Module Code: ASM6122

1.     Module Title: Integrated Soil fertility management_

2.     Year: 1     Semester:      1                          Credits:__10__     

3.     First year of presentation:    2013               Administering School:  SAFS  

4.     Pre-requisite or co-requisite modules: All modules taught in BSc programs related to soil and agroforestry sciences

5.      Module coordinator: Prof Francois-xavier Naramabuye

6.      Allocation of study and teaching hours See Notes of Guidance                                                              

6.1          Brief description of aims and content (not more than five lines)

This module provides to the student, knowledge and skills related to linking the soil needs in terms of nutrients and environmental conditions conducive toward a sustainable soil fertility management. This module provides to the student the ability to understand the factors controlling availability of crop nutrients under various soil conditions.

6.2       Learning Outcomes

            Knowledge and Understanding

            Having successfully completed the module, students should be able to demonstrate knowledge and understanding of:

1.     Understand the components of the entire integrated soil fertility management including: economical and socio-political issues.

2.     Fertilizer manufacturing and environmental issues associated with fertilizer use

3.     Analyze weather data in different agro-ecological zones and understand its relation with agroforestry systems

Cognitive/Intellectual skills/Application of Knowledge

      Having successfully completed the module, students should be able to:

4. Draw a clear and accurate linkage between the soil fertility status and environmental related factors.
5. Develop environmental friendly soil fertility management taking into account: the nature of the soil and the suitable crops, economically profitable crops

Communication/ICT/Numeracy/Analytic Techniques/Practical Skills

      Having successfully completed the module, students should be able to:

6. Develop and compute fertilizers recommendations for different soil problems and different crops.
7. Running a field trial to confirm the theoretical fertilizers recommendations
8. Writing a scientific report on integrated soil fertility management issues.

General transferable skills

     Having successfully completed the module, students should be able to:

9. Autonomously planning and studying of assignments and research questions
10. Development of research projects in connection to soil fertility management.
11. Understanding of weather data collection and analysis
12. Innovation of trials to solve specific soil fertility problems.
13. Integrate soil science knowledge with simple field observations and records.

7.     Indicative Content

Climate and soil Component:  Introduction to integrated soil fertility management (ISFM);, definition and principles; Climate analysis; Soil inventory and classification; Soil and climate interactions.

Emerging challenges Component:  Fertilizer manufacture and environmental issues; Soil fertility evaluation, recommendations and nutrient use efficiency; Impact of soil management and fertilizer use to environment; Critical review and case study on ISFM in different countries.

Ecological soil fertility management Component: Organic amendments; Crop rotations, Cover cropping; Green manuring; Animal manures; Composting and integrated use of organic wastes; Role of soil micro and macro organisms in soil fertility management; oil Health  and soil Quality for crop growth.

Assignments and practicals

1. Field work: Visiting and studying selected sites on the basis of particular soil fertility problems and environmental problems.
2. Green house work:

o   Compare different integrated soil fertilization packages in terms of soil nutrients availability, crop growth and impact on environmental related soil chemistry

o   Comparing the effect of various organic amendments on soil fertility parameters. Soil analysis before and after incubation will include

3. Laboratory work: Carry out soil chemical parameters measurement, soil physical parameters measurement as well as soil microbial parameters measurement.
4. Data analysis, soil and other results interpretation and fertilizer recommendation
5. Report write-up

Two writing assignments

• Assignment 1 (students to work in groups of two)
  Write a review paper on the challenges faced by the integrated soil fertility management in the world, Africa, Eastern Africa and Rwanda.
• Assignment 2 (individual)
  Write a review paper on successful cases of integrated soil fertility management

9     Learning and Teaching Strategy

Lectures, Practicals and Field studies      

10            Assessment Strategy

The module will be assessed on the basis of a three-hour written examination (40% of the final mark) and the continuous assessment and assignments (60% of the final mark). Students are required to achieve a pass mark (of 60%) on both the final written examination and the continuous assessment and assignments.

10 Assessment Pattern

11        Strategy for feedback and student support during module 

Individual feedback on laboratory analysis and field work, group and individual feedback on writing assignments. On the individual essay students receive feedback on scientific level, quality of writing and presentation (content, structure, use of pictures and graphs)

12        Indicative Resources

Core Text (include number in library or URL) (incl. ISBN)

Daniel Hiller, 1998. Environmental Soil Physics.Academic Press.

