Computer Science Currriculum

Ministry of Science and Higher Education
Curriculum for B.Sc. in Computer Science
Program
September, 2020

Ethiopia
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University: _________________
College/Faculty: _____________
Course Title: Fundamentals of Database Systems
Course Number: CoSc2041
Credit Hours: 3 ECTS: 5
Contact Hours: Lecture: 2hrs Laboratory: 3hrs Tutorial: 2hrs
Prerequisite: None
The course will be given on year II and semester I
Course description
The course mainly approach and database approach
This course is emphasizes on basics ➢ Understand the basic principles of database
assumed to be of database systems design systems using different database models
the first course how to retrieve and ➢ Appreciate the use of database system in the
in database
modify data. It also real world.
management
deals with different ➢ Design different types of databases
systems. It
database ➢ Understand database normalization &
starts by
environments. functional dependency
introducing
what database ➢ Understand the principles of relational
Course objectives database management systems and their
is and database
systems, and This course languages
how it differs introduces the ➢ Understand file organizations and storage
with the students to the management, and index structure for files
traditional file overview, design ➢ Demonstrate queries in the relational
processing and implementation algebra.
system. It of database ➢ Demonstrate queries in the tuple relational
then deals with systems. calculus.
data models, ➢ Create a relational database schema in SQL
ER diagrams, At the end of this
course, students will that incorporates key, entity integrity, and
database referential
design be able to:
integrity constraints.
methods, ➢ Understand
normalization,
what database is,
relational
algebra database system
and calculus,
file and DBMS
organizations ➢ Differentiate
and storage database system
management, from file system
index structure ➢ Identify the
for files, and pros and cons of
SQL manual approach,
statements. file based
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University: _________________
Credit Hours: 3 ECTS: 5 Contact hrs:

2hrs
Laboratory: 3hrs Tutorial: 2hrs
Prerequisite: CoSc2041 Fundamentals of Database Systems
year II semester II
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University: _________________
College/Faculty: ____________
Credit hours: 3 ECTS: 5
Prerequisite: None Contact hrs: 3 hrs Laboratory: 0 hrs Tutorial: 2hrs
Course category: compulsory
Year: III Semester: I
)
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10%
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20%
50%
University: _________________

lecture hrs: 2
Prerequisite: CoSc1012 Computer Programming Lab hrs: 3 Tutorial hrs: 2

Course category: Compulsory
Year: II
Semester: II

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Assessment methods
➢Quiz/ Assignment 10%
➢Lab Exam/Project 20%
➢Mid Exam 20%
➢Final Exam 50%
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University: _________________
Contact hours: Lecture hrs: 2 Lab hrs: 3 Tutorial hrs: 2
Prerequisite: None
Year: II Semester: II
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.
Assessment methods
➢ Assignments/quizzes 15%
➢ Lab Assessments 15%
➢ Mid semester examination 20%
➢ Final examination 50%

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University:________________________________________________________
College/Faculty:___________________________________________________
Credit Hrs.: 3 ECTS: 5 Lecture Hrs.: 2 Lab Hrs.: 3 Tutorial Hrs. 2
Prerequisite: CoSc2022 Computer Organization and Architecture
Course Category: Compulsory
Year III Semester I
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Assessment method
Test #1 10%
Test # 2 10%
Final examination 35%
Assignments (two) 20%
Quizzes, reading assessment and tutorial contributions 15%
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Lab Examination 10%
Total 100%
Teaching materials
Required Texts:
➢ Andrew Tanenbaum, Modern Operating Systems, 2nd Edition, USA,Prentice-Hall, 2001
Reference books:
➢ 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, John
Wiley &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 Fit
Best Fit
Week10 Implementation of Page replacement algorithms
FIFO
LRU
LFU
Week11 Implementation of File Allocation strategies
Sequential
Indexed
Linked
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University:________________________________________________________
College/Faculty:___________________________________________________
Prerequisite: CoSc 2051- Object Oriented Programming
Year III Semester I
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Week1 Overview of Java Programming

Variable declaration
Athematic and logical operations
Week2 Java Conditional and loop statements
Week3 Java Applet
Week4 Java GUI
JavaFX layout components
Week5 -6 Basic UI Controls
Event 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
Multi-thread concept
Extending Thread class Vs Implementing Runnable Interface
Thread Synchronization
Socket Programming
Components of Socket class and Its implementation
Components of ServerSocket class and its implementation
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University:________________________________________________________
College/Faculty:___________________________________________________
Course Title: Computer Organization and Architecture
Course Code: CoSc 2022
Year II Semester II
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University: ________________________________________
College/Faculty: ____________________________________
Credit hours: 3 ECTS:5 Contact hrs: 2 Lab hrs: 3 Tutorial hrs: 1

Year: III Semester: I
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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 Subroutine
Pushing and Popping Stack
Week10 Recursion
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University:________________________________________________________
College/Faculty:___________________________________________________
Prerequisite: None
Year III Semester I
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University:________________________________________________________
College/Faculty:___________________________________________________

Year II Semester II
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University:________________________________________________________
College/Faculty:___________________________________________________
Prerequisite: None
Year III Semester II
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University:________________________________________________________
College/Faculty:___________________________________________________

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University:________________________________________________________
College/Faculty:___________________________________________________

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University:________________________________________________________
College/Faculty:___________________________________________________
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Teaching - Learning methods
Assessment method
Quizzes 20%
Assignments 10%
Project 20%
Final Exam 50%
Total 100%
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➢
Week1
Week2
Week3
Week4
Week5
Week6
Week7
Week8
Week9
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University:________________________________________________________
College/Faculty:___________________________________________________
Course Title: Computer Graphics
Course Code: CoSc 3072
Prerequisite: CoSc 1012 Computer Programming
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
By the end of this course, students will be able to:
➢ 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)
1.1. Brief History of Computer Graphics
1.2. 3D Graphics Techniques and Terminology
1.3. Common Uses of Computer Graphics
1.4. Application Area
Chapter 2: Graphics Hardware (2hr)
2.1. Raster Display Systems
2.2. Introduction To The 3D Graphics Pipeline
2.3. The Z Buffer For Hidden Surface Removal
Chapter 3: Introduction to The Rendering Process with OpenGL (3hr)
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3.1. The Role of OpenGL in the Reference Model
3.2. Coordinate Systems
3.3. Viewing Using a Synthetic Camera
3.4. Output Primitives and Attributes
Chapter 4: Geometry and Line Generation (5hr)
4.1. Point and Lines, Bresenham’s Algorithm Generating Circles
4.2. Plotting General Curves
4.3. Line Thickness
4.4. Line Style
4.5. Polygons
4.6. Filling
4.7. Text and Characters
Chapter 5: Geometrical Transformations (3hr)
5.1. 3D Transformation
5.2. Matrix Representation
5.3. Homogeneous Coordinates
5.4. Combination of Transformations
Chapter 6: State Management and Drawing Geometric Objects (3hr)
6.1. Basic State management
6.2. Displaying Points Lines and Polygons3
6.3. Normal Vector
6.4. Vector Arrays
Chapter 7: Representing 3D Objects (2hr)
7.1. Modeling Using Polygons
7.2. Techniques for Creating Representational Polygon Meshes
7.3. Non-Polygonal representations
Chapter 8: Color and Images (2hr)
8.1. Color in Computer Graphics TGB, CIE
8.2. Image Formats and Their Applications: GIF, JPG, PNG
Chapter 9: Viewing A local Illumination Model (4hr)
9.1. Using The Camera Model for Viewing 3D Scenes
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9.2. Perspective and Other Types of Projection
9.3. Viewing Types of Light Source
9.4. Reflectance Models: Diffuse (Lambert) and Specular (Phong) Gouraud and Phong
Interpolation
9.5. Lightning and Shading in OpenGL Textures
Chapter 10: Application Modeling (4hr)
10.1. Distinction Between Modeling and Graphics
10.2. Immediate Mode Versus Retained Mode Model
10.3. Storage Strategies
10.4. The Matrix Stacks
10.5. OpenGL Display Lists: Traversal and Instancing
10.6. How The Concepts are Realized in Specific Systems: OpenGL and java3D
Teaching - Learning methods

Assessment method
Quizzes 20%
Assignments 10%
Project 20%
Final Exam 50%
Total 100%
Teaching materials
Text Books:
➢ Richard S. Wright et.al. OpenGL® SuperBible: Comprehensive Tutorial and Reference, Fifth
Edition Addison-Wesley Professional
➢ Glen W Rowe, Computer Graphics with Java, PALGRAVE, 2001
Computer Graphics Laboratory Outline
Week1 Introduction to OpenGL

Rendering pipeline
Libraries
Include files
Setting up compiler
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Compiling OpenGL/GLUT programs
Week2 Implementation for drawing 2D primitives
Points, lines, Circle, polygon
Week3 2D transformation
Translation
Rotation
Reflection
Window viewport
Week4 Composite 2D transformation
Week5 Line Clipping
Week7 3D transformation
Translation
Rotation
Scaling
Week8 3D projection
Parallel
Perspective
Week9 Image editing and Manipulation
Week10 2D animation
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University: ________________________________________
College/Faculty: ____________________________________
Course title: Industrial Practice
Course code: CoSc3122
Prerequisite: None
Year: III Semester: II
Course description
Industrial Practice is an organization-based practical training experience that prepares students
for the tasks they are expected to perform after graduation (completion of their university
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
knowledge of new graduates. The specific objectives include:
• To enable students get hands-on experience real-life situation they are expected to work
in when they graduate.
• To provide an opportunity for students to apply the principles and techniques
theoretically learnt into real-life problem solving situations.
• To provide an opportunity for students to interact with the stakeholders and potential
employers to appreciate the different office situations
• To develop student understanding of work ethics, employment demands, responsibilities
and opportunities.
• To enhance and strengthen linkages between University 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
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• To provide opportunities for future professionals relative to the labor market
• To enable the students to apply and appreciate the relevance of classroom learning
Roles and responsibilities of stakeholders

Industrial Practice will be implemented through partnership between the university and other
partners. This partnership has three key stake holders namely: the university partners, the
university 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 and
responsibilities of each partner:
I. The University
o Will provide overall institutional management of the program.

o Will be responsible for the development of a monitoring and evaluation criteria
for practical attachment program including code of conduct for the students.
o Will be responsible for identifying organizations that offer valuable learning
experiences to the students.
o Shall initiate partnership with relevant organizations and concretize this
partnership with memorandum of understanding.
o Shall build practical attachment expenses in the university fees structure and
budget.
o Will create platforms and mechanisms for sharing experience arising out the
practical attachment program by the stakeholders.
II. University Partners

o Shall assign the student(s) in a section relevant to their profession and assign
supervisor.
o Shall participate in the planning, supervision and evaluation of the students on
practical attachment.
o Will provide technical and professional guidance to the students on practical
attachment throughout the practical attachment period.
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o Will provide feedback to the university on the experience of the practical
attachment program.
o Will commit their organizational facilities and/or resources for effective
implementation of the practical attachment program.
o Will provide students on practical attachment with a wide range of experiences
that go beyond technical skills.
o Shall give accreditation and credit gains to students on practical attachment.
o Shall complete the performance assessment form of the student.
III. The Students

o Shall take the practical attachment as part and parcel of their training at their
University and have positive attitude towards learning by practice.
o Shall attend the work of the organization like any regular employee and perform
all activities of the organization given to him/her.
o 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,
o Should work willingly wherever they are posted/attached.
o Should develop the day-to-day work plans with their attachment supervisors.
o Must adhere to the practical attachment code of conduct and code of conduct of
the host organization.
o Should be aware that all university policies and procedures apply throughout the
duration of the practical attachment work.
o Shall produce a written report of the attachment experiences after the completion
based on contents given in Appendix I.
Structure of the attachment

The practical attachment is organized through three steps namely, placement, supervision and
evaluation.
a. Placement
Students will be placed in organizations selected by themselves or in places which will be
identified by the university. Students will go for Industrial Practice during the summer time i.e.,
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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 organization/industry.
b. 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.
i. 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.
ii. 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.
c. Evaluation
The assessment will be distributed between the attachment supervisor, academic supervisor and
practical attachment report.
Evaluation by Attachment Supervisor

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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 university in a
sealed and stamped envelope. This assessment by the practical attachment supervisor will
account for 40%.
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
will arrange 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%.
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University: _________________
Credit hours: 3 ECTS: 5 Contact hrs: 2
Lab hrs: 3 Tutorial hrs: 1
Year: IV Semester: II
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➢ DNS Master and Slave servers
➢ Updating Microsoft DNS server
➢ Configuring and run servicer software like
o Monitoring (with Icinga and Collectd)
o Backup and restore (with Bacula)
o File serving (with Samba)
o Virtualisation (with ProxMox)
o Email (with Postfix and Dovecot or Courier)
Assessment methods
Assignment/quizzes 10 %
Mid semester examination 20%
Project ` 20%
Text books:
➢ Principles of Network and System Administration, (2nod Edition), John Wiley and Sons Ltd,
Mark Burgess, 2004.
References:
1. The Practice of System and Network Administration: by Thomas A. Limoncelli Christina
J.
Hogan , Strata R. Chalup, (3rd Edition)
2. TCP/IP Network Administration” (3rd Edition), O’Reilly and Associates Inc., Craig Hunt, 2002.
3. Running Linux, (5th Edition), O’Reilly and Associates Inc., Matthias Kalle Dalheimer and Matt
Welsh, 2007.
4. Essential System Administration (ESA), Aeleen Frisch, 3rd edition, O'Reilly.
5. Unix and Linux System Administration Handbook'' fourth edition by Nemeth et
6. Linux Fundamentals'', Paul Cobbaut, downloadable from http://linux-training.be.
7. Introducing Windows Server 2016 handbook published by Microsoft Press A division of
microsoft Corporation One Microsoft Way Redmond, Washington 98052-6399
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University: _________________
Year: IV Semester: I
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Assessment methods
Project ` 20%
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2.
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University: _________________
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Assessment methods
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Project ` 20%
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University: _________________
Prerequisite: None Lab hrs: 0 Tutorial hrs: 0
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Assessment methods
Research report 20
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➢ Jury evaluation – 65%
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University: _________________

