall, Upper Saddle River, New Jersey and Columbus, Ohi
4.G.A Cole (1996), Management Theory and Practice, (5th Ed.), ELST with Continuum, Educational-Low Priced Sponsored Text
5. L.M Prasada (2001), Principles and Practice of Management, Sultan Chand and Sons, Educational Publishers, New Delhi
Lecturer's contact
HABYARIMANA Cyprien, 0783535920
Welcome message
Dear Students,
Welcome to the module of Water Resources Management ( 10 credits).kindly read the notes and try to use the reference books for better understanding.
This module is composed by two component: Irrigation Principles and Drainage Principles.
Brief description of aims and content
The aim of this module will be to help students acquire knowledge needed to design, implement, operate and manage irrigation and drainage systems for optimal agricultural production. It will involve irrigation principles and practices and also drainage principles and practices. Specifically, it will introduce students to crop responses to soil moisture, crop and irrigation water requirements, irrigation water resources and quality, soil factors affecting irrigation and drainage; irrigation and drainage planning, networks, methods, operation and assessment, and management and maintenance of irrigation and drainage systems. The course will comprise of lectures, seminars, tutorials, and field/ lab work.
Learning Outcomes
At the end of the course, students will be expected to:
- Understand physical principles and laws underlying irrigation and drainage in relation to land characteristics and plant response to critical soil moisture conditions.
- Manage projects, acquire methods to evaluate project effectiveness and impact.
- Measure, record, analyse and interpret crop needs and soil and soil moisture conditions in order to plan irrigation and/or drainage.
- Diagnose, assess irrigation/drainage requirements, design, implement, operate and manage irrigation/drainage systems.
3. Indicative content
Irrigation Principles and Practices Component (5 Credits)
Introduction: importance, benefits and disadvantages; irrigation system: design process, data requirement, crop water requirement, irrigation intervals; irrigation methods: selection criteria, types- surface, subsurface, sprinkler, drips; evaluation of irrigation systems, management and maintenance of irrigation systems.
Drainage Principles and Practices (5 Credits)
Introduction: Importance, benefits in agriculture; sources of excess water; types of drainage systems: surface-land forming, field ditches; sub-surface systems- open drains, pipe drains, pattern of drain systems; design criteria for groundwater control, flow patterns in drains, Hooghoudt’s solution to drainage problem; management and maintenance of drainage systems.
4. Activities
- Online lectures
- Providing assignments
- Directed exercises
- Providing reading materials
5. Assessment strategy
- Field and laboratory reports/seminars
- Individual/Group assignments
- Written assay
- Attendance
6. Strategy for feedback and student support during module
- Class correction of assessed work
- Weekly sample questionnaire on selected subjects
- Individual consultation on appointment
7.References
Banami. A. and Ofen, A.(1984). Irrigation Engineering Technion Institute of Technology,
Haifa, Israel. Pp257
Castle, D.A., Cunnal I. and I.M.Tring (1984). Field Drainage: Principles and practices.
Batsford Academic. 246P.
Farr, E. and W.C. Henderson (1986). Land and drainage. Longman. 251P.
Hagan, R.M and Ediminister, T.W, (1967). Irrigation of agricultural lands. American Society
of Agronomy, Monogram no 11 (1987 ed).
Hansen, V.E, Israel, O.W and Stringham, G.E (1980). Irrigation principles and practice,
John Willey, New York
Hofffman, G.J.,Howell T.A., and Solomon, K.H (1982 ed). Management of farm irrigation
systems ASAE Monograph no.9
ILRI (1974). Drainage principles and Application. Publication 16, Vols.I-IV, International
Institute for Land Reclamation and Improvement, Wageningen, The Netherlands.
Jensen, M.E (1980). Design and operation of farm irrigation systems. ASAE Monograph no. 3
December.
Kay M.G. (1983). Sprinkler irrigation. Equipment and practice. Batsford, London.
