The module of Agribusiness and Institution is taught to students of third year Agribusiness. This module is composed of three components viz. Agricultural Product Marketing, Institutional Economics and Rwandan Agribusiness Programs and Policies. 

Brief description of aims and content

Aim: The main objective of this course is to become familiar with basic knowledge of marketing, Agricultural Policies; Develop policies

 Content: Marketing Concept, Marketing Systems, Approaches of Marketing Systems, Price Analysis, Dynamic Specification of Agricultural Supply Response, Marketing Margin for Farm Products, Marketing Space and Transfer Cost; Inter-regional Trade, Marketing Policies.

 Learning Outcomes 

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

• Understand the Theory of Demand and Supply, analyse the price (pricing), develop and Analyse Agricultural Policies

• Analyse problems with help of appropriate tools and define and evaluate relations between all aspects

• Independently carry out a field survey and apply basic tools of agribusiness and Institutions

 References

The following textbooks are recommended for reading:

Closkey D. N. 1985. The Applied Theory of Price. Second Edition

Ferris J, N. 2005. Agricultural and Commodity Analysis. Fifth Edition. Michigan State University Press, USA

Pashigian P. B. 1995. Price Theory and Applications. Mc-Graw Hill. New York. USA

Sterner T. . Policy Instruments for Environmental and Natural Resource Management

Varian H. R. 2005. Intermediate Microeconomics. A Modern Approach. Seventh Edition. University of California, USA

CateoreP.R. 2005. International Marketing. Mc-Graw Hill

Dhrav G. and Levy M. 2008. Marketing. Mc-Graw Hill. New York. USA

Ferris J, N. 2005. Agricultural and Commodity Analysis. Fifth Edition. Michigan State University Press, USA

Varian H. R. 2005. Intermediate Microeconomics. A Modern Approach. Seventh Edition. University of California, USA

Useful journals can be found on Agora database accessible through www.ur.ac.rw. Agora database is a free database providing full text downloadable papers.

Recommended journals are the following: Journal of Applied statistics, Agricultural Economics

Rwandan Agribusiness Programs and Policies is one of the components of this module. It offers students the possibilities to analyse and understand existing agribusiness development policies and programs. 

University of Rwanda, College of Business and Economics.

School of Business.

Department Of General Management.

Business Statistics is a level two common module offered in the first semester. It is composed of 10 topics and has 10 credits. Its prerequisite is Business Mathematics. This module is intended for students under Bachelor of Business Administration (BBA) and Bachelor of Science in Accounting (Bs Accounting) programs. 

Welcome Message,

Msc Student in Economics!

 Academic year 2021 

Hello everyone,

This is a team of Prof. Boysen-Hogrefe Jens (PhD) and Aimable Nsabimana (PhD) who welcome you in this Module. This is Advanced Econometrics, a Module of 15 credits designed to be offered to Master students in Economics at the University of Rwanda. This Module is mainly focusing on cross section and panel data methods and it recognizes that students have already covered the basic linear model in their undergraduate studies. The Methods of advanced cross sections and panel data methods are becoming increasingly popular, especially in examining the causal impact associations. This is a an advanced course that requires students to read regularly class materials and guided book chapters so that they can effectively understand the module. The module is approximated to last two months periods within which the students will cover eight chapters as will be detailed in subsequent sections.

The module focuses on the role played by the assumptions with economic content while downplaying or ignoring regularity conditions.

 Module Aim

The module aims to equip students with very firm understanding of why certain methods work while other not. It will also give students the background for developing new methods.

Module Features 

  I. Asymptotics

II. Ordinary least squares (OLS) and Inference under heteroscedasticity

III. Generalized least squares (GLS), Feasible generalized least squares (FGLS) and  Seemingly unrelated regressions (SUR)

IV. Maximum Likelihood (ML) and inference

V. Generalized method of moments (GMM)

VI. Endogeneity and instrumental variables (IV)

VII. Two Stage Least Squares and Three Stage Least Squares (SEM)

VIII. Binary Choice models (Logit/Probit)

Module Overall Learning Outcomes 

At the end of this module, students will be able to:

(i) Get familiar with the use of analogy approach complemented by asymptotic analysis in estimating OLS Models

(ii) Understand and be able to apply various assumptions of the underlying population models.

(iii) Get familiar with the assumptions, couched in terms of correlations, conditional expectations, conditional variances and covariances and conditional distributions

(iv) Understand source and implications of endogeneity problem in deriving causal impact and how to deal with it
(v) Estimating binary response models (LPM, Logit and Probit)

 Module Facilitators 

 Module Leader: Prof. Boysen-Hogrefe, Jens (PhD)

Module Partner: Dr. Aimable Nsabimana (PhD)

Tel: +250788766939
Email: a.nsabimana17@ur.ac.rw  

 General Module Resources 

(i) Greene, W. (2018). Econometrics Analysis, Pearson.
(ii) Wooldridge, Jeffrey M. (2010). Econometric Analysis of Cross Section and Panel Data, MIT Press.

This is the course site for the two semester class Advanced Microeconomics tought by instructures from Kiel University and the University of Rwanda.

Aim of the class: Firms and consumers make choices for themselves and interact in various ways in the market place. This course prepares the theoretical groundwork for microeconomic policy courses elsewhere in the Master of Economics curriculum, highlighting traditional economic approaches, their normative foundations, and recent advances such as information economics and behavioral economics. By the end of the course the student will

• be familiar with the main, unifying microeconomics principles, and know how to analyze microeconomic problems using mathematical tools
• know the main concepts of consumer choice and firm behavior, and their relevance for equilibrium and welfare analysis
• be able to evaluate economic policy with regard to efficiency and equity and know of the limitations to economic policy
• know of core arguments from the economics of information and incentives
• be able to understand limitations of the homo economicus and current advances in behavioral economics
• know of problems of market failure and how to address them
• know of possibilities and limitations in applied policy fields, such as welfare analysis, and regulation of industry

1. Module General Introduction

The module of Environmental Economics & Natural Resources Management proposed here mainly concerns the third year students of Agricultural Economics and Rural Development and fourth year students of Agribusiness options of the Department of Rural Development and Agricultural Economics, School of Agriculture and Food Sciences of the University of Rwanda.

1.1. Pursued Objectives

(i)     The first objective is to acquire basic knowledge of the environment so as to obtain an overview of the impacts of the use of natural resources on the functioning and balance of the biosphere.

(ii)    As second objective, the module of Environmental Economics and Natural Resources Management aims to understand the principles of economic analysis applied to the management of the environment and natural resources while focussing on the microeconomic approach. Sometime economic models will be used to analyse the efficiency of market allocation of the various instruments available to policy makers through the comparison of methods and principles proposed by different authors.

1.2. Learning and Teaching Strategies

The learning and teaching strategy will comprise: lectures, practical exercises and assignments in the computer lab, group works and plenary presentations in the class. Participatory teaching approaches (e.g. give more space for students to express themselves), making available teaching materials and respective technologies (text book, hand-outs, Power Point presentations) and providing more group exercises to materialize theoretical aspects of the module and allow more interactions between students and lecturer(s).

 1.3. Assessment Strategy

The assessment will comprise group and individual assignments, presentations of proposed topics, Continuous Assessment Tests (CATs)/ and a written final exam. Examinations will cover lectures, assigned reading materials, and discussions. CATs, assignments and presentations will make up to 60% while the final exam will be counted for 40%.

 2. Module intended learning outcomes

Towards the end of the module, students will have acquired a framework allowing them to analyze environmental problems, natural resources issues and policies in an economic context. Students will appreciate the concepts of opportunity costs in political or private decision-making and the importance of discounting future costs and benefits, natural resources Management approaches, economic valuation of Ecosystems and biodiversity and externalities’ management and policy

 3. Key readings

1. James Matthew Alston (2020). The Best Books on Environmental Economics

2.  Frank Ackerman and Lisa Heinzerling - Priceless: On Knowing the Price of Everything and the Value of Nothing

3. Actual issues of environmental economics [on line]. https://www.researchgate.net/publication /319433901_ENVIRONMENTAL_ECONOMICS_TEXTBOOKS

4. Rose Anne Devlin et al. (1999). The Benefits of Environmental Improvement: Theory and Practice.

5. Ian J et al. (2003). Applied Environmental Economics: A GIS Approach to Cost-Benefit Analysis By Cambridge University Press

6. John V. Krutilla et al.  (1988). Environmental Resources and Applied Welfare Economics: Essays in Honor. Resources for the Future.

7. Alan Gilpin (2000). Environmental Economics: A Critical Overview , Wiley.

8. Robert W. Crandall et al. (1983).  Controlling Industrial Pollution: The Economics and Politics of Clean Air, Brookings Institution.

9. Alfred GreinerWilli Semmler (2008). The Global Environment, Natural Resources, and Economic Growth,  Oxford University Press

Theories learnt in classrooms are not enough to produce knowledgeable and competent graduates and can no longer substitute for practical experience that are much sought after by employers.  In order to ensure high quality, University of Rwanda students are therefore required to undergo a compulsory period of industrial attachment, as part of their degree course, for acquisition of practical skills and abilities in a work environment.

The module "Agribusiness Project Planning and Analysis" is taught to students of third year, Agribusiness. It encompasses two components: Agribusiness Entrepreneurship and Project Appraisal. 

