The course will provide an overview of the building blocks used to construct distributed systems (for example, programming, security, and service models) and will discuss the trade-offs that arise when distributed systems are scaled to large scale. The course also gives an overview of the main paradigms of distributed systems and computing and studies current examples from the fields of Peer-to-peer, High-Performance, High Throughput, Cloud computing Architecture: Infrastructure, Platforms and Software. Cloud Platform Components for Processing and Storage, Virtual Machines, Scalable Computing Patterns for the Cloud, Cloud Computing Case Studies, Cloud Computing: Concept, Definition, Cloud Types and Service Deployment Models. Concept of Virtualization, Demonstration of Virtualization using Type-2 Hypervisor and VMs, Creating a VM and install Kali Linux on the VM, Demonstration of IaaS, PaaS and SaaS through real life examples, Computer Networks: Concept, Gateway, Router, Local Area Network (LAN), Wide Area Network (WAN).IP Address: Concept, Public IP, Private IP, IPv4, Subnet. AAA (Accounting, Authentication and Authorization): Concept, Real Life Demonstration of AAA. Concurrent execution, Memory management using things like virtual memory and memory allocations, Scalability such as lock-free data structures, File systems, Operating system architecture, Virtualization, Security such as data security, integrity and authentication, The history and experience of systems programming.

The module aims to equip the learner with advanced knowledge on taxation including computation of various taxes as guided by tax laws Rwanda.

At the end of this course students will be able to solve the business case

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

i. Solving simultaneous equations

ii. Doing matrix operations. 

 iii. calculating derivatives and limits.

 students should be able to:

 To apply  various techniques solve some  economic and managerial problems.

 To teach others some content related to Business Mathematics.

Share skills of business mathematics.

Chapter 1: Definition of entrepreneurship, Advantages of entrepreneurship, Self employment, salaried employment, and their Importance in entrepreneurship.

Chapter 2: Qualities of an effective entrepreneur, functions of an entrepreneur, problems faced by entrepreneurs.

Chapter 3:Steps in entrepreneurial process, sources of business information.

Chapter 4: Phases in the growth of a firm, Business plan, Business opportunities, E-commerce.

Chapter 5:  Innovation & entrepreneurship, marketing strategy and business analysis.

8.  Learning Outcomes

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

 cognitive/Intellectual skills/Application of Knowledge

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

i.     Explain Canons of public finance.

 Communication/ICT/Numeracy/Analytic Techniques/Practical Skills

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

    i.Justify measures taken in regards to public finance.

        General transferable  skills

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

 i.Understand the language of public finance.

           9.Indicative Content

 Definition, scope, characteristics, and importance of public finance,Main objectives of public finance, fiscal operations of the government, meaning of fiscal policy, , objectives and fiscal instruments ,

This module introduces you to the key concepts in finance, so that real world issues can be explored and discussed. Whilst the module assumes no previous mathematical experience, it does assume a fundamental understanding of accounts . It is also recommended to take this module if you wish to study Financial Management.

This Database Management Systems (DBMS) course allows students to function as a beginner of system developer, using tools for analyzing the world, accessing and interpreting information, organizing their personal knowledge, and representing what they know to others within the concept of global business today.

This module gives the opportunity to have a meaningful introduction to computer databases. It also offers a quick, visual, and step-by-step approach for learning fundamental concepts of databases. It explains what database is, how it works, connected or incorporated within others and raises broader issues about how the various applications relate to the latest technology and job market.

in this module we will focus on: 

1. 

2. 

WORKING THROUGH THE COURSE 

This course ECDE 119: Educational Research Methodology in Education expects you to do a lot of reading in order to cover the content in the course material. It implies that you should devote much time to this course by reading through this material and getting more information from numerous texts and journals in research. These abound in every library and from the internet. The course 4 material has been made easy to read and user-friendly. However, you will need to attend the tutorial sessions where your Facilitator would open your eyes to more information and the practical techniques involved. You will need to work in groups with other students in order to discuss, compare notes and thoughts and to exchange ideas and share knowledge.

