Information Science Curriculum Final

National Modular Curricula for
Bachelor of Science in Information Science

Program
Prepared by:
Chala Diriba Jimma University
Guesh Amha Mekelle University
Alehegn Adane University of Gondar
Jemal Abate Haramaya University
Gemechu Kena Madawalabu University
Submitted to:
Ministry of Science and Higher Education
MoSHE
September, 2020
1
TABLE OF CONTENT
1.0. Introduction .............................................................................................................................3
1.1. Rationale.....................................................................................................................4
1.2. Objectives ...................................................................................................................6
2.0.Professional Profile...................................................................................................................7
3.0. Graduate Profile ......................................................................................................................9
4.0. Program Profile .....................................................................................................................14
4.1 Course Clustering in to Modules ............................................................................15
6.0. Admission Requirements ......................................................................................................25
7.0. Graduation Requirements ....................................................................................................25
8.0. Degree Nomenclature ............................................................................................................25
9.0. Mode of Delivery ...................................................................................................................26
10.0. Method of Teaching.............................................................................................................26
11.0. Assessment and Evaluation Mechanisms ..........................................................................26
12.0. Grading System ...................................................................................................................28
13.0. Quality Assurance Mechanisms .........................................................................................28
14.0. Module and Courses Code Assignment .............................................................................29
15.0. Resources..............................................................................................................................29
16.0. Completion Approval ..........................................................................................................30
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1.0. Introduction
Information became a key strategic issue for effective and sustainable development of any type
of organization in the modern society. Recent advancements and applications of information
systems and technologies have transformed the structure of the international and national
economies, leading to new methods and practices in most organizational systems and academic
institutions. Information Science is a multidisciplinary science that encompasses various fields
like Computer Science, Information Technology, Information Systems, Media and
Communications, Library Science, Mathematics, Statistics, Cognitive Science, and Management
that can address a production of Information Specialists with adequate theoretical knowledge and
practical skills in applications of modern Information and Communication Technologies (ICTs)
regarded as a strategic asset that will bring about significant changes in the development of
various national sectors tackling information issues. This is due to the fact that the development
of competent information provider and information professionals is the key element in the
provision of the basis through which all citizens can effectively communicate, thereby
facilitating the achievement of the information/knowledge society in developing countries.
The undergraduate professional degree program centers on how the artifacts of human
knowledge are structured, organized, managed, evaluated, and made accessible. It is believed
that Information Science (IS) and newly emerging related fields must be taught together since the
technical, humanistic, social, and behavioral aspects of Information Science are interrelated. An
understanding of users must guide information systems design, just as knowledge of technical
possibilities and constraints must shape user services. The history, policy, and economic contexts
of information creation and dissemination are also essential elements.
The availability of information professionals in the Ethiopian market seems having a problem.
The growth and development of information providers in the country are neglected. School
information development has never been given attention and lately even declined despite the
introduction of Mass Education Policy that advocates learner and resources based education for
primary, secondary and tertiary level education. Policies currently being implemented in
Ethiopia is promising and due to the expected great active role of the profession in the country’s
social, political and cultural spheres, Jimma University has re-launch the department in 2005 as
one of the important steps toward educational development.
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This necessitates for a high number of skilled Information Science professional who will develop
the necessary applications for the information organization, storage, retrieval and access and will
administer the information systems and decide on system acquisitions of the information
resource centers, information agencies, archives and information resource centers processes in
general.
Department of Information Science’ first task is to create and facilitate the curricula for the
degree programs, building on the models available in other Universities in the world with the
like-named degrees, and holding on to the goals set by curriculum review initiative in Ethiopia.
1.1. Rationale
Curriculum modularization is the process through which; we ask and answer questions about the
effectiveness of a curriculum and the extent to which it enables teachers to support students in
achieving curriculum aims. This process is integral to system improvement. It involves
gathering, analyzing and reporting information about how the curriculum is experienced by
students, teachers, heads of departments, parents and others Stakeholders, in order to improve it.
It is the key to ensuring that a curriculum remains responsive to the needs of its intended
beneficiaries – heads of departments, teachers, parents and ultimately for the students. In
inference, it is an approach to continuous program improvement and it asks the academic
administrators, faculty members, and others with the information they need to develop an
appropriate, effective, and efficient academic program.
The focus here is on undergraduate program in the Department of Information Science, it is the
intension of a curriculum modularization to have a quality educational program that must:
• be consistent with its institution's mission,
• have clearly defined outcomes it intends to produce,
• use the best combination of learning experiences to help each learner achieve these
results,
• include an assessment process that shows whether the results are being achieved, and,
• use the findings of assessment to improve program effectiveness.
4
The B. Sc. degree program in Information Science has been offered since 2005. Although the
program has contributed few batches in producing the necessary skilled manpower, the need for
modularizing the curriculum is required because of the following major reasons.
• Curriculum development is an on-going and continuous process. It is specifically true
whenever the dynamicity of the science and its application is under consideration, with
new concepts evolving while others getting outdated.
• Regular assessment and updating of the curriculum in Information Science programs is
vital to ensure quality and relevance, to cope-up with rapid changes in the field and to
adapt the curriculum to the needs and conditions of the country. This requires revising the
description of courses, phasing out outdated courses, and introducing new ones.
Furthermore, the existing digital divide today projects limitations over the country's political,
social, economical, and cultural developments that explicitly indicates and directs the need for
competent and skilled professional in Information Science and assume information age is not yet
over to Ethiopia.
Therefore, the rationale of Department of Information Science curriculums to:

• Provide qualified, skilled and competent professionals that would address the qualified
human resource needs of the country's education policy and fulfill the scarce personnel
market in the profile;
• Boost professionals learning, teaching, research and services in the area;
• Prepare information professionals to have a client-centered perspective to be able to
design or adapt information products and services that are responsive to user needs, rather
than trying to adapt users to the services;
• Provide professional education for a wide variety of service and management careers in
libraries, information agencies, the information industry, and in business, industry,
government, research, and similar environments where information is a vital resource.
Providing a curriculum that is based on present and probable future characteristics of
information professions, emphasizing the essential knowledge, skill, and professional
attitude needed by beginning professionals in these fields;
• Produce qualified information specialists or librarians with adequate theoretical
knowledge and practical skills in applications of modern Information and
Communication Technologies (ICTs).
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• Create the curricula that will provide the profession of Information Science with
graduates clustering as librarians, systems/business analysts, database administrators,
computer support specialists, network specialists, telecommunications analysts, and
Internet and web specialists.
1.2. Objectives
Information is the heart for any development (national, regional, state or individual), an
important and powerful commodity in any human community. It is also the basis for innovations
and the resources for an informed citizenry. Nations will flourish or fail depending on the
availability of leaders, professionals and citizens who have been educated to understand the
power of information and have access to it for decision making and solving the problems of their
society.
Hence, the role of information centers is to ensure the availability and accessibility of
information resources. This is possible only with qualified professional personnel, with a client-
centered perspective, with ability to design and adapt information products and services that are
responsive to user needs, rather than trying to adapt users to the services.
The Information Science program provides professional education with a wide variety of service
and management careers in information agencies, the information industry, and in business,
industry, government, research, and similar environments where information is a vital resource.
The curriculum is based on present and probable future characteristics of information
professions, emphasizing the essential knowledge, skill, and professional attitude needed by
beginning professionals in these fields.
The Bachelor of Science Degree in Information Science is aimed at producing new graduates to
satisfy the scarce skilled human power of the country and pay a concern to insufficient emphasis
on information resource centers, services and its sciences, which would have played a great role
in the country’s academic revolution. The challenge also, is to both broaden horizons and to
sharpen skills that will be important as the student matures as a professional and alleviate the
country’s skilled human resource in the sector.
The objectives of the Information Science program are to produce skilled professional
information scientist:
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• That can plan, design, develop, organize, and manage traditional and modern information
resource centers/libraries/agencies in the country;
• Understand the relationship among society, people, organizations, and technology and
identify the implications for managing and using information technology in the
information resource centers and information agencies through management skills,
critical thinking, problem solving, decision-making and appropriate for the workplace;
• Assume a leadership role in traditional and interdisciplinary research and scholarship that
address information issues;
• Educate within and for a rapidly changing technological world and understand how
technology is reshaping and affecting information resource centers/agencies and the
profession;
• Prepare students to understand the interactions between social factors and information
environments;
• Create understanding of the historical, social, cultural, educational, political, and
economic dimensions of information on information resource centers and agencies;
• Create understanding of the role of information technologies, services and organizations
in globalization;
• Teach and foster professional attitudes and information service philosophy;
• Involve in the development activities of the community and community organizations.
2.0. Professional Profile

The range of professional profile in the Information Science is wide due to its multidisciplinary
nature of the profession. Therefore, the followings are the list of professional profile among
many:
1. Acquiring and Organize information/knowledge,
2. Manage organizational knowledge,
3. Access, sharing, disseminate and Evaluate information,
4. Store and retrieve data, information and knowledge,
5. Construct information retrieval system,
6. Setup index files,
7. Index various literatures,
8. Create and standardize metadata,
9. Harvest metadata, curating data,
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10. Setup controlled electronic vocabulary/dictionary,
11. Repackage information,
12. Design and create information/knowledge-based system/ Reasoning system,
13. Review information platforms,
14. Design and implement information strategy,
15. Articulate and implement information policy,
16. Scan and review information system,
17. Design, create, implement and update new information system,
18. Analyze information system,
19. Administer and manage information system,
20. Blend information system with organization,
21. Develop a software,
22. Customize a software,
23. Design and implement a database,
24. Devise database systems,
25. Conduct data mining ,
26. Interpret mined data,
27. Setup private information industry,
28. Catalogue record/ information/knowledge,
29. Classify record/ information/knowledge,
30. Prepare subject/special bibliography,
31. Create and standardize digitization,
32. Generate digital content,
33. Design and build digital library,
34. Customize Systems interface,
35. Design and create web sites,
36. Evaluate and maintain website,
37. Design and construct digital archive,
38. Manage and maintain archival collection,
39. Create automation system,
40. Automate information resource centers,
41. Develop and implement multimedia products,
42. Design a computer network,
43. Setup a computer networks,
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44. Install network infrastructures,
45. Administer and manage a network,
46. Consult network installations,
47. Review and implement intellectual property law,
48. Consult intellectual property right,
49. Manage school medias,
50. Conduct independent and group research,
51. Conduct Internet research,
52. Conduct information/technology training,
53. Provide business intelligence information,
54. Plan and control information resource centers,
55. Mange information resource centers.
56. Researcher in the field area,
57. Cataloger and classification,
58. Electronic resource manager,
59. Information Security specialist.
60. Digital library Experts.
3.0. Graduate Profile

Information is an essential nucleus for education, information, enlightenment, recreation,
research and integral part of Government organizations, Non-Governmental organizations, and
Government agencies, Institutions of learning (i.e. Universities, Colleges, School and etc.). They
are known for generating, collecting, organizing, storage and disseminating of up-to-date,
accurate, unbiased and relevant information in all formats in order to motivate and satisfy the
information needs of individuals, groups and institutions.
The curriculum of Information Science program is organized in the context of human-

interaction; information generation, information organization, information access and
information dissemination. The program offers basic general knowledge of the field of
Information Science with opportunities to specialize in particular areas of the field in preparation
for a variety of career opportunities/outcomes. After successful completion of the program,
graduates will be able to work as:
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1. Chief Information Officer,
2. Information Expert,
3. Information Broker,
4. Information Retrieval Specialist,
5. Information Subject Specialist,
6. Information System Analyst ,
7. Archivist,
8. Knowledge Manager/Organizer,
9. Professional Librarian(Virtual Librarian or Web Librarian),
10. Information Resource Centers/Organizations manager,
11. Record Manager,
12. Information System Manager,
13. Data Miner,
14. Database Designer ,
15. Programmer ,
16. Website Designer,
17. Network Designer and Administrator,
18. Indexer,
19. ICT Instructor,
20. Information Security Specialist,
21. School Resource Media Specialist,
22. Competitive Intelligence Professional,
23. Information Science Instructor,
24. Researcher,
25. Information Scientist.
I. Essential Knowledge
• Understand technological, social, political, professional and economic environments of
information,
• Interpret information of different communities,
• Manage organizational knowledge,
• Understand communication patterns across a range of communities,
• Develop local, regional, national and international information policies,
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• Analyze and evaluate the information needs,
• Evaluate information and knowledge base systems,
• Educate information skills,
• Analyze and synthesize legal and regulatory issues of information,
• Create, capture, store, disseminate and retrieve information,
• Understand ranges of media and their formats,
• Create and use information finding aids or retrieval tools,
• Produce information standards,
• Create, capture, acquire, share and utilize information and knowledge,
• Undertake independent projects and evaluate other systems project,
• Understanding the principles of Information and Communications Technologies;
• Plan, manage and control information services; and
• Market information services.
II. General Transferable Skills
• Analyze facts and theories systematically, critically and effectively,
• Provide alternative solutions to problems,
• Manage data and present appropriate results in a suitable manner,
• Evaluate the quality of information retrieved,
• Produce a research report in a coherent and well-argued way,
• Link and integrate theory, practice and work experience,
• Undertake independent research,
• Interact effectively with tutors and peers,
• Differentiate information and organizational structures, functions and goals,
• Provide oral presentations in a range of contexts,
• Engage in discussions in a professional issues,
• Create, manipulate and format documents using appropriate software,
• Evaluate and present information in numerical or statistical form using appropriate
software,
• Demonstrate database design skill,
• Create a database of information using appropriate software,
• Design a multimedia presentation using appropriate software,
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• Use a range of electronic information systems like Web browsers, Internet search
engines, OPACs and online hosts,
• Communicate electronically,
• Demonstrate subject knowledge and skills,
• Apply professional and ethical framework,
• Continue professional development and lifelong learning.
III. Cognitive Skills
• Identify, and solve problems, work with information
• Handle a mass of diverse data, assess risk and draw conclusions; and
• Provide information analysis, judgment and attention to details.
IV. Generic Skill
• Work with others in a team, communicate, persuade and have interpersonal sensitivity;
• Plane and Organize written communication; and
• Appreciate Teamwork/Working with Others.
V. Personal Capabilities
• Improve self-awareness, emotional intelligence and performance;
• Demonstrate creativity, decisiveness, and initiative;
• Demonstrate flexibility, adaptability, tolerance to stress;
• Display initiative; listening; questioning; and influencing lifelong learning;
• Play a leadership role;
VI. Technical Ability
• Maintains and administers the integrated information system;
• Create information portal, and automated report generation modules;
• Install, manage, and upgrade information technology systems;
• Troubleshoot the integrated information system;
• Creates and/or maintains policies and procedures for database updates;
• Generates reports as necessary;
• Instructs the use of integrated information system modules;
• Performs copy cataloging and original cataloging;
• Perform classification;
• Provide Information and Digital literacy skill training;
• Conduct Indexing;
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• Conduct Abstracting;
• Perform record operation;
• Formulate query;
• Demonstrate Word Processing Skills;
• Conduct information repackaging;
• Understand the design and creation of database;
• Demonstrate Electronic Presentation Skills;
• Create, design and implement web sites;
• Demonstrate Web Navigation Skills;
• Demonstrate file managing servers;
• Exhibit E-Mail Management Skills;
• Digitize documents;
• Create Computer Network;
• Manage and Administer Network;
• Exhibit File Management Skills;
• Review information system;
• Create information system;
• Implement information system;
• Develop software;
• Program Internet operations;
• Troubleshoot systems problem;
• Set up a computer;
• Installing Computer Software onto a Computer System;
• Display WebCT or Blackboard Operation Skills;
• Operation Videoconferencing platforms;
• Extract mass date from various Computer-Related Storage Devices
• Operate on Scanning and digitizing machines;
• Demonstrate Knowledge of PDAs;
• Demonstrate Deep Web Knowledge;
• Demonstrate Educational Copyright Knowledge; and
• Demonstrate Computer Security Knowledge etc.
VII. Business and / or Organization Awareness
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• Demonstrate entrepreneurial skill;
• Appreciation of organizational culture, policies and processes;
• Establish commercial awareness;
• Demonstrate financial awareness; and
• Demonstrate organizational sensitivity.
VIII. Practical and Professional Elements

• Evaluate the outcomes of the profession;
• Reflect and review one's own activities as a practitioner;
• Participate in and review quality control processes and risk management;
• Demonstrate Professional Expertise.
4.0. Program Profile

The undergraduate professional degree program centers on how the artifacts of human
knowledge are structured, organized, managed, evaluated, and made accessible. The university
believes that Information Science (IS) and newly emerging related fields must be taught together
since the technical, humanistic, social, and behavioral aspects of Information Science are
interrelated. An understanding of users must guide information systems design, just as
knowledge of technical possibilities and constraints must shape user services. The history,
policy, and economic contexts of information creation and dissemination are also essential
elements.
When Melvil Dewey opened the first school at Columbia University in 1887, the core curriculum
was designed to provide students with a set of theoretical and unique professional responsibility
to acquire, organize, preserve and disseminate needed and legitimated kinds of information, no
matter their textual format to assist users in a particular institutional environment. The traditional
core curriculum of information resource selection, cataloging and classification, reference work,
administration and management, history of information, research methods, and libraries in
society (including communication) are also considered well.
The introduction and use of computer technology has expanded the knowledge base for
Information Science education. The first factor was the introduction of technology itself into the
curriculum: students must use technology to solve information problems. The second factor was
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the emphasis on specialization in practice and the introduction of elective courses. The diverse
range of professional opportunities has expanded the knowledge and skills that graduates must
possess not only as user-centered perspective, but the core curriculum program that incorporates
instruction in information-seeking from the cognitive level to the role of information in society.
These factors remain included in the curriculum of reference or information access courses at
undergraduate institutions with special reference to Ethiopian University. The focus on users
makes Information Science distinct from other fields that play a role in the creation,
organization, management, accession, and dissemination of information.
The curriculum provides not only a list of courses or modules offered in a program, but it also
gives information on content, purpose, method, time/duration, trainers and location or situation
of a program or course - all of which are essential in a successful dispensation of manpower
training and education.
The traditional concept of information is being redefined from a place to access paper records or
books to one that also houses the most advanced electronic resources, including the Internet,
digital libraries, and remote access to a wide range of information sources. Consequently,
information professionals, increasingly combine traditional duties with tasks involving quickly
changing technology. Thus the new program houses necessary technology-based program in the
University and consequently called Department of Information Science.
Therefore, the curriculum is comprised of 240 ECTS with 9 Modules (COMMON COURSE,
FOUNDATIONS OF INFORMATION SCIENCE, PROGRAMMING AND DATABASE
MANAGEMENT, INFORMATION CONSULTANCY, ETWORKING, ELECTRONIC AND
DIGITAL RESOURCE MANAGMENT, WEB PROGRAMMING, SCIENTIFIC STUDIES
AND COMMUNICATIONS AND INFORMATION RETRIEVAL AND KNOWLEDGE
EXTRACTION. Totally 53 courses except Community Based Education only for Jimma
University only take.
4.1 Course Clustering in to Modules
Module 0: COMMON COURSE
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Code Module and Course
Assignme
Assignme
Assessme
Presentati
Individua
Individua
Independ
Delivery
Practical
l Project
Tutorial
Lecture
System
Project
Group
Group
Hours
Hours
ECTS
Study
Title
Total
Lab./
ent
on
nt
nt
nt
l
Module 0: 736 0 0 0 0 77
COMMON
COURSE
FLEn Communicative P 48 - - 19 10 35 15 8 135 5
1011 English Language
Skills I
FLEn Communicative P 48 - - 19 10 35 15 8 135 5
1012 English Language
Skills II
Math Mathematics for P 48 - - 19 10 35 15 8 135 5
1011 Natural Sciences
Math Applied P 48 - - 20 10 43 15 10 162 5
1041 Mathematics I
GeES Geography of P 48 - - 26 - 32 20 9 135 5
1011 Ethiopia and The
Horn
Phys General physics P 48 - - 26 - 32 20 9 135 5
1011
PSYC General P 48 - - 26 - 32 20 9 135 5
2041 Psychology
LoCT Critical Thinking P 48 - - 26 - 32 20 9 135 5
1011
SpSc Physical Fitness P/F
1011
EmTel Introduction to P 48 - - 26 - 32 20 9 135 5
1012 Emerging
Technologies
Hist History of Ethiopia P 48 - - 26 - 32 20 9 135 5
1012 and the Horn
ECEg Computer P 48 - - 26 - 32 20 9 135 5
1052 Programming
MCiE- Moral and Civic P 32 - - 26 - 32 20 9 135 4
1012 Education
Anth Social P 32 - - 26 - 32 20 9 135 4
1012 Anthropology
GlTr10 Global Trends P 32 3
11
MGMT Entrepreneurship P 32 3
1011
Incl101 Inclusiveness P 32 3
2
Econ10 Economics P 48 5
11
16
Module 1: FOUNDATIONS OF INFORMATION SCIENCE
Presentation
Independent
Assignment
Assignment
Assessment
Individual
Individual
Delivery
Title
Practical
Tutorial
Lecture
System
Project
Project
Group
Group
Hours
Hours
ECTS
Study
Total
Lab./
INSC- Module 1: P 168 17 50 55 49 10 166 72 48 621 18
M 2111 FOUNDATIONS
OF
INFORMATION
SCIENCE
INSC Introduction to P 48 10 15 10 10 31 16 11 135 6
2111 Information
Science
INSC Introduction to P 48 32 10 10 10 - 35 16 10 135 5
2112 Data Science
INSC Information and P 32 32 10 - 9 - 22 8 5 135 4
2113 Digital Literacy
INSC Data Curation P 32 3
2123 and Management
Module Coordinator TBA
Team Members TBA
Module 2: PROGRAMMING AND DATABASE MANAGMENT

Presentation
Independent
Assignment
Assignment
Assessment
Individual
Individual
Title
Delivery
Practical
Tutorial
Lecture
System
Project
Project
Group
Group
Hours
Hours
ECTS
Study
Total
Lab./
INSC- Module 06: P 336 13 60 50 10 0 235 66 60 810 35

M 2115 PROGRAMMING 5
AND DATABASE
MANAGEMENT
17
INSC Fundamentals of P 48 10 10 10 10 - 35 16 10 135 5
2115 Database
INSC Fundamentals P 48 25 10 10 40 10 10 135 5
2221 Programming II
INSC Introduction to P 48 25 10 10 40 10 10 135 5
3112 Artificial
Intelligence
INSC Advanced P 48 25 10 10 40 10 10 135 5
2222 Database
INSC Object Oriented P 48 5

3211 Programming
INSC Data Structure P 48 5
3222 Algorithm
INSC Visual Basic P 48 25 10 10 40 10 10 135 5
3223 Programming
Team Members TBA
Module 3: INFORMATION CONSULTANCY

Presentation
Independent
Assignment
Assignment
Assessment
Individual
Individual
Delivery
Practical
Title
Tutorial
Lecture
System
Project
Project
Group
Group
Hours
Hours
ECTS
Study
Total
Lab./
INSC- Module 3: P 128 10 24 39 31 28 - 90 25 27 432 13

M 3327 INFORMATION
CONSULTANCY
INSC Information P 32 - 10 15 10 14 - 25 8 8 135 4
3327 Sources and
Services
INSC Information Policy P 32 5 6 10 - 25 5 5 81 3
4323 and Security
18
INSC Introduction to P 32 10 10 15 10 14 - 30 8 8 135 3
4324 Health Informatics
INSC Information P 32 4 4 5 - 30 4 6 81 3
4325 Marketing

Team Members TBA
Module 4: ELECTRONIC AND DIGITAL RESOURCE MANAGEMENT
Independent
Presentation
Assignment
Assignment
Assessment
Individual
Individual
Delivery
Practical
Tutorial
Title
Lecture
System
Project
Project
Group
Group
ECTS
Hours
Hours
Study
Total
Lab./
INSC- Module 4: P 81 60 52 5 6 192 63 48 864 35
M 3414 ELECTRONIC 320 15
AND DIGITAL 7
RESOURCE
MANAGEMENT
INSC Knowledge P 48 32 21 13 - 34 16 8 162 6
3414 Organization and
Management
INSC Collection P 32 - - 10 5 5 6 20 5 5 81 4
3415 Development and
Management
INSC Archives , Record P 48 5
4422 and Museum
Management
INSC Management of P 48 5
4426 Library and
Information Center
INSC Automation of P 48 33 10 20 8 - 34 10 10 162 5
3624 Library and
Information System
INSC Multimedia P 48 30 13 10 5 - 32 8 7 135 5
4615 Systems
INSC Digital Libraries P 48 30 16 20 8 - 38 8 10 162 5
3625
Team Members TBA
Module 5: NETWORKING
19
Independent
Presentation
Assignment
Assignment
Assessment
Individual
Individual
Delivery
Practical
Tutorial
Title
Lecture
System
Project
Project
Group
Group
ECTS
Hours
Hours
Study
Total
Lab./
INSC- Module 5: P 96 36 18 25 17 0 0 109 25 26 351 10
M 2524 NETWORKING
INSC Data P 48 10 8 10 10 - 39 10 12 135 5
2524 Communication
and Networking
INSC System P 48 20 5 10 5 - 40 10 10 135 5
3516 Administration and
Network
Management
Team Members TBA
Module 6: WEB PROGRAMMING

Presentation
Independent
Assignment
Assignment
Assessment
Individual
Individual
Title
Delivery
Practical
Tutorial
Lecture
System
Project
Project
Group
Group
Hours
Hours
ECTS
Study
Total
Lab./
INSC- Module 12: P 96 40 37 29 20 5 100 35 20 351 10

M 3613 WEB
DEVELOPMENT
AND
MANAGEMENT
INSC Internet P 48 20 12 12 8 - 35 10 8 135 5
3613 Programming
INSC Advanced Web P 48 20 10 12 10 - 35 10 8 135 5
3621 Programming
Team Members TBA
Module 7: SCIENTIFIC STUDIES AND COMMUNICATIONS
20
Presentation
Independent
Assignment
Assignment
Assessment
Individual
Individual
Delivery
Practical
Title
Tutorial
Lecture
System
Project
Project
Group
Group
Hours
Hours
ECTS
Study
Total
Lab./
INSC- Module 8: P 272 17 29 40 29 0 10 125 32 24 432 31
M 2725 SCIENTIFIC
STUDIESAND
COMMUNICATIO
NS
STAT Introduction to P 48 5 5 10 - 51 8 8 135 5
2714 Statistics
INSC Object Oriented P 48 7 14 15 10 10 39 16 11 162 5
2726 System Analysis
and Design
INSC Research Methods P 48 10 10 20 9 - 35 11 5 135 5
2725 and Evaluation
INSC Scholarly P 32 4
3725 Communication
and Bibliometric
INSC Student Research P 32 4
4712 Project I
INSC Student Research P 32 4
4721 Project II
INSC Industrial Practice B 48
4316 5
Team Members TBA
Module 8: INFORMATION RETRIEVAL AND KNOWLEDGE EXTRACTION

Presentation
Independent
Assignment
Assignment
Assessment
Individual
Individual
Title
Delivery
Practical
Tutorial
Lecture
System
Project
Project
Group
Group
Hours
Hours
ECTS
Study
Total
Lab./
INSC- Module 9: P 96 52 42 47 28 5 - 127 25 12 432 12

M 4913 INFORMATION
RETRIEVAL AND
KNOWLEDGE
EXTRACTION
INSC Information Storage P 48 30 17 27 12 - 54 10 8 189 6
4813 and Retrieval
System
INSC Data Mining and P 48 17 20 17 12 - 43 10 8 162 6
4814 Data Warehousing
21
Team Members TBA
4.2 Module and Course Breakdown
XXXXXXX UNIVERSITY
COLLEGE OF XXXXX
DEPARTMENT OF INFORMATION SCIENCE
YEAR I SEMESTER I
S.No Course Name Course Code Chr L T P H ECTS
XXXXXXXX UNIVERSITY
COLLEGE OF XXXXXXXXXXXXXXXXXXX
YEAR I SEMESTER II
S.No Course Name Course Code Chr L T P H ECTS
XXXXXXX UNIVERSITY
COLLEGE OF XXXXX
22
YEAR II SEMESTER I
Module name Module Course Course Title Chr Lec. Lab Tutorial ECTS
code Code
Foundations of INSC-M INSC 2111 Introduction to 3 3 6
Information Science 2111 Information Science
- - GlTr1011 2 3
Global Trends
- - Incl1012 2 3
Inclusiveness
Foundations of INSC-M INSC 2113 Information and Digital 2 3 2 4
Information Science 2111 Literacy
Scientific Studies and INSC-M STAT Introduction to 3 3 5
Communications 2825 2814 Statistics
Programming and INSC-M INSC 2115 Fundamentals of 3 3 2 5
Database Management 2114 Database
Econ1011 Economics 3 5
Semester total 18 31
XXXXXXX UNIVERSITY
COLLEGE OF XXXXX
YEAR II SEMESTER II
Module name Module Course Course Title Cr. Lec. Lab Tut. ECTS
code Code
INSC-M INSC Fundamental of 3 3 2 5
Programming and
2114 2221 Programming I
Database
INSC-M INSC Advanced Database 3 3 2 5
Management
2114 2222
MGMT 2 3
Entrepreneurship
1011
Foundations of INSC-M INSC Fundamental of Data 3 3 2 5
Information Science 2131 2112 Science
INSC-M INSC Data Communication 3 3 2 5
Networking 2524 2524 and Networking
Scientific studies INSC-M INSC Object Oriented System 3 3 1 3 5
and communications 2725 2826 Analysis and Design
XXXXXXX UNIVERSITY
COLLEGE OF XXXXX
YEAR III SEMESTER I