Brief description of aims and content

Aim:

The main objective of this course is to equip students with the understanding of the concepts of Agribusiness, Project Appraisal & Project (Monitoring &) Evaluation in terms of the notions: Agribusiness – Global, Regional, & National contexts, Global agenda & National Policies & Strategies to develop Agribusinesses, Project Appraisal: meaning, Scope & Types/Forms, Project (Monitoring &) Evaluation (M&E)

Also to equip students with skills & capabilities to develop/write an Agribusiness project proposal, conduct appraisals correctly, plan a project M&E matrix; and execute a final project evaluation (at the end of project implementation).

Content:

• Meaning, origin of term, and an overview of some of major (Global/Multinational), regional and local Agribusinesses
• Meaning of Entrepreneurship, Innovation and creativity
• Project appraisal: Meaning, Process, and Criteria
• Forms/Types: Technical appraisal, Social appraisal
• Appraisal on Gender/Youth inclusion
• Economic & financial appraisal: cost-benefit analysis & IRR
• Environmental Appraisal (Environmental Impact Assessment)
• Project (Monitoring &) Evaluation
• Meaning and significance
• Theory of AGB Project appraisal & evaluation…
• An overview of Agribusinesses in Rwanda
• Business development model, lean canvas, value proposition canvas
• Business person vis an entrepreneur
• Types of entrepreneurs
• Management functions

Learning Outcomes 

Upon successful completion of the course students shall be expected to:

• demonstrate a clear understanding and knowledge of agribusiness, project appraisal, Monitoring and Evaluation, and entrepreneurship related concepts
• demonstrate skills and capabilities to develop/write an Agribusiness project proposal, conduct appraisals correctly, plan a project M&E matrix; and execute a final project evaluation (at the end of project implementation); and.

References

 "AGS: Agribusiness development". FAO.org. Retrieved 2013-   05-02.

 Ng, Desmond; Siebert, John W. (2009). "Toward Better   Defining the Field of Agribusiness Management" (PDF).        International         Food and Agribusiness   Management Review 12 (4).

John Wilkinson. "The Globalization of Agribusiness and Developing World Food Systems”

John Filicetti (August 2007), PMO and Project Management Dictionary Cost-Benefit Analysis, 2nd edition, (2001) by Boardman, Greenberg, Vining, and      Weimer, ISBN 0-13-087178-8 Pearson Education, Prentice Hall.

Anthony E. Boardman, David H. Greenberg, Aidan R. Vining, and David L. Weimer,           (1996) Cost – Benefit Analysis: Concepts and Practice, 1st Edition, by           http://www.prenhall.com/books/be_0135199689.html

Hanley, N and Spash, C (1993). Cost Benefit Analysis and the Environment. Edward Elgar. Cambridge University Press.

Brent, Robert J. Cost-Benefit Analysis for Developing Countries. Edward Elgar \Publishing. Overseas Development Administration. Appraisal of Projects in Developing Countries. A Guide for Economists. HMSO Publications.

Layard, Richard and Glaister, Stephen (eds) Cost-Benefit Analysis. Second edition. Cambridge.

Kohli, K. N (1993). Economic analysis of investment projects: a practical approach. Oxford University Press.

EAC, COMESA/SADC, CEPGL and other Developing Countries

Agribusiness within Contexts of the MDGs/SDGs; National  Vision 2020; EDPRS Iⅈ and  SPAT: I – III/IV; and

Htpp://Agrihub Rwanda//AgriProFocus

www.minaloc.gov.rw (INZEGO DOCS)

www.DISTRICT.gov.rw – District Development Plans

www.ur.ac.rw – Research & Community Outreach Project Reports

Peter F. Drucker-Innovation & Entrepreneurship

Ardichvilli, A., Cardozo, R., & Ray, S. (2003) - A Theory of Entrepreneurial Opportunity Identification and Development - Journal of Business Venturing, Vol. 18, pp 105–124

Thomas M. Cooney (2012)-Entrepreneurship Skills for Growth-Orientated Businesses- Report for the Workshop on ‘Skills Development for SMEs and Entrepreneurship,Copenhagen  

Sweety Gupta –Functions of Management

Welcome message

Dear Students, Welcome to Soil Water Quality module. This module thaught in Irrigation and Drainage program. It amis at introducing students to Soil physical and Chemistry, Irrigation and water Quality Assessment and Soil and water management..  

Unit 1.Soil physics and chemistry

Unit 2. Irrigation water quality Assessment and 

Unit 3. Soil Management

By the end of this module, you are supposed to be able to:

1.Assess of soil physical and chemical characteristics for water conservation and plant production.

2. Demonstrate the soil and water management techniques in fields

3. Advise stakeholders on soil and water management techniques and their relevance in sustainable agriculture

4. To take sample for water quality tests

5. To carry out soil and water tests

This module  will be taught in Blended delivery mode, 50 % will be in face to face sessions and remaining  50% of the time will be online via the UR e-learning Platform

Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Brief description of aims and content

The objective of this module is to provide knowledge on silviculture applied to agroforestry, use of suitable multipurpose tree species, improvement of tree harvests and crop production through the use of appropriate silvicultural practices and agroforestry technologies at local, regional and global level.

8. Learning Outcomes

1. Knowledge and Understanding

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

1. Define and describe silvicultural practices applied to agroforestry;
2. Understand strategies for optimising land use productivity using appropriate agroforestry technologies;
3. Understand the principles of tree improvement in agroforestry;
4. Understand beneficial uses of Multiple purpose trees (MPT) in agroforestry systems,
5. Understand the potential of trees and their major uses, in relation to direct (wood and non-wood products) and indirect benefits (services) they provide to the community and to the ecosystem;
6. Understand and recognize the relationship between trees and other components in agroforestry systems;
7. Have an overview of forestry and forestry research, in relation to demands of renewable energy, reducing deforestation and forest degradation, reforestation and forest conservation.

1. Cognitive/Intellectual skills/Application of knowledge

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

1. Analyse and evaluate the proper use of trees and other components in different agroforestry and land use systems;
2. Apply principles of tree improvement for suitable trees to agroforestry;
3. Apply different silvicultural technics to improve productivity of trees and other components of agroforestry systems.

1. Practical Skills

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

1. Carry out silvicultural treatments and manage multipurpose agroforestry systems;
2. Design an agroforestry project and implement it;

1. General Transferable skills

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

1. Advise on suitable silvicultural practices in various agroforestry systems

1. Communication, ICT and numeracy skills

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

1. Establish database relevant multipurpose trees for various agroforestry systems

1. Autonomy, responsibility and working with others

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

1. Use suitable silvicultural treatments in managing various agroforestry systems

9. Indicative Content

Silvicultural practices for agroforestry tree species :Tree nursery practices; intermediate and regeneration treatments (beating up, weeding, cleaning, pruning, thinning, clear-felling, salvage cutting, improvement cutting, sanitation cutting, pollarding, etc.)

Forestry and agroforestry research in the tropics: Status of forest resources in Rwanda and other countries in the region, research findings on suitable agroforestry systems and tree species; interactions between trees and other components of agroforestry systems

Multipurpose tree species: Silvics of relevant multipurpose tree species in various agroforestry systems (identification, propagation, planting, silvicultural treatments and management, harvesting)

Tree improvement for suitable agroforestry systems: Selection of suitable agroforestry tree species (exotic and indigenous); seed collection and handling (elite trees), progeny and provenance tests

10. Learning and Teaching Strategy

(1)   Lectures

(2)   Self-study and assignments related to lecture topics

(3)   Field practical exercises and field reports

(4)   Seminar presentation

11. Assessment Strategy

The module will be assessed on the basis of mid-term assessments (short written exam on each component) which will account for 40% of the final mark. Continuous assessment including three assignments, field reports and seminar presentation shall account for 60%. Students are required to achieve a pass mark on all mid-term assessments and assignments.

12.Assessment Pattern

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

Boudru, M. 1992. Foret et sylviculture : Boisements et Reboisements artificiels. Les Presses Agronomiques de Gembloux

Evans J & J Turnbull, 2004.Plantation Forestry in the Tropics (3rd ed.). Oxford University Press.

ICRAF, 1991 (Wood, P.T., Burley, J.) A tree for all reasons-the introduction and evaluation of multipurpose trees for Agroforestry. ICRAF, Nairobi

Nwoboshi, L.C. 1982.  Tropical  Silviculture : Principles and Techniques. Ibadan University Press

Nyland, R. D. 2002 Silviculture: Concepts and Applications, 2nd Edition. The McGraw-Hill Companies, Inc. New York. 704 pp. ISBN 0-07-366190-2

Webb, D. B., Wood, P.J., Smith J. P. and Henman, G.S. 1984.A guide to Species selection for Tropical and Sub-tropical plantations. Tropical Forestry Papers no. 15. Oxford University

Welcome Message

I Munderere Egide, will be your instructor in this module BCT4263 Environmentally Conscious Design and Construction. I want to welcome everyone and I would encourage everyone to actively participate in this important module. All students who have officially registered now have access to the BCT4263 Environmentally Conscious Design and Construction, so feel free to start exploring our online learning Environment. All details of the course can be found in this E-Learning Platform of the University of Rwanda, syllabus, module Description, Assignment,  Quiz and Teaching Plan. This Module will have weekly regular Quiz, Assignment, each of you must manage your own time each week to know when is Assignment and other weekly course obligations are due. We are looking forward a marvelous semester II with you. 

