CS Curriculum

BATU GLOBAL COLLEGE
DEPARTMENT OF COMPUTER SCIENCE
Curriculum for Bachelor of Science Degree in Computer Science
የሳይንስ ባችለር ዲግሪ በኮምፒውተር ሳይንስ
February, 2022
Shashemene, Ethiopia
Table of Contents
EXCUTIVE SUMMARY III
Acronyms IV
1. Introduction 1
2. Rationale 1
3. Mission, Vision and Objectives 3
3.1 Mission 3
3.2 Vision 3
3.3 Objectives 3
4. Professional Profile 5
5. Graduate Profile 6
5.1 Cognitive knowledge skill 6
5.2. Practical skills 6
5.3 Attitude (Transferable skill) 7
6 Program Requirement 7
6.1 Admission Requirement 7
6.1.1 Duration of the Study 7
6.1.2 Mode of delivery 7
6.1.3 Method of Teaching 7
7. Grading System 8
8. Graduate Requirement 8
9. Degree Nomenclature 9
10. Quality Assurance 9
11. Assessment and Evaluation 9
12. Course Policy 10
12.1 Course Coding 10
13. Course Syllabus 23
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EXCUTIVE SUMMARY
Name of program: Computer Science
Name of the degree to be awarded: Bachelor of Science Degree in Computer Science
Standard Period of time: 4 years/8 semester
Commencement of the Curriculum: 2014/2022
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Acronyms
BSc…………………………………Bachelor of Science
Cr. Hrs……………………………..Credit Hours
EHEECE………………………….Ethiopian Higher Education Entrance Certificate Examination
ECTS European Credit Transfer System
HLI………………………………....Higher Learning Institution
MoSHE……………………………Ministry of Science and Higher Education
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1. Introduction
Computers play a major role in shaping the information or the knowledge age. They are
also becoming essential in almost all activities of human life. Furthermore, with the
decline in the price of computer hardware, nations, organizations and individuals that
couldn't afford to have computers some years back can now afford to acquire them.
However, the acquisition of the hardware is just one step towards computerization. The
most important step is to be able to use them properly.
This necessitates for a high number of skilled computer scientists who will develop the
necessary applications for the computers, who will administer the computer systems and
who will decide on computersystem acquisitions of the organizations and all automation
processes in general. Institutions, enterprises, organizations and companies in all
sectors, public and private, are directly or indirectly being affected by the overwhelming
information flow around the world. The effect goes down to small businesses and even
to individuals. Every such unit should be equipped with tools that enable it to survive in
such a dynamic world. Ethiopia is no exception and we must get ready to cope up with
the influence of the knowledge age in our day-to-day life.
A curriculum in Computer Science must be designed in such a way that it addresses the
current needs of the country. Currently, the country has no sufficient number of
competent computer professionals in the various fields of Computer Science. Various
Governmental and other organizations have the desire to use modern information
technology. However, there is an acute shortage of technical staff.
2. Rationale
Computer Science is an exciting, challenging and dynamic discipline. Computers form
an integral part of every aspect of society and modern life. New computing technologies
are introduced at an enormous rate and the Computer Science field develops and
changes continually and rapidly. Consequently, Computer Science has evolved into a
dynamic and challenging field of study. Students in the course of their degree are
exposed to the theoretical foundations in all areas of the field, gain an understanding of
the principles that underlie development of systems, apply their knowledge on real life
projects and acquire the necessary knowledge and skills to cope with the astonishing
rate of changeof the specific discipline.
The curriculum is in compliance with the already established standards proposed by

international Computer Societies. Graduates are well equipped to successfully follow
fulfilling career paths in many diverse areasof business and academia.
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3. Mission, Vision and Objectives
3.1 Mission
The mission of B.Sc. curriculum in Computer Science is to deliver an internationally
recognized study program in Computer Science through an innovative and effective
process to upgrade the students’ learning towards the national and international
standards that meet the 21st century standards, and to the nation development goal of
2030.
3.2 Vision
The B.Sc. curriculum in Computer Science will:
 Provide an environment of learning that fosters competency, growth, and
appreciation of Computer Science in diverse fields such as science, engineering,
architecture, business, health, and the like.
 Promote students to be actively involved in social and cooperation academic
with other institutions, governmental bodies, and business campaniles; to
encourage their talent, creativity, teamwork, decision-making and problem-
solving abilities.
 Produce Computer Scientists with the Computer Science foundation and adaptive
skills to serve indifferent sectors.
 Prepare students with essential knowledge of Computer Science for
successful graduate study, scientific research, and concentration in specific
areas of the discipline and beyond.
 Implement efficient, effective, transparent, IT-based learning to familiarize
students to currenttechnology.
3.3 Objectives
The primary objective of the program is to produce a high quality graduate with an
entrepreneurial and problem-solving mind-set. The specific objectives of the program
are:
 Provide an in-depth understanding of the fundamental principles and techniques
of Computer Science.
 Develop Computer Science concepts and definitions, and to extend and
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generalize them to newsituations.
 Educating and training students for the very dynamic and rapidly changing
science and technologymarket.
 Educating and training students to become life-long learners by providing them
with a sound base in computer science, basic sciences as well as general
education.
 Make students understand the connections between Computer Science and other
disciplines, and being able to recognize Computer Science ideas embedded in
other contexts.
 Develop the fundamental concepts of Computer Science modeling and how
to apply ComputerScience to real-world situations.
 Motivating students to become innovators who can respond very positively to
the challenges andopportunities presented by new ideas and technologies.
 Laying a strong foundation for, and instilling confidence in students who may
want to pursue post-graduate studies later in life.
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4. Professional Profile
Through document analysis on different research organization websites in the field of
computer science and based on other universities’ computer science programs, it has
been found professionals in the fieldof computer science do have knowledge and skills
in software design and implementation, devising new ways of to use computers,
developing effective ways to solve computing problems, generating new knowledge
through research as in bioinformatics and intelligent systems, presenting findings
clearly ,and using computers for the betterment of society.
Computer science professional must have a high-level understanding of computing
systems as a whole. This understanding must go beyond the implementation details of
the various components to encompass an appreciation for the structure of computer
systems and the processes involved in their construction and analysis.
Thorough understanding of the balance between theory and practice and the essential
link between them not only the theoretical underpinnings of the discipline but also how
that theory influences practice.
A solid foundation that allows and encourages them to maintain their skills as the field
evolves.
Areas of Competences Professional Profile
Cognitive Analyze and demonstrate a high-level understanding of

KnowledgeSkill theory and principlesof Computing systems as a whole
Conduct research in computing to generate new knowledge
Apply knowledge and innovative skills to plan, set up and run
businesses.
Practical Skills Demonstrate, deploy, design and implement computing
systems
Exercise management and administration of computing
systems
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Attitude Prepare, present and reporting research findings orally and
(TransferableSkills) in writing.
Apply managerial skills
5. Graduate Profile
The graduate will have the following knowledge, skill and attitude at the end of the
program.
5.1 Cognitive knowledge skill
 Demonstrate knowledge and understanding of essential facts, concepts,
principles and theoriesrelating to computer science.
 Use such knowledge and understanding in the modeling and design of computer-
based systems in a way that demonstrates comprehension of the tradeoffs
involved in design choices.
 Identify and analyze criteria and specifications appropriate to specific problems,
and planstrategies for their solution.
 Analyze the extent to which a computer-based system meets the criteria defined
for its current useand future development.
 Deploy appropriate theory, practices, and tools for the specification, design,
implementation, andevaluation of computer-based systems.
 Recognize the need for, and an ability to engage in, continuing professional
development and the knowledge and skills to act as research assistants or
lecturers in higher education institutions.
5.2. Practical skills

 Specify, design, and implement computer-based systems.
 Evaluate systems in terms of general quality attributes and possible tradeoffs
presented within thegiven problem.
 Apply the principles of human-computer interaction to the evaluation and
construction of a wide range of materials including user interfaces, web pages,
and multimedia systems.
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 Identify any risks or safety aspects that may be involved in the operation of
computing equipmentwithin a given context.
 Deploy effectively the tools used for the construction and documentation of
software, with particular emphasis on understanding the whole process involved
in using computers to solve practical problems.
 Use current techniques, skills, and tools necessary to maintain and administer
computer based systems.
 Apply mathematical foundations, algorithmic principles, and computer science
theory in the modeling and design of computer-based systems in a way that
demonstrates comprehension of thetradeoffs involved in design choices;
5.3 Attitude (Transferable skill)
 Make succinct presentations to a range of audiences about technical problems
and their solutions.
 Be able to work effectively as a member of a development team.
 Understand and explain the quantitative dimensions of a problem.
 Manage one’s own learning and development, including time management and
organizationalskills
 Keep abreast of current developments in the discipline to continue one’s own
professionaldevelopment.
 Recognize and be guided by the social, professional, and ethical issues
involved in the use ofcomputer technology.
6 Program Requirement
6.1 Admission Requirement
The college conducts admission to the program based on results of the Ethiopian
Higher Education Entrance Certificate Examination (EHEECE). For second year and
above, and other applicants holding diploma (regular advanced), evening, distance (ifany)
and summer programs, admission will be provided if an applicant meets the minimum
requirements set by each universities.
6.1.1 Duration of the Study
The duration of the study for the regular B.Sc. program in Computer Science is 4 years.
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6.1.2 Mode of delivery
All courses should be delivered on a semester basis and face-to-face teaching.
6.1.3 Method of Teaching
The teaching learning process in this program mainly follows the principle of active
learning. The students are engaged in assignments, quizzes, tutorials, laboratories,
project demonstrations, lectures and filed trip/ industrial visit.
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7. Grading System
The grading system of the B.Sc. program in Computer Science is fixed scale and
indicated in Table 1.
Table 1: Grading System
Scale Letter grade Number grade Status
[90 – 100] A+ 4
[85 - 90) A 4 Excellent
[80 - 85) A- 3.75
[75 - 80) B+ 3.5 Very Good
[70 - 75) B 3
[65 – 70) B- 2.75 Good
[60 – 65) C+ 2.5
[50 – 60) C 2 Satisfactory
[45 – 50) C- 1.75 Unsatisfactory
[40 – 45) D 1.00 Poor
[0 – 40) F 0 Fail
8. Graduate Requirement
Every candidate for B.Sc. degree in Computer Science must fulfill the following
requirements forgraduation:
Minimum cumulative Grade Point Requirement for graduation is 2.00.
The required compulsory, elective, supportive and common courses with their respective
totalECTS, Cr. Hrs, and number of courses for graduation with the Degree of Bachelor of
Science in Computer Science is indicated below in Table 2.
Table 2: Total required courses
No Course Category No. of courses Cr. Hrs ECTS
1 Compulsory 29 86 143
2 Elective 2 6 10
3 Supportive 7 21 35
4 Common 14 35 59
Total 52 148 247
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Educational visit: educational tours will help inspire the next generation of computer
scientists by showing them the practical application of the subject in an exciting and
informative way. Each batch of students is expected to visit a minimum of 2 popular
companies/organizationsin the field.
9. Degree Nomenclature
English: Bachelor of Science Degree in Computer Science
Amharic: የሳይንስ ባችለር ዲግሪ በኮምፒውተር ሳይንስ
10.Quality Assurance
 Comprehensive examinations and colleague assessment of examination
papers and teachingmethods;
 Periodical workshops (with stakeholders, teachers and graduates);
 Assessments by using survey project works (researches), internships, and link
programs;
 Graduates' evaluation of the program;
 Standardization of course offerings through preparation of general course
outlines, examcontents, and external audit;
 Annual assessment of the program by the teaching staff;
 Establishing Alumni of Graduates as a mechanism to assess their career
development;
 Working closely with the relevant professional associations to assess graduates'
performance.
 Ensuring lab sessions conduction manner as per the requirements set in the
curriculum.
11.Assessment and Evaluation
Cognitive Abilities: Cognitive abilities are assessed by a combination of written
examinations and continuous assessment, including marked essays, class tests and
computer programming problems.
Practical Abilities: Practical Abilities are assessed mostly by continuous assessment.
Some of practical abilities are assessed as part of group project module.
Transferable skills: some skills, like the use of software tools and ability to
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communicate orally and in written form are directly assessed, in assignments or
projects, other skills are not directly assessed but their effective use will enhance the
students’ overall performance.
Evaluation will be done based on the midterm exam, assignments, laboratory sessions
demonstrations, Project work, final exam and different continues assessments.
12.Course Policy
This policy applies for all courses in the program:
It is mandatory to attend all classes such as lecture class, laboratory sessions, tutorials
and seminars. However, with distinct circumstance up to 80% will be entertained.
It is mandatory to pass 50% of the lab exam, in order to be eligible for the final. This is
applied forall practical courses.
Plagiarism will cause not only automatic course dismissal but also academic discipline
based on the rules and regulations of the college.
If someone is caught while cheating during final examination, his/her grade will
automatically be ‘F’ also academic discipline may be taken based on the rules and
regulations of the college. However, other assessments are evaluated as ‘0’.
If someone misses any assessments with a valid justification, he/she has a right to sit
for makeup exam.
Students are not allowed to enter to examination rooms after 30 minutes of
examination commencement.
12.1 Course Coding
All Computer Science courses are coded ‘‘CoSc’’ followed by four digits, where
The first digit indicates the year in which the course is offered. That is 1 refers to year
one, 2 refersto year two, 3 refers to year three, and 4 refers to year four.
The next two digits indicate the area (category) of the course, where all Computer
Science courses are categorized depending on similarity of the courses as shown in
Table 3.
Table 3: Course categories with their corresponding course numbers
Course Category Code Courses Under Category
Basic programming 01 Introduction to Emerging Technologies
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andEmerging Technologies Computer programming
Computer organization and architecture
Computer Architecture 02 Operating System
andOperating Systems Microprocessor and Assembly Language
Programming
Real time and embedded system
Data Communication &Computer
Computer Networking and Networking
Security 03 Wireless Communication and Mobile
Computing
Computer Security
Network and System Administration
Introduction to Distributed Systems
Database Systems 04 Fundamentals of Database Systems
Advanced Database Systems
Object Oriented Programming
Advanced Programming 05 Java Programming
Event-Driven Programming
System Development 06 Software Engineering
Computer Graphics
Computer Graphics and HCI 07 Human Computer Interaction
Multimedia
Simulation and Modeling
Web and Application08 Web programming
Development Mobile Application Development
Design and Analysis of Algorithms
Algorithms 09 Data Structures and Algorithms
Compiler Development 10 Automata and Complexity Theory
and Compiler Design
Complexity
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Introduction to Artificial Intelligence
Introduction to Data Mining and Data
Warehousing
Intelligent Systems 11 Introduction to Machine Learning
Introduction to Natural Language
Processing
Computer Vision and Image Processing
Projects and Research 12 Industrial Practice
Research Methods in Computer Science
Final Year Project I
Final Year Project II
Selected topics 13 Selected topics in Computer Science
The last digit indicates the semester in which the course is offered. If it is odd, the course
is offered during the first semester, and if it is even, the course is offered during the
second semester.
For example: CoSc 3023 (Operating Systems), is the course which will be given in the
third year firstsemester and the course is categorized under category 02.
Note: The course Introduction to Emerging Technologies is treated differently as its
course code isassigned by MOSHE. Course list with credit hours
Table 4: List of compulsory courses
No Course Name (Course Title) Course Code ECTS Cr. Hr.
1. Introduction to Emerging Technologies EmTe1012 5 3
2. Computer programming CoSc1012 5 3
3. Computer organization and Architecture CoSc2022 5 3
4. Microprocessor and Assembly LanguageCoSc3025 5 3
Programming
5. Operating Systems CoSc3023 5 3
6. Real time and embedded system CoSc3026 5 3
7. Data Communication and Computer Networks CoSc2032 5 3
8. Network and System Administration CoSc4036 5 3
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9. Wireless Communication and MobileCoSc3034 5 3
Computing
10. Computer Security CoSc4035 5 3
11. Introduction to Distributed Systems CoSc4038 5 3
12. Fundamentals of Database Systems CoSc2041 5 3
13. Advanced Database Systems CoSc2042 5 3
14. Object Oriented Programming CoSc2051 5 3
15. Java Programming CoSc3053 5 3
16. Software Engineering CoSc3061 5 3
17. Computer Graphics CoSc3072 5 3
18. Computer Vision and Image Processing CoSc4113 5 3
19. Web programming CoSc3081 7 4
20. Data Structures and Algorithms CoSc2092 5 3
21. Design and Analysis of Algorithms CoSc3094 5 3
22. Automata and Complexity Theory CoSc3101 5 3
23. Compiler Design CoSc4103 5 3
24. Introduction to Artificial Intelligence CoSc3112 5 3
25. Industrial Practice CoSc3122 3 2
26. Research Methods in Computer Science CoSc4123 3 2
27. Final Year Project I CoSc4125 5 3
28. Final Year Project II CoSc4126 5 3
29. Selected Topics in Computer Science CoSc4132 5 3
Total 143 86
Table 5: List of elective courses
No Course Title (Course Name) Course Code Cr. Hrs ECTS
1. Event-Driven Programming CoSc4055 3 5
2. Human Computer Interaction CoSc4075 3 5
3. Multimedia CoSc4077 3 5
4. Simulation and Modeling CoSc4079 3 5
5. Mobile Application Development CoSc4083 3 5
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6. Introduction to Data Mining and DataCoSc4112 3 5
Warehousing
7. Introduction to Machine Learning CoSc4114 3 5
8. Introduction to Natural Language Processing CoSc4116 3 5
Total 6 10
Table 6: List of supportive courses
No Course Title Course No Cr. hrs. ECTS

1 Mathematics for Natural Science Math1011 3 5
2 Applied Mathematics I Math1041 3 5
3 Linear Algebra MATH2011 3 5
4 Probability and Statistics STAT2015 3 5
5 Digital Logic Design EENG2041 3 5
6 Discrete Mathematics and Combinatory MATH2052 3 5
7 Numerical Analysis MATH2082 3 5
Total 21 35
Table 7: List of Common Courses

No Course Title Course No Cr. hrs. ECTS
1 Communicative English Language Skills I FLEn1011 3 5
2 General Physics Phys1011 3 5
3 General Psychology Psch1011 3 5
4 Critical Thinking LoCT1011 3 5
5 Physical Fitness SpSc1011 P/F 0
6 Geography of Ethiopia and the Horn GeES1011 3 5
7 Communicative English Language Skills II FLEn1012 3 5
8 Social Anthropology Anth1012 2 3
9 History of Ethiopia and the Horn Hist. 1012 3 5
10 Moral and Civic Education MCiE1012 2 3
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11 Economics ECON2103 3 5
12 Inclusion in Education and Development SINE2011 2 4
13 Global Trends IRGI3021 2 4
14 Entrepreneurship & Business Development MGMT4102 3 5
Total 35 59
Table 8: Summary of the total credit hours and ECTS for each course category
No Course Category Cr. Hrs ECTS
1 Compulsory 86 143
2 Elective 6 10
3 Supportive 21 35
4 Common 35 59
Total 148 247
Table 9: Course Distribution for each year and each Semester.
Year 1 Semester 1
No. Course CodeCourse Title ECTS Cr. Lec. Lab. Tut.

Hrs. Hrs Hrs Hrs
1. Math1011 Mathematics for Natural Science 5 3 3 0 2
2. FLEn1011 Communicative English Language5 3 3 0 0

Skills I
3. Phys1011 General Physics 5 3 2 1 2
4. Psch1011 General Psychology 5 3 3 0 0
5. LoCT1011 Critical Thinking 5 3 3 0 0
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6. SpSc1011 Physical Fitness 0 P/F 2 0 0
7. GeES1011 Geography of Ethiopia and the Horn 5 3 3 0 0
Sub Total 30 18
Year 1 Semester 2
No. Lec. Lab. Tut

CourseCode Course Title ECTS Cr. Hrs. Hrs. .
Hrs. Hrs
.
1. FLEn1012 Communicative English Language5 3 3 0 0

Skills II
2. Anth1012 Social Anthropology 3 2 2 0 0
3. Math1041 Applied Mathematics I 5 3 3 0 0
4. Hist. 1012 History of Ethiopia and the Horn 5 3 3 0 0
5. EmTe1012 Introduction to Emerging5 3 3 0 0

Technologies
6. MCiE1012 Moral and Civic Education 3 2 2 0 0
7. CoSc1012 Computer programming 5 3 2 3 1

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Sub Total 31 19
Year 2 Semester 1
No. Course Course Title ECTS Cr. Lec. Lab. Tut.

Code Hrs. Hrs. Hrs. Hrs.
1. EENG2041 Digital Logic Design 5 3 2 3 0
2. CoSc2051 Object Oriented Programming 5 3 2 3 2
3. MATH2011 Linear Algebra 5 3 3 0 1
4. CoSc2041 Fundamentals of Database5 3 2 3 2

Systems
5. ECON2103 Economics 5 3 3 0 0
6. STAT2015 Probability and Statistics 5 3 3 0 1
7. SINE2011 Inclusiveness 4 2 2 0 0
Sub Total 34 20
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Year 2 Semester 2
No. Course Course Title ECTS Cr. Lec. Lab. Tut.

Code Hrs. Hrs. Hrs. Hrs.
1. CoSc2032 Data Communication and Computer5 3 2 3 2

Networks
2. CoSc2042 Advanced Database Systems 5 3 2 3 2
3. MATH2082 Numerical Analysis 5 3 2 3 0
4. MATH2052 Discrete Mathematics and5 3 3 0 0

Combinatorics
5. CoSc2092 Data Structures and Algorithms 5 3 2 3 2
6. CoSc2022 Computer organization and5 3 3 0 1

Architecture
Sub Total 30 18
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Year 3 Semester 1
Lec.
No. Course Course Title ECT Cr. Hrs. Lab. Tut.
Code S Hrs. Hrs. Hrs.
1. CoSc3023 Operating Systems 5 3 2 3 2
2. CoSc3081 Web programming 7 4 3 3 1
3. CoSc3053 Java Programming 5 3 2 3 2
4. CoSc3061 Software Engineering 5 3 3 0 2
5. CoSc3101 Automata and Complexity Theory 5 3 3 0 2
6. CoSc3025 Microprocessor and Assembly5 3 2 3 1

LanguageProgramming
7. IRGI3021 Global Trends 4 2 2 0 0
Sub Total 36 21
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Year 3 Semester 2
Lec.
No. Course Course Title ECT Cr. Hrs. Lab. Tut.
Code S Hrs Hrs. Hrs.
.
1. CoSc3034 Wireless Communication and Mobile5 3 2 3 1

Computing
2. CoSc3112 Introduction to Artificial Intelligence 5 3 2 3 2
3. CoSc3094 Design and Analysis of Algorithms 5 3 3 0 0
4. CoSc3026 Real Time and Embedded Systems 5 3 2 3 2
5. CoSc3072 Computer Graphics 5 3 2 3 1
6. CoSc3122 Industrial Practice 3 2 0 0 0
Sub Total 28 17
Year 4 Semester 1
Lec.
No. CourseCodeCourse Title EC Cr.H Hrs. Lab. Tut.
TS rs. Hrs. Hrs.
1. CoSc4035 Computer Security 5 3 2 3 1
2. CoSc4113 Computer Vision and Image5 3 2 3 2
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Processing
3. CoSc4123 Research Methods in Computer3 2 2 0 0

Science
4. CoSc Elective I 5 3 2 3 1
5. CoSc4103 Compiler Design 5 3 2 3 2
6. CoSc4125 Final Year Project I 5 3 0 0 0
Sub Total 28 17
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Year 4 Semester 2
Lec.
No. CourseCode Course Title EC Cr.H Hrs. Lab. Tut.
TS rs. Hrs. Hrs.
1. CoSc4036 Network and System Administration 5 3 2 3 1
2. CoSc4038 Introduction to Distributed Systems 5 3 2 3 2
3. CoSc4132 Selected Topics in Computer5 3 3 0 0

Science
4. MGMT4102 Entrepreneurship & Business 5 3 3 0 0

Development
5. CoScXXXX Elective II 5 3 2 3 1
6. CoSc4126 Final Year Project II 5 3 0 0 0
Sub Total 30 18
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13. Course Syllabus
Year: I Semester: II
Course Category: Compulsory
Course Title: Computer ProgrammingCourse Code: CoSc1012
Credit Hours: 3 ECTS: 5 Contact hrs: 2 Lab hrs: 3 Tutorial hrs: 1
Prerequisite: None
Course Description
This course teaches problem solving using computers, algorithms, program structure,
constants, types, variables, reserved words, syntax diagram, identifiers, numbers,
character strings and constant declarations; basic data types, statements (assignment,
I/O, control), structured data types, subprograms, file management; recursive functions;
overloaded functions; linking multiple source files; and data structures. Concrete
examples enable the students to write programs and use data structure elements in the
programs.
Course objectives
On completion of the course successfully, students will be able to:
Apply programming skills to solve problems
Understand basic concepts in computer science such as Boolean logic and problem
decomposition
Learn data structures (such as strings, matrices and arrays), logic and control
structures (such as ‘if’ and ‘for’ statements), data manipulation and presentation
(loading data files, computing simple statistics and graphing data), and proper
programming techniques (writing modular, well-commentedcode)
Understand programming concepts that will assist in learning other languages (like Java,
Perl, or C#)
Learn about computing resources on campus and online
Analyze simple problems and formulate solutions
Develop computer programs for quality program solving
Practice good programming disciplines and stylesourse outline Chapter 1: Introduction
Introduction to programming
Problem solving techniques (2 hrs)1.2.1.Flowchart
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1.2.2.Pseudo code
1.2.3. Algorithms
Chapter 2: Basics of programming (4 hrs)
Structure of a Program
C++ IDE
Showing Sample program
Keywords, Identifiers, Inputs, Outputs, Comments, Parts of a program
Data Types
Variables
Constants
Operators
Assignment Operators
Compound Assignment Operators
Arithmetic Operators
Relational Operators
Increment and Decrement Operators
Infix and postfix types
Precedence of Operators
Chapter 3: Control Statements (4 hrs)
If…. else statement
If… elseif… else statement
Switch statement
For loop statement
While loop statement
Do…while statement
Chapter 4: Function and Passing argument to function (4 hrs)
Definition of function
Declaration of function
Passing value of a function by Value
Passing value of a function by reference
Chapter 5: Arrays, Pointers & Strings (6 hrs)
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One-dimensional array
Multi-dimensional array
Address and pointer
Pointer and array
Pointer and function
Pointer and string
Chapter 6: Structure (4 hrs)
Specifying simple structure
Defining a structure variable
Accessing structure variable
Chapter 7: File (4 hrs)
7.1. File and file management
Teaching-learning methods
Two contact hours of lectures, three contact hours of lab and 1 contact hour of tutorials
per week.
Assessment methods
Assignments/quizzes 10%
Lab exams/Project 20%
Mid semester examination 20%
Final examination 50%
References:
Ravichandran; “Problem Solving with C++”, Tata Mc. Grew Hill Company
Thinking in C++, Volume 2: Practical Programming, Bruce Eckel, President, MindView,
Inc., ChuckAllison, Utah Valley State Colleg
E.Balagurusamy, “Programming with C++”, Tata Mc. Grew Hill Company
Laboratory Course Outline

Week 1
Lab Environment setup
Building blocks of a code
First code “Hello, World”
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Week 2
Data types and variables
Using variables and constants
StatementsWeek 3
Operators
Basic arithmetic operators
Arithmetic and logical operations
Week 4
If
If…else
If...elseif...else
Nested if ...else statements
Switch statement
Week 5
For loop statement
While loop statement
Do…while statement
Nested loops
Week 6
Definition of function
Declaration of function
Week 7
Passing value of a function by Value
Passing value of a function by reference
Week 8
One-dimensional array
Week 9
Multi-dimensional array
Week 10
Pointer and array
Week 11
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Pointer and function
Pointer and string
Week 12
Specifying simple structure
Defining a structure variable
Accessing structure variable
Week 13
File and file management
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College: Batu Global College
Year II and semester I
Course Title: Fundamentals of Database SystemsCourse Number: CoSc2041
Credit Hours: 3 ECTS: 5
Contact Hours: Lecture: 2hrs Laboratory: 3hrs Tutorial: 2hrsPrerequisite: None
Course description
This course is assumed to be the first course in database management systems. It
starts by introducing what database is and database systems, and how it differs with
the traditional file processing system. It then deals with data models, ER diagrams,
database design methods, normalization, relational algebra and calculus, file
organizations and storage management, index structure for files, and SQL statements.
The course mainly emphasizes on basics of database systems how to retrieve and
modify data. It also deals with different database environments.
Course objectives
This course introduces the students to the overview, design and implementation of
database systems.At the end of this course, students will be able to:
Understand what database is, database system and DBMS
Differentiate database system from file system
Identify the pros and cons of manual approach, file based approach and database
approach
Understand the basic principles of database design systems using different database
models
Appreciate the use of database system in the real world.
Design different types of databases
Understand database normalization & functional dependency
Understand the principles of relational database management systems and their
languages
Understand file organizations and storage management, and index structure for files
Demonstrate queries in the relational algebra.
Demonstrate queries in the tuple relational calculus.
Page | 29
Create a relational database schema in SQL that incorporates key, entity integrity, and
referentialintegrity constraints.
Course outline
Chapter 1: Introduction to Database Systems (2 hours)
Overview
Basics of DatabaseFile organization verses Database approach
Users and actors of Database system
Characteristics of the Database Approach
Actors on the Scene
Chapter 2: Database System Architecture (2 hours)
Data models, Schemas, and Instances
Over view of data models
Architecture and Data Independence
Database Language and Interface
The Database System Environment
Classification of DBMS
Chapter 3: Database Modeling (6 hours)
3.1. The Entity Relationship (ER) Model 3.1.1.The high-level conceptual model
3.1.2.Entities, Attributes, and Keys
3.1.3.Relationships, Associations, and Constraints3.1.4.The ER Diagrams
3.1.5.Mapping ER-models to relational tables
Enhanced Entity Relationship (EER) Model3.2.1.Inheritance
3.2.2.Union
3.2.3.Aggregation and Association 3.2.4.Mapping EER model to relational model
The Relational Database Model 3.3.1.The Relational Model Concepts
3.3.2.The Relational Constraints and Relational Database Schemas 3.3.3.The Relational
Operations
Chapter 4: Functional Dependency and Normalization (4 hours)
Functional Dependency
Page | 30
Normal Forms 4.2.1.First Normal Form
4.2.2.Second Normal Form 4.2.3.Third Normal Form 4.2.4.Boyce Codd Normal Form
Chapter 5: Record Storage and Primary File Organization (6 hours)
Introduction
Operations on Files
Files of Unordered Records (Heap Files)
Files of Ordered Records (Sorted Files)
Hashing Techniques
Index Structure for Files
Types of Single Level Ordered Index
Dynamic Multilevel indexes using B-Trees and B+ Trees
Indexes on Multiple Indexes
Chapter 6: The Relational Algebra and Relational Calculus (5 hours)
Introduction
Relational Algebra
The Relational Calculus
Chapter 7: The SQL Language (7 hours)
Structured Query Language
Datatypes
DDL, DML, TCL and DCL
Basic Queries in SQL
Nested Queries in SQL
Views
Comments
Constraints
Evaluation Schemes
(This may vary on the number of students per class, but general evaluation scheme is as
below)
Quiz 10%
Page | 31
Mid Exam 30%
Lab Evaluation and Project Work 20%
Final Exam 40%
Text books and References:
Textbook:
Raghu Ramakrishnan, Johannes Gehrke. Database Management Systems, McGraw-Hill;
3rd edition,2002
Elmasri, R., & Navathe, S. (2017). Fundamentals of database systems (7th Edition).
Pearson.
References.
Osama Mustafa, Robert P. Lockard. (2019). Oracle Database Application Security,
Apress, Berkeley,CA.
C. J. Date. (2019). Database Design and Relational Theory. 2nd Edition. Apress, Berkeley,
CA.
Anthony Hack. (2019). SQL Computer Programming for Beginners. Independently
published
Laboratory Course OutlineWeek1: Database modeling
Week 2: Introduction and Software Installation
(Microsoft SQL Server or Oracle DB)
Data Definition Language
Data definition and data types in SQL
Week 3: Data Manipulation Language
Specifying Constraints in SQL
Querying from tables (insert, select, delete, update)
Week 4: More Complex SQL Retrieval Queries 1
Sorting (ascending, descending) using ORDER BY, DESC and ASC
group by, order by, having, wildcards, and regular expressions
Aggregate Functions in SQL
Null value & Keywords in SQL
Auto Increment, alter, drop, rename in SQL
Page | 32
Joins
Unions, intersections, differences
Week 8: Views
Week 9: SQL Functions 1
String Functions
Numeric/Math Functions
Date/Time Functions
Conversion Functions
Advanced Functions in SQL
Week 14: Complex SQL Queries
Week 15: File Organization and Indexes
Page | 33
Year II semester II
Course Title: Advanced Database SystemsCourse Number: CoSc2042
Credit Hours: 3 ECTS: 5 Contact hrs: 2hrs Laboratory: 3hrs Tutorial: 2hrs
Prerequisite: CoSc2041 Fundamentals of Database Systems
Course description
This course deals with query optimization, transaction management, recovery and
concurrency control, database authorization and security. Additional topics including
object oriented and object relational database systems, distributed databases, and
integration may also be covered. A major component of the course is a database
implementation project using current database languages and systems.
Course objectives
At the end of this course, students will be able to:
Describe the main concepts of the OO model such as object identity, type
constructors,encapsulation inheritance, polymorphism, and versioning
Evaluate a set of query processing strategies and select the optimal strategy. Know
the basics oftransaction management and concurrency control
Understand database security
Use different recovery methods when there is a database failure
Design a distributed database system in homogenous and heterogeneous environments
Course outline
Chapter 1: Concepts for Object-Oriented Databases (2 hours)
Overview of Object-Oriented Concepts
Object Identity, Object Structure, and Type Constructors
Encapsulation of Operations, Methods, and Persistence
Type Hierarchies and Inheritance
Chapter 2: Query processing and Optimization (4 hours)
Translating SQL Queries into Relational Algebra
Basic Algorithms for Executing Query Operations
Using Heuristic in Query Optimization
Page | 34
Using Selectivity and Cost Estimates in Query Optimization
Semantic Query Optimization
Chapter 3: Transaction Processing Concepts (6 hours)
Introduction
Transaction and System Concepts
Properties of Transaction
Schedules and Recoverability
Serializability of Schedules
Transaction Support in SQL
Chapter 4: Concurrency Control Techniques (6 hours)
Locking Techniques for Concurrency Control
Concurrency Control Based ON Timestamp Ordering
Multi-version Concurrency Control Techniques
Validation (Optimistic) Concurrency Control Techniques
Granularity of Data Items and Multiple Granularity Locking
Using Locks for Concurrency Control in Indexes
Chapter 5: Database Recovery Techniques (5 hours)
Backup and Recovery Concepts
Recovery Concepts Based on Deferred Update
Recovery Concepts Based on Immediate Update
Shadow Paging
The ARIES Recovery Algorithm
Recovery in Multi database Systems
Chapter 6: Database Security and Authorization (5 hours)
Introduction to DB Security Issues
Discretionary Access Control Based on Granting /Revoking of Privileges
Mandatory Access Control for Multilevel Security
Statistical DB Security
Chapter 7: Distributed Database System (4 hours)
Distributed Database Concepts
Data Fragmentation, Replication, and Allocation Techniques for Distributed Database
Page | 35
Design
Types of Distributed Database Systems
Query Processing in Distributed Databases
Evaluation Schemes
below)
Quiz 10%
Mid Exam 30%
Lab Evaluation and Project Work 20%
Final Exam 40%
Textbook:
Raghu Ramakrishnan, Johannes Gehrke. Database Management Systems, McGraw-Hill;
3rd edition,2002
Elmasri, R., & Navathe, S. Fundamentals of database systems (7th Edition). Pearson.
(2017).
References
Osama Mustafa, Robert P. Lockard. (2019). Oracle Database Application Security,
Apress,Berkeley, CA.
C. J. Date. (2019). Database Design and Relational Theory. 2nd Edition. Apress, Berkeley,
CA.
Anthony Hack. (2019). SQL Computer Programming for Beginners. Independently
published
Laboratory Course Outline
Week 1: Introduction and Software Installation
1.1. (Microsoft SQL Server or Oracle DB)
Week 2: Objet-Oriented Database
Object Identity
Object Query Language (OQL)
Page | 36
Week 3: Query Processing and Optimization
Query Execution Plan
Query Optimization
Week 4: Transaction Management
Basic Syntax of Transactions
What are Transactions
Beginning Transaction
Committing or Rolling Back
Creating Named Transactions
Making Use of Transactions
Conditionally Committing or Rolling Back
Transactions with Error Handlers
Automatic Rollback
Nested Transactions
Using Save points
Transactions in Stored Procedures
Week 8: Concurrency Control Techniques
Locking
Timestamping
Week 9: Concurrency Control Techniques
Multi-version Concurrency Control
Locks for Indexes
Week 10: Database Recovery Techniques
Backup and Recovery Concepts
Backup
Recovery
Week 11: Database Security and Authorization
List the different Types of Accounts in SQL Server or Oracle DB
Page | 37
Explain the use of Server Roles
Demonstrate how to Grant and Deny Permissions
Describe Database Roles
Describe How to Work with Database Permissions
Week 12: Distributed Database
Distributed Database Concepts
Data Fragmentation
Replication
Allocation Techniques
Query Processing in Distributed Databases
Week 13: Triggers
Triggers
Week 14: Stored Procedures
Stored Procedures
Page | 38
Year: III Semester: I
Course title: Software EngineeringCourse code: CoSc3061
Credit hours: 3 ECTS: 5 Contact hrs: 3 hrs Laboratory: 0 hrs Tutorial: 2hrs
Prerequisite: None
Course category: compulsory
Course Description
This course provides an introduction to the problems of software development and
maintenance and the processes and methods used to address them. All phases in the
software development life cycle will be introduced. The course also deals with software
project planning, cost estimation, tracking and control, staffing, risk management, and
software configuration plan.
Covers O-O concepts, tools, development life cycle, problem solving, modeling, analysis,
and design, while utilizing UML (Unified Modeling Language) for O-O modeling. UML has
become the standard notation for modeling O-O systems and is being embraced by
major software developers like Microsoftand Oracle.
Course objectives
On completion of the course successfully, students will be able to:
Understand the basic principles of Software Engineering
Write requirements specification documents
Design a system, component, or process to meet desired needs.
Verify and validate a Software system practice with effective communication skill.
Describe in detail the theory, concepts and methods pertaining to the Unified Modeling
Language(UML).
Create requirements using use case modeling concepts.
Demonstrate conceptual and technical skills in the analysis, design and
implementation of asoftware system using Object Oriented Concepts.
Employ tools and techniques for Object Oriented Software Engineering,
Demonstrate an ability to adapt and solve problems in software development
activities fromspecification to testing individually and as part of a team.
Page | 39
Course outline
Chapter 1: Introduction (6 hrs)
Two Orthogonal view of software.
Software development process models
Software Process
Software life cycle and process models 1.2.3.Process assessment models
1.2.4.Software process metrics
Object oriented system development methodology.1.3.1.Why an object oriented
1.3.2.Overview of the unified approach. 1.3.3.An object oriented philosophy 1.3.4.Basic
concepts of an object
1.3.5.Attributes of an object, its state and properties.
Chapter 2: Unified Modeling Language(UML) (8 hours)
Where Can the UML Be Used
Building Blocks of the UML.
Relationships in the UML
Diagrams in the UML.
Use Case Diagrams
Class Diagrams
Sequence diagrams
State chart diagrams
Activity diagrams
Component diagram
Deployment diagram
Diagram extensions
Chapter 3: Requirements Elicitation (6 hours)
An overview of requirements elicitation.
Requirements elicitation concepts 3.2.1.Functional requirements 3.2.2.Nonfunctional
and pseudo requirements
Levels of description
Correctness, completeness, consistency, clarity, and realism
Verifiability and traceability
Page | 40
Requirements elicitation activities.3.3.1.Identifying actors
Identifying scenarios
Identifying use cases
Refining use cases
Identifying relationships among actors and use cases
Identifying initial analysis objects
Identifying nonfunctional requirements
Managing requirements elicitation 3.4.1.Eliciting information from users:
3.4.2.Validating requirements: Usability testing 3.4.3.Documenting requirements
elicitation
Chapter 4: Software Project management (6 hours)
Responsibility of Software Project Managers
Project Planning
The organization of SPMP document
Project Size Estimation Metrics
Project Estimation Techniques
Scheduling, Organization and Team Structures
Staffing
Risk Management
Quality Assurance 4.10.Project Monitoring Plans
Chapter 5: Analysis (8 hours)
Analysis Concepts
Entity, Boundary, and Control Objects
Association Multiplicity Revisited
Qualified Associations
Generalization
Analysis Activities: From Use Cases to Objects
Identifying Entity Objects
Identifying Boundary Objects
Identifying Control Objects
Modeling Interactions between Objects: Sequence Diagrams
Page | 41
Identifying Associations.
Identifying Attributes
Reviewing the Analysis Model
Chapter 6: Object Oriented System Design (8 hours)
An overview of system design.
System design concepts.
System design activities: From objects to subsystems
Documenting system design
An overview of object design
Object design concepts
Object design activities
Managing object design
Documenting object design
Chapter 7: Software Quality Assurance (6 hours)
An overview of testing
Testing concepts
Testing activities
Managing testing
Impact of object oriented testing
Types of Testing
Text Book
1. Brahmin, Ali (1999), Object oriented System development, McGraw Hill, USA.
References
Martina Seidl, Marion Scholz, Christian Huemer, Gerti Kappel. UML @ Classroom: An
Introduction to Object-Oriented Modeling. 2012. Springer International Publishing AG.
Scott, Kendall (2004) Fast Track UML 2.0 Apress USA
Booch, Grady Rumbaugh, James Jacobson, Ivar (2005) The Unified Modeling
Language User Guide second edition Addison Wesley Professional USAEvaluation
Schemes
below)
Page | 42
Quizzes, assignments and tests 10%
Mid Exam 20
Projects 20%
Final Exam 50%
Page | 43
Year: II Semester: II
Course title: Object Oriented ProgrammingCourse code: CoSc2051
Credit hours: 3 ECTS: 5 lecture hrs: 2 Lab hrs: 3 Tutorial hrs: 2
Prerequisite: CoSc1012 Computer ProgrammingCourse category: Compulsory
Course description
This programming course emphasizes the methodology of programming from an object
-oriented perspective and software engineering principles. It allows students to develop
the ability to analyze programming problems and design and document suitable
solutions and to implement reliable and robust software using contemporary program
design methods. Topics to be dealt with are: classes: data abstraction, information
hiding, overloading; inheritance; polymorphism; exceptions handling.
Course objectives
Upon successful completion of the course, students will be able to:
Explain the basic object oriented concepts
Successfully code, debug and run programs with appropriate development environment
Work on more advanced programs
Have clear differentiation between structural and object oriented programming
paradigms
Course outline
Chapter 1: Introduction to Object-Oriented Programming (4 hrs)
Types of programming paradigms
Overview of OO principles
Editing, Compiling and Interpreting
Chapter 2: Objects and Classes (6 hrs)
Defining a class
Creating an Object
Instantiating and using objects
Printing to the Console
Methods and Messages
Parameter Passing
Page | 44
Comparing and Identifying Objects
Destroying Objects
Enumerated Types
Instance fields
Constructors and Methods
Access Modifiers
Encapsulation
hapter 3: Inheritance and Polymorphism (8 hrs)
3.1.Inheritance3.2.Casting
Method Overriding and Overloading
Polymorphism3.5.Super
3.6.The Object Class3.7.Abstract Classes 3.8.Interfaces 3.9.Using Interfaces
Chapter 4: Exception Handling (4 hrs)
Exceptions Overview
Catching Exceptions
The finally Block
Exception Methods
Declaring Exceptions
Defining and Throwing Exceptions
Errors and Runtime Exceptions
Chapter 5: Packages (4 hrs)
Packages
The import Statement
Static Imports
CLASSPATH and Import
Defining Packages
Package Scope
Chapter 6: Data structures (6 hrs)
The Set
Set Implementation Classes
The List
Page | 45
List Implementation Classes
The Queue
Queue Implementation Classes
Map/ dictionary
Teaching- learning methods
Two contact hours of lectures, three hours of lab and two hours of tutorials per week.
Assessment methods
Quiz/ Assignment 10%
Lab Exam/Project 20%
Mid Exam 20%
Final Exam 50%
Text book
H.M. Deitel, P.J. Deitel, Java How to Program. 8th ed. Prentice Hall
Eckel, Bruce. Thinking in Java. 4th Ed. New Jersey: Prentice Hall
Laboratory Outline
Week 1: Introduction to Object-Oriented Programming
Software Installation and Environment Setup
Week 2-4: Basics of Programming
Variable types and identifiers
Number types, strings, constants
Operators and operator precedence
Type Conversion/ Casting Chapter
Decision Statements
If statement
Switch statement
Looping Statements
For loop
While, Do while loop
Week 5: Objects and Classes
Defining a class
Creating an Object
Page | 46
Instantiating and using objects
Instance fields
Constructors and Methods
Access Modifiers
Encapsulation
Week 8: Inheritance
Inheritance
Casting
Method Overriding and Overloading
Week 9: Polymorphism and Abstract