Module name Module Course Course Title Cr Lec. Lab Tut. ECTS
code Code
Programming and INSC-M INSC 3 3 2 5
Database 2114 3223
Management Visual Basic Programming
Information INSC-M INSC Information Storage and 3 3 2 - 6
Retrieval and 4813 4913 Retrieval System
Knowledge
Extraction
Web Development INSC-M INSC Internet Programming 3 3 2 5
and Management 3613 3713
23
INSC-M INSC Knowledge Organization 3 3 2 1 6
Electronic and
3414 3414 and Management
Digital Resource
INSC-M INSC Collection Development 2 2 1 4
Management
3414 3415 and Management
Networking INSC-M INSC System Administration 3 3 2 5
2524 3516 and Networking
Electronic and INSC-M INSC- Digital Libraries 3 3 2 - 5
Digital Resource 3181 3625
Management
XXXXXXX UNIVERSITY
COLLEGE OF XXXXX
YEAR III SEMESTER II
Module name Module Course Course Title Cr. Lec. La Tut ECTS
code Code b
Web development INSC-M INSC Advanced Web 3 3 2 5
and management 3713 3721 Programming
Programming and INSC-M INSC Data structure and 3 3 2 5
Database 2114 3222 Algorithm
Management INSC-M INSC Object Oriented 3 3 2 5
2114 3211 Programming
Automation and INSC-M INSC Automation of Library and 3 3 2 5
Electronic 3624 3624 Information Systems
Resource
Management
Scientific studies INSC-M INSC Research Methods and 3 3 1 1 5
and 2725 2825 Evaluation
communications
Programming and INSC-M INSC 3 2 3 2 5
Database 2111 3112 Introduction to Artificial
Management Intelligence
18 30
XXXXXXX UNIVERSITY
COLLEGE OF XXXXX
YEAR IV SEMESTER I
Module name Module Course Course Title Cr Lec. Lab Tut ECTS
code Code
Scientific Study and INSC-M INSC Student Research Project 2 - - - 4
Communications 2825 4812 Phase I
Scientific Study and INSC-M INSC Scholarly Communication 2 2 1 4
Communications 2725 3826 and Bibliometric
INSC-M INSC Information Sources and 2 2 1 1 4
Information Consultancy 3327 3327 Services
Automation and Electronic INSC-M INSC Multimedia System 3 3 2 - 5
Resource Management 3624 4615
Information Retrieval and INSC-M INSC Data mining and Data 3 3 2 - 6
Knowledge Extraction 4813 4914 Warehousing
Scientific studies and INSC-M INSC- Industrial Practice 2 2 - - 5
24
communications 2725 4316
Electronic and Digital INSC-M INSC Management of Library and 3 3 2 5
Resource Management 3414 4426 Information Center
XXXXXXX UNIVERSITY
COLLEGE OF XXXXX
YEAR IV SEMESTER II
Module name Module Course Course Title Cr. Lec Lab Tut ECTS
code Code
Electronic and Digital INSC-M INSC Archives and Records 3 3 1 1 5
Resource Management 3414 4422 Management
Scientific Study and INSC-M INSC Student Research project II 2 4
Communications 2725 4821
Foundations of INSC-M INSC 2123 Data Curation and 2 3 2 3
Information Science 2111 Management
Information Consultancy INSC-M INSC Information Policy and 2 2 1 3
3327 4323 Security
INSC-M INSC Introduction to health 2 2 1 3
3327 4324 Informatics
INSC-M INSC Information Marketing 2 2 1 3
3327 4325
5.0. Duration of Study

At a normal circumstance Four Years (4) of study are required to complete the program.
6.0. Admission Requirements

The requirements for admission to the program are based on the University’s admission
requirement as all students are admitted to higher education institutions is based on students’
performance in school leaving certificate examination. Applicants who have successfully
completed their 10 + two (10+2) preparatory school education can be considered for admission.
7.0. Graduation Requirements
The major graduation requirements of the program include:
• Fulfilling the graduation requirements set by the University.
• Successful completion of 241 ECTS equivalent to 142 Credit Hours
• A Cumulative Grade Point Average (C.G.P.A) of at least 2.00;
• A Grade Point Average (G.P.A) of at least 2.00 in the Major area;
• No grade of "F" in any of the courses.
8.0. Degree Nomenclature
The English title of the degree shall be:
Bachelor of Science Degree in Information Science
(BSc. in Information Science)
The Amharic title of the degree shall be:
የባችለር ሳይንስ ዲግሪ በኢንፎርሜሽን ሳይንስ
25
9.0. Mode of Delivery
Mode of delivery is expected to be block and parallel depending on the course nature.
10.0. Method of Teaching

A teaching method comprises the principles and methods used for instruction. Commonly used
teaching methods may include class participation, demonstration, recitation, memorization, or
combinations of these. The choice of teaching method or methods to be used depends largely on
the information or skill that is being taught, and it may also be influenced by the aptitude and
enthusiasm of the students. Lectures, laboratory works, tutorials and practical exercises, reading
assignments and term papers, computer programming, application projects; seminars;
demonstration and discussions; research and report writing are the teaching methods/strategies.
Learning is a process by which students gain or improve skills, abilities, knowledge, behaviors,
and results from education, experience, study, and so on, by which a student attempts to capture,
understand and develop the content posted in the class, but this does not apply only to student-
teacher relationship, this applies to any person who is in the process of learning anything, either
empirical or scientific. Students learning can be a reflection of two actions: first, through
interaction with others, and then integrating that knowledge into mental structure of the
individual and secondly through adaptation to the interaction with the environment.
Course Syllabus, Creating a Lesson Plan, Teaching Techniques, Communication Improvements

and Classroom Assessment Techniques are primary resources available to facilitate teaching and
learning. Computer hardware and software resources, laboratories with local area network and
online access facilities, bibliographic resources with appropriate information resources and IR
tools, laboratory and office rooms equipped with appropriate ICT resources and facilities.
Highlights of the DIS technology resources include:
• An information technology lab with computers that provides access to a wide range of
software including: word processing, spreadsheet, presentation and illustration graphics,
database and text base management, authoring tools, web browsers and web page design
software will be made available soon.
• A multimedia and printed media labs housing with access to digital cameras, videodisk
players, CD-ROM burners, scanners, and digital sound, video editing software are under
purchase process and printed resources.
Reference materials are included in the curriculum document after each course described under
each module and course schedule. Team teaching is the preferred and accepted method except in
case of lack of instructors or guest lecturing.
11.0. Assessment and Evaluation Mechanisms

All of the programs in the Information Science are professional in orientation and expected to
qualify for accreditation by the University Senate. The degree requirements in Information
Science consequently include 240 ECTS. Information Science is the study of cognitive, social,
technological and organizational roles of information in all its forms. It rests on three
foundational pillars:
1. Content: the substance of the information being created, communicated, stored, and/or
transformed,
2. People who interact with the content; they may be creators of information, recipients of
information, or intermediaries in the communication process,
26
3. Technology used to support the process, creation, communication, storage, access,
retrieval or transformation of the content.
The Department of Information Science offers undergraduate program: a Bachelor of Science

Degree in Information Science is without minor. The Bachelor Degree in Information Science
shall be designed to prepare its graduates for a variety of careers in information activities,
including information management, electronic information access and retrieval, community
information resource centers, information architecture, database design and implementation, web
design and implementation, networking and multimedia support, computing electronic
information resources and information consulting and so on.
Assessment Methods
Assessment methods dictate how to ensure whether the desired academic performance is
achieved or not. The teaching and learning strategies which are mentioned in the earlier section
will have one or more corresponding assessment techniques. These techniques also can be used
to evaluate the level of achievements of a student at subject knowledge and understanding,
intellectual skill and transferable skill as shown below:
Knowledge and Understanding
Written Exam
• Tests
• Quizzes
• Final Examination
Continuous Assessment
• Quiz
• Assignment
• Class Activity
Intellectual Skills
Continuous assessment
• Project
• Practicum
Report quality
• Laboratory
• Project
Presentation and seminar
• Communication skill
• Professional judgment
• Self confidence
• Self and peer evaluation
Transferable Skills
Continuous assessment
• Project
Report quality
• Laboratory
• Project
Presentation and seminar
• Community
• Professional
• Confidence
• Self and peer evaluation
27
12.0. Grading System
Students will be graded based on letter grading system:
Raw Mark Interval-
Status Description
Class Description
[100 %]
Corresponding
Corresponding
NumberGrade
LetterGrade
Fixe d
[90,100] 4.0 + Excellent First Class with Great
A
Distinction
[85, 90) 4.0 A Excellent First Class with Great
Distinction
[80, 85) 3.75 - Excellent First Class with Great
A
Distinction
[75, 80) 3.5 + Very Good First Class with Distinction
B
[70, 75) 3.0 B Very Good First Class with Distinction
[65, 70) 2.75 - Good First Class
B
[60, 65) 2.5 + Good Second Class
C
[50, 60) 2.0 C Satisfactory Second Class
[45, 50) 1.75 C- Unsatisfactory Lower class
[40,45) 1.0 D Very Poor Lower class
[30,40) 0 Fx *Fail Lowest class
[<30) 0 F Fail Lowest class
13.0. Quality Assurance Mechanisms

1. Philosophy and Objectives of the Curriculum;
2. Comprehensive examinations;
3. Tracers Study;
4. Suggestions and comments of the graduates;
5. Standardization of course offerings through preparation of general course outlines, exam
contents, and external audit;
6. Complete modular approach teaching method implemented;
7. Continuous assessment of the program;
8. Working with the professional associations to monitor and evaluate graduates'
performance;
9. Degree Designation;
10. Curriculum Development Procedure;
11. Internal quality assurance and institutionalization of quality assurance;
12. Quality consciousness in teaching as well as research;
13. Internationalization and networking;
14. Research capacity development;
15. Revamping program offerings;
16. Sound and quality faculty development program;
17. Resource mobilization;
18. Working with various government and non-government organizations and industries;
28
19. Future strategies on mutual recognition of qualifications.
14.0. Module and Courses Code Assignment

Module code is based on module sequence along with years of study. Regarding the naming of
modules, it is left to the module teams and the department that would be responsible for the
module development. Yet, names should directly or indirectly be related to the content of the
modules and the identified competencies to be achieved by the respective modules.
The Code Number of a module should be of four digit number preceded by four letters that
designate the home base of the module and a hyphen and an “M” to differentiate it from the
course code.
• The first digit signifies year that module is offered and the next two digits signify the order of
the module in the program and the last digit signifies either if that module is a core or
Elective or General/support (1= Core; 2= Elective; 3=General/support)
• Example for the Module code: INSC-M1011 (This is a module of the Information Science
Program offered in the first year and it is the first module in the program and it is a core
Module)
For the coding of courses in a module (clustered courses):

The course code should show
• Home base
• Level of students (years)
• Module Number
• Order of the course in the module
INSC1011 (1- level, 01 module number, 1- order of the course in the module). No space is
needed between INSC and 1011
There is understanding that students will register for the courses and the module as well at this
stage of modularization and the grading is only for the courses and thus the a student status will
be determined based on the completed courses per Semester.
15.0. Resources
Human, Materials and Facility Resources
SN Resource Professional Status Quantity Ratio Remark
1 Human Professor - 1:10 (Staff/Student)
Resource
Associate Professor - 1:15(Staff/Student)
Assistant Professor - 1:15(Staff/Student)
Lecturer - 1:10 (Staff/Student)
Technical Assistant - 1:40(Staff/Student)
2 Equipment/ Reference Books - 1:15 (Student/Ref.)
Material
Textbooks - 1:5 (Textbook/Student)
Software - 1:2 (Software/Course)
Server 2 One for file
management
29
and one for
teaching and
research
purposes
Teaching Aids - 1:1 (Teaching
aid/Course)
Teaching materials - 1:10 (Material/Student)
3 Facilities Library Space - 1:2.42m2
Class Room - 1:1 (Batch/Class Room)
Computer Laboratory - 1:1(Batch/Lab Room)
Info. Media Laboratory 1 -
Seminar Room 1 -
16.0. Completion Approval

The requirements for completion of the program is based on the University’s graduation
requirement as all students are admitted to higher education institutions based on accepted
curriculum by the stakeholders and the university. Therefore, students’ completion of the
program approval starts from the Department council, followed by the Academic Commission's
approval and finally the University senate endorses the graduation.
17.0. ANNEX I. COURSE GUIDE BOOK
17.1. Module 1: FONDATIONS OF INFORMATION SCIENCE
Module 1: FONDATIONS OF INFORMATION SCIENCE

1. GENERAL INFORMATION ABOUT THE MODULE
Collage of XXX
College
Department Information Science

Program Undergraduate BSc
Module Name Foundations of Information Science
Module Code INSC-M2111
Module This module presents the history, philosophical bases, concepts, theories and
Description methodologies of the Information Science. Emphasizes the definitions and properties
of information, formal and informal information systems, information origination,
transfer, classification, formatting and use. Also introduces basic issues in
Information Science, including the nature of information, overview of Information
Science, including: the nature of information, Bibliometrics, Information Retrieval,
Communications and Artificial Intelligence, Information Policy, knowledge
Organization, Information Services, and the relationships between Information
Technologies and Society. Concepts, and principles for the information professions
in the global information society; ethical implications of information technologies.
This module endeavors to provide a background to ethics as a prelude to learning the
skills of ethical decision-making and, then, to applying those skills to the real and
30
current challenges of the Information Profession. The scope of the coursework and
discussions includes decision-making and challenges relate to information sources
services in all formats and media; to the Internet and other digital sources
(cyberethics); and to information-related topics in management. Computer Science,
the development of computers, data representation, logical organization of a
computer system, computer software, computer arithmetic, computer system
architecture, computer network and communication, problem solving using
computers, operating systems (single and multi-user), windows environment,
overview of planning a computer program. This covers research, public relations,
design and use of information services. Theoretical and practical aspects, as well as
research results from both organization-centered and community- centered
perspectives will be examined and applied. Field observations, productions and
Analysis will be used extensively. Explores both sides of the users and services
equation, focusing on profiling specific user groups, exploring the methods and tools
used in community analysis and service evaluation, and determining the manner in
which a proper fit or match may be achieved. Introduces theories and practices of
educating clients in information research skills. Historical backgrounds and growth
of modern libraries and information centers. Related development of printing,
publishing and communication media. Social, cultural and technological dimensions.
Focus on topics and problems of continuing interest and contemporary significance
Competency Up on completion of this module students will be able to :
• Establish a clear conception of theoretical foundations
• Provide analysis of historical, philosophical bases, conceptual, theoretical and
methodological aspects of Information science
• Interpret 'data', 'information' and 'knowledge'
• Define the present and predict the future role of Information and Communication
Technology in all human scientific and societal endeavors
• Articulate policy issues of Information
• Understand components, nature and functions of Hardware and Software
• Explain concepts of information literacy as foundations of information instruction
• Advocate and conduct information literacy programs
• Introduce theoretical models for the study of print and digital culture.
• Survey the extensive scholarship on the study of print culture
• Provide an appropriate intellectual and historical context for information
Graduate Profile Information Officer, Information Policy Advisor, Information Expert , Trainer ,
Consultant, publishing expert
Module TBA
Coordinator
Module Status Core
ECTS 24
Students Total Hours Days Week(s)
Workload for the 621 -
Module
Lecture Hours Laboratory Hours Individual Project
240 17 50
Group Project Hours Individual Group Tutorial Hours
Assignment Assignment
55 49 10
Independent Study Presentation Hours Assessment Hours
31
166 72 48
Courses in the Introduction to Information Science INSC1053 135 hrs 5ECTS
module Introduction to Data Science INSC1051 135 hrs 5ECTS
Information and Digital Literacy INSC1052 135 hrs 5ECTS
Data Curation and Management INSC1054 81 hrs 3ECTS
Course Title Introduction to Data Science
Module Title
Module Code M1011 Course Code: INSC
CP/ECTS 3
Study Hour Lecture: 48 Laboratory: 48 Tutorial: 0 Home Study: 93
Instructor Name:TBA
Information
Office Phone: Email:
Office Location:
Consultation Hour:
Course Information Academic Year: 2020
Semester: I
Course Schedule:
Classroom:
Prerequisite: None
Mode of Delivery: Parallel
Today, vast amounts of data from a wide variety of sources are available. It is not
Course Description
clear, how to use those data and how to extract useful information from it. This
problem is faced in a tremendous range of scholarly, government, business, medical,
and scientific applications. The purpose of this course is to introduce students to the
rapidly growing field of Data Science, and to equip them with methodological, tool-
based, and analytical skills to extract knowledge from data. Being a data scientist
requires an integrated skill set including data collection and integration, data analysis,
descriptive and predictive modeling, data visualization, knowledge evaluation and
effective communication skills with non-expert users. This course will provide
students with an overview of the different components of the Data Science pipeline
and with practical skills to implement it.
After successfully completing this course, students will be able to:
Learning Outcomes
• Define Data Science
• Understand the brief history of Data Science
32
• Explain data and data set
• Understand Data Science ecosystem
• Define machine learning
• Explain Data Science tasks
• Understand privacy and ethics of Data Science
• Predict Data Science future trends and principles of success
Course Content
Topics Duration References
(Week)
Chapter 1: WHAT IS DATA SCIENCE? 1 -2
• Data Science definition
• A Brief history of Data Science
• The emergence and evolution of Data Science
• Where is Data Science used?
• Why now Data Science?
• Myths about Data Science
Chapter 2. DATA AND DATA SET 3-4

• Data and its type
• Data set
• Perspectives on Data
• Standard stages/steps/process in a Data Science project
Chapter 3: DATA SCIENCE ECOSYSTEM 5-6

• Data Science Infrastructure
• Big data and its challenges
• Hadoop ecosystem
• Data integration and its challenges
Chapter 4: MACHINE LEARNING 7-8

• Machine-learning algorithms and models
✓ Supervised versus Unsupervised Learning
33
✓ Prediction Models
✓ Linear Regression
✓ Neural Networks,
✓ Deep learning, and
✓ Decision-tree models
• Bias in Data Science
Chapter 5: STANDARD DATA SCIENCE TASKS 9-12

• Clustering (or segmentation)
• Anomaly (or outlier) detection
• Association-rule mining
• Prediction (including the sub problems of classification and
regression)
Chapter 6: PRIVACY AND ETHICS 13-16

• Commercial Interests versus Individual Privacy
• Ethical Implications of Data Science
• Computational Approaches to Preserving Privacy
• Legal Frameworks for Regulating Data Use and Protecting

Privacy
• Towards an Ethical Data Science
Chapter 7: FUTURE TRENDS AND PRINCIPLES

OF SUCCESS
✓ Future promising areas of Data Science
✓ Principle of success or failure for Data Science project
Teaching Strategy Lectures, lab, Video Demos, Class Room Discussions
Assessment Criteria Assessment Forms % of credit allotted

Lecture (100%)
• Mid Exam: 20
• Assignment:10%
• Project: 20%
• Final Exam: 50%
Role of The role of the instructor is to deliver lectures, give quizzes, assign and guide individual
Instructor(s) assignments, and assess performance of learners.
Role of Students The role of the students is to attend lectures, participate in class discussions, do individual
assignments, present individual assignment in class, and carry out written exams.
34
Required software R studio, Tableau, Python
and/or hardware
Reference Text books
John D. Kelleher and Brendan Tierney, DATA SCIENCE, (2018)Massachusetts
Institute of Technology, the MIT Press Essential Knowledge Series,
Cambridge, Massachusetts
Cao, Longbing (2018) Data Science thinking; the Next Scientific, Technological and
Economic Revolution
Hamid R. Arabnia and et..al(2020)Principles of Data Science; introduces various
techniques, methods, and algorithms adopted by Data Science experts
Yeol Song and Yongjun Zhu(2018) , Big data and data science: what should we
teach?
Course Title Data Curation and Management

Module Title
Module Code M1011 Course Code: INSC 4215
CP/ECTS 3
Instructor Name:TBA
Information
Office Location:
Consultation Hour:
Course Information Academic Year: 2020
Semester: I
Course Schedule:
Classroom:
Prerequisite: None
Mode of Delivery: Parallel/Block
This course introduces concepts of data curation and management with applications. Students
Course Description explore the characteristics of data and data-curation lifecycle activities, such as the design of
data through content-creator management, metadata creation, entry into a database system or a
repository, access policies and implementation, and data reuse.
Data curation is the active and on-going management of data through its lifecycle of interest
and usefulness to scholarship, science, and education; curation activities and policies enable
data discovery and retrieval, maintain data quality and add value, and provide for re-use over
time.
At the end of this course, the students will be able to:
Learning Outcomes • Understand the characteristics of various data types generated and used by a variety of
disciplines, sub disciplines, research communities, and government organizations.
• Understand both theoretical and practical issues in data curation from a range of
perspectives.
• Describe data curation concepts, terms, tools, and technologies.
• Recognize the urgency of and need for long-term data curation in public and private
venues.
• Identify the activities associated with each stage of the data curation lifecycle and their
social, legal, ethical, and policy implications.
• Understand roles and responsibilities for data curators.
• Understand critical issues associated with the storage, backup, and security of data.
• Understand the importance of planning to successful data curation
35
• Discuss public policy for data (scientific, governmental, and scholarly)
• Identify optimal data curation standards and best practices
Course Content
Topics Duration References
(Week)
Chapter 1:Introduction to Data Curation 1 -2
o The Importance of Data, Data Management, and Data Management S
ystems.
o Identity Problems, Ontology for Data Concepts
o Data Cleaning and Integration, Managing, Processing
o Data Curation Profiles
Chapter 2.Data Models 3-4
2.1 Ontologies, Schemas, Abstractions
2.2 Digital Curation Lifecycle Model
2.3 Relational Model
2.4 Continuum Model
2.5 Matrix of Digital Curation Knowledge and Competencies
Chapter 3:Metadata: Fundamentals 5-6
3.1. Metadata Identification and Characterization Tools
Chapter 4:Big Data and Data Net 7-8
4.1 Big Data Basics
4.2 Data Net
Chapter 5:Data Management Plans & Policy 9-12
5.1. Standards
5.2. Identifiers
5.3. Integrity
5.4. Accessibility
5.5. Preservation
5.6. Ethics
5.7. Checklist for a Data Management Plan
Chapter 6: Data Curation Approaches 13-16
6.1 The Role of Archives in Data Curation
6.2 The Roles of Libraries and Institutional Repositories in Data Curation
6.3 Data and the Social Sciences
6.4 Data and the Arts and Humanities
6.5 Data for Science and Health Research
Teaching Strategy Lectures, Video Demos, Class Room Discussions
Assessment Criteria Assessment Forms % of credit allotted

Lecture (100%)
• Mid Exam: 30
• Assignment:20%
• Final Exam: 50%
Instructor(s) assignments, and assess performance of learners.
Role of Students The role of the students is to attend lectures, participate in class discussions, do individual
assignments, present individual assignment in class, and carry out written exams.
Required software
and/or hardware
Reference • Ross Harvey, Digital Curation: A How-To-Do-It Manual (New York: Neal Schuman,
2010).
36
• http://datacurationprofiles.org/
• http://ijdc.net/index.php/ijdc/article/viewFile/137/165
• http://www.dcc.ac.uk/docs/publications/DCCLifecycle.pdf
• http://john.curtin.edu.au/society/australia/
• http://ils.unc.edu/digccurr/digccurrmatrix.html
• Bollier, D. “The Promise and Peril of Big Data.”
http://www.aspeninstitute.org/sites/default/files/content/docs/pubs/The_Promise_a
nd_Peril_of_Big_Data.pdf (11 July 2011).
• The DataNet Federation Consortium: http://datafed.org/
Course Title Introduction to Information Science

Module Title
Module Code Course Code:
CP/ECTS 3CrHr/5ECTS
Instructor Information Name:
Office Location:
Consultation Hour:
Course Information Academic Year: I
Semester: I
Course Schedule:
Classroom:
Prerequisite:
Course Description Presents the history, philosophical bases, concepts, theories and methodologies
of the science. Emphasizes the definitions and properties of information, formal
and informal information systems, information origination, transfer,
classification, formatting and use. Also introduces basic issues in information
science, including the nature of information, overview of information science,
including: the nature of information, bibliometrics, information retrieval,
communications and artificial intelligence, information policy, knowledge
organization, information services, and the relationships between information
technologies and society. Theories and concepts of information science are
integrated with a variety of practical tools for the structured design and analysis
of information systems.
Learning Outcomes After completing this course students will be able to:
1. Describe and critically evaluate processes and systems for managing
data, information and knowledge by individuals and organizations.
2. Apply data, information and knowledge management tools to address
the actual information problems of an organization by working in teams.
3. Explain the interactions between the evolution of information
technology, information policy, the information professions, and what
has been called “the information society.”
37
Course Content
Topic
Chapter 1: What is information?
1.1 Role and Values of Information
1.1.1 Information as an economic good
1.1.2 Information as product
1.1.3 Information as a service
1.1.4 Information as a power
1.1.5 information as an Asset
1.2 Information Hierarchy
1.2.1.Data, Information, Knowledge, Wisdom, Truth
Chapter 2: From Past to Present: The History and Mission of Information Science
2.1. Foundation concepts
2.2. Origins
2.3. Development and Factors
2.4. Basic Features
Chapter 3: Information and Technology
3.1. History and Foundations of Information Technology
3.1.1. The Information Society
3.1.2. Mobile Technology
3.1.3. Social Technology
3.1.4. Social Networks
3.2. The Internet
3.2.1. The World-Wide Web
3.2.2. Web Search Engines
3.3. Information Technology and Society
3.3.1. Technology & Society
3.3.2. Information Ethics
3.4. InfoTech and Democracy
3.4.1. New Media
3.4.2. Political change
Chapter 4: Information and People
4.1. Information Literacy
4.2. Information Behavior
4.1.1. Information Seeking
4.1.2. Information Organization
Chapter 5: Knowledge Management
5.1. Definitions
5.2. Challenges in IM and KM
5.3. Knowledge Management Systems
Chapter 6: Information Systems
6.1. Systems and Concepts of Information
6.2. System Characteristics
6.3. The Role of Information System
6.4. Components of Information System
6.5. Types of Information System
Chapter 7: Information Retrieval Systems
7.1. Definition
38
7.2. Concepts
7.3. Functions
7.4. Evaluation of IR systems
Chapter 8: Information policy
8.1. National Information Policy
8.2. ICT and Policy (cyber laws)
8.3. Information Infrastructure
8.4. Development of Information Policy
8.5. Major Information Laws
8.6. International Information Policy
Chapter 9: Overview of Libraries
9.1 History and Development of libraries
9.2 Types of Libraries
9.3 Modern Feature of libraries
Teaching Strategy The course will be delivered in the form of lectures, demonstration, student
presentations, group discussions, and individual and group project works.
Assessment Criteria The evaluation shall be based on both formative and summative assessment
which include:
Assessment Forms % of credit allotted
Lecture (100%)
• Participation and Attendance 10
• Quizzes and Assignments 15
• Test 15
• Mid exam 20
• Final examination 40
Role of Instructor(s) Delivers lectures, prepares reading assignments and topics for group discussion,
prepares projects by discussion with student, gives consultation and advises
students on project works and assignments, prepares and evaluates quiz,
assignment, midterm and final examination.
Role of Students Attend lectures, lab session and presentation, work in team on group work,
participate in group discussion, discusses with the instructor on topics of
interest for project work, delivers and presents project work, attend quiz,
midterm and final examination.
Required software
and/or hardware
Reference 1. Anthony Debons, Information Science: an integrated view, 1988.
2. Case, D.O. (2006). Looking for information: A survey of research on
information seeking, needs and behavior. Amsterdam: Academic Press.
2Rev Ed edition.
3. Debons, A.; Horne, E. & Cronenweth, S. (1988). Information Science:
An integrated View. Boston: G. K. Hall.
4. Dertouzos, M. L. (1997). What Will Be: How the New World of
Information Will Change Our Lives. Harper Collins: New York.
5. Boss, Information science : principles and practice, 1986
6. Harris, R. A. (2002). Using Sources Effectively. Pyrczak Publishing.
Norton, M. J (2000). Introductory Concepts in Information Science.
39
Information Today, Inc.
7. Lester, June E. and Wallace C. Koehler Fundamentals of Information
Science. New York : Neal-Schuman, 2003.
8. Macevičiūtė, E. and Wilson, T.D. (Eds.) (2005). Introducing
information management: an Information Research reader. London:
Facet Publishing.
9. Meadow, T. C.; Boyce, R.B.; and Kraft, H. D. (2000).Text information
retrieval systems. San Diego: Academic Press (2nd edition).
10. Norton, M.J. (2000). Introductory Concepts in Information Science.
New York: Information Today, Inc.
Course Title Information and Digital Literacy

Module Title
Module Code Course Code:
CP/ECTS
Office Location:
Consultation Hour:
Course Information Academic Year:
Semester:
Course Schedule:
Classroom:
Prerequisite:
Course Description This course examines the theory and practice of instruction provided in
information organizations to develop clients’ abilities to effectively locate,
evaluate, select and use information. Attention is given to the nature of
information literacy, systematic instructional design, needs assessment,
methods of instruction, teaching and learning preferences and the evaluation
of learning and programs. This course is interdisciplinary and draws on
theory from Library & Information Science, Instructional Communication,
Education and Cognitive Psychology. We will examine and criticize various
instructional models, plan for and deliver instruction in both in-person and
computer-aided venues, learn various methods for assessing teaching and
learning, and discuss the managerial and political aspects of instructional
delivery in various information agency contexts, with a special emphasis on
those in academic settings.
Learning Outcomes Upon completion of this course, students will demonstrate the academic
research process including selecting a topic, finding and evaluating
appropriate resources and adhering to proper guidelines for citation of
sources. Students will be able to:
1. Analyze a research need
2. Find information effectively and efficiently by using a variety of search
40
techniques
3. Access needed information in multiple publication formats
4. Evaluate the quality and relevance of information sources
5. Recognize several ethical and legal issues related to the use of information
Course Content
Topic
Chapter 1: Introduction to Information Literacy
1.1. What is Information and Need for use of Information
1.2. Specific Aspects of Information Literacy
1.3. What is Literacy?
1.4. General Concepts and Definition of IL
1.5. Information Competencies
1.6. Information Literacy Assessment
Chapter 2:
Defining the object of information queries.
Managing search tools and strategies
2.1. Introduction to Web search engines
2.2. search engine crawling
2.3. Search engine indexing
2.4. Search engine ranking
2.5. Search engine optimization
Chapter 2. WWW
2.1. using a browser
2.2. Uniform Resource Locator (URL)
2.3. Bookmarked
2.4. Searching the internet
2.5. Topic mapping.
Chapter 3. Evaluating Information Sources
3.1. Information Evaluation Criteria
3.2 Print Vs. Web information evaluation
Chapter 4: Plagiarism, Copy right, Citation and Referencing
Chapter 5: Bibliometrics and Scientific Publishing
Chapter 6: Reference Management
Chapter 7: Information Ethics
which include:
Lecture (100%)
• Quizzes 20
• Assignment /Project 20
• Tests 20
Practice (100%)
• Lab Assignments 20
41
• Lab Exam 40
• Project 30
Role of Instructor(s) Delivers lectures, prepares reading assignments and topics for group
discussion, prepares projects by discussion with student, gives consultation
and advises students on project works and assignments, prepares and
evaluates quiz, assignment, midterm and final examination.
Required software Software: office applications, browsers, search engines, database, office
and/or hardware package
Hardware: Desktop computers
Reference 1. Library Association. (1949). University and Research Section, Working
Party on Instruction in the Use of Libraries and in Bibliography at
Universities… Report. Library Association Records, 51(5).Pp.149-150
2. Scrivener, J.E. (1972). Instruction in Library Use: the Persisting Problem.
Australian Academic and Research Libraries, Vol.3. Pp.87-119
3. Mackenzie, A.G. (1969). Reader Instruction in modern Universities.
Aslib Proceedings, 21(7). Pp.271.
4. Wilson, T.D. (1977). The Investigation of Information Use and Users’
needs as a Basis for Training Programs. International Forum on
Information and Documentation, 2(4). Pp.25-29.
5. Taylor, Peter J. (1978). User Education and the Role of Evaluation.
UNESCO Bulletin for Libraries, 32(4). Pp.252-259.
6. Aguolu, C.C. (1982). The Education of Library Users in Nigerian
Universities. Education Libraries Bulletin, 25(3). Pp.20-28.
7. Akinyode, S.A. (1992). Planning User Education for Nigeria University
Libraries. Journal of Library and Information Science, 1(2). Pp.32-39.
8. Moriris, Jacquely M. & Webster, Donald F. (1976). Developing
objectives for Library Instruction. New York: Library Instruction
Clearing House.
17.2. Module 2: PROGRAMMING AND DATABASE MANAGEMENT
Module 2: PROGRAMMING AND DATABASE MANAGEMENT