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Assessment methods
Project ` 20%
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Text books:
Andrew S. Tanenbaum and Maarten van Steen, “Distributed Systems, Principles and Paradigms”, 2nd
edition, Prentice Hall, 2007.
References:
1. G. F. Coulouris, J. Dollimore and T. Kindberg. Distributed Systems: Concepts and Design, 5th
Ed, Addison-Wesley, 2005.
2. Sukumar Ghosh, Distributed Systems: An Algorithmic Approach, Second Edition
3. A.D. Kshemkalyani, M. Singhal, Distributed Computing: Principles, Algorithms, and Systems,
ISBN: 9780521189842, Cambridge University Press, March 2011.
4. Hagit Attiya, Jennifer Welch. Distributed Computing: Fundamentals, Simulations, and Advanced
Topics
5. Gerard Tel. Introduction to Distributed Algorithms
6. K. Birman, Building Secure and Reliable Network Applications, Manning Publications Co., 1996
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University: _________________
Course title: Selected Topics in Computer Science
Course code: COSC4132
Credit hours: 3 ECTS: 5 Contact hrs: 3 Lab hrs: 0 Tutorial hrs: 0
Prerequisite: None
Assessment methods
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University: _________________

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Assessment methods
Project ` 20%
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University: _________________
Contact hrs: 0 Lab hrs: 0 Tutorial hrs: 0
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13.2.
University: _________________
Credit hours: 3 ECTS: 5 Contact hrs: 2 Lab hrs: 3
Course category: Elective
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Assessment methods
Project ` 20%
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University: _________________
Prerequisite: none
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Assessment methods
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University: _________________
Prerequisite: None
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Assessment methods
Project ` 20%
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University: _________________
Prerequisite: None
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Assessment methods
Project ` 20%
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University: _________________
Credit hours: 3 ECTS: 5 lecture hrs: 2
Course category: Elective Lab hrs: 3 Tutorial hrs: 1

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Assessment Method
❏ Assignment 15%
❏ Lab assessment 15%
❏ Project I and II 40%
❏ Final Exam 30%
Week 1- Week 4 Topic 1 ,2 – Installation and

configuration
– Basics on android
studio
– UI design
– Notification and
menu
Week 5- Week 8 Topic 3,4 – Configuration of
Google map
– Working on Google
map
– Working on GPS
Week 9- Week 13 Topic 5,6 – Testing query
providers
– Using web service
,http client and Json
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Week 14- Week Topic 7,8 – -how to work on
16 foreground service
– How to publish app
University: _________________

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Assessment methods
Project ` 20%
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University: _________________
Course title: Introduction to Natural Language

Processing

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
and the 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
Chapter 1: Introduction (2 hrs)

1.1 Natural Language Processing concepts
1.2 Ambiguity and uncertainty in language
1.3 NLP tasks in syntax, semantics, and pragmatics
1.4 Applications of NLP
Chapter 2: Machine learning for Natural Language processing (4 hrs)
2.1 Classification and Regression
2.2 Clustering
2.3 Neural Networks
Chapter 3: Words and Transducers (4 hrs)
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3.1 Introduction
3.2 Finite state morphological parsing
3.3 Transducers and orthographic rules
3.4 Minimum edit distance
Chapter 4: Language Modeling (6 hrs)
4.1 Role of language models
4.2 N-grams
4.3 Parts of speech tagging (POST) and sequence labeling
4.4 Word classes
4.5 Hidden Markov (Forward and Viterbi algorithms and EM training)
4.6 Maximum entropy models
4.7 Estimating parameters and smoothing
4.8 Evaluating language models
Chapter 5: Syntactic parsing (6 hrs)
5.1 Grammar formalisms and treebanks
5.2 Efficient parsing for context-free grammars (CFGs)
5.3 Statistical parsing and probabilistic CFGs (PCFGs)
5.4 Lexicalized PCFGs
5.5 Neural shift-reduce dependency parsing
5.6 Language and complexity
Chapter 6: Semantic Analysis (6 hrs)
6.1 Representing meaning
6.2 Computational semantics
6.3 Lexical semantics and word-sense disambiguation
6.4 Compositional semantics
6.5 Semantic Role Labeling and Semantic Parsing
Chapter 7: Application of NLP (4 hrs)
7.1 Information extraction

7.2 Information retrieval
7.3 Machine Translation
7.4 Question-Answering and Dialogue system
7.5 Text summarization
7.6 Text classification
7.7 Speech recognition
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7.8 Optical character recognition
Assessment methods
Project `
20%
Text books and References:
1. Christopher Manning and Hinrich Schütze: Foundations of Statistical Natural Language
Processing, MIT Press, 1999.
2. Lucja M. Iwanska and Stuart C. Shapiro (eds): Natural Language Processing and Knowledge
Representation, MIT Press, 2000.
3. Roland R. Hausser: Foundations of Computational Linguistics: Human-Computer
Communication in Natural Language, Springer Verlag, 2001.
4. Gerald Gazdar and Chris Mellish: Natural Language Processing in X. Addison-Wesley,
1989
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University: _________________
Course title: Simulation and

Modeling

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 parallel
optimization techniques
 Discusses recently developed practical applications: for example the PASION simulation
system, stock market simulation, a new fluid dynamics tool, manufacturing simulation and
the simulation of social structures
 Illustrated throughout with a series of case studies
Course outline
Chapter 1: Basic Concepts and Tools (4 hrs)

1.1. Modeling and simulation: What is it?
1.2. Validity, credibility, tractability and verification

1.3. System state and causal systems
1.4. Static and dynamic systems
1.5. Classification of dynamical systems

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1.6. Discrete and continuous simulation
1.7. Deterministic and stochastic systems

1.8. Evolution of simulation software
Chapter 2: Continuous simulation (4 hrs)

2.1. Introduction
2.2 Ordinary differential equations and models of concentrated parameter systems
2.3. Continuous simulation with analog computers

2.4. Numerical methods for ordinary differential equations (ODE)
2.5. Signal flow graphs
2.6. Bond graphs

2.7. Alternative modeling tools and dynamic uncertainty
2.8. Distributed parameter systems
2.9. System dynamics

2.10. Galactic simulations and the N-body problem
Chapter 3: Discrete and combined simulation (4 hrs)
3.1. Are discrete models valid?

3.2. Event modeling of discrete dynamic systems
3.3. Event graphs
3.4. PASION simulation system

3.5. Queuing Model Generator QMG
3.6. Complex system simulator of PASION
3.7. Monte Carlo Simulation

Chapter 4: Differential inclusions in Modeling and Simulation (4 hrs)
4.1. Differential inclusions
4.2. Possible applications

4.3. Differential inclusion solver
4.4. Application in uncertainty treatment
4.5. Uncertain future and differential inclusions

Chapter 5: Fluid dynamics (2 hrs)
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5.1. Computational fluid dynamics
5.2. Numerical problems

5.3. The simulation tool
5.4. Examples
5.5. Oscillating gas flow
5.6. Two-dimensional fluid-dynamics models are invalid
Chapter 6: Simulating Phenomena of General Relativity (2 hrs)

6.1. Some basic concepts
6.3. The simulation tool and model time
6.4. Simulation experiments

Chapter 7: Interactions between hostile hierarchical structures (4 hrs)
7.1. Introduction
7.2. The model

7.3. Structures
7.4. The tool and the model implementation
7.5. 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)
8.1. Definitions
8.2. DEVS
8.3. Distance between models
8.4. Optimization with the simplex and BFGS algorithms
8.5. A case study of a parallel optimization algorithm

Chapter 9: Multi-server models (4 hrs)
9.1. M/G/1 and other queuing models
9.2. Burke’s theorem

9.3. Network of queues
9.4. Jackson theorem
9.5. SimEvent tool box in MATLAB

9.6. General features of network simulation packages
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9.7. Case study of OMNET++/NetSim/ NS2/NS3
Assessment methods
Project ` 20%
Text books:
Modeling and Simulation: The Computer Science of Illusion, 2006
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13.3. Supportive Courses
University: _____________________________________________
College/Faculty: _________________________________________
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
Year: III
Semester: I
Aims
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 programming
skills.
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, numerical
interpolations, 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 of
equations,
➢ comprehend the convergence properties of the numerical methods,
➢ understand the roles of finite differences,
➢ grasp practical knowledge of polynomial interpolation in numerical differentiation and
integration,
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➢ appreciate the application of basic linear algebra and calculus concepts in deriving the
numerical algorithms,
➢ examine how a small change in the data and ill-conditioned algorithms affect the solution of
the mathematical problems,
➢ translate mathematical algorithms into computer programming,
➢ interpret computer outputs
Course outline
Chapter 1: Basic concepts in error estimation (12 hrs)
1.1 Sources of errors
1.2 Approximations of errors
1.3 Rounding off errors
1.4 Absolute and relative errors
1.5 Propagation of errors
1.6 Instability
Chapter 2: Nonlinear equations (8 hrs)
2.1 Locating roots
2.2 Bisection and False – position methods
2.3 Interpolation and Secant methods
2.4 Iteration Methods
2.5 Conditions for convergence
2.6 Newton-Raphson Method
Chapter 3: System of equations (9 hrs)
3.1 Revision on direct methods for system of linear equations (SLE)
3.2 Indirect methods for SLE
3.2.1 Gauss Jacobi method
3.2.2 Gauss Seidel method
3.3 Systems of non-linear equations using Newton's method
Chapter 4: Finite differences (9 hrs)
4.1 Shift operators
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4.2 Forward difference operators
4.3 Backward difference operators
4.4 Central difference operators
Chapter 5: Interpolations (9 hrs)
5.1 Linear interpolation
5.2 Quadratic interpolation
5.3 Lagrange’s interpolation formula
5.4 Divided difference formula
5.5 Newton interpolation formula (forward and backward formulas)
Chapter 6: Application of interpolations (5 hrs)
6.1 Finding roots
6.2 Numerical Differentiation
6.3 Numerical Single Integration
6.3.1 Trapezoidal rule
6.3.2 Simpson's rule
6.3.3 Error analysis in Trapezoidal and Simpson’s rules
6.4 Numerical Double Integration
6.4.1 Trapezoidal rule
6.4.2 Simpson's rule
6.4.3 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
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12-13 Lagrange’s interpolation and Newton’s divided difference interpolation
formulae
14-15 Finding roots and Numerical differentiation
16 Numerical Integration
Teaching- learning methods
Three contact hours of lectures and two hours of computer lab per week. Students do home
assignment.
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., Edison
Wesley.
➢ Grewal, B.S. (1994). Numerical Methods in Engineering and Science. Khanna, New Delhi.
➢ Kiusalaas, J. (2005). Numerical methods in Engineering with MATLAB. Cambridge
University 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.
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➢ Yang, Won-young (2005). Applied Numerical Methods Using MATLAB. John Wiley &
Sons
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University: __________________
Course title: Mathematics for Natural Science
Credit hours: 3 ECTS: 5 Contact hrs: 2 Tutorial hrs: 2
Prerequisite: None
Year: I Semester: I
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
➢ 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,
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➢ 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.
Course outline
Chapter 1: Logic and set theory (12 hrs)
1.1 Definition and examples of proposition
1.2 Logical connectives
1.3 Compound (or complex) propositions
1.4 Tautology and contradiction
1.5 Open proposition and quantifiers
1.6 The concept of a set and the underlying set operations
Chapter 2: The real and complex number systems (12 hrs)
2.1 The real number system
2.1.1 The natural numbers, Principle of mathematical induction and the Well ordering
principle
2.1.2 The integers, rational numbers and irrational numbers
2.1.3 Upper bound, lower bound, lub, glb, completeness property of the set of
real
numbers, and the Archimedean principle
2.2 Complex number system
2.2.1 Definition of complex numbers and the underlying operations
2.2.2 Polar representation of complex numbers and the De-Moiver’s formula
2.2.3 Extraction of roots
Chapter 3: Functions (12 hrs)
3.1 Review of relations and functions
3.2 Real-valued functions and their properties
3.3 Types of functions (one-to-one, onto) and inverse of a function
3.4 Polynomials, zero’s of polynomials, rational functions, and their graphs
3.5 Definitions and basic properties of logarithmic, exponential, hyperbolic, trigonometric
functions, and their graphs.
Chapter 4: Analytic geometry (28 hrs)
4.1 Division of segments and various forms of equation of a line
4.2 Conic sections: Equation of a circle, parabola, ellipse and hyperbola
4.3 The general second degree equation
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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 materials
Textbooks:
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 University, 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.
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University: __________________
Course title: Applied Mathematics I
Credit hours: 3 ECTS: 5 Contact hrs: 3 Tutorial hrs: 2
Prerequisite: None
Year: I Semester: II
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
1.1 Matrices
1.1.1 The algebra of matrices
1.1.2 Types of matrices
1.1.3 Inverse of matrix
1.1.4 Rank of a matrix
1.1.5 Systems of equations, Gaussian elimination, solving systems of equation by
Gaussian elimination
1.2 Determinants
1.2.1 Definition and properties of determinants
1.2.2 Cramer’s rule
Chapter 2: Vectors
2.1 Definition of vectors
2.2 Vectors in 2 and 3 spaces
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2.3 Scalar product, norm of a vector
2.4 Lines and planes
2.5 Vector product
Chapter 3: Limit and continuity

3.1 Limit definitions and examples
3.2 Basic limit theorems
3.3 Different types of limits
3.4 Continuity
3.5 The intermediate value theorem
Chapter 4: Derivatives
4.1 Definitions and rules
4.2 Differentiability
4.3 The chain rule
4.4 Derivative of sum, product and quotient of functions
4.5 Derivatives of inverse functions
4.6 Higher derivatives
4.7 Implicit differentiation
Chapter 5: Application of derivative

5.1 Rates of change
5.2 Mean value theorem and their applications.
5.3 The First and second derivative test and their applications
5.4 Extreme of a function and its application
5.5 Curve sketching
5.6 L’Hôpital’s Rule
Chapter 6: The Integral

6.1 The Indefinite integrals and its properties
6.2 Fundamental theorems of calculus
6.3 Change of variables
6.4 Indefinite integrals
6.5 Techniques of integration
6.6 Improper integrals
6.7 Applications of integration (Area, and volume of region)
Assessment Methods
1. Quiz, Test and mid-exam …………………………………............30%
2. Assignment and Presentation ……………….…………………......20%
3. 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,
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❖ Respect all rules & regulations of the university.
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
176
University: _________________
Course title: Probability and

Statistics
Course code: STAT2015
Prerequisite: None
Year: II Semester: I
Course Description
There is a need for students understanding of the basic concepts in the introductory statistics and
probability module 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;
➢ 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;
➢ Familiar with standard discrete and continuous probability distributions and their applications.
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Course outline
1. Introduction (2 lecture hour)