Polymorphism
Super
The Object Class
Abstract Classes
Week 10: Interfaces
Interfaces
Using Interfaces
Week 11: Exception Handling
Exceptions Overview
Catching Exceptions
The finally Block
Exception Methods
Declaring Exceptions
Defining and Throwing Exceptions
Errors and Runtime Exceptions
Week 12: Packages
Packages
The import Statement
Page | 47
Static Imports
CLASSPATH and Import
Defining Packages
Package Scope
Week 13: Data structures
Set
List
Stack & Queue
Map/Dictionary
Page | 48
Course title: Data Communication and Computer NetworksCourse code: CoSc2032
Credit hours: 3 ECTS: 5
Contact hours: Lecture hrs: 2 Lab hrs: 3 Tutorial hrs: 2Prerequisite: None
Course category: Compulsory
Course description
This course will explore the various types of data communication systems, networks
and their applications. Concepts & terminologies like computer networks, layered
architecture (OSI & TCP/IP), network hardware, network software, standardization,
network medium, and IP addressing will be explored. The practical aspect will deal with
building small to medium level networks including Cabling, Configuring TCP/IP, Peer to
Peer Networking, Sharing resources, Client Server Networking.
Course objectives
By the end of this course, students will be able to:
Understand the concepts and principles of data communications and computer
networks
Understand data transmission and transmission media
Understand Protocols and various networking components
Understand TCP/IP & OSI Reference Model
Understand LAN and WAN technologies
Understand and implement IP addressing.
Build small to medium level Computer networks
Understand subnets
Course outline
Chapter 1: Data Communication and Computer Networking Basics (5 hours)
Data Communication
Definition of Data Communication
Communication Basics
Page | 49
Data Representation techniques
Digital Data Transmission formats
Transmission Impairments
Modes of Data transmission
Elements of Data Communication
Protocols and standards
Circuit switching and Packet switching,
Computer Network
Network Definition
Network Applications
Network Types
Geographical Area
PAN
LAN
MAN
WAN
Architecture
Peer-to-Peer
Client/server
Network Components
Hardware Components
Software Components
Network Topology
Physical
Logical
Network Models
OSI Reference Model
TCP/IP Protocol Suite
Transmission Media
Guided
Twisted Pair Cable
Page | 50
Coaxial Cable
Fiber Optics/Optical Fiber Cable
Unguided
Wireless LAN
Radio Communication
Microwave Communication
Infrared Communication
Wi-Fi
Bluetooth Technology
Satellite communication
Chapter 2: Application, Session and Presentation Layers (5 hours)
Application Layer Introduction
Client-Server Model
Application Protocols
Network Services
Session Layer
Presentation Layer
Chapter 3: Transport Layer (6 hours)
Segmentation
Addressing
Multiplexing and DE-multiplexing
Connectionless/Connection-Oriented
Unreliable/ Reliable
Protocols in Transport Layer3.6.1.UDP
TCP
Flow control
Error Control
Congestion control
TCP Variants
Chapter 4: Network Layer Addressing and Routing (8 hours)
NIC addressing
Page | 51
Packetizing
IP addressing
IPv4
Sub-netting,
Classfull Addressing
Classless Inter Domain Routing(CIDR)
Private and Public IP addresses
NAT
PAT
Address Mapping
Logical to Physical Address Mapping –ARP
Physical to Logical Address Mapping –RARP
ICMP:
Types of Messages
Message Format
Error Reporting and Query
ICMPv6
IGMP:
Group Management
IGMP Messages
Message Format
IGMP Operation
Encapsulation
Netstat
Routing and forwarding
Routing algorithms
Routing in the Internet
Unicasting, Multicasting and Broadcasting
IPv6
structure
Address space
Page | 52
Chapter 5: Link Layer and Physical Layer (8 hours)
Link layer services
Faming
Multiple Access Protocols
CSMA/CD and CSMA/CA
Link layer addressing
MAC address
Data Link Sub Layers
Logical Link Control(LLC) and Data Link Control
Data Link and its responsibilities
Data Link Control,
Error detection and correction
Data Link Layer Protocols
Physical Layer Services
Bits
Ethernet,
Point-to-Point Protocol
LAN Devices: Repeaters, Hubs, Bridges and switches
WAN Devices Routers, Layer 3 Switches and Gateways
Signaling and encoding
Signal Encoding Techniques
Physical Layer and its responsibilities
Two contact hours of lectures, three contact hours of lab and two hours of tutorials per
week.
Assessment methods
Page | 53
Lab Assessments 15%
Textbooks:
1. Data Communications and Networking, 5th Edition, Behrouz A. Forouzan
Reference books:
Andrew S. Tanenbaum, David J. Wetherall, Computer Networks (5th Edition), Pearson;
2010.
William Stallings, Data and Computer Communications, 10th Edition, Pearson, 2014
Laboratory Outline
Week 1: Designing cables
Crossover cable
Straight-through cable
Rollover cable
Week 2: Creating Peer to Peer network
Building a Switched based network
Sharing Files and Printers between Windows OSs
Sharing Files between Windows OSs
Week 3: Study of IPv4 Address
Classification of IP Addresses
Subnetting
Supernetting
NIC addressing
Week 4: Study of Basic Network Configuration commands
Ping tracert/traceroute ifconfig/ipconfig netstat telnet ssh ftp nslookup pathping
Week 5: Configuring a SwitchWeek 6: Configuring a VLANWeek 7: Configuring a Router
Week 8: Configuring NAT
Week 9: Configuring Routing Information Protocol (RIPv2)Week 10: Configuring Interior
Gateway Protocol (IGRP) Week 11: Configuring Open Shortest Path First (OSPF)
Week 12: Configuring Enhanced Interior Gateway Routing Protocol (EIGRP) Week 13:
Configuring Border Gateway Protocol (BGP)
Page | 54
Week 14: Configuring Intermediate System-to-Intermediate System (IS-IS)
Page | 55
Year III Semester I
Course Title: Operating System
Course Code: CoSc 3023
Credit Hrs.: 3 ECTS: 5 Lecture Hrs.: 2 Lab Hrs.: 3 Tutorial Hrs. 2
Prerequisite: CoSc2022 Computer Organization and Architecture
Course Description
What is an Operating System, history of operating system, operating system zoo;
process concept, process scheduling, inter-process communication; threads; CPU
scheduling, basic concepts, scheduling criteria, scheduling algorithms; process
synchronization, the critical section problem, semaphores, monitors, classical
synchronization problems; deadlocks, avoidance, prevention, detection; memory
management, physical and virtual memory, swapping, allocation, paging, segmentation;
file systems, access methods, directory structure, file sharing and protection; security,
authentication, intrusion detection, encryption.
Course Objectives
Explain the objectives and functions of modern operating systems
Describe the functions of a contemporary operating system with respect to convenience,
efficiency, and the ability to evolve.
Explain the different states that a task may pass through and the data structures
needed to support
the management of many tasks.
Explain conditions that lead to deadlock.
Compare and contrast the common algorithms used for both preemptive and non-
preemptive
scheduling of tasks in operating systems, such as priority, performance comparison,
and fair-
share schemes.
Explain the concept of virtual memory and how it is realized in hardware and software
Page | 56
Course outline
Chapter 1: Introduction (4hr)
Role and purpose of operating systems
History of operating system development
Types of operating systems
Chapter 2: Processes and process management (7hr)
Process and Thread
The concept of multi-threading
Inter process communication
Race conditioning
Critical Sections and mutual exclusion
Process Scheduling
Preemptive and Computer organization and Architecturenon preemptive scheduling
Scheduling policies
Dead lock
Deadlock prevention
Deadlock detection
Deadlock avoidanceChapter 3: Memory Management (7hr)
Over view of physical memory and memory management
Hardware overlays
Swapping
Partitioning
Paging and Segmentation
Page replacement and replacement policies
Working sets and thrashing
Caching
Chapter 4: Device Management (4hr)
Characteristics of parallel and serial devices
Buffering strategies
Page | 57
Direct memory access
recovery from failureChapter 5: File Systems (6hr)
Fundamental concepts on file
Data and meta data
Operations, organization and buffering in file
Sequential Vs Consequential data
Content and structure of directories
File system techniques
Partitioning
Mounting and unmounting
Virtual file system
Memory-mapped files
Special purpose file systems
Naming, searching and backup strategiesChapter 6: Security and protection (4hr)
Overview of system security
Policies and mechanism of system security
System protection, authentication
Models of protection
Memory protection
Encryption
6.2.3. Recovery managementTeaching - Learning methods Assessment method
Test #1 10%
Test # 2 10%
Assignments (two) 20%
Quizzes, reading assessment and tutorial contributions 15%Lab Examination
10%
Total 100%
Teaching materialsRequired Texts:
Andrew Tanenbaum, Modern Operating Systems, 2nd Edition, USA,Prentice-Hall, 2001
Reference books:
Page | 58
William Stallings, operating Systems: Internals and Design Principles, 5th Edition,
Prentice-Hall,2005
Abraham Silberschatz, P.B. Galvin and G. Gagne, Operating Systems Concepts, 6 th
Edition, JohnWiley &Sons ,2006
Operating Laboratory Outline
Week1 Basics of UNIX commands

Week2 C Program to simulate UNIX commands
Week3 Shell Programming
Week4 C programs to implement Different Scheduling algorithm
Week5 Implementation of Semaphore
Week6 Implementation of Shared memory and IPC
Week7 Banker Algorithm for Deadlock Avoidance
Week8 Implementation of deadlock avoidance algorithms
Week9 Implementation of Memory allocation methods for Fixed partition
First Fit
Worst FitBest Fit
Week10 Implementation of Page replacement algorithmsFIFO
LRULFU
Week11 Implementation of File Allocation strategiesSequential

Indexed Linked
Page | 59
College: Batu Global college
Year III Semester I
Course Title: Java Programming
Course Code: CoSc3053
Prerequisite: CoSc 2051- Object Oriented ProgrammingCourse Category: Compulsory
Course Description
This course covers topics on Java which includes: AWT and Swing, I/O Streams, Multi-
threading, NetworkProgramming, Java database connectivity (JDBC), RMI, and
Introduction to Servlets.
Course Objectives
At the end of this course, students should be able to:
Carry out design and development of complex elements, such as user interfaces,
multiprocessing, andfault-tolerant components;
Write TCP/IP Client Server applications using Sockets;
Write Java applications using the JDBC to make database independent queries; and
Call methodsremotely.
Course Outline
Chapter 1: Overview of Java Programming (4hr)
Data types and variables
Arrays
Decision and Repetition statement
Exception Handling
Exception handling overview
Syntax Chapter 2: Java Applet (2hr)
Overview of Java Applets
Java Applets Vs Java ApplicationChapter 3: Java GUI using JAVAFX (8 hrs.)
JAVAFX architecture and Program structure
JAVAFX layout components
Basic UI controls
Event handlers
Page | 60
3.3.1. UI controls
Composite UI controls
Shapes
Color, Texts, Fonts
Lines, Circle, Rectangle
CSS styling
Properties and Bindings
Graphics and AnimationChapter 4: Streams and File I/O (4hr)
Input output streams
Various stream classes
Using Streams
Object Streams
File management
Chapter 5: Multi-threading concept (4hr)
Thread vs process
Multiple threads
Thread priorities
Thread synchronizationChapter 6: Networking in Java (3hr)
Networking overview
Types of connections
Socket programming
Socket, port and URI
Implementing Socket programmingRemote method invocation (RMI)
Overview of RMI
The RMI registry
The remote Interface
Implementing RMI Chapter 7: Java - Database connectivity (4hr)
Introduction on database systems
5.1.1. Structured query language (SQL)
Basic JDBC programming concept
Populating database
Page | 61
Executing queries
Manipulating query resultsChapter 8: Servlets (3 hrs.)
Servlet overview and architecture
Handling HTTP methods (GET and POST requests)
Request redirecting
Multi-tier applications using JDBC from servlet
Teaching - Learning methodsAssessment method

Quizzes 20%
Assignments 20%
Project 20%
Final Exam 40%
Total 100%

S. Horstmann and Gary Cornell, Core Java 2 – Volume II- Advanced Features, Sun
MicrosystemsPress
Harvey M. Deitel and Paul J. Deitel, Java How to Program, Deitel & Associates Inc.
java.sun.com/docs/books/tutorial
Page | 62
Java Programming Laboratory Outline
Week1 Overview of Java ProgrammingVariable declaration
Athematic and logical operations
Week2 Java Conditional and loop statements
Week3 Java Applet
Week4 Java GUI
JavaFX layout components
Week5 -6 Basic UI ControlsEvent handlers
UI Controls
Week7 Composite UI controls
Week8-9 Shapes CSS styling
Property bindings Graphics and Animation
Week10 File Input-Output

BufferedWritter and BufferedReader DataInputStream and
DataOutputStream
Week11 Multi-thread concept
Extending Thread class Vs Implementing Runnable Interface
Thread Synchronization
Week12 Socket Programming
Components of Socket class and Its implementation Components
of ServerSocket class and its implementation
Week13 Remote method invocationArchitecture of RMI
Implementing RMI
Week14 Java - Database ConnectivityDatabase setup
Creating a connecting to a database Creating and executing SQL
statements
Week15 Java - Database ConnectivityMore on Querying Database
Manipulating results of query statements
Page | 63
Week16 Servlet
Servlet lifecycle
Compiling and deploying servlet Accessing data from HTML form
Client Request and Server Response
HTTP codes
Page | 64
Year II Semester II
Course Title: Computer Organization and Architecture
Prerequisite: EENG2041-Digital Logic DesignCourse Category: Compulsory
Course Description
This course introduces students to basic computer organization and architecture
concepts. It covers: number systems, Boolean algebra, digital logic circuits and their
design, simple machine architecture, genealogy of microprocessors, von Neumann
architecture, the system bus model, data representation and manipulation, organization
of instruction sets and program execution, microprocessor organization, memory
organization, organization of input and output subsystem, I/O interface; instruction set
design philosophies, parallel processing, symmetric multiprocessing and clustering;
case study of at least two microprocessor families and other components of computing
system.
Course Objectives
Describe the basic structure and operation of a digital computer
Explain in detail the operation of the arithmetic unit including the algorithms &
implementation of fixed-point and floating-point addition, subtraction, multiplication &
division.
Identify different ways of communicating with I/O devices and standard I/O interfaces.
Describe different performance enhancement of computer architecture
Explain the basic structure of computer hardware & software
Identify the processes involved in the basic operations of CPU
Understand basic concepts of circuits and their design
Course Outline
Logic gates and Boolean algebra
Page | 65
Combinational circuteFlip flops
Sequential circute
Chapter 2: Number system and codes (4hr)
Data types
Complements
Fixed and floating point representation
Codes
Chapter 3: Common digital components (6hr)
Integrated circute
Decoder, multiplexer and registers
Binary counter
Memory units
Chapter 4: Register Transfer Language and Micro Operations (6hr)
Register transfer languages
Bus and memory transfer
Arithmetic and logic operations
Shift micro operations
Chapter 5: Basic Computer Organization and Design (6hr)
Instructional code
Computer Register
Computer Instructions
Timing and control
Memory reference instructions
Design of Basic computers
Design of accumulator logicChapter 6: Central processing unit (4hr)
General register organization
Stack organization
Instruction formats
Addressing modes
Data transfer and manipulation
Program control
Page | 66
Characteristics of RISC and CISCChapter 7: Memory Organization (6hr)
Memory Hierarchy
Main memory
Cache memory
Mapping functions
Direct mapping
Associative mapping
Set associative mapping
External memory
Magnetic disks
RAID technology
Optical disks
Magnetic tapes Chapter 8: Input-Output Organization (4hr)
Peripheral devices
Input-output interface
Asynchronous data transfer
Mode of transfer
Priority interrupts
Direct memory access (DMA)
Input-Output Controller (IOC)
8.6. Serial communication
Chapter 9: Pipeline and Vector Processing (4hr)
Pipeline
Parallel Processing
Arithmetic Pipeline
Instruction Pipeline
Vector Processing
Array Processing
Chapter 10: Multiprocessors (4hr)
Multiprocessor and its Characteristics
Interconnection Structures for Multiprocessor
Page | 67
Inter Processor Communication and Synchronization

Test1, Test2 30%
Assignments 20%
Final Exam 50%
Total 100%

Text book:
William Stalling, Computer Organization and Architecture: Designing for Performance, 7
th Edition,Prentice Hall, 2006
Reference books:
Andrew S. Tannenbaum, Structured Computer Organization, 4 th Edition, Prentice Hall,
1999
Mano M, Morris, Computer System Architecture, 3rd Edition, 1993
B. Ram, Computer Fundamentals, Architecture and Organization, 2007
Page | 68
Course title: Microprocessor and Assembly Language ProgrammingCourse code: CoSc
3025
Credit hours: 3 ECTS:5 Contact hrs: 2 Lab hrs: 3 Tutorial hrs: 1
Prerequisite: CoSc 2022 Computer Organization and Architecture
Course description
Microprocessor architecture; memory organization; assembly language programming;
microprocessor assemblers; use of microprocessor boards; memory and I/O interfaces;
programming peripherals; interrupt system programming; microprocessor system
design and applications
Course objectives
On completion of the course, successful students will be able to:
Become familiar with the basic components of 8086 instruction set architecture
Inspect and modify 8086 processor registers and memory.
Use assembler to develop and run assembly language programs.
Identify registry, memory allocation, memory reference techniques, File processing,
modularprogramming etc
Identify how to interface serial and parallel I/O devices with a microprocessor
Write code to process exceptions and interrupts,
Course outline
CHAPTER 1: INTRODUCTION TO MICROPROCESSORS (4hr)
Introduction to microprocessors
General architecture of microcomputer system
Evolution of Intel microprocessors
Architectural compatibility
Hardware and software
Review of the basic number systems and conversion between different number systems
CHAPTER 2: BASIC ARCHITECTURE OF THE 8088 AND 8086 MICROPROCESSORS (4hr)
Internal architecture of the 8086/8088 microprocessors
Page | 69
Memory address space and data organization
Data types
Segment registers and memory segmentation
Pointer and index register
Status and flag register
The Stack
CHAPTER 3: ADDRESSING MODES (5hr)
Data-Addressing Modes
Register Addressing
Immediate Addressing
Direct Data Addressing
Register Indirect Addressing
Base-Plus-Index Addressing
Register Relative Addressing
Base Relative-Plus-Index Addressing
Scaled-Index Addressing
RIP Relative Addressing
Data Structures
Program Memory-Addressing Modes
Direct Program Memory Addressing
Relative Program Memory Addressing
Indirect Program Memory Addressing
Stack Memory-Addressing ModesCHAPTER 4: INSTRUCTIONS (6hr)
4.1. Data Movement Instructions
MOV Revisited
PUSH/POP
Load-Effective Address
String Data Transfers
Miscellaneous Data Transfer Instructions4.2: Arithmetic and Logic instructions
Page | 70
Arithmetic Instructions
Basic Logic Instructions
Shift and Rotate
String Comparisons
CHAPTER 5: PROGRAM CONTROL INSTRUCTIONS (4hr)
The Jump Group
Unconditional Jump (JMP)
Conditional Jumps and Conditional Sets
Controlling the Flow of the Program
LOOP
REPEAT
Procedures
CALL
RET
Introduction to Interrupts
Interrupt Vectors
Interrupt Instructions
Interrupt Control
Machine Control and Miscellaneous Instructions
Flag Control Instructions
WAIT
HLT
5.6. NOP
CHAPTER 6: 8086/8088 HARDWARE SPECIFICATIONS (5hr)
Pin-Outs and the Pin Functions
Clock Generator (8284A)
Bus Buffering and Latching
Bus Timing
Ready and the Wait State
Minimum Mode versus Maximum ModeCHAPTER 7: INTERFACE (4hr)
Page | 71
Memory Interface
Memory Devices
7.1.1 Memory Pin Connections
I/O Interface
Introduction to I/O Interface
I/O Port Address Decoding
The Programmable Peripheral Interface
Analog-to-Digital (ADC) and Digital-to-Analog (DAC) Converters CHAPTER 8:
INTERRUPTS (4hr)
Basic Interrupt Processing
The Purpose of Interrupts
Interrupts
Interrupt Instructions: INTO, INT, INT 3, and IRET
The Operation of a Real Mode Interrupt
Operation of a Protected Mode Interrupt
Interrupt Flag Bits
Storing an Interrupt Vector in the Vector Table
Hardware Interrupts
Laboratory outline
Week1 Lab Environment setup Assembly language instructionsRegisters

Compiling and testing assembly codes
Week2 Simple Assignment and Arithmetic Operations Data storage and

Variables
Moving Data
Week3 Simple assignment and Arithmetic Operations Addition ,
Subtraction
Register Reference
Multiplication and Division
Week4 Control Statements
Jumps, Labels and Flags
Page | 72
Week5 Conditional Statements
Complex and Compound Conditional Expressions If then else
conditional Expression
Page | 73
Week6 Looping Instructions
Week7 Arrays and Pointers
Week8 Addressing Data in CPU
Simple Addressing Register (Immediate and Direct)
Week9 Subroutine and Stack
Calling and Returning from SubroutinePushing and Popping Stack
Week10 Recursion

Three contact hours of lectures and two hours of tutorials per week. Students do home
assignments.
Assessment methods Assignments/quizzes 10% Mid semester examination
20% Project 20%
Teaching materialsText Books:
The Intel Microprocessors 8086/8088, 80186/80188, 80286, 80486, Pentium and
Pentium processor – Architecture, Programming and Interfacing by Barry B Brey. 4th
Edition, prentice Hall – India – 2002
References:
Ouglas v. Hall 'Microprocessors and Interfacing', Tata McGraw hill
Uffenbeck 'Microcomputers and Interfacing', prentice hall
Ram 'Fundamentals of Microprocessors and Microcomputers', Dhanpat Rai Ompkins
'PCinterfacing', prentice hall
Richard Trooper, Assembly Language Programming the IBM PC, McGraw Hill, 1994
Vlad Pirogov, the Assembly Programming Master Book, 2006
Peter Abel, IBM PC Assembly Language and Programming, 5h Edition, 2001.
Page | 74
Year III Semester I
Course Title: Automata and Complexity Theory
Prerequisite: None
Course Description
This course aims to develop the theoretical foundations of computer science through
study of mathematical and abstract models of computers and the theory of formal
languages. It also, introduces some fundamental concepts in automata theory and
formal languages including grammar, finite automaton, regular expression, formal
language, push down automaton, and Turing machine. The importance of time and
space complexities, various notations and theorems of Complexity theory.
Course Objectives
On completion of this course students should be able to:
Introduce concepts in automata theory and theory of computation
Study the central concepts of automata theory
Acquire insights into the relationship among formal languages, formal grammars, and
automata.
Identify different formal language classes and their relationships
Design grammars and recognizer for different formal languages
Explain Models of Computation, resources (time and space), algorithms,
computability, andcomplexity.
Understand Complexity classes, P/NP/PSPACE, reductions, hardness, completeness,
hierarchy,relationships between complexity classes.
Learn Randomized computation and complexity; Logical characterizations,
incompleteness andapproximately.
Page | 75
Course Outline
Alphabets and strings
Languages and Grammars
Automata
Finite automata, Deterministic and Non-deterministic finiteautomata
Chapter 2: Regular Expression and Regular languages (4hr)
Regular expressions
Connection between regular expression and regular languages
Regular grammar
Pumping lemma and non-regular language grammars
Chapter 3: Context free languages (6hr)
Context free languages
Parsing and ambiguity
Sentential forms
Derivation tree or parse tree
Left most and right most derivations
Simplification of context free grammar
Methods for transforming grammars
Chomsky’s hierarchy of grammars
Chapter 4. Push down automata (4hr)
Non-deterministic pushdown automata
Push down automata and context free languages
Deterministic push down automata
Deterministic context free languages
Chapter 5: Turing machines (4hr)
Standard TM
Construction of TM
Turing Decidable and Turing Acceptable
Undecidable problems
Page | 76
Chapter 6: Computability (4hr)
Recursive functions
Recursive languages and recursive Enumerable languages
Chapter 7: Computational complexity (6hr)
Big-O notaions
Class P vs class NP
Polynomial time reduction and NP-complete problems
Cook’s Theorem
Teaching - Learning methods
Students do homeassignments.
Assessment method
Quizzes 20%
Assignments 30%
Test 10%
Final Exam 40%
Total 100%