College XXXX
Module Name Programming and Database Management
42
Module This module provides an overview of introduction to database theory and the
Description practical applications of a database. Database concepts: definition of a database
and benefits of database systems. Architecture for database systems: Internal,
conceptual and External level architectures. Implications of file organization and
storage structures. Over view of Hierarchical and Network data models. Relational
data model: data structures and integrity rules. Database design: ER-model,
functional dependencies, avoidance of redundancy and normalization. Mapping
ER-models to relational tables. Basics of Relational Algebra and relational
calculus; SQL; Basics of QBE. Problem solving using computers, algorithms,
program structure, constants, types, variables, reserved words, syntax diagram,
identifiers, numbers, character strings and constant declarations; basic data types,
statements (assignment, I/O, control), structured data types, subprograms, file
management; recursive functions; overloaded functions; linking multiple C++
source files; using Standard Template Libraries; data structures (linked list, stack,
queue); bit-wise operators; exception; template; operator overloading; parsing
command line arguments; fundamentals of classes; encapsulation; constructors;
destructors; overloading; inheritance; polymorphism. Optional topics include event
control and GUI programming. Concrete examples enable the student to write an
object oriented program and uses data structure elements in the programs. In
general, the module teaches students how to write fast and efficient programs and
enables them to analyze the efficiency of their programs.
• Design and implementation of database systems and database technologies
• Apply programming skills to solve various problems
• Compute through programming skills
• Develop computer programs
• Use dynamic memory management in their programs
• Implements linked lists, stacks, queues, trees, and graph
• Write programs that utilize complex data structures (lists, stacks, trees)
• Analyze complexity algorithms
• Write fully functional programs that consists of multiple files
• Explain how the client-server model of Internet programming works.
• Design and develop interactive, client-side, executable web applications.
• Demonstrate how Internet programming tasks are accomplished.
• Build tools that assist in automating data transfer over the Internet.
Graduate Database Designer

Profile Programmer
Module TBA
Coordinator
Module Core
Status
ECTS 30
Workload for 675
the Module Lecture Hours Laboratory Hours Individual Project
154 110 50
Group Project Individual Assignment Tutorial Hours
Hours
43
50 10 -
195 56 50
Courses in the Fundamentals Programming II INSC2221 135 hrs 5 ECTS
module Introduction to Artificial INSC 3112 135 hrs 5 ECTS
Intelligence
Fundamentals of Database INSC2115 135hrs 5 ECTS
Object oriented Programming INSC3211 135 hrs 5 ECTS
Advanced Database INSC2222 135 hrs 5 ECTS
Visual Programming INSC3223 135 hrs 5 ECTS
Data Structure and Algorithm INSC3223 135 hrs 5 ECTS
2. COURSE LEVEL INFORMATION
2.1 Fundamentals of Database
Course Fundamental of Database
Title
Course INSC2115
Code
Course Core
Prerequisite INSC2115
(s)
Co- None
requisite(s)
Credit 3
ECTS 5
Contact Total Hours Days Week(s)
Hours 135
34 10 10
Group Project Hours Individual Assignment Tutorial Hours
10 10 -
35 16 10
Mode of Parallel
Delivery
Target First Year Students
Group
Class - Laboratory Room -
Room
Year I Semester II
Course
Instructor(s
)
44
Course Introduction to database theory and the practical applications of a database. Database
Description concepts: definition of a database and benefits of database systems. Architecture for
database systems: Internal, conceptual and External level architectures. Implications
of file organization and storage structures. Over view of Hierarchical and Network
data models. Relational data model: data structures and integrity rules. Database
design: ER-model, functional dependencies, avoidance of redundancy and
normalization. Mapping ER-models to relational tables. Basics of Relational Algebra
and relational calculus; SQL; Basics of QBE.
Course At the end of this course students will be able to:
Objectives • Learn in a comprehensive approach, the concepts of design and implementation
of database systems.
• Acquire the knowledge of the advanced topics in database management systems.
• Improve their design and development skills and they can make right design
decisions on the database structures for particular applications.
• Introduce students with the most recent advances in database technologies
Course Students who complete this course should be able to have:
Outcome Knowledge & understanding of:
• The basic organization and functionality of a variety of types of database
system.
• Able to analyze and describe some aspect of the real world in terms of a
conceptual model.
Practical skills:
• Able to design and implement a complete database application.
• Able to perform basic data administration tasks.
• Able to build server-side support for Web-based persistent database
applications.
Transferable skills:
• Students will learn to apply a rigorous approach to design methodology.
Content Study Topics/Subtopics Reference Rmk

Hrs
Week I 23 6h=Lecture Hours
Chapter 1: Introduction
2h=Presentation
• Introduction to Hours
database system 9h=Independent
Study
• File based verses 2h=Group Project
Database approach Hours
1h=Individual
• Characteristics of the Assignment
Database Approach 1=Laboratory
Hours
• Users and actors of
2h=Assessment
Database system Hours
45
Week I 26 Chapter 2: Database System Introduction to 6h=Lecture Hours
Architecture Relational Databases 2h=Presentation
and SQL Hours
• Data Models, Schema Programming- 7h=Independent
and Instances Christopher Allen, Study
• DBMS Architecture and Simon Chatwin, 1h=Group Project
Data Independence Catherine A. Creary Hours
Fundamentals of 2h=Individual
• Database Language and
Database systems- Assignment
Interface
C.J. Data 1h=Individual
• The Database System Project
Environment 5=Laboratory
Hours
• Classification of DBMS
2h=Assessment
Hours
Week II 29 Fundamentals of 6h=Lecture Hours

Chapter 3: Database
Database systems- 2h=Presentation
Modeling C.J. Data Hours
• The high-level Database – Models, 5h=Independent
conceptual model Language and Study
Design- James L. 3h=Group Project
• Entity types and Johnson Hours
Sets, Attributes and 2h=Individual
Keys Assignment
1h=Individual
• Relationships, Project
Associations, Roles 8=Laboratory
and Structural Hours
Constraints 2h=Assessment
Hours
• E/R Diagram naming
conventions, and
Design issues
• Mapping ER-
models to relational
tables
46
Week II 29 Database – Models, 8h=Lecture Hours
Chapter 4: Enhanced
Language and 3h=Presentation
Entity –Relationship and Design- James L. Hours
Object modeling Johnson 7h=Independent
• Subclass, Super-class Study
2h=Group Project
and Inheritance
Hours
• Specialization and 3h=Individual
Generalization Assignment
3h=Individual
• Constraints and Project
Characteristics of 2h=Laboratory
Specialization and Hours
Generalization 1h=Assessment
Hours
Week III 28 T. Connolly &C. 4h=Lecture Hours

Chapter 5: Functional
Begg, "Database 3h=Presentation
Dependency and Systems", Third Hours
Normalization Edition, Addison 7h=Independent
• Purpose of Wesley, 2001. Study
Introduction to 2h=Group Project
Normalization
Database systems- Hours
• Information RameezElmasri and 2h=Individual
redundancy and Shamakanth B. Assignment
Navathe 3h=Individual
update anomalies
Project
• Functional 4h=Laboratory
Dependency Hours
3h=Assessment
• Normalization Hours
Chapter 6: The Relational

Data Model and the
Relational Algebra
• The Relational Model
Concepts
• The Relational
Constraints and
Relational Database
Schemas
• The Relational
Operations
47
Chapter 7: Structured
Query Language(SQL)
• Data Definition
Language
• Data Manipulation
Language
• Basic SQL Queries
• Views
Teaching The course will be offered through: lectures, discussions and individual project works
Strategy
Assessment Achievements of learners are assessed
Criteria 10%: Tests
10%: Lab exam
20%: Project (Group/Individual)
10%: Lab report
50%: Final Examination
Role of The role of the instructor is to deliver lectures, give quizzes, assign and guide
Instructor(s individual assignments, and assess performance of learners
)
Role of The role of the learners is to attend lectures, participate in class discussions, take on
Students quizzes, do individual assignments, present individual assignment in class, and carry
out written exams
Learners’ Assignments/activities will be displayed along with lecture slides or they will be sent
assignment to you through email or they will be posted on the server shared folder.
s/activities
Required SQL
software
and/or
hardware
48
Course Class participation is a very important part of the learning process in this course. Although
Policy: not explicitly graded, you will be evaluated on the quality of your contributions and
insights. Attendance is taken at all lectures, laboratory hours and participation in
daily sections will be graded. Create a comfortable and productive learning
environment throughout the semester: start and end class on time; reply to e-mails
within the time given; exams will reflect the material covered in class and assigned in
homework; be attentive and engaged in class; put cell phones on silent mode, refrain
from using laptops, and other electronic devices during class when not allowed;
spend an adequate amount of time on the homework each time, making an effort to
solve and understand each problem; engage with all educational material; and seek
help when appropriate .Cite all sources consulted to any extent (including material
from the internet). Any form of cheating will immediately earn you a failing grade
for the entire course. Information about assessments and examinations will be given
only in the class in time therefore, you will not obtain additional information from
anyone by any means (in speaking, in writing, via electronic communication, etc).
Any academic misconduct is treated in accordance with the Academic Misconduct
Policy of the University. Students should refer to the University’s academic
misconduct policy. Students are expected to strictly observe the rule and regulation of
the University. Any act of dishonesty in any work constitutes academic misconduct.
Reference Text:
RemezElmasri B. Navathe, fundamentals of database system (4th edition, USA,
Addison Wesley ,2004
References:
Abraham Schilberschtz, “Database System Concepts”, Mc. Graw Hill Publications.
C.J Date, “Database Management Systems”, Narosa Publication, India
Course Title Fundamental of Programming II

Module Title
Module Code Module 06 Course Code: INSC 2221
CP/ECTS 5 ECTS
Office Location:
Consultation Hour:
Course Information Academic Year: II
Semester: I
Course Schedule:
Classroom:
Prerequisite:
Course Description file management; recursive functions; overloaded functions; linking multiple
49
C++ source files; using Standard Template Libraries; data structures (linked
list, stack, queue); bit-wise operators; exception; template; operator
overloading; parsing command line arguments; fundamentals of classes;
encapsulation; constructors; destructors; overloading; inheritance;
polymorphism. Optional topics include event control and GUI programming.
Concrete examples enable the student to write an object oriented program
and uses data structure elements in the programs.
Course Objectives On completion of this course students should be able to:
➢ Describe the problem solving process as applied in programming

➢ Describe the basics of C++ programming – syntax and semantic
elements of the programming
➢ Describe and exercise the Arithmetic and Logic operations implemented
in C++
➢ Implement the program flow control in software
➢ Describe and implement the basic data structure elements in C++ that
serve as holding homogenous data primitives
Learning Outcomes At the end of this course students will be able to:
• Apply programming skills to solve biological problems
• Understand basic concepts in computer science such as Boolean logic and
problem decomposition
• Learn data structures (such as strings, matrices and arrays), logic and
control structures (such as ‘if’ and ‘for’ statements), data manipulation
and presentation (loading data files, computing simple statistics and
graphing data), and proper programming techniques (writing modular,
well-commented code)
• Understand programming concepts that will assist in learning other
languages (like Java, perl, or python)
• Learn about computing resources on campus and online
• Analyse simple problems and formulate solutions
• Develop computer programs for quality program solving
• Practice good programming disciplines and styles
Be able to write simple computer programs in C++
Course Content
Topic Duration References
Chapter One : 4 weeks 2. C++ programming: lessons
1. Array and applications (431-524)
• Fundamentals of Computing
1.1 Array Definition with C++
1.2 Array referencing • Programming and problem
1.3 One dimensional and solving with C++
multidimensional arrays C++ Primer plus(p97-118)
1.4 Strings: Definition, accessing Strings
1.5 Two-dimensional array

Chapter Two : 4 weeks 3.
2. Pointer
50
2.1 Address and pointer
2.2 Pointer and array
2.3 Pointer and function
2.4 Pointer and string
Chapter Three: 4 weeks • C++ programming: lessons

4. Structure and applications (30-64)
4.1. Defining a structure variable with C++
4.2. Declaration of structures • Programming and problem
solving with c++
4.3. Initialization of structure • Programming with C++,
Ravichandran
4.4. Accessing structure variable C++ Primer plus (p3-16)
4.5. Function and structure
4.6. Array of structures
4.7. Array with in structures
4.8. Structure with in a structure( nested
structure)
Chapter Four: 4 weeks • C++ programming: lessons

4. File and applications (225-282)
• C++ Primer plus(p207-236)
4.1. File and file management • Fundamentals of Computing
4.2. Streams and Files with C++
4.2.1. Streams Programming and problem
4.2.2. Files solving with C++
4.2.3. The standard streams
4.2.4. C++ File I/O Classes and Functions
4.3 Text and Binary Files
4.4 Text File processing
4.2.5. Opening and Closing a file
4.2.6. Reading and writing text files
4.5 Binary File processing
4.5.1 get ( ) and put ( )
4.5.2 read ( ) and write ( )
4.5.3 More get ( ) functions
4.6 Random Access Files
4.6.1 Obtaining the Current File Position
4.6.2 I/O Status
4.7 Buffers and Synchronization
Teaching Strategy The course • C++ programming: lessons
will be and applications (287-365)
offered
51
through: • Gary J. Bronson, C++ for
lectures, Engineers and Scientists,
discussion • C++ Primer plus(p241-287)
s and • Fundamentals of Computing
individual with C++
project • Programming and problem
works solving with c++
Assessment Criteria • CC++ programming: lessons
and applications (431-524)
with C++
• CC++ programming: lessons
and applications (529-586)
Assessment Forms
Lecture (100%)
Role of Instructor(s) • Tests % of credit allotted
Role of Students Final Examination
Practice (100%)
Lab Exam • 10%
Project (Group/Individual) • 20%
• Lab report • 40%
The role of the instructor is to deliver lectures, give quizzes, assign and guide
individual assignments, and assess performance of learners
• The role of the learners is to attend • 20%
lectures, participate in class discussions, • 10%
take on quizzes, do individual projects,
group projects, present projects in class,
and carry out written exams
Required software Visual C++, Borland C++, Quincy 2005 and turbo C++,Code Block
and/or hardware
Role of Students The role of the learners is to attend lectures, participate in class discussions,
take on quizzes, do individual projects, group projects, present projects in
class, and carry out written exams
Required software Visual C++, Borland C++, Quincy 2005 and turbo C++,Code Block
and/or hardware
Course Policy: Class participation is a very important part of the learning process in this
course. Although not explicitly graded, you will be evaluated on the quality
of your contributions and insights. Attendance is taken at all lectures,
laboratory hours and participation in daily sections will be graded. Create a
comfortable and productive learning environment throughout the semester:
start and end class on time; reply to e-mails within the time given; exams
will reflect the material covered in class and assigned in homework; be
attentive and engaged in class; put cell phones on silent mode, refrain from
using laptops, and other electronic devices during class when not allowed;
spend an adequate amount of time on the homework each time, making an
effort to solve and understand each problem; engage with all educational
material; and seek help when appropriate .Cite all sources consulted to any
extent (including material from the internet). Any form of cheating will
52
immediately earn you a failing grade for the entire course. Information about
assessments and examinations will be given only in the class in time
therefore; you will not obtain additional information from anyone by any
means (in speaking, in writing, via electronic communication, etc). Any
academic misconduct is treated in accordance with the Academic
Misconduct Policy of the University. Students should refer to the
University’s academic misconduct policy. Students are expected to strictly
observe the rule and regulation of the University. Any act of dishonesty in
any work constitutes academic misconduct.
Reference Text:
1. Ravichandran; “ Problem Solving with C++”, Tata Mc. Graw Hill
Company
2. E.Balagurusamy, “Programming with C”, Tata Mc. Graw Hill
Company
References:
1. Brian W.Kernighan, Dennis M. Ritchie, “The C Programming
Language”, Prentice Hall of India.
2. YukselUckan, “Problem Solving using C”
3. Walter Savitch, “Problem solving with C++ – The Object of
Programming”, Menlo Park: Addison-Wesley, 1996
4. Dietel & Dietel, “C How To Program”, Third Edition, Prentice-Hall,
2003
5. Robert Lafore, “The Waite Group’s C Programming Using Turbo
C++”, Techmedia, 1993
6. John R. Hubrard, “Fundamentals of Computing with C++”,
Shuam’s Outline, 1997
7. Jess Liberty, “An Introduction to C++”, 1995
Course Title Introduction to Artificial Intelligence

Module Title
Module Code Module 06 Course Code: INSC 3112
CP/ECTS
Office Location:
Consultation Hour:
Semester:
Course Schedule:
Classroom:
Prerequisite: Data Structures and Algorithms
Course Description
The purpose of this course is to give students an understanding of Artificial
53
Intelligence methodologies, techniques, tools and results. Students will use
python programming language to demonstrate laboratory exercises. Students
will learn the theoretical and conceptual components of this discipline and
firm up their understanding by using AI and Expert System tools in
laboratory sessions, projects and home assignments.
Course Objective At the end of this course the students will be able to:
❖ Understand reasoning, knowledge representation and learning
techniques of artificial intelligence
❖ Evaluate the strengths and weaknesses of these techniques and their
applicability to different tasks
❖ assess the role of AI in gaining insight into intelligence and
perception
❖ know classical examples of artificial intelligence
❖ know characteristics of programs that can be considered "intelligent"
❖ understand the use of heuristics in search problems and games
❖ know a variety of ways to represent and retrieve knowledge and
information
❖ know the fundamentals of artificial intelligence programming
techniques in a modern programming language
❖ consider ideas and issues associated with social technical, and ethical
uses of machines that involve artificial intelligence
❖ Introduce students for powerful learning algorithms and their
applications.
❖ Letting students to develop simple AI powered applications either in
robotics, NLP or games.
Course Content
Chapter 1: Introduction to AI (3 hr) 2 weeks 1. Luger, G. (2002) Artificial

1.1 Objectives/Goals of AI Intelligence, 4th ed.
1.2 Types of AI(General and Specific AI) Addison-Wesley.
1.3 Approaches to AI – making computer: 2. Bratko, Ivan (1990)
PROLOG Programming for
1.3.1 Think like a human ( Thinking
Artificial Intelligence, 2nd
humanly)
ed. Addison-Wesley, 1990
1.3.2 Act like a human (Acting humanly)
Winston, P.H. (1992) Artificial
1.3.3 Think rationally (Thinking Intelligence Addison-Wesley.
rationally) Ginsberg, M.L. (1993)
Essentials of Artificial
1.3.4 Act rationally (Acting rationally) Intelligence. Morgan Kaufman.
1.4 The Foundations of AI
54
1.5 Bits of History and the State of the Art
1.1 Proposing and evaluating Application of AI
2 weeks 1. Luger, G. (2002) Artificial

Chapter 2: Intelligent Agents (4 hr) Intelligence, 4th ed.
2.1. Foundation of Agents Addison-Wesley.
2. Bratko, Ivan (1990)
2.2. Agents and Environments
2.3. Acting of Intelligent Agents Artificial Intelligence, 2nd
(Rationality) ed. Addison-Wesley, 1990
2.4. Structure of Intelligent Agents Winston, P.H. (1992) Artificial
2.4.1. Agent Types Intelligence Addison-Wesley.
Ginsberg, M.L. (1993) Essentials of
2.4.2. Simple reflex agent Artificial Intelligence. Morgan
2.4.3. Model-based reflex agent Kaufman.
2.4.4. Goal-based agent
2.4.5. Utility-based agent
2.5. Multi agent systems
2.6. Learning agent
Chapter 3: Searching and Planning (6 hr) 2 weeks 1. Luger, G. (2002) Artificial

3.1. Solving Problems by Searching and planning Intelligence, 4th ed.
Addison-Wesley.
3.2. Constraint Satisfaction Problem 2. Bratko, Ivan (1990)
3.3. Problem Solving Agents
3.4. Problem spaces and search
3.5. Knowledge and rationality
Winston, P.H. (1992)
3.6. Heuristic search strategies Artificial Intelligence
3.7. Search and optimization (gradient Addison-Wesley. Ginsberg,
M.L. (1993) Essentials of
descent)
Artificial Intelligence.
3.8. Adversarial search Morgan Kaufman.
3.9. Planning and scheduling
3.10. Avoiding Repeated States
3.11. Dynamic game theory
Chapter 4: Knowledge Representation and 2 weeks 1. Luger, G. (2002) Artificial
Reasoning (8 hr) Intelligence, 4th ed.
4.1 Logic and Inference Addison-Wesley.
4.2 Logical Agents 2. Bratko, Ivan (1990)
4.3 Propositional Logic
4.4 Predicate (First-Order)Logic
55
4.5 Inference in First-Order Logic Winston, P.H. (1992) Artificial
Intelligence Addison-Wesley.
4.6 Knowledge Representation
4.7 Knowledge Reasoning Artificial Intelligence. Morgan
4.8 Bayesian reasoning Kaufman.
4.9 Probabilistic reasoning

4.10 Temporal reasoning
4.11 Knowledge-based Systems
4.12 Case study: Medical diagnosis
Chapter 5: Machine Learning Basics (3 hr) 2 weeks 1. Luger, G. (2002) Artificial

5.1 Knowledge in Learning Intelligence, 4th ed.
5.2 Learning Probabilistic Models Addison-Wesley.
5.3 Supervised learning 2. Bratko, Ivan (1990)
5.3.1 Linear classification models
5.3.2 Probabilistic models
5.4 Unsupervised learning
5.4.1 Clustering models Intelligence Addison-Wesley.
5.5 Reinforcement learning Ginsberg, M.L. (1993) Essentials of
5.6 Deep Learning Artificial Intelligence. Morgan
Kaufman.
5.6.1 Neural networks and back-propagation
5.6.2 Convolution neural networks
5.6.3 Recurrent neural networks and LSTMs
Chapter 6: Natural Language Processing (NLP) 2 weeks 1. Luger, G. (2002) Artificial

Basics (3 hr) Intelligence, 4th ed.
6.1 Intro to Natural Language Processing Addison-Wesley.
6.2 Machine learning Application in NLP 2. Bratko, Ivan (1990)
6.3 Natural language interaction
6.4 Computer vision and Image processing
6.5 Case study: Sentiment Analysis, speech
recognition, Chabot Intelligence Addison-Wesley.
Artificial Intelligence. Morgan
Kaufman.
Chapter 7: Robotic Sensing and Manipulation (3 hr)

7.1 Introduction to robotics
7.1.1 Sensing
7.1.2 Manipulation
7.1.3 Human-robot interaction
56
7.2 Navigation and path planning
7.2.1 Autonomous robotic systems
Teaching Strategy The course will be offered through: lectures, discussions and individual
project works
Assessment Criteria
Lecture (100%)
• Tests • 10%
• Final Examination • 50%
Practice (100%)
Lab Exam • 10%
Project (Group/Individual) • 20%
Lab report • 10%
Role of Instructor(s) The role of the instructor is to deliver lectures, give quizzes, assign and guide
take on quizzes, do individual projects, group projects, present projects in
Required software Python or prolog
and/or hardware
Course Policy: Class participation is a very important part of the learning process in this
course. Although not explicitly graded, you will be evaluated on the quality
of your contributions and insights. Attendance is taken at all lectures,
start and end class on time; reply to e-mails within the time given; exams
will reflect the material covered in class and assigned in homework; be
attentive and engaged in class; put cell phones on silent mode, refrain from
using laptops, and other electronic devices during class when not allowed;
spend an adequate amount of time on the homework each time, making an
effort to solve and understand each problem; engage with all educational
material; and seek help when appropriate .Cite all sources consulted to any
extent (including material from the internet). Any form of cheating will
immediately earn you a failing grade for the entire course. Information about
assessments and examinations will be given only in the class in time
therefore, you will not obtain additional information from anyone by any
means (in speaking, in writing, via electronic communication, etc). Any
academic misconduct is treated in accordance with the Academic
Misconduct Policy of the University. Students should refer to the
University’s academic misconduct policy. Students are expected to strictly
observe the rule and regulation of the University. Any act of dishonesty in
any work constitutes academic misconduct.
Reference Text books:
Russell, S. and P. Norvig (1995) Artificial Intelligence: A Modern Approach
Prentice-Hall
57
References:
3. Luger, G. (2002) Artificial Intelligence, 4th ed. Addison-Wesley.

4. Bratko, Ivan (1990) PROLOG Programming for Artificial Intelligence, 2nd
5. Winston, P.H. (1992) Artificial Intelligence Addison-Wesley. Ginsberg,
M.L. (1993) Essentials of Artificial Intelligence. Morgan Kaufman.
Course Title Advanced Database

Module Title
Module Code M2115 Course Code: 2222
CP/ECTS
Instructor Name:
Information
Office Location:
Consultation Hour:
Semester:
Course Schedule:
Classroom:
Prerequisite:
Course Description This course introduces concepts and implementation schemes in database
management systems, such as DBMS basics, relational database system,
objected oriented database system, query processing and optimization,
transactions and concurrency control, distributed database system, special
database and database security. It also introduces emerging database related
techniques. Database systems are important to business, industry and
science. IT professionals need to critically assess the opportunities and
implications presented by such systems. They also need the expertise and
expertise to select, develop, manage and exploit these systems.
58
Learning Outcomes By the end of this course, students should be able to:
• Explain and evaluate the fundamental theories and requirements that
influence the design of modern database systems
• Assess and apply database functions and packages suitable for
enterprise database development and database management
• Identify the role, the duties, and the responsibilities of a database
administrator with respect to the maintenance and security of a
database server.
• Understanding of the database technology
• Understanding of the different type’s data model.
• Expertise with conceptual modeling of databases using UML
Diagrams.
• Familiarity with database implementation issues.
• Understanding of the basics of query processing and query
optimization.
• Proficiency with the administration and development
Course Content
Chapter 1: Database Systems Concepts and Architecture 1 -2 Text: Chapter
• Database Management Systems
• Overview of different types of databases and data models
(ER, UML)
• Practical Object Oriented Database design methodology and
use of UML Diagram
• Database-System Architectures
• Database languages and Query Languages
Chapter 2. Transactions Management in DBMS 3-4 Text: Chapter
• Definition
• ACID Properties: Atomicity, Consistency, Isolation,
Durability
• Types of failures and Transaction States
• Concurrent Execution of Transactions and its Advantages
• Need for Concurrency Control in DBMS
• Query Processing in DBMS and Query Optimization
Chapter 3: Object Oriented Database 5-8 Text: Chapter
• Object Based Database Systems Overview
• Object Relational DBMS (ORDBMS)
• Reasons for using ORDBMS over RDBMS
• Object-Oriented Model Vs Relational Model
• Complex Data Types
• Structured Types and Inheritance in SQL
• Implementing O-R Features
59
Chapter 4: Distributed Database 9-10 Text: Chapter
• Distributed Database – Introduction
• Distributed Database - Why?
• Advantage of Distributed Database
• Disadvantage of Distributed Database
• Components of Distributed DBMS Architecture
• Distributed Databases - Important considerations
• Various options for distributing databases: Data Replication,

Partitioning, Hybrid Approach
• Distributed Database – Fragmentation
• Transactions in Distributed Database Management System
• Commit Protocols
Chapter 5: Modern Databases/Special Purpose Databases 11-12

• Multimedia Database
• Temporal Database
• XML Database and Graph Database
• Active Database and Deductive Database
• Spatial and Mobile Database
Chapter 6: Database Security and Backup 13-16
• Database Backup and Recovery
• Database security threats
• Authentication and authorization
• Data encryption
• Data Auditing
Teaching Strategy
Assessment Criteria
Lecture (100%)
Quiz 10
Mid Exam 20
Individual Assignment 10
Short Test 10
60
Final Exam 50
Practice (100%)
Lab Exam 50
Group Project 50
Role of Instructor(s)
Role of Students
Required software Oracle, PostgreSQL, Java, Neat bean, Eclipse

and/or hardware
Reference Patrick Valduriez M. TamerOzsu, Principles of Distributed Database
Systems, 3rd edition, 2010
Advanced database technology and design / Mario G. Piattini, Oscar Díaz, editors. ARTECH HOUSE,
INC, 2000
Ramez Almasri, and S B Navathe, Fundamental of Database Systems, 5th
Edition, 2003
Hector Garcia-Molina, effrey D. Ullman , Jennifer Widom , DATABASE
SYSTEMS The Complete Book, 2nd Edition, Pearson Education Inc.. 2005
http://www.exploredatabase.com/p/advanced-database-concepts.html
Course Title Object Oriented Programming

Module Title
CP/ECTS
Office Location:
Consultation Hour:
Semester:
Course Schedule:
Classroom:
Prerequisite: Fundamental of Programming
Course Description This programming course emphasizes the methodology of programming from
an object-oriented perspective and software engineering principles. It allows
students to develop the ability to analyses programming problems and design
and document suitable solutions and to implement reliable and robust
software using contemporary program design methods. Topics to be dealt
with are: classes: data abstraction, information hiding, overloading;
inheritance; polymorphism.
Learning Outcomes Upon successful completion of the course, students will be able to:
Explain the basic object oriented concepts
Successfully code, debug and run programs with appropriate development
environment
Work on more advanced programs written in Java
Have clear differentiation between structural and object oriented programming
61
paradigm
Course Content
Chapter 1: Introduction to Object-Oriented Programming 1 Text: Chapter
Types of programming paradigm
Overview of OO principles
Editing, Compiling and Interpreting
Chapter 2. Fundamental Programming Structures in Java 2-3 Text: Chapter
The main() method
Primitive Data Types
Variables
Constants
Assignments
Initializations
Operators
Chapter Three: Classes and Objects in Java 4-5
Classes & Objects
OOP Principles
Instantiation
Encapsulation
Specialization
Instance Variables
Class Variables
Constructors
Instance Methods
Class Methods
Method Overloading
The this keyword
Passing and returning objects
Garbage Collection in Java
Chapter 4: Object Design and Programming with Java 6-7 Text: Chapter
4.1. Abstraction
4.2. Inheritance
4.3. Polymorphism
4.4. Method Overriding
4.5. Associations
4.6. Delegation
Chapter 5: Java Interfaces 8-10 Text: Chapter
5.1. Purpose of Interfaces
5.2. When to use them
5.3. Interface Declaration
5.4. Implementing an Interface
5.5. Interface Inheritance
Chapter 6: Java Collections API 11-12 Text: Chapter
6.1. Arrays
6.2. The Java Collections Framework
6.3. Collections Interfaces
6.4. java.util.Collection
6.5. java.util.List
6.6. java.util.Map
6.7. java.util.Set
62
6.8. Concrete Collections
6.9. java.util.ArrayList
6.10. java.util.HashMap
6.11. java.util.HashSet
6.12. Iterating through Collections
6.13. java.util.Iterator
Chapter 7: Java Input/Output API (Optional) 13-14
7.1. Streams & Files
7.2. Input & Output Streams
7.3. File Streams
7.4. Object Streams
7.5. Object Serialization
7.6. Readers & Writers
7.7. The Java New I/O (NIO) API
Chapter 8: Java Database Connectivity 15-16
8.1. Database Systems – an Introduction
8.2. Structured Query Language
8.3. Installing and setting up JDBC
8.4. Basic JDBC Programming concepts
8.5. Populating a database
8.6. Executing Queries
8.7. Result Sets
Teaching Strategy
Assessment Criteria Continuous Assessments (quiz, test, assignment, project, presentation ... etc.) = 35%
Midterm examination = 25%
Final examination = 40%
Lecture (100%)
Practice (100%)
Role of Students
Required software
and/or hardware
Reference Harvey Deitel, Paul Deitel, "Java Programming", 8th Edition,
Giourdas Publications, 2010.
Wanda Dann, Stephen Cooper, and Randy Pausch, "Learning to
program with Alice" 3rd edition Pearson Education, 2012.
Michael Kölling, "Introduction to Programming with Greenfoot.
Object Oriented Programming Java with Games and Simulations",
Pearson Education, August 2009.
Course Title Data Structures and Algorithms