1.1. Definitions and classification of statistics
1.2. Stages in statistical investigation
1.3. Definition of some terms
1.4. Applications, uses and limitations of statistics
1.5. Scales of measurement
2. Methods of data collection and presentation (2 lecture hour)
2.1. Methods of data collection
2.1.1.source of data
2.1.2.Types of data
2.2. Methods of data presentation
2.2.1.Introduction
2.2.2.Frequency distributions: Qualitative, quantitative (absolute, relative, percentage,
cumulative)
2.2.3. Diagrammatic presentation of data: Bar charts, pie-chart, pictogram, Steam and leaf plot
2.2.4.Graphical presentation of data: Histogram, Frequency polygon, Ogive
3. Measures of Central Tendency (4 lecture hour)
3.1 Introduction
3.2 Objectives of measuring central tendency
3.3 The summation notation
3.4 Important characteristics of measures of central tendency
3.5 Types of measures of central tendency
3.5.1. The mean (Arithmetic, weighted, Geometric and Harmonic)
3.5.2. The mode
3.5.3. The Median
3.5.4. The quantiles (quartiles, deciles, percentiles)
4. Measures of Variation (4 lecture hour)
4.1 Introduction
4.2 Objectives of measuring variation
4.3 Absolute and relative measures
4.4 Types of measures of variation
4.4.1 The range and relative range
4.4.2 The variance, the standard deviation and the coefficient of variation
4.5 The standard scores
5. Elementary probability (4 lecture hour)
5.1 Introduction
5.2 Definition and some concepts (Random experiment, sample space, event, equally likely outcomes
and mutually exclusive event)
5.3 Counting rules: addition, multiplication, permutation and combination rule
5.4 Approaches in probability definition (Classical and Axiomatic)
5.5 Some probability rules
5.6 Conditional probability and independence
6. Probability distributions (4 lecture hour)
6.1 Definition of random variables and probability distributions
6.2 Introduction to expectation: mean and variance of a random variable
6.3 Common discrete probability distributions: Binomial and Poisson
6.4 Common continuous probability distributions: normal
7. Sampling and sampling distribution of the sample mean (4 lecture hour)
178
7.1 Basic concepts: population, sample, parameter, statistic, sampling frame, sampling units
7.2 Reasons for sampling
7.3 Types of sampling techniques
7.3.1 Non-probability sampling: Basic concepts and definitions
7.3.2 Probability sampling: Basic concepts and definitions
7.4 Sampling distribution of the sample mean
7.5 The central limit theorem
8. One sample inference (4 lecture hour)
8.1 Introduction
8.2 Estimation
8.2.1 point estimation of population mean
8.2.2 Interval estimation of population mean
8.3 Hypothesis testing
8.3.1 Important concepts in testing statistical hypothesis
8.3.2 Hypothesis testing about population mean
8.3.3 Tests of association
9. Simple Linear Regressions and Correlation (4 lecture hour)
9.1 Introduction
9.2 Fitting simple linear regression
9.3 The covariance and the correlation coefficient
9.4 The rank correlation coefficient
Assessment methods
Text books:
Bluman, A.G. (1995). Elementary Statistics: A Step by Step Approach (2nd edition).Wm. C. Brown
Communications, Inc.
References:
1. Coolidge, F.L.(2006). Statistics: A Gentle Introduction (2nd edition).

2. David, S.M., McCabe, P. and Craig, B. (2008). Introduction to the Practice of Statistics (6th
edition). W.H. Freeman
3. EshetuWencheko (2000). Introduction to Statistics. Addis Ababa University Press.
4. Freund, J.E and Simon, G.A. (1998). Modern Elementary Statistics (9th Edition).
5. Gupta, C.B. and Gupta, V. (2004). An Introduction to Statistical Methods. Vikas Publishing
House, Pvt. Ltd, India.
6. Snedecor, G.W and Cochran, W.G. (1980). Statistical Methods (7th edition).
7. Spiegel, M.R. and Stephens, L.J. (2007). Schaum's Outline of Statistics, Schaum's Outline Series
(4th edition). McGraw-Hill.
179
University: _________________
Course title: Linear Algebra

Course 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
1. Characteristic equation (8 lecture hours)
1.1. Eigenvalues and eigenvectors
1.2. The characteristic polynomial
1.3. Similarity of matrices and characteristic polynomial
1.4. The special radius of a matrix
1.5. Diagonalization
1.6. Decomposable matrices
1.7. Minimal polynomial and Cayley-Hamilton theorem
2. Vectors and Vector Spaces (7 lecture hours)
2.1. Definition of points in n-space

2.2. Vectors in n-space; geometric interpretation in 2-and3-spaces
2.3. Applications on area and volume
180
2.4. Lines and planes
2.5. The axioms of a vector space
2.6. Examples of different models of a vector space
2.7. Subspaces, linear combinations and generators
2.8. Linear dependence and independence of vectors
2.9. Bases and dimension of a vector space
2.10.Direct sum and direct product of subspaces
3. Linear Transformations (8 lecture hours)
3.1. Linear transformations and examples
3.2. The rank and nullity of a definition of linear transformation and example
3.3. Algebra of linear transformations
3.4. Matrix representation of a linear transformation
3.5. Eigen values and eigenvectors of a linear transformation
3.6. Eigen space of a linear transformation
4. Orthogonality (8 lecture hours)
4.1 The inner product
4.2 Inner product spaces
4.3 Orthonormal sets
4.4 The Gram-Schmidt orthogonalization process
4.5 Cauchy-Schwartz and triangular inequalities
4.6 The dual space
4.7 Adjoint of linear operators
4.8 Self-adjoint linear operators
4.9 Isometry
4.10 Normal operators and the Spectral theorem
4.11 Factorization of a matrix (LU, Cholesky, QR)
4.12 Singular Value Decomposition
5. Canonical forms (6 lecture hours)
5.1 Elementary row and column operations on matrices

5.2 Equivalence of matrices of polynomials
5.3 Smith canonical forms and invariant factors
5.4 Similarity of matrices and invariant factors
5.5 The rational canonical forms
5.6 Elementary divisors
5.7 The normal and Jordan canonical forms
6. Bilinear and Quadratic Forms (6 lecture hours)
6.1 Bilinear forms and matrices
6.2 Alternating bilinear forms
6.3 Symmetric bilinear forms; quadratic forms
6.4 Real symmetric bilinear forms
7. Direct Sum Decomposition of Vector Spaces (6 lecture hours)
7.1 Definition of a direct sum of vector spaces
7.2 Projection and invariant subspaces of a linear operator
7.3 Primary decomposition theorem
181
Assessment methods
Text books:
1. Demissu Gemeda, An Introduction to Linear Algebra

2. Schaum’s Outline in Linear Algebra
References:
1. Hoffman and Kunze: Linear Algebra

2. Piage and swift: Linear Algebra
3. Beaumont: Linear Algebra
4. Halms: Finite Dimensional Vector space
5. Nomizu: Fundamentals of Linear Algebra
6. Anton H. and Rorres C. (2000). Elementary linear algebra: Application vision, 8th edn, John
Wiley & Sons, Inc., Canada
182
University: ________________________________________
College/Faculty: ____________________________________
Course title: Discrete Mathematics and Combinatorics
Course code: Math 2052
Credit hours: 3 ECTS:5 Contact hrs: 3 Tutorial hrs: 2
Prerequisite: None
Year: II Semester: II
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
➢ 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)
1.1 Introduction to logic and statement
1.2 Propositional and predicate logic
1.3 Methods of proof
183
1.4 Elementary number properties
Chapter 2: Elementary counting principles (8 hrs)
2.1 Basic counting principle
2.2 Permutations and combinations
2.3 The inclusion-exclusion principles
2.4 The pigeonhole principle
2.5 The binomial theorem
Chapter 3: Elementary probability theory (7 hrs)
3.1 Sample space and events
3.2 Probability of an event
3.3 Conditional probability
3.4 Independent events
3.5 Random variables and expectation
Chapter 4: Recurrence relations (7 hrs)
4.1 Definition and examples
4.2 Linear recurrence relations with constant coefficient
4.3 Solutions of linear recurrence relations
4.4 Solutions of homogeneous and non - homogeneous recurrence relations
Chapter 5: Elements of graph theory (7 hrs)
5.1 Definition and examples of a graph
5.2 Matrix representation of a graph
5.3 Isomorphic graphs
5.4 Path and connectivity of a graph
5.5 Complete, regular and bipartite graphs
5.6 Eulerian and Hamiltonian graphs
5.7 Trees and forests (Rooted and Binary trees)
5.8 Planar graphs
5.9 Graph coloring
Chapter 6: Directed graphs (6 hrs)
184
6.1 Definition and examples of digraphs
6.2 Matrix representation of digraphs
6.3 Paths and connectivity
Chapter 7: Weighted graphs and their applications (7 hrs)
7.1 Weighted Graphs
7.2 Minimal Spanning trees
7.3 Shortest path problem
7.4 Critical Path Problem
Teaching- learning methods
Three contact hours of lectures and two hours of tutorials per week. Students do home
assignments.
Assessment methods
Assignments/quizzes 20%
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 Reasoning
and 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.
185
➢ 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.
186
University: _________________
Course title: Digital Logic Design

Course 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 minimization
method.
• 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., into
circuit 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.
o Perform asynchronous and synchronous sequential logic analysis
Course outline
1. Introduction to Digital Systems (2 lecture hour)

187
1.1 Digital and analogue quantities
1.2 Binary digit logic level and digital waveform
2. Number system, operations and codes (2 lecture hour)
2.1 Decimal number
2.2 Binary number
2.3 Decimal to binary conversation
2.4 1’s and 2’s compliment of binary number
2.5 Signed number
2.6 Hexadecimal number
2.7 Octal number
2.8 BCD
3. Logic gates (2 lecture hour)
3.1 The inverter
3.2 The AND gate
3.3 The OR gate
3.4 The NAND gate
3.5 The NOR gate
3.6 The Exclusive OR and Exclusive NOR gates
4. Boolean algebra and Logic simplification (4 lecture hour)
4.1 Boolean operation and expression
4.2 Laws and rules of Boolean algebra
4.3 De Morgan Theorems
4.4 Boolean analysis of logic circuit
4.5 The K-map
5. Combinational logic (6 lecture hour)
5.1 Functions of combinational logic
5.2 Basic combinational logic circuits
5.3 Implementing Combinational logic
5.4 Universal property of NAND and NOR gates
5.5 Adders, decoders, encoders, multiplexers and de multiplexers
6. Flip flops (4 lecture hour)
6.1 Latches
6.2 Edge triggered flip flops
6.3 Master slave flip flops
6.4 Applications
7. Counters (4 lecture hour)
7.1 Synchronous counters
7.2 Asynchronous counters
7.3 Up/down counters
7.4 Design of synchronous counters
8. Shift registers (4 lecture hour)
8.1 Basic shift registers
8.2 Serial in serial out registers
8.3 Serial in parallel out Registers
9. Memory and storage (4 lecture hour)
188
9.1 Basics of semiconductor Memory
9.2 Random access memory (RAM’s)
9.3 Read only memory (ROM’s)
9.4 Programmable ROMs (PROM, EEPROM)
9.5 Flash memories
Assessment Methods
Project 20%
Text books and References:

1. Morris M. Mano: Digital Design (3rd Edition)
2. R. J. Tocci and N. S. Widmer: Digital Systems – Principles and Applications, 9th Ed, Prentice Hall,
2004
3. T.L. Floyd: Digital Fundamentals, 9th edition ,Prentice Hall
4. Stephen Brown, ZvonkoVranesic: Fundamentals of Digital Logic with Verilog Design, McGraw-
Hill Science/Engineering/Math; 1st edition 2002
5. R.P. Jain: Modern Digital Electronics, raw-Hill Science/Engineering/Math; 1 edition, (August 21,
2006)
6. AnantAgarwal and Jeffrey Lang: Foundations of Analog and Digital Electronic Circuits, Morgan
Kaufmann Series, Jul 15, 2005
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13.4. Common Courses
Course Title: Communicative English Language Skills I