MODULE TITLE: EDUCATIONAL POLICY AND PLANNING

The course examines educational policy issues in an international context and takes students through issues like educational planning in comparative perspective and education in a changing global context. It addresses the influence of Information Communication Technology (ICT) on learning strategies, management of learning within organizations ant the potential of evaluation to influence organizations and people to be more goal effective.

Indicative Content:

PART I : Educational Policy

Globalization and education: Education and Growing global market, Benefits and challenges of globalization for education, Impact of globalization on classroom management

 Objectives of Education Policy: Development of human resource through access to education without discrimination, Promotion of culture and Peace, Dispense moral, intellectual, Social, Physical and Professional education, Promote Science, Technology and Information and Communication technology,

Essentials of Education Policy: Access, Quality and Relevance as Parameters of Education Policy; Considering education as a sector, Planning and management in short to medium term, Participation of different partners, Balancing access, quality and relevance, providing access to women and children from poor families and rural areas, ICT education as an essential component.

Policy for Special Needs: Policy to cover needs of vulnerable sections such as physically and mentally challenges, disabled, orphans, street children, girls, suffering from HIV/AIDS.

Management of Educational Institutions: Management of all type of Educational Institutions such as Primary education, Secondary Education, Vocational and Technical education, Professional education, Higher education on sound Professional lines; Cultural, Social and economic parameters  

Institutional Arrangement for Compliance: Higher Education Council (HEC), National Examination Council (NEC); National Curriculum Development Center (NCDC); National Quality Control System (NQCS);

Financing of Education: Finances for private sector educational institutions; Finances for students such as scholarship, Bursary, Education loan etc; Needs, Issues and Challenges. 

Education Policies and Systems of different Countries: Education policies and systems in developed and developing countries; Modernization without Westernization: the Chinese education experience.

PART II : Educational Planning

a)      The concept of planning: meaning, importance and characteristics of planning

b)      Planning stages

c)      Planning steps

d)      Advantages of planning

e)      The concept of educational planning

f)       Meaning and root to educational planning

g)      Focus and characteristics of educational planning

h)     Approaches to educational planning:

•      the social demand approach

•      the man power requirement approach

•      the cost-benefit analysis approach

•      the tracer studies approach

•      the labor market approach

•      the cost effectiveness analysis approach and

•      the sector wide approach

i)       Criticisms to old approaches to educational planning

j)        The concept of Strategic Planning: Meaning, origins of and characteristics

k)      Roots to education

l)       Stages of strategic planning

 PART III: Educational Administration

a)      The concept of Educational Administration

b)      The concept of theory

ü  The development of administrative thought

ü  Classical school of thought

ü  Human relations school of thought

ü  Behavioral science school of thought

ü  Post-behavioral science approach

c)      Schools as open systems

d)      The learning organization and its impact on the operation of schools

Books:

Cornoy, Martin. “Globalization and Educational Reform: Engine of Development in the New World Economy” 

Salmi, Jamil and Vespoor, Adrian M. Revitalizing Higher Education. Pergamon Press

Green, Diana. (2002). What is Quality in Higher Education? Open University press.

Hernes, Gudmund. “Social Trends and Challenges for Education” in medium term plan 2002 - 2007. International Institute for Educational Planning, UNESCO

Rust val D. ‘Education policy studies and comparative education’. Oxford.

Alexander, M Osborn and D. Phillips. Learning from Comparing. Volume Two. Policy, Professionals and Development. Oxford: Symposium Books.

Blankstein, Alan M. Failure is Not an Option: 6 Principles for Making Student Success the ONLY Option, 2nd ed. (Thousand Oaks, CA: Sage, 2010).

Darling-Hammond, Linda. The Flat World and Education: How America’s Commitment to Equity Will Determine Our Future (New York: Teachers College Press, 2010).

English, Fenwick W. (ed.). The SAGE Handbook of Educational Leadership (Thousand Oaks, CA: Sage, 2005).

Erdem, A. R. (2007). “Strategic Planning at the State’s Education Institutions Serving ‘open and distance education’, which are of Nonprofit Concern. Turkish online journal of distance education-tojde, issn 1302–6488, volume: 8 number: 1.

