Rapid urbanization and inadequate capability to cope with the housing needs of people in urban areas have contributed to the development of informal settlements. Living in these settlements often poses significant challenges to the health of the residents; inadequate sanitation, poor food storage facilities, inadequate waste management, poor quality of water, lack of access to clean energy for cooking and lighting. The challenges lead to exposure to indoor pollutions and a wider range of pathogens. Further, overcrowding can contribute to increased social problems. 

Rwanda’s urban population has been rapidly growing, with 18.4 % of the population now living in urban areas. The urban population almost doubled from 1.49 million to 3.46 million between 2002 and 2015. Kigali city is the largest urban agglomeration (1,132,686 people in 2012 as per the national census) and is home to a major share (about half) of Rwanda’s urban population. Rapid urban growth in Kigali has led to the development of unplanned settlements, characterized by inferior living conditions such as limited access to infrastructure, limited plot accessibility, and rudimentary housing construction-materials, etc. These challenges pose a long-term risk to the quality of life for city residents. 

It is against this backdrop that this studio introduces students to IDENTITY as an interpretation of cultural contexts, using an upgrading project aimed at ‘embracing informality’, which characterizes a significant proportion of Kigali’s housing and the housing culture of Kigali city. This is based on the fact that ‘the best way to predict the future is to design It’.

The Design object of this trimester will be a comprehensive housing upgrading project serving as example of embracing informality in Kigali. Through a participatory design approach, supported by lectures, readers, charrettes, guest lectures, field visits and community workshops, the students will be asked to develop a scheme that responds to community culture, across all scales of the existing urban landscape as well as the social behaviors of the community it is designed for.   The familiar but complex environment the students will explore will help them to value their own cultural context and an appreciation of its role in housing.

The students will move from challenges to solutions, through site investigation and survey, from the concepts of a neighbourhood, a cluster, a household, a house and a basic space for an individual, to the aggregation of basic spaces and the design of their connections, while exploring the use of local materials and integrating the architecture object in the urban landscape.

Architectural Theory III introduces the student to the modern theories on Architecture weaving a file rouge with the Architectural vision in Africa. Architectural Theory III is divided in two parts. In the first part of the course students are asked to come across architectural theories related to the fundamental relationship between city and architecture. In the second part the students explore the same relationship in the Tropical African context. All the lectures and course materials will be available on the internet site: www.cstmanlio.wordpress.com.

The course of structures II covers the following content:

In Ekistics(the science of human settlements), five elements are considered; Nature, Man, Society, Shells(Buildings) and Networks. (Doxiadis 1968)

Recent global debates and literature confirm that due to rapid growth of urbanization especially global south, human settlements have become ‘vulnerable’ and incapable of meeting the present and future demands; be it socially, economically or ecologically. 

The module introduces students to history, evolution and process of human settlements with a specific focus on nature and networks. Through defining related concepts, students get to know how to observe and interpreted existing scenarios globally, in Africa and eventually in Rwanda. 

Rwanda is one of the few African countries keen on promoting urbanization and domesticating the Sustainable Development Goals -SDGs and the new urban agenda NUA. This process is constantly challenged by the nature of a city highly characterized by rapid and informal urbanization as well as absence of urban public open space (Malonza 2018).

Therefore, this trimester, the module will focus on the subject of Housing and Sustainable Development in Rwanda in order to align with several ongoing interventions on the same. 

This course synthesizes the knowledge of materials, structures, building components and services into a complete package of building systems with that aim of completing a set of design development and/or construction document drawings that are part of and complement to the ARC 3321 Architectural Design IV studio project. The student produces a set of documentation, which approximates a real building project and are expected to understand all aspects of the constructability of their own design work.

1.0 Perspective
Process of human thought has been engaged with search, investigation, and cognition, as exterior and interior explorations in both environment and mind, in whole history of the world. So, this thoughtfulness character of the Man guides for inquiring the different aspects of phenomenon such as physical and nonphysical elements, aspects, and topics. According to studies of Foucault (Foucault, 1972), all historical knowledge of the Man has been included of both known and unknown aspects of our
environment, which, it could be researched, recognized, interpreted again time by time. Hence, architecture domain as the multiple scales of manmade built environment has been engaged with other areas of knowledge and science to explore, recognize, and identify people needs, materials specifications, and environmental productions. Therefore, in this area could address to some common knowledge such as static and dynamic mechanic, aesthetic, and physic. It can be remarkable, for instant, that some architects were engaged with science more than scientists were like Leonardo De Vinci were.
Indeed, architecture as physical, cultural, and environmental effectiveness profession changes both context and environment as architectural productions such as urban planning, urban design, and landscape architecture actions and interactions. However, it called as techniques or art all the times of history while those architectural tasks are interpretations of environment (Mugerauer, 1995; Gomez, 2003) to reinterpret, re-demonstrate, and redesign the universe. Therefore, this course has duty to introduce students with architectural working, in the urban environment, as a general context, to investigate in variety opinions, ideas, and imagines but in a real case study. Consequence, architectural research methodology combines wide area of knowledge, science, philosophy, logic, and approach that normally it selects by researchers to inquiry; however, for fresh researcher micro scale, obvious subject, and definable title has been recommended.