Course Code: ELEn 1011
Credit Hours/ECTS: 3/5
Contact Hours: 3 Lecture Hours per Week
Year: I
Semester: I
Pre-Requisite: Does not Require Pre-Requisite
Course description:
Communicative English Skillsis 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 the life world of students as well as of societal relevance.
Course Objectives:
At the end of this course, students will be able to:
➢ Express themselves in social and academic events in English--Use English intelligibly with
reasonable 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 clear
reports and assignments in academic contexts, and the skills
Course Outline
1. Introducing Oneself
1.1. Listening
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1.1.1. Introducing oneself (who you are, where you came from, where you finished your
primary and secondary school), what you intend to study and why Vocabulary
1.2. Reading
1.2.1. Reading a short biography written in simple English: using background knowledge,
reading with comprehension, making notes while reading, guessing meanings, attending to
reference words & discussing notes,
2. Study Skills
2.1. Listening
2.1.1. 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
2.1.2. Giving advice using tips from the listening text: using the language of giving advice
2.2. Reading
2.2.1. Reading an expository essay on study skills: reading with comprehension, attending
to
new vocabulary, writing notes while reading, writing brief summaries from notes
2.2.2. Studying the present perfect tense and the past perfect tense: form, use and meaning of
conditionals
3. Sports and Health
3.1. Listening
3.1.1. 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
3.1.2. Studying conditionals (form, use and meaning)
3.2. Reading
3.2.1. 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
3.2.2. Working on vocabulary: using word formation
4. Cultural Values
4.1. Listening
4.1.1. Listening about cultural tourism: discussing how culture attracts tourists, listening
with
comprehension, taking notes while listening, discussing notes, developing notes into one-
paragraph summaries
4.2. Reading
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4.2.1. 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
4.2.2. 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
5. Tourism and Wildlife
5.1. Listening
5.1.1. 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
5.2. Reading
5.2.1. 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 and developing them into summaries, discussing summaries
5.2.2. Working on denotative and connotative meanings
5.2.3. Revising conditionals: constructing meaningful sentences based on pictures
6. Population
6.1. Listening
6.1.1. 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
paragraphs using the notes and discussing them
6.2. Reading
6.2.1. 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
6.2.2. Studying collocation: learning the definition of collocation, identifying words that
collocate with ‘population’, doing exercise on collection, using collection in vocabulary
study
6.2.3. 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
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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
1. Alfassi, M. 2004. Reading to learn: Effects of combined strategy instruction on high school
students. Journal of Educational Research, 97(4):171- 184.
2. Anderson, N. 1999. Exploring second language reading: Issues and strategies.
Toronto:Heinle&Heinle Publisher.
3. Bade, M. 2008. Grammar and good language learners.In C. Griffiths (Eds.). Lessons from good
language learners (pp. 174-184). Cambridge University Press.
https//doi.org/10.107/CBO9780511497667.016
4. 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.
5. Cameron, L. 2001. Teaching languages to young learners. Cambridge: Cambridge University
Press.
6. 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.
193
7. Gairns, R. & Redman, S. 1986. Working with words: A guide to teaching and learning vocabulary.
Cambridge University Press.
8. Department of Foreign Language and Literature. 1996. College English (Volume I and Volume II).
Addis Ababa University Press.
9. McNamara, D.S. (Ed.). 2007. Reading comprehension strategies: Theories, interventions,
andtechnologies. New York: Erlbaum.
10. 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.
11. Murphy R. (?). Essentials of English grammar in use: A self-study reference and practice book for
intermediate students of English (2nd Ed.). Cambridge University Press.
12. Murphy R. 2004. English grammar in use: A self-study reference and practice book for intermediate
students of English (3rd Ed.). Cambridge University Press.
13. 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.
194
Course Title: General Physics
Course Code: Phys 1011
Contact Hours: 2 Lecture plus 3 Laboratory Hours per Week
Year: I
Semester: I
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 solve
circuit problems.
➢ Demonstrate the use and the working system of cells (batteries), resistors, generators, motors and
transformers.
➢ Explain the first law of thermodynamics for a closed system and apply it to solve problems.
➢ Discuss systems that oscillate with simple harmonic motion.
➢ Explain the application of physics in different sciences and technology fields.
➢ Apply and describe a variety of experimental techniques and grasp the general guidelines of
laboratory.
➢ Develop the skill of laboratory work.
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Course Outline:
1. Preliminaries
1.1. Physical Quantities and Measurement
1.1.1. Physical quantities
1.1.2. SI Units: Basic and Derived Units
1.1.3. Conversion of Units
1.2. Uncertainty in Measurement and Significant Digits
1.2.1. Significant digits
1.3. Vectors: composition and resolution
1.3.1. Vector Representation
1.3.2. Vector Addition
1.3.3. Components of Vector
1.4. Unit Vector
1.4.1. Vector addition in Unit Vector Notation
1.4.2. Finding a Unit Vector
2. Kinematics and Dynamics of Particles
2.1. Kinematics in One and Two Dimensions
2.1.1. Displacement, velocity and Acceleration in 1D and 2D
2.1.2. Motion with Constant Acceleration
2.1.3. Free Fall Motion
2.1.4. Projectile Motion
2.2. Particle Dynamics and Planetary Motion
2.2.1. The Concept of Force as A Measure of Interaction
2.2.2. Type of Forces
2.2.3. Newton’s Laws of Motion and Applications
2.2.4. Uniform Circular Motion
2.2.5. Newton’s Law of Universal Gravitation
2.2.6. Kepler’s Laws, Satellites Motion and Weightlessness
2.3. Work, Energy and Linear Momentum
2.3.1. Work and Energy
2.3.2. Power
2.3.3. Linear Momentum
2.3.4. Collisions
2.3.5. Center of Mass
3. Fluid Mechanics
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3.1. Properties of Bulk Matter
3.2. Density and Pressure in Static Fluids
3.3. Buoyant Force and Archimedes’ Principles
3.3.1. Archimedes’ principle
3.4. Moving Fluids and Bernoulli Equations (Fluid Dynamics)
3.4.1. Bernoulli’s Equation
4. Heat and Thermodynamics
4.1. The concept of Temperature and the Zeroth law of Thermodynamics
4.2. Thermal Expansion
4.3. The Concept of Heat, Work and Internal Energy
4.4. Specific Heat and Latent Heat
4.5. Heat Transfer Mechanisms
4.6. The First Law of Thermodynamics
5. Oscillations, Waves and Optics
5.1. Simple Harmonic Motion
5.1.1. Periodic and Oscillatory Motion
5.1.2. Displacement, Velocity and Acceleration in a SHM
5.2. The simple Pendulum
5.3. Wave and Its Characteristics
5.4. Resonance
5.5. The Doppler Effect
5.6. Image Formation by Thin Lenses and Mirrors
6. Electromagnetism and Electronics

6.1. Coulomb’s Law and Electric Fields
6.2. Electric Potential
6.3. Current, Resistance and Ohm’s Law
6.4. Electrical Energy and Power
6.5. Equivalent Resistance and Kirchhoff’s Rule
6.6. Magnetic Field and Magnetic Flux
6.7. Electromagnetic Induction
6.8. Insulators, Conductors and Semiconductors
6.9. Diodes
6.10. Transistors
7. Cross Cutting Applications of Physics
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7.1. Physics in Agriculture and Environment
7.2. Physics in Industries
7.3. Physics in Health Sciences and Medical Imaging
7.4. Physics and Archeology
7.5. Application in Earth and Space Sciences
7.6. 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.
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.
Recommended Laboratory Activities
For this course a total of 10 experiments relevant to Mechanics, Electricity and Magnetism, and
Electronics will be carried out.
I. List of Experiments from Mechanics
✓ Measurements of basic constants, length, mass and time
✓ Free fall
✓ Hook’s law
✓ Density of liquids
✓ Simple pendulum
II. List of Experiments from Electricity and Magnetism
✓ Calibration of voltmeter and ammeter from galvanometer
✓ Ohm’s law, parallel and series combination of resistors
III. List of Experiments from electronics
✓ V-I characteristics of diode
✓ Rectification
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✓ 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
1. Serway, R. A. and Vuille, C., 2018, College Physics, 11th ed., Cengage Learning, Boston, USA
2. University Physics with Modern Physics by Young, freedman and Lewis Ford
3. Physics for Scientists and Engineers with Modern Physics by Douglas C. Giancoli
4. Fundamentals of physics by David Halliday, Robert Resnick and Gearl Walker
5. College Physics by Hugh D. Young Sears Zemansky, 9th edition.Herman Cember and Thomas A.
Johnson, Introduction to Health Physics, 4th ed., (2008).
6. William R. Hendee and E. Russell Ritenour, Medical Imaging Physics, 4th ed., (2002).
7. Tayal D.C. Basic Electronics. 2nd ed. Himalaya Publishing House Mumbai, (1998).
8. Theraja B.L., R.S. Sedha. Principles of Electronic Devices and Circuits, S.Chand and
Company
Ltd, New Delhi, (2004).
9. Introduction to Space Physics, M. G. Kivelson and C. T. Russell, Cambridge University Press,
1995.
10. Stacey, Frank D.: Physics of the earth. 2nd Ed.,Wiley, 1977.
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Course Title: Critical Thinking
Course Code: LoCT 1011
Year: I
Semester: I
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 and events 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 accurate usage
of
language;
➢ Recognize the various forms of formal and informal fallacies; and
➢ Understand the components, attributes and representations of categorical propositions
200
Course Outline:
Chapter One: Introducing Philosophy
1.1. Chapter Overview
1.2. Meaning and Nature of Philosophy
1.3. Basic Features of Philosophy
1.4. Metaphysics and Epistemology
1.4.1. Metaphysics
1.4.2. Epistemology
1.5. Axiology and Logic
1.6. Logic
1.7. Importance of Learning Philosophy
Chapter Two: Basic Concepts of Logic
1.1. Chapter Overview
1.2. Basic Concepts of Logic: Arguments, Premises and Conclusions
1.3. Techniques of Recognizing Arguments
1.4. Types of Arguments: Deduction and Induction
1.5. Evaluating Arguments
Chapter Three: Logic and Language
1.1. Philosophy of Language: An overview
1.2. Logic and Meaning
1.3. Meaning, Types, and Purposes of Definitions
1.4. Techniques of Definition
1.5. Criteria for Lexical Definitions
Chapter Four: Basic Concepts of Critical Thinking
4.1. Meaning of Critical Thinking
4.2. Standards of Critical Thinking
4.3. Codes of Intellectual Conduct for Effective Discussion
4.4. Characteristics of Critical Thinking
4.5. Barriers to Critical Thinking
4.6. Benefits of Critical Thinking
Chapter Five: Informal Fallacies
5.1. Fallacy in General
5.2. Fallacies of Relevance
5.3. Fallacies of Weak Induction
5.4. Fallacies of Presumption
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5.5. Fallacies of Ambiguity and Grammatical Analogy
Chapter Six: Categorical Propositions
6.1. General Introduction
6.2. Attributes of Categorical Propositions: Quality, Quantity, and Distribution
6.3. Venn Diagrams and the Modern Square of Opposition
6.4. Evaluating Immediate Inferences: Using Venn Diagrams and Square of Oppositions
Teaching-learning methods
Three hours of lectures and two hours of tutorials per week. Students do home assignments.
Assessment methods
➢ Assignments/quizzes 20%
Teaching Materials:
Reference Books:
Copi, Irving M.and Carl Cohen, (1990) Introduction to Logic, New York: Macmillan Publishing
Company.
Damer, Edward. (2005). Attacking faulty reasoning. A practical guide to fallacy free argument.
Wadsworth Cengage 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.
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Course Title: Physical Fitness
Course Code: SpSc 1011
Credit Hours/ECTS: P/F
Contact Hours: 2 Contact Hours per Week
Year: I
Semester: I
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 related
physical finesses.
➢ Understand health issues in relation to excess body fatness and excessively low body fat.
➢ 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
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1. Concepts of physical fitness and conditioning
1.1. 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
1.2. General principles of fitness training
2. The Health Benefits of Physical Activity
2.1. Physical Activity and Hypokinetic Diseases/Conditions
2.2. Physical Activity and Cardiovascular Diseases
2.3. physical activity and postural deformity
3. Making Well-Informed Food Choices
3.1. Sound Eating Practices
3.2. Nutrition and Physical Performance
4. Health Related Components of Fitness
4.1. Cardiovascular fitness
4.1.1. Meaning and concepts of cardiovascular fitness
4.1.2. Means and methods of developing cardiovascular fitness
4.2. Muscle fitness
4.2.1. Meaning and concepts of muscle fitness
4.2.2. Means and methods of developing muscle fitness
4.3. Flexibility
4.3.1. Meaning and types of flexibility
4.3.2. Means and methods of developing flexibility
4.4. Body composition
4.4.1. Meaning of body composition
4.4.2. Health risks associated with over fatness
4.4.3. Health risks associated with excessively low body fatness
5. Assessment of Fitness Components
5.1. Assessment of cardiovascular fitness
5.2. Assessment of muscle fitness
5.3. Assessment of flexibility
5.4. Assessment of body composition
6. Development and Assessment of the Health Related Components of Fitness
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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
communicative devices 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.
assignments, project work and/or mid-examination) and 40% Final exam practical group
assignment
(peer training 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.
References
1. Charles B. Corbin, Gregory J. Weik, William R. Corbin and Karen A. Welk. (2006). Concepts of
fitness and wellness: a comprehensive lifestyle approach. 6th edt.
2. Schott k. Powers, Stepheen L. Dod and Virginia J. (2006), Total Fitness and Wellness.
3. Paul M, and Walton T. (2006), Core Concepts in Health, 10th edit.
4. Charles B. Corbin and Ruth Lindsey (1990), Fitness for life, 3rd Edition, Scott.
205
Course Title: Geography of Ethiopia and the Horn
Course Code: GeES 1011
Contact Hours: 3 Contact Hours per Week
Year: I
Semester: I
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 service sectors. 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-environment
relationships
➢ Develop ethical aptitudes and dispositions necessary to live in harmony with the natural
environment
➢ Develop an understanding of national population distributional patterns and dynamics
➢ Conceptualize the comparative advantages of economic regimes; and understand the impacts of
globalization.
➢ Understand their country’s overall geographic conditions and opportunities; and be proud of the
natural endowments and cultural richdom that help them develop a sense of being an Ethiopian.
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Course Outline:
1. Introduction
1.1. Geography: Definition, scope, themes and approaches
1.2. Location, Shape and Size of Ethiopia and the Horn
1.2.1. Location and its effects
1.2.2. The shape of Ethiopia and its implication
1.2.3. The size of Ethiopia and its implications
1.3. Basic Skills of Map Reading
2. The Geology of Ethiopia and the Horn
2.1. Introduction
2.2. The Geologic Processes: Endogenic and Exogenic Forces
2.3. The Geological Time scale and Age Dating Techniques
2.4. Geological Processes and the Resulting Landforms
2.4.1. The Precambrian Era geologic processes and resultant features
2.4.2. 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
2.5. Rock and Mineral Resources of Ethiopia
3. The Topography of Ethiopia and the Horn
3.1. Introduction
3.2. Physiographic Divisions
3.2.1. The Western Highlands and Lowlands
3.2.2. The Southeastern Highlands and Lowlands
3.2.3. The Rift Valley
3.3. The Impacts of Relief on Biophysical and Socioeconomic Conditions
4. Drainage Systems and Water Resources of Ethiopia and the Horn
4.1. Introduction
4.2. Major Drainage Systems of Ethiopia
4.3. Water Resources: Rivers, Lakes, and Subsurface Water
4.4. General Characteristics of Ethiopian Rivers
4.5. Water Resources Potentials and Development in Ethiopia
5. The Climate of Ethiopia and the Horn
5.1. Introduction
5.2. Elements and Controls of Weather and Climate
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5.3. Spatiotemporal Patterns and Distribution of Temperature and Rainfall in Ethiopia
5.4. Agro-ecological Zones of Ethiopia
5.5. Climate and its Implications on Biophysical and Socioeconomic Aspects
5.6. Climate Change/Global Warming: Causes, Consequences and Response Mechanisms
6. Soils, Natural Vegetation and Wildlife Resources of Ethiopia and the Horn
6.1. Introduction
6.2. Ethiopian Soils: Types, Degradation and Conservation
6.3. Types and Distribution of Natural Vegetation in Ethiopia
6.4. Natural vegetation: Uses, Degradation and Conservation Strategies
6.5. Wildlife Resources of Ethiopia: Types, Importance, and Conservation Strategies
7. Population of Ethiopia and the Horn
7.1. Introduction
7.2. Population Data: Uses and Sources
7.3. Population Dynamics: Fertility, Mortality and Migration
7.4. Population Distribution and Composition
7.5. Sociocultural Aspects of Ethiopian Population: Education, Health and Languages
7.6. Settlement Types and Patterns
8. Economic Activities in Ethiopia
8.1. Introduction
8.2. Mining, Fishing and Forestry
8.3. Agriculture in Ethiopian
8.3.1. Contributions, potentials and characteristics of agriculture in Ethiopia
8.3.2. Agricultural systems in Ethiopia
8.3.3. Major problems of Ethiopian agriculture
8.4. 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
8.5. The Service Sector in Ethiopia
8.5.1. 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
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Instructional Methods and Strategies: Gap Lecture, Peer/ group Discussion and Reflection, Reading
Assignment, etc. are some of the major teaching methods to be used.
activities.
assignments, and/or mid-examination) and 50% final examination
References
1. A.D. Tathe. (2012). Lecture Notes on Climatology: For Intermediate Met Training Course, Indian
Meteorological Department. Addis Ababa University (2001). Introductory Geography of Ethiopia,
Teaching Text, Department of Geography.
2. Assefa M., Melese W., Shimelis G. (2014). Nile River Basin; Ecohydrological Challenges, Climate
Change and Hydropolitics. Springer International Publishing, Switzerland.
3. B. D, Ray (1989). Economics for Agriculture: Food, Farming and the Rural Economy. Macmillan.
4. CSA 1994 & 2007. Population and Housing Census Results. CSA: A.A.
5. 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.
6. Engdawork Assefa (2015). Characterization and classification of major agricultural soils in CASCEP
intervention weredas in the central highlands of Oromia Region, Ethiopia, Addis Ababa University
7. FDRE.2001 Ministry of Water Resources, National Metrological Survey, A.A. Girma
Kebede
(2017). Society and Environment in Ethiopia
8. Hartshorne, T. & J. Alexander (1988). Economic Geography, 3rd Ed.
9. Hooguelt, A (2001). Globalization and the post-colonial world. The New Political Economy of
Development. Basingstoke plagrave.
209
10. Hurni. H. 1988. Ecological Issues in the Creation of Ethiopia. Paper presented in the National
Conference on Disaster prevention and preparedness Strategy for Ethiopia, A.A
11. International Centre for Migration Policy Development (ICMPD) (2008). East Africa Migration
Route Initiative Gaps & Needs Analysis Project Country Reports: Ethiopia, Kenya, Libya. Vienna
12. 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.
13. Lloyd, P. & P. Dickens (1977). Location in Space. Harper @ Row. Mesfin Woldemariam (1972).
Introduction to Ethiopian Geography, Addis Ababa,
14. Ministry of Agriculture/MOA/ (1998). Agro-ecological zones of Ethiopia: Natural Resources
Management and Regulatory Department, Addis Ababa
15. Morgan R.P.C (2005). Soil Erosion and Conservation. National Soil Resources Institute, Carnfield
University. Blackwell Publishing, Oxford, UK.
16. Oxfam (2018). Horn of Africa climate crisis response. Regional summary
17. Pausewang, Siegfried (1990), Ethiopian Rural Development Options.
18. Plant genetic resource center (1995). Ethiopia: country report to the FAO International
Technical
Conference on Plant Genetic Resource, Addis Ababa
19. Robert, E.G, James, F. P & L. Michael T. (2007). Essentials of Physical Geography.
Thomson
Higher Education, Belmont, 8th edition.
20. UNDP, FAO (1984) Ethiopia Forest Resources and Potential for Development; An assistance to land
use planning.
21. United Nations Framework Convention on Climate Change (2007). Climate Change; Impacts
Vulnerabilities and Adaptations in Developing Countries.
22. Waugh, D. (1990). Geography: An Integrated Approach. Nelson: London.
210
Course Title: Communicative English Language Skills II
Course Code: ELEn 1012
Year: I
Semester: II
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
basic writing 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.
Course Outline
7. Indigenous Knowledge
7.1. Speaking
7.1.1. Discussing on the term 'Indigenous Knowledge'
7.2. Listening
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7.2.1. Predicting and checking the prediction
7.3. Vocabulary
7.3.1. Dealing with words that collocate
7.4. Reading
7.4.1. Finding out inferences and references
7.5. Writing
7.5.1. Writing for or against "Indigenous Knowledge"
7.6. Grammar
7.6.1. Using appropriate tenses for planning and reporting
8. Environmental Protection
8.1. Listening
8.1.1. Listening text
8.1.2. Discourse markers showing contrast and addition
8.2. Reading
8.2.1. An article on measures to protect the environment
8.2.2. Gap-fill exercises for verbs formed form adjectives and the adjectives themselves
8.2.3. Comprehension questions
8.3. Speaking
8.3.1. Words and phrases for expressing cause and effect
8.3.2. Conditional sentence type
8.3.3. Future tense
8.3.4. Simple present
8.3.5. Expressions of hopes and fears, agreeing and disagreeing
8.4. Writing
8.4.1. A five-paragraph essay
8.4.2. An article to be summarized
9. Digital Technology
9.1. Listening
9.1.1. A TED Talk on the dangers of digital technology
9.2. Reading
9.2.1. Magazine article
9.3. Speaking
9.3.1. Phrases for asking for and giving reasons.
9.3.2. Comparative and superlative forms
9.3.3. 'Wh' questions
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9.3.4. Modals
9.4. Writing
9.4.1. 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
10. Lifelong Learning
10.1. Speaking and listening
10.2. Listening
10.3. Vocabulary
10.4. Grammar
10.5. Reading
10.6. Writing
11. Wonders of the World
11.1 Listening
11.1.1.Listening text describing a wonder of the world
11.2 Reading
11.2.1 A story about national heritage that the government of Ethiopia is campaigning for
its
recognition by UNESCO
11.2.2 An article that contains the history of world heritage sites registered by UNESCO
11.2.3 A table containing nouns, verbs and adverbs used to describe statistical information
11.3 Speaking
11.3.1 Expressions for suggestions or recommendations, agreement and disagreement
11.3.2 Language of descriptions
11.3.3 A sample descriptive essay
11.4 Writing
11.4.1 Gap-fill exercise on prepositions
11.4.2 Sample descriptive essay
12 Mindset
12.1 Listening
12.2 Reading
12.3 Speaking
12.4 Writing
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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.
activities.
assignments, project work, Valuing Active Participation, Valuing Attendance and/or mid-examination)
and 50% final examination
References
14. Alfassi, M. 2004. Reading to learn: Effects of combined strategy instruction on high school
students. Journal of Educational Research, 97(4):171- 184.
15. Anderson, N. 1999. Exploring second language reading: Issues and strategies.
Toronto:Heinle&Heinle Publisher.
16. Bade, M. 2008. Grammar and good language learners.In C. Griffiths (Eds.). Lessons from good
language learners (pp. 174-184). Cambridge University Press.
https//doi.org/10.107/CBO9780511497667.016
17. 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.
18. Cameron, L. 2001. Teaching languages to young learners. Cambridge: Cambridge University
Press.
19. 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.
214
20. Gairns, R. & Redman, S. 1986. Working with words: A guide to teaching and learning vocabulary.
Cambridge University Press.
21. Department of Foreign Language and Literature. 1996. College English (Volume I and Volume II).
Addis Ababa University Press.
22. McNamara, D.S. (Ed.). 2007. Reading comprehension strategies: Theories, interventions,
andtechnologies. New York: Erlbaum.
23. 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.
24. Murphy R. (?). Essentials of English grammar in use: A self-study reference and practice book for
intermediate students of English (2nd Ed.). Cambridge University Press.
25. Murphy R. 2004. English grammar in use: A self-study reference and practice book for intermediate
students of English (3rd Ed.). Cambridge University Press.
26. 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.
215
Course Title: Social Anthropology
Course Code: Anth 1012
Year: I
Semester: II
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 of
humanity in a global perspective;
➢ Understand the cultural and biological diversity of humanity and unity in diversity across
the 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;
➢ Appreciate the customary systems of governance and conflict resolution institutions of
the various peoples of Ethiopia;
➢ Know about values, norms and cultural practices that maintain society together;
216
➢ Recognize the culture area of peoples of Ethiopia and the forms of interaction
developed over time among themselves; and
➢ Develop broader views and skills to deal with people from a wide variety of socioeconomic and
cultural backgrounds.
Course Outline
1. Introducing Anthropology and Its Subjects