Firestone, William A., and Carolyn Riehl (eds.). A New Agenda for Research in Educational Leadership (New York: Teachers College Press, 2006).

Fullan, Michael. Leadership & Sustainability: System Thinkers in Action (Thousand Oaks, CA: Corwin Press, 2005).

Haddad, D. W. & Demsky, T (1995). “Educational Policy-Planning Process: An Applied Framework”. Fundamental of Educational planning. Paris UNESCO: International Institute for Educational Planning.

Hellriegel, D., Jackson, S. & Slocum J. W. (2005). Management: A Competency-Based Approach (10^th Edition). Thomson, Southwest Publishing.

International labour Organization. (n.d). Internal and external evaluation for project: Guidance note. From: http://www.ilo.org/wcmsp5/groups/public/---ed_mas/---eval/documents/publication/wcms_167056.pdf

Kathleen, A. (2003). Strategic Planning in the University. Paris, University of Wisconsin System Board of Regents. Retrieved from http://oqi.wisc.edu/resourcelibrary/uploads/resources/Strategic%20Planning%20in%20the%20University.pdf, accessed 3^rd March 2014.

Kaufman, R. Herman, J. (1991). Strategic Planning in Education: Rethinking, Restructuring, Revitalizing. Lancaster: Technomic Publishing Company.

Kilfoil, R. W. (2003). Strategic Planning in Distance Education. Washington: Distance Education and Training Council.

Miech, J.E. (n.d). The Rise and Fall of Strategic Planning and Strategic Planning in Education, New York: Free Press http://hepg.org/her-home/issues/harvard-educational-review-volume-65-issue-3/herarticle/_310, accessed 10^th May 2014.

Mittenthal, A. R. (2010). Ten Keys to Successful Strategic Planning for Nonprofit and Foundation Leaders. From: http://www.tccgrp.com/pdfs/per_brief_tenkeys.pdf.

Obeng, k. & ugboro, i. (n.d). The characteristics of effective strategic planning in public transit systems.

Recklies, O. (2008). “Problems and Barriers to Strategic Planning”. ORGMASZ, Vol 1(1); p. 3-11.

Skrla, Linda, Kathryn Bell McKenzie, and James J. Scheurich. Using Equity Audits to Create Equitable and Excellent Schools (Thousand Oaks, CA: Sage, 2010).

The Enterprise Foundation. (1999). Effective Strategic Planning. The Enterprise Foundation, Inc.

Touwen, A. (2001). Handbook for Projects: Development Management and Fundraising. Geneva: International Federation of University Women.

Tyler, M. C. (2007). “A fundamental choice: internal or external evaluation?” Evaluation Journal of Australasia, Vol. 4 (new series), Nos. 1 & 2, March/April 2005, pp. 3–11.

UNDP. (2009). Handbook on Planning, Monitoring and Evaluating for Development Results. New York: UNDP.

UNESCO. (2010). Strategic Planning Concept and rationale: Education Sector Planning Working Paper 1. , Paris: IIEP. Retrieved from www.iiep.unesco.org. Accessed on 10^th May 2014.

United States Environmental Protection Agency. (2003). Strategic Planning: A Handbook for Small Water Systems ,One of the Simple Tools for Effective Performance (STEP) Guide Series. From: www.epa.gov/safewater.

Varkey,P & Bennet, E. K. (2010). Practical Techniques for Strategic Planning in Health Care Organizations. From: http://www.himss.org/files/HIMSSorg/content/files/Code%2039-Practical%20Techniques%20for%20Strategic%20Planning_ACPE_2010.pdf.

Weinstein, L., Paul, R Williams, S. (2007). “Use of Baldrige Assessment Techniques in Strategic Planning and Assessment for Arts Administration in Higher Education”. International Journal of Arts Management, Vol. 9, No. 3, pp. 34-49.

This module examines educational policy issues and planning at local and  international context. It takes students through issues like educational planning in comparative perspective and education in a changing global context. It addresses the influence of Information Communication Technology (ICT) on learning strategies, management of learning within organizations ant the potential of evaluation to influence organizations and people to be more goal effective during policy and planning process.

final defenses of the students

This module helps the learner to appreciate different accounting entries, preparation of final accounts according to IAS 1 and other IAS standards.

