This Module aims at:

Educating students to Practice Guidelines and the Challenge of Effective Practice; providing an opportunity to students to test the knowledge, values and skills acquired throughout their academic studies in order to integrate theory with practice. It also enables students to acquire, develop and test their skills in order to be effective change agents and offers them an opportunity to students to develop a critical perspective on social work theory, practice, and the social service delivery system by developing the students’ understanding of social work as an integrated process encompassing a range of approaches in meeting human needs.

1. Brief description of aims and content

The aim of this module is to study the spatial patterns of landforms, soils, and their processes and impact on the landscape. The module will examine the relationships between geomorphological processes and human activities.

2. Learning Outcomes

Knowledge and Understanding

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

1. Understand and explain components and system functioning of hydrosphere, , cryosphere and lithosphere and pedosphere of the earth.
2. Describe the Geomorphology of a given area

Cognitive/Intellectual skills/Application of Knowledge

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

3. Explain how the Earth works as the energy system with emphasis on the inputs of solar and internal Earth energy.
4. Collect basic data in the fields of Geomorphology

Communication/ICT/Numeracy/Analytic Techniques/Practical Skills

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

   5   Apply skills learned for map reading, soil analysis, and landforms analysis data collection of Geomorphic and pedological process and conditions.

6. Analyze patterns and processes of the landscape during accurately conducted fieldwork.

General transferable skills

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

1. Collect, analyze, independently or in a group data of a given region and present them in a well structured report 

3 Indicative Content

• The Earth and its place
• Rock formation, types of rocks, rock properties; weathering processes and soil development; mass movements and ground stability; fluvial, coastal and Aeolian Geomorphology; karstic landscape development, etc.
• The figure of the earth, its gravitational and magnetic fields, seismology and deep structure of the earth, heat flow, methods of Geophysical exploration. The Geophysical basis of plate tectonics and sea floor spreading
• Types of soil, soil properties (composition and characteristics of mineral, organic, moisture and gaseous components), soil structure (soil aggregates, their stability and instability; soil porosity and the migration and diffusion of moisture and gasses), soil fertility and infertility, human use and misuse of soils (problems of soil degradation, erosion, of compaction)
• Techniques of field observation, recordings and analysis through mapping and written reports
• Geological profiles and mapping
• Observation and recording of physical aspects (in local context) on the field.

4. Learning and Teaching Strategy

• Lectures on spatial patterns of forms and landforms and soils.
• Individual or group assignments 
• Self study 
• Supervised fieldwork

5. Assessment strategy

• Partial Individual exam
• Individual or group assignment
• Final written exam

SPL1262 is designed to be a first introduction to programming. In it, you will learn the basic building blocks of programming and how to use them to accomplish meaningful tasks. After taking this course, you'll be prepared to use programming in your own areas of interest.

Welcome to the Module "Introduction to Sociology".

The aims of the Module are:

• Gaining general knowledge of sociology as a scientific study of human society and social life
• Analysing how people influence and are influenced by other people and the social structures in which they live
• Exploring environmental, historical, cultural, and organisational relationships and life-patterns within the context of contemporary society.

Overall, the Module introduces students to the sociological investigation of human interaction and behaviour in society. In this perspective, they will be made aware of the variety of the fields of sociology, including Military Sociology, in shaping the social world. Selected elements of the latter such as the structure and practices of the military and its relations to other institutions will be particularly highlighted in the perspective of opening horizons for the future social and military scientists.

This module is designated for level one students at Gako Campus / Military and Social Sciences. It introduces them to the field of Sociology.