All the Best 

This is an introductory course on Blended Learning for learners enrolled in University of Rwanda courses.

Course Outcomes

On completion learners will be able to,

• Navigate to the UR Moodle server and locate the courses they are enrolled for;
• Access the course materials and activities;
  
• Use the Moodle communication tools to interact with peers and facilitators;
• Submit work using the Moodle assignment tool;
• Complete quizzes, examinations and tests using the Moodle assesment tools.
• Track their progress through online courses;
• Check their grades using the online platform.
  

Teachers details

Mrs. Margret Tumusiime, Assistant Lecturer, Veterinary Department.
Dr. Charles RUHIMBANA Lecturer, Animal Production.
Mr. Philippe Munyandamutsa, Assistant Lecturer Animal Production
Mr. Senyanzobe JMV,  Lecturer, Forestry and Nature Conservation

 Course units

This Module is composed of four units, namely;

Unit one: Genetics

Unit two: Microbiology

Unit three: Zoology and Entomology

Unit four: Botany

Delivery Mode

The course will be taught both online and face to face.

Mode of Assessment

Individual and group assignments & quizzes, Sitting for CAT and End of trimester two final examination

Intended Learning outcomes:

Having successfully completed the module, you will be able to;

 Describe how organisms are named systematically, Outline of the classification of life, List the general features of all animals and all plants, Identify the key transitions in body organization that have occurred over the course of animal and plant evolution, Identify which vertebrates are warm-blooded (endothermic) and which are cold-blooded, Outline the genetic information of life and  Understand the Mendelian inheritance laws. Students will be able to acquire, articulate, retain both theory & laboratory skills and   knowledge relevant to Microbiology.

Summary

Industrial attachment or profession internship is a key practice at the Department of Chemistry of the University of Rwanda. Before having a BSc degree in Chemistry with option Biochemistry, Bioorganic Chemistry or Environmental Chemistry all learners should be placed at workplaces where chemistry is the main field of application and show his/her ability to easily integrate, work in a team, to well organize his/her work and report on daily basis. There students should acquire practical skills and appropriate work-ethics which help in their future carrier. In order to ensure higher quality of training, the attachment process is constantly monitored by both Academic staff from the Department of Chemistry of UR and the designated mentors from the institutions Hosts.

Industrial attachment or profession internship is a key practice at the Department of Chemistry of the University of Rwanda. Before having a BSc degree in Chemistry with option Bioorganic Chemistry or Environmental Chemistry all learners should be placed at workplaces where chemistry is main field of application and show his/her ability to easily integrate, work in a team, to well organize his/her work and report on daily basis. There students should acquire practical skills and appropriate work-ethics which help in their future career. The attachment process is constantly monitored by both the Department of Chemistry academic staff and the designated monitor in host institutions in order to ensure higher quality of training.

HoD Chemistry, Associate Professor Theoneste Muhizi

This course intends to introduce and help you to get familiar with Moodle, the LMS used to develop this eLearning platform of University of Rwanda (UR). It is for UR academic staff and other UR partners that will use this platform for their online education activities. This online course was developed by the UR Centre for Instructional Technology for the training purposes. 
(Contact: Gwiza S. Fidele: f.gwiza_sibomana@ur.ac.rw).

This is a demo site to showcase the features of Moodle using the materials that will be shared in the online workshop hosted by Saide. 

MODULE GENERAL DESCRIPTION

WELCOMING MESSAGE

Dear Students, welcome to the Module of Psychopathology (CPS2151). This module will be facilitated by Prof Vincent Sezibera and Felix Banderembaho, both Clinical Psychologists from the Department of Clinical Psychology. The module introduces you to the clinical practice by equiping you with knowledges  of description,  diagnosis and management of mental disorders. We are pleased to wish you a successful learning. Thank you!

BRIEF DESCRIPTION OF MODULE

This module acclimates students with knowledges of Psychopathology and Psychiatry. It familiarises students with terminology used in Psychopathology, and allow them to distinguish between normal and abnormal adjustment. The module also oriente students how to use the Fifth Edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-V) and the DSM-IV's multi-axial system for diagnosing various psychopathological disorders, and afterwards proposing the management of these disorders. 

AIM OF THE MODULE

The module aims to equip students with knowledges, understanding and skills in terms of:

1) Evolution of therapeutic approaches of mental disorders on international and national level

2) Terminology used in Psychopathology, with emphasis on distinction between normal and abnormal behaviour

3) Classification of mental disorders

4) Aetiology, semiology, diagnostic criteria, and various therapeutic approaches of mental disorders

LEARNING OUTCOMES

After completion of this module, students will be able to:

1)    Analyse the treatment of mental disorders across the world and locally

2)    Utilise appropriately the terminology of Psychopathology and Psychiatry

3)    Contrast the normal and abnormal behaviour

4)    Examine, diagnose, and propose the management for psychiatric patient.

MODULE FACILITATORS CONTACTS

1)    Prof. Vincent Sezibera; Tel: 0788771289; e-mail: vsezibera@gmail.com

2)    Mr Felix Banderembaho; Tel: 0788456938; e-mail: felixbanderembaho@gmail.com

INDICATIVE CONTENTS

Pre-requisite or co-requisite modules:

- Psychology I
- Module of Psychology II
- Biology and Health Sciences
- Philosophy and culture: Introduction to Philosophy
- Clinical Psychology
- Psychotherapies
- Psychopharmacology

1. Definitions
1.1. Psychopathology
1.2. Psychiatry
1.3. Mental Health
1.4. Clinical Psychology
1.5. Mental illness- Psychiatric patient
1.6. The «normal» and «abnormal» concepts
1.6.1. Models of abnomality: Abnormal Behavior
The Biological Model
The Psychodynamic
The Behavioral Model
The Cognitive Model
The Humanistic-Existential Model
The Socio-cultural Model
Integration of the Models
1.7. Bio-Psycho-social approach
1.8. History and evolution of Psychiatry
1.8.1. International level
1.8.2. National level (in Rwanda)
1.9. Structure of personality
1.10. Defense mechanisms

2. General aspects of Mental disorders
2.1. Diagnosis and Classification of mental illness
ICD-10
DSM-5
2.2. Etiology of mental illness
2.3. Psychological/Psychiatric (Clinical) assessment
Conditions of examination
Psychiatric history
Physical examination
Mental Status Examination (MSE)
Formulation of a synthesis
Multiaxial evaluation (DSM-IV): clinical implications versus its removal from DSM-5
Prognosis and treatment
2.4. Psychiatric semiology (signs and symptoms of mental illness)

3. The DSM-5's structure
3.1. Neuro-developmental (Child) Disorders (Refer to Further issues in Psychopathology, Year 3)
3.2. Schizophrenia Spectrum and Other Psychotic Disorders
3.3. Mood Disorders (Depressive disorders; Bipolar and related disorders)
3.4. Anxiety Disorders
3.5. Obsessive-Compulsive and Related Disorders
3.6. Trauma- and Stressor-Related Disorders
3.7. Dissociative Disorders
3.8. Feeding and Eating Disorders
3.9. Elimination disorders
3.10. Sleep-Wake Disorders
3.11. Sexual Dysfunction, Gender Dysphoria, and Paraphilias
3.12. Disruptive, Impulse-Control, and Conduct Disorders
3.13. Substance-Related and Addictive Disorders
3.14. Neurocognitive Disorders
3.15. Personality Disorders

4. Introduction to Psychopharmacology
5. Introduction to Psychological interview
6. Introduction to main Psychotherapeutic approaches