1.1. What is anthropology – a Mirror for Humanity?
1.1.1. 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
1.2. Sub-fields of Anthropology: Four Mirrors for Understanding Humanity
1.3. The relation between anthropology and other disciplines
2. Human Culture and Ties that Connect
2.1. Conceptualizing Culture: What Culture Is and What Culture Isn’t?
2.2. Characteristics features of culture: what differentiates culture from other traditions?
2.3. Aspects of Culture –Material & Non-material (values, beliefs & norms)
2.4. Levels of culture: universality, generality and particularity (cultural diversity)
2.5. Ethnocentrism, Cultural relativism, and human rights
2.5.1. Discussion- Debating cultural relativism: Human rights law and the demonization of
culture and anthropology along the way
2.5.2. Cultural Change: what is cultural change?
2.5.3. Cultural Diffusion versus Cultural Assimilation
2.5.4. Innovation
2.5.5. Discussion - Contesting culture as sharply bounded versus unbounded ‘cultural flows’ or
as ‘fields of discourse’ in the context of globalization.
2.6. Ties that Connect: Marriage, Family and Kinship
2.6.1. Marriage -rules, functions and forms of Marriage
2.6.2. Family -types and functions of Family
2.6.2.1. Q. How families and marriage differ in different societies?
2.6.3. Kinship System -types of kin groups and rules of descent
2.6.4. Kinship and Gender Across Cultures
2.6.4.1. Sex and Gender: Mapping differences in cross cultural perspective
2.6.4.2. Gender –as power relations
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2.7. Cultural practices, norms and values that maintain society together
3. Human Diversity, Culture Areas, and Contact in Ethiopia
3.1. Human Beings & Being Human: What it is to be human? –(a bio-cultural animal?)
3.2. Origin of the Modern Human Species: Homo sapiens sapiens (that’s you!)
3.2.1. Religious, biological & evolutionary (paleo-anthropological) explanations
3.3. 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?
3.4. Human Races: the history of racial typing
3.4.1. The Grand Illusion: Race, turns out, is arbitrary
3.4.2. Q. What can we say for sure about human races?
3.5. Why is Everyone Different? Human Cultural Diversity - anthropological explanations
3.5.1. Q. Why don’t others do things the way we/I do?
3.6. Culture areas and cultural contacts in Ethiopia
3.6.1. 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
4. Marginalized, Minorities, and Vulnerable Groups
4.1. Gender based marginalization
4.2. Occupational cast groups
4.3. Age based vulnerability (children and old age issues)
4.4. Religious and ethnic minorities
4.5. Human right approaches and inclusive growth, anthropological perspectives
5. Theories of Inter-Ethnic Relations and Multiculturalism in Ethiopia
5.1. 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?
5.2. Ethnicity and Race: What’s in a name?
5.3. Ethnic Groups & Ethnic Identity
5.3.1. Q. What is the basis of one’s ethnic identity?
5.3.2. Q. Is ethnicity a fundamental aspect of human nature & self-consciousness, essentially
unchanging and unchangeable identity? Or
5.3.3. Q. Is it, to whatever extent, socially constructed, strategically or tactically manipulable,
and capable of change at both the individual and collective levels?
5.4. Race –the social construction of racial identity
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5.4.1. Q. Do the claims of some people/groups about superior & inferior racial groups have any
scientific validity?
5.5. Primordialism; Instrumentalism; Social constructivism
5.6. Debates on inter-ethnic relations and identities
6. Customary and Local Governance Systems and Peace Making
6.1. Indigenous knowledge systems and local governance
6.2. 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)
6.3. Customary/Local governance systems Ethnographic cases: Oromo Geda; Somali-Gurti; Gamo,
Gofa, Wolayita-Woga; Guraghe-Sera
6.4. 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 be
allowed 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 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
course
References
1. Asmarom Legesse (2006). Oromo Democracy: an Indigenous African Political System. The Red Sea
Press, Inc.
219
2. Cameron, M. Smith and Evan T. Davies (2008). Anthropology for Dummies. Wiley Publishing, Inc.,
Indianapolis, Indiana.
3. Clifored Geertz. (1973). The Interpretation of Cultures. A division of Harper Collins Publishers.
4. Donald Donham. (1986). Marxist Modern. The Ethnographic History of Marxist Ethiopia.
5. Donald N. Levine. (1974). Greater Ethiopia: The Evolution of A Multiethnic Society. Chicago &
London., University of Chicago.
6. Dunif-Hattis and Howard C. (1992). Anthropology: Understanding Human Adaptation. New York:
Harper Collins, Inc.
7. Eriksen, T. H. (2001). Small Places, larger Issues: An introduction to social and cultural
anthropology. London: Pluto Press.
8. Eriksen, T. H. (2004). What is anthropology? London: Pluto Press.
9. Eriksen, T. Hylland. (2002). Ethnicity and Nationalism. London; Pluto Press.
10. Eriksen, T.H. and Nielsen, F.S. (2001). A History of Anthropology. London: Pluto Press.
11. Hallpike, Christopher R. (1972). The Konso of Ethiopia: A Study of the Value of a Cushitic
People. Oxford: Clarendon Press.
12. Hamer, John. (1970). The Sidama Generational Class Cycles: A Political Geronotocracy.
Africa 40,I (Jan,1970): 50-70.
13. Haviland, WA, (1999). Cultural Anthropology (9th ed.). Fort Worth: Harcourt and Brace
College Pub.
14. Kottak, C. P. (2004) – Anthropology: the Exploration of Human Diversity (10th ed.).
McGraw Hill, New York.
15. Lavenda, R. and Emily S. (2015). Anthropology. What Does It Mean to Be Human? (3rded.).
Oxford. Oxford University Press.
16. Pankhurst, R. (2001). Historic Images of Ethiopia. Shamans Books. Addis Ababa, Ethiopia.
17. Richard Jenkins. (2006). Rethinking Ethnicity. London Sage Publication.
18. Rosman, A., Rubel, P.G. and Weisgrau, M. (2009). The Tapestry of Culture: An Introduction
to
Social Anthropology. Lanham: Rowman and Little field.
19. Scupin and DeCorse (1988). Anthropology: A Global Perspective (2nd ed.). New Jersey:
Prentice Hall.
20. Shack, William S. (1966). The Gurage: A People of the Enset Culture. London: Oxford
University Press.
21. Triulzi et al. (2002). Remapping Ethiopia Easer African Studies: Addis Ababa: AAU
220
Course Title: History of Ethiopia and the Horn
Course Code: Hist1012
Year: I
Semester: II
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
the
Christian Kingdom and Muslim Sultanates in the region
➢ know the role of foreign relations and interventions from ancient to modern times in the region
➢ 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
221
➢ 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:
1. Introduction
1.1. Concepts of History: Meaning, Nature and Uses
1.2. Sources & Methods of Historical Study
1.3. Origin and Development of Historiography of Ethiopia and the Horn
1.4. Introducing and Understanding Ethiopia and the Horn
2. Peoples and Cultures in Ethiopia and the Horn
2.1. Human Evolution
2.2. Neolithic Revolution
2.3. The Peopling of the Region
2.3.1. Languages and Linguistic Processes: Afro-Asiatic Super-Family (Cushitic, Semitic and
Omotic Families) and Nilo-Saharan Super-Family (Chari-Nile & Koman Families)
2.3.2. Settlement Patterns
2.3.3. Economic Formations
2.4. Religion and Religious Processes
2.4.1. Indigenous
2.4.2. Judaism
2.4.3. Christianity
2.4.4. Islam
3. Polities, Economy & Socio-Cultural Processes in Ethiopia & the Horn to the End of the 13th
Century
3.1. Evolution of States
3.2. Ancient Polities
3.2.1. North and Northeast: Punt, Damat, Axum, Zagwe…
3.2.2. East, Central, Southern and Western
3.2.2.1. Bizamo, Damot, Enarya, Gafat…
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3.2.2.2. Muslim Sultanates: Shewa, Ifat, Dawaro, Fatagar, Bali, Hadiya, Arebabani, Shirka,
Dera…
3.2.3. External Contacts
3.3. Economic Formations: Agriculture, Handicraft, Trade…
3.4. Socio-cultural achievements: Architecture, Writing, Calendar, Numerals…
4. Politics, Economy & Socio-Cultural Processes from Late 13th –the beginning of the
16th
Century
4.1. “Restoration” of the “Solomonic’’ Dynasty
4.2. Power Struggle, Consolidation, Territorial and Religious Expansion of the Christian Kingdom
4.2.1. 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
4.3. 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
4.4. Rivalry between the Christian Kingdom and the Muslim Sultanates
4.5. External Relations
5. Politics, Economy & Socio-Cultural Processes from Early 16th –the End of the 18th Century
5.1. Interaction and Conflicts of the Christian Kingdom and the Sultanate of Adal
5.2. Foreign Interventions and Religious Controversies
5.3. Population Movements
5.3.1. 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 Ethnic and Religious Diversities
5.4. Peoples and States in Eastern, Central, Southern and Western Regions
5.4.1. 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…
5.5. 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)
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6. Internal Interactions and External Relations from the 1800–1941
6.1. The Nature of Interactions among peoples and states of Ethiopia and the Horn
6.1.1. Peoples and states of Qabena, Five Gibe, Two Leqa, Aqoldi, Khomosha, Belashangul…
6.1.2. The Role Trade and Trade Routes in the Interaction
6.2. Power Rivalry
6.3. The Making of Modern Ethiopian State (Territorial Expansion, Centralization process.)
6.4. Modernization Attempts: administration, military, innovation, education, road construction,
railway, transportation & communication, constitution…
6.5. Socio-Economic Issues: agriculture, disease & famine, trade, slavery, manufacturing…
6.6. 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
7. Internal Interactions and External Relations from the 1941–1994
7.1. Post 1941 Imperial Period
7.1.1. 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.
7.1.3. Opposition: Conspiracies, Revolts and Downfall of the Monarchical Regime
7.2. The Derg Regime (1974-1991)
7.2.1. The Rise of Derg and the Political Momentum
7.2.2. Attempts at Reforms: Land Reform, Development through Cooperation Campaign,
Collectivization, Agricultural Marketing Corporation, Resettlement, Villagization,
Literacy…
7.2.3. Internal oppositions, Ethio-Somali War, International Changes & End of the Derg
7.3. Historical Developments, 1991-1994 (transitional charter: language & identity issues…
8. Cross-Cutting Issues in History of Ethiopia and the Horn
8.1. The Role of Women in Ethiopian History (economic, political, cultural and social)
8.2. Environmental Dynamics: changes and continuities (deforestation, drought, pollution…)
8.3. Indigenous Knowledge: folk medicine, conflict resolution mechanisms (Amhara-Shemgelenna,
Gurage-Yajoka, Kembata-Seera, Oromo-Gumaa, Qafár-Makabanto, Sidama-Gudu’emale,
Somali-Dayad, Tigray-Bayto…)
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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 be
allowed to enter the class.
assignments, and/or mid-examination) and 50% final examination
course
References
1. Abir, Mordechai. Ethiopia and the Red Sea: The Rise and Decline of the Solomonic Dynasty and
Muslim European Rivalry in the Region. Frankcass, 1980.
2. Ethiopia: The Era of The Prince; The Challenge of Islam and The Re-unification of The
Christian Empire 1769-1855. Institute of Asian & African Studies the Hebrew University, 1968.
3. Addis Hiwot. Ethiopia from Autocracy to Revolution. London, 1975.
4. Alemayehu Haile et al. History of the Oromo to the Sixteenth Century. Finfinne: OCTB, 2006.
5. 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 University Press, 1993.
6. Asmarom Legesse. Gada: Three Approaches to Study of African Society. London: Free Press, 1973.
7. Bahru Zewde. A History of Modern Ethiopia, 1855-1991. Addis Ababa University Press, 2002.
8. Society, State and History, Selected Essays. Addis Ababa: AAU Pres, 2008.
9. Bender, M. L. and et al. Eds. The Languages of Ethiopia. London, 1976.
10. Braukamper, Ulrich. Islamic History and Culture in Southern Ethiopia. Collected Essay Munster:
Verlag, 2004.
11. Clapham, Christopher. Transformation and Continuity in Revolutionary Ethiopia. Cambridge, 1988.
12. Clark, J.D. The Prehistoric Cultures of the Horn of Africa. Cambridge University Press, 1954.
13. Cohen John M. and et al. Revolution and Land Reform in Ethiopia: Peasant Associations, Local
Government and Rural Development. New York, 1976.
14. Crabtree J Pam & Campana V. Douglas. Archaeology and Pre-history.
225
15. Darkwah H. R. Shawa, Menelik and the Ethiopian Empire, 1813-1889. London, 1975.
16. Gadaa Melbaa. Oromia. Minneapolis, 1999.
17. Gebru Tareke. Ethiopia Power and Protests: The Ethiopian Peasants Revolts in the 20th Century.
Cambridge University Press, 1991.
18. Haberland, Eike. “Notes on the History of Southern Ethiopian Peoples.” Paris, 1975.
19. Husein Ahmed. Islam in Nineteenth-Century Wallo, Ethiopia. Leiden Brill, 2001.
20. ላ ጵሶ ጌ. ድሌቦ ፡ ፡ የ ኢትዮጵያ ረ ጅምየ ሕዝብና የ መን ግሥት ታሪ ክ ፡ ፡ አ ዲስ አ በ ባ ፣ 1982፡ ፡
21. Lewis M. I. People of the Horn of Africa: Somali, Afar and Saho. London, 1955.
22. Marcus, Harold G. A History of Ethiopia. University of California Press: Berkeley, 1992.
23. Markakis, John. Ethiopia: Anatomy of a Traditional Polity. Oxford, 1974.
24. Ethiopia: The Last Two Frontiers. James Currey, 2011.
25. Mohammed Hassen. The Oromo of Ethiopia 1570-1860. Cambridge, 1990.
26. Newman, Polson. Italy’s Conquest of Abyssinia. Trinity Press, 1937.
