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Sports Management introduces to the students all the management skills required in sports industry. It covers an understanding of all sports related concepts, leadership types, leadership skills, sports facilities and equipment, sports marketing and sponsorship. On the other hand, Dietetics for sports equips students with the knowledge of food and drink selection for maximum sports performance. It touches on parameters of fitness and how food and drink selection can enhance sports performance. It's a 10  unit module in which students will combine online learning with face to face sessions. 

This module is about the crop process technology.  In this module, students will get introduced to the principles of processing the agricultural products, different engineering practices of agricultural materials and the post-harvest technology of cereals, tea and coffee, horticultural products and milk for value addition. Characteristics of physical, mechanical, thermal, aero dynamic and rheological properties of agricultural materials, which will enable them to understand the principles and application of agricultural, horticultural and milk  processing, handling and storage of products. This module will cover such areas as: 1) Cereal and Legume Processing Technology 2) Tea, Coffee and horticultural crops processing and 3) Dairy Technology.

I hope it will be a good and enjoyable occasion to learn more about the above concepts.  

The course aims to provide the students with knowledge on Statutory and legal requirements in connection with water supply, sewage disposal and sanitary installation in buildings.  Principles of design including planning with isometric diagrams and sizing including consideration of construction materials for waste and foul water disposal in buildings, planning and sizing

The module Agricultural Extension is designed for Year 3 Rural Development Students. It is composed of three learning units:

1. Agricultural Extension
2. Land Use Management
3. Farming System Development

Brief description of aims 

Aim:

(i) This module will help students understand challenges and possible solutions for agricultural development, the dynamism associated with the way ‘extension’ is understood and students will explore the roles and professional attributes of practitioners.

(ii) The main objective of this course is to enable students, upon graduation, to master the broad understanding of the meaning, importance and rationale for systems thinking in terms of leading agricultural transformation for sustainable development.

Learning Outcomes 

Knowledge and Understanding

Having successfully completed the module, students should show ability to:

understand farmer behaviour towards changing agricultural technology

critically analyse farming systems and understand how these support agricultural development

 Cognitive/Intellectual skills/Application of Knowledge

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

identify challenges of agricultural development and know how to dress them using participatory approaches

Communication/ICT/Numeracy/Analytic Techniques/Practical Skills

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

Write a report

Present the results

Execute extension work and commit themselves to the community work

General transferable skills

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

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

Indicative Resources:

Adams M.E. 1987. Agricultural Extension in developing countries. Longman Scientific and Technical, England.

Boyle P.C. 1965, The Programme Planning Process with emphasis on Extension. NAECAS,  

Winsconsin.

Coombs P.H. and Ahmed M. 1974. Attacking rural poverty. How non formal education can help. The John Hopkins University Press, Baltimore.

Leagans J.P. 1963. The communication Process in rurl development. Cornell international agriculture development bulletin-1, Cornell university, Ithaca, New York.

Supe S.V. 1987. An introduction to extension education. Oxford and IBH publishing co. Pvt. Ltd, New Delhi.

Joyce, L.M., Okigbo, B.N. 1986. Understanding Africa’s Rural Households and Farming Systems. Westview Press, USA.

The present module "Development Policies and Legislation is taught to students of third year, Rural Development.

Description of aims and content

Aim:

This course examines policy and practice in agricultural development. It approaches development by looking at the factors that help or hinder social and economic development in the world, in particular in developing countries, the theoretical and practical response to facilitate development and overcome the constraints, and the outcomes of these responses.

Content:

The first part examines specific policies and practice that seek to overcome the barriers which keep some countries underdeveloped. The arrangement of the topics aims to provide you a step by step discussion which reflects the growing understanding of development. We first examine the traditional approach of reducing poverty and combating the consequences of inequality by aid and income redistribution. We then look at the more proactive approach of using economic policies to achieve economic growth. This will be followed by supporting policies such as migration and urban policies. The next lecture will study the relationship between social development and economic development. However, social development can face its own challenges, i.e. demographic changes and changing supporting culture at the household level.  Even if a country is experiencing economic and social development, the improvement may face bottlenecks imposed by institutions constraints. These constraints include unclear property right and the absence of the rule of law and democracy. Finally, we will look at the sustainability of development models in terms of environment and climate change.

Learning Outcomes 

On successful completion of this course, students will be able to:

• Learn about the key theoretical debates over the approaches to development and critically assess the relevant arguments.
• To explain the role of actors in the development community and the way different aspects of development connect to and interact with each other.
• To identify real life cases to carry out independent research and write an essay to offer structured criticism of the policies and practices concerned.
• Identify challenges of agricultural development and know how to dress them using participatory approaches
• Develop small scale projects and generate farmers interest in these projects using the participatory approach

Indicative Resources:

Adams M.E. 1987. Agricultural Extension in developing countries. Longman Scientific and Technical, England.

Boyle P.C. 1965, The Programme Planning Process with emphasis on Extension. NAECAS, Winsconsin.

Coombs P.H. and Ahmed M. 1974. Attacking rural poverty. How non formal education can help. The John Hopkins University Press, Baltimore.

Leagans J.P. 1963. The communication Process in rurl development. Cornell international agriculture development bulletin-1, Cornell university, Ithaca, New York.

Supe S.V. 1987. An introduction to extension education. Oxford and IBH publishing co. Pvt. Ltd, New Delhi.

Joyce, L.M., Okigbo, B.N. 1986. Understanding Africa’s Rural Households and Farming Systems. Westview Press, USA.