It will be taught by:
Charles Kalinganire (Team Leader): Tel/0785143617 Email: C.KALINGANIRE@ur.ac.rw

Emmanuel Murwanashyaka (Member): Tel/                 Email: e.murwanshayaka@ur.ac.rw

Welcome message

Dear students,

welcome to the module of SSC 3122: Land Survey and Management. This This is a module taken in the first trimester of  year three of the BSc in soil sciences. This module has the following 3 components: Land use planning and Management, Topography & Cartography  

Brief description of aims and content

Aim:  This module will help the students to acquire knowledge needed to land management 

Content: Land use planning and Management, Topography & Cartography  

 Learning Outcomes

Knowledge and Understanding

Students will understand principles of land use and its principles to classify

Students will be able to interactive effects of land degradation du to inappropriate land use

Communication/ICT/Numeracy/Analytic Techniques/Practical Skills

Students will be able to measure, record, analyse and interpret erosion factors, natural and anthropogenic, in order to assess resources depletion/degradation in order to plan proper land use and soil erosion control

General transferable skills

Students will be able to diagnose soil erosion processes, assess impacts, design and implement appropriate soil and water conservation measures. They will also be capable of  evaluating effectiveness of  soil conservation measures applied

Activities:

- Provision of reading materials and

- Assignments to the students in small group

Indicative resources     

1. BOUDEVILLES , J.,  " L’aménagement du territoire" in Encyclopédie Universalis, Paris, 1992, pp. 47-55
2. TRIBILLON, J-F., Villes africaines, Nouveau  manuel d’Aménagement  foncier, Ed. Adef, Paris, 1992.
3. Population Reference Bureau,  Fiche des données sur la population mondiale,  New-York, 2004.
4. Ministère de l’Environnement,  Différents rapports de séminaires sur  l’environnement
5. GAPUSI, J.,  Analyse et  identification des stratégies pour la protection de la  Biodiversité  dans la forêt de Nyungwe, étude de consultance inédite, Butare, 1999.
6. UNESCO., " Concepts de base de l’éducation environnementale"in Connexion, Bulletin relative à l’environnement UNESCO-PNUE, Vol. XV, n°2, Juin 1990.
7. MINECOFIN., Données du 3e RGPH, Synthèse des analyses des données sur l’ Habitat et son Environnement, Kigali, 2005
8. BRUNEL, S., L’Afrique, un continent en réserve du développement, éd. Bréal, Paris,  2004

2. MALDAGUE, M et MATUKA K., Actes du séminaire sur l’Environnement et                                                                        le Développement durable, Brazzaville, 1989.
3. GRATALOUP, A-M.G., Précis de Géographie, éd. Nathan, Paris, 1995.
4. PINCHEMEL, G., La face de la terre, 5e édition, A. Colin, Paris, 1997.
5. SERVEN, P et al.,  La Géographie du Rwanda, édition de Boeck, Bruxelles, 1974.

7. Dictionnaire le Petit ROBERT, Paris, 1993.

9. Ministère de l’Environnement, Agenda 21 National, Kigali, 1993

13. ANDRÉ, P., L’évaluation des impacts sur l’environnement, Processus, acteurs et pratique pour un développement durable, 2e édition, Presse International, Québec, 2003.

15. ELAME, E., Géographie du développement durable, Ed. Economica, Paris, 2002

17. BRUNEL, S., Le développement durable, Collection Que sais-je ? éd, PUF, Paris, 2005
18. VANSINA, J., Le Rwanda ancien, le royaume nyiginya, éd. Karthala, Paris, 2001   

 Lecturers contact

Dr. BAZIMENYERA Jean de Dieu, 0785375898

Nsanzumuhire Frodouald, 0784090305

Habimana Aloys, 0788468284

This module will help the students to acquire knowledge needed to land management, Land use planning and Management, Topography & Cartography  

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,

kindly read the notes  and try to use the reference books for better understanding.

This module is composed by two component: Irrigation Principles and Drainage Principles.

Brief description of aims and content

The aim of this module will be to help students acquire knowledge needed to design, implement, operate and manage irrigation and drainage systems for optimal agricultural production. It will involve irrigation principles and practices and also drainage principles and practices. Specifically, it will introduce students to crop responses to soil moisture, crop and irrigation water requirements, irrigation water resources and quality, soil factors affecting irrigation and drainage; irrigation and drainage planning, networks, methods, operation and assessment, and management and maintenance of irrigation and drainage systems. The course will comprise of lectures, seminars, tutorials, and field/ lab work.  