27. Pankhurst, Richard. Economic History of Ethiopia, 1800-1935. Addis Ababa, 1968.
28. The Ethiopian Borderlands: Essays in Regional History from Ancient Times to the end of the 18th
Century. Red Sea Press, 1997.
29. 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.
30. Perham, Margery. The Government of Ethiopia. London, 1948.
31. Rubenson, Sven. Survival of Ethiopian Independence. 1972.
32. Sbacchi, Alberto. Ethiopia under Mussolini: Fascism and the Colonial Experience. London, 1985.
33. Sergew Hable Selassie. Ancient and Medieval Ethiopian History to 1270. Addis Ababa, 1972.
34. Shiferaw Bekele. Economic History of Modern Ethiopia: Imperial Era 1941-1974. Vol. I. Dakar,
1995.
35. Shihab al-Din. Futuh al-Habash: The Conquest of Habasha. 2005.
36. Taddesse Tamrat. Church and State in Ethiopia, 1270-1527. Oxford, 1972.
37. Teshale Tibebu. The Making of Modern Ethiopia, 1855- 1974. The Red Sea Press, 1995.
38. Trimingham, J. Spencer. Islam in Ethiopia. London: Frankcass and Company LTD, 1965.
39. Wylde B. Augustus. Modern Abyssinia. Westport, 1897.
NB: Historical Maps of Ethiopia, relevant historical documents, relevant internet web pages, museums
and other relevant materials can also be used.
226
227
Course Title: Moral and Civic Education
Course Code: MCiE1012
Year: I
Semester: II
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, and
the rule of law and so on. These elements are imperative in the process of producing self-confident
citizens and 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 of
the 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.
Course Outline:
1. Understanding Civics and Ethics
1.1. Chapter introduction
1.2. Defining Civics, Ethics and Morality
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1.3. Ethics and Law
1.4. The importance/goal of moral and civic education
2. Approaches to Ethics
2.2. Normative ethics
2.3. Non-normative ethics
3. Ethical Decision Making and Moral Judgements
3.2. How can we make ethical decisions and actions?
3.3. To whom or what does morality apply?
3.4. Who is morally/ethically responsible?
3.5. Why should human beings be moral?
4. State, Government and Citizenship
4.2. Understanding state
4.3. Rival theories of state
4.4. The role of the state
4.5. Understanding government
4.6. Understanding citizenship
5. Constitution, Democracy and Human Rights
5.2. Constitution and constitutionalism
5.3. Constitutionalism
5.4. The constitutional experience of Ethiopia: Pre and post 1931.
5.5. Democracy and democratization
5.6. 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
questioning and answering, brainstorming, reflection, reporting, solving problems associated to the
respective topics.
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Instructional Resources (Materials and Equipments): LCD, computer (desktop or laptop), course
References
1. Bunbongkarn, S., 2001. The role of civil society in democratic consolidation in Asia. Center for
International Exchange, p.230.
2. Camara, M. S. (2008). Media, civil Society and political culture in West Africa, African Journalism
Studies, 29(2), 210-229.
3. Dorsen, N., Rosenfeld, M., Sajó, A., & Baer, S. (2003). Comparative constitutionalism: cases and
materials.
4. Gashaw, A. (2015) Constitution, constitutionalism and foundation of democracy in Ethiopia.
5. Getahun, K. (2007). Mechanisms of Constitutional Control: A preliminary observation of the
Ethiopian system. Afrika Focus, 20(1-2).
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Course Title: Economics
Course Code: ECON 2011
Year: II
Semester: I
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,
students will 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
and quantities under different degrees of competition.
➢ Tabulate markets into different categories on the basis of the number of buyers
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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
Ethiopian economy
Course outline
1. Theory of Consumer Behavior and Demand
1.1. consumer preferences and choices
1.1.1.Consumer preference
1.1.2.Utility
1.2. Approaches to measuring utility
1.2.1.The cardinal utility approach
1.2.2.Assumptions of cardinal utility theory
1.2.3.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
1.3. 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
1.4. The budget line or the price line
1.4.1.Factors affecting the budget line
1.4.1.1. Effects of changes in income
1.4.1.2. Effects of changes in price
1.5. Optimum of the consumer
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1.5.1. Effects of changes in income and prices on consumer optimum
1.5.1.1. Changes in income: income consumption curve and the Engel curve
1.5.1.2. Changes in price: price consumption curve (PCC)
1.5.2. Decomposition of income and substitution effects (normal, inferior or giffen goods)
1.5.3. Derivation of market demand curve
1.6. Elasticity of demand
2. The Theory of Production
2.1. Production function
2.2. Stages and laws of production
2.3. The law of variable proportions
2.4. Laws of returns to scale
2.5. Choice of optimal combination of factors of production
2.6. Short run and long run production functions
3. Theory of Costs.
3.1. Definition and types of costs
3.2. Short-run costs
3.3. Long-run costs
3.4. Derivation of cost functions from production functions
3.5. Dynamic changes in costs- the learning curve
4. Perfect Competition Market
4.1. The concept of market in physical and digital space (e.g. Amazon, Alibaba,etc..)
4.2. The welfare costs, benefits of e-markets and their implication for regulatory mechanisms
4.3. Competitive markets, short- run equilibrium of the firm, industry, and market
4.4. The long-run equilibrium of the firm, industry and market
5. Pure Monopoly Market
5.1. Characteristics and source of monopoly
5.2. Short run and long-run equilibrium
5.3. Price discrimination
5.4. Multi-plant monopolist
5.5. Social cost of monopoly power
6. Monopolistic Competition
6.1. Assumptions
6.2. Product differentiation, the demand curve and cost of the firm
6.3. The concept of industry and product ‘group’
6.4. Short-run and long-run equilibrium of the firm excess capacity and welfare loss
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6.5. Brief introduction to oligopoly markets
7. Fundamentals of Macroeconomics
7.1. The concepts of GDP and GNP
7.2. Approaches of measuring national income (GDP/GNP)
7.3. Other social accounts (GNP, NNP, NI, PI and DI)
7.4. Nominal versus real GDP
7.5. The GDP deflator and the consumer price index
7.6. GDP and welfare
7.7. The business cycle
7.8. Unemployment and inflation
7.9. Technology (. e.g. Robots) and unemployment
7.10. Role of exchange rate, terms of trade, and other external shocks
7.11. Brief introduction to the Ethiopian Economy
Instructional Methods and Strategies: The course will involve deploying different teaching methods
that attempt to make the teaching-learning process as effective as 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 the semester 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 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
234
course
References
1. Koutsoyiannis, Modern Microeconomics
2. D.N.Dwivedi, 1997, Micro Economic Theory, 3rd Ed., Vikas Publishing
3. R.S. Pindyck& D.L. Rubinfeld,Microeconomics.
4. Hal R. Varian, Intermediate Microeconomics: A Modern Approach, 6th Ed.
5. C.L.Cole, Micro Economics: A Contemporary Approach.
6. Ferguson & Gould’s, 1989, Microeconomic Theory, 6th Ed.
7. N.GregoryMankiw, 2007, Macroeconomics 4th edition
8. William H. Branson, 2006 Macroeconomic Theory and Policy
235
Course Title: Global Trends
Course Code: GlAF-------
Year: II
Semester: II
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 to
critically 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
Course Outline
6. Understanding International Relations
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6.1. Conceptualizing Nationalism, Nations and States
6.2. Understanding international relations
6.3. The nature and evolution of international relations
6.4. Actors in international relations
6.5. Levels of analysis in international relations
6.6. The structure of international relations
6.7. Theories of international relations
7. Understanding Foreign Policy and Diplomacy
7.1. Defining national interests
7.2. Understanding foreign policy and foreign policy behaviors
7.3. Overview of foreign policy of Ethiopia
8. International Political Economy (IPE)
8.1. Meaning and nature of international political economy (IPE)
8.2. Theoretical perspectives of IPE
8.3. Survey of the most influential national political economy systems in the world
8.4. Core issues, governing institutions and governance of international political economy
8.5. Exchange rates and the exchange rate system
9. Globalization and Regionalism
9.1. Defining globalization
9.2. The globalization debates
9.3. Globalization and its impacts on Africa
9.4. Ethiopia in a globalized world
9.5. Pros and Cons of globalization
9.6. Defining regionalism and regional integration
9.7. Major theories of regional integration
9.8. Selected cases of regional integration
9.9. Regionalization versus globalization and states
9.10. The relations between regionalization and globalization
9.11. Regionalization, globalization and the state
10. Major Contemporary Global Issues
10.1. 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
237
room and home based works, Checking, evaluating, and giving feedback to students’ work and
Summarizing the chapters
questioning and answering, brainstorming, reflection, reporting, solving problems associated to the
respective topics.
course
References
1. Balaam, David N., and Bradford Dillman. 2011. Introduction to International Political Economy.
Boston: Longman.
2. Bates, R. (1982). Markets and States in Tropical Africa. Berkeley: University of California Press.
3. Baylis, J. and Steve S. 2001. The Globalization of World Politics: An Introduction to International
Relations. Oxford University Press: New York.
4. Booth, K. and Smith, S. (eds), International Relations Theory Today (Cambridge: Polity)
5. Brown, Chris, Understanding International Relations (London, Macmillan, 1977)
238
Course Title: Entrepreneurship & Business Development
Course Code: MGMT4102
Contact Hours: 3 Lecture Plus 2 Tutorial Hours per Week
Year: IV
Semester: I
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 for
functioning as a successful entrepreneur.
➢ The way how to prepare business plan as roadmap.
➢ 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
➢ How to form business organizations and consider practical ethical issues during the process
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➢
Course Outline
1. Overview of Entrepreneurship
1.1. What is entrepreneurship?
1.2. Definition and philosophy of entrepreneurship vs entrepreneur
1.3. Historical origin of entrepreneurship
1.4. Role within the economy
1.5. Entrepreneurship, creativity and innovation
2. Business Development
2.1. Definition and importance
2.2. Economic, social & political aspects of business enterprises
2.3. Business Failure factors.
2.4. Problems of small scale businesses in Ethiopia
2.5. Setting up small scale businesses
2.5.1.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
3. Business Planning
3.1. The concept of business planning
3.2. Feasibility planning
3.3. The business plan
3.4. Developing a business plan
4. Conception of Idea, Product or Services
4.1. Idea, Product or Service Technology
4.2. Idea, product or service development process
4.3. Idea, product or service protection
4.3.1.Patents
4.3.2.Trademarks
4.3.3.Copyrighting
5. Marketing and new venture development
5.1. What is market?
5.2. Marketing research
5.3. Marketing intelligence
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5.4. Competitive analysis
5.5. Marketing strategies
5.6. International markets
6. Organizing and financing the new venture
6.1. Entrepreneurial team and business formation
6.2. Sources of financing
6.2.1.Asset management
6.2.2.Equity Financing
6.2.3.Venture Capital
6.2.4.Debt financing
6.2.5.Government financing e.g. Omo, Dev’t Bank etc…
6.2.6.NGO financing e.g. Germany supports for disabilities interest free loan disbursement
7. Managing Growth and Transaction
7.1. Preparing for the launch of the venture
7.2. Managing early growth of venture
7.3. New venture expansion strategies and Issues (Mergers, Acquisitions, licensing and Franchising)
7.4. Legal and regulatory frameworks of growth & transaction of new venture
Instructional Methods and Strategies: The course will involve deploying different teaching methods
that attempt to make the teaching-learning process as effective as 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 the semester 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 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.
241
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
References:
1. Hailay Gebretinsae, Entrepreneurship and Small Business Management, 2nd Edition.
2. Hodgetts, Richard M.Kurakto, DonaldF. “Entrepreneurship: A contemporary approach “. Fourth
Edition, the Dryden Press, 1998.
3. Hirsh Robert D. D. and Peters Michael P. “Entrepreneurship” Fifth Edition, Tata McGraw Hill
Edition, 2002.
4. Holt David H. “Entrepreneurship – New venture Creation “Eastern Economy Edition, 2000.
5. Donald F. Kutatko and Richard M. Hodgetts, “Entrepreneurship: A Cotemporary Approach Fourth
Edition.
242
1. Course information
Introduction to Emerging Technologies
Course title: Introduction to emerging technologies Course Code: EmTe1012

