UR - Elearning Platform

In this Module, the lectures are  face-to-face and online (Blended learning

Practicals will be done in laboratories( Biochemistry and hospital labs

You will have the formative assessment 50%, including quizzes, assignments, forums, and lab reports.

The final exam is a Summative assessment on 50%.

Aim of the module and module description

The module aims to provide a comprehensive knowledge of gene structure, replication, expression and regulation in a cellular and organism context. It will provide the basic tissue culture techniques, gene analysis, and recombinant DNA. Illustrative case studies of modern technological applications of this knowledge will include examples from agriculture, medicine, forensic science, environmental sciences and plant biology. plant culture,  media and genetically modified organism.

This course aims to link with the Level 2, Elementary Fluids mechanics, Course extending the theory to include the study of viscous flows, with application to lubrication, pipe flow and boundary layer flows.  The course then introduces aerofoil theory, and gives applications to the flow over real aerofoils. Finally, the course studies the application to aeroplane dynamics, including take-off and landing.

Learning Outcomes

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

1.1.  The principles of laminar and turbulent viscous flow

1.2.  The behaviour of unbounded flow with friction (boundary layers) and bounded flows (pipe flow).

1.3.  The basics of ideal flow theory and flow over aerofoils.

1.4.  Aeroplane dynamics.

aimngend@yahoo.com

Tel :+250783675751

KIST 2,SECOND FLOOR  ,ROOM 9

The Module is for All Final Years  ( MEE Year 4 )

1. Brief Description:

In this module, final year students, under the guidance of academic supervisors,  will fully execute the research work plan, undertake detailed data collection and data analysis, perform extensive literature searches and critical reviews, write up the research and submit a final year project report (in a School approved format) towards the end of Semester II. The students will also make, towards the end of Semester II, an oral presentation of their research report with findings/results to a panel of examiners comprising their academic supervisors and selected academic and research staff.

2. Aims:

The module is aimed at the students learning the art of problem solving through the scientific method of project formulation, data collection, analysis and drawing of conclusions, and presenting of the findings through a technical report and oral presentation. Specific objectives of the module include:

• Undertaking independent practical and original research in engineering ; fully executing the research work plan (formulated in the detailed research project proposal in the prerequisite module) with complete data collection,
• Critically reviewing and appraising existing relevant literature,
• Developing research, analysis, writing and editing and organisation skills through an extended exploration  focused topic; evidenced in the final year project report,
• Presentation of the final year project research report with results/findings to a panel comprising the academic supervisors and selected academic and research staff, and
• Publication of the research results/findings of the research topic related inquiries and literature through the final year project report (and a technical article and/or poster presentation under the guidance of the academic supervisors wherever possible)

3. Content Summary:

Detailed exploration of an area hitherto not been investigated (new method, community welfare, poverty eradication, environmental preservation, new structure demonstrating a unique understanding of the subject matter, material technology, etc);  complete execution of the research project work plan undertaking detailed data collection/experimentation; Maintenance of a research notebook and other research related material; Analysis of research project data; Results presentation; Presentation of research work-in-progress; Final year project report writing and submission; Presentation of the final year project report with findings/results

4. Learning Strategy:

The module shall be mainly delivered through regular meetings (utmost weekly; between the students and their academic supervisors) during which discussions are held on student progress, highlight unaddressed gaps, and ensure the students do not lose track of the project requirements and work plan activities. The students will also be required to provide evidence of attendance at seminars/workshops approved by their academic supervisors and/or the department of study, and keep records of their research activities (through research notebooks, recorded notes on materials read, draft chapters, questionnaire responses, experimental data/results sheets, e.t.c).

5. Assessment Strategy:

• Assessment will be done through the submitted final year project report and their oral presentation towards the end of Semester II 
• For the project report marking, the University of Rwanda (UR) generic marking criteria shall apply; the School of Engineering (SoE) Research Project Coordinator formulating a related marks distribution and grading template approved within the SOE in line with the UR assessment regulations.
• For the oral presentation, criteria will be drawn appropriate to the topic, on the basis of the UR generic marking criteria; SoE Research Project Coordinator formulating a related marks distribution and oral presentation grading template approved within SoE  in line with UR assessment regulations.

6. Indicative Resources: 

Kothari, C. R. (2004). Research Methodology: Methods and Techniques, 3^rd Edition. New Age international (P) Limited Publishers, New Delhi, ISBN (13): 978-81-224-2488-1

Mugenda, O.M., & Mugenda, A.G. (2003). Research Methods: Quantitative & Qualitative Approaches, 2nd Edition. Acts Press, Nairobi, ISBN 9966-41-107-0 

Singh, Y.K. (2006). Fundamental of Research Methodology and Statistics. New Age International (P) Ltd., New Delhi, ISBN: 978-81-224-2418-8

McCormac, C. D., Papakonstantinou, J.P. & Ward, N. (2012). Research Project Success: The Essential Guide for Science and Engineering Students. Royal Society of Chemistry Publishing, Cambridge, UK.