Introduction to Automata Theory, Languages, and Computation by Hopcroft, Ullman and
Motwani
Reference books:
An Introduction to Formal Languages and Automata, Third Edition, Peter Linz, 2001
An Introduction to Formal Language Theory that Integrates Experimentation and Proof
AllenStoughton, 2004.
Complexity Theory: A Modern Approach Sanjeev Arora and Boaz Barak
Page | 77
Year II Semester II
Course Title: Data Structures and Algorithms
Prerequisite: CoSc 1012 Computer Programming & MATH 2051-Discrete Mathematics
andCombinatorics
Course Description
This course focuses on the study of data structures, algorithms and program efficiency.
Topics include: analysis of time and space requirements of algorithms; program
efficiency improving
techniques, abstract data types such as linked lists, stacks, queues, trees (traversal,
implementations); simple searching algorithms (linear search, binary search, ... ), simple
sorting algorithms (bubble sort, insertion sort, selection sort, ... ), advanced sorting
algorithms (merge sort, quick sort, heap sort ...)
Course Objectives
To introduce the most common data structures like stack, queue, linked list
To give alternate methods of data organization and representation
To enable students use the concepts related to Data Structures and Algorithms to
solve real worldproblems
To practice Recursion, Sorting, and searching on the different data structures
To implement the data structures with a chosen programming language
Course outline
Chapter 1. Introduction to Data Structures and Algorithms (4hr)
Introduction to Data Structures
Abstract data Types
Abstraction
Algorithms
Properties of an algorithm
Page | 78
Algorithm analysis concepts
Complexity analysis
Asymptotic Analysis
Chapter 2: Simple Sorting and Searching Algorithms (4hr)
Sorting Algorithms
Insertion sort
Selection Sort
Bubble sort
Pointer sort
Searching Algorithms
Linear Search (Sequential search)
Binary SearchChapter 3: Linked Lists (4hr)
Review on Pointer and Dynamic Memory allocation
Singly Linked List and Its Implementation
Doubly Linked List and Its Implementation
Circular Linked Lists and Its ImplementationChapter 4: Stacks (4hr)
Properties of Stack
Array Implementation of Stack
Linked List Implementation of Stack
Application of Stack
Evaluation of Algebraic Expression
Infix and Post fix (RPN) conversion
Function callsChapter 5: Queue (4hr)
Properties of Queue
Array Implementation of Queue
Linked List Implementation of Queue
Double Ended Queue (Deque)
Priority QueueApplication of QueuesChapter 6: Trees (4hr)
Binary Tree and Binary Search Trees
Basic Tree Operations
Traversing in a Binary tree
Page | 79
General Trees and Their ImplementationsChapter 7: Graphs (4hr)
Introduction
Directed vs Undirected graph
Traversing Graph
Chapter 8: Advanced Sorting and Searching algorithms (4hr)
Advanced Sorting
Shell sort
Quick sort
Heap Sort
Merge sort
Advanced Searching
Hashing
Assessment method
Quizzes 20%
Assignments 10%
Project 20%
Final Exam 50%
Total 100%
Teaching materialsReference books:
Page | 80
Robert Lafore, “Data Structures and Algorithms in JAVA, 2nd Ed.”, Sams Publishing
Jean Paul Tremblay, Paul G. Soreson, “An Introduction to Data Structures with
Applications”, Mc.Graw Hill Computer Science Series
E. Horowitz, S.Sahni and Dinesh Mehta. Fundamentals of data structures in C++, W.H
Freeman andCompany (1995)
Sanjay Pahuja, A practical approach to data structures and algorithms, New age
Internationapublishers, 2008
Data structures and Algorithms Laboratory Outline
Week1 Introduction
Overview of C++, and programs to demonstrate C++ classes,
structures and
Pointer
Week2 Implementation of Array ADT and String AD
Week3 Implementing simple sorting algorithms
Selection sort, bubble sort, insertion sort
Week4 Implementing searching algorithms
Linear search, binary search
Week5 Implementing linked list
Singly linked list, doubly linked list, circular linked list
Week6 Stack
Array Implementation of stack
Linked List implementation of stack
Week7 Queue
Array Implementation of queue
Linked list implementation of queue
Week8 Double ended queue (Deque) and Priority queue
Week9 Tree
Implementing Binary search tree
Page | 81
Week10 Graph
Implementing graph traversal algorithms
Week11 Advanced sorting algorithms
Shell sort, Heap sort
Week12 Advanced sorting algorithms
quick sort, merge sort,
Week13 Advanced searching algorithm
Hashing (open and closed hashing)
Page | 82
Year III Semester II
Course Title: Web Programming
Prerequisite: None
Course Description
Client-server Architecture: Web page Design and development; information Architecture
& visualization; static & dynamic pages, client side programming using scripting
languages
(JavaScript), OOP programming using PHP, File manipulation and Management using
PHP.
Multimedia web programming, dynamic web content creation; session tracking; Internet
protocols, PHP Web controls, connecting web page to data base, loading and
manipulating XMLdocuments, web security; cryptography theory.
Objectives
The objective of this module is to familiarize students:
The concepts, principles and methods in programming for web and Internet
environment and the services and technologies available and used on Internet.
Specifically, at the completion of this module the student is able to
Provide fundamental concepts and skills for the understanding and development of web
- basedapplications.
Construct Web sites using HTML and Server Side scripting Languages.
Implement client-side interactivity
Use CSS to manage Web site presentation and maintenance
Select and customize existing technologies to set up and maintain web servers
Specify, build and manage form and content of information-rich web sites
Design, implement and evaluate client-server systems following specific protocol
specifications,taking into account concurrency issue.
Page | 83
Course outline
Chapter 1: The world Wide Web (4hr)
Course overview
The Internet and World Wide Web
Web Hosting and Domain Name Registration
Chapter 2: Hyper Text Markup Language (HTML) (10hr)
Introduction to HTML
HTML tags
Basic HTML tags (HTML, HEAD, BODY,TITLE)
Meta tag
HTML Comments
HTML Link
HTML Text Formatting tags
HTML image inserting tag
IMG tag and its attribute
Inserting Image Map
HTML Table
Ordered and Unordered List in HTML
HTML Frames
Frame Set
Internal Frame
HTML Form and Form Controls
Inserting Multimedia in HTML
Embed vs Video and Audio tags
HTML Graphics
HTML Canvas
HTML SVG
Chapter 3: Cascading Style Sheet (CSS) (10hr)
CSS Basics
Introduction to CSS
Page | 84
CSS Syntax (CSS Selectors and Declarations)
Attaching CSS with HTML (External , Embedded and Inline)Style Sheet Rules
Style Inheritance
Style Rules Precedence
Style Properties
Foreground and Background Properties
Font and Text Properties
CSS Box Model
Table Styling Properties
More On Styling List (Creating Navigation bars)
Layout and Positioning Properties
CSS Measuring Units
Chapter 4: Client Side Scripting (JavaScript) (8hr)
Introduction to JavaScript
JavaScript Basic
JavaScript Syntax
Attaching JavaScript to HTML (External, Embedded, Inline)
JavaScript Comments
Basic JavaScript Input Output
JavaScript Data Types and Variables
JavaScript Data types
Variable declaration in JavaScript
Data Type Conversion
Arithmetic and Logical Operators in JavaScript
Control Structures (Conditional and Looping Statements)
Array in JavaScript
JavaScript Functions
JavaScript DOM (Document object Model)
Accessing HTML elements in JavaScript
CSS in JavaScript
Events in JavaScript
Page | 85
Handling Exception in JavaScript
Form Processing using JavaScript
JavaScript BOM (Browser Object Model)
JavaScript Window
JavaScript Location
JavaScript Location
JavaScript Cookies Chapter 5: Server-Side Scripting (PHP) (8hr)
Introduction to PHP
Basic PHP Syntax
PHP Comments
Predefined and User Variables in PHP
PHP Output Statements
Data Types and Variables in PHP
Arithmetic and Logical Operators
Conditional Statements
Loop Statements in PHP
Arrays in PHP
PHP Functions
Form Processing using PHP
PHP File Upload
PHP Cookies and Session
Database Programming using PHP
Overview on MySQL database
Creating Database Connection in PHP
Sending Query to MySQL Database using PHP
Processing Query Result.
PHP File Input-Output
PHP Date and Time
PHP Mathematical Functions
PHP OOP
Chapter 6: Advanced JavaScript and XML (AJAX) (4hr)
Page | 86
Introduction to AJAX
XMLHttpRequest Object
Sending Request to PHP server
Handling Response from Server
Chapter 7: Introduction to web development frameworks (4hr)
Bootstrap & jQuery
Node.js
Angular.js
React.js
Three contact hours of lectures, three hours of lab and 1 hours of tutorials per week.
Assessment method
Quizzes 20%
Assignments 10%
Project 20%
Final Exam 50%
Total 100%
Teaching
materials
Reference books:
Fundamental Concepts for Web Development: HTML5, CSS3, JavaScript and much
more!, byRoxane Anquetil
Web Design with HTML, CSS, JavaScript and jQuery Set 1st Edition by Jon Duckett
(Author)
W3Schools, https://www.w3schools.com
Web programming Laboratory outline
Page | 87
Week 1 Lab environment set up (installing text editor software, web browser,
serversoftware)
Introduction to HTML
Basic HTML tags and their attributeHTML, HEAD, TITLE, BODY
HTML comment
Meta tag Creating link
Text formatting tags Headings, ParagraphsFont
Text styling tags
Week 2 Image in HTML Inserting Image Using Image as a link

Image map
Week 3 HTML Table

Table row, Table header and Table dataAttributes of table
Attributes of table row and cell
Using header, body and footer in HTML tableHTML Lists
Unordered list
Ordered List
Week 4 Frames in HTML
Frameset , Nested frame ,Internal frameHTML form
Form attributesInput elements
Inserting multimedia in HTMLInserting video
Inserting audio
Week 5 CSS
Linking CSS with HTML (embedded, inline and external CSS) Styling
background, text, font, Styling Link, Table
CSS class and ID
Week 6 CSS box model (margin, padding and boarder)
CSS display, visibility, position and z-index
Page | 88
Week 7 JavaScript syntax
Linking JavaScript with HTML (embedded, inline, external) The first
code in JavaScript “Hello, World”
JavaScript comments
Basic Input output in JavaScriptJavaScript variables
Arithmetic and assignment operators in JavaScript Comparison and
logical operators in JavaScript Data type conversion in JavaScript
Week 8 Conditional Statements
If, if..else,if...elseif..else ad switch statementLooping statements
For, while and do..while
Break and continue statements
Week 9 Array in JavaScript
Manipulating elements of an arrayFunction in JavaScript
Week 10 JavaScript DOM
Accessing Document elementsCSS in JavaScript
Event Handling
JavaScript BOM (Window, Location, History, Cookies) Form
processing and validation in JavaScript
Week11 PHP Syntax Output statementsComments
PHP Variable and Data type conversion
Control structures (Conditional and Looping statements)
Week12 Array Function
Form ProcessingFile uploading
Week13 Session and Cookie Database programming
Week14 File management in PHPDate and Time

Math functions
Week15 Ajax programming
Week16 Introduction to Web development frameworks Bootstrap, node.js,
angular.js
Page | 89
Course Title: Wireless Communication and Mobile Computing
Credit Hrs.: 3 ECTS: 5 Lecture Hrs.: 2 Lab Hrs.: 3 Tutorial Hrs. 1 Prerequisite:
CoSc 2032-Computer Network and Data communication Course Category: Compulsory
Course Description
This course will examine the area of wireless networking and mobile computing, looking
at the unique network protocol challenges and opportunities presented by wireless
communications and host or router mobility. The course will give a brief overview of
fundamental concepts in mobile wireless systems and mobile computing, it will then
cover John. Wiley & Sons – Handbook of Wireless Networks and Mobile Computing.
system and standards issues including wireless LANs, Cellular Networks, mobile IP, ad-
hoc networks, sensor networks, as well as issues associated with small hand held
portable devices and new applications that can exploit mobility and location information.
Objectives
The objective of this module is:
To provide an overview of Wireless Communication networks area and its applications
incommunication engineering.
To appreciate the contribution of Wireless Communication networks to overall
technologicalgrowth.
To explain the various terminology, principles, devices, schemes, concepts, algorithms
and different methodologies used in Wireless Communication Networks. To enable
students to compare and contrast multiple division techniques, mobile communication
systems, and existing wireless network
To provide an overview on Trends, issues and challenges on Mobile computing
Course Outline
Introduction to Wireless communication and Mobile Computing
Types of Services
Page | 90
Wireless Vs Mobile
Applications
Chapter 2: Mobile Computing (4hr)
Fundamentals of Mobile computing
Mobile devices and Mobile OS
Mobile Computing Issues and Challenges
Mobile Computing Technologies
Mobile Computing ApplicationsChapter 3: Wireless Network Principles (6hr)
Wireless Basics
Frequency Allocation and Regulation
Antennas
Signal Propagation
Multiplexing
Modulation
Media Access Control
Classifications of Wireless Networks
Chapter 4: Wireless Local Area Networks (WLANs) (4 hrs)
WLAN Overview
IEEE802.11 (WLAN) Standards
HiperLAN
WPAN Overview
IEEE 802.15 (WPAN) Standards
Wireless Sensor Networks and ZigbeesChapter 5: Cellular Networks (6 hrs)
Principles of Cellular Networks
First Generation (1G) Cellular and Paging Networks
Second Generation (2G) Cellular Networks
The 2.5G Cellular Networks
Third Generation (3G) Cellular Networks
Fourth Generation (4G) Cellular Networks
Overview of Fifth Generation (5G) Cellular Networks Chapter 6: Mobile Network Layer
(4hr)
Page | 91
Mobile IP
Introduction
Mobile IP entities and Terminologies
IP packet delivery
Registration
Tunneling and Encapsulation
Introduction to Mobile ad-hoc networksChapter 7: Wireless network security (4hr)
Introduction to wireless security
Examining wireless LAN vulnerabilities
Understanding WLAN security models
Securing wireless transmission using VPN
Wireless security policies
Two contact hours of lectures, three hours of lab and 1 hours of tutorials per week.
Assessment method
Quizzes 20%
Assignments 10%
Project 20%
Final Exam 50%
Total 100%

Vijay Garg, Wireless Communications and Networking.
Amjad Umer, Mobile Computing and Wireless Communications.
Jochen H. Schiller- Mobile comunications ,2nd Edition
Theodore.S. Rappaport, Wireless Communication and Principles and Practice, 2nd
Edition.
John. Wiley & Sons – Handbook of Wireless Networks and Mobile Computing.
Page | 92
Wireless communication and mobile computing laboratory outline
Week1 WLAN design

Week2 WLAN configuration
Week3 Simulating WLAN using GNS3, OPENet, ns2, ns3
Week4 Simulating Bluetooth
Week5 Simulating WIMAX
Week6-7 Designing and Simulating MANET, OPENet, OMNET++
Week8-9 Simulating Wireless Sensor Network
Week9 Simulating GSM and GPRS
Week9-10 Simulating 3G and LTE, NetSim
Week11-12 Simulating Mobile IP
Page | 93
Course Title: Design and Analysis of Algorithms
Prerequisite: CoSc 2091-Data Structure and AlgorithmsCourse Category: Compulsory
Course Description
The course focuses on the design and analysis of algorithms. Topics Include: Review of
the basic data structures; Design techniques: divide-and-conquer, dynamic
programming, greedy algorithms, And graph algorithms: Elementary graph algorithms,
Breadth-first search (BFS), Depth-first search (DFS), Strongly- connected components,
Minimum spanning tree, Shortest paths.
Objectives
Perform algorithm analysis using the different techniques;
Demonstrate the use of algorithm design techniques; and
Describe the basics of computational complexity
Apply advanced searching and sorting algorithms
Develop, and reason about the correctness and performance of algorithms, in particular
for string
Searching and graph manipulation
Course Outline
Chapter 1: Introduction and Elementary Data Structures (6hr)
Introduction to Algorithm analysis
Asymptotic Notations
Analysis of Algorithm
Review of elementary Data Structures
Heaps
Hashing
Set Representation
UNION, FIND OperationChapter 2: Divide and Conquer (6hr)
Page | 94
The General Method of Divide and Conquer
Binary Search
Finding Maximum and Minimum
Merge Sort
Quick Sort
Selection Sort Chapter 3: Greedy Algorithms (6hr)
General Characteristic of Greedy Algorithms
Graph Minimum Spanning Tree (MST) - Kruskal’s and Prims’s Algorithms
Shortest Paths
Scheduling
Chapter 4: Dynamic Programming (6hr)
Introduction to Dynamic Programming
All pairs Shortest Path - Floyd-Warshall Algorithm
Shortest Path - Dijkstra Algorithm
0/1 Knapsack
Depth First SearchChapter 5: Back Tracking (6hr)
8 Queens Problem
Graph Coloring
Hamiltonian Cycle
Knapsack Problems
Traveling Salesman Problems
Chapter 6: Introduction to Probabilistic Algorithms - Parallel Algorithms (2hr)
Quizzes 20%
Assignments 10%
Project 20%
Final Exam 50%
Total 100%
Cormen, T.H. et al. (1990) Introduction to Algorithms. MIT Press and McGraw-Hill
Book Company.
Page | 95
Manna, Z. (1974) Mathematical Theory of Computation McGraw-Hill.
Baase, S. (1988) Computer Algorithms: Introduction to Design and Analysis, 2nd ed.
Addison-Wesley Publishing Company.
T. H. Cormen, C. E. Leiserson, R. L. Rivest. Introduction to Algorithms The MIT Press,
Cambridge,Massachusetts, 3rd edition.
Page | 96
Course Title: Compiler Design
Prerequisite: CoSc 3101-Automata and Complexity Theory Course Category:
Compulsory
Course Description
The course builds on the student's core knowledge of languages, grammars and
programming
and provides an opportunity to see how these core areas can come together to form an
application area.Also it imparts the knowledge about the following
To learn basic techniques used in compiler construction such as lexical analysis, top-
down and bottom-up parsing, context-sensitive analysis, and intermediate code
generation.
To learn basic data structures used in compiler construction such as abstract syntax
trees, symbol tables,three-address code, and stack machines.
To learn software tools used in compiler construction such as lexical analyzer
generators, andparser generators.
Course Objectives
Implementing a small compiler using modern compiler writing tools.
Providing the student with skills and knowledge (such as lexical analysis and parsing)
which are applicable to a broad range of computer science application areas (such as
text editors, informationretrieval, etc...).
Course Outline
Phases of a Compiler
Computer Language Representation
Compiler Construction ToolsChapter 2: Lexical Analysis (4hr)Token Specification
Recognition of Tokens
Page | 97
Recognition of Machines
NFA to DFA Conversion
Error Recovery
A typical Lexical Analyzer Generator
DFA Analysis Chapter 3: Syntax Analysis (6hr)
Parsing
Top-down Parsing
3.3.1. Predictive Parsing
3.4.1. Top-down Parsing principles of CFG
Regular Expression Vs Context Free Grammar (CFG)
Top-down Parsing Implementation - Recursive Decent parsing
Non-Recursive Predictive Parsing
LL(1) Grammar
Bottom-Up Parsing
Handles
Stack Implementation of Shift Reduce Parsing
LR Parers-Implementation - LR Parsing Algorithms
SLR, CLR and LALR parser
Error Recovery
Parser Generator
Chapter 4: Syntax Directed Translation (4hr)
Syntax Directed Definitions (SDD)
Evaluation Order for SDD
Construction of Syntax TreesChapter 5: Type Checking (4hr)
Rules of Type Checking
Type Conversions
Chapter 6: Intermediate Languages (4hr)
Three Address Code Rules
Quadruples
Declarations
Declarations in Procedures
Page | 98
Flow Control Statements
Back Patching
Procedure Calls
Chapter 7: Run time- Environments (4hr)
Symbol table
Hash Table
Representing Scope Information Chapter 8: Code Generation and Optimization (4hr)
Simple Code Generation
Register Allocation
DAG Representation
Peephole Optimization Techniques
Quizzes 20%
Assignments 10%
Project 20%
Final Exam 50%
Total 100%
T1: Alfred Aho, Ravi Sethi, V.Jeffery Ullman D. “COMPILERS PRINCIPLES, TECHINQUES
AND TOOLS “, Addison- Wesley, 1988.
Reference Books:
Allen Holub l. “Compiler Design in C”, Prentice Hall of India. 1990.
Charles N.Fischer Richard J.Leblanc, “Crafting a compiler with C”, Benjamin Cummings,
1991Compiler design laboratory manual
Week1 Introduction and lab environment setup

Lex and Yacc tools
Week2 Simulating Lexical analyzer for validating
Operators and expressions
Week3 Implementing lexical analyzer using JLex, flex or other lexical
analyzer
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generator tools
Week4 Implementing functionality of predictive parser for mini

language
Week5 Constructing LL((1) parser
Week6 Constructing recursive descent parsing
Week7 Implementing LALR parsing
Week8 Convert BNF rules into YACC form
Generating abstract syntax tree for mini language
Week9 Generate machine code from abstract syntax tree generated by
parser
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Course Title: Computer Graphics
Prerequisite: CoSc 1012 Computer ProgrammingCourse Category: Compulsory
Course Description
This course will introduce students to all aspects of computer graphics including
hardware, software and applications. Students will gain experience using a graphics
application programming interface (OpenGL) by completing several programming
projects.
Course Objectives
Have a basic understanding of the core concepts of computer graphics.
Be capable of using OpenGL to create interactive computer graphics.
Understand a typical graphics pipeline.
Have made pictures with their computer.
Course Outline
Chapter 1: Introduction to Interactive Computer Graphics (4hr)
Brief History of Computer Graphics
3D Graphics Techniques and Terminology
Common Uses of Computer Graphics
Application Area Chapter 2: Graphics Hardware (2hr)
Raster Display Systems
Introduction To The 3D Graphics Pipeline
The Z Buffer For Hidden Surface Removal
Chapter 3: Introduction to The Rendering Process with OpenGL (3hr)
The Role of OpenGL in the Reference Model
Coordinate Systems
Viewing Using a Synthetic Camera
Output Primitives and Attributes Chapter 4: Geometry and Line Generation (5hr)
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Point and Lines, Bresenham’s Algorithm Generating Circles
Plotting General Curves
Line Thickness
Line Style
Polygons
Filling
Text and Characters
Chapter 5: Geometrical Transformations (3hr)
3D Transformation
Matrix Representation
Homogeneous Coordinates
Combination of Transformations
Chapter 6: State Management and Drawing Geometric Objects (3hr)
Basic State management
Displaying Points Lines and Polygons3
Normal Vector
Vector Arrays
Chapter 7: Representing 3D Objects (2hr)
Modeling Using Polygons
Techniques for Creating Representational Polygon Meshes
Non-Polygonal representationsChapter 8: Color and Images (2hr)
Color in Computer Graphics TGB, CIE
Image Formats and Their Applications: GIF, JPG, PNG Chapter 9: Viewing A local
Illumination Model (4hr)
Using The Camera Model for Viewing 3D Scenes
Perspective and Other Types of Projection
Viewing Types of Light Source
Reflectance Models: Diffuse (Lambert) and Specular (Phong) Gouraud and Phong
Interpolation
Lightning and Shading in OpenGL TexturesChapter 10: Application Modeling (4hr)
Distinction Between Modeling and Graphics
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Immediate Mode Versus Retained Mode Model
Storage Strategies
The Matrix Stacks
OpenGL Display Lists: Traversal and Instancing
How The Concepts are Realized in Specific Systems: OpenGL and java3D
Quizzes 20%
Assignments 10%
Project 20%
Final Exam 50%
Total 100%
Richard S. Wright et.al. OpenGL® Super Bible: Comprehensive Tutorial and Reference,
FifthEdition Addison-Wesley Professional
Glen W Rowe, Computer Graphics with Java, PALGRAVE, 2001
Computer Graphics Laboratory Outline
Week1 Introduction to OpenGLRendering pipeline Libraries

Include files Setting up compiler
Compiling OpenGL/GLUT programs
Week2 Implementation for drawing 2D primitives Points, lines, Circle,

polygon
Week3 2D transformationTranslation Rotation Reflection
Window viewport
Week4 Composite 2D transformation

Week5 Line Clipping
Week7 3D transformationTranslation Rotation
Scaling
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Week8 3D projectionParallel
Perspective
Week9 Image editing and Manipulation
Week10 2D animation
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Year: III Semester: II
Course title: Industrial Practice
Course code: CoSc3122 Credit hours: 2 ECTS: 3Prerequisite: None
Course description
Industrial Practice is an organization-based practical training experience that prepares
studentsfor the tasks they are expected to perform after graduation (completion of their
college education).
Course objectives
The objective of Industrial Practice is to produce practically oriented graduates that
meet the required job-related competences of their future employers. Through practical
attachment, potential employees are enabled to voice their ideas about the
competencies, skills and knowledgeof new graduates. The specific objectives include:
To enable students get hands-on experience real-life situation they are expected to work
inwhen they graduate.
To provide an opportunity for students to apply the principles and techniques
theoreticallylearnt into real-life problem solving situations.
To provide an opportunity for students to interact with the stakeholders and
potentialemployers to appreciate the different office situations
To develop student understanding of work ethics, employment demands,
responsibilitiesand opportunities.
To enhance and strengthen linkages between College and various stakeholders.
To provide workplace experience/exposure for students
To enhance the department’s network and linkages with industrial companies &
businesses vis-à-vis career placement for its graduates
To provide opportunities for future professionals relative to the labor market

To enable the students to apply and appreciate the relevance of classroom learning
Page | 105
Roles and responsibilities of stakeholders
Industrial Practice will be implemented through partnership between the college and
other partners. This partnership has three key stake holders namely: the college
partners, the college and the students.
For the Industrial Practice program to be effective and sustainable, the three partners
have to commit themselves to specific roles and responsibilities. The following are
the roles andresponsibilities of each partner:
The College:
 Will provide overall institutional management of the program.
 Will be responsible for the development of a monitoring and evaluation criteria for
practical attachment program including code of conduct for the students.
 Will be responsible for identifying organizations that offer valuable learning
experiences to the students.
 Shall initiate partnership with relevant organizations and concretize this
partnership with memorandum of understanding.
 Shall build practical attachment expenses in the college fees structure and
budget.
 Will create platforms and mechanisms for sharing experience arising out
thepractical attachment program by the stakeholders.
College Partners:
 Shall assign the student(s) in a section relevant to their profession and
assignsupervisor.
 Shall participate in the planning, supervision and evaluation of the students on
practical attachment.
 Will provide technical and professional guidance to the students on practical
attachment throughout the practical attachment period.
 Will provide feedback to the college on the experience of the practical
attachment program.
 Will commit their organizational facilities and/or resources for effective
Page | 106
implementation of the practical attachment program.
 Will provide students on practical attachment with a wide range of experiences
thatgo beyond technical skills.
 Shall give accreditation and credit gains to students on practical attachment.
 Shall complete the performance assessment form of the student.
The Students:
 Shall take the practical attachment as part and parcel of their training at their
College and have positive attitude towards learning by practice.
 Shall attend the work of the organization like any regular employee and perform
all activities of the organization given to him/her.
 Shall respect all attachment supervisors and any other persons they interact with
throughout their practical attachment period regardless of their background
training and social differentiation,
 Should work willingly wherever they are posted/attached.
 Should develop the day-to-day work plans with their attachment supervisors.
 Must adhere to the practical attachment code of conduct and code of conduct of
thehost organization.
 Should be aware that all college policies and procedures apply throughout the
duration of the practical attachment work.
 Shall produce a written report of the attachment experiences after the
completionbased on contents given in Appendix I.
Structure of the attachment:
The practical attachment is organized through three steps namely, placement,
supervision and evaluation.
Placement
Students will be placed in organizations selected by themselves or in places which will
be identified by the college. Students will go for Industrial Practice during the summer
time i.e., on July and August. The students are expected to undergo Industrial
Practice for not less than
(300) hrs but not more than 2 months to the selected and recommended
Page | 107
organization/industry.
Page | 108
Supervision
Each student is expected to have one supervisor from the organization and one from
the department. The practical attachment supervisor from the organization monitors the
day-to-day performance of the student. While the academic supervisor from the
department will visit the organization at least two times without informing the students
for checking whether or not the students are really working. During the visit, the
academic supervisor will interact with the student, his/her supervisor, and other relevant
officials to acquaint himself/herself with the activities of the student.
The attachment and academic supervisors need to meet the following requirements.
Practical attachment supervisors
Attachment supervisors in the organizations shall:
 Be persons with relevant practical experience.
 Show willingness to have regular contact with the student on practical
attachment.
 Have reasonable ethical and professional conduct.
 Be willing to engage in a learning experience with the student on practical
attachment.
 Will evaluate the students’ work performance on the attachment.
 Academic supervisors (from the department)
 Should be qualified academic staffs, i.e., lecturer and above.
 Willing to communicate to the partners and/or attachment supervisors in
advance.
 Willing to evaluate the students’ report and presentation of the attachment.
Evaluation
The assessment will be distributed between the attachment supervisor, academic
supervisor and practical attachment report.
Evaluation by Attachment Supervisor
When the student completes the attachment period, the supervisor shall fill the
evaluation form, developed by the department, attached herewith and send it to the
college in a sealed and stamped envelope. This assessment by the practical attachment
supervisor will accountfor 40%.
Page | 109
Page | 110
Evaluation by Academic Supervisor
The staff members of the department will evaluate the students by visiting the host
organizations and reading their attachment report. This assessment by the academic
supervisor based on criteria determined by the department will be out of 30%.
Evaluation by Examination Committee
After the attachment report of each student is evaluated by the respective academic
supervisor, the student is expected to correct it based on the comments given. Then,
the student will present the report to the examination committee of the department in
the presence of his/her classmates and other individuals. For this evaluation, the
department willarrange a committee of three staffs for each student presentation. The
academic supervisor will chair the presentation and see the consistency of the written
report and the presentation. This assessment by the examination committee will
account for 30%.
Page | 111
Year: IV Semester: II
Course title: Network and System AdministrationCourse code: COSC4036
Credit hours: 3 ECTS: 5 Contact hrs: 2 Lab hrs: 3 Tutorial hrs: 1
Prerequisite: CoSc2032-Data Communication and Computer Networks, CoSc3023-
Operating system
Course Description
This course deals with the concepts and techniques of systems and network
administration. This course instructs students how to administer and manage a modern
network by properly planning and implementing various functions of a Network OS. Key
components include how to plan server deployment, server monitoring and
maintenance, application and data provisioning, and providing business continuity and
availability by proper use of security configuration and backup policies. The course
material is designed to provide extensive hands-on experience. Topics include:
installation and configuration; the boot process; user and group administration; file
system administration, including quotas, FACLs, RAID and LVM; task automation; client
networking; software management; log files; troubleshooting; Emphasis is also given on
storage, file management system, connectivity, security, troubleshooting, archiving,
backing up,directory services, remote administration, access control lists.
Course objectives
 By the end of this course, students will be able to:
 Understand the concepts, principles, and roles of system and network
administration.
 Understand how to install/configure Linux operating system
 Understand how to build network services to users
 Understand how to design/implement small to medium level network
administration
 Understand how to identify security policies and troubleshooting
 Understand how to apply scripting for system administration
Page | 112
Course outline
Chapter 1: Introduction to System & Network Administration (3 hrs)
Objectives/Goals, Challenges and Common Practices
Overview of the OSs
Unix-like Systems Vs Windows Systems
Linux Distributions and UIs
Linux Operations Review
File system Hierarchy and Standard
Single-rooted hierarchy, Seamless and Extensible File systems
Mounting Additional File systems
File system Object Oriented Design and File system Standard
Unix File and Directory Permissions
Essential Shell Commands
Basic File Manipulation Commands and Directory Navigation Commands
Advanced File Manipulation Commands (Init, Processes, and Threads)
Advanced Shell Features
Chapter 2: Account and Security Administration, and Access Control (DAC, RBAC) (3 hrs)
Account and security Administration
User and Group Concepts, and User Private Group Scheme
User Administration, Modifying Accounts and Group Administration
Password Aging and Default User Files
Managing files and folder permission
Managing File Ownership
Controlling Access to files
Managing Disk Quotas
Chapter 3: File Systems and Management of Data Storages (4hr)
File system Administration
Partitioning Disks with fdisk and parted
Creating, Mounting and Maintaining File systems
Swap
Determining Disk Usage With df and du
Page | 113
Configuring Disk Quotas
Logical Volume Management (LVM) and RAID
Implementing LVM, Creating Logical Volumes (LVs), Manipulating VGs & LVs
Advanced LVM Concepts (i.e. system-config-lvm)
RAID Concepts (Creating and Managing a RAID-5 Array)
Chapter 4: Network Management (6 hrs)
TCP/IP Networking
Configuring a Linux Box for Networking
Configuring a Linux Box as a Router
Configuring a Web Server (Apache)
Configuring a DNS Server (BIND)
Configuring Mail Transfer Agents (Postfix)
Configuring a Proxy Caches (Squid)
Network Configuration (IP Networking and Linux Network Configuration)
Network Services
4.9.1 Dynamic Host Control Protocol (DHCP)

4.9.2 Network Time Services and Sharing Desktops with
VNC
4.9.3 RPC-Based Services and INET Super Server
4.10 TCP/IP Troubleshooting: ping, traceroute, ifconfig, netstat,
ipconfig
4.11 RemoteAdministration with SSH and SCP
4.11.1 Configuration, Telnet Replacement, Secure Copy
and Rsync
4.11.2 RSA and DSA Authentication (Password-less
Logins)
4.11.3 Remote Command Execution and Port Forwarding
Chapter 5: Installation of Application Server and Management (6 hrs)
DHCP, DNS, Telnet server; compare with other NOS setup of corresponding network
Page | 114
services
Open SSH: Secure Network Communication
FTP and Setting-up Mail Servers and Client
Network Information Service (NIS) and Sharing File systems (NFS)
SAMBA: Linux and Windows File and Printer Sharing
DNS/BIND: Tracking Domain Names and Address
Setting up a Firewall and a Web server
Chapter 6: Managing Network Services (4 hrs)
Maintenance Troubleshooting: Common System and Network Problems

Developing General Strategies
Resolve Boot Problems, Backup and Restore Data and System Volume
Using Event Viewer and Troubleshoot Connectivity
Chapter 7: Systems Security (4 hrs)
Overview, Application Security and Login Security

Boot Loader Security (LILO and GRUB)
TCP Wrappers Configuration
Iptables Firewalling: Preliminaries
Iptables Scenarios
Packet Filtering
Port-Forwarding/Redirection and NAT/IP Masquerading
Packet-Processing Model
Intrusion Detection and Mandatory Access Control (MAC) with LIDS
Chapter 8 - Analytical system administration (2 hrs)
System observation
Evaluation methods and problems
Evaluating a hieratical system
Faults
Deterministic and stochastic Behaviors
Lab Contents:
Page | 115
Window server
Part 1: Server Installation and Configuration
Introducing Windows Server 2016
Installing Windows Server 2016
Configuring Windows Server 2016 Basic Settings
Configuring Server roles and services
Managing hard drives and volumes
Part 2: Network Users, Resources, and Special Server Roles
Understanding and configuring Active Directory Domain services
Creating Active Directory groups, Organizational Units, and Sites
Adding client computers and member servers to the domain
Deploying group policy and network access
Working with network shares and the distributed file system
Part 3: Account and Security Administration, and Access Control
Account and security Administration
Managing files and folder permission
Part 4: Systems Security
TCP Wrappers Configuration
Iptables Firewalling: Preliminaries
Part 5: Analytical system administration
System observation
Evaluation methods and problems
Part 6: Linux Server configuration
Ubuntu or Debian latest version installation
Revising Linux fundamental
Automating tasks using scripting language
DNS Master and Slave servers
Updating Microsoft DNS server
Configuring and run servicer software like
Monitoring (with Icinga and Collectd)
Backup and restore (with Bacula)
Page | 116
File serving (with Samba)
Virtualisation (with ProxMox)
Email (with Postfix and Dovecot or Courier)
Assessment methods
Assignment/quizzes 10 %
Project ` 20%
Text books:
Principles of Network and System Administration, (2nod Edition), John Wiley and Sons
Ltd,Mark Burgess, 2004.
References:
The Practice of System and Network Administration: by Thomas A. Limoncelli Christina J.
Hogan
, Strata R. Chalup, (3rd Edition)
TCP/IP Network Administration” (3rd Edition), O’Reilly and Associates Inc., Craig Hunt,
2002.
Running Linux, (5th Edition), O’Reilly and Associates Inc., Matthias Kalle
Dalheimer and MattWelsh, 2007.
Essential System Administration (ESA), Aeleen Frisch, 3rd edition, O'Reilly.
Unix and Linux System Administration Handbook'' fourth edition by Nemeth et
Linux Fundamentals'', Paul Cobbaut, downloadable from http://linux-training.be.
Introducing Windows Server 2016 handbook published by Microsoft Press A division of
microsoftCorporation One Microsoft Way Redmond, Washington 98052-6399
Page | 117
Year: IV Semester: I
Course title: Introduction to Artificial IntelligenceCourse code: COSC3112
Prerequisite: No CoSc2092-Data Structures and Algorithms, STAT2015- Probability and
Statistics
Course Description
The purpose of this course is to give students an understanding of Artificial Intelligence
methodologies, techniques, tools and results. Students will use python programming
language to demonstrate laboratory exercises. Students will learn the theoretical and
conceptual components of this discipline and firm up theirunderstanding by using AI and
Expert System tools in laboratory sessions, projects and home assignments.
Course objectives
At the end of this course the students will be able to:
 Understand reasoning, knowledge representation and learning techniques of
artificial intelligence
 Evaluate the strengths and weaknesses of these techniques and their applicability
to different tasks
 Assess the role of AI in gaining insight into intelligence and perception
 Know classical examples of artificial intelligence
 Know characteristics of programs that can be considered "intelligent"
 Understand the use of heuristics in search problems and games
 Know a variety of ways to represent and retrieve knowledge and information
 Know the fundamentals of artificial intelligence programming techniques in a
modernprogramming language
 Consider ideas and issues associated with social technical, and ethical uses of
machines that involveartificial intelligence
 Introduce students for powerful learning algorithms and their applications.
Page | 118
 Letting students to develop simple AI powered applications either in robotics,
NLP or games.
Course Outline
Chapter 1: Introduction to AI (3 hrs)
Objectives/Goals of AI
Types of AI(General and Specific AI)
Approaches to AI – making computer:
Think like a human ( Thinking humanly)
Act like a human (Acting humanly)
Think rationally (Thinking rationally)
Act rationally (Acting rationally)
The Foundations of AI
Bits of History and the State of the Art
Proposing and evaluating Application of AI
Chapter 2: Intelligent Agents (4 hrs)
Foundation of Agents
Agents and Environments
Acting of Intelligent Agents (Rationality)
Structure of Intelligent Agents
Agent Types
Simple reflex agent
Model-based reflex agent
Goal-based agent
Utility-based agent
Multi agent systems
Learning agent
Chapter 3: Searching and Planning (6 hrs)
Solving Problems by Searching and planning
Constraint Satisfaction Problem
Problem Solving Agents
Problem spaces and search
Page | 119
Knowledge and rationality
Heuristic search strategies
Search and optimization (gradient descent)
Adversarial search
Planning and scheduling
Avoiding Repeated States
Dynamic game theory
Chapter 4: Knowledge Representation and Reasoning (8 hrs)
Logic and Inference
Logical Agents
Propositional Logic
Predicate (First-Order)Logic
Inference in First-Order Logic
Knowledge Representation
Knowledge Reasoning
Bayesian reasoning
Probabilistic reasoning
Temporal reasoning
Knowledge-based Systems
Case study: Medical diagnosis
Chapter 5: Machine Learning Basics (3 hrs)
Knowledge in Learning
Learning Probabilistic Models
Supervised learning
Linear classification models
Probabilistic models
Unsupervised learning
Clustering models
Reinforcement learning
Deep Learning
Neural networks and back-propagation
Page | 120
Convolution neural networks
Recurrent neural networks and LSTMs
Chapter 6: Natural Language Processing (NLP) Basics (3 hrs)
Intro to Natural Language Processing
Machine learning Application in NLP
Natural language interaction
Computer vision and Image processing
Case study: Sentiment Analysis, speech recognition, Chabot
Chapter 7: Robotic Sensing and Manipulation (3 hrs)
Introduction to robotics
Sensing
Manipulation
Human-robot interaction
Navigation and path planning
Autonomous robotic systems
Chapter 8: Ethical and Legal Considerations in AI (2 hrs)
Privacy
Bias
AI and the future of work
Appropriate uses of AI
Lab contents: With python or prolog
Lab 1: Tool installation and configuration, introduction to the tool Lab 2: Implementing
search strategies
Lab 3: Knowledge representationLab 4: Knowledge Reasoning
Lab 5: Implementing knowledge base systemLab 6: Implementing neural network
Assessment methods
Project ` 20%
Page | 121
Text books:
Russell, S. and P. Norvig (1995) Artificial Intelligence: A Modern Approach Prentice-Hall
References:
Luger, G. (2002) Artificial Intelligence, 4th ed. Addison-Wesley.
Bratko, Ivan (1990) PROLOG Programming for Artificial Intelligence, 2nd ed. Addison-
Wesley, 1990
Winston, P.H. (1992) Artificial Intelligence Addison-Wesley. Ginsberg, M.L. (1993)
Essentials of Artificial Intelligence. Morgan Kaufman.
Page | 122
Course title: Computer Vision and Image ProcessingCourse code: CoSc4113
Prerequisite: CoSc 3072-Computer Graphics, STAT2015-Probability and Statistics
Course Description
This is an introductory course in processing grey-scale and color images. It will
introduce students to the basic principles of processing digital signals and how those
principles apply to images. These fundamentalswill include sampling theory, transforms
in appearance and geometry, filtering and object segmentation. The course will also
cover a series of basic image processing problems including enhancement,
reconstruction, segmentation, feature detection, and compression.
Course objectives
 At the end of this course, students are expected to:
 Define fundamental concepts of computer vision and image processing system
 Apply pre-processing operations in image enhancement
 Analyze 2-dimensional signals in the frequency domain through the Fourier
transform
 Describe the basic concepts of color image processing
 Apply image restoration, reconstruction and compression operations
 Design and implement image processing algorithm with Python.
Course outline
Chapter 1. Introduction to computer vision and image processing (4 hrs)
What is a computer vision?
What is image?
Related fields in CV
Computer Vision Vs image processing
Application of CV and IP
Different Image processing examples
Page | 123
Fundamental steps in image processing
Chapter 2: Digital image fundamentals (4 hrs)
Basic concept of image
Digital image Representation
Digital image acquisition process
Image sampling and quantization
Representation of different image type’s
Mathematical Tools used in Digital Image Processing
Chapter 3: Spatial Domain Image Processing (4 hrs)
Spatial Processing of Digital Images