Bationo A. 2004. Managing nutrient cycles to sustain soil fertility in sub-Saharan Africa. Academy Science Publishers (ASP), TSBF.

Gichuru et al. 2003. Soil fertility management in Africa: A regional Perspective. Academy Science Publishers (ASP), TSBF.

Okalebo et al. 2002 Laboratory methods of soil and plant analysis: a working manual. TSBF

Ahrens, C.D. 1994. Meteorology today. An introduction to weather, climate and the environment, 5^th ed., West Publishing, St. Paul, MN

Brady, N.C. and Weil, R.R., 2002. The nature and properties of soils, thirteenth edition. Prentice Hall, Upper Saddle River NJ. pages 75-120,. pages 720-724, pages 840-870

Handouts

1.       Donald L. Sparks.1993. Advances in Agronomy, Volume 49.American Society of Agronomy Monographs Committee. Academic Press, INC. Harcourt Brace & Company.

2.        Bationo, A. 1996. Long-term fertilizer use in sub-Saharan Africa. . International training program on plant nutrient management for sustainable agriculture, October 14-19, 1996; organized by IFDC in Co-sponsorship with Ministry of Agriculture, Livestock Development and Marketing, Government of Kenya

3.              Byrnes BH. 1996. Soil testing and plant analysis. International training program on plant nutrient management for sustainable agriculture, October 14-19, 1996; organized by IFDC in Co-sponsorship with Ministry of Agriculture, Livestock Development and Marketing, Government of Kenya

4.     Byrnes B.H. 1996. Environmental issues of fertilizer use. International training program on plant nutrient management for sustainable agriculture, October 14-19, 1996; organized by IFDC in Co-sponsorship with Ministry of Agriculture, Livestock Development and Marketing, Government of Kenya

5.     Bationo A. Management of phosphorus fertilizers.

6.     Naramabuye F-X. 2004. Use of organic amendments as ameliorants for soil acidity in laboratory and field experiments.University of Kwa-Zulu natal.

Background Texts (include number in library or URL) (inc ISBN)

1.     Brady N.C. and Weil R.R. 2002. The nature and properties of soils. 13^th ed. Prentice Hall, NJ Havlin et al. 1998. Soil fertility and fertilizers: an introduction to nutrient management. 6^th ed. Prentice Hall.

2.     UNIDO/IFDC 1998. Fertilizer manual. Kluwer Publishers

3.     Woomer PL and Swift MJ. 1994. The Biological Management of Tropical Soil    Fertility. Wiley and Sons: New York

4.     Hartemink, A.E., 2003. Soil fertility decline in the tropics - with case studies on plantations. ISRIC-CABI Publishing, Wallingford. Pages 80-86, 92-96 and 103-107.

5.     van Wambeke, A., 1988. Site selection and soil variability, First training workshop on site selection and characterization. IBSRAM Technical Notes no. 1. IBSRAM, Bangkok. Pages. 43-51.

Journals

A. Ndoli, F. Naramabuye, R. V. Cao Diogo, A. Buerkert and R. Nieder4. 2013. Greenhouse experiments on soybean (Glycine max) growth on Technosol substrates from tantalum mining in Rwanda. International Journal of Agricultural Science Research Vol. 2(5), pp. 144-152, May 2013 Available online at http://academeresearchjournals.org/journal/ijasr ISSN 2327-3321 ©2013 Academe Research Journals

Nilani L. De Silva, Naramabuye Francois.X. and Nicolas A. Jackson. 2013. People & Profit Striking a Balance. Published by Nordic ePublisher, Kammakargatan 44, 111 60 Stockholm, Sweden. ISBN 978-91-978436-3-8

Paulmann, I., Weber, T.K.D., Naramabuye, F., Ndoli, A., Gakwerere, F., Nieder, R. (2011): Spurenelementbelastung von Böden im Bergbaugebiet Gatumba, Ruanda. In: Böden verstehen, Böden nutzen, Böden fit machen, Jahrestagung der Deutschen Bodenkundlichen Gesellschaft Berlin, 03-09/09/2011. http://eprints.dbges.de/630/

Ndoli, A., Naramabuye, F., Mochoge, B., & Nieder, R.2012. Growing Tithonia diversifoliafor fertility restitution of technosols from coltan mined soils of Gatumba, Rwanda. Third RUFORUM Biennial Meeting 24 - 28 September 2012, Entebbe, Uganda.