Learning Outcomes

At the end of the course, students will be expected to:

1. Understand physical principles and laws underlying irrigation and drainage in relation to land characteristics and plant response to critical soil moisture conditions.
2. Manage projects, acquire methods to evaluate project effectiveness and impact.
3. Measure, record, analyse and interpret crop needs and soil and soil moisture conditions in order to plan irrigation and/or drainage.
4. Diagnose, assess irrigation/drainage requirements, design, implement, operate and manage irrigation/drainage systems.

 3. Indicative content

 Irrigation Principles and Practices Component (5 Credits)

Introduction: importance, benefits and disadvantages; irrigation system: design process, data requirement, crop water requirement, irrigation intervals; irrigation methods: selection criteria, types- surface, subsurface, sprinkler, drips; evaluation of irrigation systems, management and maintenance of irrigation systems.

Drainage Principles and Practices (5 Credits)

Introduction: Importance, benefits in agriculture; sources of excess water; types of drainage systems: surface-land forming, field ditches; sub-surface systems- open drains, pipe drains, pattern of drain systems; design criteria for groundwater control, flow patterns in drains, Hooghoudt’s solution to drainage problem; management and maintenance of drainage systems.

4. Activities

     - Online lectures

     - Providing assignments

     - Directed exercises

     - Providing reading materials

5. Assessment strategy

     - Field and laboratory reports/seminars

     - Individual/Group assignments

     - Written assay

     - Attendance

6. Strategy for feedback and student support during module

       - Class correction of assessed work

       - Weekly sample questionnaire on selected subjects

       - Individual consultation on appointment 

7.References

Banami. A. and Ofen, A.(1984). Irrigation Engineering Technion Institute of Technology, 

  Haifa, Israel. Pp257

Castle, D.A., Cunnal I. and I.M.Tring (1984). Field Drainage: Principles and practices.

   Batsford Academic. 246P.

Farr, E. and W.C. Henderson (1986). Land and drainage. Longman. 251P.

Hagan, R.M and Ediminister, T.W, (1967). Irrigation of agricultural lands. American Society

  of Agronomy, Monogram no 11 (1987 ed).

Hansen, V.E, Israel, O.W and Stringham, G.E (1980). Irrigation principles and practice,

   John Willey, New York

Hofffman, G.J.,Howell T.A., and Solomon, K.H (1982 ed). Management of farm irrigation

   systems ASAE Monograph no.9

ILRI (1974). Drainage principles and Application. Publication 16, Vols.I-IV, International

  Institute for Land Reclamation and Improvement, Wageningen, The Netherlands.

Jensen, M.E (1980). Design and operation of farm irrigation systems. ASAE Monograph no. 3

   December.

Kay M.G. (1983). Sprinkler irrigation. Equipment and practice. Batsford, London.

Kay, M.G. (1985). Irrigation: Systems and practice. Cranfield press, UK

Keller, J. and Bliesner, RD (1990). Sprinkler and drip irrigation. Chapman and Hall, New

  York. PP 650

Sagardy, J.A., Bottrall, A. and Uittenbogaad, G.O. (1982). Organization, operation and

   maintenance of irrigation schemes. Irrigation and drainage paper no. 40., FAO, Rome, Italy.

Schwab, G.O., Frevert, R.K., Ediminster, T.W. and Barnes, K.K (1981). Soil and water

   conservation engineering. Willey, New York.

Smedema, L.K. and W. Rycroft (1988) Land Drainage, Planning and Design of Agricultural

   Systems Batsford Accademic. 376P Withers, B. and Vipond, S. (1974). Irrigation. Design and

    practice. Batsford Academic, London.

 8.Assessment

Continuous Assessments (Practicals, Assignments, and Tests): 50%

Main Examination: 50%  

Contact hours  : 14 hrs

Study load         : 26 hrs

Lecturer's contact

 NIYONKURU Rose

MSc in Soil and Water Engineering

Email: niyonkururose1@yahoo.fr

Phone number: +250788445520

                                                              Thank you and Good Luck!!

Dear student, 

Please read carefully the notes and try to understand it.

All the best and Good Luck.