The module is composed of the following three components: (1) Agriculture and Food Policy, Off-farm Activity Development and Agribusiness Development and Strategies. The component of Development Policies and Legislation aims at empowering students with business skills to enhance their job prospects, help them develop entrepreneurial skills and talked about various toolkits used in creation of ventures.

The module will help students to be familiar with definition of basic terminologies, services, role of infrastructure in economic development, types of infrastructure, measurement of infrastructure capacity, bases for quantification of demand and supply of various types of infrastructure, Goals and objectives of services and infrastructure planning; Identification and quantification of the casual factors influencing the demand for infrastructure

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

• Know urban infrastructure and services needs and standards over the world in general and in developing countries in particular
• Demonstrate knowledge and understanding in the development and evaluation of spatial interventions that are effectively addressing priority problems in services and infrastructure planning and management in urban areas.
• Use appropriate techniques to analyze, critique, but also make a diagnosis and plan services and infrastructure using GIS and make evaluation of alternative scenarios.
• Collect field data relating to urban services and infrastructure and organize them in a proper way for information extraction.
• Use computer and software in services and infrastructure planning as well as in writing a report and use visual equipment.
• Write a well edited report and communicate orally the results to specialist and non specialist audiences
• Act autonomously in application of knowledge in services and infrastructure planning and management, showing the ability to do extended and self-programmed work, locating information to answer questions, working with little supervision or direction and by working in groups.

The course introduces cadastral (title) surveys. It contains Legal system, land registration and land administration as well as existing land ordinances

By the end of the module learners should be able to:

1.      Understand land tenure systems and provisions of related land ordinances in cadastral surveysKnow objectives of cadastral surveying

2.      Know the roles of related bodies in land administration

3.      Understand land registration process

4.      Understand the roles of cadastral surveyor

5.       Carry out cadastral surveys to support land registration

6.      Prepare deed plans

7.      Abide by legislative requirements in cadastral surveys.

There is growing need for social work administrators who both care and are competent through knowledge, abilities and skills in administration. Educators and practitioners recognize that caring is not enough; administrative skills must accompany caring, to provide effective services.

This course is designed to teach students how to solve problems strategically. In particular, it demonstrates how to solve problems using an 8-step, data- and analysis-driven approach to clearly articulating the problem and objective, conducting a root cause analysis, generating and selecting solutions, planning for implementation and evaluation, and finally, implementing and evaluating the solution. This process mirrors the Plan-Do-Study-Act quality cycle, a fundamental principle of health care quality improvement.

The module aims at equipping students with understanding of principles of Taxation for the purpose of understanding the following objectives:

• To identify what a tax is, is not, why taxes and who enforces it
• To enhance students' understanding of the role of tax in national development.
• To enhance students’ understanding of tax system in Rwanda.
• To develop students' ability to understand, calculate,  interpret, analyze and  critically evaluate all various taxes in Rwanda
•  To familiarize students with how taxes are calculated assessed, and how a declaration form is filled for all types of taxes paid in Rwanda.
• To make students understand general tax principles and Rwandan tax laws in particular.
• To develop students' understanding on RRA functions and responsibilities as regards tax policies, education and enforcement.

• To develop students’ understanding of various types of taxes levied to tax payers.

This module builds on the knowledge acquired in the course of EEE 3124
Analogue and Digital Electronics to provide the students with further understanding of
the working principles of electronic devices and circuits. It covers Logic Gates,
Combinational Circuits, Flip-flops, Registers and Counters, Semiconductor memories
and Fundamentals of sequential circuit modes

Module Code: __ TRE3265____________     School: Engineering________

Module Title: ___ Transportation Economics and Asset Management ____

Year: ____3_____      Trimester: ____3_____                           Credits: __10___   

First year of presentation:   ___2021-2022___     Administering School: __SoE___

5. Core module (Yes or No):   ___Yes__

6. Lecturer Plan (9 weeks)

 Welcome to the veterinary clinical pathology Module! The module aims at developing theoretical and practical understanding of veterinary clinical pathology and toxicology. You will be taken through theoretical and practical concepts of veterinary clinical pathology and toxicology. By the end of the course, students should have gained knowledge of how clinical pathology is applied to aid in making confirmatory diagnosis of various diseases of veterinary importance as well as how the subject can be applied in instituting therapy and monitoring of therapy response.

 This clinical placement I will integrate students in the assigned   district hospital and allow them to be able to communicate effectively to clients/parents,assess their health needs and performed nursing procedures.The students will gain knowledge and skills to deal with environmental and psychological factors which can influence the status of health of health and illness.The student will contribute to the health promotion,disease prevention,disease treatment and client rehabilitation.

Systematic is the branch of Biology that studies the diversity of life in an evolutionary context; encompasses taxonomy and is involved in reconstructing of phylogenetic history. (Phylon “tribe” genesis “origin”)

• The study of biological diversity
• It encompasses taxonomy (structured naming using binomial latine terminology)
• Classification of living organisms by evolutionary relationships

Interaction between organisms and their environment over geologic time has brought biological changes on at t extend of global proportions.

The modules deals with only animals and follows their evolutionary divergences to set up main taxonomic groups from very simple diploblastic to complex triploblatic coelomates in their whole diversity.

Welcome to this module on optimisation of HSCM systems. This is Module 12 of the Masters in Health Supply Chain Management.  The aim of this module is to equip you, as a manager in HSC, with the necessary competencies to improve the performance of HSCM through management which optimizes all aspects of HSC.

We hope you enjoy studying this module, and gain information and skills which you will be able to apply in your workplace and which will assist you to add value to pharmaceutical supply chain management.

I will be your lecturer for this module, and I look forward to engaging with you on issues related to the content.

Regards,

Training on Constructive Alignment of Teaching, Learning and Assessment.