Salstein, D.A. 1995. Mean properties of the atmosphere. In Composition, chemistry and climate of the atmosphere. Singh, H.B. (ed.), Van Norstand Reinhold, NY, pp 19-49.

Sanchez, P.A., Palm, C.A. and Buol, S.W., 2003. Fertility capability soil classification: a tool to help assess soil quality in the tropics. Geoderma, 114(3-4): 157-185

Barrera-Bassols, N. and Zinck, J.A., 2003. Ethnopedology: a worldwide view on the soil knowledge of local people. Geoderma, 111(3-4): 171-195.

Naramabuye, FX; Haynes, RJ; Modi, AT, 2008. Cattle manure and grass residues as liming materials in a semi-subsistence farming system Agriculture Ecosystems and Environment vol. 124, no. 1-2, pp. 136-141

Naramabuye, FX.and Haynes, RJ. 2007. The liming effect of five organic manures when incubated with an acid soil. Zeitschrift fur Pflanzenernahrung und Bodenkunde, vol. 170, no. 5, pp. 615-622

Naramabuye F.X and Haynes Richard J.2006. Effect of organic amendments on soil pH and Al solubility and use of laboratory indices to predict their liming effect (Soil Science, An interdisciplinary Approach to Soil Research. Vol 171(10) page:754-763

F.X. Naramabuye and R.J. Haynes. 2005. Short term effects of three animal manures on soil pH and Al solubility Australian Journal of Soil research,Vol 44,no 5

Naramabuye F.X, Mutesi J.P. 2007. Agroforestry for Oxisols fertility amelioration, a case study on the effects of Ficus benghalensis trees on soil pH, Organic C and P of an Oxisol of Rwanda (Southern Province, Huye, Tumba), ISAR Rwanda Institute for Agricultural Research 

Key websites and on-line resources

            Teaching/Technical Assistance

• Laboratory assistance
• Driver for field visits

            Laboratory space and equipment

• Soil laboratory facilities: School  of SARDAE
• Equipment for soil and climate field analysis

Computer requirements

• Computers for group assignments and reports;         Others

13: Please add anything else you think is important      

14:  Teaching Team

Prof. Francois Naramabuye (Module leader); Dr. Hamudu Rukangantambara

This module aims to help develop and enhance such qualities as creativity, inventiveness and independent problem-solving, so as to strike a balance between theory and practical skills (e.g. how to prepare business plans and accounts) in all disciplines offered by University of Rwanda.

This module is the complement of Entrepreneurship and Innovation II. It aims at enables students to develop enhance the qualities of creativity, inventiveness and independent problem-solving skills, so as to strike a balance between theory and practical skills (e.g. how to prepare business plans and accounts) in all disciplines offered by the University of Rwanda. 

Welcome students to the course of criminalistics !

The course of Criminalistics is taught, as an elective course with 5 credits, in year 4 of the undergraduate program at the School of Law of the University of Rwanda.

Learning objectives: The course aims at equipping students with skills and techniques on how to conduct crime scene investigations.  It will offer the students the ability to know how the crime scene is protected; evidence collected and preserved up to the find out evidence the forensic laboratory for analysis.

Learning outcomes: At the end of this course, students should be able to:

Explain and discuss the rationale of crime scene investigations and scientific evidence

Explain and discuss techniques of searching evidence; ensures its chain of custody up to the forensic laboratory for analysis and be aware of the weight of the scientific and objective evidence therein to convict the real perpetrator in court.

Facilitator :

Laurent Shenge . l.shenge@ur.ac.rw. 

+250 (0) 788850304

The module of International Criminal Law is among the core courses required for students to complete their undergraduate program in Law at the University of Rwanda. It provides students with substantial understanding of rules and principles of Internationbal Criminal Law which are designed both to proscribe certain categories of conduct and to make persons who engage in them criminally liable. This includes, therefore, rules that authorize states, or impose upon them the obligation to prosecute and punish such criminal conducts.

This course aims to link with the Level 2, Elementary Fluids mechanics, Course extending the theory to include the study of viscous flows, with application to lubrication, pipe flow and boundary layer flows.  The course then introduces aerofoil theory, and gives applications to the flow over real aerofoils. Finally, the course studies the application to aeroplane dynamics, including take-off and landing.