Introduction

The module aims to provide basic knowledge on the tropical management and its dynamics (behavior) in agro-ecosystems and impacts on agricultural activity. It comprises three main components (Tropical Soils properties, Soil Survey and Mapping, Soil productivity and Management)

Welcome message

Dear students, welcome to the 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 

The aim of this module is to make students familiar with mathematical and statistical languages and applications in their real world challenges or problems. Under this course students should clearly write research report with well interpreted statistics and solve majors problems in the Social Sciences that require the application of the knowledge, logic and solution approaches relevant to functions, matrices and calculus.

This module will give students a clear understanding of the ideas and theories that informed the first century and contemporary modern sociological thinking. It will cover the major theories of classical and modern sociology, the individuals who created and promoted them, the historical context in which and from which they emerged, and the specific social phenomena they focused on. The module will examine the shortcomings of each theoretical perspective, while also addressing their applicability in the modern world.

This course will give students an understanding of the basic ideas and main concepts of the Sociology of Law. It will cover the major theories and their historical context, focus the discussion of specific social phenomena by highlighting a moments in world history or regions of the world where that topic is particularly relevant, and use this to discuss Rwanda’s current-day context.

Welcome to Soil Biology and Chemistry Module in Year Two soil Sciences department.

General introduction

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

Aims: To provide students with knowledge of soil biology and chemistry characteristics (properties)   in relation to its productivity and management. 

Content:  Soil biology and Chemistry

7.2. Learning Outcomes 

A. Knowledge and understanding (Cognitive learning)

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

1. Demonstrate knowledge and understanding of biological and chemical   properties of soils;
2. Acquire basic knowledge of soil characteristics, processes  of dtermination  soil biology and chemistry parameters

B. Cognitive skills/ Intellectual skills/Application of knowledge

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

1. Exhibit scientific skills on how soil biology and chemistry characteristis  interact to determine the soil technological properties and productivity;
2. Demonstrate competence on how to modify soil properties for improved productivity, conservation and reclamation.

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

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

1. Develop ability to measure, record, analyse and report on soil biological and chemical  properties and phenomena;
2. Communicate effectively with professional colleagues on soil properties and phenomena.

D. General transferable skills

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

1. Diagnose/ predict impact of soil biogical and chemical properties behaviour on land productivity and capability;
2. Advice farmers on impact of soil properties on land productivity and propose simple solutions for amelioration.

8. Indicative content

Component: Soil Biology

Soil environment: Soil formation, Soil-forming factors: Parent material, Climate, Topography, Time, Human influences, soil properties: Soil texture and structure, Soil organic matter, Soil water and Soil pH, Conclusions

The diversity of life in soil:  the soil biota (Fauna, flora, the primary consumers, Secondary and higher-level consumers), Patterns of soil biodiversity:  Global patterns of soil biodiversity, Landscape patterns of soil biodiversity, Local patterns of soil biodiversity) and Temporal patterns of soil biodiversity, etc C

Soil Organic matter: Definition of some terms .Some physical properties of organic layers Components of soil organic matter; humic substances and their principal functional groups; chelates and siderophores. Nonhumic Substances (NHS) versus Humic Substances. Some chemical properties of soil organic matter; CEC; C and N conc., nutrient ratios; significance of C/N ratio. Organic horizons in soils. Forest humus forms: morphology, development, classification, and significance.  Method for estimating soil organic matter in soil:  Dry combustion (Ignition) and wet combustion ( Walkey & Black, and its modification), Importance in soils, beneficial and detrimental effects. Effect of management practices on organic matte. concepts and interactions of Soil organism: Introduction, Mechanisms That Drive Community Structure : Physiological Limits, Intra- Inter-specific Competition, Direct-Indirect- Effects of Exploitation, Dispersal in Space and Time , Predicting Population Growth, Mutualisms. .Interactions of soil microbes with plant roots: rhizosphere; N-fixing root nodule symbioses; The role of mycorrhizal fungi in plant nutrient supply. Influence of animal–microbial interactions on nutrient availability. Microbial physiology in the soil environment: physico-chemical environment, nutrition, energy and metabolism, growth and reproduction. Biochemical transformations of N, S, and P in soils:  Soil microorganism, Microbial control of soil nutrient availability, Nitrogen mineralization, Nitrogen fixation,  Microbial phosphorus mineralization, etc. Physiological and Biochemical Methods for Studying Soil Biota and Their Function: Scale of Investigations and soil Sampling. Microbial Biomass: Chloroform Fumigation Incubation and Extraction Methods, etc. Microbial ecology   ( or impact of microbial on environment):  Biodegradation and bioremediation ,etc. Composting system