Credit hours: 3 hrs Contact hrs.: 5 hrs (3hr lecture + 2hr tutorial)
Prerequisite(s): None Prior knowledge:
Academic Year: Semester: II Year: I
College/Faculty/Institute: Department:
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
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Syllabus Components
Course Contents, Methods & strategies, and learning
outcomes
Students Task Learning Outcomes:

Time Content & sub-contents Methods &
Strategies At the end of this
chapter students will
be able to
Chapter 1: Introduction to Emerging • Listening • Attend the • Develop knowledge
Technologies • Note-taking lesson of IR
1.1 Evolution of Technologies • Brainstorming • Listen and take • Identifies
1.1.1 Introduction to Industrial • Reading notes programmable
revolution (IR) • Individual work • Answer device
1.1.2 Historical Background (IR 1.0, • Group questions • Develop the
IR discussion • Read knowledge how
2.0, IR 3.0) • Doing class computer interact
• Reflections with machine
1.1.3 Fourth Industrial Revolution (IR works and
4.0) • Gapped Lecture home works, • Develop general
knowledge about
1.2 Role of Data for Emerging
• Reflects
emerging
Technologies
technologies
1.3 Enabling devices and network
(Programmable devices)
ek 2
We 1-
1.4 Human to Machine Interaction

1.5 Future Trends in Emerging
Technologies
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Chapter 2: Introduction to Data Science • Listening • Attend the • Develop the
2.1. Overview for Data Science lesson Knowledge of data
• Note-taking
2.1.1. Definition of data and science
• Brainstorming • Listen and take
information
short notes, • Identify the
2.1.2. Data types and • Gapped Lecture
various data value
representation • Asking and
• Group chain
2.2. Data Value Chain answering
discussion
2.2.1. Data Acquisition questions, • Know how about
2.2.2. Data Analysis • Class work Big data
• Doing class
2.2.3. Data Curating
• Tutorials works and
2.2.4. Data Storage
home works,
2.2.5. Data Usage
2.3. Basic concepts of Big data • Participating
in group
discussions.
• Reflects
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Chapter 3: Artificial Intelligence (AI) • Listening • Attend the • Develop the
3.1. Introduction to AI lesson knowledge of AI
• Note-taking
3.1.1. What is AI
• Brainstorming • Listen and take • Know how where
3.1.2. History of AI • Gapped Lecture short notes, to use AI
3.1.3. Levels of AI • Group

• Asking and
discussion
3.1.4. Types of AI answering
• Class work
questions,
3.2. Applications of AI • Tutorials
• Reflections • Doing class
3.2.1. Agriculture
works and
3.2.2. Health home works,
3.2.3. Business (Emerging market) • Participating

3.2.4. Education in group
ek 3 - 4
discussions.
3.3. AI tools and platforms
• Reflects
–7We
(e.g.: scratch/object
tracking)
ek 5
We
3.4. Sample application with hands on

activity (simulation based)
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Chapter 4: Internet of Things (IoT) • Listening • Attend the • Develop the
4.1. Overview of IoT • Note-taking lesson general knowledge
4.1.1. What is IoT? • Brainstorming • Listen and take of IOT.
4.1.2. History of IoT • Reading short notes, • know how IoT
4.1.3. Advantage of IoT • Individual work • Asking and works and where
• Group answering to Put on
4.2. How IoT Works
discussion questions,
4.2.1. Architecture of IoT
• Doing class
4.2.2. Device and Network • Reflections
works and
4.3. IOT tools and platforms (e.g.: KAA
• Gapped Lecture home works,
IoT • Participating
/Device Hive/Zetta/Things Board…) in group
4.4. Sample application with hands on discussions.
activity (e.g. IOT based smart farming)
–10
• Reflects
ek 8
We
• Listening • Attend the •Develop the

Chapter 5: Augmented Reality(AR) • Note-taking lesson knowledge of AR
5.1. Introduction to AR • Brainstorming • Listen and take
•Identify and
5.2. Virtual reality (VR), Augmented • Reading short notes,
differentiate about
Reality (AR) vs mixed reality (MR) • Individual work • Asking and
VR, AR and MR
• Group answering
5.3. Architecture of AR systems.
discussion questions, •Develop the
5.4. Application of AR systems
• Doing class knowledge of AR
(education, • Reflections
works and architecture and its
medical, assistance, entertainment)
• Gapped Lecture home works, Application area.
workshop-oriented hands demo
• Participating
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in group
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discussions.
• Reflects
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Chapter 6: Ethics and professionalism of • Listening • Attend the • Develop general
emerging technologies • Note-taking lesson knowledge on
6.1. Technology and ethics • Brainstorming • Listen and take ethics and
6.2. Digital privacy • Reading short notes, professionalism of
• Individual work • Asking and emerging
6.3. Accountability and trust
• Group answering technologies
6.4. Treats and challenges
• Doing class
• Reflections works and
• Gapped Lecture home works,
• Participating
in group
discussions.
• Reflects
Chapter 7: Other Emerging Technologies • Listening • Attend the • Know how about
7.1. Nanotechnology • Note-taking lesson currently available
7.2. Biotechnology • Brainstorming • Listen and take emerging
• Reading short notes, technologies
7.3. Blockchain technology
• Individual work • Asking and
7.4. Cloud and quantum computing
• Group answering
7.5. Autonomic computing
7.6. Computer vision • Doing class
7.7. Embed systems • Reflections
works and
7.8. Cyber security • Gapped Lecture home works,
7.9. Additive manufacturing (3D • Participating
Printing) in group
discussions.
Etc. …
• Reflects
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University: _________________
Course title: General Psychology
Course code: Psyc1011
Prerequisite: Math1011
Year: I Semester: I
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Course description
This introductory course will provide students with an overview of the current body of
We
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,
this course 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
ek 14 15
–
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
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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.
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• Discuss different aspects of human development
• Compare and contrast different learning theories
• 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 be
strengthened.
• Apply different stress coping mechanisms.
Week Contents Assessment
Techniques
Chapter One: Essence of Psychology
1.1. Definition of Basic Concepts
1.2. Goals of Psychology
Week 1 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
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

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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
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
9.6. Career Development Skill
Week 14 & 15 Chapter Ten: Social Skills
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10.1. Understanding Intercultural Diversity and Diversity
Management
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 be requested 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
• Independent learning
• Reading assignment and presentation
• Role play
Assessment & Evaluation Techniques
1. Continuous Assessment 50 %
▪ Test: 20 %
▪ Group assignment- 10 %
▪ Individual assignment- 10 %
▪ GroupPresentation-10 %
2. Final exam 50%
Course Policy
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Responsibilities of the Students:
All students are expected to abide by the code of conduct of students as per the Legislation of
the
respective university 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 the
course objectives
➢ Running classes according to the official instructional schedule for successful coverage of the
designed 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 assessment
activities
➢ 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/neatness
etc.
References
Coon, D. & Mitterer, J.O. (2008). Introduction to psychology: Gateways to mind and behavior
(12th 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.
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Meyers, D.G. & DeWall, C.N. (2016). Exploring psychology in modules (10th ed). New York, NY: Worth
publishers.
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 health
professionals. 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 personal
success. London, UK: Thorogood 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.
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1. Course Information
Course Title: Inclusiveness
Course Code: SINE2011
Target Group: Compulsory for all Undergraduate Students
Course offering:
A course should be offered only by certified Special Needs/Inclusive Education professionals
Year: II
Semester: I
2. 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
people with disabilities are the large stand most disadvantaged minority in the world. They are about 15
percent of 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 the past 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
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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.
3. Course Description
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 University
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.
4. 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.
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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 University
students of all fields in Ethiopia will be able to:
1. Aware the needs of people with special needs, their potential and include all aspects of
developmental needs
2. Identify population with special needs, their potentials and the learning and working styles of all
population with special needs in their environment.
3. Demonstrate desirable attitude towards all population with special needs in their learning,
working and living environment
4. Apply various assessment strategies for evidence-based planning to meet their needs
5. Attempt to adapt environments they are working and living in according to the need and potential
of the population with special needs
6. Develop an accommodative and inclusive attitude help to think for the wellbeing and
development of population with special needs.
7. Identify and select appropriate support and services method that addresses the life needs of
population with special needs individually and on group bases.
8. Collaborate with experts and relevant others for the life success of all persons with disabilities in
all environments.
9. Create and maintain successful inclusive environment
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5. 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:
1. Brief historical trends of special needs population and their holistic development
2. Describe the effect of negative attitude on educational and life success of people with
special needs
3. Describe the nature of difficulties, preventable causes, identification, and assessment,
of students with various impairments that affect their daily learning.
4. Identify students with special needs whose daily life and functioning is challenged and
those students who are at risk.
5. Describe the need and characteristics of gifted and talented population
6. Depict the condition of student at risk because of different reasons (environmentally,
culturally and linguistically deprived, abused, torched, abandoned, and orphaned and
vulnerable student) who need special attention in educational setting.
Unit Contents and sub contents
7. 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.
8. Theoretical models such as the right model, medical model and social model of special needs
and its relevance.
9. Educational of students with various special needs.
10. Attitudinal barriers and means to enhance awareness among the community
members
and political leaders.
11. The relationship between Poverty and Disability
12. 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
13. Interactive lectures
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14. Collaborative learning
15. Independent/self-learning
16. Institutional/school visits and practicum
17. Individual and group assignments and presentation
18. Seminars
19. Expert consultancy
20. Group participation
21. Guest practitioners
22. Others…
Detailed activities
Students’ ctivities
2. Reading the materials delineated for this purpose
3. Discus and/or report the diversities of learners in the classroom and report
4. Conduct mini case studies of students with divers needs
5. Visit schools that integrate students with special needs and report the teaching
and learning experience at school.
6. Find out gifted and talented students and gather facts on the teaching and learning
experience at school.
7. Find out evidence the effective instructional approach from existing experience
and literature.
Instructors Activities
1. Facilitate students learning by posing questions and guiding their activities
2. Provide some examples of students with special needs and their success.
3. Provide group case study questions
4. Support learners in all aspects in relation to their learning
5. Facilitate dialogue among learners to find out effective instructional approach that
address divers learning needs.
Assessment Strategies and Techniques
23. Recording attendance
24. Recording group and individual participation
25. Visit reports and presentation
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26. Assignment (individual and group)
27. 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.
1. Organize and implement inclusion for people with varying special needs
2. Demonstrate understanding of the principles of an inclusive environment, the
rationale for inclusion, and its effect on education, and development.
3. Define terms associated with inclusion and its practices
4. Recognize what an inclusive environment looks and sounds like
5. Respect rights of students with special needs along with the disability convention
ratified by the Ethiopian Government
6. Identify the benefits and challenges of inclusion
7. Modify environment to meaningfully accommodate population with special needs
in all environments
8. Definition of inclusive environment and the support system
9. Elements of Inclusive environment
10. Characteristics of inclusive environment
11. Special needs population’s right in the inclusive environment
12. Benefits and Challenges of Inclusion
13. Strategies in addressing individual needs.
14. Policies, legislations, strategies, legal framework and other related
documents.
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.