Learning Outcomes

Having successfully completed the module, students should be able to demonstrate knowledge and understanding of:

1.1.  The principles of laminar and turbulent viscous flow

1.2.  The behaviour of unbounded flow with friction (boundary layers) and bounded flows (pipe flow).

1.3.  The basics of ideal flow theory and flow over aerofoils.

1.4.  Aeroplane dynamics.

aimngend@yahoo.com

Tel :+250783675751

KIST 2,SECOND FLOOR  ,ROOM 9

The Module is for All Final Years  ( MEE Year 4 )

1. Brief Description:

In this module, final year students, under the guidance of academic supervisors,  will fully execute the research work plan, undertake detailed data collection and data analysis, perform extensive literature searches and critical reviews, write up the research and submit a final year project report (in a School approved format) towards the end of Semester II. The students will also make, towards the end of Semester II, an oral presentation of their research report with findings/results to a panel of examiners comprising their academic supervisors and selected academic and research staff.

2. Aims:

The module is aimed at the students learning the art of problem solving through the scientific method of project formulation, data collection, analysis and drawing of conclusions, and presenting of the findings through a technical report and oral presentation. Specific objectives of the module include:

• Undertaking independent practical and original research in engineering ; fully executing the research work plan (formulated in the detailed research project proposal in the prerequisite module) with complete data collection,
• Critically reviewing and appraising existing relevant literature,
• Developing research, analysis, writing and editing and organisation skills through an extended exploration  focused topic; evidenced in the final year project report,
• Presentation of the final year project research report with results/findings to a panel comprising the academic supervisors and selected academic and research staff, and
• Publication of the research results/findings of the research topic related inquiries and literature through the final year project report (and a technical article and/or poster presentation under the guidance of the academic supervisors wherever possible)

3. Content Summary:

Detailed exploration of an area hitherto not been investigated (new method, community welfare, poverty eradication, environmental preservation, new structure demonstrating a unique understanding of the subject matter, material technology, etc);  complete execution of the research project work plan undertaking detailed data collection/experimentation; Maintenance of a research notebook and other research related material; Analysis of research project data; Results presentation; Presentation of research work-in-progress; Final year project report writing and submission; Presentation of the final year project report with findings/results

4. Learning Strategy:

The module shall be mainly delivered through regular meetings (utmost weekly; between the students and their academic supervisors) during which discussions are held on student progress, highlight unaddressed gaps, and ensure the students do not lose track of the project requirements and work plan activities. The students will also be required to provide evidence of attendance at seminars/workshops approved by their academic supervisors and/or the department of study, and keep records of their research activities (through research notebooks, recorded notes on materials read, draft chapters, questionnaire responses, experimental data/results sheets, e.t.c).

5. Assessment Strategy:

• Assessment will be done through the submitted final year project report and their oral presentation towards the end of Semester II 
• For the project report marking, the University of Rwanda (UR) generic marking criteria shall apply; the School of Engineering (SoE) Research Project Coordinator formulating a related marks distribution and grading template approved within the SOE in line with the UR assessment regulations.
• For the oral presentation, criteria will be drawn appropriate to the topic, on the basis of the UR generic marking criteria; SoE Research Project Coordinator formulating a related marks distribution and oral presentation grading template approved within SoE  in line with UR assessment regulations.

6. Indicative Resources: 

Kothari, C. R. (2004). Research Methodology: Methods and Techniques, 3^rd Edition. New Age international (P) Limited Publishers, New Delhi, ISBN (13): 978-81-224-2488-1

Mugenda, O.M., & Mugenda, A.G. (2003). Research Methods: Quantitative & Qualitative Approaches, 2nd Edition. Acts Press, Nairobi, ISBN 9966-41-107-0 

Singh, Y.K. (2006). Fundamental of Research Methodology and Statistics. New Age International (P) Ltd., New Delhi, ISBN: 978-81-224-2418-8

McCormac, C. D., Papakonstantinou, J.P. & Ward, N. (2012). Research Project Success: The Essential Guide for Science and Engineering Students. Royal Society of Chemistry Publishing, Cambridge, UK.

Journals

Articles from journals in the areas relevant to the research project; credible ones indexed in the SCOPUS (from Elsevier) and ISI (from Thomson Reuters) databases checked against www.scholarlyoa.com and/or other verification tools.

7. Teaching Team:

All academic staff (for research supervision, experimentation/data collection support, e.t.c).

The module aims at enabling the students to understand and critique measurement and evaluation, describe the principles, methods and techniques of different roles of measurement and evaluation and the contemporary practices in evaluation in light of current research and professional experience. It also aims at enabling students to apply, pass and interpret the different theories of measurement and evaluation.