This module helps the learner to appreciate different accounting entries, preparation of final accounts according to IAS 1 and other IAS standards.

This module empowers the learners with techniques necessary for analyzing the financial performance of organizations based on the financial information provided in the financial statements.  It will help the learner become analytical and be able to assess the financial viability of organizations.

The course introduces the tools used in analysing financial statements, ratio analysis, common size analysis time series analysis and cross-sectional analysis.

Dear esteemed students welcome to this class of Foundation Mathematics.

FUNDAMENTALS OF PROJECT MANAGEMENT (SEPTEMBER 2021) EVENING BY DR KWENA

After completion of this course, the student should know the role of substantive criminal law and how it is different from other related courses. 

The student should also  know the role of criminal law and criminal procedure in a democratic society, including basic concepts such as the principle of legality and its consequences. 

Furthermore,  the student should understand the structure of crimes, their penalties, and the causes  affecting the criminal responsibility, such as defenses, mitigating circumstances and mitigating circumstances.

The compensation and rewards as received by employee is proportional to the effort exerted by them.

Besides, several other internal and external factors determine the financial as well as non-financial compensation for them.

Within compensation and reward scenario there are few levels denotes the role and status of employees.

Basically, these levels are based on the parameters of skill, knowledge, capabilities and qualifications of human resources.

Within present HR scenario, different organisations are much devoting their personnel efforts to manage and maintain their compensation and reward system.

Learn about:-

1. Objectives of Compensation and Reward Management

 2. Classification of Compensation and Reward Management 

3. Determinants 

4. Evolving Strategy

5. Different Levels for Payments

 6. Approaches

 7. Important and Worthwhile Trends 

8. Strategy and Design Issues

 9. Emerging Compensation and Reward System in an Organisation.

This module of study identifies the essential knowledge and skills that all students need so that they become active lifelong learners in an information technology intensive environment.  This Module is designed to cover the fundamentals of information systems, and to serve as an introduction to, and prerequisite for, all undergraduate programs. The course covers aspects of computer essentials, word-processing, spreadsheet, presentation, online services and tools; as well as concepts related to information Security and new trends in IT field. Students in this course will be expected to use a combination of locally installed and external electronic materials to develop skills needed for further study in the field.

This   course introduces a foundational understanding of machine learning models. You’ll learn about the history of machine learning, applications of machine learning, the machine learning model lifecycle, and tools for machine learning. You’ll also learn about supervised versus unsupervised learning, classification, regression, evaluating machine learning models, and more. Our labs give you hands-on experience with these machine learning and data science concepts. You will develop concrete machine learning skills as well as create a final project demonstrating your proficiency. 
After completing this course, you’ll be able to realize the potential of machine learning algorithms and artificial intelligence in different business scenarios. You’ll be able to identify when to use machine learning to explain certain behaviors and when to use it to predict future outcomes. You’ll also learn how to evaluate your machine learning models and to incorporate best practices. 

Macroeconomics concentrates on the basic economic principles relevant to the resource utilization problems of the economy as a whole. Theories and policies that relate to the economy's total level of output, total income, total level of unemployment, total expenditure, and the general level of prices are treated at an introductory level.

Learning Outcomes

After studying all materials and resources presented in the course, the student will be able to:

 1. Explain the role of scarcity, specialization, opportunity cost and cost/benefit analysis in economic decision-making.

 2. Identify the determinants of supply and demand; demonstrate the impact of shifts in both market supply and demand curves on equilibrium price and output.

3. Define and measure national income and rates of unemployment and inflation

4. Identify the phases of the business cycle and the problems caused by cyclical fluctuations in the market economy.

5. Define money and the money supply; describe the process of money creation by the banking system and the role of the central bank

6. Construct the aggregate demand and aggregate supply model of the macro economy and use it to illustrate macroeconomic problems and potential monetary and fiscal policy solutions.

7. Explain the mechanics and institutions of international trade and their impact on the macro economy.

 8. Define economic growth and identify sources of economic growth.

Dear student, welcome to the module Advanced Research Methodology for Law offered in the School of Legal Studies at UoK. We are sure that, on completion of this module, you will be able to undertake the research to write your dissertation with confidence.