REFERENCES
1) American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
2) Barlow, D. H. & Durand, V. M.(2013).Abnormal Psychology; An integrative Approach (7th ed.). Stamford: Cengage Learning.
3) Beidel, D. C., Frueh, B. C., & Hersen, M.(2014). Adult Psychopathology and Diagnosis (7th ed.). New Jersey: John Wiley & Sons, Inc.
4) Betts, K. S., Williams, G. M., Najman, J. M., & Alati, R. (2013). Exploring the female specific risk to partial and full PTSD following physical assault. Journal of Traumatic Stress, 26, 86-93.
5) Black, D. W., & Andreasen, N. C. (2014). Introductory textbook of Psychiatry (6th ed.). Arlington, VA:American Psychiatric Publishing, Inc.
6) Brewin, C. R., Lanius, R. A., Novac, A., Schnyder, U., & Galea, S.(2009). Reformulating PTSD for DSM-V: Life after criterion A. Journal of Traumatic Stress, 22 (5), 366- 373.
7) Comer, R. J.(2014). Fundamentals of Abnormal Psychology (7th ed.). New York, NY:Worth Publishers.
8) Halgin, R.P. & Whitbourne, S.K. (2007). Abnormal Psychology, Clinical perspectives on psychological disorders (5th ed). New York: McGraw-Hill Companies, Inc.
9) Kinderman, P. & Tai, S. (2007). Empirically Grounded Clinical Interventions: Clinical Implications of a Psychological Model of Mental Disorder. Behavioural and Cognitive Psychotherapy, 35, 1-14. doi:10.1017/S1352465806003274
10) Munyandamutsa, N.,Nkubamugisha, P. M., Gex-Fabry, M., & Eytan, A.(2012). Mental and physical health in Rwanda 14 years after the genocide. Soc Psychiatry Psychiatr Epidemiol, 1-9. doi: 10.1007/s00127-012-0494-9.
11) Oltmanns, T. F.,Martin, M. T., Neale, J. M., & Davison, G. C.(2012). Case Studies in Abnormal Psychology (9th ed.). New Jersey: John Wiley & Sons, Inc.
12) Santrock, J.W. (2005).Psychology. Updated 7th ed. New York, McGraw-Hill Companies, Inc.
13) Taylor, M. A. & Vaidya, N. A. (2009). Descriptive Psychopathology; The Signs and Symptoms of Behavioral Disorders. New York: Cambridge University Press.
14) Taylor, S., & Sirois, F. M. (2012). Health psychology, second canadian edition. McGraw-Hill Publishers.
15) Carroll, D., Bennett, P., & Davey, S. G.(1993). Socio-economic health inequalities: their origins and implications. Psychology and health, 8, 295-316.
16) Johnston, M. & Weinman, J.(1995). Health psychology, in British Psychological Society: Professional Psychology Handbook, pp. 61-8. Leicester: BPS Books.
17) Kaplan, R. M.(1990).Behaviour as the central outcome in health care. American Psychologist, 45,1211-1220.
18) Marks, D. F., Murray, M., & Evans, B. (2011). Health psychology: Theory, research, and practice. London: SAGE.
19) Farmer, P.(2005). Pathologies of power: Health, human rights, and the new war on the poor. Los Angeles, CA: University of California Press.
20) Brannon, L., & Feist, J.(2010).Health psychology: an introduction to behaviour and health. 7th ed. USA: Wadsworth.
21) Davis, M., Eshelman, E., & McKay, M.(2008). The relaxation & Stress Reduction workbook, 6th ed. New Harbinger, Oakland, CA.
22) Ogden, J. (2012). Health psychology: A textbook (5th ed.). Maidenhead, UK: Open University Press.
23)Banyard, P. (2002). Psychology in practice: Health. London, England: Hodder & Stoughton Educational.
24) Strosahl, K. & Robinson, P. (2008). Mindfulness and acceptance workbook for depression. New Harbinger, Oakland, CA.

EXPECTATIONS FROM STUDENTS

Dear Students, we expect from you to be active and more engaged in interactive collaboration. We strongly discourage any academic dishonesty (it refers to any form of cheating or plagiarism) which is a serious offense. You can contact us through e-mail or forum, or even directly in office during the break-time, when you experience any challenge regarding the module.  

You are welcome to the universe of Entrepreneurship. "You were created to create like your father God".

Entrepreneurship is a module that is taught in all Colleges, Campuses, and departments of the University of Rwanda. It's a bridge that everyone must path on before reaching his/her right point of destination.

This module will prepare you to become a job creator, not a job seeker. How wonderful to become your own boss?

Entrepreneurship will provide you; introduction to entrepreneurial mindset, identifying business opportunites and developing successful business ideas, feasibility analysis, writing bus plan, general rules and regulations of business practices in Rwanda, managing and growing an established entrepreneurial firm, and emerging issues in entrepreneurship. At the end of this module, you will be able to develop a viable idea that will make a sustainable project/organization. 

Lecturer: Karuhanga Nathan

This module was designed to provide you with the general knowledge and skills in civic education, integrity principles and practices, human rights and education for peace. It has been designed for first-year students in the University of Rwanda with aim to equip them with the basic notions on civic education that are meant to contribute to their transformation into patriotic and responsible citizens.

This module provides students with the general knowledge and skills in civic education, integrity principles and practices, human rights and education for peace. It has been designed for first-year students in the University of Rwanda with the aim to equip them with the basic notions on civic education that are meant to contribute to their transformation into patriotic and responsible citizens. The module has four Units: Unit 1: Civic Education, Unit 2: Integrity Systems, Unit 3: Human rights and Unit 4: Peace education, for each unit a team of lecturers is assigned to delivering it at all 6 Colleges of UR.

Welcome to the Module: Citizenship and Transformative Education. This is a module that was designed at the University of Rwanda for all first year students, It is aimed at contributing to restore Rwandan humanistic and civic values in Rwanda. It is divided into four units, namely Civic Education, Integrity Systems, Human Rights and Citizenship Education, and Peace Education. Students are expected to follow these lectures attentively, take notes, do more self-study. The assignments will be marked for 50%, and the final examination 50%.

This module provides students with the general knowledge and skills in civic education, integrity principles and practices, human rights and education for peace. It has been designed for first-year students in the University of Rwanda with aim to equip them with the basic notions on civic education that are meant to contribute to their transformation into patriotic and responsible citizens. The module has four Units: Unit 1: Civic Education, Unit 2: Integrity System, Unit 3: Human rights and Unit 4: Peace education, for each unit a team of lecturers is assigned to delivering it at all 6 Colleges of UR.

This module is designed to provide to the students the fundamentals, concepts, and theories of Physical Hydrology. This focuses on principles of exploring the principal rules that govern the flow of water on the land considering the four major types of water: atmospheric, ground, soil, and surface. Hydrology, in general,  is the science that deals with the occurrence, distribution, movement, and properties of water on and beneath the surface of the Earth or in the atmosphere, and water’s relationship with the environment. Basically, Hydrology is the science of the movement, distribution, circulation, and properties of water on and beneath the earth's surface. To create an introduction to physical hydrology; this story map will discuss the water cycle, conservation of mass, watersheds, and the global water balance.

Physical hydrology particularly provides students with an introduction to quantifying the components of the hydrologic cycle namely, precipitation, evaporation, transpiration, infiltration, runoff, streamflow, groundwater flow. and water storage in watersheds. Appropriate field and laboratory tests used to measure hydrologic processes and mechanistic and statistical models for data evaluation and interpretation are presented.

 This module contains seven units that were individually developed in the browsable sections provided in the e-learning platform of the University of Rwanda.  Those sections contain PowerPoint notes, Supplementary PDF files, Figures, and Videos. Students can download or watch, or read from this platform.

 Exercises corresponding to each unit were provided and assignments were given and will be marked. Students can attempt and submit them as described in the given instructions. To successfully navigate through the module contents, students should explore them unit by unit by starting from Unit I up to Unit VII and point by point in each unit following the provided sequential order.

Hello BIT II Students, University of Rwanda, Department of Business Information Technology.

As the Module Leader, I would like to welcome you all to this module which will run in the 1st Trimester of the Academic Year 2019-2020.

A database system is a major component for enabling the achievement of these needs. The course intends to provide the principles, knowledge, understanding, and skills needed by a computing professional to positively contribute to the success of running a business and enabling it to achieve its mission and objectives. The main aims of this course are to introduce students to the requisite theory and practice of database technology and the applications of the technology in generic and specific domains.

Successful completion of this module will enhance the student's ability to:

1. Give an appreciation of the role of methodologies in designing and implementing information systems, and to consider and compare different methodologies.
2. Learn and apply methodologies for conceptual, logical and physical database design.
3. Acquire skills in solving business problems using the fundamentals of database modeling, enterprise analysis, and design.
4. Provide knowledge of the modeling techniques required to construct fully validated systems and to enable the student to apply these techniques.
5. Introduce implementation and management issues as well as database programming languages and standards using various database management.

In summary, having successfully completed the module, students should be able to:

1. Understand about the relational database systems
2. Querying the databases
3. Management of databases

Both theoretical concepts and practical sessions using MS Access and MySQL as the DBMS software will be covered in this module.

Once again, welcome to this module of Database Technology.

Module Leader

 Unit 2: Understanding Cybersecurity 

Unit 3: Digital Learning & Development 

Conclusion 

Welcome to EDC 3344: School attachment and Action Research. This module is designed for all pre-service teachers undertaking three year degree program at the University of Rwanda-College of Education (UR-CE). Through this module,  student teachers undertake school attachment in secondary schools or TTCs as a workplace-based learning that enables them to get the school real life experience before their entry in the teaching profession. To this end, school attachment is conceived as an extended school-based placement in which student teachers are expected to consolidate their knowledge and experience across all facets of the role of the teacher in the school. It provides an opportunity to further develop skills in teaching and for student teachers to be mentored in preparing themselves as thoroughly as possible for their early school life experiences.

Module Learning Outcomes:

By the end of this module, student teachers should be able to: 

• Acquire and familiarize with the real school life experience
• Create a network of contacts with school administration, academic staff, learners and school environment;
• Demonstrate the ability to plan, implement, and evaluate effective teaching and learning strategies that are well grounded in educational research;
• Change individual perceptions in the right direction regarding teaching and learning for better outcomes.

Module Facilitators: 

This module involves all lecturers of the University of Rwanda-College of Education

Welcome to this EDC 4101: School attachment and Action Research. This module is designed for all pre-service teachers undertaking degree or diploma programs at the University of Rwanda-College of Education (UR-CE). Through this module,  student teachers undertake school attachment in secondary schools or TTCs as a workplace-based learning that enables them to get the school real life experience before their entry in the teaching profession. To this end, school attachment is conceived as an extended school-based placement in which student teachers are expected to consolidate their knowledge and experience across all facets of the role of the teacher in the school. It provides an opportunity to further develop skills in teaching and for student teachers to be mentored in preparing themselves as thoroughly as possible for their early school life experiences.