Basic Intensity Transformation Functions
Histogram of images
Spatial filtering
Histogram processing
Combining Spatial Enhancement Methods
Chapter 4: Frequency Domain Image Processing (4 hrs)
Introduction to frequency domain

Frequency spectra
Fourier series
Continuous One-Dimensional Fourier Transform and Its Inverse
Discrete One-Dimensional Fourier Transform and Its Inverse
Frequency information of images
Image enhancement in frequency domain
Chapter 5: Image Restoration and Reconstruction (4 hrs)
Introduction
Models of images and noise

Estimation of noise parameters
Page | 124
Chapter 6: Image Compression (4 hrs)
Basic definition of image compression
Data redundancy
Elements of information theory
General mechanism and types of data compression and image restoration
Huffman coding
Arithmetic coding
Dictionary based coding
Bit-plane coding
Chapter 7: Color Image Processing (4 hrs)
Color Fundamentals
Color Models (color space or color system)
Basics of Full-Color Image Processing
Morphological image processing
Color Transformations
Chapter 8: Object Recognition (4 hrs)
Fourier descriptors
Machine learning and deep learning for object recognition
Three-dimensional image analysis using deep learning
Lab contents: Use Python or Matlab
Lab 1: Digital image representation
Lab 2: Image enhancement in the spatial domain Lab 3: Image restoration and
reconstruction
Lab 4: Image compression Lab 5: Color image processing
Lab 6: Morphological image processingLab 7: Image segmentation
Lab 8: Image filteringLab 9: Edge Detection
Lab 10: Object Recognition
Page | 125
Assessment methods
Project ` 20%
Text books:
R.J. Schalkoff, Wiley, Digital Image Processing and Computer Vision
R.C.Gonzalez & P.Wintz, Digital Image Processing - 2004
William K. Pratt, Digital Image Processing, 3rd edition, 2001
References:
Computer Vision - D.H.Ballard & C.M.Brown
Fundamentals of Digital Image Processing - A.K. Jain
Digital Picture Processing - A. Rosenfeld and A.C. Kak
Pattern Classification and Scene Analysis - R.O. Duda and P.E. Hart
Object Recognition by Computer - W.E.L. Grimson
Syntactic Pattern Recognition : An introduction -R.C.Gonzalez and M.G.Thomason
Pattern Recognition - A Statistical Approach - P.A. Devijver and J. Kittler
Page | 126
Course title: Research Methods in Computer ScienceCourse code: COSC4123
Prerequisite: None
Course Description
The course focuses on the study of current methods and techniques in computer
science research. The major topics includes research in computing, proposal
preparation, using resources to conduct research, writing research papers and making
presentations, ethical issues. The instructional methods and techniques include
traditional lectures with some assignments, student presentations and group problem
solving.
Course objectives
Upon completion of the course, the students will be able to:
Describe computing research methods

Develop effective research proposal
Conduct research effectively in computer related fields
Appropriately use resources to conduct research
Organize and prepare technical papers, thesis and presentations
Work and cooperate effectively with other research workers on a computing research
Aware of the research ethics and other related issues
Page | 127
Course outline
Chapter 1: Introduction and Overview of Research (5 hrs)
What is Research and not Research?
Scientific Research
Objectives, Motivations and Significance of Research
Requirements and Characteristics of Research
Types and Approaches of Research
Research Methods and Problem Solving
Effective Report Writing Principles and Criteria for Good Research
Evaluating and Reviewing Research Results
What is Research in Computing?
Chapter 2: Processes in Conducting Research (6 hrs)
Overview of Current State of the Art Areas and Techniques in Computing
Actors, Roles and Relationship
The Student
The Supervisor
The Examiner/Evaluator
The Process
Developing Research Proposal
Developing Problem Description
Following the Objectives
Presenting and Analyzing the Data
Drawing Conclusion and Identifying Future Work
Presenting and Defending Orally
Preparing Final Research Documentation (Thesis)
Proposal Preparation
Choosing a Subject Area
Choosing a Problem within the Subject Area
Quality Assurance of Initial Ideas
Page | 128
Write Research Proposal
Sample and More Acceptable Research Proposal Structure
Research Proposal Check-list
Literature Reviews
Importance and Roles of Literature Review
Skills and Keys to Effective Literature Review
Literature Sources (Journals, Conference Proceedings, Books, Reports, Thesis, etc)
Literature Review Writing
Assessment Criteria
Chapter 3: Resources to Conduct Research (5 hrs)
Digital Libraries (IEEE, ACM, Science Direct, Springer, etc.)
Documentation Tools (Ex: Latex) and Language Skill
Team Work Datasets
Simulation, Experimental or Visualization Tools

Chapter 4: Writing Research Papers and Making Presentations (6 hrs)
Structure of Good Quality Papers, Citations and References
Making Excellent Presentation
How to Write Good Quality Thesis and Papers (Journal and Conferences)
Chapter 5: Research Ethics (4 hrs)
Ethical Issues in Research
Plagiarism, Falsification, Fabrication
Academic Honesty Related Issues – Ex. Misleading Authorship
Other Ethical Issues in Computing
Chapter 6: Data Collection and Analysis (6 hrs)
Data Collection (primary and secondary data)
Analysis of Data with case studies
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Assessment methods
Research report 20
Text books and References

General textbooks are not suitable for this course, but there are a growing number of
research papers research published in quality journals such as IEEE and ACM that
explore models, frameworks as well as contents in Computing Research Methods to
help students to become an expert in computing.
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Course title: Final Year Project ICourse code: COSC4125
Prerequisite: CoSc3061-Software Engineering
Course Description
This course involves identifying a problem, studying the problem, gathering data and
relevant materialsand an open presentation of the development of the project work
Course objectives
At the end of project, the student will be able to formulate project problem or prove
conjecture, do independent literature reading, write project proposal, doing requirement
analysis and modeling, presentproject documentation (RAD & SDD).
Course outline
Chapter 1: Introduction
Background of the Organization
Statement of the Problem and Justification
Objective of the Project
General Objective
1. 3.2. Specific Objective (s)
Methodologies
Tools
Scope and Limitation
Significance of the Project
Feasibility Study
Risk Assessment 1.10.Work Break Down
Chapter 2: Requirement Analysis and Specification
Current system
Business rules
Proposed system
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Overview
Functional requirements
Nonfunctional requirements
System models
Use case model
Sequence diagram
State chart diagram
Activity diagram
Class diagram
User interface prototypingChapter 3: System Design
Introduction
Purpose of the system
Design goals
Current software architecture
Proposed software architecture 3.5.1Subsystem decomposition 3.5.2Component
diagram 3.5.3Deployment diagram 3.5.4Persistent data management 3.5.5Access
control and security3.5.6Global software control 3.5.7Boundary conditions
Assessment methods
Advisor evaluation – 35%

Jury evaluation – 65%
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Course title: Computer Security
Course code: COSC4035
Prerequisite: CoSc2032-Data Communications and Computer Networks
Course Description
To familiarize students with the security issues and technologies involved in modern
information systems,including computer systems and networks and the various ways in
which information systems can be attacked and tradeoffs in protecting networks.
Course objectives
 Understand the basic concepts in information security, including security
attacks/threats, security vulnerabilities, security policies, security models, and
security mechanisms
 Understand the concepts, principles and practices related to elementary
cryptography, including plain-text, cipher-text, the four techniques for crypto-
analysis, symmetric cryptography, asymmetric cryptography, digital signature,
message authentication code, hash functions, and modes of encryption
operations.
 Understand issues related to program security and the common vulnerabilities in
computer programs; including buffer overflow vulnerabilities, time-of-check to
time-of-use flaws, incomplete mediation.
 Explain and compare security mechanisms for conventional operating systems,
including memory, time, file, object protection requirements and techniques and
protection in contemporary operatingsystems.
 Understand the basic requirements for trusted operating systems, and describe
the independent evaluation, including evaluation criteria and evaluation process.
 Describe security requirements for database security, and describe techniques
for ensuring database reliability and integrity, secrecy, inference control, and
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multi-level databases.
 Describe threats to networks, and explain techniques for ensuring network
security, includingencryption, authentication, firewalls, and intrusion detection.
 Explain the requirements and techniques for security management, including
security policies, riskanalysis, and physical threats and controls.
Course outline
Chapter 1: Introduction to Computer Security (3 hrs)
Basic concepts of computer security
Threats, vulnerabilities, controls, risk
Goals of computer security
Security attack
Security policies and mechanisms
Prevention, detection, and deterrence
Software security assurance
Chapter 2: Computer Threat (4 hrs)
Malicious code
Viruses
Trojan horses
Worms
Spy-wares, etc.
Class of Attacks
Reconnaissance
Access
Denial of Service, etc.
Program flaws
Buffer overflows
Time-of-check to time-of-use flaws
Incomplete mediation
Controls to protect against program flaws in execution
Operating system support and administrative controls
Program Security Defenses
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Software development controls and Testing techniques
Database management systems security
Chapter 3: Cryptography and Encryption Techniques (13 hrs)
Basic cryptographic terms

Historical background
Cipher Techniques
Transposition Cipher
Substitution Cipher
Conventional encryption algorithms
Cryptanalysis
Cryptographic Systems
Symmetric key cryptography
DES
3DES
AES
Block Cipher Modes
Public key cryptography
Diffie-Hellman
RSA
Digital Signature
Using Public Key
Using Message Digest
MD4family
SHA family
RIPEMD
Public key Infrastructure (PKI)
Trusted Third Party
Certification
Key Distribution
PKI Topology
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Enrollment and Revocation Procedures
Chapter 4: Network Security (4 hrs)

Network security basics
Threats on network
Trust, Weaknesses, Risk and Vulnerabilities
TCP/IP Suit Weaknesses and Buffer Overflows
Network security protocols
Application layer security
Web security
E-mail security
Transport layer security
Network layer security
Link layer security
Physical security
Wireless security
Chapter 5: Security Mechanisms (3 hrs)
Firewall
Proxy server
IDS/IPS
Virtual Private network
Chapter 6: Authentication and Access control (3 hrs)
Authentication basics
Password and Passphrase
Biometrics
Fingerprint
Palm Scan
Hand Geometry
Iris Scan
Signature Dynamics
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Voice Print
Facial Scan
Hand Typography
AAA server
Smart card and memory cards
Kerberos
Access control basics
Access control models
Discretionary Access Control (DAC)
Mandatory Access Control (MAC)
Role-Based Access Control (RBAC)
Chapter 7: Administering security (2 hrs)
Security planning
Risk analysis
Security policies
Cyber security
Ethics
Lab content: using OpenSSL
Lab 1: Installing and configuring OpenSSL
Lab 2: Introduction and commands used in OpenSSL Lab 3: Encryption using
conventional algorithms Lab 4: Symmetric encryption with OpenSSL
Lab 5: Encrypting file using DES
Lab 6: Asymmetric encryption with OpenSSLLab 7: Encrypting file using RSA
Lab 8: Combination of DES and RSA
Lab 9: Digital Certification with OpenSSLLab 10: Digital Signature
Assessment methods
Page | 137
Project ` 20%
Text books:
Security in Computing, Charles P. Pfleeger and Shari L. Pfleeger. (3rd edition), Prentice-
Hall, 2003
References:
Computer Security, Dicter Gouman, John Wiley & Sons
Computer Security: Art and Science, Mathew Bishop, Addison-Wesley
Principles of Information Security, Whitman, Thomson.
Network security, Kaufman, Perl man and Speciner, Pearson Education
Cryptography and Network Security, 5th Edition William Stallings, Pearson Education
Introduction to Cryptography, Buchmann, Springer.
Page | 138
Course title: Introduction to Distributed SystemsCourse code: COSC4038
Prerequisite: CoSc3023-Operating Systems, CoSc2032-Data Communication and
Computer NetworksCourse category: compulsory
Course Description
A distributed system is a computer system consisting of several independent
computers, connected by a network, that can work together to perform a task or provide a
service. Typical examples include: the World Wide Web, networked file systems, DNS,
and massive multiprocessor supercomputers. In this course we will focus on the
principles, techniques, and practices relevant to the design and implementation of such
systems. The course takes a systems-oriented view of distributed systems,
concentrating on infrastructure software and providing hands-on experience of
implementing distributed systems.
Course objectives
After completing this course, you will be able to:
Explain what a distributed system is, why they would design a system as a distributed
system, andwhat the desired properties of such systems are;
List the principles underlying the functioning of distributed systems describe the
problems and challenges associated with distributed systems, and evaluate the
effectiveness and shortcomings oftheir solutions;
Recognize how the principles are applied in contemporary distributed systems, explain
how they affect the software design
Design a distributed system that fulfills requirements with regards to key
distributed systems properties (such as scalability, transparency, etc.)
Understand and exercise on distributed system software development using basic
OS mechanismsas well as higher-level middleware and languages.
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Course outline
Introduction
Definition
Goals of a Distributed System
Types of Distributed Systems
Chapter 2: Architectures (4 hrs)
Introduction
Architectural Styles
System Architectures
Chapter 3: Processes (4 hrs)
Introduction to Threads
Threads in Distributed Systems
Clients
Servers
Code Migration
Chapter 4: Communication (6 hrs)
Layer protocols
Types of Communication
Remote Procedure Call
Remote Object invocation
Chapter 5: Naming (4 hrs)
Naming Entities
Flat Naming
Structured Naming
Attribute based naming
Chapter 6: Synchronization (4 hrs)
Overview
Clock Synchronization
Physical Clocks
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Logical Clocks
Chapter 7: Consistency and Replication (4 hrs)
Introduction to Consistency
Reasons for Replication
Replication as Scaling Technique
Chapter 8: Fault Tolerance (4 hrs)
Basic Concepts
Failure Models
Process Resilience
Distributed Commit
Recover
Lab contents: Using Java programming language
Lab 1: Implementation of socket programming
Lab 2: Implementation of Client Server based program using RMI Lab 3: Implementation
of Client Server based program using RPC Lab 4: Implementation of Clock
Synchronization (logical/physical)Lab 5: Implementation of Election algorithm
Lab 6: Implementation of Mutual Exclusion algorithms
Lab 7: Implementation of multi-threaded client/server processes Lab 8: Write Program
to demonstrate process/code migration Lab 9: Write a distributed application using EJB
Lab 10: Write a program using CORBA to demonstrate object brokeringLab 11: Use .Net
framework to deploy a distributed application
Assessment methods
Project ` 20%
Text books:
Andrew S. Tanenbaum and Maarten van Steen, “Distributed Systems, Principles and
Page | 141
Paradigms”, 2ndedition, Prentice Hall, 2007.
References:
G. F. Coulouris, J. Dollimore and T. Kindberg. Distributed Systems: Concepts and Design,
5th Ed,Addison-Wesley, 2005.
Sukumar Ghosh, Distributed Systems: An Algorithmic Approach, Second Edition
A.D. Kshemkalyani, M. Singhal, Distributed Computing: Principles, Algorithms, and
Systems,ISBN: 9780521189842, Cambridge College Press, March 2011.
Hagit Attiya, Jennifer Welch. Distributed Computing: Fundamentals, Simulations, and
AdvancedTopics
Gerard Tel. Introduction to Distributed Algorithms
K. Birman, Building Secure and Reliable Network Applications, Manning Publications Co.,
1996
Page | 142
Course title: Selected Topics in Computer ScienceCourse code: COSC4132
Prerequisite: None
Course Description
The motivation for this course lies in the interest in providing a broad viewpoint on
Compute science by surveying recent developments, major results, and hot topics in
today’s leading-edge research in computer science. 2 to 3 topics of current interest in
computer science have to be selected. These topics will prepare students with the
knowledge, skills, and attitudes essential for working in the field of computer science.
The course might cover topics such as semantic web, blockchain technology, pervasive,
mobile and social computing, Internet of Things, cloud computing, neural network, Big
data, etc. This course must prepare students for advancement in this career field and
should provide students with good opportunities.
Course objectives
On successful completion of the course, students will be able to understand current hot
topics in Computerscience and critically discuss the selected topics.
Assessment methods
Textbooks and References:

This course does not have a single all-encompassing textbook and references. It is, thus,
recommended that the students read appropriate books from the given reading
materials.
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Course title: Real Time and Embedded SystemsCourse code: COSC3026
Prerequisite: CoSc 3025- Microprocessor and Assembly Language Programming,
CoSc3023/Operating Systems
Course Description
This course provides an overview of the unique concepts and techniques needed to
design and implementcomputer systems having real-time response requirements in an
embedded environment. It contrasts the concepts and techniques of real-time and
embedded systems with those of more traditional computer systems. Topics include
Basic concepts of real-time and embedded systems, hardware features, sensors and
actuators, programming languages, real-time operating systems, Cyclic scheduling and
priority-based scheduling, concurrent multitasking, time-sharing access to resources,
real-time applications, fault- tolerance, deterministic behavior, design with general and
specific microprocessors, hardware/software integration, embedded systems
synchronization techniques, performance optimization, and current trends in real-time
and embedded systems such as incorporating internet connectivity.
Course objectives
The course provides the opportunities for students to learn major issues in real-time and
embedded system.The objectives are:
To identify the major differences and design challenges for real-time and embedded
systemscompared to traditional performance-based computing systems.
To understand and be skillful in the analysis of scheduling algorithms for real-time
computing, including the techniques to evaluate worst-case delays and utilization
bounds.
To be able to apply model-driven development approaches to construct target
execution environment for simulation analysis and rapid prototyping, and to verify real-
time requirements.
Page | 144
Evaluate, compare, and contrast different scheduling algorithms and real-time and
embeddedkernel designs.
Apply knowledge of real-time and embedded system concepts to address an open
research questionin real-time and embedded systems and related fields.Course outline

Definitions, characteristics and examples of real-time and embedded systems
Model of real time system
Types of real time tasks
Modeling timing constraints
Computer organization concepts and memory
Design process
Chapter 2: Embedded System Architecture (8 hrs)
Hardware architectures for embedded systems
ARM Cortex M0+ Hardware Overview: Ports, Registers, GPIO, Analog I/O, ADC/DAC
Communication: Parallel, USB/Serial, USART, SPI, TWI, Ethernet, Wireless
ATmega32 microcontroller Architecture
Assembly language Programming with ATmega32 Instruction Set
Programming in C to Interface peripherals, Interrupts, ISR and Timers
Chapter 3: Software Frameworks for Real-time and Embedded Systems (8 hrs)
Real-time operating system: definitions, Characteristics, functionality, structure and
supportfor applications
Features of a real time operation system
General and specific microprocessors
Inter process communication
Real time task scheduling
Dynamic allocation of tasks
Scheduling
Cyclic scheduling
Priority-based scheduling
Multi-tasking and Concurrency issue
Page | 145
Handling resource sharing and dependencies
Priorities and reentrancy
Resource sharing protocols
Fault- tolerance
Synchronization techniques
Centralized clock synchronization
Distributed clock synchronization
Real-time applications
RTOS support for semaphores, queues, and events
Chapter 4: Embedded Systems Design Issues (6 hrs)

Memory management
Hardware development
Software development
Chapter 5: Real-time Communication (4 hrs)
Basic concepts and examples of real time communication
Real time communication in LAN
Bounded access protocol
Real time communication over internet
Internet of Things(IoT)
Sensor and actuators
Resource reservation
Traffic shaping and policing
Scheduling mechanisms-QoS models
Lab contents: software: Atmel Studio 7.0 or above from www.atmel.com, Proteus
Professional, andHardware: ARDUINO328P Kit
Lab-1: Assembly language Programming with data transfer instructions
Lab-2: Assembly language Programming with Branch, call, delay, stack instructions
Lab-3: Assembly language Programming with arithmetic and logic, rotation, instructions,
BCD,ASCII conversions
Lab-4: C Programming for data transfer through ports, LED, 7-Segment display.Lab-5: C
Page | 146
Programming with Timer and Interrupts
Lab-6: C Programming for serial and parallel communication Lab-7: C Programming for
Interfacing Peripherals
Lab-8: Building Arduino from ScratchLab-9: Implement Sensor Actuator
Lab-10: Develop sample real-time application
Assessment methods
Project ` 20%
Text books:
The AVR Microcontroller and Embedded Systems using assembly and C “by
Muhammed AliMazidi et.al. Prentice Hall, 2011.
Hard Real-Time Computing Systems: Predictable Scheduling Algorithms and
Applications,Giorgio C. Buttazzo, Springer, Second/Third Edition, 2004/2011.
Jane Liu, Real-time Systems, Prentice Hall; ISBN: 0130996513.
References:
Real-Time Systems, C.M. Krishna and K.G. Shin, McGraw Hill, 1997.
High-Embedded Computing: Architectures, Applications, and Methodologies. Wayne
Wolf,Morgan-Kaufman, 2007.
“Embedded C Programming and the Atmel AVR”, Richard Barnett, Larry O’Cull, Sarah Cox,
2ndEd., DELMAR CENAGE Learning, 2007
Embedded Systems –Architecture, Programming and Design by Raj Kaml,2nd ed., Tata
McGrawHill publication
Page | 147
Course title: Final Year Project IICourse code: COSC4126
Prerequisite: CoSc4125-Final Year Project I
Course Description
On this phase, students have to writing the code based on the design they have created in
Final Year Project
You can use any programming language but if the system is designed in Object
Oriented methodology, the implementation should be based on classes and hence you
should use object oriented programming language. Testing and evaluation has to be
done at the end to the project.
Course outline
Final Year Project II is implementation and testing phase of Final Year Project I
Assessment methods
Advisor evaluation – 35%
Jury evaluation – 65%
Page | 148
13.2. Elective Computer Science Courses
Course title: Introduction to Data Mining and Data Warehousing Course code:
COSC4112
Prerequisite: STAT2015- Probability and Statistics
Course category: Elective
Course Description
Today’s data acquisition devices, computers and networks are generating data to an
unprecedented level that cries for the utilization of powerful, adaptive and intelligent
learning algorithms in order to accomplish various challenging tasks such as pattern
recognition, time series modeling, optimization, decision support,diagnosis, text mining,
and multimedia searching etc. In this course, advanced methods in the context of
dimension reduction, feature extraction and selection, clustering, and classification will
be explored. The interrelationship between these methods will be addressed, and the
mixture-of expert approach and classification combination theory will be discussed.
Course objectives
On successful completion of the module students will be able to:
Understand the concept of data warehouse and data mining
Understand the different data mining functionalities: Association, Classification,
Clustering, etc
Understand the data warehouse operations: Slicing, dicing, pivoting, rolling up, rolling
down, etc
Understand and use data mining modeling techniques such as CRISP-DM
Develop skill on how to measure performance of data mining system
Develop skill to measure the goodness of the data set for decision making
Develop confidence in doing research in the area of data mining and data warehousing
Develop and test data mining systems
Develop team work spirit
Course outline
Page | 149
Chapter 1: Overview (4 hrs)
Brief description of data mining
Data warehousing, data mining and database technology
Data mining vs Statistics
Challenges in Data Mining
Application of data mining
Data mining functionality
Are all the patterns interesting?
Chapter 2: Data Warehousing and OLAP technologies (4 hrs)
What is Data Warehouse?
Data Warehouse vs. Operational DBMS
OLTP vs. OLAP
Design of a Data Warehouse
From Tables and Spreadsheets to Data Cubes
Data Cube: A Lattice of Cuboids
Conceptual Modeling of Data Warehouses
A Data Mining Query Language, DMQL
Measures in Data warehouses
Concept Hierarchy and Data Warehouses
Typical OLAP Operations
A Star-Net Query Model
Data Warehouse Design Process
Data Warehouse Models
OLAP functionalities on Data warehouses
Chapter 3: Data Preprocessing (6 hrs)
Description
Descriptive data summarization
Major Tasks in Data Preprocessing
Data cleaning
Data integration
Data transformation
Page | 150
Data reduction
Discretization
Concept hierarchy generation
Chapter 4: Association Rule Mining (6 hrs)
Description of Association Rule
Frequent Pattern and association rule mining
Association rule evaluation
Issues in Association rule mining
Classification of Frequent Pattern Mining
Mining Frequent Item set
Algorithm to find Frequent Item set
The Apriori Algorithm
Generating Association Rules from Frequent Item sets
Mining Multi-Level Associations Rules
Mining Multi-Dimensional Association Rule
Chapter 5: Classification and prediction (6 hrs)
Description of prediction and classification problems
Issues in Classification
Classification Algorithm
Decision Tree (ID3, C4.5, CART)
Naïve Bayesian Classification
Bayesian Belief Network
K-Nearest-Neighbor
Artificial Neural Network (ANN)
Dataset preparation for Classification
Building Classification Model
Evaluation of DM classification System
Evaluation of the dataset
Evaluation of Classification Performance
Linear Regression
Nonlinear Regression
Page | 151
Other Regression-Based Methods
Chapter 6: Cluster Analysis & Applications of Data Mining (6 hrs)

Introduction
Similarity and Dissimilarity between Objects
Major Clustering Approaches
Partitioning method Approach
The K-Means Clustering Method
Model-based
Expecttion maximization
Hierarchy algorithms
Agglomerative Hierarchical Clustering
Divisive Hierarchical Clustering
Distance measure between clusters
Density-based
Grid-based
Data Mining for Financial Data Analysis
Retail Industry
Telecommunication Industry
Biological Data Analysis
Intrusion Detection
Assessment methods
Project ` 20%
Text books:
Jiawei Han and MichelineKamber, Data Mining: Concepts and Techniques, 2nd edition,
Page | 152
MorganKaufmann, 2006.
References:
Refaat, Markus Schneider, Toby Teorey, and Ian Witten, Data Mining: Know It All,
MorganKaufmann, 2008.
K. Cios, W. Pedrycz, R. Swiniarski, L. Kurgan, Data Mining: A Knowledge Discovery
Approach,Springer, 2007.
Page | 153
Course title: Human Computer InteractionCourse code: CoSc4075
Prerequisite: none
Course Description
A key component to the discipline of Computer Science is the understanding and the
advocacy of the userin the development of CS applications and systems. CS graduates
must develop a mind-set that recognizes the importance of users and organizational
contexts. They must employ user-centered methodologies in thedevelopment, evaluation,
and deployment of Computer applications and systems. This requires graduates to
develop knowledge of HCI, including but not limited to such areas as user and task
analysis, human factors, ergonomics, accessibility standards, and cognitive psychology.
Course objectives
At the end of the course, the student should be able to do the following:
Describe the relationship between the cognitive principles and their application to
interfaces andproducts.
Explain the conceptual terms for analyzing human interaction with products such as
affordance,conceptual model, and feedback.
Analyze different user populations with regard to their abilities and characteristics for
using bothsoftware and hardware products.
Describe the connection between the development of a user interface and the user’s
knowledgeof an application domain.
List several of the emerging alternative I/O devices for computers
Course outline
Definition
Historical background
Chapter 2: Human in HCI (4 hrs)
Page | 154
Information input/output
Memory
Reasoning, problem solving, skill and error
Emotion
Individual difference
Chapter 3: Computer in HCI (6 hrs)
Input device
Output device
Virtual reality
Physical interaction
Paper
Memory
Processing
Chapter 4: Interaction (6 hrs)
Introduction
Models of interaction
Ergonomics
Interaction styles
The context of the interactions Paradigms
Chapter 5: Interaction Design and HCI in the Software Process (6 hrs)
Interaction Design
HCI in the Software Process
Chapter 6: Design Rules and Implementation support (6 hrs)
Design Rules
Implementation Support
Chapter 7: Evaluation Techniques and Universal Design (8 hrs)
Evaluation Techniques
Universal Design
Chapter 8: User Support (8 hrs)
Requirements of user support
Approaches to user support
Page | 155
Adaptive help systems
Designing user support systems
Assessment methods
Text books and references:

Dix, A., Finlay, J., Abowd, G. and Beale, R. Human-computer interaction
Page | 156
Course title: Event Driven ProgrammingCourse code: CoSc4055
Prerequisite: None
Course Description
This is a course in event-driven programming building on prior programming experience.
The course covers topics in control arrays, exception handling, and the use of properties,
controls, and multiple forms. Introduces database manipulation and database controls,
including use of database linking and programming applications to display, edit, and
update databases by use of the data access object. This course uses advanced
programming tools such as Visual Studio .Net
Course objectives
Upon successful completion of the course, the student should be able to:
Demonstrate knowledge of a high-level object oriented programming language.
Demonstrate use of data types in program and systems development.
Demonstrate knowledge of event-driven programming and systems development.
Develop well-organized, block-structured, easily read programs.
Demonstrate ability to design graphical user interfaces (GUI)
Demonstrate ability to code arithmetic instructions, conditional statements,
repetition structures,sub procedures, and control arrays in programs.
Demonstrate ability to develop programming applications to manipulate
databases (includingquery, display, edit, update functions).
Demonstrate ability to develop integrated multiform programs.
Develop appropriate testing procedures and documentation for programs
Course outline
Introduction to Software Development
Software Development Approaches
Page | 157
Rapid Application Development
Software Development Principles
Chapter 2: Introduction to .NET (6 hrs)
The .NET Platform and Its Architecture
Base Class Library
Common Language Runtime
Uses of .NET Platform in Application Development
Introduction to Microsoft Visual Studio 2010
SDI and MDI Forms
Controls
Chapter 3: Object-Oriented Fundamentals in VB.NET (8 hrs)
Language Fundamentals
Variables and Data Types
Control Flow
Methods and Their Types
Events
Classes and Objects
Inheritance and Overloading Implementation
Classes versus Components
Chapter 4: Exception Handling (4 hrs)
Introducing Exception Handling
Structured Exception Handling
Implementing Exception Handling
Chapter 5: Manipulating Files How to open a Text File (4 hrs)
Read a file line by line in VB .NET
Write to a Text File
How to Copy, Move and Delete a File
Chapter 6: Database Programming (6 hrs)
The ADO.NET Architecture
LINQ Architecture
The .NET Data providers
Page | 158
Working with the common .NET Data providers
The Dataset Component
Using the DataGridView for database access
Assessment methods
Project ` 20%

An introduction to programming using visual basic 6.0, fourth edition, David I. Schneider
Evjen,B et al, (2008). Professional Visual Basic 2008.
Crosspoint Boulevard: Wiley Publishing Inc. Gary Cornell and Jonathan Morrison (2002).
Programming VB.NET: A Guide for Experienced Programmers. USA: APress Cameron
Wakefield, Henk-Evert Sonder and Wei Meng Lee. VB.NET Developers Guide. USA:
SyngressPublishing, Inc
Page | 159
Course title: Multimedia
Course code: CoSc4077
Prerequisite: None
Course Description
Multimedia technologies; multimedia storage models and structures; data models and
interfaces; multimedia information systems; video/audio networking; media
synchronization; image computing and information assimilation; conferencing
paradigms and structured interaction support.
Course objectives
At the end of the course, students should:
Understand the basic concepts of multimedia
Understand where and how to use multimedia systems
Design different kinds of multimedia systems
Write different kinds of code that are used in Multimedia
Course outline
What is Multimedia?
History of Multimedia
Multimedia and Hypermedia
Multimedia and World Wide Web
Chapter 2: Multimedia Authoring and Tools (4 hrs)
What is Multimedia Authoring?
Some Useful Editing and Authoring Tools
Authoring Paradigms
Chapter 3: Data Representations (5 hrs)
Graphics/Image Data Representation
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Digital audio and MIDI
Popular File Formats
Chapter 4: Image and Video (5 hrs)
Color Science
Color Models in Images
Color Models in Video
Chapter 5: Fundamental Concepts in Video (6 hrs)
Types of Video Signals
Analogue Video
Digital Video
Different TV standards
Chapter 6: Basics of Digital Audio (hrs)
Digitization of Sound
Quantization and Transmission of Audio
Chapter 7: Lossless Compression Algorithms (6 hrs)
Basics of Information Theory
Run-Length Coding
Variable-Length Coding (VLC)
Dictionary Based Coding
Huffman Coding
Arithmetic Coding
Lossless Image Compression
Chapter 8: Loss Compression Algorithms (6 hrs)
Distortion Measures
The Rate Distortion Theory Quantization
Transform Coding
Chapter 9: Image Compression Standards (6 hrs)
the JPEG Standard
Basic Video Compression Techniques
Introduction to Video Compression
Video Compression Based on Motion Compensation
Page | 161
MPEG Video and Audio Coding
Video Compression
MPEG Audio Compressions
Assessment methods
Project ` 20%

Ze-Nian Li and Mark S. Drew, Fundamentals of Multimedia, Prentice Hall, 2004.
Richard Brice, Multimedia and Virtual Reality Engineering, Newnes, 1997
Jon Crowcroft, Mark Handley, Ian Wakeman; Internetworking Multimedia, Morgan
KaufmannPublishers, San Francisco, California, 1999
Doug Sahlin, Flash 5 Virtual Classroom, McGraw-Hill, 2001, California
Page | 162
Course title: Mobile Application DevelopmentCourse code: COSC4083
Credit hours: 3 ECTS: 5 lecture hrs: 2 Lab hrs: 3 Tutorial hrs: 1
Prerequisite: CoSc2051-Object Oriented Programing
Course Description
This course introduces mobile application development for the Android platform.
Android is a software stack for mobile devices that includes an operating system,
middleware and key applications. The AndroidSDK provides the tools and APIs necessary
to begin developing applications on the Android platform using the Java programming
language. Students will learn skills for creating and deploying Android applications, with
particular emphasis on software engineering topics including software architecture,
software process,usability, and deployment.
Course objectives
Understand the basic principles of mobile application development using android
platform
Learning Outcomes
 The program provides a knowledge and understanding of the following:
 User-interface design for mobile applications
 Managing application data
 Integrating mobile application with cloud services
 Addressing enterprise requirements in mobile applications – performance,
scalability,modifiability, availability and security
 Testing methodologies for mobile applications
 Publishing, deployment, maintenance and management of mobile application
 Effective communication skill acquired during group work
 A hand on experience on mobile technologies
Page | 163
Course outline
Topic1. Introduction
Introduction to Android
Android application structure
Android UI architecture [application context, intent, activity lifecycle]
UI Components [Text control,]
Topic 2. Notification, Menus and Dialogs
Intents with parameter
Notification with status bar and toast
Localization
Context/option menu
Alert dialog
Dialog as activity
Topic 3. Location and Map