This study guide contains vital information on this module and the manner in which you should proceed, so study it carefully. Please study this booklet carefully in order to know how you should go about completing your dissertation.

INTRODUCTION

1. Importance of the course

It is something inconceivable for a constructor to build a house without drawing plans or designs at a prior stage. It is also true that the most prosperous investors are those who have based their strategies on an attentively and meticulously prepared planning by the slightest details. The same holds true in scientific research where the best productions are more often those which result from a very serious preparation of the different stages of the whole work.

This course of research methodology aims at providing students with a practical tool, for improving their research skills and to enable them to better structure their law research works. These course notes are intended to serve as a small guide to be used by students for preparing and conducting research works in law.

This course is intended for students of 3^rd year in law (LLB III) at University of Kigali (UoK) in order to equip them with basic knowledge and skills of drafting a dissertation. It is worth noting that according to UoK’s internal regulations, for a student to obtain an undergraduate (bachelor) degree he/she must have written and presented a personal and original scientific research work known as Mémoire or dissertation.[1] A dissertation is defined as “a written thesis, often based on original research for a higher degree.”[2] In other words, a dissertation is a written report on an in-depth research on a given topic that a student has carried out as part of the requirements of obtaining a degree at the university. At UoK, the dissertation is presented not only at the end of the last year of the undergraduate studies, i.e year III but also at the master’s level.

Given the fact that for most of the students, be they in last year, research is a new undertaking, it is expected that this introductory course will help them in navigating these uncharted waters. We expect that that on the completion of this course , students will be able to undertake with confidence a law research, to write down their dissertations  and even scientific articles.

The purpose of this course is to impact 3^rd year students with knowledge and skills in research methodology typically used in the various fields of law in order to complete a research proposal for their LLB curriculum. Therefore, this course is designated to trying to enable them to start the process of research for their dissertations and, as such, to help them overcome this hurdle and the misconception of its hardship which goes with it.

Thus, this course aims at providing students with the main principles and techniques of conducting a legal scientific research in a systematic manner and to initiate them to different documentary legal sources. Therefore, this course is basically a legal research methodology.

The research methodology, like any other course in research skills, is a practical course. Students are supposed to learn by doing. That is why in this course a particular stress will be put on assignments covering the whole learning process. Students are expected to learn how to find and exploit easily legal materials and how to produce scientific pieces of work meeting high education standards.

2. Objectives of the course

At the completion of this course, it is expected that students should be capable of:

§  gaining knowledge and skills in research methodology typically used in law;

§  choosing a research topic;

§  conducting a documentary research and exploratory research if necessary;

§  drafting a research proposal;

§  presenting references;

§  presenting and communicate outcome of the research.

3. Study material

The study material for this course consists of this course notes only. However, additional reading material will be provided if need be.

4. Class attendance and evaluation

Attending to all class sessions is necessary and mandatory in order to understand. Participation in practical works is compulsory.

In the perspective of course evaluation, students have to conduct practical group works and, if need be, to sit for test(s).

This course provides an in-depth understanding of Management Information Systems (MIS) and their role in modern business environments. Students will explore the fundamental concepts of Information Systems (IS), their resources, and their strategic applications in business decision-making.

The course covers various types of information systems, including Transaction Processing Systems (TPS), Decision Support Systems (DSS), and Enterprise Systems such as Enterprise Resource Planning (ERP), Customer Relationship Management (CRM), and Supply Chain Management (SCM).

A key focus is on the impact of the Internet and E-Business, exploring how organizations use intranets, extranets, and online collaboration tools to enhance efficiency and connectivity. Students will also analyze security risks, ethical challenges, and legal concerns associated with digital business environments, including computer crime, software piracy, and data privacy issues.

By the end of this course, students will develop a comprehensive understanding of how MIS contributes to business strategy and competitive advantage, preparing them to apply these concepts in real-world scenarios.