16. Group task
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17. Collaborative/cooperative learning
19. Institutional visits and practicum
21. Seminars
23. other…
Detailed activities
1. Discuss; define what inclusive environment and the support system for population
with divers needs
2. Discus and list elements and characteristics of inclusive enviroment
3. List special populations’ right to development and discuss how to implement
Inclusive environment
4. Explore the benefits and challenges of inclusion, individually and in-group
6. Create participatory learning classroom.
7. Provide activity guide for the students
8. Encourage all students to work on the activities in cooperative manner
9. Provide special support for those with difficulties or special needs
10. Provide feedback on the students’ various activities
11. Stabilize the learning by summarizing core points
12. Demonstrate the importance and application of adapted technology
13. Introduce Web sites devoted to technology use in the inclusive classroom.
14. Introduce software and multimedia applications.
26. Recording the product of students
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28. Assignment and visit reports
Unit 3: Identification of population with special needs
Unit objectives
Upon completing this unit, the students will be able to:
1. Learn and engage in developing identification tools that would be applicable in the
environment
2. 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 serving
these students’ educational needs
3. Development of checklists for identification of various difficulties.
4. Procedure of identification
5. Identifying learners needs, potentials and difficulties in learning
7. Group activities.
12. Seminars
14. Others…
Detailed activities
1. Read materials on how to identifying learning styles of learns, from
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literature and experiences.
2. Discuss how to identify various support strategies
3. Discus on various instruments on how to identify students need, potentials and
difficulties
4. Develop identification checklist for specific difficulty.
8. Provide special support for those with who need it

17. Recording the product f students
19. Assignment
20. Portfolio
Unit 4. Assessment in special needs
Unit objectives
At the end of this unit, the students will be able to:
1. Adapt assessments for students with special needs
2. Understand potential challenges of using standard assessment tools to measure
the progress of students with special needs
3. Modify and create assessments that accurately evaluate the skills and progress of
all students, including those with special needs
4. Use ongoing as well as summative assessments
5. Use portfolios to assess ethically and appropriately what each student knows and
able to do in inclusive classroom.
6. Design an assessment that addresses an equity issue
7. Assess, design and decide the most appropriate educational programming for
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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 talented students.
8. Assess and design on elimination of social and environmental barriers that would
facilitate inclusive education
9. Strategy and procedure to develop assessment instrument.
10. Relevant components of assessment instrument.
11. Progressive assessments
12. Portfolios
13. Implication of assessment
14. Assignment
15. Group and individual presentations
20. Seminars
22. Others….
Detailed activities
1. Identify and discus some basic assessments techniques for students with special needs
and their challenges
2. Exercise how to assessments progresses of all students
3. Discus how to use portfolios for all students
4. Practice to develop assessment tools
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8. Provide special support for those with difficulties or special need
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:
1. 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
2. Describe the purpose of an individualized services plan
3. Identify the components of an individualized services plan
4. Develop strategies for providing remediation to population with special needs
5. Identify applicable technologies and software that will be useful for persons with
various
6. Use the internet and other technology tools to enhance services and developments
for populations of persons with various special needs
7. Evaluate technology applications for population with special needs
8. Explain the need for interdisciplinary individualized services plan teams, and
describe the role and responsibility of each team member
9. Develop group intervention and describe its approach 10.
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Strategies of mediation to students with special needs
10. Content-specific resources for students
11. Instructional technology
12. Individualized service plan
13. Interdisciplinary individualized services plan teams
14. Curriculum enrichment
15. The role and responsibilities of a general education teacher in the
16. implementation of the individualized services p
17. Planning group intervention

19. Group activities
24. Seminars
25. Guest lecture
26. Others…
27.
Detailed activities
1. Define what individualized services plan mean
2. Discus the purposes of individualized services plan
3. List the components of individualized services plan
4. Discuss how individualized services plan could be realized in the school
5. Design and present single case individualized services plan.
6. Develop group intervention plan
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10. Give assignments
13. Design and present the sample for good individualized services plan and group
educational intervention.
30. Recording the product of the students
32. Assignment
Unit 6. Promoting Positive Behaviors Institution-wide

Unit objectives
Upon the accomplishing this unit, the Higher education students will be able to perform the
following activities.
1. Implement strategies for managing an inclusive environment effectively

2. Describe behavior management modifications in an inclusive environment
3. Use strategies to increase desirable behaviors while decreasing undesirable
behaviors
4. Develop effective techniques for responding to inappropriate behavior both in and
out of the classroom
5. Build positive social relationships between all populations with special needs.
6. Demonstrate understanding of the importance of collaboration in an inclusive
environment
7. Behavior management modifications
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8. Classroom management for inclusive environment
9. Social relationships and collaboration in an inclusive environment

15. Seminars
17. Discussion
18. Others….
Detailed activities
1. Discuss how to learn ways to create an inclusive community.
2. Explore how to modify the current environment.
3. Discuss techniques for relationship building in the inclusive environment.
5. Encourage interactive approach.

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Unit 7: Resources for the Inclusive environment

Unit objectives
At the end of this unit, the students will be able to accomplish the following tasks:
1. Apply constructivist techniques to create a conducive climate to diverse
populations’ success.
2. Find out existing resource that enhances success of inclusive environment.
3. Make adaptations based on the nature of the disabilities
4. Adapt communication for people with special needs education, such as, Braille,
augmentative communication and Sign Language
5. Modification of environment and materials
6. Adapting learning and working process according to the needs
7. Identifying human material and other resources that help inclusive environmental
activities.
8. Accessing adapted technologies
9. Accessing communication through various means such as Sign Language
10. Assignment
12. Visits and reporting
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17. Seminars
19. Others…
Detailed activities
1. Review some high school curriculum in group and exercise how to adapt for
learners
2. Adapting instructional techniques and present them in the classroom
3. Facilitate students learning by posing questions and guiding their
activities
6. Provide special support for those with difficulties and special needs
22. Recording the product of students
Unit 8: Collaborative Partnerships with stakeholders

Unit objectives
At the end of this unit the students will be able to:
1. Identify key elements of successful collaboration
2. Describe the benefits and challenges of collaboration for various stockholders for
the success of inclusive education
3. Explain the process of cop-planning, and develop strategies for effective co-
planning and team learning and working
270
4. Identify characteristics of successful stockholders’ partnerships,
5. Design and plan strategies for community involvement

6. Collaboration to successfully move towards inclusion
7. Planning Inclusive development in all sectors
8. Implementing inclusive
9. Individualized support as per the law, policies and directives
10. Evaluation and monitoring
instructional method to the context of the learner. Some general approaches are listed below.
The

16. Seminars
17. Individual and group presentations
19. Others…
Detailed activities
1. Discuss and sort out key elements of successful team or co teaching.
2. Discus the benefits and challenges of collaboration in the move towards
inclusive education.
3. Identify and list resources for successful inclusion
4. Facilitate students learning by posing questions and guiding their activitiesProvide
activity guide for the students
271

9. 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. In
order 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.
1. Advise students on all the aspects of the course

1. Provide the students with the syllabus and other materials well ahead of the
delivery of it
2. Conduct the interactive lectures as per the plan
3. Facilitate students’ individual assignments, group assignments, field works,
practicum, seminars, presentations, and collaborative learning
4. Periodically assess the students’ work
5. Provide the students with timely feedbacks on their graded and ungraded
academic works
6. Follow on students’ progress and communicate to the students
7. Keep student records on the whole work of the students
8. 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
2. Students are expected to actively and fully attend and participate all the in class
272
and outclass learning activities. Missing a single class will cost students 2 points.
3. Carry out individual assignments, group assignments, field works,
practicum as per the details and deadlines
4. Students are expected to read given materials before class
5. Students are expected to read selected books and ten articles
6. Actively participate in the planning, organizing and conducting of all the
seminars and presentations
7. Reflect on feedbacks and initiate actions on them
8. Passing the exams successfully
10. General Course Assessment and Evaluation Methods learning
Dear teacher candidates, for each contents you will complete getting started activities, read selected
materials complete course works and group assignments. Assessment of the students would be a
continuous process. The following scheme of evaluation would be used:
1. Individual assignments 20% (optional, depending on the class size and

teacher educators teaching load)
2. Group assignment: 20%
3. 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
4. Written examination (could be more than one time): 50 to 70%
11. References
1. Alemayehu Teklemariam and Temsegen Fereja (2011). Special Need Education in
Ethiopia: Practice of Special Needs Education around the World. Washington: Gallaudet
University Press.
2. Alemayehu Teklemariam (2019). Inclusive Education in Ethiopia: WILEY and
Blackwell: Singapore
3. A Teachers Guide (2001). UNESCO. Inclusive Education and Classroom Practice in
Secondary Education (2004).
4. Berit H. Johanson and Alemayehu Teklemariam (2006). Towards Special Needs Education
as a University Discipline: An Important step on the way to Education for All. In When All
Means All. Hakapaino Oy: Helsinki
5. Tirussew Teferra and Alemayehu Teklemariam (2007). Including the Excluded: Integrating
273
disability into EFA Fast Track Initiative Process and National Education Plans in Ethiopia.
World Vision
6. MOE (2007). School Improvement Program
7. MOE (2010). Special Needs Program strategies implementation guide.
8. MOE (Ministry of Education). (2006). Special Needs Education Program Strategy. Addis
Ababa
9. 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፡- ፋርኢስት
አታሚ
274
References
Ministry of Education (2013). Harmonized Modular Curriculum for B. Sc Degree Program in Computer
Science. Addis Ababa Ethiopia.
Ministry of Education (2018). Ethiopian Education Development Roadmap (2018-30): An integrated
Executive Summary. Addis Ababa, Ethiopia.
MoSHE (2019). Course Catalogue for BSC Degree in Computer Science. Addis Ababa, Ethiopia.
College of Computing and Informatics, Haramaya University (2016). Practical attachment guideline.
Haramaya, Ethiopia.
275

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Ministry of Science and Higher Education

Curriculum for B.Sc. in Computer Science

Course Title: Fundamentals of Database Systems

Course Number: CoSc2041

Credit Hours: 3 ECTS: 5

Contact Hours: Lecture: 2hrs Laboratory: 3hrs Tutorial: 2hrs

The course will be given on year II and semester I

Credit Hours: 3 ECTS: 5 Contact hrs:

Prerequisite: CoSc2041 Fundamentals of Database Systems

year II semester II

Credit hours: 3 ECTS: 5

Prerequisite: None Contact hrs: 3 hrs Laboratory: 0 hrs Tutorial: 2hrs

Course category: compulsory

Year: III Semester: I

Credit hours: 3 ECTS: 5

Prerequisite: CoSc1012 Computer Programming Lab hrs: 3 Tutorial hrs: 2

Credit hours: 3 ECTS: 5

Contact hours: Lecture hrs: 2 Lab hrs: 3 Tutorial hrs: 2

Course category: Compulsory

Year: II Semester: II

Operating Laboratory Outline

Week1 Basics of UNIX commands

Week1 Overview of Java Programming

Credit hours: 3 ECTS:5 Contact hrs: 2 Lab hrs: 3 Tutorial hrs: 1

Credit Hrs.: 3 ECTS: 5 Lecture Hrs.: 2 Lab Hrs.: 3 Tutorial Hrs. 2

Credit Hrs.: 3 ECTS: 5 Lecture Hrs.: 2 Lab Hrs.: 3 Tutorial Hrs. 1

Credit Hrs.: 3 ECTS: 5 Lecture Hrs.: 2 Lab Hrs.: 0 Tutorial Hrs. 0

Teaching - Learning methods

Computer Graphics Laboratory Outline

Week1 Introduction to OpenGL

Roles and responsibilities of stakeholders

o Will provide overall institutional management of the program.

II. University Partners

III. The Students

Structure of the attachment

i. Practical attachment supervisors

• Be persons with relevant practical experience.

ii. Academic supervisors (from the department)

Evaluation by Attachment Supervisor

Evaluation by Academic Supervisor

Evaluation by Examination Committee

Credit hours: 3 ECTS: 5 Contact hrs: 2

Lab hrs: 3 Tutorial hrs: 1

Course category: compulsory

Mid semester examination 20%

Final examination 50%

Credit hours: 3 ECTS: 5 Contact hrs: 2

Lab hrs: 3 Tutorial hrs: 2

Course category: compulsory

Mid semester examination 20%

Final examination 50%

Credit hours: 3 ECTS: 5 Contact hrs: 2

Lab hrs: 3 Tutorial hrs: 2

Course category: compulsory

Mid semester examination 20%

Final examination 50%

Credit hours: 2 ECTS: 3 Contact hrs: 2

Prerequisite: None Lab hrs: 0 Tutorial hrs: 0

Course category: Compulsory