Component: Soil Chemistry

Overview on geology, mineralogy & pedology aspects: Earth structure & composition. Materials of the earth crust: major minerals, major rock. Rock weathering and soil formation: mechanical disintegration, chemical weathering (hydration, hydrolysis, oxidation, carbonation, dissolution, etc.) & results of weathering process. Factors that affect rock weathering and soil formation process: parent material, climate, organisms, topography, time.  Rapid outline on soil profile and major horizons. Rapid outline on soil classification

Mineral soil colloids: proprieties and types : Introduction, Proprieties of mineral colloids, and Types of soil colloids

Structure of silicate clays : Silicon tetrahedral and Aluminium/Magnesium octahedral sheets , Isomorphous substitution and Source of charges in silicate clays

 Mineralogical organization of silicate clays : Main mineralogical groups of crystalline clays - 1:1 type (e.g. Kaolinite, halloysite, etc.) and 2:1 type (e.g. smectites, vermiculites, micas, chlorites, etc.).

Structural characteristics of nonsilicate colloids : Structure of Iron and Aluminiu Oxides and Humus structure

 Sources of charges on soil colloid : Constant charges on silicate clays, Chemical composition and charges and pH-dependent charges

Cation and anion exchange reactions : Adsorption and exchange of cations, Adsorption and exchange of anions and Cation activity in clay minerals

Overview on soil organic matter : Process of SOM decomposition, Humic fraction in soils, Nonhumic organic substances, SOM and soil fertility and Organic and organo-mineral complexes

Oxide-reduction reactions in soils: Oxidation and reduction of soil materials and Oxidation and reduction in pedogenetic process

 Acidity in soil materials: The process of soil acidification, Role of aluminum in soil acidity, Buffering and determination of soil pH and Neutralization of soil acidity: use of lime, soil organic matter, lime requirements, calcareous soils. Outline on aluminum chemistry

Salinity and alkalinity of soils: Source minerals salts, Reclamation and management of saline soils

Outline on metallic trace elements in soils: Source MTE/micronutrients, Equilibrium in TE and Behavior of major TE in soils

9. Learning and Teaching Strategy

     - Lectures

     - laboratory work

     - Seminars

     - Assignments

     - Directed exercises

     - Field visit

10. Assessment strategy

     - Field and laboratory reports/seminars

     - Individual/Group assignments

     - Written assay

     - Attendance

11. Assessment pattern

12. Strategy for feedback and student support during module

       - Class correction of assessed work

       - Weekly sample questionnaire on selected subjects

       - Individual consultation on appointment 

13. Indicative resources

Core text (include number in library or URL) (ISBN)

Summarized and non-summarized hand out will be distributed to the students at the beginning and during the module

Background texts (include number in library or URL) (ISBN)

1. Jury W.A., Gardner and Gardner (1991). Soil Physics. John Wiley.
2. Marshall, T.J., J.W. Holmes, C.W. Rose (1996). Soil Physics; 3rd ed;
3.  Hillel, Daniel (2004). Introduction to Environmental Soil Physics. Dewey publisher.
4. Chardra S Natiyal and P, Dion. ( 2007). Springer. 1030., Avenue Laval, CANADA
5. Dipik,S. And Abhijit, H Haldar (2005). ICAR. West Bengal, India.

Journals

Key websites and on-line resources

Teaching/Technical assistance

 -Tutorial assistants (4); laboratory technicians (3)

  Laboratory space and equipment

-          3m²/one student;

-          Laboratory available was designed for 50 students only

-          Equipment to be renew and completed, particularly for soil water studies.