Journals

Articles from journals in the areas relevant to the research project; credible ones indexed in the SCOPUS (from Elsevier) and ISI (from Thomson Reuters) databases checked against www.scholarlyoa.com and/or other verification tools.

7. Teaching Team:

All academic staff (for research supervision, experimentation/data collection support, e.t.c).

The module aims at enabling the students to understand and critique measurement and evaluation, describe the principles, methods and techniques of different roles of measurement and evaluation and the contemporary practices in evaluation in light of current research and professional experience. It also aims at enabling students to apply, pass and interpret the different theories of measurement and evaluation.

Facilitators: 

    Dr. Ndagijimana Jean Baptiste

    University of Rwanda-College of Education

    Department of Foundations, Management and Curriculum Studies

    Phone number: +250788472033

    Email: jndagijimana@yahoo.fr

Dear Students, 

You are welcome to this new module, and wish you all the best!!

Community ophthalmology is the Module which is taught in University of Rwanda-College of Medicine and Health Sciences, School of Health Sciences, Ophthalmology department.

This module has 20 credits, and it is the among large in our department.

It has a big part of theory but and also the practical part.

Here down is the course guideline for this module:

1. Module General introduction

Over the past decade, strong empirical evidence has shown that agricultural and rural development is not only an effective weapon against poverty, but also more successful in combating urban poverty than industrial growth. Researchers have started to assemble and study richer data than ever before on the distribution of rural and urban income. The urban and rural poor have benefited from the growth of the rural sector. In contrast, the adverse effects of urban growth on income distribution in cities have challenged these gains for the urban and rural poor. And urban growth has had no discernible effect on rural poverty. The proposed module of Rural Development Management comprises two components: (i) Diagnosis of Rural Areas and (ii) Rural Development Design and Management and pursues a triple objective:

2. Module Objectives

(i) To provide students with an operational method of analyzing a rural area based on a rural and agricultural development approach.

(ii) To make students capable of carrying out in complete autonomy, a diagnostic analysis of a rural area and identifying the assets and the constraints of development of the zone from the point of view of its social-economic operation, and consequently, to identify blocking factors to evolve and the resources to be developed.

(iii) After the diagnostic analysis, provide the students with methods of drawing up and managing rural development plans and strategies.

The module of Rural Development Management proposed here mainly concerns the Year Four students of Rural Development Option in the Department of Rural Development and Agricultural Economics, School of Agriculture and Food Sciences of University of Rwanda.

3. Modules Intended Learning outcomes

At the end of the module, the student will have acquired solid knowledge and skills in the diagnostic analysis of rural areas and the elaboration and management of rural development strategies and plans.

4. Key readings.

1. Katar Singh (2009). Rural Development: Principles, Policies and Management Edition:3, SAGE Publications India Pvt Ltd

2. Jiménez et Y. Sawada, Do community-managed schools work? An evaluation of El Salvador's EDUCO program, The World Bank Economic Review, vol. 13, № 3, septembre 1999, pages 415–441.

3. Maria Aycrigg, Participation and the World Bank: Success, Constraints, and Responses, Social Development Paper № 29, Environmentally and Socially Sustainable Development, Banque mondiale, Washington, D.C., novembre 1998, p. 11.

4. S. Tikare, D. Youssef, P. Donnelly-Roark et P. Shah, Organizing Participatory Processes in the PRSP, projet, Banque mondiale, Washington, D.C., avril 2001, p. 7.

5. Operations Evaluation Department, Participation Process Review, Executive Summary, Banque mondiale, Washington, D. C., 27 octobre 2000, p. 2.

6. Kathleen Selvaggio, From Debt to Poverty Eradication: What Role for Poverty Reduction Strategies? CIDSE et Caritas Internationalis, Bruxelles et Cité du Vatican, juin 2001, p. 24.

Since the University of Rwanda has embarked on the move to adopt the blended learning mode in teaching, learning and assessment approach, there has been seamless effort in order to upload modules on the UR eLearning platform. However, it was observed that there is a need to improve their quality by adopting a common blended learning module template where they meet the quality assurance standards for Open and Distance eLearning ( ODeL).

It is against this backdrop that the University of Rwanda has organized, at all Campuses, a series of Training Workshops for all its academic staff on Accelerated Uploading of Modules on UR eLearning Platform.

This module was designed to offer guides to all required elements in a given module.