Module Learning Outcomes:

By the end of this module, student teachers should be able to: 

• Develop awareness, understanding and capacity in the specific roles and responsibilities of a teacher in their subject specializations and, as far as possible, to effectively participate in these roles and responsibilities;
• Acquire and familiarize with the real school life experience
• Understand through an intensive experience the nature of schools as workplaces and their associated values, routines and cultures;
• Further develop and refine their skills and professional capacity for classroom teaching in their subject specialization, including those involving student management, pastoral care and relationships with parents/guardians and the wider community;
• Create a network of contacts with school administration, academic staff, learners and school environment;
• Demonstrate the ability to plan, implement, and evaluate effective teaching and learning strategies that are well grounded in educational research;
• Demonstrate the ability to assess and report on student achievement;
• Demonstrate an understanding of professional and ethical practice;
• Develop a portfolio focused on their own practice and professional development;
• Put into practice theories and principles of teaching by implementing the existing curriculum;
• Reflect actively on what they have been practicing in their fields and experiences from classroom, school and community;
• Make meaning of acquired knowledge in day to day teaching;
• Change individual perceptions in the right direction regarding teaching and learning for better outcomes.

Module Team: 

This module involves all lecturers of the University of Rwanda-College of Education

Welcome to EDP 3141: Educational Research Methods. The central objective of this module is to introduce you to essential concepts and skills in educational research methods and practice. The module is designed to assist undergraduate students at the University of Rwanda-College of Education to acquire knowledge, skills and the level of proficiency necessary for one to design and execute research in education.

Module Learning Outcomes:

By the end of this module, you will be able to:

1. Explain the concept and process of research

2. Identify a researchable problem in education

3. Conduct a thorough review of the existing literature

4. Conduct research using different designs including action research

5. Choose population & draw a representative sample

6. Develop different data collection instruments

7. Collect data, analyze them, interpret the findings and write a report

8. Respect ethical norms related to research.

9. Appreciate the role of research in solving educational issues. 

Module Facilitators: Dr. Philothère Ntawiha

                                 Prof. Wenceslas Nzabalirwa

                                 Dr. Dan Imaniriho

                                 Dr. Sylvestre Nzahabwanayo

Welcome message

I am Adolphe NDIKUBWIMANA,Environmental Health Sciences by background obtained at Kigali Health Institute/KHI. Following my interest in infectious diseases and community health development, I did MSc in Public Health at University of Rwanda. I am involved in teaching on the bachelor’s program. I am interested in the design and implementation of impact evaluation studies as well as in monitoring and understanding compliance of environmental health interventions. 

This course serves to introduce Environmental Health Sciences students to community health development concept, principles and methods. The course combines theoretical knowledge with practical applications, allowing students to demonstrate their competencies through both individual work and group interactions.

Most welcome!

Instructor: Adolphe NDIKUBWIMANA,MPH,PhDc

School, Public Health

Contact:     aatuheire@nursph.org

Contact Hours: Official Working hours

Welcome to ELM 6241: Economics of Education and Financial Management. This module is designed to assist Master's students in Educational Leadership and Management at the University of Rwanda-College of Education to acquire knowledge, skills and attitudes related to economics of education and school financial management. This is because as future school managers, they need skills to be able to effectively and efficiently use scarce resources that have other alternative uses. To this end, it is important that all school leaders have sufficient knowledge of economics of education and of school financial management to be able to understand how these scarce resources can be utilized/distributed effectively and equitably to meet educational objectives. 

Module Learning Outcomes

By the end of this module, you will be able to:

1. Explain how education is an investment or consumption, involving direct and indirect costs

2. Discuss the economic and non economic benefits of education,

3. Describe the contribution of education to national economic growth and development,

4. Demonstrate an understanding of efficiency, equity and wastage in education system,

5. Identify different possible sources of school finance,

6. Explain the nature and functions of budgeting in a school,

7. Develop the budget for the school,

8. Effectively and efficiently manage the school funds and mobilize additional funds for the school,

9. Describe the basic framework and mechanisms of financial management,

10. Explain the reasons and purposes for auditing accounts,

11. Respond to audit queries

Facilitator: Dr. Philothere Ntawiha

Welcome to ELM 6243: Educational Policy and Planning. This module is designed to equip postgraduate students doing Master's programme in Educational Leadership and Management at the University of Rwanda-College of Education with knowledge, skills and attitudes related to educational policy and planning. Hence, the central objective of this module is to introduce you to the process of policy formulation/reforms and planning, approaches to educational planning, statistics for educational planning, and demographic aspects of educational planning.  

Module Learning Outcomes

By the end of this module, you will be able to:

1. Describe the process of planning and policy formulation,

2. Identify and explain the functions of educational planning, 

3. Explain the rationale for educational planning, 

4. Describe different approaches to educational planning,

5. Develop an inspiring vision and practical mission statements,

6. Develop a strategic plan and other plans in line with the vision, mission and other educational policies, 

7. Write a research based policy brief

8. Monitor and evaluate educational policies and plans

9. Identify strategies to address the challenges of educational policy and planning

10. Appreciate the role of planning and policy formulation in meeting societal needs. 

Facilitator:

Dr. Philothere Ntawiha,

School of Education,

E-mail: ntaphilos@gmail.com 

Welcome to ELM/EMC 6141: Educational Research Methods. This module is designed to assist postgraduate students at the University of Rwanda-College of Education to acquire knowledge, skills and the level of proficiency necessary for them to design and execute research in education. Hence, the central objective of this module is to introduce you to essential concepts and skills in educational research methods and practice. 

Module learning outcomes

By the end of this module, students should be able to:

• Explain the concept and process of research
• Identify a researchable problem in their areas of specialization  
• Conduct a thorough review of the existing literature related to their research problem
• Conduct research using appropriate approaches and designs
• Choose population & draw a representative sample
• Develop different data collection instruments
• Test the reliability and validity of the research instruments
• Collect data, analyze them, interpret the findings and write a report
• Respect ethical norms related to research.
• Appreciate the role of research in solving educational issues. 

Module Facilitators: 

- Assoc. Prof. Wenceslas Nzabalirwa 

School of Education,

Email: wenceslasn@yahoo.fr 
- Dr. Philothere Ntawiha

School of Education,

Email: ntaphilos@gmail.com 

Welcome to ELM/EMC 6141: Educational Research Methods. This module is designed to assist postgraduate students at the University of Rwanda-College of Education to acquire knowledge, skills and the level of proficiency necessary for them to design and execute research in education. Hence, the central objective of this module is to introduce you to essential concepts and skills in educational research methods and practice. 

Module learning outcomes

By the end of this module, students should be able to:

• Explain the concept and process of research
• Identify a researchable problem in their areas of specialization  
• Conduct a thorough review of the existing literature related to their research problem
• Conduct research using appropriate approaches and designs
• Choose population & draw a representative sample
• Develop different data collection instruments
• Test the reliability and validity of the research instruments
• Collect data, analyze them, interpret the findings and write a report
• Respect ethical norms related to research.
• Appreciate the role of research in solving educational issues. 

Module Facilitators: 

- Assoc. Prof. Wenceslas Nzabalirwa 

School of Education,

Email: wenceslasn@yahoo.fr 
- Dr. Philothere Ntawiha

School of Education,

Email: ntaphilos@gmail.com 

Organizational Behavior in Education is a module offered to Masters students specializing in Educational Leadership and Management in the University of Rwanda - College of Education. It is indispensable for success in educational leadership which entails working with and through other people in order to achieve educational goals. This module therefore seeks to acquaint the students with the nature of organizations and ways of improving organizational performance and effectiveness especially in relation to the school organization.

The course is designed for year II university of Rwanda students. The targeted students are supposed to have have been equipped with skills in English for Specific Purposes.

Introduction

The Centre for Language Enhancement has always strived to upgrade the levels of English of students at the University of Rwanda. It has thus devised this Module of English for Specific Purposes which particularly serves as a guide to the teaching and learning of business and economics related texts and terminologies, writing styles as well as speaking skills’ need in students’ future professions. Indeed, English for Specific Purposes prepares university students for full integration in society and at workplace. This module encompasses 4 units, each of which comprises different topics that are also subdivided into lessons. Each unit begins with learning outcomes which are followed by a detailed content layout.

English for Specific Purposes i sa course designed for level one students at the University of Rwanda. It has 20 credits and is made of four skills: Listening, Writing, Reading, Speaking and some grammar structures.