Kay, M.G. (1985). Irrigation: Systems and practice. Cranfield press, UK
Keller, J. and Bliesner, RD (1990). Sprinkler and drip irrigation. Chapman and Hall, New
York. PP 650
Sagardy, J.A., Bottrall, A. and Uittenbogaad, G.O. (1982). Organization, operation and
maintenance of irrigation schemes. Irrigation and drainage paper no. 40., FAO, Rome, Italy.
Schwab, G.O., Frevert, R.K., Ediminster, T.W. and Barnes, K.K (1981). Soil and water
conservation engineering. Willey, New York.
Smedema, L.K. and W. Rycroft (1988) Land Drainage, Planning and Design of Agricultural
Systems Batsford Accademic. 376P Withers, B. and Vipond, S. (1974). Irrigation. Design and
practice. Batsford Academic, London.
8.Assessment
Continuous Assessments (Practicals, Assignments, and Tests): 50%
Main Examination: 50%
Contact hours : 14 hrs
Study load : 26 hrs
Lecturer's contact
NIYONKURU Rose
MSc in Soil and Water Engineering
Email: niyonkururose1@yahoo.fr
Phone number: +250788445520
Thank you and Good Luck!!
Welcome message
Dear students,
Rural Development planning,
Agricultural chain Management
Gender and Rural Development
Aims
This module aims to demonstrate and to highlight how gender issues impede social and economic development of the country. In addition, to have a holistic view of the development with knowledge of social, cultural and economic development issues. Understand the importance of development endeavors
Learning Outcomes
Knowledge and Understanding
This course will acquaint students with knowledge which will enable them to:
- To acquire students skills and knowledge necessary for successful Agri-chain management
- To explore the contributions of different policies, sectors, services and actors to the process of rural development.- Explain how gender issues hinder development
- Suggest ways of fighting against Gender polarization
- identify gender issues and other obstacles to development and suggest the ways of overcoming them.
-To demonstrate knowledge and understanding of gender issues and other problems that can be hindrances for the social economic development of a country
Having successfully completed the module, students should be also able to demonstrate knowledge and understanding of gender issues and other problems that can be hindrances for the social economic development of a country.
Cognitive/intellectual skills/ application of knowledge
Having successfully completed the module, students should be able to identify gender issues and other obstacles to development and suggest the ways of overcoming them.
Communication /ICT/ Numeracy/ Analytic techniques/Practical skills
Having successfully completed the module, students should be able to communicate with oral or written means the content of the module of rural development
General transferable skills
Having successfully completed the module, students should be able to explain to others gender issues and other social, cultural and economic development issues that facing Rwandan people in general and African people in particular
Activities:
- Provision of reading materials
-Online lectures
- Provision of Assignments to the students
Resources
Anthony Giddens, Mitchell Duneier & Richard Appelbarum, Introduction to Sociology, 9th edition, 2005 (pp 415-445).
Bishoyi ,k. (2007). Dimensions of Gender Problems: Policies and Prospects.
Chapdelaine, C.F. (2006). Restorative Justice for the Girl Child in Post-conflict
Eileen, L. D. (2006). Health and Society: Taking Sides Clashing Views on Controversial Issues in Health and Society.3rd ed, McGraw-Hill Companies: NewYork
Ellis, A .(2006). Gender & Economic Growth in
Galen, K. (2002). Woman in science: The Snark syndrome.
Gillespie, D.F. (2009). Ethical issues in Research. [Electronic]. Retrieved on [April 21, 2009] from the UNCP web site. http://www.uncp.edu/home/marson/ethical issues.
Iman,A and al. (1983) Women and the family, Women in
Karve, I. (1965). Kinship organization in India.
Kayumba, C. (2010). Threatening& Appropriate bodies in nation building: Paths to World’s First Female Parliamentary Majority in Post-Genocide
Le- May, S. (1967). Women and Science: Social Impact and Interaction.