How to work with Google Map
How to work with GPS
Topic 4. Working with Data Storage
Shared preference
Working with files
Working with SQL light
Topic 5. Content Providers
Introduction to content provider
Query provider
Topic 6. Network Communication
Introduction to web service
HTTP Client
XML and JSON
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Topic 7. Service
Service Lifecycle
Foreground Service
Topic 8. Publishing
How to prepare for publishing
Publishing to android market
Teaching Methods
The teaching methods that shall be employed for this course are lecturing,
demonstration,classroom discussion and classroom action research.
Assessment Method
❏ Assignment 15%
❏ Lab assessment 15%
❏ Project I and II 40%
❏ Final Exam 30%
Reference
Ramnath, Rajiv, Roger Crawfis, and Paolo Sivilotti. Android 3 SDK programming for
dummies.Hoboken, N.J. Chichester: Wiley John Wiley distributor, 2011
Phillips, Bill, Chris Stewart, and Kristin Marsicano. Android programming : the Big Nerd
Ranch guide.Atlanta, GA: Big Nerd Ranch, 2017
Tomasz Nurkiewicz and Ben Christensen, Reactive Programming with RxJava,
O’ReillyMedia, 2016.
Brian Fling, Mobile Design and Development, O’Reilly Media, Inc., 2009.
Maximiliano Firtman, Programming the Mobile Web, O’Reilly Media, Inc., 2nd ed.,
2013.Cristian Crumlish and Erin Malone, Designing Social Interfaces, 2nd ed., O’Reilly
Media, Inc., 2014.
Benjamin Muschko, Gradle in Action, Manning Publications, 2014.
Craig Larman, Applying UML and Patterns: A Guide to Object-Oriented Analysis and
Design andIterative Development, 3rd ed., Prentice Hall, 2004.
Mobile Application Lab
Page | 165
Week 1- Week 4 Topic 1 ,2 Installation and
configuration
Basics on androidstudio
UI design
Notification andmenu
Week 5- Week 8 Topic 3,4 Configuration of Google
map
Working on Googlemap
Working on GPS
Week 9- Week 13 Topic 5,6 Testing queryproviders
Using web service
,http client and Json
Week 14- Week Topic 7,8 -how to work on
16 foreground service
How to publish app
Page | 166
Course title: Introduction to Machine LearningCourse code: CoSc4114
Prerequisite: MATH2011/ Linear Algebra, STAT2015/ Probability and Statistics
Course Description
Machine Learning is the study of how to build computer systems that learn from
experience. This course will explain how to build systems that learn and adapt using real
-world applications. Some of the topics to be covered include concept learning, neural
networks, genetic algorithms, reinforcement learning, instance- based learning, and so
forth. The course will be project-oriented, with emphasis placed on writing software
implementations of learning algorithms applied to real-world problems.
Course objectives
At the end of the course, students should:
Know about the fundamental concepts in machine learning, the different classes of
machine learning algorithms, and ways to choose and apply different basic machine
learning algorithms.
Learn about ways to evaluate the performance of learning systems.
Be able to prepare data and apply machine learning methods to achieve a learning goal
within an intelligent system.
Be able to judge the suitability of a machine learning paradigm for a given problem and
the available data, have an understanding of the capabilities and limitations of the
considered machine learning algorithms, and is able to identify problems or misleading
results.
Course outline
What is machine learning?
History and relationships to other fields
Essential math and statistics for machine learning
Page | 167
Applications of machine learning
Types of machine learning techniques
Chapter 2: Supervised learning (8 hrs)
Introduction
Linear model
Regression
Understand the operation regression
Linear regression
Polynomial regression
Regularization techniques
Understand the metrics used to evaluate regression
A case study in regression
Classification
Understand the operation of classifiers
KNN
Naïve Bayes
Logistic regression
Decision trees
Random forest
Support vector machines
A case study in classification
Understand the metrics used to evaluate classifiers
How to improve supervised models
Parametric models for classification and regression
Understand the problems of over-parameterization and the curse of dimensionality
Use regularization on over-parameterized models
Chapter 3: Unsupervised learning (8 hrs)
Introduction
Understand the principles of unsupervised learning models
Clustering approaches
K-Means
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K nearest neighbors
Hierarchical clustering
Correctly apply and evaluate clustering models
Association rule learning
Apriori algorithm
Reinforcement learning
Markov decision
Monte Carlo prediction
Case study
Chapter 4: Neural Network (6 hrs)
Introduction
Understanding the brain
Neural networks as a paradigm for parallel processing
The Perceptron
Training a Perceptron
Artificial neural network
Multilayer Perceptron
Back propagation algorithm
Nonlinear Regression
Two-Class Discrimination
Multiclass Discrimination
Multiple Hidden Layers
Training procedures
Improving convergence
Overtraining
Structuring the network
Tuning the network size
A case study in neural network
Chapter 5: Model Evaluation (6 hrs)
Data processing
Data cleaning and transforming
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Feature selection and visualization
Model selection and tuning
Methods of dimensional reduction
Principal component analysis (PCA)
Singular value decomposition (SVD)
T-distributed Stochastic Neighbor Embedding (t-SNE)
Optimize the performance of the model
Control model complexity
Over-fitting and Under-fitting
Cross-Validation and Re-sampling methods
K-Fold Cross-Validation
5 ×2 Cross-Validation
Bootstrapping
Gradient descent (batch, stochastic)
Bias, variance
Performance evaluation methods
Tool kit
Assessment methods
Project ` 20%
Text books:
Bishop, C. (2006), Pattern Recognition and Machine Learning, Berlin: Springer-Verlag
References:
Shalev-Schwartz & Ben-David, Understanding Machine Learning. Cambridge College
Press.2014.
Hastie, Tibshirani & Friedman, The Elements of Statistical Learning: Data Mining,
Page | 170
Inference,and Prediction, 2nd Edition, Springer, 2009
Goodfellow, Bengio &Courville, Deep Learning. MIT Press. 2016
Page | 171
Course title: Introduction to Natural Language ProcessingCourse code: CoSc4116
Prerequisite: CoSc3101-Automata and Complexity Theory
Course Description
This course provides an introduction to the field of computational linguistics, natural
language processing (NLP). We will learn how to create systems that can understand
and produce language, for applications such as information extraction, machine
translation, automatic summarization, question-answering, and interactive dialogue
systems. The course will cover linguistic (knowledge-based) and statistical approaches
to language processing in the three major subfields of NLP: syntax (language
structures), semantics (language meaning), and pragmatics/discourse (the
interpretation of language in context).
Course objectives
 To introduce the fundamental concepts and ideas in natural language processing
(NLP)
 To develop an in-depth understanding of both algorithms for processing linguistic
information andthe underlying computational properties of natural languages
 The course considers word-level, syntactic, and semantic processing from both a
linguistic and an algorithmic perspective, aiming to get up to speed with current
research in the area
Course outline
Natural Language Processing concepts
Ambiguity and uncertainty in language
NLP tasks in syntax, semantics, and pragmatics
Applications of NLP
Chapter 2: Machine learning for Natural Language processing (4 hrs)
Classification and Regression
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Clustering
Neural Networks
Chapter 3: Words and Transducers (4 hrs)
Introduction
Finite state morphological parsing
Transducers and orthographic rules
Minimum edit distance
Chapter 4: Language Modeling (6 hrs)
Role of language models
N-grams
Parts of speech tagging (POST) and sequence labeling
Word classes
Hidden Markov (Forward and Viterbi algorithms and EM training)
Maximum entropy models
Estimating parameters and smoothing
Evaluating language models
Chapter 5: Syntactic parsing (6 hrs)
Grammar formalisms and treebanks
Efficient parsing for context-free grammars (CFGs)
Statistical parsing and probabilistic CFGs (PCFGs)
Lexicalized PCFGs
Neural shift-reduce dependency parsing
Language and complexity
Chapter 6: Semantic Analysis (6 hrs)
Representing meaning
Computational semantics
Lexical semantics and word-sense disambiguation
Compositional semantics
Semantic Role Labeling and Semantic Parsing
Chapter 7: Application of NLP (4 hrs)
Page | 173
Information extraction
Information retrieval
Machine Translation
Question-Answering and Dialogue system
Text summarization
Text classification
Speech recognition
Optical character recognition
Page | 174
Assessment methods
Project ` 20%

Christopher Manning and Hinrich Schütze: Foundations of Statistical Natural
LanguageProcessing, MIT Press, 1999.
Lucja M. Iwanska and Stuart C. Shapiro (eds): Natural Language Processing and
KnowledgeRepresentation, MIT Press, 2000.
Roland R. Hausser: Foundations of Computational Linguistics: Human-Computer
Communicationin Natural Language, Springer Verlag, 2001.
Gerald Gazdar and Chris Mellish: Natural Language Processing in X. Addison-Wesley,
1989
Page | 175
Course title: Simulation and ModelingCourse code: CoSc4079
Prerequisite: None
Course Description
Simulation is the art of using tools - physical or conceptual models, or computer
hardware and software, to attempt to create the illusion of reality. The discipline has in
recent years expanded to include the modeling of systems that rely on human factors
and therefore possess a large proportion of uncertainty, such as social, economic or
commercial systems. These new applications make the discipline of modeling and
simulation a field of dynamic growth and new research.
Course objectives
Examines the state-of-the-art in recent research into methods of approaching new
applications in the field of modeling and simulation
Provides an introduction to new modeling tools such as differential inclusions, metric
structures in the space of models, semi-discrete events, and use of simulation in
paralleloptimization techniques
Discusses recently developed practical applications: for example the PASION
simulation system, stock market simulation, a new fluid dynamics tool, manufacturing
simulation andthe simulation of social structures
Illustrated throughout with a series of case studies
Course outline
Chapter 1: Basic Concepts and Tools (4 hrs)
Modeling and simulation: What is it?
Validity, credibility, tractability and verification
System state and causal systems
Static and dynamic systems
Classification of dynamical systems
Discrete and continuous simulation
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Deterministic and stochastic systems
Evolution of simulation software
Chapter 2: Continuous simulation (4 hrs)
2.1. Introduction
2.2 Ordinary differential equations and models of concentrated parameter systems
Continuous simulation with analog computers
Numerical methods for ordinary differential equations (ODE)
Signal flow graphs
Bond graphs
Alternative modeling tools and dynamic uncertainty
Distributed parameter systems
System dynamics
Galactic simulations and the N-body problem
Chapter 3: Discrete and combined simulation (4 hrs)
Are discrete models valid?
Event modeling of discrete dynamic systems
Event graphs
PASION simulation system
Queuing Model Generator QMG
Complex system simulator of PASION
Monte Carlo Simulation
Chapter 4: Differential inclusions in Modeling and Simulation (4 hrs)
Differential inclusions
Possible applications
Differential inclusion solver
Application in uncertainty treatment
Uncertain future and differential inclusions
Chapter 5: Fluid dynamics (2 hrs)
Computational fluid dynamics
Numerical problems
The simulation tool
Page | 177
Examples
Oscillating gas flow
Two-dimensional fluid-dynamics models are invalid
Chapter 6: Simulating Phenomena of General Relativity (2 hrs)
6.1. Some basic concepts
The simulation tool and model time
Simulation experiments
Chapter 7: Interactions between hostile hierarchical structures (4 hrs)
Introduction
The model
Structures
The tool and the model implementation
Simulation of the struggle between terrorist and anti-terrorist organizations
Chapter 8: On a metric structure in the space of dynamic system models (4 hrs)
Optimization with the simplex and BFGS algorithms
A case study of a parallel optimization algorithm
Chapter 9: Multi-server models (4 hrs)
M/G/1 and other queuing models
Burke’s theorem
Network of queues
Jackson theorem
SimEvent tool box in MATLAB
General features of network simulation packagesCase study of OMNET++/NetSim/
NS2/NS3
Assessment methods
Project ` 20%
Text books:
Modeling and Simulation: The Computer Science of Illusion, 2006
Page | 178
Supportive Courses

Course title: Numerical Analysis
Course code: Math2082
Credit Hrs: 3 ECTS: 5 Lecture Hrs..: 3 Lab.Hrs.: 2 Tut. hrs.: 2
Prerequisite: Math1041-Applied Mathematics I
Course category: Supportive
Aim:
The course aims at introducing students in finding numerical solutions to problems for
which analytical solutions either do not exist or are not readily or cheaply obtainable. It
enables students to apply linear algebra and calculus. It also aims to helps student
develop programmingskills.
Course description
This course covers basic concepts in error estimation, solutions of non-linear equations,
solutions of system of linear equations and non-linear equations, finite differences,
numericalinterpolations, numerical differentiation and numerical integration.
Course objectives
• On completion of the course, successful students will be able to:
• Understand sources of errors
• Identify absolute and relative errors,
• Understand a range of iterative methods for solving linear and non-linear
systems ofequations,
• Comprehend the convergence properties of the numerical methods,
• Understand the roles of finite differences,
• Grasp practical knowledge of polynomial interpolation in numerical
differentiation andintegration,
• Appreciate the application of basic linear algebra and calculus concepts in
deriving thenumerical algorithms,
• Examine how a small change in the data and ill-conditioned algorithms affect the
Page | 179
solution ofthe mathematical problems,
• Translate mathematical algorithms into computer programming,
interpret computer outputs
Course outline
Chapter 1: Basic concepts in error estimation (12 hrs)
Sources of errors
Approximations of errors
Rounding off errors
Absolute and relative errors
Propagation of errors
Instability
Chapter 2: Nonlinear equations (8 hrs)
Locating roots
Bisection and False – position methods
Interpolation and Secant methods
Iteration Methods
Conditions for convergence
Newton-Raphson Method
Chapter 3: System of equations (9 hrs)
Revision on direct methods for system of linear equations (SLE)
Indirect methods for SLE
Gauss Jacobi method
Gauss Seidel method
Systems of non-linear equations using Newton's methodChapter 4: Finite differences (9
hrs)
Shift operators
Forward difference operators
Backward difference operators
Central difference operators
Chapter 5: Interpolations (9 hrs)
Linear interpolation
Page | 180
Quadratic interpolation
Lagrange’s interpolation formula
Divided difference formula
Newton interpolation formula (forward and backward formulas) Chapter 6: Application
of interpolations (5 hrs)
Finding roots
Numerical Differentiation
Numerical Single Integration
Trapezoidal rule
Simpson's rule
Error analysis in Trapezoidal and Simpson’s rules
Numerical Double Integration
Trapezoidal rule
Simpson's rule
Error analysis in Trapezoidal and Simpson’s rules
Weeks Topics to be covered

1-3 Bisection and false position methods
4-5 Bisection and False-position methods
6-7 Fixed-point iteration, Netwton-Raphison and Secant methods
7-9 Gauss-Jacobi and Gauss-Seidel iteration

10 Newton’s Method for system of Nonlinear Equations
11 Newton’s forward difference and backward interpolation formulae
12-13 Lagrange’s interpolation and Newton’s divided difference
interpolationformulae
14-15 Finding roots and Numerical differentiation
16 Numerical Integration
Three contact hours of lectures and two hours of computer lab per week. Students do
homeassignment.
Page | 181
Assessment methods
Computer lab assignments/quizzes 20%
Teaching materials Textbooks:
Burden, R. L. & Faires, J. D. (2005). Numerical analysis. 8 th ed. Thomson Brooks/Cole.
Chapra, S. C. & Canale, R. P. (2010). Numerical methods for engineers. Boston: McGraw-
Hill HigherEducation.
Gerald, C. F. and Wheatlly, P. O. (2018). Applied Numerical analysis. 7 th ed., Edsion
Wesley, Co.
Reference:
Atkinson, K. E. (2008). An introduction to numerical analysis. John wiley & sons.
Chapra, S.C. and Raymond, P.C. (1998). Numerical Methods for Engineering. 9 th ed.,
McGraw-Hill, New York.
Gerald, C.F. & Wheatley, P.O. (1994). Applied Numerical Analysis. 5 th ed., EdisonWesley.
Grewal, B.S. (1994). Numerical Methods in Engineering and Science. Khanna, New Delhi.
Kiusalaas, J. (2005). Numerical methods in Engineering with MATLAB. Cambridge
College Press.
Ralston, A., & Rabinowitz, P. (2001). A first course in numerical analysis. Courier
Corporation.
Shanthakumar, M. (1987). Computer Based Numerical Analysis. Mysore.
Stoer, J., & Bulirsch, R. (2013). Introduction to numerical analysis (Vol. 12). Springer
Science & Business Media.
Yang, Won-young (2005). Applied Numerical Methods Using MATLAB. John Wiley &
Sons
Page | 182
Year: I Semester: I
Course title: Mathematics for Natural ScienceCourse code: Math1011
Credit hours: 3 ECTS: 5 Contact hrs: 2 Tutorial hrs: 2
Prerequisite: None
Aims
The course intends to prepare mathematics students in the basic concepts and
materials necessary for the study of higher mathematics courses. It treats topics
rigorously in order to lay a strong foundation for the study of all mathematics courses.
Course description
This course rigorously discusses the basic concepts of logic and set theory, the real and
complex number systems, mathematical induction, least upper bound and greatest
lower bound, functions and types of functions, polynomial and rational functions,
logarithmic and exponential functions, trigonometric functions, hyperbolic functions and
their graphs, and analytic geometry.
Course objectives
• On completion of the course, successful students will be able to:
• Understand mathematical logic,
• Apply logic in reasoning and mathematical proofs,
• Use quantifiers in open propositions,
• Understand concepts of sets and set operations,
• Understand the fundamental properties of real and complex numbers,
• Find least upper bound and greatest lower bound,
• Use mathematical induction in proofs,
• Write polar representation of complex numbers,
• Understand different types of functions, their inverses and graphs,
• Find zero’s of some polynomials,
• Identify various forms of conic sections and derive their equations,
• Use basic properties of logarithmic, exponential, hyperbolic, and trigonometric
functions.
Page | 183
Course outline
Chapter 1: Logic and set theory (12 hrs)
Definition and examples of proposition
Logical connectives
Compound (or complex) propositions
Tautology and contradiction
Open proposition and quantifiers
The concept of a set and the underlying set operations
Chapter 2: The real and complex number systems (12 hrs)
The real number system
The natural numbers, Principle of mathematical induction and the Well ordering
principle
The integers, rational numbers and irrational numbers
Upper bound, lower bound, lub, glb, completeness property of the set of real
numbers, and the Archimedean principle
Complex number system
Definition of complex numbers and the underlying operations
Polar representation of complex numbers and the De-Moiver’s formula
Extraction of roots
Chapter 3: Functions (12 hrs)
Review of relations and functions
Real-valued functions and their properties
Types of functions (one-to-one, onto) and inverse of a function
Polynomials, zero’s of polynomials, rational functions, and their graphs
Definitions and basic properties of logarithmic, exponential, hyperbolic, trigonometric
functions, and their graphs.
Chapter 4: Analytic geometry (28 hrs)
Division of segments and various forms of equation of a line
Page | 184
Conic sections: Equation of a circle, parabola, ellipse and hyperbola
The general second degree equation
Teaching –learning methods
Four contact hours of lectures and two hours of tutorials per week. Students do home
assignments.
Assessment methods
Assignment/quizzes 20%
Teaching materialsTextbooks:
Abera Abay (1998). An introduction to Analytic Geometry. AAU.
Alemayehu Haile and Yismaw Alemu (1993). Mathematics an Introductory course.
Department of mathematics, AAU
Reference:
Barnett, R. A. (1999). Precalculus, functions and graphs. McGram Hill. Bettinger, M. L.
(1982). Logic, proof and sets. Adddison-Wesley.
Kinfe Abraha (2002). Basic Mathematics. Mekelle College, Mega Printing Press, Mekelle,
Ethiopia.
Swokowski, E., & Cole, J. (2011). Precalculus: Functions and graphs. Cengage Learning.
Zill, D., & Dewar, J. (2011). Algebra and Trigonometry. Jones & Bartlett Publishers.
Page | 185
Course title: Applied Mathematics I
Course code: Math1041
Credit hours: 3 ECTS: 5 Contact hrs: 3 Tutorial hrs: 2
Prerequisite: None
Course objectives:
At the end of this course, the students will be able to:
Describe matrices, rank of matrix and determinants
Perform different operations on matrices
Develop techniques of solving system of linear equations
Explain different types of matrices and their inverse
Describe the principles of vectors and scalars
Describe limit and continuity
Develop different techniques and rules of differentiation and integration
Evaluate extreme values of functions
Compute area, volume, arc length, surface area by applying integration
Course Contents
Chapter 1: Matrices and determinants
Matrices
The algebra of matrices
Types of matrices
Inverse of matrix
Rank of a matrix
Systems of equations, Gaussian elimination, solving systems of equation by Gaussian
elimination
Determinants
Definition and properties of determinants
Cramer’s rule
Page | 186
Chapter 2: Vectors
Definition of vectors
Vectors in 2 and 3 spaces
Scalar product, norm of a vector
Lines and planes
Vector product
Chapter 3: Limit and continuity

Limit definitions and examples
Basic limit theorems
Different types of limits
Continuity
The intermediate value theorem
Chapter 4: Derivatives
Definitions and rules
Differentiability
The chain rule
Derivative of sum, product and quotient of functions
Derivatives of inverse functions
Higher derivatives
Implicit differentiation
Chapter 5: Application of derivative

Rates of change
Mean value theorem and their applications.
The First and second derivative test and their applications
Extreme of a function and its application
Curve sketching
L’Hôpital’s Rule
Page | 187
Chapter 6: The Integral
The Indefinite integrals and its properties
Fundamental theorems of calculus
Change of variables
Indefinite integrals
Techniques of integration
Improper integrals
Applications of integration (Area, and volume of region)
Assessment Methods
Quiz, Test and mid-exam 30%
Assignment and Presentation 20%
Final Exam 50%
Total 100%
Course policy: A student has to:
Attend at least 85% of the classes,
Take all continuous assessments and take final examination,
Respect all rules & regulations of the college.
Page | 188
References
R. Ellis and D. Gluck, Calculus with Analytic Geometry
Edwards &Penney, Calculus with analytic geometry
S.Lang: Linear Algebra, 3rd Edition
Kereyszing: Advanced Engineering mathematics
Page | 189
Year: II Semester: I
Course title: Probability and StatisticsCourse code: STAT2015
Prerequisite: None
Course Description
There is a need for students understanding of the basic concepts in the introductory
statistics and probabilitymodule so that students develop an important basic statistical
skill. In the modern scientific and technological world, it is even more important to
understand probabilistic arguments. The skill students develop after taking this module
is an important basic skill because in everyday life they will constantly be exposed to
information from surveys and scientific experiments. The module will provide skills that
will not only enable students to know whether these findings are accurate and make
sense of the information with which they are presented but also understand basic
probabilistic arguments Courses in quantitative and logical skills develop logical
reasoning, including the ability to identify valid arguments, use mathematical models,
and draw conclusions based on quantitative data.
Course objectives
Upon the completion of the module, Students will be able to:
Demonstrate statistical techniques through principles of data collection, descriptive
statistics, probability and sampling distributions; statistical inference and linear
regression;
Show different schemes of presenting the collected data and interpretation of the result.
Familiar with some standard discrete and continuous probability distributions;
Use standard statistical tables for the Normal, t, chi-square distributions;
Discuss some desirable properties of point estimators;
Demonstrate the framework of estimation and hypothesis testing to carry out statistical
inference;
Page | 190
Construct and interpret interval estimates and tests hypotheses correctly in some
simple cases;
Interpret the results of statistical analyses correctly and in non-technical language;
Have basic skills in exploratory data analysis;
Familiarize themselves with basic concepts of probability and laws of the same;
Define joint, marginal and conditional distribution and independent random variables;
Drive functions of random variables and construct their probability distributions
Compute expectation, variance and correlation of random variables;
Course outline
Introduction (2 lecture hour)
Definitions and classification of statistics
Stages in statistical investigation
Definition of some terms
Applications, uses and limitations of statistics
Scales of measurement
Methods of data collection and presentation (2 lecture hour)
Methods of data collection2.1.1.source of data 2.1.2.Types of data
Methods of data presentation
Introduction
Frequency distributions: Qualitative, quantitative (absolute, relative, percentage,
cumulative)
Diagrammatic presentation of data: Bar charts, pie-chart, pictogram, Steam and leaf plot
2.2.4.Graphical presentation of data: Histogram, Frequency polygon, Ogive
Measures of Central Tendency (4 lecture hour)
Introduction
Objectives of measuring central tendency
The summation notation
Important characteristics of measures of central tendency
Types of measures of central tendency
The mean (Arithmetic, weighted, Geometric and Harmonic)
The mode
Page | 191
The Median
The quantiles (quartiles, deciles, percentiles)
Measures of Variation (4 lecture hour)
Introduction
Objectives of measuring variation
Absolute and relative measures
Types of measures of variation
The range and relative range
The variance, the standard deviation and the coefficient of variation
The standard scores
Elementary probability (4 lecture hour)
Introduction
Definition and some concepts (Random experiment, sample space, event, equally likely
outcomesand mutually exclusive event)
Counting rules: addition, multiplication, permutation and combination rule
Approaches in probability definition (Classical and Axiomatic)
Some probability rules
Conditional probability and independence
Probability distributions (4 lecture hour)
Definition of random variables and probability distributions
Introduction to expectation: mean and variance of a random variable
Common discrete probability distributions: Binomial and Poisson
Common continuous probability distributions: normal
Sampling and sampling distribution of the sample mean (4 lecture hour)
Basic concepts: population, sample, parameter, statistic, sampling frame, sampling
units
Reasons for sampling
Types of sampling techniques
Non-probability sampling: Basic concepts and definitions
Probability sampling: Basic concepts and definitions
Sampling distribution of the sample mean
Page | 192
The central limit theorem
One sample inference (4 lecture hour)
Introduction
Estimation
point estimation of population mean
Interval estimation of population mean
Hypothesis testing
Important concepts in testing statistical hypothesis
Hypothesis testing about population mean
Tests of association
Simple Linear Regressions and Correlation (4 lecture hour)
Introduction
Fitting simple linear regression
The covariance and the correlation coefficient
The rank correlation coefficient
Assessment methods
Text books.
Bluman, A.G. (1995). Elementary Statistics: A Step by Step Approach (2nd edition).Wm. C.
BrownCommunications, Inc.
References:
Coolidge, F.L.(2006). Statistics: A Gentle Introduction (2nd edition).
David, S.M., McCabe, P. and Craig, B. (2008). Introduction to the Practice of
Statistics (6thedition). W.H. Freeman
EshetuWencheko (2000). Introduction to Statistics. Addis Ababa College Press.
Freund, J.E and Simon, G.A. (1998). Modern Elementary Statistics (9th Edition).
Gupta, C.B. and Gupta, V. (2004). An Introduction to Statistical Methods. Vikas Publishing
House,Pvt. Ltd, India.
Page | 193
Snedecor, G.W and Cochran, W.G. (1980). Statistical Methods (7th edition).
Spiegel, M.R. and Stephens, L.J. (2007). Schaum's Outline of Statistics, Schaum's
Outline Series(4th edition). McGraw-Hill.
Page | 194
Course title: Linear AlgebraCourse code: MATH2011
Prerequisite: None
Course Description
This course covers vectors; lines and planes; vector spaces; matrices; system of linear
equations; determinants; eigenvalues and eigenvectors; linear transformations,
orthogonality; matrix factorizations; canonical forms; direct sum decomposition of
vector spaces; bilinear, quadratic and positive definite forms.Course objectives
After taking this course, the student should be able to:
Understand the basic ideas of vector algebra,
Understand the concept of vector space over a field,
Understand the basic theory of matrix and its application,
Determine the eigenvalues and eigenvectors of a square matrix,
Grasp Gram-Schmidt process,
Find an orthogonal basis for a vector space,
Invert orthogonal matrix,
Understand the notion of a linear transformation,
Find the linear transformation with respect to two bases,
Find eigenvalues and eigenvectors of an operator.
Course outline
Characteristic equation (8 lecture hours)
Eigenvalues and eigenvectors
The characteristic polynomial
Similarity of matrices and characteristic polynomial
The special radius of a matrix
Diagonalization
Decomposable matrices
Page | 195
Minimal polynomial and Cayley-Hamilton theorem
Vectors and Vector Spaces (7 lecture hours)
Definition of points in n-space
Vectors in n-space; geometric interpretation in 2-and3-spaces
Applications on area and volume
Lines and planes
The axioms of a vector space
Examples of different models of a vector space
Subspaces, linear combinations and generators
Linear dependence and independence of vectors
Bases and dimension of a vector space 2.10.Direct sum and direct product of
subspaces
Linear Transformations (8 lecture hours)
Linear transformations and examples
The rank and nullity of a definition of linear transformation and example
Algebra of linear transformations
Matrix representation of a linear transformation
Eigen values and eigenvectors of a linear transformation
Eigen space of a linear transformation
Orthogonality (8 lecture hours)
The inner product
Inner product spaces
Orthonormal sets
The Gram-Schmidt orthogonalization process
Cauchy-Schwartz and triangular inequalities
The dual space
Adjoint of linear operators
Self-adjoint linear operators
Isometry
Normal operators and the Spectral theorem
Factorization of a matrix (LU, Cholesky, QR)
Page | 196
Singular Value Decomposition
Canonical forms (6 lecture hours)
Elementary row and column operations on matrices
Equivalence of matrices of polynomials
Smith canonical forms and invariant factors
Similarity of matrices and invariant factors
The rational canonical forms
Elementary divisors
The normal and Jordan canonical forms
Bilinear and Quadratic Forms (6 lecture hours)
Bilinear forms and matrices
Alternating bilinear forms
Symmetric bilinear forms; quadratic forms
Real symmetric bilinear forms
Direct Sum Decomposition of Vector Spaces (6 lecture hours)
Definition of a direct sum of vector spaces
Projection and invariant subspaces of a linear operator
Primary decomposition theorem
Page | 197
Assessment methods
Text books:
Demissu Gemeda, An Introduction to Linear Algebra
Schaum’s Outline in Linear Algebra
References:
Hoffman and Kunze: Linear Algebra
Piage and swift: Linear Algebra
Beaumont: Linear Algebra
Halms: Finite Dimensional Vector space
Nomizu: Fundamentals of Linear Algebra
Anton H. and Rorres C. (2000). Elementary linear algebra: Application vision, 8th edn,
John Wiley& Sons, Inc., Canada
Page | 198
Course title: Discrete Mathematics and Combinatorics Course code: Math 2052
Credit hours: 3 ECTS:5 Contact hrs: 3 Tutorial hrs: 2
Prerequisite: None
Course description
This course deals with review of mathematics sets and functions, fundamental
principles of counting, generating functions and recurrence relations, graph theory and
its application.
Course objectives
On completion of the course, successful students will be able to:
• Know basic concept of logic and mathematical proof
• Know basic concepts of discrete mathematics,
• Understand the principles of counting, recurrence relations and generating
functions,
• Understand the basic concepts of graph and their types,
• Know the basic algorithms on graphs,
• Use the methods and principles of Combinatorics,
• Apply Combinatorics in counting problems,
• Solve simple counting problems,
• Construct graphs with given degree patterns,
• Apply graph theory to solve network oriented problems.
Course outline
Chapter 1: Introduction to logic and mathematical proof (6hr)
Introduction to logic and statement
Propositional and predicate logic
Methods of proof
Elementary number properties
Chapter 2: Elementary counting principles (8 hrs)
Basic counting principle
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Permutations and combinations
The inclusion-exclusion principles
The pigeonhole principle
The binomial theorem
Chapter 3: Elementary probability theory (7 hrs)
Sample space and events
Probability of an event
Conditional probability
Independent events
Random variables and expectationChapter 4: Recurrence relations (7 hrs)
Definition and examples
Linear recurrence relations with constant coefficient
Solutions of linear recurrence relations
Solutions of homogeneous and non - homogeneous recurrence relations Chapter 5:
Elements of graph theory (7 hrs)
Definition and examples of a graph
Matrix representation of a graph
Isomorphic graphs
Path and connectivity of a graph
Complete, regular and bipartite graphs
Eulerian and Hamiltonian graphs
Trees and forests (Rooted and Binary trees)
Planar graphs
Graph coloring Chapter 6: Directed graphs (6 hrs)
Definition and examples of digraphs
Matrix representation of digraphs
Paths and connectivity
Chapter 7: Weighted graphs and their applications (7 hrs)
Weighted Graphs
Minimal Spanning trees
Shortest path problem
Page | 200
Critical Path Problem
Three contact hours of lectures and two hours of tutorials per week. Students do home
assignments.
Assessment methods
Mid semester examination30%
Teaching materials
Text Books:
Mattson, H. F. (1993). Discrete mathematics with applications. John Wiley & Sons, Inc.
Roman, S. A. (1986). An introduction to Discrete mathematics. Saunders College
Publishing.
Rosen, K. H., & Krithivasan, K. (2012). Discrete mathematics and its applications: with
combinatorics
and graph theory. Tata McGraw-Hill Education.
References:
Ensley, Douglas E.and J. WinstonCrawley,Discrete Mathematics: Mathematical
Reasoningand Proof with Puzzles, Patterns, and Games, Wiley, 2005.
Epp, S. S. (2010). Discrete mathematics with applications. Cengage learning.
Harris, B. (1970). Graph Theory and its applications. Academic press.
Iyengar, S.N. (2004). Discrete mathematics. Vikas publishing house PVT LTD.
Lipschutz, S. (2016). Schaum's Outlines of Theory and Problems of Discrete
Mathematics.
Liu, C. L. (1986). Elements of discrete mathematics. Tata McGraw-Hill Education.
Ore, O. (1974). Theory of graphs. American mathematical Society.
Roman, S. (1986). An introduction to discrete mathematics. CBS College publishing.
Page | 201
Course title: Digital Logic DesignCourse code: EENG2041
Prerequisite: None
Course Description
This course provides an overview of the principles underlying Number systems,
arithmetic operations, decimal codes, alphanumeric codes, Boolean algebra, Karnaugh
maps, implementation of digital logic gates using universal gates (NAND and NOR gates),
exclusive-OR gates, integrated circuits, combinational circuits, decoders, encoders,
multiplexers, Demultiplexers adders, subtractors, multipliers, sequential circuits, latches,
flip-flops, sequential circuits analysis, and counters. Finally, under this course, Analysis
and design of combinational and sequential logic systems will be done.
Course objectives
• Upon the completion of the module, Students will be able to:
• Convert between decimal, binary, octal, and hexadecimal number systems.
• Differentiate different Codes in digital system.
• Perform two-level logic minimization using Boolean algebra and Karnaugh maps
minimizationmethod.
• Analyze the properties and realization of the various logic gates.
• Perform binary addition and subtraction.
• Implement the Boolean Functions using NAND and NOR gates.
• Incorporate medium scale integrated circuits, like decoders, encoders,
multiplexers, etc., intocircuit design.
• Differentiate and Design Combinational and Sequential circuits.
• Design and analyze clocked sequential circuits.
• Use various types of latches and flip-flops to build binary memory and counters.
• Perform asynchronous and synchronous sequential logic analysis
Page | 202
Course outline
Introduction to Digital Systems (2 lecture hour)
Digital and analogue quantities
Binary digit logic level and digital waveform
Number system, operations and codes (2 lecture hour)
Decimal number
Binary number
Decimal to binary conversation
1’s and 2’s compliment of binary number
Signed number
Hexadecimal number
Octal number
BCD
Logic gates (2 lecture hour)
The inverter
The AND gate
The OR gate
The NAND gate
The NOR gate
The Exclusive OR and Exclusive NOR gates
Boolean algebra and Logic simplification (4 lecture hour)
Boolean operation and expression
Laws and rules of Boolean algebra
De Morgan Theorems
Boolean analysis of logic circuit
The K-map
Combinational logic (6 lecture hour)
Functions of combinational logic
Basic combinational logic circuits
Implementing Combinational logic
Universal property of NAND and NOR gates
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Adders, decoders, encoders, multiplexers and de multiplexers
Flip flops (4 lecture hour)
Latches
Edge triggered flip flops
Master slave flip flops
Applications
Counters (4 lecture hour)
Synchronous counters
Asynchronous counters
Up/down counters
Design of synchronous counters
Shift registers (4 lecture hour)
Basic shift registers
Serial in serial out registers
Serial in parallel out Registers
Memory and storage (4 lecture hour)
Basics of semiconductor Memory
Random access memory (RAM’s)
Read only memory (ROM’s)
Programmable ROMs (PROM, EEPROM)
Flash memories
Assessment Methods
Project 20%