Module Title Advanced Programming
CP/ECTS 5
63
Office Location:
Consultation Hour:
Semester:
Course Schedule:
Classroom:
Prerequisite: INSC 2413, INSC 2421
Course Description
Learning Outcomes
Course Content
Chapter 1: Chapter One: Introduction to Data Structures Week 1 Text: Chapter
1.1 Introduction to Data Structures

Abstract Data Types and Abstraction
Chapter 2: Algorithm and Algorithm Analysis Week 2-3 Text: Chapter

Properties of Algorithm
Analysis of Algorithm
Chapter 3: Simple Sorting and Searching Algorithms Week 4-6

Sorting
Selection Sort
Bubble Sort Insertion Sort
Pointer Sort
Searching
Linear/Sequential Searching
Binary Searching
Chapter 4: Linked Lists Week 7-9 Text: Chapter
Review on Pointer, Dynamic Memory allocation and De-allocation
Singly Linked Lists
Doubly Linked Lists
Implementation of Linked Lists
Chapter 5: Stacks and Queues Week 10- Text: Chapter

Basic Stack Operations 11
Basic Queue Operations
Implementation of Stacks and queues
Chapter 7: Graphs Week 12-
Introduction 13
Describing graphs
Directed Graphs
Traversing a graph
Chapter 8: Advanced Sorting and Searching Week 14-
Sorting 15
Heap Sort
Quick Sort
Merge Sort
64
Shell Sort
Advanced Searching
Hashing
Teaching Strategy
Assessment Criteria Continuous Assessments (60%):
Laboratory Practical 10%
Quizzes 10%
Individual Assignment 10%
Tests 10%
Project 20%
Final exam (40%)
Role of Students
Required software Visual C++,, Borland C++, Quincy 2005 and turbo C++
and/or hardware
Reference Text Books
Jean Paul Tremblay, Paul G. Soreson, “An Introduction to Data Structures
with Applications”, Mc. Graw Hill Computer Science Series
References:
Jean Paul Tremblay, Richard B.Bunt, “Introduction to Computer Science –
An Algorithmic Approach”, Mc. Graw Hill International Editions –
Computer Science Series
Yashvan tKanetkar, “Data Structures through C”, BPB Pulications, New
Delhi.
Maria Litvin& Gary Litvin , “Programming with C++ and Data structures”
(text book)
Thomas H. Cormen, Charles E.Leiserson, Ronald L.Rivest, “Introduction to
Algorithms”
Course Title Visual Programming

Module Title M2115
Module Code Course Code: INSC 3223
CP/ECTS
Office Location:
Consultation Hour:
Semester:
Course Schedule:
Classroom:
Prerequisite:
Mode of Delivery:
65
Course Description The course teaches developers the programming skills that are required for
developers to create Windows applications using the Visual C# language.
The students learn the basics of Visual C# program structure, language
syntax, and implementation details, and then consolidate their knowledge
throughout the week as they build an application that incorporates several
features of the .NET Framework 4.7
Learning Outcomes After completing this course, students will be able to:
differentiate between Command Line Interface and Visual programming,
get start with C#, save, run program, adding controls to C# form, give
properties of a C# control, writing c# code and c# Message Box,
name, declare, initialize and assign values to variables within an application,
concatenation, comments, numbers variables, double and float Variables ,
double Variables
use: arithmetic operators to perform arithmetic calculations involving one or
more variables; relational operators to test the relationship between two
variables or expressions; logical operators to combine expressions that
contain relational operators.
create the code syntax for simple programming statements using C# language
keywords and recognize syntax errors using the Visual Studio IDE,
create a simple branching structure using an If Statements (switch),
create a simple looping structure using Loops ( For, do, while )
create menu and sub-menu
use the Visual Studio IDE to locate simple logic errors.
design and build a simple user interface using standard controls from the
Visual Studio toolbox.
connect to a SQL Server database and the basics of how to retrieve and store
data (Working with Database ).
Use events in visual programming C#
Course Content
Chapter 1: Introduction to Visual Programming 1 -2 Text: Chapter
1.1.Command Line Interface
1.2.Visual programming
Chapter 2: Getting Started with C# 3-4 Text: Chapter
2.1 C# windows form
2.2 How to save and run program
2.3. Adding controls to C# form
2.4 Properties of a C# control
2.5 Adding c# code to a c# control
2.6 A c# Message Box
Chapter 3: C# Programming Fundamentals
3.1. Variable
3.1.1 String Variable
3.1.2. Assigning text to a string variable
3.2. Concatenation
3.3. Comments
3.4. Numbers Variables
3.5. Double and Float Variables
3.6. Double Variables
3.7. Addition
66
3.8. Subtraction
3.9. Operator Precedence
3.10 Multiplication and Division
Chapter 4: Branching and Looping statements 9-10 Text: Chapter
4.1 If Statements
4.2. Switch Statements
4.3. C# Operators
4.4. Loops
4.4.1. For Loop
4.4.2 Do loops and While Loops
Chapter 5: Menus and Dialog boxes 11-12 Text: Chapter
5.1 Menus
5.1.1 Submenus
5.1.2. Menus Shortcuts
5.1.3 Code for Quit Menu
5.1.4 The Edit Menu
5.1.5 Copy and Paste
5.1.6 The view
5.1.7 Adding Image
5.2. Dialogue Box
5.2.1 Open File dialogue Box
5.2.2Save file dialogue Box
Chapter 6: Working with Database 13-16 Text: Chapter
6.1 SQL server express
6.1.1 How to create Sql server Express Database
6.1.2 How to create Table in Sql Server Datable
6.1.3 Adding data to SQL server db Table
6.1.4 Creating a database connection class
6.1.5 Using the database connection class
6.1.6 Adding a record to dataset
6.1.7 Saving a new record
6.1.8 Update a record and delete a record
Chapter 7: Events
7.1 The click events for button
7.2 The mouse down Events
7.3. The key down Event
7.4 The Leave Event
7.5 List Box and combo Box Events
7.6 Build Webrowser
Teaching Strategy Semester based
Role of Instructor(s) The role of the instructor giving this course content, providing References,
lectures, preparing individual assignments and group project, correcting the
assessments and give feedback on time, preparing Final Exam and submitting
results on time.
Role of Students Attending the class, doing and submitting the assessments (individual and
group) on time.
Required software Microsoft Visual C# 2010 or Microsoft visual studio 2010, Computer,
and/or hardware Internet, Projector etc...
Assessment Criteria Achievements of learners are assessed
20%: Tests
67
10%: Lab Exam
References Svetlin Nakov and Team. (2013). Fundamentals of Computer Programming
with C#" .Faber, Veliko Tarnovo, Bulgaria.
Mahesh Chand. (2014). Programming C# for Binners.
John Sharp. (2010). Microsoft Visual C#®2010 Step by Step.
17.3. Module 3: INFORMATION CONSULTANCY
Module 3: INFORMATION CONSULTANCY

College Xxx
Module Name Information Consultancy
Module Code INSC-M 3327
Module The module is designed to introduce a study of bibliographic information sources and
Description services in major subject areas, including an overview of technology in information
retrieval. An introduction to the basic sources and systems for the provision of
information to users. Introduction to print and media resources; selection procedures,
evaluation criteria, access and promotion of use of materials. Information Criteria for
evaluation and selection of materials emphasizing current resources, techniques of
reading guidance and book talks. Overview of human information needs, seeking, and
processing, including human factors in the design, development and evaluation of
information services. Presents an overview of the Internet and its resources and
services. Introduces to information retrieval and research skills on the Internet. The
basics of online search services: Boolean logic, formulation of search strategies, and
searching techniques. Introduces the philosophy, principles, and practice of
reference/information services, information centers, and online communities. Provides
practical experience in evaluation and use of bibliographic and Webographic materials,
reference interviewing and search techniques. Information resources, methods, needs
and services in science and technology Comparative study of individual fields.
Communication patterns and bibliographic organization. Role of professional
organizations and government. Representative problems and practice. Information
resources, methods and services to meet access needs in the humanities. Representative
problems and practice. Information resources, methods and services to meet access
needs in the social sciences. An investigation into reference services, reference
interviews, and organization, including critical examination of basic reference
collections for various types of information service providers.
Competency Up on completion of this module students will be able to:

• Understand the philosophy, principles and ethics of the Information Science
• Understand and use basic information sources in information providing
contexts
• Provide practical techniques of negotiating questions, finding appropriate
sources, and answering questions.
68
• Instruct the principles of electronic searching and provide students with an
opportunity to practice electronic searching skills
• Demonstrate an understanding of the development and communication of
knowledge
• understand the use of resources in electronic formats, as well as an introduction
to subject reference resources and services;
• know the organization of the reference collections;
•
• Demonstrate theoretical understanding of and basic competencies in evaluating,
selecting and organizing information sources
• Demonstrate research techniques and methods of applying new knowledge as it
becomes available
• Describe and access local information sources in all disciplines and spheres of
human activities
Graduate Profile Chief Information Officer
Information Expert
Information Broker
Information Subject Specialist
Module TBA
Coordinator
Module Status Core
ECTS 16
Workload for the 324
Module
160 13 20
Group Project Hours Individual Group Tutorial Hours
Assignment Assignment
20 22 19 -
102 26 22
Information Sources and Services INSC 3327 115 HRS 4 ECTS
Introduction to Health Informatics INSC 4324 81 HRS 3 ECTS
Information Policy and Security INSC 4323 81 HRS 3 ECTS
Information Marketing INSC 4324 81 HRS 3 ECTS
Course Title Information Sources and Services

Module Title Information Consultancy
Module Code INSC-M 3327 Course Code: INSC 3327
CP/ECTS 3 credit hours/ 5 ECTS
Study Hour Lecture: 30 Laboratory: 0 Tutorial: 10 Home Study:8
Instructor Name:
Information Office Phone: Email:
Office Location:
Consultation Hour:
69
Course Academic Year: II
Information Semester: I
Course Schedule:
Classroom:
Prerequisite: None
Mode of Delivery: Block
Course The course introduces a study of bibliographic information sources and services
Description
in major subject areas. An introduction to the basic sources and systems for the
provision of information to users. Provides an integrated approach combining
print and electronic sources and comprehensive services in a broad range of user
(for Children, Young and Adults) and use contexts emphasizing matching
sources and services with user needs and preferences. Introduction to print and
media resources; selection procedures, evaluation criteria, access and promotion
of use of materials. Information Criteria for evaluation and selection of materials
emphasizing current resources, techniques of reading guidance and book talks.
This course introduces the principles and practice of reference and information
services and provides practical guidelines for evaluating and using a variety of
information sources. The course focuses on providing students with practical
experience, but it also covers how research findings related to reference
interaction can be translated into practical guidelines and implemented by
information professionals in various work settings. The core theme of this course
revolves around understanding Information sources and services from a user
information needs and seeking perspective.
Overview of human information needs, seeking, and processing, including
human factors in the design, development and evaluation of information services.
Introduction to legal environment surrounding development and use of
information products and services, including intellectual property, and issues
specific to internet and other digital mediums. Presents an overview of the
Internet and its resources and services. Introduces to information retrieval and
research skills on the Internet. The basics of online search services: Boolean
logic, formulation of search strategies, and searching techniques. Online time is
made available to each student in a major search service, the Internet, and CD-
ROM products.
Learning At the end of the course students will be able to:
Outcomes Knowledge & understanding of:
70
Characterize the use of information sources and systems.
Understand the need of policies and procedures for the provision of
information services.
Understand basic reference tools in both print and electronic formats.
Practical skills:
Define and employ terminology, techniques, and concepts of reference
work.
Identify the interpersonal skills that encourage user satisfaction.
Identify basic print and online reference sources and their characteristics.
Identify and apply criteria for reference source evaluation.
Demonstrate skills in locating information sources to answer specific
reference questions.
Use both print and electronic information sources including the Internet.
Explain factors influencing the choice of source format (print, on disc, or
online).
Discuss and apply criteria and methods for the evaluation of reference
services.
Analyze and discuss major trends and issues relating to reference work.
Identify methods for keeping reference knowledge and skills current in the
future.
Demonstrate an understanding of ways to provide access to recorded
information in a variety of formats.
Identify needs of particular user groups and develop information
collections and services to meet these needs.
Communicate effectively with users, needs.
Demonstrate an awareness of appropriate technology for providing access
to information sources and services.
Transferable skills:
Provide users' instruction on the desk on demand.
Obtain skills and attitudes needed to assist diverse individuals in meeting
their information needs.
Course Content
Content Topic/sub-topic Duration References
Week I Chapter One: Introduction Katz, William A.
Introduction to
❖ Introductory Concepts of Information, Reference Work,
71
Information Sources and Information Vol. I: Basic
Services Information
Services. 8th ed.
❖ Purpose and Types of Information Sources New York:
and Services Farmer, L.S.J.,
Ed. (2007) The
❖ Types, functions and formats of basic
human side of
information sources, including guides to
reference and
sources, print sources for ready reference, information
online and CDROM databases, Internet services in
sources academic
libraries: adding
❖ History of Information Services
value in the
❖ Standards and ethics for Information digital world.
Service. Chandos
Publishing,
❖ New technical, cultural, ethical and legal Oxford.
aspects of information work McGraw Hill,
2001. Reference
❖ The Reference Process: Traditional and and Information
Virtual environments Services: An
Introduction. 3rd
ed. Westport, CT:
Libraries
Unlimited. A
copy will be
available on
Reserve in SLIS
Library
Satya, A. (2013).
“Information
Sources And
services” Lovely
Professional
University:
Phagwara, New
Delhi, 113-136.
72
Chapter Two: Information seeking Bopp, R.E. &
behavior: Users and their Information needs Smith, L.C.
in a variety of settings (2001). Reference
and Information
❖ The reference interview. Services: An
Introduction. 3rd
❖ User-centred Information Services.
ed. Westport, CT:
❖ Educational roles of Information Libraries
Professionals. Unlimited. A
copy will be
❖ The generic search process and available on
principles of search strategy. Reserve in SLIS
Library.
❖ Principles of controlled vocabulary and Farmer, L.S.J.,
free text searching. Ed. (2007) The
❖ Record structure, field limiting, human side of
truncation, Boolean and proximity reference and
information
operators.
services in
❖ Opportunity to observe and practice academic
searching on sample systems, e.g. libraries: adding
Library Literature on CD-ROM, value in the
Infotrac, selected Dialog databases, and digital world.
Chandos
selected Internet sources.
Publishing,
❖ Document Delivery Services and Oxford.
Online Services Franco, A.
(2003).
"Gateways to the
Internet: Finding
Quality
Information on
the Internet."
Library Trends
52(2), 228-246.
Satya, A. (2013).
“Information
Sources And
services” Lovely
Professional
University:
Phagwara, New
Delhi, 113-136.
Chapter Three: Evaluation of Information Franco, A.
Sources and Services (2003).
"Gateways to the
❖ Evaluation of search output; pertinence Internet: Finding
and relevance (precision and recall). Quality
Information on
73
❖ Criteria for evaluating sources (e.g. the Internet."
authority, accuracy, print versus Library Trends
electronic format). 52(2), 228-246.
Week II Chapter Four: Bibliographic Instruction Mann, Thomas.

Library Research
❖ Principles of managing information Models: a Guide
services, including development of goals to Classification,
and policies and evaluation of information Cataloguing, and
services. Computers. New
York: Oxford
❖ The role and functions of community
University Press,
information services. 1993.
❖ Users‟ and Readers‟ advisory.
Chapter Five: Current issues in Information GURDEV
Services SINGH. (2013)
Information
❖ Current issues in information services, to Sources, Services
include topics rose on list serves or in very And Systems.
current literature. Prentice Hall
India Learning
❖ Marketing and visibility of information
Private Limited,
services. Delhi, India.
Bopp, R.E. &

Smith, L.C.
(2001). Reference
and Information
Services: An
Introduction. 3rd
ed. Westport, CT:
Libraries
Unlimited. A
copy will be
available on
Reserve in SLIS
Library.
Teaching Strategy The course will be offered through: lectures, discussions and individual
project works
Assessment Criteria
Lecture (100%)
• On-the-Spot Performance 10%:
• Tests 10%:
• Quiz 10%:
• Written Assignment 20%:
74
• Final Examination 50%
Role of Instructor(s) The role of the instructor is to deliver lectures, give quizzes, assign and
guide, individual assignments, and assess performance of learners
take on quizzes, do individual assignments, present individual assignment in
Required software
and/or hardware
Reference Farmer, L.S.J., Ed. (2007) The human side of reference and information
services in academic libraries: adding value in the digital world. Chandos
Publishing, Oxford.
Satya, A. (2013). “Information Sources And services” Lovely Professional

University: Phagwara, New Delhi, 113-136.
GURDEV SINGH. (2013) Information Sources, Services And Systems.

Prentice Hall India Learning Private Limited, Delhi, India.
Katz, William A. (2001). Introduction to Reference Work, Vol. I: Basic

Information Services. 8th Ed. New York: McGraw-Hill.
Mann, Thomas. (1993). Library Research Models: a Guide to Classification,
Cataloguing, and Computers. New York: Oxford University Press.
Bopp, R.E. & Smith, L.C. (2001). Reference and Information Services: An
Introduction. 3rd ed.
Westport, CT: Libraries Unlimited. A copy will be available on Reserve in
SLIS Library.
Franco, A. (2003). "Gateways to the Internet: Finding Quality Information on
the Internet." Library Trends 52(2), 228-246.
Furrie, Betty, in conjunction with the Data Base Development Department of
The Follett Software Company. (2003). What Is a MARC Record, and Why
Is It Important? Parts I-VI of Understanding MARC Bibliographic: Machine-
Readable Cataloging. Seventh edition reviewed and edited by the Network
Development and MARC Standards Office, Library of Congress.
Course Title Information Policy and Security

Module Title
75
CP/ECTS 3
Study Hour Lecture: 48 Tutorial: 0 Home Study: 93
Office Location:
Consultation Hour:
Semester:1
Course Schedule:
Classroom:
Prerequisite: none
Mode of Delivery:
Course Description This is an introductory course focuses on information policy, information
security, law of cyberspace, and information products/services. The emphasis
is on critical thinking about a broad variety of legal and policy problems that
arise because of ever-changing information environment, value of
information, and communication technologies. A range of issues currently
facing information professionals and the effect of these issues on policy
development. Similarly, information security is the current phenomenon due
to technological changes that are positively and negatively contributing
information products and services. It also, discusses the roles of all levels of
government, the private and not-profit sectors, and key individuals, in
developing policies which affect information creation, control, access,
security, and use. Prerequisite: None.
Learning Outcomes The students who complete this course would be able to have Knowledge &
understanding of:
• Information policy in national and international level
• How to design secure infrastructure system for a corporate network
and information flow
• How to response to an attack situation on information products and
services
• How to protect and secure an organizations information system.
76
• Cybercrime and cyber security in the country and how to benefit from
the law
• The intellectual property right and the technological challenges in
contemporary world
• Related types and functions of law to models of society
• Describe the organizational structure of the criminal structure system
as it relates to the law
Course Content
Chapter 1: Introduction to Information policy Weak 1 Braman, S. (2006). An introduction
o Policy, public policy, information policy to information policy. In Change of
o Information policy definition state: Information, policy, and
o Need for Information policy in modern world power, pp. 1-8. Cambridge, MA:
o History of Information policy MIT Press.
Chapter 2. Intellectual Property Right Weak 1-2 WIPO (n.d), What is Intellectual
2.5. What is intellectual property? Property, available at: www.wipo.int
2.6. The branches of Intellectual property
2.7. World Intellectual Property Organization
(WIPO)
2.8. Intellectual property Rights and access to
knowledge
Chapter 3: Value of an Information Policy Mutongi, C. and Marume, M. (2016),
2.7. Reasons to have an information policy The value of an Information Policy.
2.8. Importance of having an information IOSR Journal Of Humanities And
policy Social Science, 21(6), 92-97.
2.9. Levels of information policy Rowlands, I. (1996). Understanding
2.10. Dangers of not having organizational information policy: concepts,
information policy frameworks and research tools.
2.11. National Information Society Policy Journal of Information Science 22
(1):13-25.
UNESCO (2010), Information for all
program, ISBN: 978-5-915-032-
3(rus).
Chapter 4: Information Security Weak 2 Information Security Office (2020),
4.3. Definition of Information Security Information security Essentials,
77
4.4. Concept of Information Security Carnegie Mellon University,
4.5. Information security key protection layers available at:
4.6. CNSS Security Model (Committee on National http://www.cmu.edu/iso/governance/
Security Systems i.e. McCumber Cube) guidelines/
4.7. Threats and attacks to information
Chapter 5: Information Security in an Organization Weak 2-3 Ferguson, N., Schneier, B., Kohno,
5.8. Organizational Information Security Policy T. (2010), Cryptography
5.9. Network Security Benefits in organization Engineering: Design Principles and
5.10. Core Reasons to have network or Practical Applications. Wiley
Systems security Publishing ISBN:0470474246
5.11. Information Security Knowledge for 9780470474242.
Database Administrators Alhassan, M.M. and Adjei-Quaye, A.
5.12. CIA in Information Security (C: (2017), Information Security in an
Confidentiality, I: Integrity, A: Availability) Organization, Global Society of
5.13. Network Cryptography, Concept of Scientific Research and Researchers,
Triple A, Least Privileges, and Surface Attacks ISSN 2307-4523 (Print & Online)
Teaching Strategy
Assessment Criteria
✓ Individual assignment 15% weak 1-2
✓ Group work (Information policy/security 20% weak 2-3

analysis)
✓ Preparation of organizational Policy 20% weak 3-4

document
✓ Final examination 45% weak 4
Lecture (100%)
Role of Instructor(s) Preparing the lecture materials, facilitating the teaching learning process, providing
guidelines for the assignment and evaluating the assessments. Final examination
preparation and grading the students work.
Role of Students Attending the lecture, actively involving in the group works, presentation, preparing
policy document, and analysis of information society issues in organizations
Required software The computer , projector , Internet
and/or hardware
1. Alhassan, M.M. and Adjei-Quaye, A. (2017), Information Security in an
Organization, Global Society of Scientific Research and Researchers, ISSN
2307-4523 (Print & Online)
78
2. Braman, S. (2006). An introduction to information policy. In Change of
state: Information, policy, and power, pp. 1-8. Cambridge, MA: MIT Press.
3. Ferguson, N., Schneier, B., Kohno, T. (2010), Cryptography Engineering:
Design Principles and Practical Applications. Wiley Publishing
ISBN:0470474246 9780470474242.
4. Mutongi, C. and Marume, M. (2016), The value of an Information Policy.
IOSR Journal Of Humanities And Social Science, 21(6), 92-97.
5. Rowlands, I. (1996). Understanding information policy: concepts,
frameworks and research tools. Journal of Information Science 22 (1):13-
25.
6. UNESCO (2010), Information for all program, ISBN: 978-5-915-032-
3(rus).
7. Information Security Office (2020), Information security Essentials,
Carnegie Mellon University, available at:
http://www.cmu.edu/iso/governance/guidelines/
8. WIPO (n.d), What is Intellectual Property, available at: www.wipo.int
Course Title Introduction to Health Informatics

Module Title
CP/ECTS 3
Office Location:
Consultation Hour:
Course Information Academic Year: IV
Semester: I
Course Schedule:
Classroom:
Prerequisite:
Mode of Delivery:
Course Description This course provides an introduction to health informatics, the field devoted to the
optimal use of data, information, and knowledge to advance individual health, health
care, public health, and health-related research and most importantly to evidence based
medicine i.e., the use of current best evidence in making decisions about the care of
individual patient. Health informatics is one of the fastest growing areas within
healthcare. In its simplest form, health informatics is about getting the right health
information to the right person at the right time. It is critical to the delivery of
79
information to healthcare professionals and customers so that they can deliver and get
the most appropriate care respectively.
Health informatics focuses on the application of information technology in healthcare to
improve individual and population health, education and research and the students learn
the theory behind health informatics and develop practical management skills, as well
as the ability to evaluate current trends in health informatics. This course will thus
introduce health informatics which include overview of health informatics, health
information systems and routine of health information systems. In addition, the course
addresses about Evidence Based Medicine (EBM), telemedicine, e-health, ethical issues
in health information, managing information in health care organizations, etc.
Learning Outcomes At the end of the course students will be able to:
✓ Develop knowledge about problems and challenges that health informatics

addresses.
✓ Apply basic knowledge to the research and practice of health informatics.
✓ Demonstrate basic skills and knowledge in health informatics for application in

future health-related careers.
✓ Demonstrate ability to ask, search for information, and answer health-related

questions.
✓ Apply communication skills through an interview with an informatics

professional and development of a written summary.
✓ Analyze ethical and diversity issues in health informatics.
✓ Define, describe and name examples of Health information sources (e.g.,

literature guides, directories, handbooks, the Web, etc.) used by Science and
Technology information users.
✓ Understand clinical decision-making process and demonstrate

that understanding through the preparation of prevention, diagnosis and
treatment portfolio.
✓ Demonstrate the techniques of over-viewing on a specific sub-field of Health

Sciences.
✓ Understand and discuss the use of information by a variety of Health

information user groups.
✓ Understand and be able to discuss the implications of current trends in health

information and information management on Health information systems and
services.
Course Content
Topic Duration(in References
week)
Chapter 1: General overview of health informatics and the 1 -2 Edward H, Shortliffe
problems and James J. Cimino
o What is health informatics? Chapter 2;
80
Nanette B. Sayles et
o The evolution of the electronic health record
al., Chapter 16;
o The role of IT in healthcare and different Research
articles
o Biomedical Data: Their Acquisition, Storage, and Use
o Evidence-Based Medicine
o The Benefits of Healthcare Information Systems
o Research and practice of the field in the context of the
problems that motivate it.
Chapter 2. Electronic Health Record Systems 3-5 Edward H, Shortliffe
2.9. Electronic Health Record (EHR) and James J. Cimino
2.10. The Electronic Medical Record (EMR) Chapter 12;
2.11. The EMR is not a simple replacement of the paper record Guide to Health
2.12. The Personal Health Records (PMR) Informatics Second
2.13. Information Management in an Electronic Environment
Edition, Enrico
2.14. Data Quality issues
Coiera, Hodder
Arnold, 2003,
Chapter 10;
Nanette B. Sayles et
al., Chapter 16
Chapter 3: Clinical Decision Support Systems 6-7 Guide to Health

2.12. Making decisions Informatics Second
2.13. Problem-solving is reasoning from the facts to create Edition, Enrico
alternatives, and then choosing one alternative Coiera, Hodder
2.14. Hypotheses are generated by making inferences from the
Arnold, 2003,
given data
2.15. Decision trees to determine the most likely outcome when
Chapter 8;
Edward H, Shortliffe
there are several alternatives
and James J. Cimino
2.16. Heuristic reasoning guides most clinical decisions but is
prone to biases and limited by cognitive resources Chapter 20
2.17. The nature of clinical decision-making
2.18. A Structure for characterizing clinical decision-support
systems
2.19. A Structure for characterizing clinical decision-support
systems
Chapter 4: e-health systems 8-9 Edward H, Shortliffe
4.8. Tele-medicine and James J. Cimino
4.9. Video-based tele-health Chapter 14
4.10. Mobile e-health
4.11. The future of clinical communication in an electronic
environment
4.12. Quality and reliability aspects in evidence based E-medicine
Chapter 5: Management of Information In Healthcare organizations 10-11 Edward H, Shortliffe
5.14. Major organizational components of an integrated delivery and James J. Cimino
network Chapter 13
5.15. Information requirements
5.16. Integration requirements
5.17. Managing information systems in a changing healthcare
environment
5.18. Functions and components of a healthcare information
system
5.19. Technological changes affecting healthcare organizations
81
Chapter 6: Ethics and health informatics 12-14 Edward H, Shortliffe
6.1. Ethical issues in health informatics and James J. Cimino
6.2. The standard view of appropriate use Chapter 10
6.3. Privacy, confidentiality, and data sharing
6.4. Foundations of health privacy and confidentiality
6.5. Social challenges and ethical obligations
6.6. Regulation and monitoring of computer applications in health
care
Chapter 7: The Future of Informatics in medicine 15-16 Edward H, Shortliffe
7.1 Progress in biomedical computing and James J. Cimino
7.2 Integration of computer-based technologies Chapter 24
7.3 Future role of computers in health care and biomedicine
7.4 Forces affecting the future of medical computing
Teaching Strategy The course will be offered through lectures, presentations, quiz, discussions
individual and group works
Assessment Criteria
Continuous Assessment
Individuals and group assignments, quiz 50%
Exam
Final Examination 50%
Role of Instructor(s) Lecturing, interactive teaching-learning by using active teaching methods
Role of Students Active participation in the class, doing individual and group assignments and
submitting to the instructor.
Required software -
and/or hardware
References 1. Guide to Health Informatics Second Edition, Enrico Coiera, Hodder Arnold,
2003.
2. Susan Doyle-Lindrud. The Evolution of the Electronic Health Record, Clinical

Journal of Oncology Nursing. 2015 Apr;19(2):153-4. doi:
10.1188/15.CJON.153-154.
3. Role of Information Technology in Health Care Sampada S. Gulavani and R.V.
Kulkarni. Proceedings of the 4th National Conference; INDIACom-2010
4. Edward H, Shortliffe and James J. Cimino (Eds.) Biomedical Informatics:

Computer Applications in Health Care and Biomedicine.2006, 3rd Edition.
Publisher: Springer
5. Nanette B. Sayles et al., 2013. Health Information Management Technology An

Applied Approach 4th Edition. American Health Information Management
Association (AHIMA).
Information Marketing
Course Title Information Marketing
Course Code INSC 4325
Course Status Core
Prerequisite(s) None
Co-requisite(s) None
82
Credit 2
ECTS 3
Contact Hours Total Hours Days Week(s)
81 8.1 -
28 - 4
4 5 -
30 4 6
Mode of Block
Delivery
Target Group Third Year Students
Class Room - Laboratory Room xxxx
Year III Semester I
Course
Instructor(s)
Course Information marketing is about creating, promoting and selling information products.
Description After creating an ebook, video or audio course, or other kind of e-course, you can resell
it again and again. Information Marketing business is a platform you create to provide
valuable resources to people and get paid in return. Information marketing is the process
of creating, promoting and selling digital products which help to solve a common
problem within a specific niche or "topic".
As the modern consumer has made the revolutionizing shift to digital platforms, Digital
Marketing is gaining a strong foothold across all parallels of the industry. The rise of
Digital Marketing inevitably means that job opportunities in this domain are increasing at
a fast pace. While the demand for talented Digital Marketing professionals is extremely
high now, companies are faced with the challenge of finding the right fit for their Digital
Marketing job profiles. There is a shortage of skilled professionals in Digital Marketing.
Digital Marketing is a broad concept and includes various channels like Search Engine
Optimization, Search Engine Marketing, Email Marketing, Social Media Marketing,
Inbound Marketing, Content Marketing and Web Analytics.
Objectives • To provide general knowledge about Marketing,
• To give basic about Information Marketing,
• To provide students with combined theory and practice and help them to become
aware of information marketing in the information community,
• To provide students with knowledge and practices of digital marketing.
Content Co. Topics/Subtopics
stu.
Hrs.
83
Week 1 & 2 Chapter One: Introduction to Information Marketing
4 1.1. Introduction to Marketing
1.1.1. What is marketing?
1.1.2. The Marketing Approach
1.1.3. What Inhibits from being Marketing Oriented?
1.1.4. The Barriers to Marketing
1.1.5. Status of the Use of Marketing Concept in Libraries and Information
Centers
1.1.6. Need for Strategic Intervention
1.2. Fundamentals of Information Marketing
Week 3&4 Chapter Two: The Information Marketplace