This module targets to highlight the effects of the application an effective graphical technics in the final-year thesis project presentation. This effect includes both communications with the audience, interaction with the jury, the readability of the presentation. In fact, the representation techniques include a wide range of tools such as graphical, materials, and organization. The organisation of the drawing boards refers to the structure and process of the architectural thesis achievement that you are going to tell through your journey story to the audience.

The material for the presentation of the drawing boards is depended to your style and preference to highlight specific aspect or the particular portion of the thesis in terms of the application of physical models, animation, or catalogue to communicate with the jury. The graphical tools include the graphical techniques of drawing, contrast, and colour in the presentation of the boards. The sufficient graphical presentation results in the effective communication between the drawing boards and the jury. This skill and ability facilitate the process of the dialogues among participants.

This module targets to develop the self-direct ability of the students to enhance the skills, techniques, and capacity for the architectural design process. This module synchronizes with the Conceptual Design and Resolution and the Project Representation as two complemental modules for the final year project.

The architectural design development process is the opportunity for the students to develop the conceptual design to the architectural design through technical drawing, detailing, and rendering.   

The theme of this module, Architecture's Contribution to Society, aims to prepare students to design within a specific social context and analyse the environmental and social conditions of the site, creating the most appropriate response to the problem. Through architectural drawings and models, quality of space is emphasized, and programmatic considerations related to the human condition are explored aiming to reach the design of a Tropical Kindergarten at Nyarugenge Campus – Kigali – Rwanda. In the prospect of promoting energy efficiency in building in East Africa is asked to take into consideration the Guidelines for Green Building Design established by the UNHABITAT. Students will be immersed in a studio environment virtually and will be instructed through individual critiques and group pin-ups/ presentations.

This course gives a detailed insight in erosion: global and local context, processes, important factors, models, measurements, control and land management to tackle erosion.
Furthermore methods for assessment and spatial analysis of erosion, soil and climate data using geographic information systems will be taught and the relation to design of agroforestry systems

This module aims at equipping students with skills and knowledge related to forestry and agroforestry inventory principles. Students will learn or rehearse how to handle various equipment used in forest mensuration. At the end of the module, students will be able to measure the different single tree and stand parameters such as height, diameter, bark thickness, form factor, the volume of logs and standing trees, biomass, etc. Students will further be able to estimate the volume and growth of single trees and forest stands at any given time to further estimate the tree and forest yield. Students will also learn to plan, conduct, and report a forest or agroforestry inventory using different forest sampling techniques and reporting schemes.

Dear Students,

The module leader takes this opportunity to welcome you to this module.  The team is here to support you in every step of your study during the course period.

On behalf of the team, I would like to introduce you to the module of Extension and Socio-economic impact assessment. The module has two Learning Units and taught by two qualified lecturers.

LECTURERS' NAME AND CONTACTS

1. Prof. Bizoza Alfred: 0788415218

2. Dr.  Ir. Habimana Sylvestre: 0788486031

LEARNING OUTCOMES

Hoping that you will enjoy this important module with us.

Thanking you.

Dr. Ir. Habimana Sylvestre

Lecturer in the Department of Crop Sciences

Introduction

This module outlines scientific bases for soil properties, soil fertility problems and indicators and soil fertility management. It enters in details of each nutrient and show how it can be available to crop nutrition. It describes the various factors and conditions allowing soil elements to change chemically. It allows a good understanding of how organic materials get decomposed and mineralized to provide nutrients in soil. The understanding of this module allows the understanding of other related modules including: Integrated Soil Fertility Management.

MODULES DESCRIPTION

1.   Module Code: _ ASM6121

2.   Module Title:  Applied Soil Science _

3.   Year:  1      Semester:      1                          Credits: 10__     

4.   First year of presentation:    2006               Administering School: SAFS   

5: Pre-requisite or co-requisite modules, excluded combinations: A BSc degree in subjects outlined in academic enrolment requirement section

6    Module coordinator: Professor Naramabuye Francois-Xavier

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

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

This Module gives an overview of soil chemical, physical, and biological properties on nutrient balances, dynamics and cycling in agro-ecosystems as well as the relation between all soil properties and climatic conditions. This Module provides students with knowledge and skills needed for the module of ‘Integrated soil fertility management’ (ISFM) with focus on nutrient use efficiency and crop residue management.9. Learning Outcomes.