Facilitators: 

    Dr. Ndagijimana Jean Baptiste

    University of Rwanda-College of Education

    Department of Foundations, Management and Curriculum Studies

    Phone number: +250788472033

    Email: jndagijimana@yahoo.fr

Dear Students, 

You are welcome to this new module, and wish you all the best!!

Community ophthalmology is the Module which is taught in University of Rwanda-College of Medicine and Health Sciences, School of Health Sciences, Ophthalmology department.

This module has 20 credits, and it is the among large in our department.

It has a big part of theory but and also the practical part.

Here down is the course guideline for this module:

1. Module General introduction

Over the past decade, strong empirical evidence has shown that agricultural and rural development is not only an effective weapon against poverty, but also more successful in combating urban poverty than industrial growth. Researchers have started to assemble and study richer data than ever before on the distribution of rural and urban income. The urban and rural poor have benefited from the growth of the rural sector. In contrast, the adverse effects of urban growth on income distribution in cities have challenged these gains for the urban and rural poor. And urban growth has had no discernible effect on rural poverty. The proposed module of Rural Development Management comprises two components: (i) Diagnosis of Rural Areas and (ii) Rural Development Design and Management and pursues a triple objective:

2. Module Objectives

(i) To provide students with an operational method of analyzing a rural area based on a rural and agricultural development approach.

(ii) To make students capable of carrying out in complete autonomy, a diagnostic analysis of a rural area and identifying the assets and the constraints of development of the zone from the point of view of its social-economic operation, and consequently, to identify blocking factors to evolve and the resources to be developed.

(iii) After the diagnostic analysis, provide the students with methods of drawing up and managing rural development plans and strategies.

The module of Rural Development Management proposed here mainly concerns the Year Four students of Rural Development Option in the Department of Rural Development and Agricultural Economics, School of Agriculture and Food Sciences of University of Rwanda.

3. Modules Intended Learning outcomes

At the end of the module, the student will have acquired solid knowledge and skills in the diagnostic analysis of rural areas and the elaboration and management of rural development strategies and plans.

4. Key readings.

1. Katar Singh (2009). Rural Development: Principles, Policies and Management Edition:3, SAGE Publications India Pvt Ltd

2. Jiménez et Y. Sawada, Do community-managed schools work? An evaluation of El Salvador's EDUCO program, The World Bank Economic Review, vol. 13, № 3, septembre 1999, pages 415–441.

3. Maria Aycrigg, Participation and the World Bank: Success, Constraints, and Responses, Social Development Paper № 29, Environmentally and Socially Sustainable Development, Banque mondiale, Washington, D.C., novembre 1998, p. 11.

4. S. Tikare, D. Youssef, P. Donnelly-Roark et P. Shah, Organizing Participatory Processes in the PRSP, projet, Banque mondiale, Washington, D.C., avril 2001, p. 7.

5. Operations Evaluation Department, Participation Process Review, Executive Summary, Banque mondiale, Washington, D. C., 27 octobre 2000, p. 2.

6. Kathleen Selvaggio, From Debt to Poverty Eradication: What Role for Poverty Reduction Strategies? CIDSE et Caritas Internationalis, Bruxelles et Cité du Vatican, juin 2001, p. 24.

Since the University of Rwanda has embarked on the move to adopt the blended learning mode in teaching, learning and assessment approach, there has been seamless effort in order to upload modules on the UR eLearning platform. However, it was observed that there is a need to improve their quality by adopting a common blended learning module template where they meet the quality assurance standards for Open and Distance eLearning ( ODeL).

It is against this backdrop that the University of Rwanda has organized, at all Campuses, a series of Training Workshops for all its academic staff on Accelerated Uploading of Modules on UR eLearning Platform.

This module was designed to offer guides to all required elements in a given module.

Since the University of Rwanda has embarked on the move to adopt the blended learning mode in teaching, learning and assessment approach, there has been seamless effort in order to upload modules on the UR eLearning platform. However , it was observed that there a big change to be done .

Welcome to Pediatrics and Child Department.

The module consists of 12 weeks of full-time clerkship, clinical practical-based teachings, in a Department of Pediatrics and Child Health of a tertiary level accredited teaching Hospital of the University of Rwanda. The module will expose the student to further clinical pediatrics and will reinforce the clinical application and skills learned during the Junior Clerkship. The emphasis will place on refining the physical exam skills, assessing and management of an acutely ill child, neonates, and adolescents furthermore building a solid pediatric knowledge base. Professionalism and medical ethics will be emphasized during your clinical placement. 