4 2.1. Introduction
2.2. Information as a Product
2.3. The Distinct Nature of Information as a Product
2.4. Information in Promotion and Society
2.5. The Range of Information Products
2.6. Profiling the Information Industry
Week 5,6&7 4 Chapter Three: Information Products and Services

3.1. Key Concepts in Marketing of Information Products and Services
3.2. Introduction to Marketing of Information Products and Services
3.3. How to Price Information Products and Services
3.4. How to Promote Information Products and Services
3.5. How to Conceive, Design and Introduce New Information Products and
Services
3.6. How to Conduct Marketing Research for Marketing of Information

Products and Services
3.7. Preparing the Organization for Marketing of Information Products and

Services
Week 8,9& 10 6 Chapter Four: Marketing Communications

4.1. The Marketing Communications Mix
4.2. Integrated Marketing Communications Campaigns
4.3. Designing Communications Strategies
84
4.4. Identification of Target Audience
4.5. Determining Communication Objectives
4.6. Designing the Message
4.7. Selecting Communication Channels
4.8. Establishing the Budget
4.9. Measuring Marketing Communications Results
4.10. Communication through Physical Environments
Week 11,12& 6 Chapter Five: Digital Marketing

12 5.1. What is Digital Marketing?
5.2. Traditional Marketing & Digital Marketing
5.3. Search Engine Optimization,
5.4. Search Engine Marketing,
5.5. Email Marketing,
5.6. Social Media Marketing,
5.7. Inbound Marketing,
5.8. Content Marketing and Web Analytics.
Teaching The course will be offered through: lectures, discussions and individual project works
Strategy
Criteria 10%: On-the-Spot Performance
10%: Tests
20%: Seminar
10%: Written Assignment
Instructor(s) assignments, and assess performance of learners
Students quizzes, do individual assignments, present individual assignment in class, and carry out
written exams
Learners’ Assignments/activities will be displayed along with lecture slides or they will be sent to
assignments/acti you through email or they will be posted on the server shared folder.
vities
Required Computer & Projector
software and/or
hardware
References https://www.fredgleeck.com/training-videos/information-marketing-course/introduction-
to-information-marketing/
http://www.pondiuni.edu.in/storage/dde/downloads/mbaii_mm.pdf
http://web.simmons.edu/~chen/nit/NIT'92/285-ope.htm
https://www.idrc.ca/sites/default/files/openebooks/817-1/index.html
85
Meeson, S. (2005), ‘Public libraries: the big marketing push’. Update 4 (7-8), 47.
O’Connor, J. and Galvin, E. (2001), Marketing in the Digital Age, 2nd edition.
Harlow: Prentice Hall.
Rowley, J. (2002), ‘Information marketing in a digital world’. Library Hi Tech 20
(3),352–8.
Rowley, J. (2004), ‘Just another channel? Marketing communications in ebusiness’.
Marketing Intelligence and Planning 22 (1) 24–41.
17.4. Module4: ELECTRONIC AND DIGITAL RESOURCE MANAGEMENT
Module4: ELECTRONIC AND DIGITAL RESOURCE MANAGEMENT

College XXX
Module Name Electronic and Digital Resource Management
Module The module is designed to introduce management operations for records control and
Description use; preparation, organization, storage, retrieval and dissemination. Preservation,
security and disposal problems. Planning and supervising records management
programs. Departmental functions and organization. Data-processing applications and
on-line systems. An interdisciplinary introduction to information and knowledge
organization, including principles of conceptual systems in various disciplines and their
relevance and application to knowledge organization. Basics of information
organization and presentation for facilitating access. Concepts and problems of human
information behavior, classification and categorization related to information
organization. Database technology, structure and design. Standards for information
organization, data representation and information exchange. Systems for organizing
information and facilitating information access in various information use
environments. Descriptive cataloging, and control of information resources of all kinds;
Anglo-American Cataloging Rules; organization, functions and use of catalogs and
classification systems; principles of information indexing and retrieval; use of
bibliographic databases; representative problems and practice. Subject analysis,
classification and control of information resources of all kinds; Dewey decimal and LC
classification systems; subject headings; organization, functions and use of catalogs and
classification systems; principles of information indexing and retrieval; use of
bibliographic databases; representative problems and practice. Theory and practice
involved in managing information collections in all formats: selection tools, criteria,
methods, collection evaluation, and accessions. Principles of intellectual freedom are
discussed. Introduction to basic concepts in the theoretical, practical, and technological
aspects of information organization.
• Lead organizations in the management of records in all formats
• Design, implement and evaluate an efficient and effective records and information
management program
• Create bibliographic control in the information transfer process
• Introduce a variety of methods for representing, organizing, and storing recorded
86
information
• Provide different types and uses of information representations or surrogates
• Provide fundamental concepts of information organization and models of
information transfer involving humans and systems.
• Interpret methods and structures of file organization and techniques of accessing
information.
• Demonstrate basic competency in the latest specialized information technologies
• Demonstrate the professional attitudes and the interpersonal and interdisciplinary
skills needed to communicate and collaborate with colleagues and information users
• Provide emerging encoding and metadata standards for information description and
access
Graduate Profile Knowledge Manager/Organizer
Cataloguer
Classifier
Module TBA
Coordinator
Module Status Core
ECTS 20
Workload for the 351 35.1 -
Module
83 42 28
5 32 -
104 37 20
Courses in the Knowledge Organization and Management INSC 3414 135 Hrs 5 ECTS
module Collection Development and Management INSC 3415 81 Hrs 3 ECTS
Archives , Record and Museum INSC 4422 135 Hrs 5 ECTS
Management
Management of Library and Information INSC 4426 135 Hrs 5 ECTS
Center
Course Title Knowledge Organization and Management

Module Title
CP/ECTS
Study Hour Lecture: Laboratory: Tutorial: Home Study:
Instructor Name:
Office Location:
Consultation Hour:
Semester:
87
Course Schedule:
Classroom:
Prerequisite:
Course Description Subject analysis, classification and control of information resources of all
kinds; Dewey decimal and LC classification systems; subject headings;
organization, functions and use of catalogs and classification systems;
principles of information indexing and retrieval; use of bibliographic
databases
Learning Outcomes Skills of organizing knowledge: cataloging and classification
Course Content
Chapter 1: Introduction to Knowledge organization 1 -2 Text: Chapter
o Context for the Organization of Knowledge
o Formatting and Structuring Knowledge
o Organization of Recorded Information
o Describing Documents
o Indexing and Searching Languages
o Systems Context for Knowledge
o Manual Information Retrieval System
o Management of Systems for the Organization of
Knowledge
Chapter 2. Library classification 3-4 Text: Chapter
2.1. Features of classification
2.2. Rationale of library classification
2.3. Purpose of library classification
2.4. Components of library classification
2.5. Schemes of library classification
• Library of Congress Classification (LCC)
✓ The schedules / versions
✓ Characteristics
✓ Features
✓ Purpose
✓ Limitation & strength
• Dewey Decimal Classification (DDC)
✓ Characteristics
✓ Features
✓ Purpose
• Colon Classification (CC)
✓ Characteristics
✓ Features
✓ Purpose
• Universal Decimal Classification (UDC)
✓ Characteristics
88
✓ Features
✓ Purpose
Chapter 3: Development of Cataloging Codes

2.20. British Museum Cataloging Rules
2.21. Jewette's Rules
2.22. Cutter's Rules
2.23. AA1908
2.24. Prussian Instruction
2.25. Vatican Code
2.26. ALA Draft
2.27. LC (1949)
2.28. ALA (1949)
2.29. AACR (1967)
2.30. AACR2 (1978)
2.31. AACR2R (1988)
2.32. LC Rules Interpretations
2.33. RDA
Chapter 4: Introduction to cataloging 9-10 Text: Chapter
4.13. Cataloging Operations
4.14. Traditional catalog
4.15. Automated catalog
4.16. Original and copy cataloging
4.17. Descriptive cataloging
➢ RDA: the new standard for descriptive cataloguing
➢ Area of Description
✓ Titles and statements of responsibility
✓ Edition Statements
✓ Material (or Type of Publication) Specific Details
✓ Publication, Distribution, etc
✓ Physical Description
✓ Series
✓ Note
✓ Standard Numbers and Terms of Availability
4.18. Subject Cataloging
➢ History of Subject Access
✓ Classed or Classified catalog
✓ Alphabetical Classified Catalog
✓ Subject Cataloging Systems
✓ General principles
4.19. Online cataloging
4.20. Card catalogues and OPACs
Chapter 5: Authority control, Headings and Uniform title 11-12 Text: Chapter
5.20. Name Authority Control
5.21. Subject Authority Control
➢ Level of Subject Authority Control
➢ Functions of a Subject Authority File
➢ General methods of Subject Analysis
5.22. Forms of Headings
89
5.23. Heading for Persons
5.24. Geographic Names in Headings
5.25. Headings for Corporate bodies
5.26. LC Subject headings
5.27. Sears List of Subject Heading
5.28. Medical Subject Headings
5.29. Uniform Title
➢ Special rules for uniform title
Chapter 6: Choice of Access Points 13-16 Text: Chapter

6.7. Concepts
6.8. Main Entry
6.9. Authorship
6.10. Choice of Main Entry
➢ Types of Main Entry
✓ Conditions of Authorship
✓ Rules for Choice of Entry
✓ Changes in Title Proper
✓ Changes of Persons or Bodies Responsible for
a Work
➢ Added Entries
✓ Under Personal Names
✓ Under Corporate Names
✓ Under Title
✓ Under Series
✓ Analytical Added Entries
✓ Tracing
Chapter 7: Introduction to MARC and XML
➢ MARC record
➢ Families of MARC
➢ Basic divisions of MARC
➢ Importance of MARC
➢ MARC 21
➢ Organization of MARC 21
✓ Leader
✓ Directory
✓ Variable fields
➢ AACR2 in MARC
➢ RDA in MARC
➢ LCC, DDC and LCSH in MARC
➢ MARC 21 Vs XML
➢ Why XML in library cataloguing and classification?
Teaching Strategy
Assessment Criteria
90
Lecture (100%)
• 70%
Practice (100%)
• 30%
take on quizzes, do individual and group assignments, present individual and
group assignments in class, and carry out written exams
Required software Integrated library management software
and/or hardware
✓ Fotis Lazarinis, 2015. Cataloguing and Classification: An
introduction to AACR2, RDA, DDC, LCC, LCSH and MARC 21
Standards. 1st Edition
✓ Arlene G. Taylor, The Organization of Information, 2nd Ed.,2004.
✓ Rowley J. E. and John Farrow. Organizing Knowledge: an
introduction to managing access to information. 3 rd ed. Burlington,
Ct.: Gower, 2000.
✓ Saye, Jerry D. Manheimer's Cataloging and Classification. Latest
References
edition. New York: Marcel Dekker.
✓ Taylor, Arlene G. The Organization of Information. 2nd. Edition.
Library and Information Science Text Series. Englewood, CO:
Libraries Unlimited, 2004.
✓ Titilola A. B. Abdussalam. 2012. Library and Information Science in
Developing Countries: Contemporary Issues.
✓ Joudrey, D., Taylor, A. & Miller, D. 2015. Introduction to Cataloging
and Classification, 11th Edition (Library and Information Science
Text).
✓ Taylor, Arlene G. Wynar's Introduction to Cataloging and
Classification. 9th ed. Englewood, Colo.: Libraries Unlimited, 2000.
✓ Saye, Jerry D., with April J. Bohannan; MARC formatting with the
assistance of Terri O. Saye. Manheimer's Cataloging and
Classification: A Workbook. 4th ed. rev. and expanded. New York:
Marcel Dekker, 2000.
✓ Daniel N. Joudrey, Arlene G. Taylor, and David P. 2015.
Miller, Introduction to Cataloging and Classification, 11th edition
(Santa Barbara, CA: ABC-Clio/Libraries Unlimited).
✓ Aswal, R.S. (2004). MARC 21: cataloguing format for 21st century.
New Delhi: Ess Ess Publications.
✓ Library of Congress. Network Development and MARC Standard
Office. (2005). MARC 21 Lite Bibliographic Format, Washington:
LOC. http://www.loc.gOv/marc/.html.
✓ Fiander, David J. Applying XML to the bibliographic description.
91
Cataloguing & Classification Quarterly, 33(2).
✓ Sarkar, L. (2012).10MARC 21 is not the last step for communication
format.
Course Title Collection Development and Management

Module Title
CP/ECTS
Office Location:
Consultation Hour:
Semester:
Course Schedule:
Classroom:
Prerequisite:
Course Description This course provides the principles and processes for building and
maintaining library and information center collections. This course
emphasizes the identification, evaluation, selection, acquisition, and
preservation of materials in all formats. All types of libraries, the needs of
diverse patrons, and legal and ethical issues are considered
Learning Outcomes At the conclusion of the course, the student will be able to:
1) Apply principles of collection development in any type of library or
information center.
2) Conduct a needs assessment that can effectively inform a collection
development and management process.
3) Contribute to the identification, evaluation, selection, acquisition, and
preservation of materials in all formats.
4) Formulate and implement collection management and development
practices that meet the needs of diverse patrons.
5) Create and implement an effective deselection policy.
6) Incorporate knowledge of legal and ethical issues into collection.
7) Identify and use relevant documentation and tools.
Course Content
Topic
Chapter 1: Introduction to Collection Development and Management
92
o Collection development practices past, present and future
Chapter 2. Collection Selection and Assessment
2.1. Forces shaping scholarly publishing
2.2. Evaluating subscription databases
2.3. Perspectives on weeding library collections
Chapter 3: Acquisition
2.34. Demand driven acquisition
2.35. Acquisition models
2.36. Selection cycle in collection development
2.37. Big deal and future of journal subscription
2.38. eBooks collection development
Chapter 4: Collection Assessment and Evaluation
4.21. Collection Evaluation Techniques
4.22. Policy or Legal Requirements
4.23. Collection Development Policies
Chapter 5: Collection Assessment and Networking
5.1. Collection-centered decisions
5.2. User-centered decisions
5.3. The nature of resource sharing
5.4. Methods of resource sharing
Chapter 6: Electronic Collection Management and Development
6.1. Planning and Evaluating Library Networked Services and Resources.
6.2. Collaborative Electronic Resource Management: From Acquisitions to Assessment.
Chapter 7: Outreach, Liaison Activities, and Marketing
Chapter 7: Trends and the Future of Collection Development and Management
which include:
Lecture (100%)
• Test 15
• Mid exam 20
Role of Instructor(s) The role of the instructor is to deliver lectures, give practical skills and
quizzes, assign and guide individual assignments, and assess performance of
learners
Role of Students The role of the learners is to attend lectures, do practical skills, participate in
class discussions, take on quizzes, do individual assignments, present
individual assignment in class, and carry out written exams
Required software
and/or hardware
Reference 1. Evans, G. Edward, Developing Library and Information Center
Collections, (fourth edition), Libraries Unlimited, Inc., 2000.
2. John son, Peggy (Ed.). (1994). Guide to Technical services resources.
Chicago: American Library Association.
93
3. Futas, Elizabeth (Ed.). (1995). Collection Development Policies and
procedures. 3rd Ed. Phoenix, Arizona: Oryx press.
4. Gillespie, John T. & Folearelli, Ralph J. (1998). Guides to collection
development for Children and young Adults. Englewood, Colorado:
Libraries Unlimited, Inc.

2.2 Archives, Records and Museum Management
Course Title Archives, Records and Museum Management
Course Core
Status
Prerequisite( None
s)
Co- None
requisite(s)
Credit 3
ECTS 5
Contact Total Hours Days Week(s)
Hours 135 -
30 - 10
Group Project Hours Individual/Group Tutorial Hours
Assignment
15 10 -
40 8 8
Mode of Block
Delivery
Target Group Forth Year students
Class Room - Laboratory Room -
Year IV Semester II
Course
Instructor(s)
Course This course is an introduction to the basic theories, methodologies, and most significant
Description problems relating to the management of especially archival, records and Museums. The
course will address the following key questions:
• What are archives, Records and Museums, why are they important?
• What principles and concepts guide the work of archivists and Museologists ?
• What are the basic components of an archival Documents and Museum programs?
• How are archival Documents appraised, arranged and described, and made
available for use.
94
• How museum collections displayed to viewers? More specifically, in the area of
appraisal, students will be introduced to the classic writings of appraisal theory,
will review some of the main debates about the purpose and practice of appraisal,
and will examine the prominent models for appraising records. In the area of
arrangement and description, students will learn how archival record and Museum
Collections are processed and will be introduced to the ongoing debate on
descriptive standards.
• What are the basic elements of a records management program?
• What has been the impact of the new information technologies on archives and
records management theory and practice?
• The course will introduce students to the ways that archivists are responding to the
challenge of managing and preserving electronic records.
• Where is the archival profession headed? Students will review educational
standards and the search for an archival identity.
Objectives • Understand basic theoretical principles and methodologies and the various practices
involved in administering archives and Museum Collection Management programs.
• Provide a basic understanding of archival work, which will enable students to better
understand the role of archives in the world of information management and allow
them to perceive differences and similarities between archivists, manuscript curators,
rare book librarians, librarians, and other practitioners in related information fields.
• Provide a basic understanding of archival work so that students can make an informed
decision about pursuing a professional career in archives.
• Provide a basic understanding of the importance of records in the modern information
age and of records management as an important tool and function in an archival
program.
• Understand how new information technologies are transforming archival theory and
practice and how archivists are attempting to meet this challenge.
• Understand archives and records management professions.
• Think critically about strategies for managing modern Museums and the archival
record in the modern information age.
• Understand archival repository and prepare them to take more advanced classes or
workshops on archival administration or records management.
Course Students who complete this course should be able to have:
Outcome Knowledge & understanding of:
• Demonstrate an understanding of the history, philosophy, principles, policies and
ethics of library and information science and technology;
• Demonstrate an understanding of the principles of administration applicable in
libraries, archives, and information centers;
• Demonstrate an understanding of research techniques and methods of applying
new knowledge as it becomes available;
• Demonstrate the professional attitudes and the interpersonal and interdisciplinary
skills needed to communicate and collaborate with colleagues and information
users;
Practical skills:
• Enjoy exploring preservation issues and understanding factors that cause materials
to deteriorate.
• Develop core knowledge of preservation management and understand role it plays
in libraries, archives or museums.
95
• Become acquainted with resources on preservation and use information
appropriately.
• Formulate questions and review options in order to reach appropriate solution to
preservation problems. Be able to develop alternative solutions to preservation
problems.
• Provide leadership by competently discussing preservation issues and introducing
them into the profession.
• Provide students with a new perspective about library, archives, and museum
collections:
Content Course Topics/Subtopics Reference Rmk
study
hrs
Week I 6hr Chapter One Sue McKemmish, Lecture hrs 4hrs
30m a. Introductions Introducing Archives and Quiz 1hr
Archival Program,?in Independent
Definitions and Concept Judith Ellis, ed., Keeping Study 1hr
Clarification. Archives, 2nd edition Ass. 30m
(D.W. Thorpe in
• What is Records, Archives, association with the
Archival document, Australian Society of
Information, Datas, Archivists, 1993), pp. 1-
Documents, and 10.
Documentations.
Mark Walhimer | Apr 9,
• Basic Distinctions of Archives 2017 | About
and Records. Museums, Museum
Definition | 1 comment
• What are Museums and
Museum Collections?
• Museum Management and the

Information Science
Profession .
• History of Archives and

Museum Management:
8hrs Chapter Two T.R. Schellenberg, Lecture hrs 5hrs

2.1. Unique Characteristics of Modern Archives. Independent
96
Archival references. Principles and Study 3
• Who can create Archival Techniques (Chicago:
documents? University of Chicago
Press, 1956), pp. 11-16.
• Features of Archival
Documents than the other Ira Penn, Gail Pennix,
and Jim Coulson,
Sources of Information.
Records Management
• Why do we keep Records Handbook (Hampshire,
England: Gower
and Archives?
Publishing, 1994), pp.
12-18.
• Life cycle of records
Wikipedia Encyclopedia.
• Disposition of Records and
Archives
• The difference Between

Museums Libraries and
Archives
6hrs Chapter Three Frederic Miller, Arranging and Lecture hrs 2hrs
30min 3.1. Principle of arrangement of Describing Archives and Independent
Manuscripts (Chicago: Society
of American Archivists,
Study 3hrs
Archival documents.
1990), pp. 69-78. pp. 88-108. Individual Assn
• Respect de Fonds 1
Society of American Asse 30
Archivists, Archival Issues by
• Principle of Provenance Information Stored in eForm?
http://www.archivists.org/gov
• Principle of Original Order ernance/resolutions/archival%
20issues.html
• Continuum model of
Records management. Charles Dollar, Archival
Theory and Information
• Essential Characteristics of Technologies:? The Impact of
Information Technologies on
good Records. Archival Principles and
Methods (Macerata:
• Index preparation and University of Macerata Press,
1992), pp. 45-51, 72-74. pp.
coding of Records. 60-62 pp. 62-65, 78-79.
97
5 hrs Chapter Four Frederic Miller, Lecture 2hrs
4.1. Archival Appraisal Arranging and Independent
• Appraisal - Basic Describing Archives and 3 hrs
Definitions Manuscripts (Chicago:
• The Traditional Foundations Society of American
of Archival Appraisal Archivists, 1990), pp. 69-
Theory and Practice 78. pp. 88-108.
• The Evolution of Appraisal
Theory Wikipedia, the free
• The Context of Archival encyclopedia.
Appraisal
Chapter Five
5.1. Classification of Records Records Classification:
and Files in Government and Concepts, Principles and
non-Government Offices and Methods Information,
other information centers. Systems, Context
• What is Classification? 2017, Pages 1-18.
the British Standard
dealing with records
• Why Classification is so management, BS ISO
important. 15489, published in
2000.
• Types of Classification of ● ISO 15489-1:2001
Information and
Records and Files. documentation – Records
Management (Part 1
General)
● PD ISO/TR 15489-
2:2001 Information and
documentation – Records
Management (Part 2:
Guidelines)
19 hrs Chapter Six Frederic Miller, Lab/Field trip in
5.1. Accessioning Arranging and groups 12 hrs
• Transfer of Archives. Describing Archives and Presentation 6
Manuscripts (Chicago: hrs
• What is Accessioning? Society of American Ass 1hr
Archivists, 1990), pp. 69-
• What is Accession form? 78. Pp 88-108.
• What is Accession
Register.?
• Accession formats.
• Cataloguing archives.
98
Chapter Seven
7.1. Digital Archives and electronic Digital Archives:
records
Concepts, Meaning &
Definition. January 19,
• What is Digital Archives? 2014.
Wikipedia Encyclopedia.
• Major Distinctions between
Physical archives and Digital
archives.
• The Benefits Digital Archives.
• Digital Archives Software and its

features.
• The negative aspects of Digital

Archives.
• Electronic record management

applications and tools of
electronic record management
system.
8hrs Chapter Eight Ira Penn, Gail Pennix, Lecture 3 hrs

30min 6.1. Major disastors of and Jim Coulson, Independent 4
Archives. Records Management hrs
• Natural Hazards. Handbook (Hampshire, Quiz 1 hr
England: Gower Ass 30min
• Human Hazards. Publishing, 1994), pp.
12-18.
• Mechanisms of Protecting From Wikipedia, the free
Records, Archives and encyclopedia.
Museums from the Frederic Miller,
disasters. Arranging and
Describing Archives and
Manuscripts (Chicago:
Society of American
Archivists, 1990), pp. 69-
78. pp. 88-108.
Week 2 5 hrs Chapter Nine Ira Penn, Gail Pennix, Lecture 2 hrs
7.1. Records, Archives and and Jim Coulson, Independent 3
Good Governance Records Management hrs
• Role of Archives and Handbook (Hampshire,
Records in protecting the England: Gower
99
Democratic rights of Publishing, 1994), pp.
citizens. 12-18.
André Desvallées and
• Economic Benefits of François Mairesse
(Eds.). Key Concepts of
archives.
Museology. 2010.
Available in 9 languages
from http://icom.museum/p
rofessional-standards/key-
concepts-of-museology/
5hrs Chapter Ten ociety of American Lecture 2hrs

30min 8.1. Museum and Museum Archivists, Archival Independent 2
Management. Issues by Information hrs
• What is Museum and Stored in eForm? Ind. Assn 1hr
Museum Management? http://www.archivists.org Ass .30hr
/governance/resolutions/a
• History museums. rchival%20issues.htm
Museum Administration:
• Museum Collections An Introduction
• Purpose of modern Hugh H. Genoways
Museums.
Museum: Behind the Scenes
• Types of Museums. at the Metropolitan
Collection commonly Museum of Art
displayed in the world of Danny Danziger
Museums.
• Archives Polices, Museums in Motion: An
Proclamations and Introduction to the History
and Functions of Museums
Regulations.
Mary Alexander
• Major Types of Museums.
Teaching Block Course/Lectures, independent reading, individual project work, individual

Strategy assignment, visit, discussions, report writing and presentation are the teaching
methods/strategies.
Assessment Students’ achievement will be assessed base on the following:
10%: Tests
10%: Seminar
10%: Project presentation
Instructor(s) assignments, and assess performance of learners
Students quizzes, do individual assignments, present individual assignment in class, carry out
written exams and Conduct Educational Tours and Visits at Region level and outside the
100
region.
Learners’ Assignments/activities will be displayed along with lecture slides or they will be sent to
assignments/ you through email or they will be posted on the server shared folder.
activities
Required Dspace Software, ABC Softwares , Archivematica Software.
software
and/or
hardware
Course Class participation is a very important part of the learning process in this course. Although not
Policy: explicitly graded, you will be evaluated on the quality of your contributions and insights.
Attendance is taken at all lectures, laboratory hours and participation in daily sections will
be graded. Create a comfortable and productive learning environment throughout the
semester: start and end class on time; reply to e-mails within the time given; exams will
reflect the material covered in class and assigned in homework; be attentive and engaged
in class; put cell phones on silent mode, refrain from using laptops, and other electronic
devices during class when not allowed; spend an adequate amount of time on the
homework each time, making an effort to solve and understand each problem; engage
with all educational material; and seek help when appropriate .Cite all sources consulted
to any extent (including material from the internet). Any form of cheating will
immediately earn you a failing grade for the entire course. Information about assessments
and examinations will be given only in the class in time therefore, you will not obtain
additional information from anyone by any means (in speaking, in writing, via electronic
communication, etc). Any academic misconduct is treated in accordance with the
Academic Misconduct Policy of the University. Students should refer to the University’s
academic misconduct policy. Students are expected to strictly observe the rule and
regulation of the University. Any act of dishonesty in any work constitutes academic
misconduct.
Reference Sue McKemmish, ?Introducing Archives and Archival Program,? in Judith Ellis, ed.,
Keeping Archives, 2nd edition (D.W. Thorpe in association with the Australian
Society of Archivists, 1993), pp. 1-10.
T.R. Schellenberg, Modern Archives. Principles and Techniques (Chicago: University of
Chicago Press, 1956), pp. 11-16.
Luciana Duranti, ?The Odyssey of Records Managers,? in Canadian Archival Studies and
the Rediscovery of Provenance, Tom Nesmith, ed. (Metuchen, N.J., & London:?
SAA and ACA in association with The Scarecrow Press, Inc., 1993),? pp. 29-60.
Charles Dollar, Archival Theory and Information Technologies:? The Impact of
Information Technologies on Archival Principles and Methods (Macerata:
University of Macerata Press, 1992), pp. 45-51, 72-74. pp. 60-62 pp. 62-65, 78-79.
Ira Penn, Gail Pennix, and Jim Coulson, Records Management Handbook (Hampshire,
England: Gower Publishing, 1994), pp. 12-18.
Joyce Appleby, Lynn Hunt, Margaret Jacob, ?Truth and Objectivity,? in Telling the Truth
About History (New York: W.W. Norton & Co., 1994): 241-270.
Frederic Miller, Arranging and Describing Archives and Manuscripts (Chicago: Society
of American Archivists, 1990), pp. 69-78. pp. 88-108.
Society of American Archivists, Archival Issues by Information Stored in eForm?
http://www.archivists.org/governance/resolutions/archival%20issues.html
101
Susan Z. Diamond, Records Management. A Practical Approach, 3rd ed. (New York:
AMACOM, 1995), pp. 1-18, 38-69.
David A. Randall, Dukedom Large Enough: Reminiscences of a Rare Book Dealer 1929-
1956, NY: Random House, 1969, pp. 13-14.
Nancy Marrelli, "Introduction," Implementing Preservation Management: A How-To
Manual for Archives, Quebec, Canada: National Library of Canada, 1996, pp. 9-
12.
Abby Smith, "Preservation in the Digital Age: What is to be done?" American Libraries,
March 1999, pp. 36-39.
Konstanze Bachmann, editor, "Introduction," Conservation Concerns: A Guide for
Collectors and Curators, Washington and London: Smithsonian Institution Press,
1992, pp. 1-3.
Seven Haakanson Jr. (Alutiiq- Sugpiaq), "Why Should American Indian Cultural Objects
be preserved," Caring for American Indian Objects: A Practical and Cultural
Guide, St. Paul: Minnesota Historical Society Press, 2004, pp. 3-6.
Williams, Stephen L. "Growth and Development of the Conservation Profession,"
Collections: A Journal for Museum and Archives Professionals, November 2005,
pp. 83-93.
Course Title Management of Library and Information Center