Morris M. Mano: Digital Design (3rd Edition)
R. J. Tocci and N. S. Widmer: Digital Systems – Principles and Applications, 9th Ed,
Page | 204
Prentice Hall,2004
T.L. Floyd: Digital Fundamentals, 9th edition ,Prentice Hall
Stephen Brown, ZvonkoVranesic: Fundamentals of Digital Logic with Verilog Design,
McGraw-Hill Science/Engineering/Math; 1st edition 2002
R.P. Jain: Modern Digital Electronics, raw-Hill Science/Engineering/Math; 1 edition,
(August 21,2006)
AnantAgarwal and Jeffrey Lang: Foundations of Analog and Digital Electronic Circuits,
MorganKaufmann Series, Jul 15, 2005
Page | 205
Common Courses
Year: I Semester: I
Course Title: Communicative English Language Skills ICourse Code: ELEn 1011
Credit Hours/ECTS: 3/5
Contact Hours: 3 Lecture Hours per Week
Pre-Requisite: Does not Require Pre-Requisite
Course description:
Communicative English Skills is a course designed to enable students to communicate
in English intelligibly with acceptable accuracy, fluency and ability to use English
appropriately in different contexts. The course exposes students to English language
learning activities designed to help students use English for their academic and social
needs. Students would be engaged in language learning development activities through
doing and reflection on action. This includes grammar and vocabulary as used in
communicative events and all skills and their sub-kills: speaking, listening, reading and
writing. The language and skills are integrated where one becomes a resource to the
other. There are six units covering topics related to thelife world of students as well as
of societal relevance.
Course Objectives:
• Express themselves in social and academic events in English--Use English
intelligibly withreasonable level of curacy and fluency
• Listen and comprehend to talks related to social and academic events given in
English
• Read and understand texts written in English –texts on academic and social
matters
• Write in English as academically and socially desirable.
• Learn and develop their English on their own—learning to learn: the language
and Write clearreports and assignments in academic contexts, and the skills
Course Outline
Introducing Oneself
Listening
Page | 206
Introducing oneself (who you are, where you came from, where you finished your
primaryand secondary school), what you intend to study and why Vocabulary
Page | 207
Reading
Reading a short biography written in simple English: using background knowledge,
readingwith comprehension, making notes while reading, guessing meanings, attending
to referencewords & discussing notes,
Study Skills
Listening
listening to a talk on habits of successful students: reflecting on one’s study skills,
taking notes while listening, discussing notes, answering listening comprehension
questions, discussing answers
Giving advice using tips from the listening text: using the language of giving advice
Reading
Reading an expository essay on study skills: reading with comprehension, attending to
new vocabulary, writing notes while reading, writing brief summaries from notes
Studying the present perfect tense and the past perfect tense: form, use and meaning of
conditionals
Sports and Health
Listening
Listening about Zinedine Zidan (who he is, his childhood, his professional career): using
prior knowledge (talking about a famous football player), predicting what comes next
and checking prediction, taking notes while listening, discussing notes, presenting oral
summary), asking and answering Wh-questions
Studying conditionals (form, use and meaning)
Reading
Reading a short expository passage on sports and health: discussing how sports
improve health, reading for main ideas, making notes while reading, developing notes
into short summaries, comparing summaries
Working on vocabulary: using word formation
Cultural Values
Listening
Listening about cultural tourism: discussing how culture attracts tourists, listening with
comprehension, taking notes while listening, discussing notes, developing notes into
Page | 208
one- paragraph summaries
Reading
Reading an expository text on cultural values: reading with comprehension, writing
notes while reading, answering comprehension questions, summarizing the text based
on notes made while reading, discussing summaries
Revision simple present, simple past, present perfect and past perfect tenses: revising
form, use and meanings of these tenses, writing short meaningful sentences using
simple present, simple past, present perfect and past perfect forms of verbs
Tourism and Wildlife
Listening
Listening about human-wildlife conflict (argumentative text): using prior knowledge,
listening with comprehension, making notes while reading, writing summaries using the
notes, discussing the summaries
Reading
Reading a text on tourism and wildlife: using visual, reading with comprehension,
guessing meanings of words based on context, writing brief notes while reading,
discussing notes anddeveloping them into summaries, discussing summaries
Working on denotative and connotative meanings
Revising conditionals: constructing meaningful sentences based on pictures
Population
Listening
Listening about population density: learning the meanings of ‘population’, ‘density’ and
‘population density’, predicting what comes in the talk and checking prediction, listening
with comprehension, taking notes while listening, discussing notes, writing short
paragraphsusing the notes and discussing them
Reading
Reading a text on population pyramid: interpreting tables, graphs and pie charts, reading
with comprehension, making notes while reading, discussing notes, developing notes
into paragraphs, discussing and improving paragraphs
Studying collocation: learning the definition of collocation, identifying words that
collocate with ‘population’, doing exercise on collection, using collection in vocabulary
Page | 209
study
Working on active and passive constructions (form, use, meaning): noticing grammar
pattern in example sentences, listening to a brief lecture, writing lectures notes,
discussing notes, identifying active and passive constructions, completing
contextualized exercise, reading independently and compiling portfolio on passive
constructions
Instructional Methods and Strategies: Providing brief introductory notes, Pair and group
discussions, Presentation, independent reading, encouraging independent learning,
giving individual and group works are some of the major teaching methods to be used.
Teacher’s activities: Interactive lecture methods followed by discussion, demonstration,
etc. and guide students in project work. And also permitting the students to voice and
defend their own opinions and enhancing the students’ commitment to individual study
and acquiring knowledge are among the activities.
Students’ activities: Active involvement of learners is required at each phase. This is
done through questioning and answering, reflection, reporting, solving problems
associated with the respective topics. The students individually and in peer practice and
learn through project and practical work. Each practical will result in a report for
assessment.
Assessment Strategies and Techniques: At least 50% continuous assessments
(quizzes, tests, assignments, Valuing Active Participation, Oral presentation, Valuing
Attendance and/or mid-examination) and 50% final examination
Instructional Resources (Materials and Equipment): LCD, computer (desktop or laptop),
course outlines, markers, flip charts, white board, chalk board, duster.
References
Alfassi, M. 2004. Reading to learn: Effects of combined strategy instruction on high
school students.
Journal of Educational Research, 97(4):171- 184.
Anderson, N. 1999. Exploring second language reading: Issues and
strategies.
Toronto:Heinle&Heinle Publisher.
Bade, M. 2008. Grammar and good language learners.In C. Griffiths (Eds.). Lessons
Page | 210
from good languagelearners (pp. 174-184). Cambridge College Press.
https//doi.org/10.107/CBO9780511497667.016
Bouchard, M. 2005. Reading comprehension strategies for English language learners:
30research- based reading strategies that help students read, understand and really
learncontent from their textbooks and other nonfiction materials. New York: Scholastic.
Cameron, L. 2001. Teaching languages to young learners. Cambridge: Cambridge
CollegePress.
Chamot, A.U. 1987. The learning strategies of ESL students. In A. Wenden & J. Rubin
(Eds.). Learner strategies in language learning (PP 71-85). Prentice-Hall: Hemel
Hempstead.
Gairns, R. & Redman, S. 1986. Working with words: A guide to teaching and learning
vocabulary. Cambridge College Press.
Department of Foreign Language and Literature. 1996. College English (Volume I and
Volume II). Addis Ababa College Press.
McNamara, D.S. (Ed.). 2007. Reading comprehension strategies: Theories, interventions,
andtechnologies. New York: Erlbaum.
Tilfarlioğlu, Y. 2005. An Analysis of the relationshipbetweenthe use of grammar learning
strategiesandstudent achievement at English preparatory classes.Journal of Language
and Linguistic Studies 1: 155-169.
Murphy R. (?). Essentials of English grammar in use: A self-study reference and practice
book for intermediate students of English (2nd Ed.). Cambridge College Press.
Murphy R. 2004. English grammar in use: A self-study reference and practice book for
intermediatestudents of English (3rd Ed.). Cambridge College Press.
Zhang, L. J. 2008.Constructivist pedagogy in strategic reading instruction:Exploring
pathways tolearnerdevelopment in the English as a second language (ESL) classroom.
Instructional Science, 36(2): 89-116.https://doi.org/10.1007/s11251-007-9025-6.
Page | 211
Year: I Semester: I
Course Title: General Physics
Course Code: Phys 1011
Contact Hours: 2 Lecture plus 3 Laboratory Hours per Week
Course Description:
This module will be taught in an introductory undergraduate level and is primarily
designed for a broader audience of science students. The goal of the course is to give
an overview of the various physics based analysis and dating techniques used in
science and technology. High school mathematics and physics concepts are enough as
prerequisite for this course. Laws, principles, and methods of physics will be taught in a
more descriptive manner using simple mathematics. The course covers preliminaries,
mechanics, fluid mechanics, electromagnetism and electronics, thermodynamics,
oscillations and waves, and cross-cutting applications of physics in different areas of
science and technology.
Course Objectives:
Upon completion of this course students should be able to:
Discuss basic physics by refreshing and summarizing the previous preparatory physics
concepts before tackling the advanced physics courses.
Explain the kinematics and dynamics of particles in one and two dimensions.
State principles of fluids in equilibrium and solve problems applying Pascal’s principle,
Archimedes’, principles and Bernoulli’s equation in various situations.
Explain the basic concepts of charges, fields and potentials.
Analyze direct and alternating current circuits containing different electric elements
and solvecircuit problems.
Demonstrate the use and the working system of cells (batteries), resistors, generators,
motors andtransformers.
Explain the first law of thermodynamics for a closed system and apply it to solve
problems.
Discuss systems that oscillate with simple harmonic motion.
Page | 212
Explain the application of physics in different sciences and technology fields.
Apply and describe a variety of experimental techniques and grasp the general
guidelines oflaboratory.
Develop the skill of laboratory work.
Course Outline:
Preliminaries
Physical Quantities and Measurement
Physical quantities
SI Units: Basic and Derived Units
Conversion of Units
Uncertainty in Measurement and Significant Digits
Significant digits
Vectors: composition and resolution
Vector Representation
Vector Addition
Components of Vector
Unit Vector
Vector addition in Unit Vector Notation
Finding a Unit Vector
Kinematics and Dynamics of Particles
Kinematics in One and Two Dimensions
Displacement, velocity and Acceleration in 1D and 2D
Motion with Constant Acceleration
Free Fall Motion
Projectile Motion
Particle Dynamics and Planetary Motion
The Concept of Force as A Measure of Interaction
Type of Forces
Newton’s Laws of Motion and Applications
Uniform Circular Motion
Newton’s Law of Universal Gravitation
Page | 213
Kepler’s Laws, Satellites Motion and Weightlessness
Work, Energy and Linear Momentum
Work and Energy
Power
Linear Momentum
Collisions
Center of Mass
Fluid Mechanics
Properties of Bulk Matter
Density and Pressure in Static Fluids
Buoyant Force and Archimedes’ Principles
Archimedes’ principle
Moving Fluids and Bernoulli Equations (Fluid Dynamics)
Bernoulli’s Equation
Heat and Thermodynamics
The concept of Temperature and the Zeroth law of Thermodynamics
Thermal Expansion
The Concept of Heat, Work and Internal Energy
Specific Heat and Latent Heat
Heat Transfer Mechanisms
The First Law of Thermodynamics
Oscillations, Waves and Optics
Simple Harmonic Motion
Periodic and Oscillatory Motion
Displacement, Velocity and Acceleration in a SHM
The simple Pendulum
Wave and Its Characteristics
Resonance
The Doppler Effect
Image Formation by Thin Lenses and Mirrors
Electromagnetism and Electronics
Page | 214
Coulomb’s Law and Electric Fields
Electric Potential
Current, Resistance and Ohm’s Law
Electrical Energy and Power
Equivalent Resistance and Kirchhoff’s Rule
Magnetic Field and Magnetic Flux
Electromagnetic Induction
Insulators, Conductors and Semiconductors
Diodes
Transistors
Cross Cutting Applications of Physics
Physics in Agriculture and Environment
Physics in Industries
Physics in Health Sciences and Medical Imaging
Physics and Archeology
Application in Earth and Space Sciences
Applications in Power
Instructional Methods and Strategies:
Students’ Activities: Students should read the module and/or reference materials and
do the assignments on time. Practice with solved problems and come to office hours to
get concepts clarified. Review and extra problems will be given through worksheets.
Students are also expected to have worked through the problems in the worksheets
before the tutorial sessions. Attendance at lectures and Laboratory is expected for all
students. Attendance records will be taken at all times. It is the students chance to ask
questions, solve problems and work in team.
(quizzes, tests, assignments, project work and/or mid-examination) and 50% final
examination
Instructional Resources (Materials and Equipment):
LCD, computer (desktop or laptop), course outlines, markers, flip charts, white board,
chalk board, duster.
Page | 215
Recommended Laboratory Activities
For this course a total of 10 experiments relevant to Mechanics, Electricity and
Magnetism, and Electronicswill be carried out.
List of Experiments from Mechanics
Measurements of basic constants, length, mass and time
Free fall
Hook’s law
Density of liquids
Simple pendulum
List of Experiments from Electricity and Magnetism
Calibration of voltmeter and ammeter from galvanometer
Ohm’s law, parallel and series combination of resistors
List of Experiments from electronics
V-I characteristics of diode
Rectification
Logic gate
From these recommended experiments, at least six experiments to be performed.
Simulation
experiments from the Internet can be used to supplement laboratory activities whenever
possible.
References:
Serway, R. A. and Vuille, C., 2018, College Physics, 11th ed., Cengage Learning, Boston,
USA
College Physics with Modern Physics by Young, freedman and Lewis Ford
Physics for Scientists and Engineers with Modern Physics by Douglas C. Giancoli
Fundamentals of physics by David Halliday, Robert Resnick and Gearl Walker
College Physics by Hugh D. Young Sears Zemansky, 9th edition.Herman Cember and
Thomas A.Johnson, Introduction to Health Physics, 4th ed., (2008).
William R. Hendee and E. Russell Ritenour, Medical Imaging Physics, 4th ed., (2002).
Tayal D.C. Basic Electronics. 2nd ed. Himalaya Publishing House Mumbai, (1998).
Theraja B.L., R.S. Sedha. Principles of Electronic Devices and Circuits, S.Chand and
Page | 216
Company Ltd,New Delhi, (2004).
Introduction to Space Physics, M. G. Kivelson and C. T. Russell, Cambridge College Press,
1995.
Stacey, Frank D.: Physics of the earth. 2nd Ed.,Wiley, 1977.
Page | 217
Year: I Semester: I
Course Title: Critical Thinking
Course Code: LoCT 1011
Course Description:
The course, Logic and Critical Thinking, is a high-level thought course in the discipline of
philosophy. It is a philosophical inquiry that takes argumentation and reasoning as its
basic objects of investigation and attempts to introduce the fundamental concepts of
logic and methods of logical argumentation and reasoning and critical thinking. It
includes evaluation of the methods by which we form beliefs, weigh evidence, assess
hypotheses and arguments, and analyze reasoning. Logic is concerned with the study of
arguments, and it seeks to establish the conditions under which an argument may be
considered as acceptable or good. It includes the development of standard methods
and principles of arguments. Critical thinking is an exercise, a habit, a manner of
perception and reasoning that has principles of logic as its fulcrum, and dynamically
involves various reasoning skills that ought to be human approach to issues andevents
of life. Critical thinking means correct thinking in the pursuit of relevant and reliable
knowledge about the world.
Course Objectives:
After the successful accomplishment of the course, students will able to:
• Understand the basic essence and areas of philosophy, and the necessity of
learning it;
• Recognize the components and types of arguments;
• Develop the skill to construct and evaluate arguments;
• Understand the relationship between logic and language;
• Recognize the forms of meanings of words and terms;
• Comprehend the types, purposes and techniques of definitions;
• Understand the concept, principles, and criteria of critical thinking;
• Cultivate the habits of critical thinking and develop sensitivity to clear and
Page | 218
accurate usage oflanguage;
• Recognize the various forms of formal and informal fallacies; and
• Understand the components, attributes and representations of categorical
propositions
Course Outline:
Chapter One: Introducing Philosophy
Chapter Overview
Meaning and Nature of Philosophy
Basic Features of Philosophy
Metaphysics and Epistemology
Metaphysics
Epistemology
Axiology and Logic
Logic
Importance of Learning PhilosophyChapter Two: Basic Concepts of Logic
Chapter Overview
Basic Concepts of Logic: Arguments, Premises and Conclusions
Techniques of Recognizing Arguments
Types of Arguments: Deduction and Induction
Evaluating Arguments Chapter Three: Logic and Language
Philosophy of Language: An overview
Logic and Meaning
Meaning, Types, and Purposes of Definitions
Techniques of Definition
Criteria for Lexical Definitions
Chapter Four: Basic Concepts of Critical Thinking
Meaning of Critical Thinking
Standards of Critical Thinking
Codes of Intellectual Conduct for Effective Discussion
Characteristics of Critical Thinking
Barriers to Critical Thinking
Page | 219
Benefits of Critical ThinkingChapter Five: Informal Fallacies
Fallacy in General
Fallacies of Relevance
Fallacies of Weak Induction
Fallacies of Presumption
Fallacies of Ambiguity and Grammatical AnalogyChapter Six: Categorical Propositions
General Introduction
Attributes of Categorical Propositions: Quality, Quantity, and Distribution
Venn Diagrams and the Modern Square of Opposition
Evaluating Immediate Inferences: Using Venn Diagrams and Square of Oppositions
Three hours of lectures and two hours of tutorials per week. Students do home
assignments.
Assessment methods
Teaching Materials:
Reference Books:
Copi, Irving M.and Carl Cohen, (1990) Introduction to Logic, New York: Macmillan
PublishingCompany.
Damer, Edward. (2005). Attacking faulty reasoning. A practical guide to fallacy free
argument. WadsworthCengage learning, USA.
Fogelin, Robert, J, (1987) Understanding Arguments: An Introduction to Informal
Logic, New York:Harcourt Brace Jvanovich Publisher.
Guttenplan, Samuel: (1991) The Language of Logic. Oxford: Blackwell Publishers
Simico, N.D and G.G James. (1983) Elementary Logic, Belmont, Ca: Wadsworth
Publishing Company. Stephen, C. (200) The Power of Logic. London and Toronto:
Mayfield Publishing Company.
Walelign, Emuru, (2009) Freshman Logic, Addis Ababa.
Page | 220
Year: I Semester: I
Course Title: Physical Fitness
Course Code: SpSc 1011
Credit Hours/ECTS: P/F
Contact Hours: 2 Contact Hours per Week
Course Description
This course will provide the students with basic concepts of the five components of
health related physical fitness (cardiovascular, muscular strength and endurance,
flexibility, and body composition), conditioning, hypokinetic disease and general
principles of training. It is mainly practical oriented. As a result, the students will be
exposed to various exercise modalities, sport activities, minor and major games, and
various training techniques as a means to enhance health related physical fitness
components. In addition,they will develop the skills to assess each component of fitness
and will practice designing cardiovascular, muscular strength and endurance, and
flexibility programs based on the fitness assessment. The course serves as an
introduction to the role of exercise in health promotion, fitness, performance including
the acute and chronic responses of the body to exercise.
Course Objectives:
By the end of this course the students will be able to:
• Recognize the immediate and long term responses of the body to various types
of exercise.
• Understands the basic concepts of physical fitness and conditioning exercises
• Understand the concept of hypokinetic disease and conditions.
• Distinguish the general principles of fitness training
• Develop conditioning programs to enhance the components of health related
physical finesses.
• Participate in conditioning programs which may help to develop the
components of health relatedphysical finesses.
• Understand health issues in relation to excess body fatness and excessively low
body fat.
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• Develop skills to assess health related physical fitness components.
• Develop healthy body weight management skill.
• Appreciate and value the benefits of regular physical exercise to healthy living.
• Develop interest to engage in a regular physical exercise program as a life time
activity.
Develop self-confidence and effective communication skills in and out of the school
environment.
Course Outline
Concepts of physical fitness and conditioning
Meanings and definitions of terms 1.1.1.physical fitness 1.1.2.physical conditioning
1.1.3.Physical Activity, 1.1.4.Physical exercise and 1.1.5.Sport
General principles of fitness training
The Health Benefits of Physical Activity
Physical Activity and Hypokinetic Diseases/Conditions
Physical Activity and Cardiovascular Diseases
physical activity and postural deformity
Making Well-Informed Food Choices
Sound Eating Practices
Nutrition and Physical Performance
Health Related Components of Fitness
Cardiovascular fitness
Meaning and concepts of cardiovascular fitness 4.1.2.Means and methods of
developing cardiovascular fitness
Muscle fitness
Meaning and concepts of muscle fitness 4.2.2.Means and methods of developing
muscle fitness
Flexibility
Meaning and types of flexibility 4.3.2.Means and methods of developing flexibility
Body composition
Meaning of body composition 4.4.2.Health risks associated with over fatness
4.4.3.Health risks associated with excessively low body fatness
Page | 222
Assessment of Fitness Components
Assessment of cardiovascular fitness
Assessment of muscle fitness
Assessment of flexibility
Assessment of body composition
Development and Assessment of the Health Related Components of Fitness.
Instructional Methods and Strategies: The course will involve deploying different
teaching methods that attempt to make the teaching-learning process as effective as
possible. the course delivery techniques will generally involve the following items:
Lecture, Questioning and answering , Group discussions, Field Practice, Explanation and
Demonstration
Teacher’s activities: Provide maximum physical activity time within the class period,
Promote equal participation of all students in the course, Teach skills and activities that
transfer in to lifetime physical activity, Motivate students to be active participants in the
course and Praise for active participation
Students’ activities: The success of this course and students learning experience is
dependent on active engagement and participation of the students in all the spectrum
of the course. Students are expected to come well prepared/dressed and constructively
engage in class.
Class Discipline: “In each and every aspect of life, discipline comes first and worth a lot”.
This is what department of Sport Science reflects. As a result of this, any noise, chatting,
chewing gum and the like are prohibited in every sessions of the course. In addition to
these portable electronic media and communicativedevices such as cell phones, pagers,
MP3 players, I pods etc are not be used during the class for any reason. Thus, these
devices should be switched off and kept out of sight.
(quizzes, tests, assignments, project work and/or mid-examination) and 40% Final exam
practical group assignment (peertraining on the five components of fitness)
Instructional Resources (Materials and Equipments): LCD, computer (desktop or
laptop), course outlines, markers, flip charts, white board, chalk board, duster, Sport field,
and fitness equipments.
Page | 223
References:
Charles B. Corbin, Gregory J. Weik, William R. Corbin and Karen A. Welk. (2006). Concepts
th
of fitnessand wellness: a comprehensive lifestyle approach. 6 edt.
Schott k. Powers, Stepheen L. Dod and Virginia J. (2006), Total Fitness and Wellness.
Paul M, and Walton T. (2006), Core Concepts in Health, 10th edit.
Charles B. Corbin and Ruth Lindsey (1990), Fitness for life, 3rd Edition, Scott.
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Year: I Semester: I
Course Title: Geography of Ethiopia and the Horn
Course Code: GeES 1011
Contact Hours: 3 Contact Hours per Week
Course Description:
This course attempts to familiarize students with the basic geographic concepts
particularly in relation to Ethiopia and the Horn of Africa. It is also intended to provide
students a sense of place and time (geographic literacy) that are pivotal in producing
knowledgeable and competent citizens that are able to comprehend and analyze
problems and contribute to their solutions. The course consists of four parts. The first
part provides a brief description on the location, shape and size of Ethiopia as well as
basic skills of reading maps. Part two introduces the physical background and natural
resource endowment of Ethiopia and the Horn which includes its geology and mineral
resources, topography, climate, drainage and water resources, soil, fauna and flora. The
third part of the course focuses on the demographic characteristics of the country and
its implications on economic development. The fourth component of the course offers
treatment of the various economic activities of Ethiopia and the Horn which include
agriculture, manufacturing and servicesectors. Moreover, Ethiopia in a globalizing world
is treated in the perspectives of the pros and cons of globalization on its natural
resources, population and socio economic conditions.
Course objectives:
• Acquire basic knowledge on the geographic attributes of Ethiopia and Horn
• Develop a sense of appreciation and tolerance of cultural diversities and their
interactions
• Acquire general understanding of physical geographic processes, and human-
environmentrelationships
• Develop ethical aptitudes and dispositions necessary to live in harmony with
the naturalenvironment
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• Develop an understanding of national population distributional patterns and
dynamics
• Conceptualize the comparative advantages of economic regimes; and
understand the impacts ofglobalization.
• Understand their country’s overall geographic conditions and opportunities; and
be proud of thenatural endowments and cultural richdom that help them develop
a sense of being an Ethiopian.
Course Outline:
Introduction
Geography: Definition, scope, themes and approaches
Location, Shape and Size of Ethiopia and the Horn1.2.1.Location and its effects
1.2.2.The shape of Ethiopia and its implication 1.2.3.The size of Ethiopia and its
implications
Basic Skills of Map Reading
The Geology of Ethiopia and the Horn
Introduction
The Geologic Processes: Endogenic and Exogenic Forces
The Geological Time scale and Age Dating Techniques
Geological Processes and the Resulting Landforms
The Precambrian Era geologic processes and resultant features2.4.2.The Paleozoic Era
geologic processes and resultant features 2.4.3.The Mesozoic Era geologic processes
and resultant features 2.4.4.The Cenozoic Era geologic processes and resultant
features
Rock and Mineral Resources of Ethiopia
The Topography of Ethiopia and the Horn
Introduction
Physiographic Divisions
The Western Highlands and Lowlands 3.2.2.The Southeastern Highlands and Lowlands
3.2.3.The Rift Valley
The Impacts of Relief on Biophysical and Socioeconomic Conditions
Drainage Systems and Water Resources of Ethiopia and the Horn
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Introduction
Major Drainage Systems of Ethiopia
Water Resources: Rivers, Lakes, and Subsurface Water
General Characteristics of Ethiopian Rivers
Water Resources Potentials and Development in Ethiopia
The Climate of Ethiopia and the Horn
Introduction
Elements and Controls of Weather and Climate
Spatiotemporal Patterns and Distribution of Temperature and Rainfall in Ethiopia
Agro-ecological Zones of Ethiopia
Climate and its Implications on Biophysical and Socioeconomic Aspects
Climate Change/Global Warming: Causes, Consequences and Response Mechanisms
Soils, Natural Vegetation and Wildlife Resources of Ethiopia and the Horn
Introduction
Ethiopian Soils: Types, Degradation and Conservation
Types and Distribution of Natural Vegetation in Ethiopia
Natural vegetation: Uses, Degradation and Conservation Strategies
Wildlife Resources of Ethiopia: Types, Importance, and Conservation Strategies
Population of Ethiopia and the Horn
Introduction
Population Data: Uses and Sources
Population Dynamics: Fertility, Mortality and Migration
Population Distribution and Composition
Sociocultural Aspects of Ethiopian Population: Education, Health and Languages
Settlement Types and Patterns
Economic Activities in Ethiopia
Introduction
Mining, Fishing and Forestry
Agriculture in Ethiopian
Contributions, potentials and characteristics of agriculture in Ethiopia 8.3.2.Agricultural
systems in Ethiopia
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8.3.3.Major problems of Ethiopian agriculture
Manufacturing in Ethiopia 8.4.1.Manufacturing: essence and contributions
8.4.2.Types, characteristics and distribution of manufacturing 8.4.3.Industrial
development in Ethiopia: Challenges and Prospects
The Service Sector in Ethiopia
Transportation and communication in Ethiopia: types, roles and characteristics
8.5.2.Trade in Ethiopia: types, contributions and characteristics
8.5.3.Tourism in Ethiopia: Types, major tourist attraction sites, challenges and
prospects
Instructional Methods and Strategies: Gap Lecture, Peer/ group Discussion and
Reflection, Reading Assignment, etc. are some of the major teaching methods to be
used.
and acquiring knowledge are among the activities.
done through questioning and answering, reflection, reporting, solving problems
associated with the respective topics. The students individually and in peer practice and
learn through project and practical work. Each practical will result in a report for
assessment.
(quizzes, tests, assignments, and/or mid-examination) and 50% final examination
Instructional Resources (Materials and Equipment): LCD, computer (desktop or laptop),
References:
A.D. Tathe. (2012). Lecture Notes on Climatology: For Intermediate Met Training Course,
Indian Meteorological Department. Addis Ababa College (2001). Introductory Geography
of Ethiopia, Teaching Text, Department of Geography.
Assefa M., Melese W., Shimelis G. (2014). Nile River Basin; Ecohydrological Challenges,
Page | 228
Climate Change and Hydropolitics. Springer International Publishing, Switzerland.
B. D, Ray (1989). Economics for Agriculture: Food, Farming and the Rural Economy.
Macmillan.
CSA 1994 & 2007. Population and Housing Census Results. CSA: A.A.
Diao, Xinshen, 2007. The Role of Agriculture in Economic Development: Implications for
Sub Saharan Africa. Sustainable Solutions for ending Hunger and Poverty, Research
Report 153. IFPRI.Ethiopia.
Engdawork Assefa (2015). Characterization and classification of major agricultural
soils in CASCEPintervention weredas in the central highlands of Oromia Region, Ethiopia,
Addis Ababa College
FDRE.2001 Ministry of Water Resources, National Metrological Survey, A.A. Girma
Kebede (2017).Society and Environment in Ethiopia
Hartshorne, T. & J. Alexander (1988). Economic Geography, 3rd Ed.
Hooguelt, A (2001). Globalization and the post-colonial world. The New Political
Economy ofDevelopment. Basingstoke plagrave.
Hurni. H. 1988. Ecological Issues in the Creation of Ethiopia. Paper presented in
the NationalConference on Disaster prevention and preparedness Strategy for Ethiopia,
A.A
International Centre for Migration Policy Development (ICMPD) (2008). East Africa
Migration Route Initiative Gaps & Needs Analysis Project Country Reports: Ethiopia,
Kenya, Libya. Vienna
Laurence G., Jeremias M., Tilahun A., Kenneth M. (2012). Integrated Natural Resource
Management in The Highlands of Eastern Africa; From Concept to Practice. New York,
Earthscan.
Lloyd, P. & P. Dickens (1977). Location in Space. Harper @ Row. Mesfin
Woldemariam (1972).Introduction to Ethiopian Geography, Addis Ababa,
Ministry of Agriculture/MOA/ (1998). Agro-ecological zones of Ethiopia: Natural
ResourcesManagement and Regulatory Department, Addis Ababa
Morgan R.P.C (2005). Soil Erosion and Conservation. National Soil Resources Institute,
CarnfieldCollege. Blackwell Publishing, Oxford, UK.
Oxfam (2018). Horn of Africa climate crisis response. Regional summary
Page | 229
Pausewang, Siegfried (1990), Ethiopian Rural Development Options.
Plant genetic resource center (1995). Ethiopia: country report to the FAO
International TechnicalConference on Plant Genetic Resource, Addis Ababa
Robert, E.G, James, F. P & L. Michael T. (2007). Essentials of Physical Geography.
Thomson HigherEducation, Belmont, 8th edition.
UNDP, FAO (1984) Ethiopia Forest Resources and Potential for Development; An
assistance to landuse planning.
United Nations Framework Convention on Climate Change (2007). Climate Change;
ImpactsVulnerabilities and Adaptations in Developing Countries.
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Course Title: Communicative English Language Skills II
Course Code: ELEn 1012
Pre-Requisite: Communicative English Language Skills (FLEn 1011)
Course Description
A Writing Proficiency course is one in which the development of writing skills is an
integral part of the course objectives. These/This courses/course provide/provides
students with opportunities to develop basicwriting skills and learn the process of writing
as practiced by a particular academic discipline or profession.The course predominantly
focuses on academic writing, presentation, reports, and appraisal of academic
discourses. The course intends to introduce students to the basic functions of English
in the areas stated below: note taking from lectures, identifying structure of lectures,
identifying focuses of lectures, discriminating major and minor ideas in lectures,
distinguishing lecturers’ opinions from academic facts, writing reports, writing
summaries and reviews in academic writing, showing probability and certainty in
academic reports, describing and reporting visuals such as tables, graphs etc
Course Objectives:
 Identify the structure and emphasis of academic lectures,
 Distinguish the different meaning levels in academic texts,
 Interpret visuals like tables, charts, graphs etc. in academic texts,
 Conduct oral presentations in academic contexts with confidence,
 Debate logically about different issues with their friends,
 Express their ideas effectively in various communicative contexts,
 Master skills of persuasive arguments
 Describe visuals in paragraphs,
 Write clear reports and assignments in academic contexts, and
 Summarize, review and critique academic texts.
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Course Outline
Indigenous Knowledge
Speaking
Discussing on the term 'Indigenous Knowledge'
Listening
Predicting and checking the predictionVocabulary
Dealing with words that collocate
Reading
Finding out inferences and references
Writing
Writing for or against "Indigenous Knowledge"
Grammar
Using appropriate tenses for planning and reporting
Environmental Protection
Listening 8.1.1.Listening text
8.1.2.Discourse markers showing contrast and addition
Reading
An article on measures to protect the environment
Gap-fill exercises for verbs formed form adjectives and the adjectives themselves
8.2.3.Comprehension questions
Speaking
Words and phrases for expressing cause and effect8.3.2.Conditional sentence type
8.3.3.Future tense 8.3.4.Simple present
8.3.5.Expressions of hopes and fears, agreeing and disagreeing
Writing
8.4.1.A five-paragraph essay 8.4.2.An article to be summarized
Digital Technology
Listening
9.1.1.A TED Talk on the dangers of digital technology
Reading
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Magazine article
Speaking
Phrases for asking for and giving reasons. 9.3.2.Comparative and superlative forms
9.3.3.'Wh' questions
9.3.4.Modals
Writing
Questionnaire for a survey
9.4.2.A 2-3 pages long report on the results of a questionnaire 9.4.3.Oral presentations
of the results of the survey 9.4.4.Sample survey report for analysis
Lifelong Learning
Speaking and listening
Listening
Vocabulary
Grammar
Reading
Writing
Wonders of the World
Listening
Listening text describing a wonder of the world
Reading
A story about national heritage that the government of Ethiopia is campaigning for
itsrecognition by UNESCO
An article that contains the history of world heritage sites registered by UNESCO
A table containing nouns, verbs and adverbs used to describe statistical information
Speaking
Expressions for suggestions or recommendations, agreement and disagreement
Language of descriptions
A sample descriptive essay
Writing
Gap-fill exercise on prepositions
Sample descriptive essay
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Mindset
Listening
Reading
Speaking
Writing
Instructional Methods and Strategies: Providing brief introductory notes, Pair and group
discussions, facilitating interactive work, encouraging independent learning, giving
individual and group works are some of the major teaching methods to be used.
and acquiring knowledge are among the activities. Students’ activities: Active
involvement of learners is required at each phase. This is done through questioning and
answering, reflection, reporting, solving problems associated with the respective topics.
The students individually and in peer practice and learn through project and practical
work. Each practicalwill result in a report for assessment.
Assessment Strategies and Techniques:

At least 50% continuous assessments (quizzes, tests, assignments, project work,
Valuing Active Participation, Valuing Attendance and/or mid-examination) and 50% final
examination
References
Alfassi, M. 2004. Reading to learn: Effects of combined strategy instruction on high
school students.
Journal of Educational Research, 97(4):171- 184.
Anderson, N. 1999. Exploring second language reading: Issues and
strategies.
Toronto:Heinle&Heinle Publisher.
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Bade, M. 2008. Grammar and good language learners.In C. Griffiths (Eds.). Lessons
from good languagelearners (pp. 174-184). Cambridge College Press.
https//doi.org/10.107/CBO9780511497667.016
Bouchard, M. 2005. Reading comprehension strategies for English language learners:
30research- based reading strategies that help students read, understand and really
learncontent from their textbooks and other nonfiction materials. New York: Scholastic.
Cameron, L. 2001. Teaching languages to young learners. Cambridge: Cambridge
CollegePress.
Chamot, A.U. 1987. The learning strategies of ESL students. In A. Wenden & J. Rubin
(Eds.). Learner strategies in language learning (PP 71-85). Prentice-Hall: Hemel
Hempstead.
Gairns, R. & Redman, S. 1986. Working with words: A guide to teaching and learning
vocabulary. Cambridge College Press.
Department of Foreign Language and Literature. 1996. College English (Volume I and
Volume II). Addis Ababa College Press.
McNamara, D.S. (Ed.). 2007. Reading comprehension strategies: Theories, interventions,
andtechnologies. New York: Erlbaum.
Tilfarlioğlu, Y. 2005. An Analysis of the relationshipbetweenthe use of grammar learning
strategiesandstudent achievement at English preparatory classes.Journal of Language
and Linguistic Studies 1: 155-169.
Murphy R. (?). Essentials of English grammar in use: A self-study reference and practice
book for intermediate students of English (2nd Ed.). Cambridge College Press.
Murphy R. 2004. English grammar in use: A self-study reference and practice book for
intermediatestudents of English (3rd Ed.). Cambridge College Press.
Zhang, L. J. 2008.Constructivist pedagogy in strategic reading instruction:Exploring
pathways tolearnerdevelopment in the English as a second language (ESL) classroom.
Instructional Science, 36(2): 89-116.https://doi.org/10.1007/s11251-007-9025-6.
Page | 235
Course Title: Social Anthropology
Course Code: Anth 1012
Course Description:
This course is designed to introduce the anthropology of Ethiopian societies and
cultures to first year students of Higher Learning Institutions (HLIs). It covers basic
concepts of anthropology such as culture, society and humanity. It also discusses
themes including unity and diversity; kinship, marriage and family;indigenous knowledge
systems and local governance, identity, multiculturalism, conflict, conflict resolution and
peacemaking system; intra and inter-ethnic relations of Ethiopian peoples. In addition,
the course explores culture areas of Ethiopia such as plough culture, enset culture and
pastoralism. The course further covers marginalized minority and vulnerable groups in
terms of age, gender, occupation and ethnicity by taking ethnographic case studies into
account and discuss ways of inclusive growth.
Course objectives:
Up on the successful completion of the course, students will be able to:
• Develop an understanding of the nature of anthropology and its broader scope
in making sense ofhumanity in a global perspective;
• Understand the cultural and biological diversity of humanity and unity in
diversity acrossthe world and in Ethiopia;
• Analyze the problems of ethnocentrism against the backdrop of cultural
relativism;
• Realize the socially constructed nature of identities & social categories such
as gender,ethnicity, race and sexuality;
• Explore the various peoples and cultures of Ethiopia;
• Understand the social, cultural, political, religious& economic life of different
ethnolinguistic &cultural groups of Ethiopia;
• Understand different forms marginalization and develop skills inclusiveness;
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• Appreciate the customary systems of governance and conflict resolution
institutions ofthe various peoples of Ethiopia;
• Know about values, norms and cultural practices that maintain society together;
• Recognize the culture area of peoples of Ethiopia and the forms
of interactiondeveloped over time among themselves; and
• Develop broader views and skills to deal with people from a wide variety of
socioeconomic andcultural backgrounds.
Course Outline
Introducing Anthropology and Its Subjects
What is anthropology – a Mirror for Humanity?
Sketching the subject matter, scope and concerns of anthropology
1.1.2.Anthropological imagination: asking questions and seeing the world
anthropologically.
1.1.3. Defining Features of Anthropology- holism, relativism & comparative perspectives
1.1.4.Methods of Research in anthropology: ethnography & ethnographic methods
Sub-fields of Anthropology: Four Mirrors for Understanding Humanity
The relation between anthropology and other disciplines
Human Culture and Ties that Connect
Conceptualizing Culture: What Culture Is and What Culture Isn’t?
Characteristics features of culture: what differentiates culture from other traditions?
Aspects of Culture –Material & Non-material (values, beliefs & norms)
Levels of culture: universality, generality and particularity (cultural diversity)
Ethnocentrism, Cultural relativism, and human rights
Discussion- Debating cultural relativism: Human rights law and the demonization of
cultureand anthropology along the way
Cultural Change: what is cultural change? 2.5.3.Cultural Diffusion versus Cultural
Assimilation2.5.4.Innovation
2.5.5. Discussion - Contesting culture as sharply bounded versus unbounded ‘cultural
flows’ or as‘fields of discourse’ in the context of globalization.
Ties that Connect: Marriage, Family and Kinship 2.6.1.Marriage -rules, functions and
forms of Marriage2.6.2.Family -types and functions of Family
2.6.2.1. Q. How families and marriage differ in different societies?2.6.3.Kinship System
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-types of kin groups and rules of descent 2.6.4.Kinship and Gender Across Cultures
Sex and Gender: Mapping differences in cross cultural perspective
Gender –as power relations
Cultural practices, norms and values that maintain society together
Human Diversity, Culture Areas, and Contact in Ethiopia
Human Beings & Being Human: What it is to be human? –(a bio-cultural animal?)
Origin of the Modern Human Species: Homo sapiens sapiens (that’s you!)
3.2.1.Religious, biological & evolutionary (paleo-anthropological) explanations
The Kinds of Humanity: human physical variation
3.3.1.Q. Why isn’t everyone the same?
3.3.2.Q. Why do people worldwide have differences in their phenotypic attributes?
Human Races: the history of racial typing
The Grand Illusion: Race, turns out, is arbitrary
3.4.2.Q. What can we say for sure about human races?
Why is Everyone Different? Human Cultural Diversity - anthropological explanations
3.5.1.Q. Why don’t others do things the way we/I do?
Culture areas and cultural contacts in Ethiopia3.6.1.Plough culture area
3.6.2.Enset culture area 3.6.3.Pastoral societies culture area
3.6.4.Historical and social interactions between culture areas
Marginalized, Minorities, and Vulnerable Groups
Gender based marginalization
Occupational cast groups
Age based vulnerability (children and old age issues)
Religious and ethnic minorities
Human right approaches and inclusive growth, anthropological perspectives
Theories of Inter-Ethnic Relations and Multiculturalism in Ethiopia
The Scales of Human Identity: Who am I? - Understanding ‘self’ & ‘other’ 5.1.1.Q- What
are the ways we tell for others who we are?
Ethnicity and Race: What’s in a name?
Ethnic Groups & Ethnic Identity
5.3.1.Q. What is the basis of one’s ethnic identity?
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5.3.2.Q. Is ethnicity a fundamental aspect of human nature & self-consciousness,
essentiallyunchanging and unchangeable identity? Or
5.3.3.Q. Is it, to whatever extent, socially constructed, strategically or tactically
manipulable, andcapable of change at both the individual and collective levels?
Race –the social construction of racial identity
5.4.1.Q. Do the claims of some people/groups about superior & inferior racial groups
have anyscientific validity?
Primordialism; Instrumentalism; Social constructivism
Debates on inter-ethnic relations and identities
Customary and Local Governance Systems and Peace Making
Indigenous knowledge systems and local governance
Intra and inter-ethnic conflict resolution institutions Ethnographic cases: commonalities
and shared practices (e.g., Oromo and Somali, Afar and Tigray; Gedeo and Oromo;
Guraghe and Siltie; Amara and Tigray)
Customary/Local governance systems Ethnographic cases: Oromo Geda; Somali-Gurti;
Gamo, Gofa, Wolayita-Woga; Guraghe-Sera
Legal pluralism: interrelations between customary, religious and state legal systems
Instructional Methods and Strategies:
This course will be delivered based on learner centered approach. Therefore, the main
instructional strategies of the course are pair & group discussions; interactive teaching;
brainstorming; icebreaker; debating & role-play.
Teacher’s activities: An instructor of this course is expected to be honest to the content,
policies and guidelines of this course. He/she is also expected to be well prepared on
the course as well as prepare course outlines & teaching materials, follow up and
assess students as per the guidelines.
Students’ activities: Students are expected to attend regularly. If students miss more
than 20% of the classes, he/she will not sit for final exam. Punctuality is mandatory and
late coming student should not beallowed to enter the class.
Assessment Strategies and Techniques: Based on the progressive understandings of
the course, students will be evaluated continuously through both non-graded
assignments / activities, like (reading assignments) and graded assignments/activities
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and assessments including class discussion & participation, Test, Term Paper &
presentation, Home Taken Exam/case studies and Final Exam. At least 50% continuous
assessments (quizzes, tests, assignments, and/or mid-examination) and 50% final
examination
laptop), course outlines, markers, flip charts, white board, chalk board, duster.
References
Asmarom Legesse (2006). Oromo Democracy: an Indigenous African Political System.
The Red SeaPress, Inc.
Cameron, M. Smith and Evan T. Davies (2008). Anthropology for Dummies. Wiley
Publishing, Inc.,Indianapolis, Indiana.
Clifored Geertz. (1973). The Interpretation of Cultures. A division of Harper Collins
Publishers.
Donald Donham. (1986). Marxist Modern. The Ethnographic History of Marxist Ethiopia.
Donald N. Levine. (1974). Greater Ethiopia: The Evolution of A Multiethnic Society.
Chicago &London., College of Chicago.
Dunif-Hattis and Howard C. (1992). Anthropology: Understanding Human Adaptation.
New York:Harper Collins, Inc.
Eriksen, T. H. (2001). Small Places, larger Issues: An introduction to social and cultural
anthropology.London: Pluto Press.
Eriksen, T. H. (2004). What is anthropology? London: Pluto Press.
Eriksen, T. Hylland. (2002). Ethnicity and Nationalism. London; Pluto Press.
Eriksen, T.H. and Nielsen, F.S. (2001). A History of Anthropology. London: Pluto Press.
Hallpike, Christopher R. (1972). The Konso of Ethiopia: A Study of the Value of a
CushiticPeople. Oxford: Clarendon Press.
Hamer, John. (1970). The Sidama Generational Class Cycles: A Political
Geronotocracy.Africa 40,I (Jan,1970): 50-70.
Haviland, WA, (1999). Cultural Anthropology (9th ed.). Fort Worth: Harcourt and
BraceCollege Pub.
Kottak, C. P. (2004) – Anthropology: the Exploration of Human Diversity (10th
ed.).McGraw Hill, New York.
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Lavenda, R. and Emily S. (2015). Anthropology. What Does It Mean to Be Human?
(3rded.). Oxford.Oxford College Press.
Pankhurst, R. (2001). Historic Images of Ethiopia. Shamans Books. Addis Ababa,
Ethiopia.
Richard Jenkins. (2006). Rethinking Ethnicity. London Sage Publication.
Rosman, A., Rubel, P.G. and Weisgrau, M. (2009). The Tapestry of Culture: An
Introduction to SocialAnthropology. Lanham: Rowman and Little field.
Scupin and DeCorse (1988). Anthropology: A Global Perspective (2nd ed.). New
Jersey:Prentice Hall.
Shack, William S. (1966). The Gurage: A People of the Enset Culture. London: Oxford
College Press.
Triulzi et al. (2002). Remapping Ethiopia Easer African Studies: Addis Ababa: AAU
Page | 241
Course Title: History of Ethiopia and the Horn
Course Code: Hist1012
Course Description
This course is a common course given to Higher Learning Institutions Students/HLIS.
Students will learn about the role of history in human life and goals of studying history.
Students will also learn the importance of history in nation building and the making of
identity in time and space. This course covers the major historical processes in Ethiopia
and the Horn. The course is also concerned with how the sociocultural, religious,
economic and political experiences of the past are interwoven in the making of the
current Ethiopia and the Horn. It is useful to know how personalities helped change the
scenario, and how societies, peoples and the world that we live in have changed over
time and its implication for history of Ethiopia and the Horn. It is helpful to understand
history as a base for shaping and bettering of the future. It gives more emphasis to the
history of peoples, instead of narrating only the history of the ruling elites.
Course Objectives
• Comprehend the general concepts of history
• Analyze relevant sources for History of Ethiopia and the Horn
• Understand Ethiopia and the Horn in relation to Human Evolution and Neolithic
Revolution
• Trace origin, developments and achievements of states in the region during the
ancient period
• Examine the long term effect of the ‘’Solomonic’’ dynasty in the region
• Scrutinize dynamics of territorial expansion of the Christian kingdom and
rivalry between theChristian Kingdom and Muslim Sultanates in the region
• Know the role of foreign relations and interventions from ancient to modern
times in the region
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• Realize the interplay between local developments and foreign influences
• Explicate the role of population movements in shaping the modern Ethiopia and
the Horn
• Illustrate the major socio-economic, religious & political achievements of Gondar
period
• Discuss salient characteristic features and effects of “Zemene Mesafint”
• Assess developments in Eastern, Central, Southern & Western parts of Ethiopia &
the Horn
• Expound the political process for formation of Modern Ethiopia and the Horn
• Discern the move towards modernization and the challenges encountered
• Point out legacies of major battles, victories and the roles of patriots
• Elaborate the socio-economic and political progresses of the post 1941 imperial
period
• Differentiate the major changes, and challenges that led to the demise of the
monarchy
• Reveal the political momentum, reforms and oppositions during the Derg period
• Clarify historical developments from 1991-1994
Course Outline:
Introduction
Concepts of History: Meaning, Nature and Uses
Sources & Methods of Historical Study
Origin and Development of Historiography of Ethiopia and the Horn
Introducing and Understanding Ethiopia and the Horn
Peoples and Cultures in Ethiopia and the Horn
Human Evolution
Neolithic Revolution
The Peopling of the Region
Languages and Linguistic Processes: Afro-Asiatic Super-Family (Cushitic, Semitic
andOmotic Families) and Nilo-Saharan Super-Family (Chari-Nile & Koman Families)
Settlement Patterns 2.3.3.Economic Formations
Religion and Religious Processes2.4.1.Indigenous
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2.4.2.Judaism 2.4.3.Christianity2.4.4.Islam
Polities, Economy & Socio-Cultural Processes in Ethiopia & the Horn to the End of
th
the 13 Century
Evolution of States
Ancient Polities
North and Northeast: Punt, Damat, Axum, Zagwe… 3.2.2.East, Central, Southern and
Western
Bizamo, Damot, Enarya, Gafat…
Muslim Sultanates: Shewa, Ifat, Dawaro, Fatagar, Bali, Hadiya, Arebabani, Shirka,Dera…
3.2.3.External Contacts
Economic Formations: Agriculture, Handicraft, Trade…
Socio-cultural achievements: Architecture, Writing, Calendar, Numerals…
Politics, Economy & Socio-Cultural Processes from Late 13th –the beginning of the 16th
Century
“Restoration” of the “Solomonic’’ Dynasty
Power Struggle, Consolidation, Territorial and Religious Expansion of the Christian
Kingdom4.2.1.Succession Problem and the Establishment of Royal Prison
4.2.2.Territorial Expansion towards Agaw, Bizamo, Damot, Red Sea, Bete-Israel/
“Falasha…”4.2.3.Evangelization and Religious Movements
Social, Economic and Political Dynamics of Muslim Sultanates 4.3.1.Political
Developments in the Muslim Sultanates and the Rise of Adal 4.3.2.Trade and the
Expansion of Islam
Rivalry between the Christian Kingdom and the Muslim Sultanates
External Relations
Politics, Economy & Socio-Cultural Processes from Early 16th –the End of the 18th
Century
Interaction and Conflicts of the Christian Kingdom and the Sultanate of Adal
Foreign Interventions and Religious Controversies
Population Movements
Population Movements of the Afar, Somali and Argobba 5.3.2.Gadaa System and
Oromo Population Movement (1522- 1618) 5.3.3.Interaction and Integration across
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Ethnic and Religious Diversities
Peoples and States in Eastern, Central, Southern and Western Regions
Cushitic: Qafár, Somali, Oromo, Sidama, Hadya, Kembata, Gedeo, Konso, Burji, Derashe…
5.4.2.Semitic: Harari Emirate, Shewan Kingdom, Gurage Polity…
5.4.3.Omotic: Kefa, Wolayitta, Gamo, Gofa, Dawro, Konta, Yem, Hamar… 5.4.4.Nilotic:
Anywa, Nuer, Majang, Berta, Gumuz, Kunama…
The Period of Gondar (1636-1769) and “Zemene Mesafint/Era of Princes” (1769-1855)
5.5.1.The Revival of the Christian Kingdom
5.5.2.Gondar Achievements: architecture, painting, music, literature, urbanization, trade
etc. 5.5.3.Gondar Political Developments: “Close Door Policy,” Reforms, “Byzantine
Politics” …5.5.4.Major Features of Era of Princes (1769-1855) and Yejju Dynasty (1786-
1853)
Internal Interactions and External Relations from the 1800–1941
The Nature of Interactions among peoples and states of Ethiopia and the Horn
Peoples and states of Qabena, Five Gibe, Two Leqa, Aqoldi, Khomosha, Belashangul…
6.1.2.The Role Trade and Trade Routes in the Interaction
Power Rivalry
The Making of Modern Ethiopian State (Territorial Expansion, Centralization process.)
Modernization Attempts: administration, military, innovation, education, road
construction,railway, transportation & communication, constitution…
Socio-Economic Issues: agriculture, disease & famine, trade, slavery, manufacturing…
External Relations, Challenges and Threats 6.6.1.External Diplomatic Relations and
Treaties
6.6.2.The Major Battles (Debarki, Meqdela, Gundet, Gura, Dogali, Mattama, Adwa,
Maychew…)6.6.3.Italian Occupation (1936-1941) and the Patriotic Resistance
Internal Interactions and External Relations from the 1941–1994
Post 1941 Imperial Period
Political Scene: Restoration & Consolidation of Imperial Power and External Relations
7.1.2.Socio-economic Conditions: agriculture & tenancy, famine, factories, education,
health,
transportation, religion, welfare institutions (idir, iqub…) etc.
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7.1.3.Opposition: Conspiracies, Revolts and Downfall of the Monarchical Regime
The Derg Regime (1974-1991)
The Rise of Derg and the Political Momentum
Attempts at Reforms: Land Reform, Development through Cooperation Campaign,
Collectivization, Agricultural Marketing Corporation, Resettlement, Villagization,
Literacy…
Internal oppositions, Ethio-Somali War, International Changes & End of the Derg
Historical Developments, 1991-1994 (transitional charter: language & identity issues…
Cross-Cutting Issues in History of Ethiopia and the Horn
The Role of Women in Ethiopian History (economic, political, cultural and social)
Environmental Dynamics: changes and continuities (deforestation, drought, pollution…)
Indigenous Knowledge: folk medicine, conflict resolution mechanisms (Amhara-
Shemgelenna, Gurage-Yajoka, Kembata-Seera, Oromo-Gumaa, Qafár-Makabanto,
Sidama-Gudu’emale, Somali-Dayad, Tigray-Bayto…)
Instructional Methods and Strategies: This course will be delivered based on learner
centered approach. Therefore, the main instructional strategies of the course are pair &
group discussions; interactive teaching;brainstorming; icebreaker; debating & role-play.
Teacher’s activities:
An instructor of this course is expected to be honest to the content, policies and
guidelines of this course. He/she is also expected to be well prepared on the course as
well as prepare course outlines & teaching materials, follow up and assess students as
per the guidelines.
Students’ activities: Students are expected to attend regularly. If students miss more
than 20% of the classes, he/she will not sit for final exam. Punctuality is mandatory and
late coming student should not beallowed to enter the class.
(quizzes, tests, assignments, and/or mid-examination) and 50% final examination
Instructional Resources (Materials and Equipments): LCD, computer (desktop or laptop),
References
Abir, Mordechai. Ethiopia and the Red Sea: The Rise and Decline of the Solomonic
Page | 246
Dynasty andMuslim European Rivalry in the Region. Frankcass, 1980.
Ethiopia: The Era of The Prince; The Challenge of Islam and The Re-unification of
TheChristian Empire 1769-1855. Institute of Asian & African Studies the Hebrew College,
1968.
Addis Hiwot. Ethiopia from Autocracy to Revolution. London, 1975.
Alemayehu Haile et al. History of the Oromo to the Sixteenth Century. Finfinne: OCTB,
2006.
History of the Oromo to the Twentieth Century. Finfinne: OCTB, 2016. Andargachew
Tiruneh. The Ethiopia Revolution 1974-1987: Transformation from Aristocracy to
Totalitarian Autocracy. Cambridge College Press, 1993.
Asmarom Legesse. Gada: Three Approaches to Study of African Society. London: Free
Press, 1973.
Bahru Zewde. A History of Modern Ethiopia, 1855-1991. Addis Ababa College Press,
2002.
Society, State and History, Selected Essays. Addis Ababa: AAU Pres, 2008.
Bender, M. L. and et al. Eds. The Languages of Ethiopia. London, 1976.
Braukamper, Ulrich. Islamic History and Culture in Southern Ethiopia. Collected Essay
Munster:Verlag, 2004.
Clapham, Christopher. Transformation and Continuity in Revolutionary Ethiopia.
Cambridge, 1988.
Clark, J.D. The Prehistoric Cultures of the Horn of Africa. Cambridge College Press,
1954.
Cohen John M. and et al. Revolution and Land Reform in Ethiopia: Peasant
Associations, LocalGovernment and Rural Development. New York, 1976.
Crabtree J Pam & Campana V. Douglas. Archaeology and Pre-history.
Darkwah H. R. Shawa, Menelik and the Ethiopian Empire, 1813-1889. London, 1975.
Gadaa Melbaa. Oromia. Minneapolis, 1999.
Gebru Tareke. Ethiopia Power and Protests: The Ethiopian Peasants Revolts in the
20th Century.Cambridge College Press, 1991.
Haberland, Eike. “Notes on the History of Southern Ethiopian Peoples.” Paris, 1975.
Husein Ahmed. Islam in Nineteenth-Century Wallo, Ethiopia. Leiden Brill, 2001.
Page | 247
20. ላ ጵሶ ጌ. ድሌቦ ፡ ፡ የ ኢትዮጵያ ረ ጅምየ ሕዝብና የ መን ግሥት ታሪ ክ ፡ ፡ አ ዲስ አ በ ባ ፣ 1982፡ ፡
Lewis M. I. People of the Horn of Africa: Somali, Afar and Saho. London, 1955.
Marcus, Harold G. A History of Ethiopia. College of California Press: Berkeley, 1992.
Markakis, John. Ethiopia: Anatomy of a Traditional Polity. Oxford, 1974.
Ethiopia: The Last Two Frontiers. James Currey, 2011.
Mohammed Hassen. The Oromo of Ethiopia 1570-1860. Cambridge, 1990.
Newman, Polson. Italy’s Conquest of Abyssinia. Trinity Press, 1937.
Pankhurst, Richard. Economic History of Ethiopia, 1800-1935. Addis Ababa, 1968.
The Ethiopian Borderlands: Essays in Regional History from Ancient Times to the end of
the 18th Century. Red Sea Press, 1997.
Pankhurst, Rita et al. (Eds.). “The Role of Women in Ethiopian Economic, Social and
Cultural Life from the Middle Ages to the Time of Tewodros”, In Proceedings of the First
National Conference of Ethiopian Studies. Addis Ababa.
Perham, Margery. The Government of Ethiopia. London, 1948.
Rubenson, Sven. Survival of Ethiopian Independence. 1972.
Sbacchi, Alberto. Ethiopia under Mussolini: Fascism and the Colonial Experience.
London, 1985.
Sergew Hable Selassie. Ancient and Medieval Ethiopian History to 1270. Addis Ababa,
1972.
Shiferaw Bekele. Economic History of Modern Ethiopia: Imperial Era 1941-1974. Vol. I.
Dakar, 1995.
Shihab al-Din. Futuh al-Habash: The Conquest of Habasha. 2005.
Taddesse Tamrat. Church and State in Ethiopia, 1270-1527. Oxford, 1972.
Teshale Tibebu. The Making of Modern Ethiopia, 1855- 1974. The Red Sea Press, 1995.
Trimingham, J. Spencer. Islam in Ethiopia. London: Frankcass and Company LTD, 1965.
Wylde B. Augustus. Modern Abyssinia. Westport, 1897.
NB: Historical Maps of Ethiopia, relevant historical documents, relevant internet web
pages, museums andother relevant materials can also be used.
Page | 248
Course Title: Moral and Civic Education
Course Code: MCiE1012
Course Description:
The Ethiopian government has designed and implemented moral and civic education
curricula to aim at educating students about democratic culture, ethical values and
principles, supremacy of constitution, andthe rule of law and so on. These elements are
imperative in the process of producing self-confident citizensand a generation who has
the capability to shoulder responsibility. Accordingly, this module is basically aspires to
equip the learners with relevant knowledge, respect for the worth and human dignity of
every individual, right attitudes and requisite skills to enable them perform their roles as
a credible members of their society. Through the module, learners will also acquire
nature of Ethiopian federalism and parliamentary system of government, ways of
making responsible decisions, solve problems, care about others, contribute to society,
and be tolerant and respectful of diversity.
Course Objectives
After the successful completion of this module students will be able to:
• Conceptualize what morality, ethics and civics mean.
• Comprehend the goals of civics and ethics as well as the competences of a good
citizen.
• Discuss the relations between society, state and government.
• Differentiate federal state structure from unitary and discuss the advantages and
disadvantages ofthe state structures.
• Discuss the processes of modern Ethiopian state formation and nation building.
• Comprehend the features of Ethiopian federalism.
• Conceptualize constitution, its classification and unique features.
• Define the term human rights, the unique features and its classifications.
• Differentiate the teleological, deontological and virtue theories.
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Course Outline:
Understanding Civics and Ethics
Chapter introduction
Defining Civics, Ethics and Morality
Ethics and Law
The importance/goal of moral and civic education
Approaches to Ethics
Normative ethics
Non-normative ethics
Ethical Decision Making and Moral Judgements
How can we make ethical decisions and actions?
To whom or what does morality apply?
Who is morally/ethically responsible?
Why should human beings be moral?
State, Government and Citizenship
Understanding state
Rival theories of state
The role of the state
Understanding government
Understanding citizenship
Constitution, Democracy and Human Rights
Constitution and constitutionalism
Constitutionalism
The constitutional experience of Ethiopia: Pre and post 1931.
Democracy and democratization
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Human Rights: concepts and theories
Instructional method and strategies

Teacher’s activities: Introducing objectives to the students, asking brain storming
questions, Defining terms and concepts in global affairs, brief introduction to the sub
topics, Giving class room and home based works, Checking, evaluating, and giving
feedback to students’ work and Summarizing the chapters
done through questioning and answering, brainstorming, reflection, reporting, solving
problems associated to the respective topics.
At least 50% continuous assessments (quizzes, tests, assignments, project work
and/or mid-examination) and 50% final examination
laptop), courseoutlines, markers, flip charts, white board, chalk board, duster.
References
Bunbongkarn, S., 2001. The role of civil society in democratic consolidation in Asia.
Center forInternational Exchange, p.230.
Camara, M. S. (2008). Media, civil Society and political culture in West Africa, African
JournalismStudies, 29(2), 210-229.
Dorsen, N., Rosenfeld, M., Sajó, A., & Baer, S. (2003). Comparative constitutionalism:
cases andmaterials.
Gashaw, A. (2015) Constitution, constitutionalism and foundation of democracy in
Ethiopia.
Getahun, K. (2007). Mechanisms of Constitutional Control: A preliminary observation of
theEthiopian system. Afrika Focus, 20(1-2).
Page | 251
Course Title: Economics
Course Code: ECON 2011
Course Description:
This course provides a general introduction to economics combining elements of micro
and macro fundamentals. The first part of the course focuses on partial equilibrium
aspects of theories of consumer behaviour, producer behaviour as well as on the
arrangements and implications of different market structures. It will also cover the
neoclassical theory of product and/or service pricing for perfectly competitive,
monopolistic, oligopoly, and monopoly market structures. In addition, topics covered
will include factor market pricing, general equilibrium analysis and distortions which
relate to asymmetric information and moral hazard problems. The second part will
discuss elements of macroeconomics that revolve around issues of measurement of
aggregate economic activities, unemployment, and inflation. Emphasis will also be
given to sources, consequences and policy responses to economic fluctuations. In the
first part the course commences by highlighting the underlying assumptions behind
each theory followed by in-depth analyses of the decisions of economic units subject to
resource constraints in an effort to realize their respective objectives assuming the
prevalence of market clearing situation. Finally, studentswill be able to contextualize the
key analytical instruments with stylized facts from the Ethiopian economy.
Course Objectives
After completing introduction to economics, students will be able to:
• Describe the major economic units constituting a given society and their
corresponding roles
• Explain the objective functions of consumers and how they attain this objective
under resource constraints
• Define producers’ objective functions, describe their cost structures in the short
and the long run, and apply partial equilibrium approaches to find optimal prices
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and quantities under different degrees of competition.
• Tabulate markets into different categories on the basis of the number of buyers
and sellers and outline the various social welfare implications of each market
structure.
• Elaborate the concept of general equilibrium analysis, identify its merits and
• demerits, and discuss the various market failures due to distortions arising
from imperfect information and cultivate the corresponding possible remedial
measures
• Understand how aggregate economic measures are constructed, their
weaknesses,and alternative measures of national wellbeing
• Identify the sources and adverse effects of economic crises and describe the
pool of policy instruments that can be deployed to mitigate the consequences of
these crises.
• Contextualize the key analytical instruments with stylized facts from the
Ethiopianeconomy
Course outline
Theory of Consumer Behavior and Demand
consumer preferences and choices1.1.1.Consumer preference 1.1.2.Utility
Approaches to measuring utility 1.2.1.The cardinal utility approach
1.2.2.Assumptions of cardinal utility theory1.2.3.Total and marginal utility
1.2.4.Law of diminishing marginal utility (LDMU)1.2.5.Equilibrium of a consumer
1.2.6.Derivation of the cardinalist demand
The ordinal utility approach 1.3.1.Assumptions of ordinal utility approach
1.3.2.Indifference set, curve and map 1.3.3.Properties of indifference curves 1.3.4.The
marginal rate of substitution (MRS)1.3.5.Types of indifference curves
The budget line or the price line 1.4.1.Factors affecting the budget line
Effects of changes in income
Effects of changes in price
Optimum of the consumer
Effects of changes in income and prices on consumer optimum
Changes in income: income consumption curve and the Engel curve
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Changes in price: price consumption curve (PCC)
Decomposition of income and substitution effects (normal, inferior or giffen goods)
Derivation of market demand curve
Elasticity of demand
The Theory of Production
Production function
Stages and laws of production
The law of variable proportions
Laws of returns to scale
Choice of optimal combination of factors of production
Short run and long run production functions
Theory of Costs.
Definition and types of costs
Short-run costs
Long-run costs
Derivation of cost functions from production functions
Dynamic changes in costs- the learning curve
Perfect Competition Market
The concept of market in physical and digital space (e.g. Amazon, Alibaba,etc..)
The welfare costs, benefits of e-markets and their implication for regulatory
mechanisms
Competitive markets, short- run equilibrium of the firm, industry, and market
The long-run equilibrium of the firm, industry and market
Pure Monopoly Market
Characteristics and source of monopoly
Short run and long-run equilibrium
Price discrimination
Multi-plant monopolist
Social cost of monopoly power
Monopolistic Competition
Assumptions
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Product differentiation, the demand curve and cost of the firm
The concept of industry and product ‘group’
Short-run and long-run equilibrium of the firm excess capacity and welfare loss
Brief introduction to oligopoly markets
Fundamentals of Macroeconomics
The concepts of GDP and GNP
Approaches of measuring national income (GDP/GNP)
Other social accounts (GNP, NNP, NI, PI and DI)
Nominal versus real GDP
The GDP deflator and the consumer price index
GDP and welfare
The business cycle
Unemployment and inflation
Technology (. e.g. Robots) and unemployment
Role of exchange rate, terms of trade, and other external shocks
Brief introduction to the Ethiopian Economy
possible. For most part of the course, delivery method will be arranged as to make the
process student-centered. There shall be full and active participation from students and
they are strongly encouraged to ask questions, to reflect on brain-storming queries, and
be involved actively and attentively in take-home assignments and peer discussions that
appear during thesemester both within and outside class-room sessions. While there is
no limit to the imagination and flexibility of the instructor, the course delivery techniques
will generally involve the following items: Lecture, Brain-storming sessions, Group
discussions and Individual and group assignments
Students’ Activities: Preparedness: You must come to class prepared by bringing with
you the appropriate materials like handouts, worksheets and exercises given, text books
and completed assignments. Complete the individual and group assignments and other
activities on time. You must plan your own learning through reading various course
Page | 255
related materials and chapters in books. You are expected to work much individually to
meet the requirement of the course. You have to use your time for group work and
home study effectively.
Participation: Make active participation during discussions (you must participate in

class). You are not participating if you are simply talking to a friend, doing homework,
daydreaming, or not doing what the rest of the class is doing. If you are working in a
group or with a partner, you must talk to your group members or partner and be a part of
the group. Always be ready and willing to give constructive feedbackto partners’/group
members and to listen to their comments on your work
At least 50% continuous assessments (quizzes, tests, assignments, project work and/or
mid-examination) and 50% final examination
laptop), courseoutlines, markers, flip charts, white board, chalk board, duster.
References
Koutsoyiannis, Modern Microeconomics
D.N.Dwivedi, 1997, Micro Economic Theory, 3rd Ed., Vikas Publishing
R.S. Pindyck& D.L. Rubinfeld,Microeconomics.
Hal R. Varian, Intermediate Microeconomics: A Modern Approach, 6th Ed.
C.L.Cole, Micro Economics: A Contemporary Approach.
Ferguson & Gould’s, 1989, Microeconomic Theory, 6th Ed.
N.GregoryMankiw, 2007, Macroeconomics 4th edition
William H. Branson, 2006 Macroeconomic Theory and Policy
Page | 256
Course Title: Global Trends
Course Code: GlAF
Credit Hours/ECTS: 2/3 Contact Hours: 2 Lecture Hours per Week
Course Description
The course is designed to equip students with the basics of international relations so
that they will be exposed to global challenges and perspectives. The course is very
comprehensive, broad and multidisciplinary in its nature. Perhaps you may find it as an
ice-breaking course since it touches up on wide range of issues, concepts, theories,
approaches and debates that are helpful in understanding the contemporary
international relations. Concepts, such as national interest, foreign policy, actors,
globalization, balance of power, cold war, multi-polar systems, international law and
other relevant concepts are being introduced. Different debates and approaches to the
study of international relations including realism, liberalism are also given due emphasis.
Course Objectives
After completing this course, students will be able to:
• Understand nations, nationalism and states
• Explain the nature and historical development of international relations
• Examine the extent and degree of influence of state and non-state actors in the
international system
• Gain basic knowledge of the major theories of International Relations and
develop the ability tocritically evaluate and apply such theories
• Elucidate national interest, foreign policy and diplomacy
• Assess the overriding foreign policy guidelines of Ethiopia in the past and present
• Explicate the nature and elements of international political economy
• Examine the roles major international and regional institutions play in world
politics
• Explore Ethiopia’s role in regional, continental and global institutions and affairs
• Critically evaluate the major contemporary global issues
Page | 257
Course Outline
Understanding International Relations
Conceptualizing Nationalism, Nations and States
Understanding international relations
The nature and evolution of international relations
Actors in international relations
Levels of analysis in international relations
The structure of international relations
Theories of international relations
Understanding Foreign Policy and Diplomacy
Defining national interests
Understanding foreign policy and foreign policy behaviors
Overview of foreign policy of Ethiopia
International Political Economy (IPE)
Meaning and nature of international political economy (IPE)
Theoretical perspectives of IPE
Survey of the most influential national political economy systems in the world
Core issues, governing institutions and governance of international political economy
Exchange rates and the exchange rate system
Globalization and Regionalism
Defining globalization
The globalization debates
Globalization and its impacts on Africa
Ethiopia in a globalized world
Pros and Cons of globalization
Defining regionalism and regional integration
Major theories of regional integration
Selected cases of regional integration
Regionalization versus globalization and states
The relations between regionalization and globalization
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Regionalization, globalization and the state
Major Contemporary Global Issues
Survey of major contemporary global issues
Instructional method and strategies: Introducing objectives to the students, asking brain
storming questions, Defining terms and concepts in global affairs, brief introduction to
the sub topics, Giving class room and home based works, Checking, evaluating, and
giving feedback to students’ work and Summarizing the chapters
done through questioning and answering, brainstorming, reflection, reporting, solving
problems associated to therespective topics.
(quizzes, tests, assignments, project work and/or mid-examination) and 50% final
examination
Instructional Resources (Materials and Equipments): LCD, computer (desktop or laptop),
References
Balaam, David N., and Bradford Dillman. 2011. Introduction to International Political
Economy.Boston: Longman.
Bates, R. (1982). Markets and States in Tropical Africa. Berkeley: College of California
Press.
Baylis, J. and Steve S. 2001. The Globalization of World Politics: An Introduction to
InternationalRelations. Oxford College Press: New York.
Booth, K. and Smith, S. (eds), International Relations Theory Today (Cambridge: Polity)
Brown, Chris, Understanding International Relations (London, Macmillan, 1977)
Page | 259
Course Title: Entrepreneurship & Business Development
Course Code: MGMT4102
Contact Hours: 3 Lecture Plus 2 Tutorial Hours per Week
Course description
This interdisciplinary course is designed to introduce students to meaning and the
concept of entrepreneurship vs entrepreneur, creativity and innovation and their
manageable processes that can be applied across careers and work settings. It focuses
on building entrepreneurial attitudes and behaviors that will lead to creative solution
within community and organizational environments. Course topics include the history of
entrepreneurship, the role of entrepreneurs in the 21st century global economy, and the
identification of entrepreneurial opportunities. The elements of creative problem solving,
the development of a business ideas, products and services, marketing and developing
new ventures, the examination of feasibility studies and the social and moral
implications of entrepreneurship will be incorporated. Besides, issues related to starting
and financing a new venture are included. Finally, managing growth and through merger,
acquisitions, licensing, outsourcing, franchising etc. And forms of business
organizations, legal and regulatory frameworks of governing the whole system are also
encompassed in the course syllabus.
Course objectives:
After completing the course learners will be able to understand:
• Meaning of the term entrepreneurship within the context of society; organizations
and individuals
• The role of entrepreneurship on the economy
• Developing a concept for an innovative idea, product or service in one’s own area
of interest
• How to develop elements of the entrepreneurial mindset and discuss the
implications forfunctioning as a successful entrepreneur
• The way how to prepare business plan as roadmap
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• The basic concepts of risk, its type & classification
• How to develop market and new venture?
• How to explore alternative sources of financing the new venture
Course Outline
Overview of Entrepreneurship
What is entrepreneurship?
Definition and philosophy of entrepreneurship vs entrepreneur
Historical origin of entrepreneurship
Role within the economy
Entrepreneurship, creativity and innovation
Business Development
Definition and importance
Economic, social & political aspects of business enterprises
Business Failure factors.
Problems of small scale businesses in Ethiopia
Setting up small scale businesses2.5.1.Basic business ideas
2.5.2.the ways of organizing business ideas that an entrepreneur should have
2.5.3.Definition of industry and small scale industry
2.5.4.Steps in setting up a small scale business
Business Planning
The concept of business planning
Feasibility planning
The business plan
Developing a business plan
Conception of Idea, Product or Services
Idea, Product or Service Technology
Idea, product or service development process
Idea, product or service protection4.3.1.Patents
4.3.2.Trademarks 4.3.3.Copyrighting
Marketing and new venture development
What is market?
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Marketing research
Marketing intelligence
Competitive analysis
Marketing strategies
International markets
Organizing and financing the new venture
Entrepreneurial team and business formation
Sources of financing 6.2.1.Asset management 6.2.2.Equity Financing 6.2.3.Venture
Capital 6.2.4.Debt financing
Government financing e.g. Omo, Dev’t Bank etc…
NGO financing e.g. Germany supports for disabilities interest free loan disbursement
Managing Growth and Transaction
Preparing for the launch of the venture
Managing early growth of venture
New venture expansion strategies and Issues (Mergers, Acquisitions, licensing and
Franchising)
Legal and regulatory frameworks of growth & transaction of new venture
possible. For most part of the course, delivery method will be arranged as to make the
process student-centered. There shall be full and active participation from students and
they are strongly encouraged to ask questions, to reflect on brain-storming queries, and
be involved actively and attentively in take-home assignments and peer discussions that
appear during thesemester both within and outside class-room sessions. While there is
no limit to the imagination and flexibility of the instructor, the course delivery techniques
will generally involve the following items: Lecture, Brain-storming sessions, Group
discussions and Individual and group assignments
Students’ Activities: Preparedness: You must come to class prepared by bringing with
you the appropriate materials like handouts, worksheets and exercises given, text books
and completed assignments. Complete the individual and group assignments and other
Page | 262
activities on time. You must plan your own learning through reading various course
related materials and chapters in books. You are expected to work much individually to
meet the requirement of the course. You have to use your time for group work and
home study effectively.
Participation: Make active participation during discussions (you must participate in
class). You are not participating if you are simply talking to a friend, doing homework,
daydreaming, or not doing what the rest of the class is doing. If you are working in a
group or with a partner, you must talk to your group members or partner and be a part
of the group. Always be ready and willing to give constructive feedback to
partners’/group members and to listen to their comments on your work
At least 50% continuous assessments (quizzes, tests, assignments, project work
and/or mid-examination) and 50% final examination
References:
Hailay Gebretinsae, Entrepreneurship and Small Business Management, 2nd Edition.
Hodgetts, Richard M.Kurakto, DonaldF. “Entrepreneurship: A contemporary approach
“. FourthEdition, the Dryden Press, 1998.
Hirsh Robert D. D. and Peters Michael P. “Entrepreneurship” Fifth Edition, Tata McGraw
Hill Edition,2002.
Holt David H. “Entrepreneurship – New venture Creation “Eastern Economy Edition, 2000.
Donald F. Kutatko and Richard M. Hodgetts, “Entrepreneurship: A Cotemporary
Approach FourthEdition.
Page | 263
Course information
Year I Semester II
Course title: Introduction to emerging Course Code: EmTe1012

technologies
Contact hrs.: 5 hrs (3hr lecture + 2hr
Credit hours: 3 hrs tutorial)
Prerequisite(s):
Semester: Year: I
NoneAcademic II
Program: Undergraduate Enrollment: Regular