Entrepreneurship 1 (Learnwise: WFNEN 100 - Orientation Program in Entrepreneurship) This 10 credit module is designed for students of level one in all departments of the school of Governance. It is offered by the University of Rwanda in partnership with the Wadhwani Foundation by means of a blend of in-class teaching and e-learning methods through the link below:

https://lms.learnwise.wfglobal.org/RW/en/home

Entrepreneurship 1 (Learnwise: WFNEN 100 - Orientation Program in Entrepreneurship). This 10 credit module is designed for students of level one in all departments of the school of Governance. It is offered by the University of Rwanda in partnership with the Wadhwani Foundation by means of a blend of in-class teaching and e-learning methods through the link below:

https://lms.learnwise.wfglobal.org/RW/en/home

Entrepreneurship 1 (Learnwise: WFNEN 100 - Orientation Program in Entrepreneurship) This 10 credit module is designed for students of level one in all departments of the school of Governance. It is offered by the University of Rwanda in partnership with the Wadhwani Foundation by means of a blend of in-class teaching and e-learning methods through the link below:

https://lms.learnwise.wfglobal.org/RW/en/home

Entrepreneurship 1 (Learnwise: WFNEN 100 - Orientation Program in Entrepreneurship) This 10 credit module is designed for students of level one in all departments of the school of Governance. It is offered by the University of Rwanda in partnership with the Wadhwani Foundation by means of a blend of in-class teaching and e-learning methods through the link below:

https://lms.learnwise.wfglobal.org/RW/en/home

Entrepreneurship 1 (Learnwise: WFNEN 100 - Orientation Program in Entrepreneurship) This 10 credit module is designed for students of level one in all departments of the school of Governance. It is offered by the University of Rwanda in partnership with the Wadhwani Foundation by means of a blend of in-class teaching and e-learning methods through the link below:

Entrepreneurship 1 (Learnwise: WFNEN 100 - Orientation Program in Entrepreneurship) This 10 credit module is designed for students of level one in all departments of the school of Governance. It is offered by the University of Rwanda in partnership with the Wadhwani Foundation by means of a blend of in-class teaching and e-learning methods through the link below:

https://lms.learnwise.wfglobal.org/RW/en/home

This Module of Management and Marketing of Small and Medium Enterprises (SMEs) is a core module which carries twenty (20) credit units. It is prepared and made available to all year three undergraduate students in Entrepreneurship Economics Education Programme, in the School of Humanities and Language Education (HLE) within School of Education at University of Rwanda. This course is a useful material to regular students in their academic pursuit and to novice managers and administrators as well as in their workplace.

The English Placement Test is prepared for general language abilities for incoming new students at the University of Rwanda. The test results will allow the University of Rwanda- Centre for Language Enhancement (UR-CLE) to place the new students in different levels of English proficiency and support them accordingly.

The test usually takes about 3 hours and is computer-based.  The test must be taken in person and is offered at all colleges. The learner is supposed to use his/her UR reg number as a username and default password. For any technical inquiry contact the Centre for Open Distance and eLearning on eleanrning@ur.ac.rw

The English Placement Test is prepared for general language abilities for incoming new students at the University of Rwanda. The test results will allow the University of Rwanda- Centre for Language Enhancement (UR-CLE) to place the new students in different levels of English proficiency and support them accordingly.

The test usually takes about 3 hours and is computer-based.  The test must be taken in person and is offered at all colleges. The learner is supposed to use his/her UR reg number as a username and default password. For any technical inquiry contact the Centre for Open Distance and eLearning on eleanrning@ur.ac.rw.

The English Placement Test is prepared for general language abilities for incoming new students at the University of Rwanda. The test results will allow the University of Rwanda- Centre for Language Enhancement (UR-CLE) to place the new students in different levels of English proficiency and support them accordingly.

The English Placement Test is prepared for general language abilities for incoming new students at the University of Rwanda. The test results will allow the University of Rwanda- Centre for Language Enhancement (UR-CLE) to place the new students in different levels of English proficiency and support them accordingly.

The test usually takes about 3 hours and is computer-based.  The test must be taken in person and is offered at all colleges. The learner is supposed to use his/her UR reg number as a username and default password. For any technical inquiry contact the Centre for Open Distance and eLearning on eleanrning@ur.ac.rw

The English Placement Test is prepared for general language abilities for incoming new students at the University of Rwanda. The test results will allow the University of Rwanda- Centre for Language Enhancement (UR-CLE) to place the new students in different levels of English proficiency and support them accordingly.

The test usually takes about 3 hours and is computer-based.  The test must be taken in person and is offered at all colleges. The learner is supposed to use his/her UR reg number as a username and default password. For any technical inquiry contact the Centre for Open Distance and eLearning on eleanrning@ur.ac.rw.

Course Name: ETE 3164 Digital Communications

Course Information

• The course is given for the program:Undergraduate/Electronics and Telecommunication Engineering
• Credit units: 10
• Contact hours: 36  
• Study term: Term 1
• Place: University of Rwanda, College of Science and Technology, Nyarugenge Campus
• Responsible lecturer:Charles Kabiri, PhD
• Syllabus: Available

 Course objective:

In the last few decades, digital communication has drastically improved our quality of life. Amenities such as fax machines, pagers, cell phones, and internet, are now considered indispensable. None of them are possible without digital communication. 

This course explores elements of the theory and practice of digital communications. The course will 1) model and study the effects of channel impairments such as noise and distortion, on the performance of communication systems; 2) introduce signal processing, modulation, and coding techniques that are used in digital communication systems. 

Course Aim

Upon completion of this course, the student would able to understand and apply  the fundamentals of Digital communications and technical concepts of mobile and wireless systems, including system design fundamentals, standards and trends in Digital Communications.

Learning Outcomes

By the end of the course the student will be able to:

-      Analyze signals in both the time domain and frequency domain through a clear understanding of the relationship between the domains.

-      Analyze random signals in terms of probability distributions, power spectral densities and correlation.

-      Understand the need for modulation in communications.

-      Determine power and bandwidth of analogue modulated signals.

-      Understand methods for modulating and demodulating analogue signals.

-      Understand pulse code modulation techniques for converting an analogue signal to a digital signal. 

-      Understand methods for modulating and demodulating analogue signals.

-      Characterize the performance of digital sources using information theoretic concepts. 

-      Determine the information capacity of digital communication systems

-      Calculate the noise budget of communication systems

-      Analyze the effects of noise in digital modulation systems 

-      Analyze and characterize the performance of forward error correction systems used in digital communication systems.

-      Understand optimum receiver theory and signal space concepts.

-      Perform a system level design of digital communication systems.

The resources on this site have been created to enhance students’ training in Family Planning and Comprehensive Abortion Care. Below are brief guides for faculty instructors and for students on how best to use the videos and other resources as part of their clinical training. The course has been developed by faculty from CIRHT partner University of Rwanda's School of Medicine and Pharmacy and School of Nursing and Midwifery

The Meat Science and Technology module is designed for 3^rd year students in BSc Food Science and Technology at the College of Agriculture, Animal Sciences and Veterinary Medicine – University of Rwanda. It is aimed at enabling students to develop a broad and in depth knowledge, skills and expertise on various aspect of meat science and technology including but not limited to Animal slaughter and slaughtering techniques; Inspection, cutting and grading of meat; Analysis of meat and meat products; Meat preservation techniques; Microbiology and spoilage of meat and meat products; Production and handling of poultry products; Microbiology and spoilage of fish and fish products; Fish science and technology, The principles of meat processing, meat pigments, flavor and color change. The course conciliates theory to practical sessions to achieve the intended modules outcomes.

Welcome to the module of FST3221 Food Quality and Safety Management. 

The FST3221 Food Quality and Safety Management is a core course taught in the second trimester of third year of the BSc Food Science and Technology in Department of Food Science and Technology, University of Rwanda. The module is divided into four learning units: Food Quality Management, Food Hygiene and HACCP, Introduction to Food Law and Introduction to Food Toxicology. The module aims to facilitate the students on the development of knowledge, skills and expertise on corrective implementation and management of quality and safety of food and food products throughout the entire food value chain. 

FST3223-Food Microbiology is a module delivered to year 3 students in the BSc. Food Science & Technology Program at University of Rwanda College of Agriculture Animal Sciences and Veterinary Medicine. The Module is aimed at equipping the students with knowledge and skills to understand the interaction of microorganisms between food and environment and to practice various techniques of microbiological analysis of food thereby controlling food spoilage and ensuring food safety.

Welcome to the module of FST4122 Food Industry Management. This is a core module taught in Y4 Trimester 1 of BSc Food Science and Technology, Department of Food Science and Technology, University of Rwanda.

At the completion of the course, students are expected to be able to:

• Design a food project/plant and manage it by the application of the studied principles
• Use the web tools and the libraries to find equipment suppliers for food industry
• Write as a food consultant a good report for investors or financers
• Understand how products are designed and developed in the food industry.

In line with ongoing University of Rwanda strategic plan of avoiding plagiarism and emphasize on academic integrity,

Social and Military Sciences program from College of Arts and Social Sciences (CASS) of the University of Rwanda (UR) is organizing for its academic staff and students a training workshop on the use of electronic resources and software tools to enhance and easy data collection, data processing emphasizing on plagiarism prevention in research activities.

A training for two days was organised for the UR students at the Campus

This is a joint short course organised by University of Rwanda and Stellenbosch University to equip students with conceptual and practical tips related to PhD studies.

Welcome to the recruitment test for part-time staff at the University of Rwanda - College of Education! This assessment aims to evaluate your skills and potential for the available roles. We encourage you to approach the test with confidence and take your time to showcase your abilities. Thank you for your interest in joining our team, and best of luck!

Dear Students,

You are welcome to this  module of Case Law of International Criminal Courts which is among the courses in the LL.M program at the School of Law of the University of Rwanda. It provides students with an in-depth knowledge on international crimes, the case law of international Criminal Courts, among other things. It also provides knowledge on the establishment of international criminal courts and tribunals, their jurisdictions and their relationship with national jurisdictions in the punishment of international crimes. 