An introduction to the community Pediatrics will be covered by teaching home-based care as part of the Integrated Management of Childhood Illness (IMCI) and management of collapsed children in form of Emergency Triage Assessment and Treatment + Course (ETAT). Formative and summative assessments will be carried out to ensure the intended learning outcomes are achieved.

This intensive module of 2 consecutive weeks (8 hours/day) in the third year medical training (DOC I) is the 3^rd year of iSOCO (integrated Social and Community Medicine Training) provided by the Discipline of Primary Health Care, University of Rwanda.

The overall aim of Social and Community Medicine training in the undergraduate medical curriculum is to develop patient-centered and community-oriented medical doctors. This training builds on the 2 introduction years and further prepares the medical students to understand the key elements for social and community medicine that improve their quality of clinical care delivery. 

This module is designed for clinical medical students in their 3^rd year (Doc I).

I hope you will enjoy the course.

Best regards,

Richard, MD, MGHD

Dear Students and Colleagues,

This intensive module of 2 consecutive weeks (8 hours/day) in the third year medical training (DOC I) is the 3^rd year of iSOCO (integrated Social and Community Medicine Training) provided by the Discipline of Primary Health Care, University of Rwanda.

The overall aim of social and community medicine training in the undergraduate medical curriculum is to develop patient-centered and community-oriented medical doctors. This training builds on the 2 introduction years and further prepares the medical students to understand the key elements for social and community medicine that improve their quality of clinical care delivery as well as understanding the concept of palliative care. 

To prepare fourth-year students in line with “the desired Rwandan health care provider” who is a patient-centered and community-oriented health care provider with the knowledge and skills of Collaborator, Communicator, Manager, Health Advocate, Scholar and Professional as has been described in the “Undergraduate Medical Training Framework” from the University of Rwanda

Having successfully completed the module, the fourth-year medical student should be able to integrate knowledge and use all practical skills covered in iSOCO 1,2,3 during other modules and in the hospital during clinical care provision.

I hope you will enjoy the course.

Contact me at nradose@gmail.com or 0788610373 if you are experiencing any challenge in accessing the material or if you need any clarification about the course

Best,

Richard

 Welcome to Social and Community Medicine IV. This is the final theoretical module of the social and community medicine training at the University of Rwanda. The remaining modules will be a combination of clinical and community outreaches.

This module will expose to students the following skills.

This module is a copy of an already existing taught module. I would like to modify it for my assignment in the training for the Postgraduate Certificate in Learning and Teaching in High Education_PGCLTHE offered by the University of Rwanda under the College of Education. After reaching the feedback from the trainers, I will be able to update the module I am teaching.

1. Brief Description: 

In this module, final year students, under the guidance of academic supervisors,  will fully execute the research work plan, undertake detailed data collection and data analysis, perform extensive literature searches and critical reviews, write up the research and submit a final year project report (in a School approved format) towards the end of Semester II. The students will also make, towards the end of Semester II, an oral presentation of their research report with findings/results to a panel of examiners comprising their academic supervisors and selected academic and research staff.

2. Aims:

The module is aimed at the students learning the art of problem solving through the scientific method of project formulation, data collection, analysis and drawing of conclusions, and presenting of the findings through a technical report and oral presentation. Specific objectives of the module include:

• Undertaking independent practical and original research in engineering (modeled on the CJC programme framework); fully executing the research work plan (formulated in the detailed research project proposal in the prerequisite module) with complete data collection,
• Critically reviewing and appraising existing relevant literature,
• Developing research, analysis, writing and editing and organisation skills through an extended exploration of a single CJC focused topic; evidenced in the final year project report,
• Presentation of the final year project research report with results/findings to a panel comprising the academic supervisors and selected academic and research staff, and
• Publication of the research results/findings of the research topic related inquiries and literature through the final year project report (and a technical article and/or poster presentation under the guidance of the academic supervisors wherever possible).

