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The teaching and learning biology have been dominated by the idea that biological manipulation of organisms and chemicals improves the skills and knowledge of learners. This module, of “Innovative Teaching Methods for Mathematics and Science” (CMCS1141), part of “Lab Experiments in Biology in O’Level” comprises five units, which were designed for enhancing innovative teaching and learning biology. This part aims to help learners open their minds and foster opportunities for interacting and copping with world materials, using tools, data collection techniques, models and theories of biology. Nowadays, teaching and learning was revolutionized from traditional to modern technology. The component of laboratories activities that can be carried out virtually by applying computer-based literacy was added in this module.

This advanced course introduces the learners to the principles and practice of software requirements. The learner will be mastering the various engineering aspects of software and software systems through case studies and problem solving sessions. The most important part of the course is to make the learner have a shop floor like experience in the academic environment. Efforts are there to create confidence in the learner to do independent requirements analysis.

 The main objective of this course is to impart the learners a sound knowledge on the management aspects of the software development process in general and software projects in particular. The course in mainly intended for the learner to gain all the knowledge required to manage the most challenging software projects. Though there is no practical component, the module is supplanted with adequate case studies from the relevant software industry. 

2. Learning Outcomes 

A. Knowledge and Understanding

At the end of the programme students should be able to demonstrate knowledge and understanding of 

1. Statistics and theories of management at advanced level. 

2. The principles of project management applied in the design and development of computer software. 

3.  The professional, legal and ethical responsibilities of a software project manager. 

4.  The social impact of software engineering activity. 

5. Business and management techniques relevant to software development. 

6. Quality and benchmarks in computer software and software development. 

B. Cognitive/ Intellectual Skills/ Application of Knowledge

At the end of the programme students should be able to:

 1. Select and apply appropriate mathematical methods for modelling software projects.

2.  Critically assess the work done by others. 

3.  Apply management knowledge to produce a commercial risk assessment. 

 C. Communication/ICT/Numeracy/Analytic Techniques/Practical Skills

At the end of the programme students should be able to:

 1.  Specify, plan, manage, conduct and report on software development projects. (C1)

2.   Prepare technical reports and deliver technical presentations on software projects. (C2)

3.   Analyse, evaluate and interpret data and apply them to the solution of practical software management problems. (C5)

4.   Use appropriate management software tools and packages appropriate to software development. (C8)

D. General transferable skills

At the end of the programme students should be able to:

 1.  Carry out independently a sustained investigation and research on software project management. (D3)

2.   Work effectively in a team both as a member or leader in a software project. (D4)

3.   Efficiently manage both time and resources as a project manager. (D5)

4.   Prepare project proposals and deliver project reports. (D6)

5.   Demonstrate general skills in solving problems on software management. (D7)

6.   Use competently all information technology tools and techniques (ICT). (D8)

3.       Indicative Content

• Initiation and Scope Definition
  • determination and negotiation of requirements
  • feasibility analysis
  • process for the review and revision of requirements
• Software Project Planning
  • process planning, determining deliverables, effort, schedule and cost estimation, resource allocation, risk management, quality management, and plan management
  • Estimating development effort and time
  • and Ticketing, version control/ integration systems, captive systems
• Software Project Enactment
  • implementation of plans, supplier contract management, implementation of measurement process, monitor process, control process, and reporting
• Review and Evaluation
  • determining customer satisfaction of requirements and reviewing and evaluating performance
• Closure
  • determining closure and closure activities
• Software Engineering Measurement
  • establishing and sustaining measurement commitment, planning the measurement process, performing the measurement process, and evaluating measurement

4.   Learning and Teaching Strategy

 A course handbook will be provided in advance and this will contain in depth information relating to the course content and give an opportunity to the students to prepare the course. The lecture materials will be posted on the web page that will also contain comprehensive web links for further relevant information. The module will be delivered through lectures, tutorial sessions and group discussions. In addition to the taught element, students will be expected to undertake a range of self-directed learning activities, which will comprise case studies. All supporting documents for the course will be made available on web, as printed copies and also as soft copies.

5.   Assessment Strategy 

Assessment is 100% based on individual assignments and group work.

As this is a Theoretical module:

The Final assessment shall include 60% of continuous and 40% of End of Module assessment.

For Example:

One quiz (10%), one assignment (5%), and one seminar for presentation (Research paper) (20%), one tutorial session (5%), and a short test (20%) followed by final assessment (40%) of End of Module Examination.

6.   Assessment criteria

For the assignment, criteria will be drawn up appropriate to the topic, based on the expected learning outcomes.

