UR - Elearning Platform

The aim of this module is to provide the knowledge of fundamental concepts of Software Architecture and Design that teaches the principles and concepts involved in the analysis and design of large software systems. 

Software design refer to either all the activities that are involved in conceptualizing, framing, implementing, commissioning and ultimately modifying complex systems or the activities following requirements specification and before programming, as a stylized software engineering process.

Learning Outcomes

A.    Knowledge and Understanding

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

1. Knowledge and understanding with special reference to adverse architectural and design effects, 
2. Knowledge of principles, techniques and applications using complex systems. 
3. Classifying requirements to functional and no  functional categories.
4. Expressing a software design using an appropriate graphical notation. 
5. Comparisons and contrast analysis and design patterns based on their relative merits. 
6. Demonstrating an understanding of Design by Contract and formal verification. 
7. Have an in-depth knowledge of the role and use of CASE tools in the design process.

Software Architecture and design is becoming the mainstream of software design systems for software development. Architecture embodies information about components and their interaction, but omits information about components that does not pertain to their interaction. Thus, an architecture is foremost an abstraction of a system that suppresses details of components that do not affect the use, the relations and interactions of components. Private details of components, details that have to do solely with internal implementation and are not externally visible, are not architectural. In short, architecture determines how components interact, not how they are implemented.

This course is intended as an introduction to computational grids, why we need them, who will use them, the basic services that must be provided by the grid infrastructure.,

The course would compliment Cluster Computing and also Parallel and Distributed Programming and represent the third course in a sequence suitable for research in a cluster and meta-cluster design, administration and programming.

Keywords:

Distributed Computing, Client-Server Computing.

This course addresses all areas of pervasive and ubiquitous computing with the objective to discuss and explore latest technical developments in this emerging field as well as to identify potential future directions and issues. Some topics to be covered include: Visions and challenges in ubiquitous computing, Ubicomp applications. Interaction techniques Programmable/autonomous physical environments and Privacy and social concerns

Dear Students,

welcome to this course, below is the content:

1. Introduction to real time systems

• Types of real time systems
• Embedded System introduction
• Priorities, Deadlines, context switch mechanisms
• Task assignment and scheduling theory
• Fixed priority scheduling
• Rate Monotonic scheduling
• EDF (Earliest deadline first)
• Fault Tolerant Real Time System,
• Clock Synchronization
•  Issues in Real Time Software Design

2. Introduction to real time Operating Systems
3. Different real time concepts
4. Multiprocessor Scheduling
5. Real time design

The goal of this unit is to introduce to the students concepts which will achieve the following objectives: 

-          Provide the students necessary conceptual background for undertaking advanced studies in software engineering, through courses or on their own.

-          Define what is meant by software engineering and describe the differences between computer science and software engineering.

-          Identify the characteristics of “good software”.

-          To introduce ethical and professional issues that are useful to software engineers

-          Define what is meant by the term “process” and how it applies to software development.

-          Describe several different models of the software development process and understand their drawbacks and when they are applicable.

-          To know what software engineering is and its importance as well as having answers to key questions related to software engineering

-          To introduce architectural design and to discuss its importance

-          To explain the architectural design decisions.

-          Differentiate between the system life cycle and a system development methodology

-          To introduce the concepts of software requirements (user, system and specification requirements)

-          To explain how software requirements may be organised in   a requirements document

-          To understand the concepts of software design 

-          Introduce the notations of the Unified Modeling Language (UML)

-          To discuss coding and unit testing

-          To understand testing techniques that are geared to discover program faults

-          To understand specific approaches to object-oriented testing

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

The study of Organizational behavior (often abbreviated OB) is a field of study that investigates the impact that individuals, groups, and structure have on behavior within organizations, for the purpose of applying such knowledge toward improving an organization’s effectiveness.

OB is the study of what people do in an organization and how their behavior affects the organization’s performance.

This course is made of three sections:

1. The study of Organizational Behavior : Definition and Meaning, Why Study OB

2. Organizational Behavior Process :

3. Organization : Individual and Interpersonal Behavior in Global Perspective.

Brief Description of the Module

Public Relations (PR) Practice module aims at equipping you with the ability to design and implement PR and media plans, projects and campaigns: this is a purely practical module on all aspects of public relations practice – PR writing, new media in PR, case studies in PR, organisation of PR events, etc. The main focus will be to put theory into practice by exposing students to the real world of PR work. You will be expected to demonstrate ability to critically assess situations requiring PR interventions and develop practical PR solutions as well as PR materials. 