Course Status: Common
Instructor(s):
1) Instructor(s): Address: Block No. Room No.
2) Tutor: Address: Block No. Room No.
Others (if any):
Course Description
This course will enable students to explore current breakthrough technologies in the
areas of Artificial Intelligence, Internet of Things and Augmented Reality that have
emerged over the past few years. Besides helping learners become literate in emerging
technologies, the course will prepare them to use technology in their respective
professional preparations.
Objective of the course:
Up on the completion of this course students will be able to:
Identify different emerging technologies
Differentiate different emerging technologies
Select appropriate technology and tools for a given task
Identify necessary inputs for application of emerging technologies
Syllabus Components
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Course Contents, Methods & strategies, and learning outcomes
Time Content & sub-contents Methods &Students Task Learning

Strategies Outcomes:
At the end of this
chapter students
willbe able to
Chapter 1: Introduction toListening Attend theDevelop
Emerging Note-taking lesson knowledge
Technologies Brainstorming Listen andof IR
1.1 Evolution of Technologies Reading takenotes Identifies
1.1.1 Introduction to Industrial Individual work Answer programmable
revolution (IR) Group questions device
1.1.2 Historical Background (IRdiscussion Read Develop the
1.0, IR Reflections Doing class
2.0, IR 3.0) Gapped Lectureworks andknowledge how
1.1.3 Fourth Industrial home works, computer interact
Revolution (IR Reflects
4.0) with machine
1.2 Role of Data for Emerging Develop general
Technologies knowledge about
1.3 Enabling devices and emerging
network
(Programmable devices) technologies
1.4 Human to Machine
Interaction
Week Week 1-2
1.5 Future Trends in Emerging

Technologies
Chapter 2: Introduction to DataListening Attend the Develop the
3-4
Science Note-taking Knowledge of

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Overview for Data Science Brainstorming lesson datascience
Definition of data and Gapped LectureListen andIdentify the
Group take various data
information discussion short notes, valuechain
2.1.2. Data types and Class work Asking and Know how about
representation Tutorials answering Big data
Data Value Chain questions,
Data Acquisition Doing class
2.2.2. Data Analysis works and
Data Curating home works,
Data Storage Participating
2.2.5. Data Usage in group
2.3. Basic concepts of Big data discussions.
Reflects
Chapter 3: Artificial IntelligenceListening Attend theDevelop the
(AI) Note-taking lesson knowledge of AI
Introduction to AI Brainstorming Listen andKnow how where
What is AI Gapped Lecturetake shortto use AI
Group notes,
History of AI Asking and
discussion answering
Levels of AI Class work questions,
Tutorials Doing class
Types of AI Reflections works and
home works,
Week 5 – 7
Applications of AI Participating
in group
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Agriculture discussions.
Reflects
Health
Business (Emerging market)
Education
AI tools and platforms
(e.g.: scratch/object tracking)
Sample application with hands

onactivity (simulation based)
Chapter 4: Internet of ThingsListening Attend theDevelop the
(IoT) Note-taking lesson general
Overview of IoT Brainstorming Listen andknowledgeof IOT.
What is IoT? Reading take shortknow how IoT
History of IoT Individual work notes, works and where
Advantage of IoT Group Asking andto Put on
How IoT Works discussion answering
Architecture of IoT Reflections questions,
Device and Network Gapped LectureDoing class
.3. IOT tools and platforms works and
(e.g.: KAA IoT home works,
/Device Hive/Zetta/Things Participating in
Board…) group
Week 8 – 10
4.4. Sample application with discussions.

hands on activity (e.g. IOT Reflects
based smart farming)
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Chapter 5: AugmentedListening Attend theDevelop the
Reality(AR) Note-taking lesson knowledge of AR
Introduction to AR Brainstorming Listen andIdentify and
Virtual reality (VR), AugmentedReading take shortdifferentiate
Reality (AR) vs mixed realityIndividual work notes, about VR, AR and
(MR) Group Asking andMR
Architecture of AR systems. discussion answering Develop the
Application of AR systemsReflections questions, knowledge of AR
(education, medical, assistance,Gapped LectureDoing classarchitecture and
entertainment) workshop- works andits Application
oriented hands demo home works, area.
Participating in
Week 11-12
group
discussions.
Reflects
Chapter 6: Ethics andListening Attend theDevelop general
professionalism of emergingNote-taking lesson knowledge on
technologies Brainstorming Listen andethics and
Technology and ethics Reading take shortprofessionalism
Digital privacy Individual work notes, of emerging
Accountability and trust Group Asking andtechnologies
Treats and challenges discussion answering
Reflections questions,
Gapped LectureDoing class
works and
home works,
Participating in
group
Week 13
discussions.
Reflects
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Chapter 7: Other EmergingListening Attend theKnow how about
Technologies Note-taking lesson currently
Nanotechnology Brainstorming Listen andavailable
Biotechnology Reading take shortemerging
Blockchain technology Individual work notes, technologies
Cloud and quantum computing Group Asking and
Autonomic computing discussion answering
Computer vision Reflections questions,
Embed systems Gapped LectureDoing class
Cyber security works and
Additive manufacturing (3D home works,
Printing)Etc. … Participating in
Week 14 – 15
group
discussions.
Reflects
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Year: I Semester: I
Course title: General PsychologyCourse code: Psyc1011
Credit hours: 3ECTS: 5
Prerequisite: Math1011
Course description
This introductory course will provide students with an overview of the current body of
knowledge and the science of psychology. This course examines the role of
environmental factors and the interaction of nature and nurture in determining behaviors
and mental processes. Areas to be discussed will include; the essence psychology,
human development, theories of learning, memory and forgetting, motivation and
emotion, psychological disorder and treatments. The course will also focus on how to
develop life skills based on the theories and principles of psychology where self-
development, academic and social skills shall be given due attention.
Course Rationale
The course General Psychology and Life skills encompasses the fundamental concepts
and principles of psychology which have immense application to human life problems.
Hence, thiscourse is intended to introduce students to the basic concepts of psychology
and acquaint them with how to apply psychological knowledge, principles, and theories
to real life situation and problems. So it is of paramount importance for students of any
field of study to be effective in their personal, social, and professional life. Apart from
that, it is to introduce students to the core set of life skills, which are important in
realizing holistic development of students (i.e sense of well-being, confidence and
academic performance) so that they can lead happy, healthy, successful, and productive
life.
Learning outcomes
Up on the completion of this course, students will be able to:
• Describe basic psychological concepts.
• Compare and contrast the major theoretical perspectives in psychology.
• Discuss different aspects of human development
• Compare and contrast different learning theories
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• Summarize motivational and emotional processes
• Demonstrate social and interpersonal skills in everyday life.
• Set an adaptive goal and plan for future.
• Apply knowledge of psychology to one’s own life & to develop life skills.
• Explain ways how self-confidence, self-esteem, self-efficacy, assertiveness,
responsible behaviors, interpersonal skills will bestrengthened.
• Apply different stress coping mechanisms.
Week Contents Assessment

Techniques
Chapter One: Essence of Psychology
1.1. Definition of Basic Concepts
Week 1 1.2. Goals of Psychology
1.3. Historical Background of Psychology
1.4. Theoretical Perspectives in Psychology
1.5. Branches of Psychology
1.6. Research Methods in Psychology
1.7. Applications of Psychology
Week 2 & 3 Chapter Two: Human Development
2.1.Definition and Concepts of Human
Development
2.2. Facts and Principles of Human
Development
2.3. Aspects of Human Development
2.4. Theories of Human Development
2.4.1. Cognitive Theories
2.4.2. Psychosexual Theory
2.4.3. Psychosocial Theory
2.4.4. Moral Development Theory
2.5. Personality Development
2.5.1. Meaning of Personality
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2.5.2. Trait theories of Personality
2.5.3. Humanistic theories of Personality
Week 4 & 5 Chapter Three: Learning and Theories of
Learning
3.1 Definition, Principles and Characteristics
of Learning
3.2 Factors Influencing Learning
3.3 Theories of Learning and their
Applications
3.3.1. Behavioral Theory of Learning
3.3.2. Social Learning Theory
3.3.3. Cognitive Learning Theory
Week 6 Chapter Four: Memory and Forgetting

4.1. Memory
4.1.1. Meaning and Process Of Memory
4.1.2. Stages of Memory
4.1.3. Factors Affecting Memory
4.2. Forgetting
4.2.1. Meaning and Concepts of Forgetting
4.2.2.Theories of Forgetting
4.3. Improving Memory
Week 7 & 8 Chapter Five: Motivation and Emotion
5.1. Motivation
5.1.1. Definition and Types of Motivation
5.1.2. Theories of Motivation and their
Applications
5.1.3. Conflict of Motives and Frustration
5.2. Emotion
5.2.1. Definition of Emotion
5.2.2. Components of Emotion
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5.2.3. Theories of Emotion and their
Applications
Week 9 Chapter Six: Psychological Disorders and
Treatment Techniques
6.1. Nature of Psychological Disorders
6.2. Causes of Psychological Disorders
6.3. Types of Psychological Disorders
6.4. Treatment Techniques
Week 10 Chapter Seven: Introduction to Life Skills
7.1. Nature and Definition of Life skills
7.2. Goals of Life Skills
7.3. Components of Life Skills
Week 10-12 Chapter Eight: Intra-personal and Personal
Skills
8.1. Self-Concept and Self-Awareness
8.2. Self-Esteem and Self-Confidence
8.3. Self-Control
8.4. Emotional Intelligence and Managing
Emotion
8.6. Resilience and Coping with Stress
8.7. Anger Management
8.8. Critical and Creative Thinking
8.9. Problem Solving and Decision Making
Week 13 Chapter Nine: Academic Skills
9.1. Time Management
9.2. Note-taking and Study Skills
9.3. Test-Taking Skill
9.4. Test Anxiety and Overcoming Test
Anxiety
9.5. Goal Setting
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9.6. Career Development Skill
Week 14 &Chapter Ten: Social Skills

15
10.1. Understanding Intercultural Diversity and
DiversityManagement
10.2. Gender and Social Inclusion
10.3. Interpersonal Communication Skills
10.4. Social Influences and Peer Pressure
10.5. Assertiveness
10.6. Conflict and Conflict Resolution
10.6. Team Work
10.7. Overcoming Risky Behavior
Week 16 is Reserved For Final Examination
Teaching Learning Methods
Classroom lessons will be mainly lectures preceded by activities (leading questions
followed by brainstorming) and pair or group discussions followed by presentations with
amendments by the instructor. Students will be given cases in light of the theories
covered and asked to analyze cases form the perspectives of the course objectives and
make presentations. At the start of every lesson, students will berequested to give brief
summaries of the previous lesson. At the end of each unit, they will be requested to
prepare exit slips where they reflect on what they have learned and what aspects of the
unit need further consideration. In this way continuous assessment of students’
understanding will be held and remedial actions taken. Whatever so, below is listed
some general approaches:
Gapped Lecturing
Brainstorming
Collaborative learning
Discussion
Reading assignment and presentation
Role play
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Assessment & Evaluation Techniques
Continuous Assessment 50 %
Test: 20 %
Group assignment- 10 %
Individual assignment- 10 %
GroupPresentation-10 %
Final exam 50%
Course Policy
Responsibilities of the Students:
All students are expected to abide by the code of conduct of students as per the
Legislation of the respective college throughout the course. Academic dishonesty,
including cheating, being late, fabrication and plagiarism will not be tolerated and will be
reported to the concerned bodies for disciplinary action. Regular attendances, class
activities (questions), doing assignments and submitting them on time are
indispensable vehicles for the successful accomplishment of the course. Moreover,
mobile cell phones are to be switched off so as to avoid distractions in the teaching
learning activities including examination time. Lastly, but not least, note that all issues
discussed in the class will be incorporated in quiz, tests or final exams.
Responsibilities of the Instructor
 Planning learning activities needed for the successful accomplishment and
realization of thecourse objectives
 Running classes according to the official instructional schedule for successful
coverage of thedesigned course contents within the planned instructional time
 Regularly planning assessment activities and designing relevant (reliable, valid,
and usable)assessment tools to realize the objectives of continuous assessment
 Providing timely and constructive feedbacks on students’ performance on every
assessmentactivities
 Being good role model for the students in the issues like punctuality, objectivity,
honesty, transparency, fairness, humbleness, tolerance, devotion to one’s duty,
mercy, dressing/neatnessetc.
References
Page | 275
Coon, D. & Mitterer, J.O. (2008). Introduction to psychology: Gateways to mind and
behavior
th
(12 ed). New York, NY: McGraw Hill.
Feldman, R.S. (2018). Essentials of understanding psychology (13th ed). New York, NY:
McGraw Hill.Gray, P. & Bjorklund, D.F. (2017). Psychology (7th ed). New York, NY: Worth
Publishers. Kalat,
J.W. (2013). Introduction to psychology (13th ed). New York, NY: McGraw Hill.
Lahey, B.B. (2008). Psychology: An introduction (10th ed). New York, NY: McGrawHill.
Lilienfeld, S.O., Lynn, S.J., Namy, L.L. & Woolf, N.J. (2017). Psychology: From Inquiry to
understanding (3rd ed). Upper Saddle River, NJ: Pearson Education.
Meyers, D.G. & DeWall, C.N. (2016). Exploring psychology in modules (10th ed). New
York, NY: Worthpublishers.
Weiten, W. (2014). Psychology: Themes and variations (briefer version, 9th ed). Belmont,
CA:Wadsworth Publishing.
Burnard, P. (1989). Teaching interpersonal skills: A handbook of experiential learning for
healthprofessionals. London, UK: Chapman and Hall.
Cotnell, S. (2013). The study skills handbook. New York, NY: Palgrave MacMillan.
Haddon, P.F. (1990). Mastering personal and interpersonal skills: Key techniques and
personalsuccess. London, UK: Thoro good Ltd.
Hays, J. (2002). Interpersonal skills at work (2nd ed). New York, NY: Routledge.
Pavord, E. & Donnely, E. (2015). Communication and interpersonal skills (2nd ed).
Banbury,UK: Lantern publishing.
Course Title: Inclusiveness
Course Code: SINE2011
Target Group: Compulsory for all Undergraduate Students
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Introduction
Development efforts of any organization need to include and benefit people with
disabilities through providing education, creating employability, promoting prosperity,
reducing poverty and enhancing stability. Unfortunately, this has not been the practice
for the majority of people with disabilities due to unfavorable attitude, negligence and
exclusion from all development endeavors. It is obvious that peoplewith disabilities are
the large stand most disadvantaged minority in the world. They are about 15 percentof
the global population (about one billion people), and 17.6 million in Ethiopia, with most
extended families including someone with a disability (World Health Organization and
World Bank and 2011). Exclusion practices of this large number of persons with
disabilities in Ethiopia seem undermines their potential/ability to contribute to poverty
reduction and economic growth within their household, their community and the country.
It is clear that it is not impairment, but, the exclusion practices that has contributed for
poverty aggravation for persons with disabilities. Exclusion practices of persons with
disabilities have a long history, affecting the life of people with disabilities and the
society at large. In thepast and even today people have been discriminated due to their
disabilities.
Inclusions promote effective developments through full participation of all members of
a population and people with disabilities, where both are agents of development and
beneficiaries. Through identifying and removing barriers, people with disabilities
participate and benefit from the developments. Genuine inclusion of people with
disabilities allow them
actively participate in development processes and eliminate dependence syndrome,
leads to broader benefits for families and communities, reduces the impacts of poverty,
and positively contributes to a country’s economic growth. All stages of development
processes of any organization should be inclusive through creating equal access to
education, health care services, work and employment, social protection and all
development center of human being.
Course Description
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Special needs education refers to people with divers’ disabilities, gifted and talented,
and divers’ population being at risk of education and development. As per the
institutional reform that is focusing on enhancing development for all population, the
field of inclusive education is taking center stage in institutional planning and
improvement. This course introduces the process of achieving inclusion with all
appropriate accessibility and established support system at institutional level.
In this course, the higher education students will learn how to assess, understand and
address the needs of persons with disabilities and provide relevant support or seek
extra support form experts. He/she also learns how to adapt and implementing services
for an inclusive environment that aimed to develop holistic development such as
affective, cognitive and psychosocial skills of the population with disabilities.
Identification and removal/management of environmental barriers would find a crucial
place in the course. The students learn how to give more attention and support for
students with; hearing impairments, visual impairment, deaf-Blind, autism, physical and
health impairments, intellectually challenged, emotional and behavior disorders, learning
difficulty, communication disorders, gifted and talented student, and those at risk due to
different reason (population who are environmentally and culturally deprived, abused,
torched, abandoned, and orphaned and vulnerable..etc.). All College students will be
given the chance to study the specific developmental characteristics of each group of
students with disabilities and come up with appropriate intervention strategies in
inclusive settings of their respective professional environment and any development
settings where all citizens are equally benefited.
Learning outcome of the course
The goal of this course is to provide the tools and strategies that help to create a
convenient environment that accommodates population with divers’ disabilities and
potential. This course encourages exploring the benefits of collaborating with
colleagues to design and implement inclusion an all sphere of life. It also guides the
discovery of ways to modify environment as well as services and practices to meet the
needs of all persons with disabilities in inclusive environment.As a result of reviewing
various reading materials, completing the assignments, engaging in related discussions,
and strongly workings on activities, towards the completion of the course, the College
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students of all fields in Ethiopia will be able to:
Aware the needs of people with special needs, their potential and include all aspects of
developmental needs
Identify population with special needs, their potentials and the learning and working
styles of allpopulation with special needs in their environment.
Demonstrate desirable attitude towards all population with special needs in their
learning,working and living environment
Apply various assessment strategies for evidence-based planning to meet their needs
Attempt to adapt environments they are working and living in according to the need and
potentialof the population with special needs
Develop an accommodative and inclusive attitude help to think for the wellbeing and
development of population with special needs.
Identify and select appropriate support and services method that addresses the life
needs ofpopulation with special needs individually and on group bases.
Collaborate with experts and relevant others for the life success of all persons with
disabilities inall environments.
Detailed Syllabus components
Unit 1: Understanding students with diverse needs/special needs
Time allotted: 10 contact hours
Unit objectives
At the end of completing this unit, the students will be able to:
Brief historical trends of special needs population and their holistic development
Describe the effect of negative attitude on educational and life success of people with
special needs
Describe the nature of difficulties, preventable causes, identification, and assessment,
ofstudents with various impairments that affect their daily learning.
Identify students with special needs whose daily life and functioning is challenged and
those students who are at risk.
Describe the need and characteristics of gifted and talented population
Depict the condition of student at risk because of different reasons (environmentally,
culturally and linguistically deprived, abused, torched, abandoned, and orphaned and
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vulnerable student) who need special attention in educational setting.
Unit Contents and sub contents
Overview of students with various special needs; sensory, physical, below average
intelligence, emotional and behavioral challenges, learning difficulties, communication
difficulties, gifted and talented, students at risk, their developmental characteristics and
preventable causes.
Theoretical models such as the right model, medical model and social model of special
needs andits relevance.
Educational of students with various special needs
Attitudinal barriers and means to enhance awareness among the community members
andpolitical leaders
The relationship between Poverty and Disability
Planning effective development of population with special needs in inclusive settings
General Approach/Methods/Strategies
This section is flexible to involve the instructor’s creativity in identifying selecting and
adapting the instructional method to the context of the learner. Some general
approaches are listed below. The instructor can select among this and add his own that
he/she feels appropriate
Interactive lectures
Independent/self-learning
Institutional/school visits and practicum
Individual and group assignments and presentation
Seminars
Expert consultancy
Group participation
Guest practitioners
Others…
Detailed activities
Students’ Activities
Reading the materials delineated for this purpose
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Discus and/or report the diversities of learners in the classroom and report
Conduct mini case studies of students with divers needs
Visit schools that integrate students with special needs and report the teaching and
learning experience at school.
Find out gifted and talented students and gather facts on the teaching and learning
experience at school.
Find out evidence the effective instructional approach from existing experience and
literature.
Instructors Activities
Facilitate students learning by posing questions and guiding their activities
Provide some examples of students with special needs and their success.
Provide group case study questions
Support learners in all aspects in relation to their learning
Facilitate dialogue among learners to find out effective instructional approach that
address divers learning needs.
Assessment Strategies and Techniques
Recording attendance
Recording group and individual participation
Visit reports and presentation
Assignment (individual and group)
Test at the end of the unit
Unit 2: Understanding Inclusion
Time allotted: 8 hours
Unit Objectives
Upon accomplishing this unit, the teacher candidates will be able to perform the
following activities.
• Organize and implement inclusion for people with varying special needs
• Demonstrate understanding of the principles of an inclusive environment, the
rationale for inclusion, and its effect on education, and development.
• Define terms associated with inclusion and its practices
• Recognize what an inclusive environment looks and sounds like
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• Respect rights of students with special needs along with the disability convention
ratified by the Ethiopian Government
• Identify the benefits and challenges of inclusion
• Modify environment to meaningfully accommodate population with special needs
in all environments
• Unit Contents and sub contents
• Definition of inclusive environment and the support system
• Elements of Inclusive environment
• Characteristics of inclusive environment
• Special needs population’s right in the inclusive environment
• Benefits and Challenges of Inclusion
• Strategies in addressing individual needs
• Policies, legislations, strategies, legal framework and other relateddocuments
• General Approach/Methods/Strategies
• This section is flexible to involve the instructor’s creativity in identifying selecting
and adapting the instructional method to the context of the learner. Some
general approaches are listed below. The instructor can select among this and
add his own that he/she feels appropriate.
• Interactive lectures
• Group task
• Collaborative/cooperative learning
• Independent/self-learning
• Institutional visits and practicum
• Individual and group assignments and presentation
• Seminars
• Expert consultancy and other…
Detailed activities Students’ Activities
Discuss; define what inclusive environment and the support system for populationwith
divers needs
Discus and list elements and characteristics of inclusive enviroment
List special populations’ right to development and discuss how to implement Inclusive
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environment
Explore the benefits and challenges of inclusion, individually and in-group
Create participatory learning classroom.
Provide activity guide for the students
Encourage all students to work on the activities in cooperative manner
Provide special support for those with difficulties or special needs
Provide feedback on the students’ various activities
Stabilize the learning by summarizing core points
Demonstrate the importance and application of adapted technology
Introduce Web sites devoted to technology use in the inclusive classroom.
Introduce software and multimedia applications.
Recording the product of students
Assignment and visit reports
Unit 3: Identification of population with special needs
Unit objectives
Upon completing this unit, the students will be able to:
Learn and engage in developing identification tools that would be applicable in the
environment
Identify different needs among population with special needs and use various strategies
that support their developmental needs. Demonstrate the process of identifying
students who need special support and the options available for servingthese students’
educational needs
Development of checklists for identification of various difficulties
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Procedure of identification
Identifying learners needs, potentials and difficulties in learning
he/she feels appropriate.
Group activities.
Seminars
Expert consultancy
Others…
Read materials on how to identifying learning styles of learns, from
iterature and experiences.
Discuss how to identify various support strategies
Discus on various instruments on how to identify students need, potentials and
difficulties
Develop identification checklist for specific difficulty.
Provide special support for those with who need it
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Recording the product f students
Assignment
Portfolio
Unit 4. Assessment in special needs
Unit objectives
At the end of this unit, the students will be able to:
Adapt assessments for students with special needs
Understand potential challenges of using standard assessment tools to measure the
progress of students with special needs
Modify and create assessments that accurately evaluate the skills and progress of all
students, including those with special needs
Use ongoing as well as summative assessments
Use portfolios to assess ethically and appropriately what each student knows andable
to do in inclusive classroom
Design an assessment that addresses an equity issue
Assess, design and decide the most appropriate educational programming for
Student/youth with sensory impairments, physical and health impairments,
intellectually challenged, emotional and behavior disorders,
Learning difficulty, communication disorders, and students at risk and gifted and
talentedstudents.
Assess and design on elimination of social and environmental barriers that would
facilitate inclusive education
Strategy and procedure to develop assessment instrument
Relevant components of assessment instrument
Progressive assessments
Portfolios
Implication of assessment
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Assignment
Group and individual presentations
Seminars
Expert consultancy
Others….
Identify and discus some basic assessments techniques for students with special
needsand their challenges
Exercise how to assessments progresses of all students
Discus how to use portfolios for all students
Practice to develop assessment tools
Provide special support for those with difficulties or special need
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Unit 5: Differentiated services for populations of special needs
Unit Objectives
At the end of this unit, the students will be able to involve effectively in the following
activities:
Demonstrate understanding of the individualized services plan for population with
special needs as a means of ensuring that these populations receive services
opportunities tailored to their needs
Describe the purpose of an individualized services plan
Identify the components of an individualized services plan
Develop strategies for providing remediation to population with special needs
Identify applicable technologies and software that will be useful for persons withvarious
Use the internet and other technology tools to enhance services and developments for
populations of persons with various special needs
Evaluate technology applications for population with special needs
Explain the need for interdisciplinary individualized services plan teams, and describe
the role and responsibility of each team member
Develop group intervention and describe its approach 10.
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Unit Contents and sub contents Strategies of mediation to students with special needs
Content-specific resources for students
Instructional technology
Individualized service plan
Interdisciplinary individualized services plan teams
Curriculum enrichment
The role and responsibilities of a general education teacher in the
Implementation of the individualized services planning group intervention
Group activities
Seminars
Guest lecture
Others…
Detailed activities
Define what individualized services plan mean
Discus the purposes of individualized services plan
List the components of individualized services plan
Discuss how individualized services plan could be realized in the school
Design and present single case individualized services plan.
Develop group intervention plan
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Give assignments
Design and present the sample for good individualized services plan and group
educational intervention.
Recording the product of the students
Assignment
Unit 6. Promoting Positive Behaviors Institution-wideTime allotted: 5 hours
Unit objectives
Upon the accomplishing this unit, the Higher education students will be able to perform
thefollowing activities.
Implement strategies for managing an inclusive environment effectively
Describe behavior management modifications in an inclusive environment
Use strategies to increase desirable behaviors while decreasing undesirablebehaviors
Develop effective techniques for responding to inappropriate behavior both in andout of
the classroom
Build positive social relationships between all populations with special needs.
Demonstrate understanding of the importance of collaboration in an inclusive
environment
Behavior management modifications
Classroom management for inclusive environment
Social relationships and collaboration in an inclusive environment
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Seminars
Expert consultancy
Discussion
Others….
Discuss how to learn ways to create an inclusive community.
Explore how to modify the current environment.
Discuss techniques for relationship building in the inclusive environment.
Encourage interactive approach.
Unit 7: Resources for the Inclusive environment
Time allotted: 5 hoursUnit objectives
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At the end of this unit, the students will be able to accomplish the following tasks:
Apply constructivist techniques to create a conducive climate to diverse populations’
success.
Find out existing resource that enhances success of inclusive environment.
Make adaptations based on the nature of the disabilities
Adapt communication for people with special needs education, such as, Braille,
augmentative communication and Sign Language
Modification of environment and materials
Adapting learning and working process according to the needs
Identifying human material and other resources that help inclusive environmental
activities
Accessing adapted technologies
Accessing communication through various means such as Sign Language
Assignment
Visits and reporting
Seminars
Expert consultancy
Others…
Detailed activities
Page | 291
Review some high school curriculum in group and exercise how to adapt forlearners
Adapting instructional techniques and present them in the classroom
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• Recording attendance
• Recording group and individual participation
• Recording the product of students
• Test at the end of the unit
• Unit 8: Collaborative Partnerships with stakeholders

• Time allotted: 5 hours
• Unit objectives
• At the end of this unit the students will be able to:
• Identify key elements of successful collaboration
• Describe the benefits and challenges of collaboration for various stockholders
forthe success of inclusive education
• Explain the process of cop-planning, and develop strategies for effective co-
planning and team learning and working identify characteristics of successful
stockholders’ partnerships,
• Design and plan strategies for community involvement
Collaboration to successfully move towards inclusion
Planning Inclusive development in all sectors
Implementing inclusive
Individualized support as per the law, policies and directives
Evaluation and monitoring
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Seminars
Individual and group presentations
Expert consultancy
Others…
Detailed activities
Student activities:
Discuss and sort out key elements of successful team or co
teaching.
• Discus the benefits and challenges of collaboration in the move
towardsinclusive education.
• Identify and list resources for successful inclusion
Facilitate students learning by posing questions and guiding their
activities provideactivity guide for the students

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Responsibilities
General Responsibilities of Instructors
Profile of teacher educator teaching this course must be the right professional in
Special needs education. In the past, it was observed that non-special needs educators
used to teach similar course. Inorder to produce quality teachers, this course should be
offered only by teacher educator, MEd/or MA or PhD in special needs education. To
meet the learning outcome aforementioned and enhance
teachers’ quality, the special needs teacher educator will have the following major
responsibilities.
Advise students on all the aspects of the course
Provide the students with the syllabus and other materials well ahead of thedelivery of it
Conduct the interactive lectures as per the plan
Facilitate students’ individual assignments, group assignments, field works, practicum,
seminars, presentations, and collaborative learning
Periodically assess the students’ work
Provide the students with timely feedbacks on their graded and ungraded academic
works
Follow on students’ progress and communicate to the students
Keep student records on the whole work of the students
Design and execute students’ consultation program
General Responsibilities of Students
This course is designed for would teachers after completion of Bachelor degree in
various fields. For successful completion of this course the teacher candidates would
have the following responsibilities
Students are expected to actively and fully attend and participate all the in class and
outclass learning activities. Missing a single class will cost students 2 points.
Carry out individual assignments, group assignments, field works, practicum as per the
details and deadlines
Students are expected to read given materials before class
Students are expected to read selected books and ten articles
Page | 295
Actively participate in the planning, organizing and conducting of all the seminars and
presentations
Reflect on feedbacks and initiate actions on them
Passing the exams successfully
General Course Assessment and Evaluation Methods learning
Dear teacher candidates, for each contents you will complete getting started activities,
read selectedmaterials complete course works and group assignments. Assessment of
the students would be a continuous process.
The following scheme of evaluation would be used:
 Individual assignments 20% (optional, depending on the class size and teacher
educators teaching load)
 Group assignment: 20%
 Overall performance (punctuality, attendance, participation and collaboration):
10%. This is based on concrete records of punctuality, attendance and fruitful
participation, that is measured by teacher educator
 Written examination (could be more than one time): 50 to 70%
References
Alemayehu Teklemariam and Temsegen Fereja (2011). Special Need Education in
Ethiopia: Practice of Special Needs Education around the World. Washington: Gallaudet
College Press.
Alemayehu Teklemariam (2019). Inclusive Education in Ethiopia: WILEY and Blackwell:
Singapore
A Teachers Guide (2001). UNESCO. Inclusive Education and Classroom Practice in
Secondary Education (2004).
Berit H. Johanson and Alemayehu Teklemariam (2006). Towards Special Needs
Education as a College Discipline: An Important step on the way to Education for All. In
When AllMeans All. Hakapaino Oy: Helsinki
Tirussew Teferra and Alemayehu Teklemariam (2007). Including the Excluded:
Integrating
disability into EFA Fast Track Initiative Process and National Education Plans in Ethiopia.
World Vision
Page | 296
MOE (2007). School Improvement Program
MOE (2010). Special Needs Program strategies implementation guide.
MOE (Ministry of Education). (2006). Special Needs Education Program Strategy. Addis
Ababa
Understanding and responding to children’s need in inclusive classroom (2010).
www.european-agency.org
10. ዓለማየሁ ትክለማርያም (2009). በመተባበር መማር፡- አንድ ለሁሉም፣ ሁሉም ለአንድ፣ አዲስ አበባ፡-
ፋርኢስት አታሚ
11. ዓለማየሁ ትክለማርያም (2011). አካቶ ትምህርት ለምን፣ምን፣ለነማን እንዴት፤ አዲስ አበባ፡- ፋርኢስትአታሚ
Ministry of Education (2013). Harmonized Modular Curriculum for B. Sc Degree
Program in ComputerScience. Addis Ababa Ethiopia.
Ministry of Education (2018). Ethiopian Education Development Roadmap (2018-30):
An integratedExecutive Summary. Addis Ababa, Ethiopia.
MoSHE (2019). Course Catalogue for BSC Degree in Computer Science. Addis Ababa,
Ethiopia.
College of Computing and Informatics, Haramaya College (2016). Practical attachment
guideline.Haramaya, Ethiopia.
Page | 297

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BATU GLOBAL COLLEGE

DEPARTMENT OF COMPUTER SCIENCE

Curriculum for Bachelor of Science Degree in Computer Science

የሳይንስ ባችለር ዲግሪ በኮምፒውተር ሳይንስ

Name of program: Computer Science

Name of the degree to be awarded: Bachelor of Science Degree in Computer Science

Standard Period of time: 4 years/8 semester

Commencement of the Curriculum: 2014/2022

Cr. Hrs……………………………..Credit Hours

EHEECE………………………….Ethiopian Higher Education Entrance Certificate Examination

ECTS European Credit Transfer System

HLI………………………………....Higher Learning Institution

MoSHE……………………………Ministry of Science and Higher Education

The curriculum is in compliance with the already established standards proposed by

Areas of Competences Professional Profile

Cognitive Analyze and demonstrate a high-level understanding of

Apply managerial skills

5.2. Practical skills

Table 6: List of supportive courses

No Course Title Course No Cr. hrs. ECTS

Table 7: List of Common Courses

No. Course CodeCourse Title ECTS Cr. Lec. Lab. Tut.

1. Math1011 Mathematics for Natural Science 5 3 3 0 2

2. FLEn1011 Communicative English Language5 3 3 0 0

3. Phys1011 General Physics 5 3 2 1 2

4. Psch1011 General Psychology 5 3 3 0 0

5. LoCT1011 Critical Thinking 5 3 3 0 0

7. GeES1011 Geography of Ethiopia and the Horn 5 3 3 0 0

No. Lec. Lab. Tut

1. FLEn1012 Communicative English Language5 3 3 0 0

2. Anth1012 Social Anthropology 3 2 2 0 0

3. Math1041 Applied Mathematics I 5 3 3 0 0

4. Hist. 1012 History of Ethiopia and the Horn 5 3 3 0 0

5. EmTe1012 Introduction to Emerging5 3 3 0 0

6. MCiE1012 Moral and Civic Education 3 2 2 0 0

7. CoSc1012 Computer programming 5 3 2 3 1

No. Course Course Title ECTS Cr. Lec. Lab. Tut.

1. EENG2041 Digital Logic Design 5 3 2 3 0

2. CoSc2051 Object Oriented Programming 5 3 2 3 2

3. MATH2011 Linear Algebra 5 3 3 0 1

4. CoSc2041 Fundamentals of Database5 3 2 3 2

6. STAT2015 Probability and Statistics 5 3 3 0 1

No. Course Course Title ECTS Cr. Lec. Lab. Tut.

1. CoSc2032 Data Communication and Computer5 3 2 3 2

2. CoSc2042 Advanced Database Systems 5 3 2 3 2

3. MATH2082 Numerical Analysis 5 3 2 3 0

4. MATH2052 Discrete Mathematics and5 3 3 0 0

5. CoSc2092 Data Structures and Algorithms 5 3 2 3 2

6. CoSc2022 Computer organization and5 3 3 0 1

1. CoSc3023 Operating Systems 5 3 2 3 2

2. CoSc3081 Web programming 7 4 3 3 1

3. CoSc3053 Java Programming 5 3 2 3 2

4. CoSc3061 Software Engineering 5 3 3 0 2

5. CoSc3101 Automata and Complexity Theory 5 3 3 0 2

6. CoSc3025 Microprocessor and Assembly5 3 2 3 1

7. IRGI3021 Global Trends 4 2 2 0 0

1. CoSc3034 Wireless Communication and Mobile5 3 2 3 1

2. CoSc3112 Introduction to Artificial Intelligence 5 3 2 3 2

3. CoSc3094 Design and Analysis of Algorithms 5 3 3 0 0

4. CoSc3026 Real Time and Embedded Systems 5 3 2 3 2