Module Title
Module Code M3414 Course Code: INSC4426
CP/ECTS
Study Hour Lecture: 48 Laboratory: Tutorial: 0 Home Study: 93
Office Location:
Consultation Hour:
Semester:
Course Schedule:
Classroom:
Prerequisite:
Course Description Information practice demands knowledge of all aspects of management and
service delivery. This course introduces selected theories, principles and
techniques of contemporary management science and organizational behavior
and their application to libraries and information services. Students develop
skills in the planning, organizing, personnel and financial management,
leading, marketing, stakeholder management and coordinating functions in
libraries and information services. Students will also have the opportunity to
think critically about, and reflect upon, contemporary management practice
in information organizations. Through classroom instruction, workshops on
specific management skills, assignments, readings, discussion and guest
lecturers, this course will help to prepare students to assume managerial
responsibilities in their work.
Learning Outcomes After the completion of this course students be able to:
102
1. Develop an understanding of theories, principles and techniques of
contemporary management science and organizational behavior and their
application to libraries and information services.
2. Develop skills in the planning, organizing, personnel and financial
management, leading, marketing, stakeholder management and coordinating
functions in libraries and information services.
3. Promote critical thinking and reflexivity about professional practice as
managers of libraries and information services.
Course Content
Topic
103
Chapter 1: An Introduction to Management
1.1. Managing in Today's Libraries and Information Centers
1.2. The Evolution of Management Thought.
1.3. The Manager's Job in libraries
Chapter 2: Planning in Libraries and Information Services
2.1. Scenario Planning for Libraries
2.2. Planning Information Systems and Services
2.3. Strategic Planning - Thinking and Doing
2.4. Strategic planning and management for library managers
Chapter 3: Organizational Design
3.1 Organizations and Organizational Culture
3.2 Structuring the Organization – Specialization and Coordination
3.3 Designing Learning Organizations
3.4 Design and implementation of cross-sector collaborations
3.5 Theory of stakeholder identification
Chapter 4: Human Resources Management
4.1. Training, Supervision and Performance Management
4.2. Coaching for results
4.3. Human resources functions in the library
4.4. Supervising staff
4.5. Discipline without punishment
Chapter 5: Communication and Team Work
5.1.Participative Management and the Use of Teams in Libraries
5.2.The Power of Talk: Who Gets Heard and Why
5.3. Communicating professionally
Chapter 6: Leadership and Organizational Change
6.1. The Work of Leadership
6.2. What Leaders Really Do
6.3. Crisis and Opportunities in Library Leadership
6.4. A Leader's Framework for Decision Making
Chapter 7: Financial Management
7.1. Budgeting
7.2. Financial Statement Analysis
Chapter 8: Accountability, Measurement and Reporting
8.1. Measuring, Evaluating and Coordinating Organizational Performance
Chapter 9: Marketing and Promotion

which include:
Lecture (100%)
• Quizzes 20
• Assignment /Project 20
104
• Tests 20
evaluates quiz, assignment, midterm and final examination
Role of Students Attend lectures and presentation, work in team on group work, participate in
group discussion, discusses with the instructor on topics of interest for project
work, delivers and presents project work, attend quiz, midterm and final
examination.
Required software
and/or hardware
Reference 1. Anderson, A. J., Problems in Library Management. Libraries Unlimited,
1981.
2. Bennis, Warren, On Becoming a Leader. Addison-Wesley, 1989.
3. Baldwin, David A. and Migneault, Robert L., Humanitstic Management
by Teamwork, Libraries Unlimited, 1996
4. Covey, Stephen R., The Seven Habits of Highly Effective People. Simon
& Schuster, 1989.
5. Crawford, Walt, and Gorman, Michael, Future Libraries: Dreams,
Madness, & Reality. American Library Association, 1995
6. Curzon, Susan C., Managing Change. Neal-Schuman Publishers, Inc.,
1989.
7. Deming, W. Edwards, Out of Crisis. MIT Press, 1986.
8. Drucker, Peter F., The Effective Executive. Harper & Row, 1966.
9. Drucker, Peter F., Management: Tasks, Responsibilities Practices.
Harper & Row, 1974.
10. Etzioni, Amitai, Modern Organizations. Prentice-Hall, Inc., 1964.
11. Evans, G. Edward, P. Ward and B Rugaas, Management Basics for
Information Professionals. Neal-Schumann Publichers, Inc., 2007.
12. Gardner, John, On Leadership. Free Press, 1990.
13. Hernon, Peter and Robert Dugan, Outcomes Assessment in Higher
Education: view and perspectives. Libraries Unlimited, 2004
14. Horrocks, Norman, editor, Perspectives, Insights & Priorities: 17 leaders
speak freely of librarianship. The Scarecrow Press, Inc., 2005
105
17.5. Module 5: NETWORKING
Module 5: NETWORKING
1. GENRAL INFORMATION ABOUT THE MODULE
College XXXX
Module Name Communications and Networking
Module The module is designed to discuss and work on application of Computer Networks;
Description overview of the OSI and TCP/IP reference models, the Internet; network protocols;
analog and digital signals, modulation; guided and unguided transmission media and
their characteristics, encoding, multiplexing, transmission impairments; switching
techniques, circuit switching, packet switching, message switching; error detection
and correction; flow and error control; multiple access methods; network topologies,
bus, ring, star, mesh; LANs, Ethernet, token bus, token ring; WANs, host-to-host
delivery, internetworking, addressing, routing; commonly used application layer
protocols; network security; network management. The operating system will be HP-
UX 11i - HP's UNIX operating system. The module is taught on an HP-UX 11i
system. The operating system will be HP-UX 11i- HP's UNIX operating system. It is
taught on an HP-UX 11i standalone server. Variety of human information and
communication behavior, why people engage in them and how they can be described
and understood has been discussed. Relation to problems of effectiveness and
evaluation of communication in information provision dealt.
• Design and implement data communication using computer network system
• Design and implementation LAN and WAN
• Configure IP, NSF, AutoFS, DNS, ARPA, NTP, SD-UX Server
• Create and administer Veritas Virtual Objects
• Be able to integrate design and implementation of human communication
behavior with the technology
Graduate Profile Network Designer
Information System Analyst
Information System Manager
Network Administrator and manager
Module TBA
Coordinator
Module Status Core
ECTS 10
Workload for the 351
Module
96 36 18
25 17 -
106
109 25 26
Courses in the Data Communication and Networking INSC 2524 135 hrs 5 ECTS
module System Adm. and Network Management INSC 23516 135 hrs 5 ECTS
Course Title Data Communication and Networking

Module Title
CP/ECTS 3/5
Office Location:
Consultation Hour:
Semester:
Course Schedule:
Classroom:
Prerequisite:
Course Description
Learning Outcomes
Course Content
Chapter 1: Basics 1 -3 Behrouz A. Forouzan;
o Definition of networks. TCP/IP Protocol Suite
o Pros and Cons of the networks. ; McGraw Hill Larry
o Transmission technology. Peterson and Bruce
▪ Broadcast networks. Davie; Computer
▪ Peer-to-peer network. Networks: A Systems
o Inter network and intra networks Approach; Morgan
o Applications of the Internet Kaufman
Types of Network
o Local Area Networks.
o Wide Area Networks.
✓ WAN connection types
✓ HDL & PPP Protocols
o Metropolitan Area Networks.
o Client/Server Machines.
o Wired Networks and Wireless Networks.
o Protocol.
o Interface.
o Simplex, Half-duplex and Full-duplex communications.
o Service Primitives.
Network Topologies
o Physical and Logical Topologies
o Fully and Partially Meshed Topologies
o Digital Communication
o Synchronous and Asynchronous
107
Network Architectures
o ISO/OSI reference model.
o The TCP/IP reference model.
Encapsulation and De-encapsulation
Signaling Basics
Chapter two 4-5 Computer Networks
Physical Transmission Media (Wired Transmission). Andrew S.
o Twister Pair. Tanenbaum. Prentice-
o Base band and broadband coaxial cable. Hall.
o Fiber Optics. Data and computer
Wireless Transmission. communications. -
o Radio transmission. William stallings. 4th
o Microwave Transmission edition.
Infrared waves
• Modems
• RS-232 and RS-449 cabling.
• Multiplexing
o Frequency Division Multiplexing.
o Time Division Multiplexing.
o avelength Division Multiplexing.
o Switching
o Circuit Switching.
o Message Switching.
o Packet Switching.
ISDN services
Chapter three 5-6 Featuring the Internet;
Data Link Layer issues Addison Wesley
o Framing. Michael Donahoo and
o Error Control. Kenneth Calvert;
o Error Detection and Correction. TCP/IP Sockets in
▪ Hamming Distance. Java: Practical Guide
▪ Cyclic Redundancy Check (CRC). for Programmers;
Data Link Protocols Morgan Kaufmann
o Simplex Protocol.
o Simplex stop and wait protocol. Behrouz A. Forouzan;
o Data Link Address Types TCP/IP Protocol Suite
✓ Unicast ; McGraw Hill Larry
Peterson and Bruce
✓ Broadcast Davie; Computer
Networks: A Systems
✓ Multicast Approach; Morgan
Kaufman
✓ Sliding window protocols
o IEEE standard for LANs and MANs.

2.39. 802.1, 802.2, CSMA/CD, Token Bus, Token Ring.
Chapter Four 6-10 Behrouz A. Forouzan;
Network Layer Issues TCP/IP Protocol Suite
Basics. ; McGraw Hill Larry
Routing basics Peterson and Bruce
The IP routing process Davie;
Static routing
108
Default routing
Dynamic routing
✓ Routing Information Protocol (RIPv1)
✓ Routing Information Protocol (RIPv2)
Routing protocols in internetworks

✓ Interior gateway protocols (IGPs)
✓ Exterior gateway protocols (EGPs)
✓ Border Gateway Protocol (BGP)
Autonomous system (AS)
Routing Algorithms.
Shortest path routing.
Flooding.
Flow-based Routing.
Distance Vector Routing.
Link state protocol
✓ Open Shortest Path First (OSPF)
Hybrid protocol
✓ EIGRP
Congestion control algorithms.

The leaky bucket algorithm.
The token bucket algorithm.
Buffering.
The Network layer in the Internet.
The IP protocol.
IP Addressing & Subnetting

➢ IP Addressing
➢ Subnetting
➢ VLSM
➢ CIDR
Introduction to IPv4 and IPv6.
Chapter 5: 11-12 Andrew Tanenbaum;

Chapter Five Computer Networks;
Network hardware. Prentice Hall
Repeaters.
Bridges.
Hubs.
Switches.
Routers and gateways.
Firewalls.
Chapter Six 13-15 Behrouz A. Forouzan;
Transport layer Issues. TCP/IP Protocol Suite
109
o Basics. ; McGraw Hill Larry
o Addressing. Peterson and Bruce
o Connection establishment and releasing. Davie; Computer
o Hand shaking Networks: A Systems
The Internet transport protocols. Approach; Morgan
o TCP (Transmission Control Protocol) Kaufman
o UDP (User Datagram Protocol)
Chapter Seven 16-18 Tanenbaum. Prentice-
Network Security. Hall.
o Authentication Data and computer
o Digital Signatures. communications. -
Domain Name System William stallings. 4th
edition.
Teaching Strategy
Assessment Criteria
Lecture (100%)
•
Practice (100%)
•
Role of Students
Required software Visio, Packet tracer, crimper, tester, cable, switch/hub, RJ45/11, cabinet rack and
and/or hardware etc
Reference • James F. Kurose and Keith W. Ross; Computer Networking: A Top-Down
Approach
• Featuring the Internet; Addison Wesley Michael Donahoo and Kenneth Calvert;
TCP/IP Sockets in Java: Practical Guide for Programmers; Morgan Kaufmann
• Behrouz A. Forouzan; TCP/IP Protocol Suite ; McGraw Hill Larry Peterson and
Bruce Davie; Computer Networks: A Systems Approach; Morgan Kaufman
• Andrew Tanenbaum; Computer Networks; Prentice Hall
• Computer Networks Andrew S. Tanenbaum. Prentice-Hall.
Data and computer communications. -William stallings. 4th edition.
1.2 System Administration and Network Management

Course Title System Administration and Network Management
Course Status Core
Prerequisite(s) INSC 3516
Co-requisite(s) None
Credit 3
ECTS 5
Contact Hours Total Hours Days Week(s)
135
35 20 5
10 5 -
40 10 8
Mode of Delivery
110
Parallel
Target Group 3rd year students
Class Room Laboratory Room Xxx
Year III Semester I
Course
Instructor(s)
Course The operating system will be HP-UX 11i - HP's UNIX operating system. The course
Description is taught on an HP-UX 11i system. This course teaches advanced topics in HP-UX
system administration. The operating system will be HP-UX 11i- HP's UNIX
operating system. The course is taught on an HP-UX 11i standalone server. The
objective is to prepare the student for a position as an HP-UX System Administrator
in a server or workstation environment.
Objectives • Understand LAN Concepts
• Understand LAN Hardware Overview
• Configuring IP Connectivity
• Configuring IP Routing
• Configuring Subnetting
• Troubleshooting Network Connectivity
• Starting Network Services
• Understand NFS Concepts
• Configuring NFS
• Configuring AutoFS
• Configuring NIS
• Configuring DNS
• Configuring the ARPA/Berkeley Services
• Configuring NTP
• Configuring an SD-UX Server
• Describe Veritas Virtual Objects: VM Disks, Disk Groups, Subdisks, and Plexes
• Manage VxVM Disk Devices
• Creating and Administering Veritas Disk Groups
• Creating and Administering Veritas Disk Groups
• Creating and Administering Veritas Plexes and Volumes
LEARNING Students who complete this course should be able to have:
OUTCOME Knowledge & understanding of:
Practical skills:
Transferable Skills:
Content Co. Topics/Subtopics Reference Rmk

Stu.
Hrs
Week I 9 Chapter 1 : LAN Concepts Frisch, A. (2002). Essential Lecture 2
• IP network classes Systems Administration, 3rd Ind.study 4
• Host names ed. O’Reilly & Associates: Ind. Project 2
• Converting IP addresses Cambridge, MA Assement 1
to Medium Access LAN concepts
Control (MAC) addresses http://en.kioskea.net/content
• Populating the Address s/lan/lanintro.php3
111
Resolution Protocol
(ARP) cache
• Managing packet flow
with Transmission Control
Protocol (TCP)
• Managing packet flow
with User Datagram
Protocol (UDP)
• Sending data to
applications via ports
• Managing ports with
sockets
Week I 8 Chapter 2: LAN Hardware Goldman, J. E. &Rawles Lecture 3
Overview P.T. (2004). Applied Data Ind.study 3
• LAN hardware Communications: A Ind.assign 1
components Business Oriented Approach Presentation
• LAN topologies (4th ed). John Wiley & 1
• LAN access topologies Sons:
• Repeaters LAN Hardware
• Hubs http://firecontrolman.tpub.co
• Bridges and switches m/14103/css/14103_90.htm
• Routers and gateways
Week II 12 Chapter 3 : Troubleshooting Frisch, A. (2002). Essential Lecture 1

Network Connectivity Systems Administration, 3rd Ind.study 3
• Network troubleshooting ed. O’Reilly & Associates: Ind. Assign 2
tools overview Cambridge, MA Lab 3
• The lanscan, linkloop, and Goldman, J. E. &Rawles presentation
lanadmin commands P.T. (2004). Applied Data 2
Communications: A Assessment 1
Business Oriented Approach
(4th ed). John Wiley &
Sons:
Week II 8 Chapter 4: Starting Network Frisch, A. (2002). Essential Lecture 1
Services Systems Administration, 3rd Ind.study 3
• Starting system and ed. O’Reilly & Associates: Assessment 2
network services Cambridge, MA Presentation
• /sbin/init.d scripts Goldman, J. E. &Rawles 2
• Creating custom start P.T. (2004). Applied Data
scripts Communications: A
Sons:
Week III 12 Chap 5: Configuring NFS Frisch, A. (2002). Essential Lecture 2
• What files should I share Systems Administration, 3rd Ind.study 3
via NFS? ed. O’Reilly & Associates: Lab 4
• Configuring NFS servers Cambridge, MA Ind.project 2
and clients Goldman, J. E. &Rawles Assessment 1
• Edit the NFS server’s P.T. (2004). Applied Data
112
configuration file Communications: A
• Ensure that the NFS Business Oriented Approach
subsystem is in the kernel (4th ed). John Wiley &
• Mount the NFS file Sons:
system
• Common NFS problems
• Monitoring NFS activity
with nfsstat command
12 Chapter 6: Configuring Frisch, A. (2002). Essential Lecture 1
AutoFS Systems Administration, 3rd Ind.study 2
• AutoFS concepts and ed. O’Reilly & Associates: Lab 5
maps Cambridge, MA Group project
• AutoFS commands and Goldman, J. E. &Rawles 3
daemons P.T. (2004). Applied Data Presentation
• Configuring the AutoFS Communications: A 1
master map, hosts map, Business Oriented Approach
direct, and indirect maps (4th ed). John Wiley &
• Mounting home Sons:
directories with AutoFS
10 Chapter 7 : Configuring Goldman, J. E. &Rawles Lecture 1

Network Information System P.T. (2004). Applied Data Ind.study 4
(NIS) Communications: A Ind.project 1
• Why use NIS? Business Oriented Approach Assessment 2
• NIS maps, domains, roles, (4th ed). John Wiley & Presentation
startup files, and daemons Sons: 2
• Configuring NIS – servers NIS Network Operating
and clients System
http://luv.asn.au/overheads/
NIS.html
9 Chapter 8: Configuring the Goldman, J. E. &Rawles Lecture 1
ARPA / Berkeley Services P.T. (2004). Applied Data Lab 4
• Internet service clients Communications: A Group proj. 4
and servers Business Oriented Approach
FTP configuration issues (4th ed). John Wiley &
Sons:
Network Time Protocol Systems Administration, 3rd Ind.study 2
(NTP) ed. O’Reilly & Associates: Lab 3
• Introduction to network Cambridge, MA Assessment 2
time protocol Goldman, J. E. &Rawles Presentation
• NTP time sources P.T. (2004). Applied Data 1
• NTP stratum levels Communications: A
• NTP roles Business Oriented Approach
• How NTP adjusts the (4th ed). John Wiley &
system clock Sons:
• Configuring an NTP
server and client
• Verifying NTP
113
functionality
Software Distributor (SD-UX) Systems Administration, 3rd Ind.study 4
Server ed. O’Reilly & Associates: Ind. Assign 1
• Why create an SD-UX Cambridge, MA Group project
network depot? Goldman, J. E. &Rawles 3
• SD-UX concepts P.T. (2004). Applied Data
• Managing depots Communications: A
Sons:
10 Chapter 11: Added the Frisch, A. (2002). Essential Lecture 2
following Veritas Volume Systems Administration, 3rd Ind.study 2
Manager topics: ed. O’Reilly & Associates: Lab 3
Describe Veritas Virtual Cambridge, MA Group project
Objects VM Disks, Disk Goldman, J. E. &Rawles 2
Groups, Subdisks, and Plexes P.T. (2004). Applied Data Assessment 1
• Disk Devices Communications: A
• Disk Device Namaing in Business Oriented Approach
VxVM (4th ed). John Wiley &
• Configuring Disk Devices Sons:
• Discovering disks
• Placing disks under
VxVM control
• Setting up VxVM root
disk
• Displaying disk
information
9 Chapter 12: Creating and Frisch, A. (2002). Essential Lecture 2
Administering Disk Groups Systems Administration, 3rd Lab 2
• Display disk group ed. O’Reilly & Associates: Ind.project 2
information Cambridge, MA Presentation
• Display free space in a Goldman, J. E. &Rawles 2
disk group P.T. (2004). Applied Data Assessment 1
• Create a disk group Communications: A
• Adding a disk to a disk Business Oriented Approach
group (4th ed). John Wiley &
• Removing a disk from a Sons:
disk group
8 Chapter 13: Creating / Frisch, A. (2002). Essential Lecture 1
Administering Subdisks Systems Administration, 3rd Lab 1
• Creating subdisks ed. O’Reilly & Associates: Ind.project 2
• Display subdisk Cambridge, MA Ind.
information Goldman, J. E. &Rawles Assignment 2
• Associate subdisk with P.T. (2004). Applied Data Assessment 1
Plexes Communications: A Presentation
Business Oriented Approach 1
Sons:
114
8 Chapter 14: Frisch, A. (2002). Essential Lecture 3
• Creating/Administering Systems Administration, 3rd Ind. Study 3
Plexes ed. O’Reilly & Associates: Lab 2
Cambridge, MA
• Creating striped plex Goldman, J. E. &Rawles
• Display plex information P.T. (2004). Applied Data
Communications: A
(4th ed). John Wiley & Sons
Teaching Strategy The course will be offered through: lectures, discussions, individual project works
and group project work
10%: Tests
10%: Quiz
20%: Project
Role of The role of the instructor is to deliver lectures, give quizzes, assign and guide
Instructor(s) individual assignments, and assess performance of learners
Role of Students The role of the learners is to attend lectures, participate in class discussions, take on
quizzes, do individual assignments, present individual assignment in class, and carry
out written exams
Learners’ Assignments/activities will be displayed along with lecture slides or they will be sent
assignments/activ
to you through email or they will be posted on the server shared folder.
ities
Required Window Server 2008, IP tools, Server, Router
software and/or
hardware
Reference • Frisch, A. (2002). Essential Systems Administration, 3rd ed. O’Reilly &
Associates: Cambridge, MA
• Goldman, J. E. &Rawles P.T. (2004). Applied Data Communications: A Business
Oriented Approach (4th ed). John Wiley & Sons:
17.6. Module 6: ELECTRONIC AND DIGITAL RESOURCE MANAGEMENT
Module 6: ELECTRONIC AND DIGITAL RESOURCE MANAGEMENT

College
Module Name Electronic and Digital Resource Management
Module This module is intended to expose students to the functions and components of an
Description integrated library system (ILS), as well as the trends and issues relevant to the
implementation of an ILS. Information will be presented from a number of
perspectives: technological, managerial, and socio-cultural. One of the drivers of this
115
change is technology. Also module provides the practicing librarian with the skills and
knowledge needed to handle library automation and the demands of the information age.
In addition, this module will provide insights with theoretical and practical aspects of
digital library activities, focusing largely on technological and socioeconomic issues;
developing a broad understanding of digital libraries, including basic concepts, types
and formats of digital content, the creation and organization of digital libraries,
underlying technologies, the preservation of digital content, access management of
digital library resources, and social and economic factors; demonstrating and
exemplifying current activities in the digital library field, and giving students up-to-date,
hands-on experience in a rapidly developing field. Students will plan and create fully
operational models for real-life digital library activities.
The module also covers the basic concepts of multimedia and their applications in
information services, including image representation and processing and multimedia
information delivery. Traditional technologies, multimedia formats, and computer-based
technologies for instructional purposes. Non-book resources and services in different
kinds of information/media centers. Includes preparation and organization of materials,
instructional design and materials production, and the use and maintenance of related
equipment. Supervised laboratory experience.
• Use modern automation technology for management principles and practice
• Become an expert and work on any integrated information management system
• Implement modern technology based management system through open source
software’s (ABCD, KOHA, Greenstone,Dspaceand etc).
• Integrate digital media elements into an interactive cross-platform application
that captures and shares data
• Demonstrate all phases of multimedia applications development and
implementation
• Identify and manipulate different multimedia formats appropriate for DL content
• Organize information, and design sound information architecture
• Create digital library and its contents
• Evaluate, Select, Apply, integration and management of information systems
supporting library and information services. Includes systems and software for
content management, circulation, acquisition, cataloging and access, and digital
library networks.
• Examination of the social, economic, cultural, and political issues related to
digital libraries and their services
• to review a practical (or research) problem associated with digital libraries and
develop a valid approach to solve it, for research track
Graduate • Information System Manager

Profile
• Traditional and Digital Librarian
• Multimedia Resource Developer
• Media Specialist
• Information Expert
116
• Institutional Repositories intelligent
• Resources (Online & offline) of DL Developer
• Designer and builder an Integrated Library system.
• Researcher on area of electronic resource
Module TBA
Coordinator
Module Status Core
ECTS 15
Workload for 459 -
the Module
99 93 39
50 21 -
104 26 27
Courses in the Automation and Electronic Resource INSC3624 162 6 ECTS
module Management
Multimedia Application and Management INSC4615 135 5 ECTS
Digital Libraries INSC3625 162 6 ECTS
117
Course Title Automation of Library and Information System
Module Title
CP/ECTS 6
Office Location:
Consultation Hour:
Semester:
Course Schedule:
Classroom:
Prerequisite:
Course Description Technologies invaded almost every aspect of our life, including libraries and
information centers, theyare competing for best features and capabilities.
This course deals with the basics of library andinformation centers
automation, it should provide answers to the following questions:
What are information systems? Generally.
What are the main concepts related to library automation?
Why did libraries move towards automation?
What does library automation include?
What are the main requirements for library automation?
What are the challenges?
➢ Understand the main concepts related to library automation
➢ Understand the reasons behind library automation, and why libraries are
moving towards automating their processes
➢ Understand how to select appropriate library systems that satisfy library and
users’ needs
Course Content
Chapter 1: Introduction to Library Automation and Information 1 -3 Text: Chapter
Systems
o Library Management Systems: An Overview
o Role of computers in libraries
o Definition of library automation systems
118
o Overview and history of library automation systems
o Needs and Application area of library automation systems
o Structures of library automation systems
o Library Automation Life cycle
o Drawbacks and challenges of library automation Systems
Chapter 2. Basic Requirements for library Automation Systems 4-5 Text: Chapter
2.1 Hardware
2.2 Software
2.3 Internet and Library Networks
2.4 Adequate collections
2.5 Skill and technical expertise
2.6 Budget and other related requirements
Chapter 3:Planning and Implementations of Automation systems 6-8

in Library operations
2.40. Integrated library management system (ILMS)
2.41. Different modules, functions, interface of ILMS
2.42. Acquisition
2.43. Cataloguing
2.44. Circulation
2.45. Serial control and OPAC
2.46. Member management
2.47. Report management
9-11 Text: Chapter

Chapter 4: Formats & Standards for Library Automation
4.24. Concept of Bibliographic standards
4.25. MARC21 format and its structure
4.26. Resource Description and Access (RDA)
4.27. Introductions to Metadata
4.28. Types of Metadata Dublin Core
4.29. Z39.50 standard and Discovery services
Chapter 5: Library Automation Software Package Selection and Its 12-16 Text: Chapter
119
Implementation
5.30. Categories of Library Automation Software
5.30.1. In-house design
5.30.2. Commercial software packages
5.30.3. Open source software packages
5.31. Features and modules of library automation software
5.32. Selection criteria of library automation software
5.33. Principles and steps to implement Library

Automation Systems according to library needs
Teaching Strategy
Assessment Criteria
Lecture (100%)
•
Practice (100%)
•
Role of Students
Required software ABCD, KOHA,
and/or hardware
Reference Text Books:
1. Bilal, D. (2014). Library automation: core concepts and practical
systems analysis, 3rd Ed. California,USA: Libraries Unlimited
2. Haravu, L. J. (2014). Library automation: Design, principles and
practice. Allied Publishers, New Delhi
3. Phadke, D. N. (2017). Library information technology. Pune:
Universal Publications.
4. Chan, Luis M: Cataloguing and Classification. 2nd Ed. New York:
McGraw Hill, 1995.
5. Dhyani, P.(1998). Library Classification: Theory and practice. New
Delhi: VishwaPrakashan.
6. Ranganathan,S.R.(1989). Prolegomena to Library Classification.
Bangalore,SRELS
Course Title Multimedia System

Module Title
120
Module Code M3624 Course Code: INSC4615
CP/ECTS 5
Office Location:
Consultation Hour:
Semester:
Course Schedule:
Classroom:
Prerequisite:
Mode of Delivery:
Course Description This course provides the students with basic concepts and techniques of
multimedia systems. It deals about components, applications, media
elements, media type and media representation, digital signal processing of
audio, images, and video data in multimedia systems. In addition, the course
focuses on multimedia data compression and representation. Moreover, this
course is designed to give a broad overview of about Optical Storage Media
and Multimedia Authoring and Tools.
Learning Outcomes Students who complete this course should be able to have:
Knowledge & understanding of:
• general background of Multimedia Systems,
• concepts of text, image, video and audio representation,
• various color models in image and video,
• data compression algorithms,
• optical storage media and
• Multimedia authoring and tools.
Course Content
CHAPTER ONE Ze-Nian Li • Mark S. Drew
Introduction to multimedia Jiangchuan Liu. (2014).
1.1. What is Multimedia? Fundamentals of Multimedia. (2nd
1.2. Media types(based on human ed.). Springer, Cham,
perception, signal representation and Switzerland.
time dimensition) Chapter 1 page 3-23
1.3. Multimedia and Hypermedia
1.4. Multimedia and World Wide Web
1.5. Multimedia System
1.6. Desirable Features for a Multimedia
System
1.7. Challenges of Multimedia Systems
1.8. Multimedia Applications
1.9. Advantage and disadvantage of multimedia
CHAPTER TWO Ze-Nian Li • Mark S. Drew
Multimedia Data Representation Jiangchuan Liu. (2014).
2.1. Text repesentation Fundamentals of Multimedia. (2nd
121
2.2. Graphics/Image Data Representation ed.). Springer, Cham,
2.3. Digital audio Representation Switzerland.
Video and Animation representation Chapter 1 Page 3-23
CHAPTER THREE Ze-Nian Li • Mark S. Drew

Color in Image and Video Jiangchuan Liu. (2014).
Fundamentals of Multimedia .(2nd
ed.). Springer, Cham,
Switzerland.
Chapter 4 Page 81-113
CHAPTER FOUR Ze-Nian Li • Mark S. Drew

Multimedia Data Compression Jiangchuan Liu. (2014).
4.1. Introduction Fundamentals of Multimedia. (2nd
4.2. LOSSLESS DATA ed.). Springer, Cham,
COMPRESSION Switzerland. Chapter 7-14 Page
135-325
• Simple Repetition Suppression
• Pattern Substitution
• Run-length encoding
• Huffman coding
• The Shannon-Fano Encoding
Algorithm
• Lempel-Ziv Encoding
4.3. LOSSY DATA COMPRESSION
CHAPTER FIVE
Optical Storage Media
Chapter Six Ze-Nian Li and Mark S. Drew,
Multimedia Authoring and Tools (2004). Fundamentals of
6.1.What is Multimedia Authoring? Multimedia .Chapter 2 Page 20-59
6.2. Some Useful Editing and Authoring
Tools
6.3. Authoring Paradigms
Teaching Strategy
Assessment Criteria
Lecture (100%)
•
Practice (100%)
•
Role of Instructor(s) The role of the instructor giving this course content, providing References,
lectures, preparing individual assignments and group project, correcting the
assessments and give feedback on time, preparing Final Exam and submitting
results on time.
Role of Students Attending the classes, doing and submitting the assessments (individual and
group) on time.
Required software 1. Audacity
122
and/or hardware 2. Sony Vegas Pro 11/ Pinnacle studio
3. Macromedia flash
4. Banner Creator
5. Log Creator
References 1. http://ebooks.lpude.in/computer_application/bca/term_5/DCAP303_MULTIME
DIA_SYSTEMS.pdf
2. Ze-Nian Li . Mark S. Drew & Jiangchuan Liu. (2014). Fundamentals of
Multimedia. (2nd ed.). Springer, Cham, Switzerland.
3. https://users.ece.utexas.edu/~ryerraballi/MSB/Contents.html
4. https://users.dimi.uniud.it/~antonio.dangelo/MMS/materials/Fundamentals_of_
Multimedia.pdf
5. Ze-Nian Li and Mark S. Drew, (2004). Fundamentals of Multimedia.
Course Title Digital Libraries