Linda, O. (2008).Africa: Tradition at the heart of violence.[Electronic].Retrieved on [November 6.2009] from the World wide web: http//allafrica.com/stories/200803061047.html
Lundberg,S (2005). Sons, Daughters, and Parental Behavior:
Lynn, S. L & Rebecca, S.B. (2002). The development course of Gender differentiation: Conceptualizing measuring and evaluating constructs and pathways. Blackwell Publishing:
Kathryn M. Y,& Ray L. (2000) . The Effect of Gender Preference on Contraceptive Use and Fertility in Rural Egypt Author(s):, Kenneth Hill Source: Studies in Family Planning, Vol. 31, No. 4, pp. 290-300 Published by: Population Council Stable URL: http://www.jstor.org/stable/172237 retrieved on 05/01/2010
Metta, D.(2006).The media and women’s contribution to economic development
Mitscherlich, A. (1993).Society without Father :A contribution to Social Psychology.
Lecturers contacts
Dr. BAZIMENYERA Jean de Dieu, 0785375898
Dr. MUPENZI Christophe, 0788666156
Introduction
The module aims to provide basic knowledge on the tropical management and its dynamics (behavior) in agro-ecosystems and impacts on agricultural activity. It comprises three main components (Tropical Soils properties, Soil Survey and Mapping, Soil productivity and Management)
Welcome message
Dear students
Welcome to the introduction of Wetland management course, the course is intended to provide knowledge on the best wetland management practices for sustainable environmental management practices. So you are welcome for this course and kindly read carefully and study hard for the successful of better understanding of this course.For more details about this module please click here.
Course Objectives:
The objective of the course is to introduce students to the application of ecological principles in wetland ecosystems, to the diversity and functional values of wetlands world-wide, and to best-management practices for wetland conservation and restoration. The objectives of the course are mainly aligned in broad sense as follow:
- Provide to the student the current concept of wetlands and its methods for the delimitation (identification, delineation, and classification, etc.) and assessment.
- Understand and evaluate the factors that affect pedogenesis phenomena
- Identify the various ways that cause the wetland degradations in order to make a plan for exploitation agricultural potential with reducing any harmful environmental incidence
- Be familiarized with the fundamental aspects of wetlands ecology
Learning outcomes:
After completion this course student should have to
- Understand the concept of wetland, the intrinsic qualities and ecological services provided by wetlands and its value to human
- Be able to identify the hydric soil indicators in the field to delineate wetlands
- Know the fundamental processes and the descriptive or analytical characteristic of specific soil covered under wetlands area, then wetland soil taxonomy( wetland suborder)
- Understand the criteria and indicators used for hydric soils
- To Provide knowledge to the students on the current concept of wetlands and its methods for delimitation (identification, delineation, and classification and assessment, Etc.) and introduce students to the application of ecological principles in wetland ecosystems, to the diversity and functional values of wetlands world-wide, and to best-management practices for wetland conservation and restoration
- To understand and evaluate the factors that affect pedogenesis phenomena
- To Identify the various ways that cause the wetland degradation in order to make a plan for exploitation with reducing any harmful environmental impact;
- to Understand the concept of wetland, the intrinsic qualities and ecological services provided by wetlands and its value to human
- to Be able to identify the hydric soil indicators in the field to delineate wetlands
- to Know the fundamental processes and the descriptive or analytical characteristic of specific soil covered under wetlands area, then wetland soil taxonomy( wetland suborder)
- to understand the criteria and indicators used for hydric soils
Activities
online lectures
providing assignments
providing reading materials
Literature
Ramsar convetion secretariat, 2010, Managing wetlands, Ramsar handbook 18 edition, switzerland
Facilitators contacts
NSANZIMANA Oreste,Msc
University of RWANDA, College of Agriculture and Veterinary Medecine
Phone contact+250)788664238
Email:nsanzi2001@yahoo.fr