  Computer requirements

   - 1/5 students

14. Teaching team

Dr. Hamudu RUKANGANTAMBARA, Senior Lecturer

Dr. Nyagatare Guillaume

Dr. Turamyenyirijuru Adrien 

UNIT APPROVAL

Deans and Heads of all Departments contributing to the programme to confirm agreement.

Seen and agreed

Welcome note

Dear students welcome to the module of SSC221: Soil fertility, fertilizer use and plant nutrition

Aims:

The module aim is  to provide an understanding of various factors affecting plant mineral nutrition and principles of soil fertility management and improvement of land productivity using fertilizers and melioration of soil properties

Content:  Plant nutrition; Fertilizers and fertilizers use and environment management

 Learning Outcomes

Knowledge and Understanding

The student shall understand the mechanisms of plant nutrition, effects of  fertilizers on soil properties and plants 

Cognitive/Intellectual skills/Application of knowledge

The student shall be able to record on a computer tabular reports laboratory practicals and field work

Communication/ICT/Numeracy/Analytic Techniques/Practical Skills

the student shall be able to record on a computer tabular reports laboratory practical and field work.

General transferable skills

The student shall be capable to analyze and diagnose the soil fertility status and propose or apply and/or communicate while stressing the positive and negative impacts of amendment.

Activities

       - Online lectures

       - providing assignments

       - providing reading materials 

  Indicative resources

Murty, V.V.N. and Jha, M.K. (2011).Land and Water Management Engineering. Sixth Edition, Kalyani Publishers, Ludhiana.

Sharda, V.N., Juyal, G.P., Prakash, C. and Joshi, B.P. (2007).  Soil And Water Conservation Engineering (Training Manual-volume II), CSWCRTI, Dehradun, India.

Simons, D. B., & Şentürk, F. (1992). Sediment transport technology: water and sediment dynamics. Water Resources Publication.

Suresh, R. (2009). Soil and Water Conservation Engineering, Standard Publishers Distributors, 951 p.

Lecturers’ information

Dr. Hamoud RUKANGANTAMBARA, 0783021577

NSANZIMANA Oreste, 0788664238

Welcome message

Dear students welcome to the module of  SSC2222: Agricultural Engineering

Module aim

The module aim to produce competent graduates that are able to integrate agricultural engineering components in farming systems, understand farmers’ circumstances and provide technical solutions compatible to the available resources. The module will provide an understanding of Farm machinery and Power, Rural Construction and Soil and Water Conservation.

The module comprised with three Learning Unit:

Unit 1: Farm Machinery and Power

Unit 2: Rural Construction

Unit 3: Soil and Water Conservations.

 Learning Outcomes:

Upon completion of this module students will be able to:

• Demonstrate Skills and Knowledge in Farm Mechanization and Tillage Implement
• Understanding of Sowing and Planting equipment
• Apply power principles  in Farm activities
• Understanding of rural building, Planning of farm structures
• Understanding of Construction materials and Elements of Construction
• Understand important soil properties that influences soil loss and management strategies.
• Gain knowledge of the indicators of water quality and conservation strategies 
• Gain knowledge of the methodology of assessing soil   and water quality 
• understand  importance of wastes management for soil and water conservation

Activities

• Lectures will be delivered online with discussions aimed at stimulating students to read themselves and encourage them to participate in the teaching and learning process.
• Students working as a team to solve complicated, ill-structured problems rooted in Farm machinery and Power, Rural Construction and Soil and Water conservation
• Brainstorming (Oral presentation by lectures, Preparation of good teaching material, organizing enough continuous assessment tests, Group discussions, Presentations in class, Field visits and Assignments on current research conducted in field of agricultural engineering).
• The lecturer will help, lead and guide discussions and summarize students’ ideas and evaluate them. The pass mark will be 50%
• The lecturer should emphasize on key concepts in order to be able to cover all the learning outcomes.