Module Title
CP/ECTS 5ECTS
Office Location:
Consultation Hour:
Semester:
Course Schedule:
Classroom:
Prerequisite:
Course Description An interdisciplinary introduction to information and knowledge organization,
including principles of conceptual systems in various disciplines and their
relevance and application to knowledge organization. Basics of information
organization and presentation for facilitating access. Concepts and problems
of human information behavior, classification and categorization related to
information organization. Database technology, structure and design.
Standards for information organization, data representation and information
exchange. Systems for organizing information and facilitating information
access in various information use environments. Descriptive cataloging and
control of information resources of all kinds; Anglo-American Cataloging
Rules; organization, functions and use of catalogs and classification systems;
principles of information indexing and retrieval; use of bibliographic
databases; representative problems and practice.
Learning Outcomes At the end of the course the student should be able to have:
• Apply basic competencies and knowledge that are essential for
providing, managing, and
• designing information services in a variety of information
environments;
• Demonstrate basic competency in the latest specialized information
123
technologies;
• Demonstrate the professional attitudes and the interpersonal and
interdisciplinary skills needed to communicate and collaborate with
colleagues and information users; and
• Describe any information resources using principles and methods
prescribed by the Anglo-American Cataloging Rules;
• Describe any information resources using MARC format;
• Select and properly format access points for information resources;
• Classify information resources using either Dewey Decimal or
Library of Congress classification schemes;
• Apply subject headings and understand the nature of a thesaurus;
• Understand the benefits and problems of shared cataloging; and
Catalog information resources using an integrated online system.
Course Content
Chapter 1: Introduction and Overview of Digital Libraries
1.1. What is a digital library?
1.2. What is not a digital Library?
1.3. History of Digital Libraries
Chapter 2. Metadata and Foundations of Digital Libraries
2.1. Metadata types and functions in Digital libraries
2.2. Architectural Issues for Metadata
2.3. Metadata Structures and Semantics
2.4. Metadata: Getting to METS
2.5. Metadata: OAIS and PREMIS
2.6. Metadata: OAI, ORE and Federation
Chapter 3: Architecture and Systems of Digital Libraries
3.1. Digital Objects and DOI
3.2. Digital Library Architectures
3.4. Distributed Models of digital libraries
Chapter 4: Content Organizations in the Digital Space
4.1. Indexing & knowledge representation
4.2. KOS, ontology and topic maps
Chapter 5: Digital Collections and its Evaluation
5.1. Defining digital collections
5.2. Building digital collections
5.3. Evaluating digital collections
Chapter 6: Access and User Interfaces to Digital Libraries
6.1. Resource discovery and searching
6.2. Interface design
6.3. Search and access interfaces
6.4. Information visualization
Chapter 7: Social Factors of Digital Libraries
7.1. Copyrights & Open access
7.2. Security, privacy, and Intellectual property
7.3. Digital Preservation
Chapter 8. Future of Digital Libraries
8.1. Semantic Digital Libraries
8.2. Library 2.0, library 3.0
124
8.3. Semantic library
8.4. Intelligent library
which include:
Lecture (100%)
• Test 25
Practice (100%)
• Lab Exam 40
• Project 30
Required software Greenstone, Dspace, Linux operating system
and/or hardware Desktop computers
Reference 1. Arlene G. Taylor, The Organization of Information, 2nd
Ed.,2004(chapter 1)
2. Svenonius, Elaine the Intellectual Foundation of Information
Organization. Digital Libraries and Electronic Publishing, 2000.
3. Rowley J. E. and John Farrow. Organizing Knowledge: an
introduction to managing access to information. 3rd ed. Burlington,
Ct.: Gower, 2000.
4. LOIS MAI CHAN, Cataloging and Classification, 2nd Ed. 1994
5. Turabian, Kate L. A Manual for Writers of Term Papers, Theses, and
Dissertations. 6th ed. Chicago Guides to Writing, Editing, and
Publishing. Chicago: University of Chicago Press, 1996.
17.7. Module 7: WEB PROGRAMMING
Module 7: WEB PROGRAMMING

College /Faculty XXXXX
Module Name WEB DEVELOPMENT AND MANAGEMENT
125
Module Description This module covers the fundamentals language syntax, data and file structures,
input/output devices, and files. Skill development in the creation of database
applications using component object model (Com). Sequential and random file
access are also covered. It also provide an introduction to professional, technical
web development. Basic HTML tags, principles for the design and implementation
of quality websites, cascading style sheets, XML, Java Script and Server Side
scripting Languages. It might also incorporate an emphasis on software engineering,
e-commerce, networking, artificial intelligence, or another related topic.
This module also discuss about web matures, so do users’ expectations about what a
site should do. In addition to a pleasing design and working links, they also want
sites that are clearly organized, relevant, accurate, up-to-date, and have interesting
and easy-to-find content. Principles and practices of the user-centered information
architecture design of websites that address these needs. Study the creation and
organization of web content that meets the information needs of end-users and
serves the intentions or purposes of a site’s sponsors or creators.
Relatively more emphasis is placed within the module upon the middle layer of the
multi-tier architecture, the business logic service, since this part of the multi-tier
application has less coverage in the traditional curriculum than either front-end
design or database services. The focus is on server-side programming of application
logic, with enough of the outer layers included as is necessary to complete students’
understanding of the issues, technology, and design patterns prevalent in web-based
applications. Server-side component design can be based in Java, with servlets, JSP,
JDBC, and related API’s, or it might be based in CGI scripts, or it might comprise
ASP and related API’s. The central design themes and architectural patterns remain
constant, however. As we learned from the first offering of a “favorable” alternative
is to teach Web-based development in the using multiple languages, while teaching
components-based development and next, also using multiple languages.
• Understand the client-server model of Internet programming works
• Design and develop interactive, client-side, executable web applications
• Build tools that assist in automating data transfer over the Internet
• Compare the advantages and disadvantages of the core Internet protocols.
• Access to company websites allows consumers to participate in the digital
marketplace.
• Build organizations website content to successful key ecommerce
transactions.
• Describe major Integrating global, local, and contextual navigation
• Developing labels: borrowing from existing sources or starting from scratch
• Be proficient using the Java Programming language including CGI scripts,
ASP, JSP, PHP, and servlets
• Develop HTML interface, a database interface, and a server application to
provide complete system functionality
• Employ security protocols in developing web-based applications
• Design, develop, and test web-based applications
Graduate Profile Web Programmer
Web Designer
Web Master
Information Manager
Information Expert
126
Content Manager
Information Architecture Strategist
Module Status Core
ECTS 10
Students Workload Total Hours Days Week(s)
for the Module 405 40.5 -
90 60 32
34 26 -
110 30 23
Courses of the Internet Programming INSC 3713 135 Hrs 5 ECTS
module Advanced Web programming INSC 3721 135 Hrs 5 ECTS
Course Title Advanced Web Programming

Module Title
CP/ECTS 5
Office Location:
Consultation Hour:
Semester:
Course Schedule:
Classroom:
Prerequisite: None
Course Description
Learning Outcomes
Course Content
Topic Duration(week) References
Chapter 1: Chapter 1 Fundamentals 1 -2 Text:
1.1 Networking Fundamentals: sockets, IP, TCP, HTTP Chapter
Client-side
1.2 Components: HTML, XML, browsers, applets, HTML

forms, JavaScript, VBScript.
1.3 Server-side Components: Web servers, servlets, CGI, JSP,

ASP, PHP, application servers.
1.4 Data-base Components: SQL, JDBC, database servers
Chapter 2 Architecture and Design 3-4 Text:
127
2.1 N-tier Architecture Chapter
2.2 Architecture Principles
2.3 User interface versus business logic
2.4 Back end servers: database servers, directory servers,

transaction servers, interfacing to legacy systems
2.5 Security issues
Chapter 3: Server Side Scripting Basic

3.1 Introduction to server-side scripting
3.2 Server-side scripting languages
3.3 Use Basic Syntax
3.4 Send Data to the Web Browser
3.5 Write Comments
3.6 Utilize Variables
3.7 Manipulate Strings
3.8 Manipulate Numbers
3.9 Work with constants
Chapter 4: : HTML Forms and Server Side Scripting 9-10 Text:
4.1 Use Conditionals and Operators Chapter
4.2 Validate Form Data
4.3 Send Values to a Script Manually
4.4 Work with Forms and arrays of data
4.5 Use For and While Loops
4.6 Create a Simple Form using PHP
4.6 Receive Data from a Form in PHP
Chapter 5: Connecting to Databases 11-12 Text:

5.1 Connect to an existing Database Chapter
5.2 Send Data to a Database
5.3 Retrieve Data from a Database
5.4 Modify Existing Data
5.5 Remove Existing Data
5.5 Data base security using server side
Chapter 6:Cookies and Sessions 13-16 Text:
6.1. Describe the stateless model Chapter
6.2. Explain the concepts of maintaining state with sessions
6.3. Create and Read data from sessions
6.4. Putting PHP session IDs in pages
6.5. Create and Read data from Cookies
6.6. Destroy a session
6.7. Maintain session data using Cookies
6.8. Add Parameters to a Cookie
6.9. Delete a Cookie
which include:
128
Lecture (100%)
• Participation and Attendance
• Quizzes and Assignments
• Test
Final examination
Practice (100%)
• Participation and Attendance
• Lab Assignments
• Lab Exam
Project
Required software
and/or hardware
Reference 1. Thomas A. Powell, HTML & XHTML: The Complete Reference ,
McGraw-Hill
2. Neil Gray, Web Server Programming (John Wiely & Sons)
3. Rasmus Lerdorf, Peter MacIntyre, Kevin Tatroe, Programming
PHP (2nd Ed.) (O'Reilly)
4. Goodman, Java script bible (3rd Edition), (Gage Publishing)
5. Gundavaram, S. CGI Programming on the World Wide Web,
(O'Reilly and Associates Publishing)
6. Horton, William, The Web Page Design Cookbook. (John Wiley
& Sons)
Ajay Vohra, Deepak Vohra, Pro XML Development with Java Technology
(Apress)
Course Title Internet Programming

Module Title
CP/ECTS 3 (5)
Office Location:
Consultation Hour:
Semester:
Course Schedule:
Classroom:
129
Prerequisite:
Course Description Overview of internet and the World Wide Web; client-server architecture;
protocols; static and dynamic pages, client-side scripting languages (JavaScript) and
mark up languages (HTML, XML) to design and develop web documents on
WWW. Introduce students to the fundamentals of web site creation concepts,
develop, manage, and maintain professional web sites using HTML, JavaScript and
Cascading Style Sheets.
Learning Outcomes ⚫ Understand Internet programming tasks

⚫ Demonstrate knowledge of website development concepts and terminology
⚫ Demonstrate knowledge of HTML, and CSS.
⚫ Demonstrate a significant ability to plan, design, develop, manage, and
maintain HTML-based websites.
⚫ Understand the fundamental aspects of all elements found on web pages.
⚫ Understand and use the principles of user interface design to create user-
friendly, easily navigated web pages.
⚫ Understand the process of creating content for web pages including text,
images, animation, audio, and video elements.
⚫ Create functional JavaScript for use in web pages to add interactive
applications to a site.
⚫ Understand and use basic XML for web-based databases and dynamic content.
⚫ Understand and utilize Cascading Style Sheets, and Dynamic HTML in
the development of dynamic, interactive websites
⚫ Design, develop, implement and maintain HTML, XHTML, CSS, JavaScript-
enhanced website
Course Content
Chapter 1: An introduction to Internet and World wide 1 -2 Text: Chapter
web Training and reference
o Internet and its use murach’s HTML,
o Browser and web server XHTML and CSS ,
o Protocols (HTTP, FTP…) 2010, by Anne
o Client-server architecture Boehm, Section 1,
o How web application works and its use chapter 1, page 4-28
130
o An introduction to HTML
o Tools for web development
o How to view deployed web pages
Chapter 2. Using Hyper Text Markup Language (HTML) to 3-4 Text: Chapter
Structure a web page
2.1 Creating, Editing and Viewing HTML Files Microsoft Step by step
2.14.1. Opening a Web Page in Notepad HTML 5, 2011, by
2.14.2. Adding the Data File Location to the Favorites List Faithe Wempen, Part I,
2.14.3. Opening a File from Windows Explorer page 3-45
2.14.4. Previewing a Web Page in a Web Browser
2.14.5. Making, Saving, and Viewing Changes
2.2 Setting Up the Document Structure
2.2.1 Specifying the Document Type
2.2.2 Creating the HTML, Head, and Body Sections
2.2.3 Creating Paragraphs and Line Breaks
2.2.4 Specifying a Page Title and Metatags
2.2.5 Publishing a File to a Server
2.3 Formatting Text by Using Tags
2.3.1 Creating Headings
2.3.2. Applying Bold and Italic Formatting
2.3.3 Applying Superscript and Subscript Formatting
2.3.4 Using Monospace and Preformatted Text
2.3.5 Formatting a Block Quotation
2.3.6 Configuring View Settings in Internet Explorer
Chapter 3: Working with Background colors, lists, Hyperlinks Microsoft Step by step
2.48. Background colors
HTML 5, 2011, by
2.48.1. Choosing Background and Foreground Colors
Faithe Wempen, Part I,
2.48.2. Specifying Colors
page 3-45 and
2.48.3. Applying a Background Color
Training and reference
2.48.4. Applying a Foreground Color
murach’s HTML,
2.48.5. Specifying a Background Image File
XHTML and CSS ,
2.49. Lists
2.49.1. Un ordered lists 2010, by Anne
2.49.2. Ordered lists Boehm, Section 2,
2.49.3. Nested lists chapter 7, page 228-
131
2.49.4. Definition lists 240
2.50. Hyperlink
2.50.1. Hyperlinking to a Web Page
2.50.2. Using Partial Paths and Filenames
2.50.3. Using Relative and Absolute Paths
2.50.4. Setting a Target Window
2.50.5. Hyperlinking to an E-Mail Address
2.50.6. Creating and Hyperlinking to Anchors
2.50.7. Hyperlinking to Other Content
Chapter 4: Working with Images, sound and video, 9-10 Text: Chapter
Tables and user form Training and reference
4.30. Images murach’s HTML,
4.30.1. Basic skills for working with image
XHTML and CSS ,
4.30.2. Use image editor
2010, by Anne
4.30.3. More skill for working with images
Boehm, Section 2,
4.31. Sound and Video chapter 8-12, page
4.31.1. An introduction to media
246-330
4.31.2. Embed media players and files
4.31.3. Work with media players
4.31.4. Work with mobile devices
4.32. Tables
4.32.1. Code and format simple tables
4.32.2. Advanced skills for working with table
4.33. Form
4.33.1. Code forms
4.33.2. Skills for working with forms
4.34.
Chapter 5: Cascading Style Sheets (CSS) 11-12 Text: Chapter
5.34. Basic skills for using css Training and reference
5.35. Using code selectors murach’s HTML,
5.36. Working with text and links XHTML and CSS ,
5.37. A web page that use an external style sheet 2010, by Anne
5.38. Size and space elements Boehm, Section 2,
5.39. Set borders and backgrounds chapter 4-6, page 108-
5.40. Use css for page layout
132
210
Chapter 6: Client-Side Scripting Language and 13-16 Text: Chapter
Extensible Markup Language (XML) Training and reference
6.11. What is scripting language?
murach’s HTML,
6.12. Use JavaScript to enhance your web pages
XHTML and CSS ,
6.12.1. Introduction to JavaScript and Document object model(DOM)
2010, by Anne
6.12.2. A standalone JavaScript Application
Boehm, Section 2,
6.12.3. Use JavaScript in your web pages
chapter 13, page 390-
6.12.4. Extensible Markup Language (XML)?
418
6.2.4.1 Overview of XML
6.2.4.2 XML Components
6.2.4.3 Document Type Definition
6.2.4.4 Data Elements
6.2.4.5 Defining Attributes and Entities
Assessment Criteria
Lecture (100%)
• Assignment 15%
• Test 15%
• Mid-Term exam 30%
• Final examination 40%
Practice (100%)
•
Role of Instructor(s) Preparing notes and slides, lecturing, demonstrating, guiding and evaluate.
Role of Students Listening, taking notes during lecture, working class work, assignment and projects
Required software Text editor like Notepad++ and Web browser like internet explorer and others
and/or hardware
Reference 1. Microsoft Step by step HTML 5, 2011, by Faithe Wempen
2. Training and reference murach’s HTML, XHTML and CSS , 2010, by Anne
Boehm
3. http://www.w3schools.com
4. The definitive Guide to HTML 5, by Adam Freeman
5. HTML, XHTML, and CSS: Your visual blueprint™ for designing effective
Web pages, 2008, by Rob Huddleston
6. Beginning Web Programming with HTML, XHTML, and CSS , 2nd edition,
133
2008, by Jon Duckett
7. JavaScript:A Beginner’s Guide, Third Edition, 2010, by John Pollock
17.8. Module 8: SCIENTIFIC STUDIES AND COMMUNICATIONS
Module 8: SCIENTIFIC STUDIES AND COMMUNICATIONS

• GENERAL INFORMATION ABOUT THE MODULE
College

Module Scientific Studies and Communications
Name
Module The module enables students to understand scholarly research and
Description communication through statistics and research procedural knowledge and
skills. Meaning of statistics; Methods of data collection; Methods of data
presentation; Measures of location; Measures of variation; Moments,
skewness and kurtosis; Counting Techniques; Concepts of Probability
(classical approach); Probability distributions: Binomial, Poisson, Normal, t
and Chi-square; Sampling and Sampling Distribution of the mean and
proportion; Elementary description of the tools of statistical inference:
Basic concepts; Estimation:(Point and Interval) for the population mean
and proportion; Hypothesis testing on the Populations mean and
proportion; Chi-square test of association. Each topic should begin with
motivating examples.Research principles and techniques; role of theories and
hypotheses; experimental and non-experimental research; measurement and
data collection; analysis and interpretation; quantitative methods and
applications; problems in formulating research proposals and evaluating
representative studies. Introduction to research processes necessary for
effective information and information related research. Emphasizes analysis
of research questions, development of search strategies, and critical evaluation
of materials. The study of artifacts of recorded knowledge, survey of the
techniques of enumerative, descriptive and analytical bibliography, and
bibliometric analysis. Students will engage in the comparative study of
knowledge records, compile an enumerative bibliography, describe and
analytically compare descriptions of one work, and use simple bibliometric
techniques to describe the literature of their chosen field. It studies the
different phases of information systems development. Discussions will
concentrate on the initiation, analysis, design, development, implementation
and maintenance of Information Systems through research technique. This
module strikes a balance between the theoretical and applied aspects of
systems analysis, presenting state-of-the-art systems processes, methods and
software tools. This module helps students develop a comprehensive
understanding of how information systems are developed through the
134
activities of systems planning, analysis, design and implementation. The key
modeling concepts applicable to structured approach to systems development
are examined.
• Understand the basic concepts of statistical thinking and reasoning
• Apply the methods of statistics in scientific research, decision making and
future career
• Apply probability and statistical methods to solve standard problems
from a wide range of disciplines
• Demonstrate the role of theories and hypotheses; experimental and non-
experimental research
• Interpret research processes necessary for effective information and
information related research
• Produce a sound and problem solving research.
1. Demonstrate the nature of scholarly communication and its impact
scientific publications
2. Capture and transfer scholarly information using technologies
Graduate Researcher
Profile Information Scientist
Information System Analyst
TBA
Module
Coordinator
Core
Module
Status
27
ECTS

Workload for 432 40.5 -
the Module
123 17 29
40 29 10
125 32 24
Courses in the Introduction to Statistics STAT 2814 135 Hrs 5 ECTS
module Object Oriented System Analysis and INSC2826 135 Hrs 5 ECTS
Design
Research Methods and Evaluation INSC2825 135 Hrs 5 ECTS
Scholarly communication and INSC2825 81 Hrs 3 ECTS
Bibliometric
Student research project I INSC2825 81 Hrs 3 ECTS
Student research project II INSC2825 81 Hrs 4 ECTS
135
Industrial Practice INSC 4316 135 Hrs 5 ECTS
• COURSE LEVEL INFORMATION

2.1 Introduction to Statistics
Course Title Introduction to Statistics
Course Code STAT2814
Course Status Supportive
Prerequisite(s None
)
Co- None
requisite(s)
Credit 3
ECTS 5
Total Hours Days Week(s)

Students 135 13.5 -
work load Lecture Hours Laboratory Hours Individual Project
48 5 5
10 -
31 8 8
Block
Mode of
Delivery
Third Year Students

Target Group
Laboratory Room
Class Room
III Semester I
Year
Course
Instructor(s)
Meaning of statistics; Methods of data collection; Methods of data

Course presentation; Measures of location; Measures of variation; Moments,
Description skewness and kurtosis; Counting Techniques; Concepts of Probability
(classical approach); Probability distributions: Binomial, Poisson, Normal, t
and Chi-square; Sampling and Sampling Distribution of the mean and
proportion; Elementary description of the tools of statistical inference:
Basic concepts; Estimation:(Point and Interval) for the population mean
136
and proportion; Hypothesis testing on the Populations mean and
proportion; Chi-square test of association. Each topic should begin with
motivating examples.
At the end of this course students will be able to:
Course • To introduce students the basic statistical knowledge on data collection
Objectives and presentation methods, Measures of Central Tendency and Variation,
probability and probability distributions, one sample inference, regression
and correlation;
• Introduces the basic concepts of statistical thinking and reasoning;
• To enable students apply the methods of statistics in scientific research,
decision making and future career;
• To demonstrate the importance and practical usefulness of probability in
real life;
• To show how probability is a necessary foundation for understanding
statistics;
• To demonstrate the importance and usefulness of statistics in real life and
on real data;
• To show how to present data informatively and clearly;
• To equip students to apply probability and statistical methods to
solve standard problems from a wide range of disciplines;
• To give students an appreciation of the limitations of these standard
techniques;
• To enable students to communicate the results of their analyses in clear
non-technical language.
At the end of the course students are expected to:
Course • Have a broad knowledge of the basic understanding of statistical
Outcome techniques demonstrated through principles of data collection, descriptive
statistics, probability, probability and sampling distributions, statistical
inference and linear regression.
• Understand the methods of data collection, organization, presentation,
analysis and interpretation;
• know what is meant by sample space, event, relative frequency,
probability, conditional probability, independence, random variable,
probability distribution, probability density function, expected value and
variance;
• Be familiar with some standard discrete and continuous probability
distributions;
• Be able to use standard statistical tables for the Normal t, chi-square
distributions;
• Be able to differentiate between common types of data, and display
them appropriately;
• Learn some desirable properties of point estimators;
• Recognize the additional benefits of calculating interval estimates for
unknown parameters;
• Understand the framework of hypothesis testing for carrying out statistical
inference;
• Be able to produce and interpret interval estimates and tests of hypotheses
correctly in some simple cases;
• Be able to present their results correctly and in non-technical language;
137
• Have basic skills in exploratory data analysis.
Content Co. Topic/sub topic/chapter Reading Remark
Stu. materials
Hrs
1st 2hr 1. Introduction Bluman, A.G.
1.1 Definition and (1995).Elementar
classification of Statistics y Statistics: A
1.2 Stages in statistical Step by Step
investigation Approach (2nd
1.3 Definition of Some edition).
Basic terms
1.4 Applications, uses and
limitations of Statistics
1hr 1.5 Types of variables and
measurement scales
2nd 2hr 2. Methods of Data Bluman, A.G.
Collection and Presentation (1995).Elementar
2.1 Methods of data y Statistics: A
collection Step by Step
2.1.1 Sources of data Approach (2nd
2.1.2 Methods of collection edition).
2.2 Methods of Data
Presentation
2.2.1 Motivating examples
2.2.2 Frequency
Distributions: qualitative,
quantitative: absolute,
relative and
Percentage.
1hr 2.2.3 Tabular presentation
of data
2.2.4 Diagrammatic
presentation of data: Bar
charts, Pie-chart, Cartograms
3rd 1hr 2.2.5 Graphical presentation
of data: Histogram, and
Frequency Polygon
2hr 3.Measures of Central Bluman, A.G.
Tendency (1995).Elementar
3.1 Motivating example y Statistics: A
3.2 Objectives of Step by Step
measures of central tendency Approach (2nd
3.3 Summation notation edition).
3.4 Important
Characteristics of a good
average
3.5 Mean
3.4.1 Arithmetic Mean
4th 2hr 3.4.2 Geometric Mean Bluman, A.G.
3.4.3 Harmonic Mean (1995).Elementar
138
3.6 Median y Statistics: A
3.7 Mode Step by Step
Approach (2nd
edition).
1hr 4. Measures of variation Bluman, A.G.
(Dispersion), Skewness and (1995).Elementar
Kurtosis y Statistics: A
4.1 Motivating examples Step by Step
4.2 Objectives of measures Approach (2nd
of central tendency edition).
4.3 Measures of Dispersion
(Variation)
4.3.1 Range
5th 2hr 4.3.2 Variance, Standard
Deviation and coefficient of
variation
4.3.3 Standard scores
4.4 Moments
1hr 4.5 Skewness
4.6 Kurtosis
6th 2hr 5. Elementary Probability Bluman, A.G.
5.1 Introduction (1995).Elementar
5.2 Definition & some y Statistics: A
concepts (Experiment, Step by Step
sample, event, equally Approach (2nd
likely edition).
outcomes, mutually
exclusive events,
independent events)
5.3 Random experiments
1hr 5.4 Counting rules: addition,
multiplication rules,
permutation and combination
7th 2hr 5.5 Definitions of probability
(probability of an event)
5.6 Some rules of probability
1hr 6. Probability Distributions
6.1 Definition of random
variables (discrete and
continuous) and probability
distributions
8th 2hr
6.2 Introduction to
expectation: mean and
variance of random variable
6.3 Common discrete

distributions: binomial and
Poisson )
1hr 6.4 Common continuous
139
distributions: Normal, t, and
chi-square distribution
9th 7. Sampling and Sampling
2hr Distributions of the Mean
7.1 Basic concepts
(population, sample,
parameter, statistic, sampling
frame,
Sampling unit, sampling
error, sample size)
7.2 Reasons for Sampling
7.3 Different types of
Sampling (Probability vs.
Non probability Sampling
Techniques)
1hr 7.4 Simple random
sampling (lottery method,
table or computer generated
random
numbers)
10th 2hr 7.5 Sampling distribution of
the sample mean and
proportion
7.6 Central limit theorem
1hr 8. Estimation and
Hypothesis Testing
8.1 Estimation
8.1.1 Motivating examples
11th 2hr 8.1.2 Point estimation: mean
and proportion
8.1.3 Interval estimation:
mean and proportion
1hr 8.2 Hypothesis Testing
8.2.1 Motivating
examples
8.2.2 Important
concepts in testing a
statistical hypothesis
12th 2hr 8.2.3 Steps in testing a
hypothesis
8.2.4 Hypothesis testing
about the population mean
12th 1hr 8.2.5 Hypothesis testing
about the population
proportion
13th 2hr 8.2.6 Chi-square test of
association and Exercise
1hr 9. Simple Linear Regression
and Correlation
9.1 Motivating examples
140
14th 2hr 9.3 Simple Linear
Regression
1hr Exercise
2hr 9.4 Correlation Coefficient
1hr Exercise
2hr Revision
1hr Exercise
The course will be offered through: lectures, practical, assignments and
Teaching individual project works
Strategy
Achievements of learners are assessed

Assessment 10%: On-the-Spot Performance
Criteria 10%: Tests
Role of individual assignments, and assess performance of learners
Instructor(s)
The role of the learners is to attend lectures, participate in class discussions,

Role of take on quizzes, do individual assignments, present individual assignment in
Students class, and carry out written exams
Assignments/activities will be displayed along with lecture slides or they will

Learners’ be sent to you through email or they will be posted on the server shared
assignments/a
ctivities folder.
PC, SPSS software, Version 16

Required
software
and/or
hardware
Class participation is a very important part of the learning process in this

Course course. Although not explicitly graded, you will be evaluated on the quality
Policy: of your contributions and insights. Attendance is taken at all lectures,
start and end class on time; reply to e-mails within the time given; exams will
reflect the material covered in class and assigned in homework; be attentive
and engaged in class; put cell phones on silent mode, refrain from using
laptops, and other electronic devices during class when not allowed; spend an
adequate amount of time on the homework each time, making an effort to
solve and understand each problem; engage with all educational material; and
seek help when appropriate .Cite all sources consulted to any extent
141
(including material from the internet). Any form of cheating will immediately
earn you a failing grade for the entire course. Information about assessments
and examinations will be given only in the class in time therefore, you will
not obtain additional information from anyone by any means (in speaking, in
writing, via electronic communication, etc). Any academic misconduct is
treated in accordance with the Academic Misconduct Policy of the University.
Students should refer to the University’s academic misconduct policy.
Students are expected to strictly observe the rule and regulation of the
University. Any act of dishonesty in any work constitutes academic
misconduct.
Bluman, A.G. (1995). Elementary Statistics: A Step by Step Approach (2nd

Reference edition).
Cheaffer, R.L. and McClave, J.T (1994). Probability and Statistics for
Engineers (4th Edition). Duxbury Press.
Lipschutz, S. and Schiller, J. (1998). Introduction to Probability and
Statistics. Schaum's Outline Series, McGraw-Hill.
Mendenhall, W., Beaver, R.J. and Bearer, B.M. (2008). Introduction to
Probability and Statistics (13th Edition). Duxbury Press.
Mendenhall, W., Beaver, R.J. and Bearer, B.M. (2005). Student Solutions
Manual for Introduction to Probability and Statistics (12th Edition).
Duxbury Press.
Walpole, R. E., Myers, S.L. and Ye, K. (2006). Probability and
Statistics for Engineers and Scientists (6th Edition). Prentice Hall.
Roussas, G. G. (2006). Introduction to Probability. Academic Press.
Bertsekas, D. P. and Tsitsiklis, J. N. (2008). Introduction to Probability (2nd
Edition). Athena Scientific.
Suhov, Y. and Kelbert, M. (2005). Probability and Statistics by Examples.
Cambridge University Press
Course Title Scholarly Communication and Bibliometric

Module Title
CP/ECTS 2chr/3ECTS
Office Location:
Consultation Hour:
Semester:
Course Schedule:
Classroom:
Prerequisite:
142
Course Description Examines the ways in which scholarly information is produced, disseminated, and
evaluated. Print and digital modes of production, as well as formal and informal
models will be discussed. Challenges and opportunities for providing access to
information will be examined, focusing on the open access movement, peer review,
and digital scholarly repositories. An emphasis will be made on the role of the
information professional in scholarly communication. An introduction to the study
of artifacts of recorded knowledge, survey of the techniques of enumerative,
descriptive and analytical bibliography, and bibliometric analysis. Students will
engage in the comparative study of knowledge records, compile an enumerative
bibliography, describe and analytically compare descriptions of one work, and use
simple bibliometric techniques to describe the literature of their chosen field.
Learning Outcomes
Course Content
Chapter 1: Introduction to Scholarly Communication 1 -2 Text: Chapter
1.1 Definitions of Scholarly Communication
1.2 Objectives of Scholarly Communication
1.3 Historical Perspectives of Scholarly Communication
1.4 Scholarly Communication Life Cycle
1.5 Scholarly Communication Channels
1.6 Hands-On with Databases and Indexes
1.7 Scholarly Traditions

Chapter 2: The Scientific Literature 3-4 Text: Chapter
2.1 Growth of Knowledge
2.2 Emerging of E-journals
2.3 Electronic Databases
2.3.1 Bibliographic Databases
2.3.2 Citation Databases
2.3.3 Full-text Databases
2.3.4 E-Journal Gateways
2.3.5 Online Directories
2.4 Bibliometrics
2.5 Publication Patterns and Citation Connections Bibliography
Chapter 3:Scholarly Communication International Issues 5-8 Text: Chapter
143
3.1 Collaboration
3.2 Publication Indicators and Database Coverage
Chapter 4: Evaluative Bibliometrics 9-10 Text: Chapter