1.  Course aims 

This course is aimed at imparting the learners the advanced concepts of software design which forms the core of the software development activities. The traditional, as well as the most modern techniques and technologies of software design, are dealt with. This module has also a practical component that simulates the shop floor experience in the learning environment through case studies etc. The learner also will be able to gain confidence in doing independent or coordinated design.

2. Learning Outcomes

A. Knowledge and Understanding

At the end of the programme students should be able to demonstrate knowledge and understanding of: 

1. The advanced concepts, principles and theories of software development process.

2. Design and development of software and software systems for different/specific applications.

3. The details of standards of practice in software design development. 

4. The professional, legal and ethical responsibilities of a software design engineer. 

5.  The environmental and social impact of software design activity.

6. Quality and benchmarks in software design. 

B. Cognitive/ Intellectual Skills/ Application of Knowledge

At the end of the programme students should be able to:

1. Select and apply appropriate mathematical methods for software modelling and design. 

        2.   Use software design principles in the development of solutions to computing. 

        3. Apply software design knowledge and computing standards, software metrics and benchmarks to produce innovative designs software systems and components. (B3)

        4.  Critically assess software design work done by others. 

        5.  Analyse failures in computer systems due to design flaws devise ways to prevent them.

C. Communication/ICT/Numeracy/Analytic Techniques/Practical Skills

At the end of the programme students should be able to:

1. Specify, plan, manage, conduct and report on software design, development and research projects.

        2. Prepare design documents and deliver those presentations at an advanced level. 

        3. Observe and record skilfully and accurately all relevant design data. 

        4.  Analyse, evaluate and interpret data and apply them to the solution of practical software design problems. 

        5. Demonstrate an awareness of advanced and practical computing skills especially in the design of software systems. 

        6. Use computational tools and packages appropriate to software design and research. 

D. General transferable skills

At the end of the programme students should be able to:

       1. Have the capacity for independent learning. 

       2. Undertake lifelong learning with active involvement in research on software design and development. 

       3. Carry out independently a sustained investigation and research on software design.

       4. Work effectively in a team both as a member or leader of a software design team.

       5. Prepare effectively software design documents. 

       6. Demonstrate problem solving skills required for software design. 

3. Indicative Content

Theory:

• Software Design Fundamentals
  • general software concepts
  • the context of software design
  • the software design process
  • software design techniques (abstraction, coupling & cohesion, decomposition & modularization, encapsulation/information hiding, separation of concerns, sufficiency, completeness & primitiveness)
  • Key Issues in Software Design
    • Concurrency control and handling of events
    • distribution of components
    • error and exception handling and fault tolerance
    • interaction and presentation
    • data persistence
    • Software Structure and Architecture
      • architectural structures and viewpoints
      • architectural styles
      • design patterns
      • families of programs and frameworks
      • Software Design Quality Analysis and Evaluation
        • quality attributes, quality analysis, and evaluation techniques and measures
        • Software Design Notations
          • structural and behavioral descriptions
        • Software Design Strategies and Methods
          • general strategies, e.g.,
          • function-oriented design methods, e.g.,
          • object-oriented design methods, e.g.,
          • data-structure-centered design, e.g.,
          • component- based design, e.g.,
          • data modelling- abstracting data structure and user permissions from the real-world application

• Software performance Design: code and algorithm based performance
• Human-Software Interface Design: Designing good and poor Interface, Interface  

            Design Principles and Interface Evaluation, User Centered Interface Design and any

             other topic you might think is required.

Practical: related to different design fundaments with C++ or Java using OOPs concepts

 Mini Project: C# or .Net framework related to design including UML design

4. Learning and Teaching Strategy

A course handbook will be provided in advance and this will contain in depth information relating to the course content and give an opportunity to the students to prepare the course. The lecture materials will be posted on the web page that will also contain comprehensive web links for further relevant information. The module will be delivered through lectures, tutorial/practice sessions and group discussions. In addition to the taught element, students will be expected to undertake a range of self-directed learning activities, which will comprise case studies and mini research projects. All supporting documents for the course will be made available on web, as printed copies and also as soft copies.

5. Assessment Strategy 

100% based on individual assessment.

As this is a Theoretical and Practical module: The Final assessment shall include 60% of continuous and 40% of End of Module assessment.

The assessments shall be made 50% each for practical and theoretical aspects.

For Example:

one quiz (5%), one/two practical assignment (10%), one mini project for presentation (20%), one tutorial session (5%), short practical test (10%) and a short written test (10%) followed by final assessment (40%) of End of Module Examination divided equally into practical viva-voce and theoretical examination.