This module addresses the communication, leadership, and advocacy role of the specialized practice nurse. As this is a new role in the Rwandan health care system the ability to effectively convey the scope and influence of this role is a critical component to its success. Accountability for one’s own actions, supervision, mentorship, professional communication to team, stakeholders, and patients, health care system management functions, ethical dilemmas, and adherence to the policy will each be addressed.

This module will equip students with knowledge and skills to develop a therapeutic relationship with clients with mental health problems and the use of self as the therapeutic tool in their nursing roles. Effective communication techniques and skills will be discussed, as well as the non-therapeutic communication that can hinder delivery of care. The concept of stress and burnout among mental health nurses and its management will be explored. The module will also equip students with skills to utilize a group as a therapeutic resource in mental health care.

The module aims at providing students with a deep insight into the role of information and communication in development and how the different development theories have influenced the development communication strategies used in Third world countries, particularly highlighting the role of community radio. Students are introduced to the concepts of sustainable equitable development, environment management, Land’s carrying capacity, information dualism and poverty, impact of climate change, gender aspects of development, etc.

This module of Community Health Nursing equips learners with knowledge of nursing in the community, covering the clients’ home, schools, and health centers and other health and social work agencies. It introduces the learners to the concepts used in community health nursing, the legal and theoretical frameworks guiding community health nursing practice, and the functioning of the health-care system in the country. Concepts of primary health care (PHC) and family-centered care as an approach to health-care delivery and the nursing process are applied. The module prepares the learner for school health nursing, disaster management, home-based care, forensic health, and health in the workplace and correctional services. Emphasis is placed on primary health care, health promotion and disease prevention.

This module / Course intends to deepen the general understanding of Company Law but as well, tries to compare and contrast different systems/jurisdictions on how they deal with important issues of company law. Major legal systems around the World, drawn both from Common Law but also Civil law (Roman Germanic) systems shall be studied.

This is the Competency-Based Educator Module Shell for Group 1.

This is the Competency-Based Educator Program, a partnership with URCE and OISE. 

1. Course description  

The aim of this course is to appraise the learners of the latest automation tools available for the analysis and design of software. The practical skills in using some of the available CASE tools will also form part of the instruction. Another objective is to equip the learners with the necessary skills to apply the CASE techniques and use the relevant CASE tools in practical software development projects.

2.   Learning Outcomes

A. Knowledge and Understanding

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

1.         Design and development of software and software systems using case tools at a specialist level. 

2.         The principles of design and automated development of computer software.

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

B. Cognitive/ Intellectual Skills/ Application of Knowledge

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

1.        Select and apply appropriate CASE methods for modelling and analysing software. 

2.         Use scientific and engineering principles in the development of solutions to problems in computing and computer software. 

3.         Apply CASE knowledge, computing standards, software metrics and bench marks to produce innovative designs of software, software systems and components. 

4.         Critically assess software analysis and design work done by others. 

5.         Analyse failures in computer systems using CASE tools. 

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 and research projects. 

2.   Prepare automated technical reports and deliver technical presentations at an advanced level. 

6.   Plan the installation and maintenance of computer software, software systems and components using CASE tools. 

7.   Demonstrate an awareness of advanced and practical computing skills especially in analysis and design of computing systems. 

8.   Use CASE tools and packages appropriate to software analysis, design, development and research. 

D. General transferable skills

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

1.  Carry out independently a sustained investigation and research with /on CASE. 

2. Work effectively both as a member or leader of a software development team. 

3. Efficiently manage both time and resources by using CASE tools. 

4. Create analysis and design documents efficiently. 

5. Demonstrate general solving skills with CASE tools. 

3.     Indicative Content 

1.      computer-aided design (CAD)

2.      computer-aided analysis (CAA)

3.      computer-integrated manufacturing (CIM)

4.      computer-aided manufacturing (CAM) 

5.      material requirements planning (MRP)

6.      computer-aided planning (CAP)

 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 

The assessment is100% 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 expected learning outcome.

BRIEF DESCRIPTION OF THE AIMS AND CONTENT This module introduces students toa range of Software application used in Finance such asExcel functions. Throughout this module, students will be equipped with adequate skills to build financial formulas; investment formulas; working with bonds; building discount formulas and understanding their applicability and role through practical exercises and case studies about financial sector in Rwanda/ around the world.

IN THIS MODULE IS AIMED TO INTRODUCE STUDENTS TO BASIC BUILDING BLOCKS OF THE COMPUTER SYSTEM AND PRACTICAL KNOWLEDGE ABOUT COMPUTER MAINTENANCE; TO PROGRAMMING LANGUAGE AND NORMAL PROGRAMMING CONSTRUCT.