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

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:

1. 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
2. To apply and analyse how the economic principles to the production, processing, marketing, and consumption of food and fiber products
3. To assess and produce the individuals and societies’ decisions on production, processing, marketing, and consumption of food and fiber products
4. 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 SSC 4121: Biometrics and Research Methodology

 This is a module delivered to year 4 students in the BSc. Soil Sciences  Program at University of Rwanda College of Agriculture Animal Sciences and Veterinary Medicine.

Learning outcomes

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.

Aim

This module will help the students to:

The aim of this module is to provide knowledge and skills sufficient to allow students to understand the role of biometrics in science and in others field, and to develop skills in the basic methods in conducting various statistical analyzes on biological data related the main subjects of their studies. In this module we will focus on the elementary probability theory, probability distribution, test of hypothesis, correlation and regression analysis, analysis of variance, and design of experiments with applications using a chosen statistical software. it will also cover the Selection of a research topic.  Research proposal structure and writing. Dissertation structure and writing. Literature review. Data Presentation and Analysis Data and Interpretation.  Referencing a research document

Teaching team:

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

NGENDAHAYO Jean Pierre, +250785171914, pingenda9@gmail.com

Welcome message

Dear students, welcome to the module ofSSC 4123: Project Development, Monitoring and Evaluation

 This is a module delivered to year 4 students in the BSc. Soil Sciences  Program at University of Rwanda College of Agriculture Animal Sciences and Veterinary Medicine.

Introduction

 The module will help students to be able to:

- set up and implement agricultural and other development projects

- grasp principles of project management, monitoring and evaluation.

 Learning outcomes

Knowledge and Understanding

Students should understand the basics of project development and operation; show ability to formulate logical framework analysis to analysis to monitor and evaluate projects

Cognitive/Intellectual skills/Application of knowledge

Students should be able to manage projects, acquire methods to evaluate project effectiveness and impact.

Communication/ICT/Numeracy/Analytic Techniques/Practical Skills

Students should be able to gather, manage, process and communicate projects information and outputs.

General transferable skills

Students should be able to use work breakdown structure and software package to monitor projects.

Lecturer's contact:

Dan Nuwayo, 0785315755, nuwadan2000@yahoo.fr

Welcome message

Dear students, welcome to the module of SSC 4124: Research Project I

 This is a module delivered to year 4 students in the BSc. Soil Sciences  Program at University of Rwanda College of Agriculture Animal Sciences and Veterinary Medicine.

Learning outcomes

1. Knowledge and Understanding

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

A1. Demonstrate knowledge and understanding:  to identify and choose the area of study, to formulate the title, to reassemble pertaining literature material and methods and experimental materials to be used; essence of good writing; guidelines to grammar for science communication;

2. Cognitive/Intellectual skills/Application of Knowledge

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

B2. Students should be able to draft the research proposal ; Research tools and data sources; problem identification; formulation of hypothesis; collection of relevant literature from different sources; sampling of data; preparation of  benchmark questionnaire; survey and interview for data collection, data processing; tabulation; experimental designs; Data management and analysis; innovation, problem solving in agriculture, and operational research strategies

3. Communication/ICT/Numeracy/Analytical Techniques/Practical Skills / Information             Literacy

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

C1 Students should be able to able to present and defend the project before panellists (Supervising comity/Department/School), data analysis related softwares- Genstat, SPSS, Excel

4. General Transferable Skills

Students should become self-reliable and self-sufficient in developing research project; designing research; preparing a research proposal; completing the proposal; partnerships with farmers; skills in statistics,  generalisations, drawing inferences, conclusions

•           Personal, Intellectual, and Professional Autonomy

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

D1 design experiments, test hypothesis related to agricultural problems independently and make recommendations

•           Employability and career development

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

D2 Perform as a research assistant/ researcher, project leader, team leader in NGOs, Agriculture ministry, international research organization, make agricultural statistics reports

• Global citizenship

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

D3 Appreciate cross cultural awareness (values, languages, and customs), Work towards community improvement, Display sense of community to improve the world around them; Adjust to changing circumstances and deal with obstacle in unfamiliar situations;

Adapt to new environments; possess cultural immersion to identify with others, Exhibit compassion, and learn how to work with others effectively and efficiently.

• Lifelong learning

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

D4 Learn new skills and excel; willingness to learn; Problem solving and decision making skills - working with others to identify, define and solve problems, which includes making decisions about the best course of action. Be active users of media; evaluate information critically to promote individuality, to bring about development of new ideas.

• Collaboration, Teamwork and Leadership

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

D5. Work with others in groups and teams, both formal and informal.
Strategically think; Plan & deliver; Manage people, resources, time effectively

• Research, Creativity and Innovation, Scholarship and Enquiry

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

D6. Make better use of resources, research space / facilities; Design experiments and interpret results; Participate in interdisciplinary and multidisciplinary work across departments and colleges / institutions within or out of the country. Improve the welfare of human life through innovation. Take the initiative and display an entrepreneurial spirit. Celebrate accomplishments and achievements

• Ethical, Social and Professional Understanding

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

D7. Adopt an ethical attitude and attach importance to quality in work. Practice punctuality and time management. Analyse, summarise, resolve problems and make professional decisions. Prepare Abstract convincing inferences from observed data trends.Prepare readable research reports that adhere to convention (in the discipline of study)

 Financial Literacy

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

D8. Ability to differentiate income and expenses . Ability to establish personal, family and institutional financial goals; Ability to wisely choose resources to meet personal, family and institutional financial goals; Ability to utilize simple decision making tools and simple accounting processes to protect financial health. Accomplish basics of budgeting using user friendly tools. Understand interest and its impact on finances. Save to maintain healthy financial situation. Use financial resources wisely

Teaching team:

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

 Oreste Nsanzimana, 0788664238, nsanzi2001@yahoo.fr 

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

Welcome message

Dear students,

welcome to the module of SSC 3225: Rural Development. This This is a module taken in the second trimester of  year three of the BSc in soil sciences. This module has the following 3 components:

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. New Delhi: Darya Ganj, India

Chapdelaine,  C.F. (2006). Restorative Justice for the Girl Child in Post-conflict Rwanda Journal of International Women’s Studies Vol. 7

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 Uganda, The World bank, Washington: USA

Galen, K. (2002). Woman in science: The Snark syndrome. New York: Falmer Press.

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 Nigeria Editorial committee

Karve, I. (1965). Kinship organization in India. Bombay: Asia Publishing House.

Kayumba, C. (2010).  Threatening& Appropriate bodies in nation building: Paths to World’s First Female Parliamentary Majority in Post-Genocide Rwanda. Doctorate Dissertation, Gothenburg University.

Le- May, S. (1967). Women and Science: Social Impact and Interaction. California: ABC-Clio, Inc.

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:  University of Washington and IZA: Bonn

Lynn, S. L & Rebecca, S.B. (2002). The development course of Gender differentiation: Conceptualizing measuring and evaluating constructs and pathways. Blackwell Publishing:  New York:

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 Uganda: A critical analysis of the new vision, News paper

Mitscherlich, A. (1993).Society without Father :A contribution to Social Psychology. New York: HarperCollins Publishers, Inc.

Lecturers contacts

Dr. BAZIMENYERA Jean de Dieu, 0785375898

Dr. MUPENZI Christophe, 0788666156

Welcome message

Dear students, welcome to the module of SSC 4221: agricultural extension:

 This is a module delivered to year 4 students in the BSc. Soil Sciences  Program at University of Rwanda College of Agriculture Animal Sciences and Veterinary Medicine.

Aim of the module

The module of Agricultural Extension and policies aims to equip the students about the technology transfer skills and strategies; Rwandan agricultural policies laws; natural resources management law and policies; institutional framework for extension. Students will be taught principles, concepts, philosophy, methods of extension, communication skills needed for agricultural innovations, interpersonal communication skills, Agricultural  & Natural Resources Management Policies & Laws. Students are encouraged to attend lectures and field classes, if the situations permit. Course notes for lectures are made available through UR e-learning platform https://elearning.ur.ac.rw.  Students are encouraged to participate in class by asking questions or providing appropriate comments from their own experiences that will add to the learning experience of all students. Students are expected to complete assignments on due time. Lectures are presented with the assistance of reading materials. If time allows informal small groups will be used to discuss issues raised in class. The questions and comments from the students are highly encouraged.

Learning outcomes

This module will help the students to:

-Show ability to understand farmer behaviour towards changing agricultural technology.

-Student should also be able to critically analyse agricultural policies and understand how these support agricultural development.

- Identify challenges of agricultural development and know how to address them using participatory approaches.

- Execute extension work and to commit themselves to the community service

- Develop small scale projects and generate farmers interest in these projects using the participatory approach.

- Show capability in natural resources management.

- understand challenges and possible solutions for agricultural development

- understand concepts and theories of extension and existing agricultural policies

Activities

Online lectures

Assignments

Exercises

Resources

- André, C.E., Reveret, J.P. et Sène, A. (2003)., L’Évaluation des impacts sur l’environnement: Processus, acteurs et pratique, Presses internationals Polytechnique, Montréal. 

-Ellis, F. (1991). Agricultural Policies in Developing countries. Cambridge University Press

 - Hannigan, J. (2006)., Environmental Sociology, Routledge, London.

- Journals: "Loi Organique portant modalités de protéger, sauvegarder et promouvoir l’environnement au Rwanda"  in Journal Officiel  n° 04/2005 du 08/04/2005

- Leeuwis, C., (2004) COMMUNICATION heart FARMING INNOVATION, rethinking, Agricultural Extension. Blackwell publishing, NL,

-  MINAGRI, (2005), NATIONAL  POLICY AND LEADING PRINCIPLES OF THE NEW AGRICULTURAL EXTENSION SYSTEM, Kigali, Rwanda. 