Since the University of Rwanda has embarked on the move to adopt the blended learning mode in teaching, learning and assessment approach, there has been seamless effort in order to upload modules on the UR eLearning platform. However , it was observed that there a big change to be done .

Welcome to Pediatrics and Child Department.

The module consists of 12 weeks of full-time clerkship, clinical practical-based teachings, in a Department of Pediatrics and Child Health of a tertiary level accredited teaching Hospital of the University of Rwanda. The module will expose the student to further clinical pediatrics and will reinforce the clinical application and skills learned during the Junior Clerkship. The emphasis will place on refining the physical exam skills, assessing and management of an acutely ill child, neonates, and adolescents furthermore building a solid pediatric knowledge base. Professionalism and medical ethics will be emphasized during your clinical placement. 

An introduction to the community Pediatrics will be covered by teaching home-based care as part of the Integrated Management of Childhood Illness (IMCI) and management of collapsed children in form of Emergency Triage Assessment and Treatment + Course (ETAT). Formative and summative assessments will be carried out to ensure the intended learning outcomes are achieved.

This intensive module of 2 consecutive weeks (8 hours/day) in the third year medical training (DOC I) is the 3^rd year of iSOCO (integrated Social and Community Medicine Training) provided by the Discipline of Primary Health Care, University of Rwanda.

The overall aim of Social and Community Medicine training in the undergraduate medical curriculum is to develop patient-centered and community-oriented medical doctors. This training builds on the 2 introduction years and further prepares the medical students to understand the key elements for social and community medicine that improve their quality of clinical care delivery. 

This module is designed for clinical medical students in their 3^rd year (Doc I).

I hope you will enjoy the course.

Best regards,

Richard, MD, MGHD

Dear Students and Colleagues,

This intensive module of 2 consecutive weeks (8 hours/day) in the third year medical training (DOC I) is the 3^rd year of iSOCO (integrated Social and Community Medicine Training) provided by the Discipline of Primary Health Care, University of Rwanda.

The overall aim of social and community medicine training in the undergraduate medical curriculum is to develop patient-centered and community-oriented medical doctors. This training builds on the 2 introduction years and further prepares the medical students to understand the key elements for social and community medicine that improve their quality of clinical care delivery as well as understanding the concept of palliative care. 

To prepare fourth-year students in line with “the desired Rwandan health care provider” who is a patient-centered and community-oriented health care provider with the knowledge and skills of Collaborator, Communicator, Manager, Health Advocate, Scholar and Professional as has been described in the “Undergraduate Medical Training Framework” from the University of Rwanda

Having successfully completed the module, the fourth-year medical student should be able to integrate knowledge and use all practical skills covered in iSOCO 1,2,3 during other modules and in the hospital during clinical care provision.

I hope you will enjoy the course.

Contact me at nradose@gmail.com or 0788610373 if you are experiencing any challenge in accessing the material or if you need any clarification about the course

Best,

Richard

 Welcome to Social and Community Medicine IV. This is the final theoretical module of the social and community medicine training at the University of Rwanda. The remaining modules will be a combination of clinical and community outreaches.

This module will expose to students the following skills.

This module is a copy of an already existing taught module. I would like to modify it for my assignment in the training for the Postgraduate Certificate in Learning and Teaching in High Education_PGCLTHE offered by the University of Rwanda under the College of Education. After reaching the feedback from the trainers, I will be able to update the module I am teaching.

welcome message

Dear students, welcome to the module of  SSC 3124: Applied Statistics. 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. 

Brief description of aims and content

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

 Various qualitative and quantitative methods in research

How to compute, evaluate and analyze qualitative and quantitative data

Application of scientific research methods and techniques in dealing with modern business issues, soil and agricultural sciences

Training students in the art of conceptualization of research problems,

Collection and analysis of data and writing of reports with a focus on problem oriented business research in Rwanda

This module also introduces the techniques of conducting research thought, being equipped with mechanisms of data collection, analysis, presentation, writing and reporting. Techniques which are both qualitative and quantitative in nature are vital if results presented are to be evaluated.

 Learning Outcomes

i) Knowledge and Understanding

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.

Indicative Content

Statistics and probability

Chapter1: Introduction to statistics and quantitative methods

Chapter 2: descriptive statistics

Chapter 3: Probability: Basic Terminology, three types of probability, Rules of probability under conditions of statistical independence and dependence

Chapter 4: Probability distribution: Random variables, expected value in decision making, binomial 

Chapter 5: Sampling and sampling distributions

Chapter 6: estimation and hypothesis testing.              