9.1       Knowledge and Understanding

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

1.     tropical soil chemical, physical, and biological properties on nutrient balances in agro-ecoystems

2.     nutrient dynamics and cycling in agro-ecosystems

3.     Micro and macronutrients dynamics for use efficiency, crop residue management, interactions between water and nutrients, and socio-economic issues.

4.     Fertilizer manufacturing and connected environmental issues associated with fertilizer

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

6.     Describe soils in the field and understand the relationship between soils, climate, landscape and agroforestry systems

9.2 Cognitive/Intellectual skills/Application of Knowledge

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

7. Design and implement soil fertility assessment and management for a given project, through soil sampling, soil analysis, interpretation and fertilizer recommendation.
8. Apply theoretical knowledge on nutrient dynamics in a field survey

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

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

9.     Plan and execute soil laboratory analysis

10.  Write a professional scientific report in the area of soil science

11.  Prepare and execute a scientific presentation using appropriate ICT tools

9.4. General transferable skills

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

12.  Independently develop research and study questions for a given research projected connected to soil science. 

13.  Understanding of soil data collection and analysis

14.  Critically reflect on different possibilities and solutions on soil fertility problems

15.  Combine scientific knowledge with own field observations

10. Indicative Content

Advances in Soil Science Component: Soil fertility and biology: Introduction, definitions, factors affecting plant growth; Basic soil-plant relationships; Soils in Africa: General overview of soil fertility in Africa; Nutrient dynamics and cycling in agro ecosystems: Nitrogen dynamics, cycling and management; Phosphorus and Potassium dynamics, cycling and management; Sulfur dynamics, cycling and management; Na, Ca, Mg dynamics, cycling and management.

Nutrient dynamics and cycling in agro ecosystems Component: Micronutrients; Nature of soil acidity, soil acidity assessment, soil acidity correction; Case studies of soil fertility management in Rwanda.

11.  Learning and Teaching Strategy

Lectures, Practicals and Field studies                              

12. Assessment Strategy

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

13. 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) (inc ISBN)

1. Bationo A. 2004. Managing nutrient cycles to sustain soil fertility in sub-Saharan Africa. Academy Science Publishers (ASP), TSBF.
2. Gichuru et al. 2003. Soil fertility management in Africa: A regional Perspective. Academy Science Publishers (ASP), TSBF.
3. Okalebo et al. 2002 Laboratory methods of soil and plant analysis: a working manual. TSBF
4. Ahrens, C.D. 1994. Meteorology today. An introduction to weather, climate and the environment, 5^th ed., West Publishing, St. Paul, MN
5. 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. 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
2. 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
3. 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
4. Hellumus DT. 2003. Balanced nutrition. Blending orientation program for CHC commodities staff, Zambia, December 11-18, 2003, organized by IFDC.
5. Bationo A. Management of phosphorus fertilizers.

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

1. Hartemink, A.E., 2006. Assessing soil fertility decline in the tropics using soil chemical data. Advances in Agronomy, 89: 179-225. (Only pages 193-197)
2. 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.

3.     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

4.     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. 1. Knoblauch, Christoph and Naramabuye, Francois and Ndoli, Alain and Nieder, Rolf (2013) Das Verhalten von Phosphor in ausgewählten Böden eines Bergbaugebiets in Rwanda. In: Jahrestagung DBG , 7-12. September 2013, Universität Rostock.

5.     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

6. 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

7.     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

8. 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
9. 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
10. 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 Faculty of Agriculture        
• 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-Xavier Naramabuye

This module has 3 components:

Integrated watershed management 

Stakeholders in watershed management

Management option and decision making

 This course deals with three aspects of watershed management; first the introduction on watershed inventory and hydrology, secondly the use of these data in watershed hydrology modelling and thirdly the socio-economic aspects and stakeholder participation in watershed management.

This module aims at introducing students to the concepts of bilingual document and corpus (monolingual, bilingual, trilingual, multilingual, parallel, comparable and so on). Secondly, it is concerned with introducing students to the techniques for preparing bilingual documents and finally it intends to familiarize students with the main stylistic differences existing between French and English.

This module will introduce basic principles of ecosystems, ecosystem economics, and ecosystem services, valuation of ecosystem services, and different techniques and approaches to restore the degraded ecosystems.

The module aims at introducing students to the general background of demography and population studies and teaches them some basic demographic skills such as the calculation of rates and ratios, the construction of the population pyramid and the basic demographic equation. Students will understand the consequences of demographic levels and trends for the age and sex composition.

This module aims to introduce to the students the basic tools of statistical analysis for a good decision making in the face of uncertainty and is used in many disciplines, such as financial analysis, econometrics, auditing, production and operations, and marketing research. It provides knowledge and skills to interpret and use statistical techniques in a variety of business applications. Business Statistics is a science assisting you to make business decisions under uncertainties based on some numerical and measurable scales. 

This module:

-   provides an introduction to scientific programming using R language

-   Introduces students to the statistical packages SPSS, Stata, R.