3. Content Summary:

5. Assessment criteria:

• Assessment will be done through the submitted final year project report and their oral presentation towards the end of Semester II
• For the project report marking, the University of Rwanda (UR) generic marking criteria shall apply; the School of Engineering (SoE) Research Project Coordinator formulating a related marks distribution and grading template approved within the SoE 
• For the oral presentation, criteria will be drawn appropriate to the topic, on the basis of the UR generic marking criteria; SoE Research Project Coordinator formulating a related marks distribution and oral presentation grading template approved within SoE

welcome message

Dear students, welcome to the module of  SSC 3124: Applied Statistics. 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. 

Brief description of aims and content

Having successfully completed the module, students should be able to demonstrate knowledge and understanding of:

 Various qualitative and quantitative methods in research

How to compute, evaluate and analyze qualitative and quantitative data

Application of scientific research methods and techniques in dealing with modern business issues, soil and agricultural sciences

Training students in the art of conceptualization of research problems,

Collection and analysis of data and writing of reports with a focus on problem oriented business research in Rwanda

This module also introduces the techniques of conducting research thought, being equipped with mechanisms of data collection, analysis, presentation, writing and reporting. Techniques which are both qualitative and quantitative in nature are vital if results presented are to be evaluated.

 Learning Outcomes

i) Knowledge and Understanding

Having successfully completed the module, students should be able to:

1. Solve soil problems using various statistical formulas and probability theories
2. Solve social problems using various statistical formulas and probability theories
3. Apply different formulas in solving decision making related social problems.
4. Apply different formulas in solving decision making related soil sciences problems

    v.        Define research problem and formulate research questions and hypothesis

  vi.        By the end of the module students should be also able to apply research methodology and undertake empirical research proposal that will be part of the requirement for the completion of the Bachelors' degree.

Indicative Content

Statistics and probability

Chapter1: Introduction to statistics and quantitative methods

Chapter 2: descriptive statistics

Chapter 3: Probability: Basic Terminology, three types of probability, Rules of probability under conditions of statistical independence and dependence

Chapter 4: Probability distribution: Random variables, expected value in decision making, binomial 

Chapter 5: Sampling and sampling distributions

Chapter 6: estimation and hypothesis testing.              

Introduction to research methodology

Chap 1:  Introduction

Chap 2: Defining the Research Problem

Chap 3: Research Design

Chap 4: Sampling Design

Chap5: Methods of Data Collection

Chap 6: Presentation and Analysis of Data and Interpretation and Report Writing

Learning and Teaching Strategy

 After each theory presented, complete examples and exercises  will be given

• The students will solve exercises at the end of each chapter in group works and the lecturer will be supervising them
• ASSESSMENT STRATEGY 
• Many exercises on all units seen will be solved by the students as assignments and those exercises will be marked. A final exam will be scheduled and it will concern all units

• Strategy for feedback and student support during module

  • interactions between teacher and students
  • Hopping to get responses from students

  • Teaching team

    Dr. BAZIMENYERA Jean de Dieu, 0785375898, bazidieu@gmail.com

    NSANZIMANA Oreste, 0788664238, nsanzi2001@yahoo.fr

     

Welcome message

Dear students

Welcome to the module of SSC 3125:Internship I,

This module is delivered to year 3 students in the BSc. Soil Sciences Program at University of Rwanda College of Agriculture Animal Sciences and Veterinary Medicine.

Introduction 

The overall objective of the internship in soil sciences program is to provide students with an opportunity to gain professional experience through an off-campus training program. It will also assist students in evaluating their own career objectives and to provide co-operators with an opportunity to evaluate the employment potential of the student intern.

This is a core module taken in the second trimester of fourth year of the BSc Soil Sciences. This module covers a training period of 1 month at a workplace, other than one of the educational institutes where the student goes for hands-on practices and experience things in real work situations. The workplace is domain related to the educational program of the student. The aim of this module is to help the student to further develop knowledge and competences, skills and attitudes that are important in the field Soil Sciences etc.) through confrontation of the already acquired knowledge, understanding and skills with a primary work experience in his/her area of work.

Learning outcomes:

Having successfully completed this module, students should be able to:

• Masters the skills and has acquired the problem-solving capacity to analyse problems of soil ;
• Identify and apply appropriate research methods and techniques to design, plan and execute targeted experiments or simulations independently and critically evaluate and interpret the collected data;
• Write scientific reports on and present it to different audiences;
• Work industriously and diligently with (out) little supervision in a possibly short time.

Module  Team:

 Prof Naramabuye FX

Dr Hamudu Rukangantambara

Dr Bazimenyera Jean de Dieu

Gatesi Julienne

Nsanzimana Oreste