- MINAGRI (2009). NATIONAL AGRICULTURAL EXTENSION STRATEGY, P.53, Kigali, Rwanda. 

-Monke, E. A. and Scott R. P. (1989). The Policy Analysis Matrix for Agricultural Development. Cornell University Press.

- Nettie, Aarnink and Koos, Kingma (1991). Female Farmers and Male Extension Workers. Coll. Women and autonomy Centre, Ed. Leiden University, p. 137, NL. 

-Norton, R. D. (2002). Agricultural Development Policy: Concepts and Experiences. FAO Agricultural Policy Support Service – Policy Assistance Division. TCAS Working Document No. 43.

- Van den Proclamation, A.W. & Hawkins, H.S. (1996), Agricultural Extension, 2nd ed., Blackwell, Ltd sciences, London, UK. 

 Teaching team:

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

Dr. Harelimana Anastase, 0788564493, anastaseharel@gmail.com 

Welcome message

Welcome to the module of SSC4222: Internship II

This module is delivered to year 4 students in the BSc. Soil Sciences Program at University of Rwanda College of Agriculture Animal Sciences and Veterinary Medicine.

Introduction

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.

Aims

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.

Activities

Students will carry out their activities at the industries under supervision of industry supervisor

academic supervisor will make regular visits to the students at the given industry

students will write daily report of their activities and make a final report at the end of internship 

Indicative Resources

1. Aniket Singh (2018). A complete book of internship in India, chenai: Notion Press, IDBN 978-1-64429-827-5
2. Siti Mahfuzah Sarif et al. (2014). Industrial training: Proposal and Report Writing Guidebook, SMMTC Industrial Training Committee. College of Arts and Sciences, University Utara, Malaysia.
3. Gerald Munyoro et al. (2016). An evaluation of the student Industrial attachment programme in Zimbabwe: A case study of Chinhoyi University of Technology, Impact: International Journal of research in Business Management (IMPACT:URBM), ISSN (P): 2347-4572; ISSN(E): 2321-886X Vol.4, Issue 8.

Module  Team:

 Prof Naramabuye FX, 0788874486

Dr Hamudu Rukangantambara, 0783021577

Dr Bazimenyera Jean de Dieu, 0785375898

Gatesi Julienne, 0788507160

Nsanzimana Oreste, 0788664238

Module Coordinator

Gatesi Julienne, 0788507160

welcome message

Dear students welcome to the module of  SSC4223 : Research project II 

This module is delivered to year 4 students in the BSc. Soil Sciences Program at University of Rwanda College of Agriculture Animal Sciences and Veterinary Medicine.

Aims

 The overall objective of the module is to train students in choosing the right research topic, writing and presenting the research proposal, performing data collection and analysis, and finally writing and presenting the study report (thesis). During this process, the student is expected to work with minimal assistance from the supervisor. 

Learning outcomes: 

After successful completion of this module students are expected to be able to:

•     Lay out scientifically sound field and laboratory agronomic and soil science experiments

•  record analyse and report experimental data

• Write a research proposal; 
• Design experiments and Test hypothesis;

• Set up and carry out laboratory experimentation;
• Apply statistical packages in data management and analysis;

• Write and present a scientific report. 

Activities:

• Research proposal writing: Assisted by their supervisors, student are expected to develop a well structured research proposal, with clear and logical arrangement of ideas addressing the aspects such as the background and context of the stud
• Data collection: This part of the research project concerns the student’s field and laboratory work.
• Data analysis, report writing & and defense of the final research work: After the data collection, students should be able to perform appropriate statistical tests using at least one of available statistical packages. Finally, they should write a report (thesis) which will be presented before a panel for evaluation.

Literature:

• Helen Aveyard  (2018) Doing a Literature Review in Health and Social Care: A practical guide, Fourth Edition, Open University Press, London, McGraw Hill Education. 
• Read textbooks, published papers and scientific materials on designing of research proposal, conduction of experiments and writing of final scientific report. These can also be accessed through the University of Rwanda Library website: https://library.ur.ac.rw/
• The Learning and teaching strategy, assessment strategy, and literature are provided under each learning unit and in the module outline.
• Language of Instruction: English

Module  Team:

 Prof Naramabuye FX

Dr Hamudu Rukangantambara

Dr Bazimenyera Jean de Dieu

Gatesi Julienne

Nsanzimana Oreste

Module coordinator

Nsanzimana Oreste, 0788664238

MODULE: SWE 6123 - Advances in Irrigation Engineering (15 units)

Facilitator: Dr. Durotimi John (Ass. Prof. Soil and Water Engineering, Nigerian Volunteer)

Course Purpose

To equip student with the knowledge of design, construction and management of irrigation engineering.

Intended Learning Outcomes

At the end of the course, students should be able to;

1. Demonstrate a comprehensive understanding of major principles of analysis of carrying out design, construction and management irrigation facilities.
2. Use the skills, techniques, practices and/or materials, for selection of site, type of irrigation and design principles, construction and management of irrigation facilities.
3. Analyze, evaluate and synthesize issues, which are at the forefront of knowledge about the design, construction and management of farm ponds.
4. Demonstrate skills of life-long learning in the design, construction and management of  irrigation farm and facilities.

Course Description

Introduction, type and design of small dams, ponds and reservoirs, water needs from ponds, site selection of ponds, drainage area protection, site surveys, design of excavated ponds, planning the pond, construction and protection of pond, Operation and maintenance of farm ponds.

Teaching methodologies

Lectures, case studies, Group discussions, field visits, laboratory assessment of irrigation water quality and class presentations.

Instructional materials/equipment

LCD projector, virtual meetings, whiteboard and markers

Course assessment

(i)     Continuous Assessment (Assignments, CATs): 50%

(ii)   End of semester Examination:                          50%

Pass mark for a module:                                           60% for Masters

Course textbooks

• R. Suresh, (2005): Soil and Water Conservation Engineering

• Schwab, G.O. ; R.K. Frevert; T.W. Edminster; and K.K. Barnes (1981). Soil and Water Conservation Engineering, 3rd edition. John Wiley & Sons, New York.
• A.M. Michael (1978). Principles and Practice of Irrigation Engineering
• Garg, S.K. 2005. Irrigation Engineering and hydraulic structures

Journals

• Journals published by American Society of Agricultural Engineers  (ASAE, Archives),
• Journal of Environmental Sciences, (JOES), University of Jos, Nigeria Vol. 12 - 15
• Rwanda Journal (RJ-UR, available on AOL-digital library)

Facilitators:

Professor Durotimi John

Dr. Deepak Das

Training Course for Coaching 

This course Training course for Coaching with aims to equip you with basic skills to use and facilitate you to navigate easily on the Moodle Platform for the University of Rwanda.

Welcome to this module of Teaching and Learning in Nursing Practice; offered at University of Rwanda, School of Nursing and Midwifery, Masters of Nursing program.

This module aims to equip ELM students with knowledge, attitudes and skills related to adult learning theories, philosophies, and trends in nursing education. Students will analyze how learning outcomes in nursing practice are influenced by the orientation, characteristics, and actions of those who teach and learn, as well as the resources and constraints within each context where the teaching and learning processes occur. The students will become more reflective of their own learning and practices to facilitate adult learners, manage classes, become role models in both educational and clinical settings. 

This module builds on skills and experiences obtained through prior experiences as registered nurses/midwives.

Technology Transfer and Commercialization of University Intellectual Property 

A joint project between Neu-Ulm University of Applied Sciences, Kenyatta University and University of Rwanda 

funded by the DAAD with financial means of the German Federal Ministry for Economic Cooperation and Development (BMZ)

Welcome message

Welcome to the abdominal and urogenital surgery in farm and companion animals. This module is taught in year 4 Veterinary Medicine of undergraduate program at University of Rwanda. 

The module is designed to provide to students the basic expertise on common surgical conditions of the abdominal and urogenital tracts and practical hands-on skills in surgical handling these underlying conditions in cattle, goat, sheep, pig, horse, dogs and cats.

Aim of the module

The aim of this module is to  provide the student knowledge and practical skills in ability to diagnose and stabilise abdominal and urogenital emergencies, and understanding of underlying abdominal and urogenital conditions requiring surgical intervention in livestock farm and companion animals in veterinary medicine.

Brief description of module

Therefore, the module is a pre-requisite to practicing abdominal and urogenital surgery in domestic animals. Full technical knowledge in all abdominal and urogenital surgeries relating to domestic animals requires further years of specialization and practices under the supervision of experienced veterinary surgeons following graduation.

Intended learning outcomes

Indicative contents

Summative assessment:

Facilitator contacts:

Dr. Gervais Ndazigaruye

Email:shemagervais@yahoo.com

Mobile phone:+250 786 180 200/ 788 468 430

Mastercard Foundation Scholars Program at the University of Rwanda in partnership with Kora Coaching and Business Academy (KCA) is organizing the Transformative leadership Training sessions to equip scholars with Leadership Skills, Life Skills, Career Coaching. Business Coaching and Mentoring skills to scholars to become ready for the world of works and have dignifying and fulfilling work.