Introduction to research methodology

Chap 1:  Introduction

Chap 2: Defining the Research Problem

Chap 3: Research Design

Chap 4: Sampling Design

Chap5: Methods of Data Collection

Chap 6: Presentation and Analysis of Data and Interpretation and Report Writing

Learning and Teaching Strategy

 After each theory presented, complete examples and exercises  will be given

• The students will solve exercises at the end of each chapter in group works and the lecturer will be supervising them
• ASSESSMENT STRATEGY 
• Many exercises on all units seen will be solved by the students as assignments and those exercises will be marked. A final exam will be scheduled and it will concern all units

• Strategy for feedback and student support during module

  • interactions between teacher and students
  • Hopping to get responses from students

  • Teaching team

    Dr. BAZIMENYERA Jean de Dieu, 0785375898, bazidieu@gmail.com

    NSANZIMANA Oreste, 0788664238, nsanzi2001@yahoo.fr

     

Welcome message

Dear students

Welcome to the module of SSC 3125:Internship I,

This module is delivered to year 3 students in the BSc. Soil Sciences Program at University of Rwanda College of Agriculture Animal Sciences and Veterinary Medicine.

Introduction 

The overall objective of the internship in soil sciences program is to provide students with an opportunity to gain professional experience through an off-campus training program. It will also assist students in evaluating their own career objectives and to provide co-operators with an opportunity to evaluate the employment potential of the student intern.

This is a core module taken in the second trimester of fourth year of the BSc Soil Sciences. This module covers a training period of 1 month at a workplace, other than one of the educational institutes where the student goes for hands-on practices and experience things in real work situations. The workplace is domain related to the educational program of the student. The aim of this module is to help the student to further develop knowledge and competences, skills and attitudes that are important in the field Soil Sciences etc.) through confrontation of the already acquired knowledge, understanding and skills with a primary work experience in his/her area of work.

Learning outcomes:

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

• Masters the skills and has acquired the problem-solving capacity to analyse problems of soil ;
• Identify and apply appropriate research methods and techniques to design, plan and execute targeted experiments or simulations independently and critically evaluate and interpret the collected data;
• Write scientific reports on and present it to different audiences;
• Work industriously and diligently with (out) little supervision in a possibly short time.

Module  Team:

 Prof Naramabuye FX

Dr Hamudu Rukangantambara

Dr Bazimenyera Jean de Dieu

Gatesi Julienne

Nsanzimana Oreste

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, 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 

Welcome message

Dear students

Welcome to the introduction of Wetland management course, the course is intended to provide knowledge on the best wetland management practices for sustainable environmental management practices. So you are welcome for this course and kindly read carefully and study hard for the successful of better understanding of this course.For more details about this module please click here.

Course Objectives:

The objective of the course is to introduce students to the application of ecological principles in wetland ecosystems, to the diversity and functional values of wetlands world-wide, and to best-management practices for wetland conservation and restoration. The objectives of the course are mainly aligned in broad sense as follow:

• Provide to the student the current concept of wetlands and its methods for the delimitation (identification, delineation, and classification, etc.) and assessment.
• Understand and evaluate the factors that affect pedogenesis phenomena
• Identify the various ways that cause the wetland degradations in order to make a plan for exploitation agricultural potential with reducing any harmful environmental incidence
• Be familiarized with the fundamental aspects of wetlands ecology

 Learning outcomes:

After completion this course student should have to

 - Understand the concept of wetland, the intrinsic qualities and ecological services provided by wetlands and its value to human

- Be able to identify the hydric soil indicators in the field to delineate wetlands

- Know the fundamental processes and the descriptive or analytical characteristic of  specific  soil covered under wetlands area, then  wetland soil taxonomy( wetland suborder)

- Understand the criteria and indicators used for hydric soils

- To Provide knowledge to the students on the current concept of wetlands and its methods for delimitation (identification, delineation, and classification and assessment, Etc.)  and introduce students to the application of ecological principles in wetland ecosystems, to the diversity and functional values of wetlands world-wide, and to best-management practices for wetland conservation and restoration

- To understand and evaluate the factors that affect pedogenesis phenomena

- To Identify the various ways that cause the wetland degradation in order to make a plan for exploitation with reducing any harmful environmental impact;

- to Understand the concept of wetland, the intrinsic qualities and ecological services provided by wetlands and its value to human

- to Be able to identify the hydric soil indicators in the field to delineate wetlands

- to Know the fundamental processes and the descriptive or analytical characteristic of  specific  soil covered under wetlands area, then  wetland soil taxonomy( wetland suborder)

- to understand the criteria and indicators used for hydric soils

Activities

online lectures

providing assignments

providing reading materials

Literature

Ramsar convetion secretariat, 2010, Managing wetlands, Ramsar handbook 18 edition, switzerland

Facilitators contacts

NSANZIMANA Oreste,Msc

University of RWANDA, College of Agriculture and Veterinary Medecine

Phone contact+250)788664238

Email:nsanzi2001@yahoo.fr