Assessment Strategy

• Students’ skills and competence levels will be evaluated though summative and formative assessment.
• Assessment will emphases on advancement of skills and competence rather than simply achieving a minimum standard and  will provides the flexibility for equitable students with different initial skills and competency, which proves particularly relevant to students who may have considerable professional experience and advanced skills and competence in some areas.
• By tracking progress, students will develop an individual portfolio of achievements that can be continued throughout their study programmes and professional lives.

• resources

  Mal, B.C. (1995). Introduction to Soil and Water Conservation Engineering, Kalyani Publishers, New Delhi.

  Murty, V.V.N. and Jha, Madan K. (2011). Land and Water Management Engineering, Kalyani Publishers, India.

  Sharda, V.N., Juyal, G.P., Prakash, C. and Joshi, B.P. (2007).  Soil And Water Conservation Engineering (Training Manual-volume II), CSWCRTI, Dehradun, India.

  Subramanya, K. (2010). Engineering Hydrology, 3^rd ed. Tata McGraw-Hill, New Delhi, India.

Modules Facilitators

1. NSANZIMANA Oreste, 0788664238
2. Mr. Gasana Gasabato Quenan, +250783883303, email: ggq2211@gmail.com

Welcome message

Dear students welcome to the module of SSC2223: Rural water supply

Aims:

The module aims to provide basic knowledge on the cycle and storage of water and its dynamics (behaviour) in agro-ecosystems and impacts on agricultural activity.

Content:  Hydrology; Hydraulics and Hydraulics Structure and Water treatment and supply

  Learning Outcomes

Knowledge and Understanding

The student shall understand the mechanisms, factors and law governing the water cycle in ecosystems and formation of ground water reserve and impacts on land use, productivity and conservation. The student shall also grasp principles of water flow in natural or man-made channels and its behaviour in storage structures. 

Cognitive/Intellectual skills/Application of knowledge

The student shall be able to understand reasons for water over-abundance (ex. flood) or shortage in agro-ecosystems (ex. drought) and how to balance or imbalance hydrological terms in order to minimise negative impact on agricultural production.

Communication/ICT/Numeracy/Analytic Techniques/Practical Skills

The student shall be able to measure, record, analyse and interpret and report data pertaining to hydrologic cycle and water flow on the land and draw a clear picture of possible impacts.

General transferable skills

,The student should show ability to diagnose/predict critical water resource critical conditions and capacity to propose simple  solutions/steps for alleviation.  

Assessment strategy

Assessment strategy will include:

- Continuous assessment (CAT) and related activities [assignments, field visit reports, case studies, working with communities etc.,]  (50% of total assessment weight)

- Final exam which will be conducted at the end of the module (50% of total assessment weight).

Indicative resources

Davidson, (2001), Introduction to Engieneering and Environment, McGraw-Hill Companies, Inc, ISBN: 7-302-05136-4/X.37.

Enger, E. D., Smith B.F., Bockarie A.T., (2006), environmental science a study of interrelationships, tenth edition, McGraw-Hill Companies, ESBN: 978-7-302-14185-3.

John E. Moore, (2002), Field hydrogeology I: a guide for site investigations and report preparation, LEWIS PUBLISHERS, A CRC Press Company, ISBN 1-56670-587-8

Pathak Dhundi Raj, Akira Hiratsuka,  Isao Awata, Luonan Chen, (2008), Groundwater vulnerability assessment in shallow aquifer of Kathmandu Valley using GIS-based DRASTIC model, Env Geo, DOI 10.1007/s00254-008-1432-8

Piscopo, G. (2001), Groundwater vulnerability map, explanatory notes, Castlereagh Catchment, NSW.Department of Land andWater Conservation, Australia,http://www.dlwc.nsw.gov.au/care/water/groundwater/reports/pdfs. 

Activities:

- Online lectures

- Provision of reading materials and

- Provision of assignments to the students 

Modules Facilitators:

It is facilitated by:

Dr. BAZIMENYERA Jean de Dieu,

Email: bazidieu@gmail.com,

Tel:0785375898

KAYIJUKA Claude

Email: ckayijuka@yahoo.fr

Tel: 0788456096

MUGWANEZA Francois

Email: fmugwaneza2012@gmail.com 

Tel: 0788519447