4.1 Citation Analysis
4.2 Scientometrics
4.3 Patents
Chapter 5: Social Network Analysis 11-16 Text: Chapter
5.1 Sociology of Science
5.2 Visualization (Citation Maps, Nodes, Graphs, & Networks)
5.3 Trends and New Technologies.
5.4 E-prints
5.5 Creative Commons
5.6 Collaborators
5.7 Web metrics
5.8 E-metrics
Teaching Strategy The course will be offered through: lectures, discussions, individual assignment
works and presentations
Assessment Criteria
Lecture (100%)
• 10%: On-the-Spot Performance
• 10%: Tests
• 10%: Written Assignment
• 50%: Final Examination

Practice (100%)
• 20%: Project (Group/Individual)
Role of Instructor(s) The role of the instructor is to deliver lectures, practical, give quizzes, assign
and guide individual assignments, and assess performance of learners
take on quizzes, do individual assignments, present individual assignment in
Required software
and/or hardware
Reference John Willinsky, The Access Principle: The Case for Open Access to Research and
Scholarship. MIT Press, 2005. ISBN-10: 0-262-23242-1; ISBN-13: 978-0-
144
262-23242-5.
A Festschrift in Honor of Eugene Garfield. Edited by Blaise Cronin and Helen
Barsky Atkins. ASIS Monographs. 2000. 544 p/hardbound. ISBN: 1-57387-
099-4
Libraries, The Internet, and Scholarship: Tools and Trends Converging. Charles
Thomas, Editor. New York: Marcel Dekker, 2002. ISBN: 0-8247-0772-9.
2.3 Research Methods and Evaluation
Research Methods and Evaluation

Course Title
NSC 2825
Course Code
Core
Course Status
None
Prerequisite(s
)
None
Co-
requisite(s)
3
Credit
5
ECTS
Total Hours Days Week(s)

Contact 135 8.1 -
Hours Lecture Hours Laboratory Hours Individual Project
35 10 10
Group Project Hours Individual Tutorial Hours
Assignment
20 9 -
35 11 5
Block
Mode of
Delivery
145
Third Year Students
Target Group
Laboratory Room
Class Room
III Semester II
Year
Course
Instructor(s)
Research principles and techniques; role of theories and hypotheses;

Course experimental and non-experimental research; measurement and data
Description collection; analysis and interpretation; quantitative methods and applications;
problems in formulating research proposals and evaluating representative
studies. Introduction to research processes necessary for effective information
and information related research. Emphasizes analysis of research questions,
development of search strategies, and critical evaluation of materials.
At the end of this course students will be able to:
Course • To provide research principles and techniques;
Objectives • To demonstrate the role of theories and hypotheses; experimental and
non-experimental research;
• To enable students measurement and data collection, analysis and
interpretation;
• To provide students with literature review technique;
• Introduction to research processes necessary for effective information and
information related research.
• To enable students produce a sound and problem solving research.
Knowledge & understanding of:

Course • Understand the basic principles and techniques of research.
Outcome • Learn the difference and similarities of various types of research.
• Understand the importance and implication of research in any society.
Practical skills:
• Read and critically evaluate reports of research in the literature.
• Explain and evaluate several of the most commonly used research
designs and methods of data collection and analysis.
• Plan, design, and critically evaluate survey research projects.
• Critically review and evaluate research proposals.
Content Co. Topics/Subtopics Reference Rmk

Stu.
Hrs.
3:30 Research Overview • Leedy, Paul. Lecture hr = 2hrs
Week I • What it is Vs What Practical Ind. Study hr = 1:30
it is not research Research: hrs
• The Role of Theory Planning and
146
in Research Design. 7th ed.
• Research Aims & New York:
Approaches, Types Macmillan.
of Research, 2001.
Research Planning, •
• Research Methods
5:30 The Process of • Leedy, Paul. Lecture hr = 3hrs
Week I Research: Major Practical Ind. Study hr = 2:00
Stages Research: hrs
• Conceptualizing & Planning and Assessment = 30min
Specifying the Design. 7th ed.
Problem, New York:
• Types of Research Macmillan.
Questions 2001.
• The Research
Report: Introduction
to Structure,
Components, and
Evaluation Criteria
• Citation
5:00 Research in Action • Patten, Mildred Lecture hr = 3hrs
Week I  Essential Concepts L. Ind. Study hr = 2:00
 Variables Questionnaire hrs
 Types of Data Research: A
 Unit of Analysis Practical Guide.
 Types of 2nd ed. Los
Relationships Angeles:
 Hypothesis Pyrczak
Formulation Publishing.
 Validity 2001.
 Reliability
5:30 Measurement and • Pyrczak, Fred. Lecture hr = 3hrs
Week II Descriptive Statistics Making Sense Ind. Study hr = 2:00
• Levels of of Statistics: A hr
Measurement Conceptual Assessment = 30min
• Frequency Overview. 2nd
Distributions ed. Los
• Measures of Central Angeles:
Tendency and Pyrczak
Dispersion Publishing.
2001.
15:30 Sampling Theory and • Patten, Mildred Lecture hr = 2:30hrs
Week II Practice L. Ind. Study hr = 1:30
• Basic Concepts Questionnaire hr
Probability & Non- Research: A Assessment = 30min
Probability Sampling Practical Guide. Individual
2nd ed. Los Assignment =
Survey Research Angeles: 9:00hrs
• Survey Types, Pyrczak Presentation
147
• Questionnaire Publishing. (presenting/
Design, 2001. attending) = 2:00
• Reporting Results
16:30 Experimental • Leedy, Paul. Lecture hr = 2:30hrs
Week II Research Practical Ind. Study hr =
• Experimental Research: 1:30hrs
research Planning and Assessment = 30min
• Design, Design. 7th ed. Ind./group project =
• Testing, New York: 12:00hrs
• Analysis Macmillan.
2001.
6:00 • Qualitative and • Creswell, J.W. Lecture hr = 3hrs
Week III Quantitative Research Ind. Study hr =
research Design: 2:30hrs
Qualitative and Assessment = 30min
Quantitative
Approaches.
London: Sage,
1994.
23:30 • SPSS SPSS Software Lecture = 1:00hr
Week III version 16 Lab/Practical =
7:00hrs
Individual Study hrs
= 7:00hrs
Proposal
presentation
(presenting/attendin
g) = 6:00
Final exam =
2:30hrs
The course will be offered through: lectures, practical, assignments and
Teaching individual project works
Strategy
Achievements of learners are assessed

Assessment 5%: On-the-Spot Performance
Criteria 10%: Tests
25%: Research Project Proposal
Role of individual assignments, and assess performance of learners
Instructor(s)
The role of the learners is to attend lectures, participate in class discussions,

Role of take on quizzes, do individual assignments, present individual assignment in
Students class, and carry out written exams
148
Assignments/activities will be displayed along with lecture slides or they will
Learners’ be sent to you through email or they will be posted on the server shared
assignments/a
ctivities folder.
PC, SPSS software, Version 16

Required
software
and/or
hardware
Class participation is a very important part of the learning process in this

Course course. Although not explicitly graded, you will be evaluated on the quality
Policy: of your contributions and insights. Attendance is taken at all lectures,
start and end class on time; reply to e-mails within the time given; exams will
reflect the material covered in class and assigned in homework; be attentive
and engaged in class; put cell phones on silent mode, refrain from using
laptops, and other electronic devices during class when not allowed; spend an
adequate amount of time on the homework each time, making an effort to
solve and understand each problem; engage with all educational material; and
seek help when appropriate .Cite all sources consulted to any extent
(including material from the internet). Any form of cheating will immediately
earn you a failing grade for the entire course. Information about assessments
and examinations will be given only in the class in time therefore, you will
not obtain additional information from anyone by any means (in speaking, in
writing, via electronic communication, etc). Any academic misconduct is
treated in accordance with the Academic Misconduct Policy of the University.
Students should refer to the University’s academic misconduct policy.
Students are expected to strictly observe the rule and regulation of the
University. Any act of dishonesty in any work constitutes academic
misconduct.
149
Leedy, Paul. Practical Research: Planning and Design. 7th ed. New York:
Reference Macmillan. 2001.
Pyrczak, Fred. Making Sense of Statistics: A Conceptual Overview. 2nd ed.
Los Angeles: Pyrczak Publishing. 2001.
Patten, Mildred L. Questionnaire Research: A Practical Guide. 2nd ed. Los
Angeles: Pyrczak Publishing. 2001.
Video Series: Against All Odds: Inside Statistics.The Annenberg/CPB
Collection (PBS), 1989 (Purchase by student not required.)
Babbie, E.R. The Practice of Social Research. 7th ed. Belmont: Wadsworth,
1995.
Carpenter, R. and Vasu, E. Storey. Statistical Methods for Librarians.
American Library Association, 1978. (Chapters 1-3).
Creswell, J.W. Research Design: Qualitative and Quantitative Approaches.
London: Sage, 1994.
150
Course Title Object Oriented System Analysis and Design
Module Title
CP/ECTS
Office Location:
Consultation Hour:
Course Information Academic Year: III
Semester: I
Course Schedule:
Classroom:
Prerequisite:
Course Description Introduction to Object Technology; Principles of Modeling, Principles of Object
Orientation; systems development using the object technology; Modeling; principles
of modeling; requirements gathering and modeling using use case; techniques of
modeling static and dynamic aspects of systems; finding classes and objects;
Interaction Diagrams – sequence and collaboration diagrams; Class Diagrams;
object diagram; activity diagram; State chart diagrams; component diagram;
deployment diagram. Individual and/or team project involving reports and walk-
through in systems analysis and design is also a major component of this course
using CASE tools.
Learning Outcomes On successful completion of the course students will be able to:
• Differentiate structured approach from object oriented approach
• Explain the need for object oriented systems analysis and design
• Compare and contrast conventional and object oriented software
development methodologies
• Demonstrate the application of Unified Modeling Language(UML)
• Apply software development process principles, and practices and crate a
high quality software
• Understand the object technology and modeling principles.
• Know the techniques of modeling aspects of systems
• Analyze user requirements using UML of OO techniques.
• Make a detailed design using UML of OO techniques.
Course Content
Chapter 1: Object Orientation the new software paradigm 1 -2 Text: Chapter
1.1. Structured paradigm Vs object oriented paradigm
1.2. The potential benefits of object orientation
1.3. The potential drawbacks of object orientation
151
1.4. The object orientation software process
Chapter 2:Understanding the Basics :Object oriented concepts 3-4 Text: Chapter
1.1. OO concepts from structured point of view
2.2 Abstraction, Encapsulation and information hiding
2.3 Inheritance, Association and Aggregation
2.4 Collaboration
2.5 Persistence
2.6 Coupling and Cohesion
2.7 Polymorphism
2.8 Interfaces and Components
2.9 Patterns
Chapter 3: Gathering user requirements
3.1. Putting together requirements gathering team
3.2. Fundamental requirements gathering techniques
3.3. Essential Use Case Modeling
3.4. Essential User Interface Prototyping
3.5. Domain modeling with class responsibility collaborator
(CRC) cards
3.6. Developing a supplementary Specification
3.7. Identifying Change Cases
Chapter 4:Ensuring Your Requirements Are correct: Requirement 9-10 Text: Chapter
validation Techniques
4.1. Testing Early and Often
4.2. Use Case Scenario Testing
Chapter 5:Determining What to Build: OO Analysis 11-12 Text: Chapter
5.1. System Use Case Modeling
5.2. Sequence Diagrams: From Use Cases to Classes
5.3. Conceptual Modeling :Class diagrams
5.4. Activity diagramming
5.5. User interface prototyping
5.6. Evolving your supplementary specification
5.7. Applying Analysis patterns Effectively
5.8. User Documentation
5.9. Organizing your models with packages
Chapter 6:Determining How to Build Your System: OO Design 13-16 Text: Chapter
152
6.1. Layering your models :Class Type Architecture
6.2. Class Modeling
6.3. Applying Design Patterns effectively
6.4. State chart modeling
6.5. Collaboration Modeling
6.6. Component Modeling
6.7. Deployment Modeling
6.8. Relational Persistence Modeling
6.9. User Interface Design
Chapter 7:Object Oriented Testing and Maintenance 17 Text: Chapter
Chapter 8:Software process 18 Text: Chapter
Teaching Strategy The course will be delivered in the form of lectures, demonstration, presentations,
group discussions, Lab practices and individual and group project works.
Assessment Criteria Achievements of learners are assessed
10%: On-the-Spot Performance
30%: Tests
Lecture (100%)
•
Practice (100%)
•
Role of Students The role of the learners is to attend lectures, participate in class discussions, take on
quizzes, do individual assignments, present individual assignment in class, and carry
out written exams
Required software MS Visio, E-draw and alike software with latest version
and/or hardware
Reference Text books
• Ambler, S. W. (2001).The Object primer: The Application Developer’s
Guide to Object Orientation and the UML Second edition .New York.
Cambridge University Press
• Scott w. ambler. The Object Primer 3rd ed. University of Cambridge

press.2004
References
• Pankaj Jalote , An Integrated Approach to Software Engineering (3rd ed) ,
Springer, 2005
• Ian Sommerville ,Software Engineering (8 ed ), USA, Addison-Wesley,

2006
153
Course Title Students research Project Phase I
Module Title
CP/ECTS 2/3
Office Location:
Consultation Hour:
Semester:
Course Schedule:
Classroom:
Prerequisite:
Course Description The course Research Project is participation of students in problem solving research
activities and processes that results in written report and system development by
demonstrating originality and innovating or solving environment working problems
in the community. This phase of the research project will include domain selection,
Literature review, stating the problem and proposing a solution for the research
project that is selected.
Learning Outcomes Knowledge & understanding of:
• Conduct a research project using the basic principles and techniques of
research.
• Examine the difference and similarities of various types of research.
• Correlate practical research with societal problem and explore about related
works done before.
• Write software project proposal document, analysis of the document and
presentation.
• How to develop a system by planning out the whole process of SDLC
Practical skills:
• Read and critically evaluate specific research papers or project works.
• Explain and evaluate research designs and methods of data collection and
analysis.
• Critically review and evaluate research proposals and research reports.
Course Content
(weeks)
Phase 1. Domain Selection 1 -2 Text: Chapter
• Select specific domain of what was learned in previous years.
• Provide selection among domains
• Select title
Phase 2. Literature Survey 3-4 Text: Chapter

• Review works done before
154
Phase 3. Problem Statement 5-7
• Enquire about problems existing
• Propose a solution
• System analysis and data collection
Phase 4. Writing Proposal Document 8-10 Text: Chapter

• Write Baseline Project Plan
• Presentation
Teaching Strategy
Assessment Criteria
Lecture (100%)
•
Practice (100%)
•
Role of Students
Required software
and/or hardware
Reference
Course Title Students research Project Phase II

Module Title
CP/ECTS 3/5
Office Location:
Consultation Hour:
Course Information Academic Year: IV
Semester: II
Course Schedule:
Classroom:
Prerequisite:
Course Description The course Research Project phase II is participation of students in elaborating and
designing the problem solving research project activities and processes that results
in written report and system development by demonstrating originality and
innovating or solving environment working problems in the community. This phase
of the research project will include documentation writing, system designing, system
Implementation and Testing.
Learning Outcomes Knowledge & understanding of:
• Write software project document, analysis document, design document,
developing, and testing and implementation document, user guideline
• Developing a system using the basic principles and techniques of system
155
development.
•
Interacting with large working environment of certain Entity or
Organization
• Correlate practical research with societal problem.
• How to develop a system by planning out the whole process of SDLC
Practical skills:
• Code and execute project work and critically evaluate specific project
works.
• Explain and evaluate research designs and methods of data collection and
analysis.
• Demonstrate the skills of initiating, analyzing, designing, developing,
testing and maintaining compute based information systems.
• Develop software and systems that meet user requirements
• Implement the final work of the intended project
• Develop and present project reports and research reports
Course Content
(weeks)
Phase 1: System Design and implementation 1 -8 Text: Chapter
• Write software project document
• System design
• System development and implementation
• System presentation
Teaching Strategy
Assessment Criteria
Lecture (100%)
•
Practice (100%)
•
Role of Students
Required software
and/or hardware
Reference
17.9. Module 9: INFORMATION RETRIEVAL AND KNOWLEDGE EXTRACTION
Module 9: INFORMATION RETRIEVAL AND KNOWLEDGE EXTRACTION

College
Module Name Information Retrieval and Knowledge Extraction
156
Module The module is designed to present fundamental principles, practices and procedures of
Description indexing and abstracting. Focus on document analysis, vocabulary control, thesaurus
construction, and design and evaluation of indexing systems. Basics of using electronic
information retrieval systems, emphasizing Internet and commercial services, in order to
obtain information. The theory of information retrieval for both text and picture materials.
Discussion of various retrieval, query, and knowledge representation methods beyond
Boolean models including vector, probabilistic edge-detection and associative network
models. Elaboration of concepts of retrieval performance, efficiency and effectiveness
beyond precision and recall. Retrieval issues of user interfaces and hypertext are explored.
Fundamental analysis and design principles and theories used in systems for the storage,
processing, and retrieval of information. In addition, this module used to analyze data from
different perspectives and summarizing it into useful information - information that can be
used to increase revenue, cuts costs, or both. Introduce to number of analytical tools for
analyzing data. It allows users to analyze data from many different dimensions or angles,
categorize it, and summarize the relationships identified. It can enable to find correlations
or patterns among dozens of fields in large relational databases.
• understand and implement the actual indexing and abstracting process for any format
• produce technically acceptable abstracts and index design for all type and formats of
information
• to explore the standards, principles, and models in ISR
• demonstrate fundamental knowledge of ISR for information system/technology
• introduce to number of analytical tools for analyzing data
• to analyze data from many different dimensions or angles, categorize it, and summarize
the relationships identified.
• to find correlations or patterns among dozens of fields in large relational databases.
Graduate Indexer
Profile Information Retrieval Specialist
Data Miner
Module TBA
Coordinator
Module Status Core
ECTS 12
Workload for 432
the Module
90 52 42
47 28 -
127 25 12
Course in the Information Storage and Retrieval INSC 4913 162 Hrs 6 ECTS
modules
Data mining and Data warehousing INSC 4114 162 Hrs 6 ECTS
157
Course Title Introduction to Information Storage & Retrieval
Module Title Information Retrieval and Knowledge Extraction
CP/ECTS 5
Study Hours Lecture: 48 Laboratory: 16 Tutorial: 0 Home Study: 71
Instructor’s Name:
Office Location:
Consultation Hours:
Semester:
Course Schedule:
Class Room:
Prerequisite(s): Data Structure and Algorithms
Course Description This course will cover traditional material as well as recent advances in
information retrieval (IR), the study of the processing, indexing, querying,
organization, and classification of textual documents. In this course basic and
advanced techniques for text-based information systems: efficient text indexing;
Boolean and vector space retrieval models; evaluation and interface issues will
be covered.
Learning Outcomes By the end of this course, students will be able to:
• Describe components and kinds of information retrieval systems;
• Explain the retrieval process;
• Describe automatic text operation and automatic indexing;
• Explain the data and file structures for information retrieval such as flat
files and inverted files;
• Analyze the different retrieval models such as Boolean model, vector
based retrieval model, and probabilistic retrieval model;
• Explain evaluation of information retrieval;
• Express query languages, query operations, string manipulation and
search algorithms;
• Explain current issues in information retrieval.
Course Content
Topic
Chapter 1: Introduction
o IR and IR systems
o Data versus information retrieval
o IR and the retrieval process
158
o Basic structure of an IR system
Chapter 2: Text/Document Operations and Automatic Indexing
o Index term selection (Luhn’s selection and Zipf’s law in IR)
o Document pre-processing (Lexical analysis, Stop word Elimination, stemming)
o Term extraction (Term weighting and similarity measures)
Test 1
Chapter 3: Indexing Structures
3.1 Inverted files
3.2 Tries, Suffix Trees and Suffix Arrays
3.3 Signature files
Chapter 4: IR Models
4.1 Introduction of IR Models
4.2 Boolean model
4.3 Vector space mode
4.4 Probabilistic model
Test 2
Chapter 5: Retrieval Evaluation
o Evaluation of IR systems
o Relevance judgment
o Performance measures (Recall, Precision, etc.)
Assignment
Chapter 6: Query Languages and Operations
6.1 Keyword-based queries
6.2 Pattern matching
6.3 Structural queries
6.4 Relevance feedback
6.5 Query expansion
Chapter 7: Current Issues in IR
7.1 Research in IR (Multimedia Retrieval, Web Retrieval, Question answering. etc.)
7.2 Presentation of Reviews
Final exam
159
which include:
Lecture (100%)
• Test 25
Practice (100%)
• Lab Exam 40
• Project 30
Role of Instructor(s) Delivers lectures, prepares reading assignments and topics for group discussion,
prepares projects by discussion with student, gives consultation and advises
students on project works and assignments, prepares and evaluates quiz,
assignment, midterm and final examination.
participate in group discussion, discusses with the instructor on topics of interest
for project work, delivers and presents project work, attend quiz, midterm and
final examination.
Required software Software: Python, Java/C++, open source libraries like Apache Lucene
and/or hardware
Reference Texts: Baeza-Yates and Ribeiro-Neto (1999) Modern Information Retrieval,
Addison-Wesley, Essex, England.
Manning, C. D., Raghavan, P. and Schütze, H. (2008) Introduction to
Information Retrieval, Cambridge University Press, Cambridge, England.
Available at http://informationretrieval.org
Course Title Data Mining and Data Warehousing

Module Title
CP/ECTS 6
Office Location:
Consultation Hour:
160
Semester:
Course Schedule:
Classroom:
Prerequisite:
Course Description This module builds on the introductory module in data warehouse and data
mining. It intends to introduce more advanced topics in databases such as
data mining and data warehousing.
➢ Provide the student with an understanding of the concepts of data
warehousing and data mining
➢ Study the dimensional modeling technique for designing a data warehouse
➢ Study data warehouse architectures, OLAP and the project planning aspects
in building a data warehouse
➢ Explain the knowledge discovery process
Course Content
Chapter 1: Introduction to Data Mining 1 -3 Text: Chapter
o What is data mining?
o Data Mining Goals
o Stages of the Data Mining Process
o Overview of Data Mining Techniques
o Knowledge Representation Methods
o Integration of a data mining system with Related
technologies - Machine Learning, DBMS, OLAP, Data
Warehouses, Statistics
o Major issues in Data Mining
o Applications of Data Mining
Chapter 2. Data Warehousing and Online Analytical Processing 4-7 Text: Chapter
2.1. Introduction to Data Warehouse
2.2. Characteristics of Data Warehouse
2.3. Types of Data Warehouse
2.4. Differences between Operational Database Systems
and Data Warehouses
2.5. Tools for Data warehouse development
2.6. Data Warehousing: A Multitiered Architecture
2.7. Data Warehouse Models: Enterprise Warehouse, Data
Mart, and Virtual Warehouse
2.8. Extraction, Transformation, and Loading
2.9. Metadata Repositories
2.10. Advantages and Applications of Data Warehouse
2.11. Introduction to OLPA
2.12. Characteristics of OLAP
161
2.13. Steps in the OLAP Creation Process
2.14. Advantages of OLAP
2.15. OLAP Architectures
2.16. Differences between OLTP Systems and Data
Warehousing
Chapter 3: Data Preparation for Knowledge discovery 8-9

2.51. Introduction
2.52. Need for preprocessing or preparation the data
2.53. Data cleaning
2.54. Data integration and transformation
2.55. Data reduction
2.56. Discretization and concept Hierarchy generation
10-12 Text: Chapter

Chapter 4:Data mining algorithms
4.35. Association rules
4.35.1. Basic Algorithms
4.35.2. Advanced Association Rule Techniques
4.35.3. Measuring the Quality of Rules
4.36. Classification and Prediction
4.36.1. Basic issues regarding classification and predication
4.36.2. Classification by Decision Tree
4.36.3. Bayesian classification
4.36.4. classification by back propagation
4.36.5. Associative classification
4.36.6. Prediction
4.36.7. Statistical-Based Algorithms
4.36.8. Decision Tree -Based Algorithms
4.36.9. Neural Network -Based Algorithms
4.36.10. Rule-Based Algorithms
4.36.11. Combining Techniques
4.36.12. Classifier Accuracy and Error Measures
4.37. Clustering
4.37.1. Basic issues in clustering
4.37.2. First conceptual clustering system: Cluster/2
4.37.3. Partitioning methods: k-means, expectation
maximization (EM)
4.37.4. Hierarchical methods: distance-based agglomerative
and divisible clustering
4.37.5. Conceptual clustering: Cobweb
4.37.6. Experiments with Weka - k-means, EM, Cobweb
Chapter 5: Advanced techniques, Data Mining software and 13-14 Text: Chapter
applications
5.41. Text mining: extracting attributes (keywords),

structural approaches (parsing, soft parsing).
5.42. Bayesian approach to classifying text
162
5.43. Web mining: classifying web pages, extracting
knowledge from the web
5.44. Data Mining software and applications
Chapter 6: Data Mining and Society; Future Directions 15-16 Text: Chapter
6.13. Data Mining and Society: Ethics, Privacy, and Security

issues
6.14. Future Directions for Data Mining, web mining, text mining
Teaching Strategy
Assessment Criteria
Lecture (100%)
•
Practice (100%)
•
Role of Students
Required software Weka,Rapid Miner, Knime, Orange, Oracle data mining
and/or hardware Rattle (R Language) and etc..
Reference Text Books:
1. Principles of Data Mining, Max Bramer, Springer
2. Data Mining Practical Machine Learning Tools and Techniques, Ian
H. Witten, Eibe Frank andMark A. Hall, Elsevier
3. Tan, P-N, Steinbach, M., Kumar, V. Introduction to Data Mining.

Addison Wesley, 2006.
4. J. Han and M. Kamber, "Data Mining: Concepts and Techniques",
Morgan Kaufman, 3/E, 2011.
5. Han, J. and Kamber, M., Data Mining: Concepts and Techniques,

Morgan Kaufmann, 2012.
6. Alex Berson, Stephen J. Smith, "Data Warehousing, Data Mining,
and OLAP", MGH, 1998.
7. P.-N. Tan, M. Steinbach, and V. Kumar, Introduction to Data Mining,
Addison Wesley, 2005.
8. Mohammed J. Zaki, Wagner Meira Jr., Data Mining and Analysis:
Fundamental Concepts and Algorithms, Cambridge Press, 2014.
9. Data Mining Techniques – Arun K Pujari, 2 nd Edition, Universities
Press.
10. Data Warehousing in Real world- Sam Anhory& Dennis Murray
Pearson Edn Asia.
163
11. Insight into Data Mining, K.P. Soman, V. Vijay, PHI,2008.
12. Data warehousing Fundamentals - -PaulrajPonnaiah Wiley Student Edition
Course Title Industrial Practice

Module Title
CP/ECTS 3chr/5ECTS
Study Hour Lecture: 48 Tutorial: 0 Home Study: 33
Office Location:
Consultation Hour:
Semester:
Course Schedule:
Classroom:
Prerequisite:
Course Description Each candidate shall compulsorily undergo a one-month’s Industrial
Practice in a reputable information centers. Field work is a professional work
experience in an academic, public, special library, Government, Non-
Government, or information agency. It is designed to provide students with a
supervised professional experience which integrates the theoretical and
practical aspects of activities in the student's professional field. Placement
assignments are based on three factors: preference of the student, agreement
of a cooperating institution or agency, and approval of the Department.
Students, on Industrial Practice may be expected to involve a minimum of
135 hrs or 3 CrHrs of every working day during the month.
Since the student's role is that of learner and the professional supervisor's role
is that of a teacher, the student is expected to perform and assume
responsibility for tasks assigned in a cooperative and reliable manner. The
supervisor is expected to field the student's questions, discuss the student's
164
progress and critique the student's total experience within his/her assigned
supervisory area.
The supervisor's judgment in evaluation of a student in the practice situation
should be based on the performance expected of a beginning professional in
the position tempered by a knowledge of the student's background (subject
specialties, number of professional courses completed).
Roles and Roles and responsibilities of stakeholders
responsibilities of Industrial Practice will be implemented through partnership between the
stakeholders
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
165
the students on practical attachment.
o Will provide technical and professional guidance to the
students on practical attachment throughout the practical
attachment period.
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.
166
o Shall produce a written report of the attachment experiences
after the completion based on contents given in Appendix I.
Assessment Criteria
Structure of the attachment
The practical attachment is organized through three steps namely, placement,
supervision and evaluation.
a. Placement
Students are placed in organizations selected by themselves which are nearest
to their home town or relative’s residence. Students will go for Industrial
Practice during the summer time i.e., on July and August. The students are
expected to undergo Industrial Practice for not less than (300) hrs but not
more than 2 months to the selected and recommended
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.
167
• 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

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
168
see the consistency of the written report and the presentation. This
assessment by the examination committee will account for 30%.
References Haramaya University, College of Computing and Informatics, practical

attachment guideline, June 2016.
169

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National Modular Curricula for

Bachelor of Science in Information Science

Therefore, the rationale of Department of Information Science curriculums to:

2.0. Professional Profile

3.0. Graduate Profile

The curriculum of Information Science program is organized in the context of human-

VIII. Practical and Professional Elements

4.0. Program Profile

4.1 Course Clustering in to Modules

Module 0: COMMON COURSE

Module 2: PROGRAMMING AND DATABASE MANAGMENT

INSC- Module 06: P 336 13 60 50 10 0 235 66 60 810 35

INSC Object Oriented P 48 5

Module 3: INFORMATION CONSULTANCY

INSC- Module 3: P 128 10 24 39 31 28 - 90 25 27 432 13

Module Coordinator TBA

Module 6: WEB PROGRAMMING

INSC- Module 12: P 96 40 37 29 20 5 100 35 20 351 10

Module 7: SCIENTIFIC STUDIES AND COMMUNICATIONS

Module 8: INFORMATION RETRIEVAL AND KNOWLEDGE EXTRACTION

INSC- Module 9: P 96 52 42 47 28 5 - 127 25 12 432 12

4.2 Module and Course Breakdown

YEAR III SEMESTER I

5.0. Duration of Study

6.0. Admission Requirements

10.0. Method of Teaching

Course Syllabus, Creating a Lesson Plan, Teaching Techniques, Communication Improvements

11.0. Assessment and Evaluation Mechanisms

The Department of Information Science offers undergraduate program: a Bachelor of Science

Raw Mark Interval-

13.0. Quality Assurance Mechanisms

14.0. Module and Courses Code Assignment

For the coding of courses in a module (clustered courses):

16.0. Completion Approval

17.0. ANNEX I. COURSE GUIDE BOOK

17.1. Module 1: FONDATIONS OF INFORMATION SCIENCE

Module 1: FONDATIONS OF INFORMATION SCIENCE

Department Information Science

Course Title Introduction to Data Science

• Understand the brief history of Data Science

• Understand Data Science ecosystem

• Define machine learning

• Explain Data Science tasks

• Understand privacy and ethics of Data Science

• Predict Data Science future trends and principles of success

• Data Science definition

• A Brief history of Data Science

• The emergence and evolution of Data Science

• Where is Data Science used?

• Why now Data Science?

• Myths about Data Science

Chapter 2. DATA AND DATA SET 3-4

Chapter 3: DATA SCIENCE ECOSYSTEM 5-6

• Big data and its challenges

Chapter 4: MACHINE LEARNING 7-8

Chapter 5: STANDARD DATA SCIENCE TASKS 9-12

• Anomaly (or outlier) detection

Chapter 6: PRIVACY AND ETHICS 13-16

• Ethical Implications of Data Science

• Computational Approaches to Preserving Privacy