6. Assessment Criteria

For the assignment, criteria will be drawn up appropriate to the topic, based on the learning outcomes.

Module MSN6141seeks to lead students into historical experiences that have guided the development of Special Needs Education towards Inclusive education. At the completion of the module, students should be equipped with knowledge related to: The historical experiences of SNE development and trends towards Inclusive Education (IE);  Principles of Inclusive education and learning friendly school; The national & international movements of People With Disabilities (PWDs); Role of International Legislations, Conventions and National Policies; Alternative learning and teaching opportunities in situations where disabilities and other SEN challenge the process; Development of alternative services and resource provisions for people with Disabilities and other SEN in education and communities.

This course concerns educational barriers encountered all learners but it concenttrates a lot on the barriers faced by leaners with desabilities. It gives clarification on concepts, different kinds of barriers to learning and development, effects of barriers to learning and development on learners and the learning process, measures to overcome barriers to learning and development, the link between barriers to learning and development and Special Educational Need and tips that can be used to overcome these barriers. Finaly, it discusses barriers that can be found within the child and their effects on learning development.

This module aims to provide students with theoretical and practical knowledge in varying learner-centred approaches that apply to learners with different special educational needs. It will focus on specific approaches of teaching and supporting learners with varying Special Needs, and its Unit 2, will focus on the Universal Design for Learning (UDL) approaches. It will guide and facilitate students to conceive, design, produce and apply educational resources that are applicable to educational needs of varying learner’s needs and abilities in inclusive educational settings, including use of assistive technologies, augmentative and alternative communication devices and others, etc..

The aim of this module is to enable students to gain a clear understanding of Community Based Rehabilitation concepts. 

It describes how these services can support people with and without disabilities to have equal opportunities in Inclusive Education as well as inclusive society and development.

It specifically explores and promotes the use of locally available resources and it discusses the latent synergy between the community inputs and the education sector, that needs to be continuously tapped for the development of inclusion of learners with disabilities and special needs

The module examines management issues related special needs education. 

This module provides students with knowledge and competencies to analyze the various components that make an effective inclusive education program, and the systematic interrelatedness of such components. It also provides students with the ability to demonstrate ways of adjustments for relevant infrastructures and equipment in the learning and teaching environments for persons with special needs and disabilities. The module will also provide students with knowledge and skills to identify the various school plans and educational settings for effective implementation of a comprehensive inclusive education program, as well as the whole-school approaches

The use of probability models and statistical methods for analyzing data has become common practice in virtually all scientific disciplines. This Module aims to introduce to students the principles of probability and statistics; probability and random variables; discrete and continuous densities and distribution functions; expectation and variance; normal (Gaussian), binomial and Poisson distributions; statistical estimation and hypothesis testing; method of least squares, correlation and regression. The emphasis is on statistics and quality control methods for engineers.

The module introduces students to real numbers, Cartesian plane, and functions and their representations; it also introduces them to principles of problem solving 

Linear algebra is about linear combinations. Linear algebra is the study of lines and planes, vector spaces and mappings that are required for linear transforms.

This module introduces to you with the concepts of vector spaces, linear applications, matrices. It also introduces to with the concepts of bilinear and quadratic forms and multilinear forms  which play a big role in tensor algebra and calculus. It deals with the calculation of the determinant of matrices of higher order, determination of the eigenvalues and eigenvectors which are useful in the diagonalisation and triangulation of a matrix which are used in solving higher order linear equation systems

This is a compulsory module meant to expose students to theoretical constructs and models in translation and interpretation, and the evolution of these professions.

Ce cours vise le développement de la compétence d’écriture chez l’étudiant traducteur de niveau Maîtrise (B2, C1). Il a pris pour thème « Variations sur le style »,  une composante importante de la compétence linguistique d’un traducteur digne de ce nom qui, en plus de la restitution du contenu, se préoccupe tout autant du ton et d’autres connotations stylistiques connexes.

This module aims at enhancing the students’ capacities for written text reading, understanding and analysis (speeches, books, journals, articles, conference reports, etc). Through note-taking techniques, the module will also bolster the students’ competence and confidence in orally message perception, storage, retrieval and re-generation.

This module deals with lexical units, glossary/dictionary techniques and new terms creation and implementation

This module is done by students specializing in interpretation. It provides to learners with advanced skills in interpreting general discourse of average complexity in a variety of settings (consecutive interpretation, medical & public service interpreting, etc.).