Over a period of some 30 years, we have seen the concept of strategy evolve. Aaker (1995) provides a historical perspective showing how this evolution has progressed and acknowledges that strategic activity has been described over the years as:

● Budgeting: Early strategic activity was concerned with budgetary and control mechanisms. Structured methods of allocating, monitoring and investigating variances from budget provided a means of managing complex processes

● Long-range planning: Here greater emphasis was placed on forecasting. Planning systems and processes tended to extrapolate current trends (with varying degrees of sophistication) and predict factors such as sales, profits and cost. Management could use such forecasts as a basis for decision making

● Strategic planning: In the  era of strategic planning, great  emphasis is placed on: (i) specifying the overall direction and (ii) centralised control of planning activities. While still based around forecasting and extrapolation of past trends, far greater attention is  paid to understanding the business environment.

● Strategic management: We are currently in the age of strategic management. Strategic management concerns both the formulation of strategy and how such strategy is put into practice. While still undertaking analysis and forecasting, far greater prominence is placed on implementation. The concern is with managing change and transforming the organisation within an increasingly turbulent business environment.

Operations Research (OR) refers to the science of decision making. This module provides a survey of fundamental methods of Operations Research and their applications at an introductory level. The emphasis is on applications rather than the details of methodology. By the end of the module, students will be exposed to a wide variety of applications and problems that can be addressed using Operations Research techniques

Project Risk management and Evaluation  is a process used for the identification, assessment and analysis of potential risks to an organization or project. This process enables you to develop the most appropriate risk response, and to know: 

• How the risk management process works as part of a compliance framework
• The Use of frameworks to identify, assess and analyse risks in a business context
• The Application of appropriate risk responses
• The Design and integration strategies for reporting and communicating risks to various stakeholders
• The use of a monitor and review process, and application of risk management as an iterative process

The overall aim of this course is to provide students with a broad set of ; leadership skills that will help to bring out the best in their direct reports, peers, and bosses throughout your career and to increase one's competencies in building more effective relationships. more with inter-personal issues than with intra-personal ones.

At the end of this module .learns will be able to understanding deeply monetary policy

This module aims at 

1.     Understand Supply Chain Management as a wider concept than logistics

2.     Appreciate the impact on competitive advantages

3.     Consider the various interfaces in the organisational context and for internal and external stakeholders

4.     Evaluate different designs of the supply chain

5.      Understand the management of cross-functional drivers

Brief Description of Aims and Content

This module introduces the core concepts of an object-oriented perspective in Java necessary to understand the grammar of Java, operators, data types, expressions, blocks, statements and control structures, standard mathematical functions and Strings, arrays, I/O streams and file input/output as well as output formatting to develop small applications (programming in the small) and provide students with the ability to write large applications (programming in the large) using object-oriented programming to solve real application problems.

1. Introduction

·        Internet origin and development

·        Internet architecture framework

·        World Wide Web

2. Introduction to Java

·        Java Evolution: History, Features

·        Java vs C and C++

·        Java and the Internet / World Wide Web

·        Web Browsers

·        Hardware and Software Requirements

·        Java Support Systems and Environment

3. Learning the Basics of Java Language

·        Java Programming Basics

·        Structure of a Java Program

·        Simple Programs with Two Classes

·        Java Tokens and Statements

·        Implementing a Java Program

·        Java Virtual Machine (JVM)

·        Command Line Arguments

·        Programming Style

4. Constants, Variables, and Data Types

·        Constants, Variables

·        Data Types

·        Declaration and Initialization

·        Scope and Symbolic Constants

·        Type Casting

·        Default Values

5. Operators and Expressions

·        Arithmetic, Relational, Logical, Assignment Operators

·        Increment/Decrement, Conditional, Bitwise, Special Operators

·        Arithmetic Expressions, Evaluation

·        Precedence and Type Conversion (Autoboxing/Unboxing)

6. Decision Making and Looping

·        `if`, `if-else`, Nested `if-else`, `else-if` Ladder

·        `switch` Statement, Ternary (`?:`) Operator

·        Loops: `while`, `do-while`, `for`

·        Loop Control: `break`, `continue`, Labeled Loops

7. Arrays, Strings, and Vectors

·        One-dimensional Arrays

·        Strings and String Methods

·        Introduction to Vectors

·        Wrapper Classes

8. Object-Oriented Programming in Java

·        The Object Paradigm

·        Classes and Objects

·        Encapsulation, Inheritance, Polymorphism, Abstraction

·        Interfaces

·        Accessing Members, Constructors

·        Method Overloading, Static Members

9. Java Packages

·        Introduction to Packages

·        Java API Packages

·        Creating and Using Custom Packages

·        Naming Conventions

·        Hiding Classes

10. Exception Handling

·        Types of Errors

·        Try-Catch Blocks

·        Multiple Catch Statements

·        Finally Block

·        Throwing Custom Exceptions

·        Using Exceptions for Debugging

11. Multithreaded Programming

·        Thread Lifecycle

·        Creating Threads (Extending Thread/Implementing Runnable)

·        Thread Methods and Exceptions

·        Synchronization

·        Thread Priorities

12. Applet Programming

·        Applets vs Applications

·        Applet Lifecycle

·        Writing and Running Applets

·        HTML Integration and Applet Tags

·        Passing Parameters

·        Input from Users

·        Displaying Output

13. Graphics and GUI Programming

·        Graphics Class

·        Drawing Lines, Rectangles, Circles, Polygons

·        Bar Charts, Line Graphs, Arcs

·        Basics of GUI Design

·        AWT Components and Layout Managers

·        Menus, Containers

·        Swing Components

·        Using `java.util` and Collections (e.g., Map)

14. File Input/Output and Stream Handling

·        Java I/O Streams Overview

·        Byte and Character Streams

·        File Class

·        Reading/Writing Bytes and Characters

·        Buffered Streams

·        I/O Exceptions

·        Handling Primitive Data

·        Interactive Input and Output

15. Working with Relational Databases

·        JDBC Concepts and Metadata

·        Selecting Database Drivers

·        Writing JDBC Programs

·        Establishing Connections

·        Executing Statements

The purpose of this module is to equip students with good knowledge in Judicial law. Students will be capable to know how the Rwandan justice system works and the laws governing the organisation, functioning and jurisdiction of courts in Rwanda.

MODULE DESCRIPTION - PRINCIPLES OF MANAGEMENT

1. Module Code: BMM 112 Faculties: BUSINESS MANAGEMENTAND ECONOMICS

2. Module Title: PRINCIPLES OF MANAGEMENT

3. Level:    1    Trimester:        1   Credits: 15

4. First year of presentation:  2021     Administering Faculty: BME

5. Pre-requisite: NONE

Probability & Statistics introduces students to the concepts and logic of statistical reasoning and gives the students introductory-level practical ability to choose, generate, and properly interpret appropriate descriptive and inferential methods.

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

     i.         Understand Total Quality Management

    ii.         Understand Quality Assurance and Quality control

   iii.         Understand Quality Standards:

   iv.         Understand Quality teams

The course is concerned with removal of trade barriers between countries to encourage free trade.

This Module aims to develop student understanding in respect to making best use of internal and external resources on project based endeavours. It will cover recognised principles in respect to sourcing resources and services as well as appropriate personnel for projects. Topics will include procurement practice and planning, delivery models, documentation, tendering and source selection, contract administration, human resources management, team planning, recruitment and development.

This is a Standarised English Language Test (SELT) for graduating students 2024 as pre-requisite by the Higher Education Council (HEC), Rwanda. 

Instructions:

1.  The test comprises 50 questions.  Attempt all questions. 

2. You have one hour to complete the test. 

3. Read instruction at the beginning of each question 

4. Mobile phones are not allowed in testing room 

Having successfully completed the course,

students should be able to:

v  Describe the functions of culture in early childhood development.

v  Outline the developmental stages of the child according to Cognitive development theory

v  Behavioral theory

v  Discuss the theories of personality and personality traits in a child and how it affects the early childhood development.

v  Advocate on agents of socialization in child development.

Dear students, 

I warmly welcome you to the module MED 608: Student Welfare Management and Administration. This is a module taught to all MED  students in the University of Kigali - Graduate School. The module is delivered through blended learning (online and face to face). It is organized and divided into four (4) sections: