BANGLADESH UNIVERSITY OF BUSINESS AND TECHNOLOGY

COURSE OUTLINE
1 Faculty Faculty of Engineering& Applied Sciences (FEAS)
2 Department Department of Computer Science and Engineering
3 Program B.Sc. Engg. in Computer Science and Engineering (B. Sc. Engg. in CSE)
4 Course Code CSE 111 (BNQF Code: 0613111)
5 Course Title Object Oriented Programming Language
6 Course Type Core Engineering Course
7 Pre-requisites 0613101
8 Credit Hours/Value 3.0
9 Contact Hours 17 weeks × 2 classes per week × 1.25 hours per class = 42.5 total hours
10 Year- Semester 1-2
11 Academic Session Spring 2025
12 Class Schedule Intake – Section (Shift) Class Day Class Hours Venue
Sunday 09.15 am – 10.30 am B2/908
54–3 (Day)
Thursday 11.45 am – 01.00 pm B2/318
BUBT Campus, Rupnagar, Mirpur 2, Dhaka - 1216
13 Course
Google Classroom Code: hj67o46 Meet Link: https://meet.google.com/wdb-snpw-orx
Website
14 Course Specialization: Data Mining, Natural
Teacher’s Name (Code): Ashfia Jannat Keya (AJK)
Language Processing, Deep Learning
Information Designation: Lecturer Email: ashfiaj@bubt.edu.bd
Department of CSE Cell No. +8801931560203 Room No. 303 (B-1)
15 Counselling Day Counseling Hours Venue
Hour/Tutorial Tuesday 11.45 am – 01.00 pm
Wednesday 10.30 am – 11.45 am B1/303
Thursday 01.30 pm – 02.45 pm
16 Accessories & Students must carry learning materials like lecture notes, calculator, pen, pencil, eraser etc. in the
Aids classroom. A student is also advised to keep a separate class note (khata) of 50 pages for the course
during class hours.
17 Course The Course- “Object Oriented Programming Language” provides in-depth coverage of
Rationale object- oriented programming principles and techniques using C++. The course is designed
to perform object-oriented programming to develop solutions to problems demonstrating the
usage of control structures, modularity, I/O, and other standard language constructs. Also to
demonstrate adeptness of object-oriented programming in developing solutions to problems
demonstrating usage of data abstraction, encapsulation, and inheritance.
18 Course It is expected that by the end of the course, the students will be able to prepare object-
Objective oriented design for small/medium scale problems, demonstrate the differences between
traditional imperative design and object-oriented design, explain class structures as
fundamental modular building blocks, understand the role of inheritance, polymorphism,
structure in building reusable code.

1|Page
19 Course Upon completing this course students will be able to:
Learning CLO1: Describe Object Oriented Programming concepts and their features.
Outcomes CLO2: Understand how object-oriented programming concepts are used to solve a problem.
(CLOs)
CLO3: Apply OOP concepts (inheritance, interface, polymorphism, encapsulation, function
overloading,operator overloading etc.) to solve different problems.
CLO4: Analyze real life problem scenarios to design a solution using key features
(abstraction, inheritance, polymorphism, encapsulation, exception handling, and template, multi-
threading) of OOPusing C++.

20 Mapping of CO – PO Method of Delivery and Assessment Tool

PLOs Bloom’s
CLOs Domain / Level
Delivery Methods / Activities Assessment Tools
&CF
PLO1  Classroom Lecture
CLO1 Cognitive/Understanding
CF = 2
(PPP &/or WBT*) Indirect: In class response, course
PLO1
CLO2
CF = 3
Cognitive/Understanding  Classroom Discussion& counseling, course end survey
PLO2 Exercise practice Direct: Class participation and
CLO3 Cognitive/Analyzing  Analysis and design activity, class test, assignment,
CF = 3
problem solving midterm and final examinations
PLO3
CLO4 Cognitive/Applying
 Course Counseling
CF = 3
*PPP: Power Point Presentation & WBL: White Board Teaching
Correlation of COs to POs
Correlation Criteria Correlation Level Correlation Factor (CF)
Less than 25% Almost no correlation 0
Equal to or greater than 25% and below50% Poor (Low) 1
Equal to or greater than 50% and below 75% Moderate (Medium) 2
Equal to or greater than 75%and up to 100% Significant (High) 3
21 Teaching-Learning The course's teaching-learning process is designed to achieve its intended learning
Strategy outcomes. Various classroom tools, such as multimedia projectors with desktop
computers, whiteboards, and overhead projectors, are used to make the process
engaging, effective, and comprehensive. The primary method of teaching is through
classroom lectures, wherein most of the course content is covered in the lecture notes.
For the remaining topics, textbooks are utilized, with additional references provided for
students to study on their own. Lecture materials are posted on Google Classroom web
pages and also provided as hard copies in the classroom. To ensure that students achieve
the expected performance and knowledge level, classroom discussions, PowerPoint
presentations, problem-solving using whiteboard markers, and homework or home
studies are used. Counseling is also offered to help students with weak areas. Formative
assessments of individual students are done through inside and outside classroom
discussions, in-class eye contact and clicker questions, homework, and students'
responses. A course-end survey is also conducted. Summative assessments are done
through class participation and performance observation, assignments, class tests, and
semester midterm and final examinations.
If a student is absent from a class for any reason, they are advised to do self-study and
take tutorials from the class teacher to make up for the missed class. Supplementary
examinations are available for students who missed the midterm or final examinations
due to valid reasons. These supplementary exams are more challenging than the regular
exams.

22
Course Plan

2|Page
This course consists of 150.0 min/week of class contact hours and an additional 90 min/week of counseling
hours to explain students’ design problems, provide reading materials, and assist in understanding lecture
materials for preparing examinations, class tests, and assignments.

Lecture Note, Teaching Correspondi

Assessment
Week Selected Topics Text Book& Learning
Strategy
ng
Other Ref. Strategy CLOs

Introduction to Object-Oriented
Programming, Features of OOP. Two Chapter 1 Lecture,
1-2
versions of C++, C++ console I/O and Video CO1
(Week 1)
Difference between C and C++, C++ Presentation
comments, Classes a first look.
Class and Objects: Constructor and
Destructor, Functions and Relation of Chapter 2, 3
3-4
Classes, Structures and Unions, Functions, CO1, CO2
(Week 2)
Automatic inline functions and Constructor
that take parameters, Object Pointers.
A closer look to classes, Assigning objects,
5-6 Passing and Returning objects to and from a Chapter 3 Class Test,
(Week 3) function and An introduction to Friend Lecture Assignment, CO2, CO3
Function. discussion Written
with White Examination
7-8 Arrays of objects, Using Pointers to objects, Chapter 4
Board and CO1, CO2
(Week 4) The “This” pointer, Using New and Delete.
Multimedia,
Reference, Passing Reference of objects, Problem
Returning Reference, Independent reference Solving
9-10
and restrictions, Overloading Constructor CO2, CO3
(Week 5)
Function and Creating and using a copy
constructor.
The overload Anachronism, Using Default
11-12 Arguments, Overloading and ambiguity,
CO2
(Week 6) Finding the address of an overloaded
function
Problem
Lectures,
13-14 Case Study & Review class for Mid Term Solving
Questions CO2, CO3
(Week 7) Examination. & Viva
and answers
Voce
Midterm Examination (10 Mar – 25 Mar 2025)
Operator overloading: Overloading Binary
15-16
operator, overloading the [] operator,
(Week CO2, CO3
Overloading unary operators, Overloading
8)
relational operators
Friend operator functions and Overloading
17-18
shorthand assignment operators, Overloaded
(Week CO2, CO3
assignment operator and copy constructor, Lecture Class Test,
9)
Inheritance: Base Class access control discussion Assignment,
19-20 Using protected members, Constructor, with White Problem
(Week Destructor and inheritance, Multiple Board and Solving CO3, CO4
10) inheritance Multimedia, Ability and

3|Page
 21-22 Virtual Base Class, Pointers to derived Problem Written
(Week classes, Introduction to Virtual Functions , Solving Examination CO2
11) Pointers and strings, String Operations
23-24 Pure virtual function, Abstract class,
(Week Applying run time polymorphism, Generic CO3, CO4
12) Function, Generic class
25-26
CO2, CO4
(Week Exception specification, Exception Handling
13)
27-28
ACM-ICPC: Judging Systems & UVA Problem
(Week CO3, CO4
problem solving. Discussion Solving
14)
and Problem Ability and
29-30
Case Study & Review class for Semester Solving Written
(Week CO3, CO4
15) FinalExamination. Examination
31-32
(Week Brain Storming Week
16)
Problem
33-34 Lectures,
Case Study & Review class for Semester Solving
(Week Questions and CO3, CO4
Final Examination. & Viva
17) answers
Voce
Final Exam (18 June – 02 July 2025)

23 i Text Books 1. Teach Yourself C++, 3rd Edition, by Herbert Schildt.

ii Reference Books 1. A Complete Reference to C++ by Herbert Schildt

24 Assessment and Active engagement in class activities, participation in outside classroom discussions, and
marks distribution communication through the Internet and phone are integral parts of this course. Failure
criteria to participate in class regularly, take class tests, and/or complete assignments may result
in failing the course. To achieve the course-specific expectations, students must actively
participate in classroom discussions and complete all sets of work at a satisfactory level,
as outlined in the course content. The course-specific expectations for students are
achieved if
 75% of students in a section attend more than 70% of classes (determined by summative
assessment).
 Their active participation in the classroom discussion is targeted at up to 80% of the
total attendees (determined by formative assessments such as eye contact, clicker
questions, and group discussions).
 Equal or more than 40% of course outcomes must be achieved by the students (summative
assessment).
 The level of engagement in the studies, such as regularly preparing class lectures,
class tests, and assignments, must be more than 60% (formative assessment).
 Expected level of participation in the outside class discussion (once weak, more than
30% of students in a section) by course counseling and using social media like
Google Classroom, email, phone call, etc. (formative assessment).
 Students are assessed according to their individual performance in the examinations,
class tests, assignments, and class participation. The final mark calculation and

4|Page
 course outcome assessment are done based on the following mark distribution
criteria:

Conducting
Assessment tool Mark distribution (%)
Number
Class participation and activity 34 05
Class test 2 7.5 × 2 = 15
Assignments/Report and Presentation 1 5.0 + 5.0 = 10
Midterm examination 1 30
Final examination 1 40
Total Mark 100
Class participation & activity performance criteria
Performance level Mark distribution (%)
91% - 100% 05
86% - 90% 04
81% - 86% 03
76% - 80% 02
70% - 75% 01
less than 70% Not allowed to sit for the final examination.
25 Assessment Strategy
Assessment Weight
Content, Length and Criteria Due date
tool (mark)
Class test 1 Composed of 3 to 5 short questions. Duration of the class test is 40 7.5 On the 10th lecture
minutes, and the assigned full mark is 7.5.
Class test 2 Composed of 3 to 5 short questions. Duration of the class test is 40 7.5 On the 24th lecture
minutes, and the assigned full mark is 7.5.
Assignment Assignment with a presentation/ Viva Voce will be delivered two 10.0 Presentation will be
with a weeks after assigning. 5 marks are assigned for the assignment and conducted on the 28th
presentation/ the other 5 marks are for a presentation/ Viva Voce. lecture
Viva Voce
Midterm Midterm Examination is held according to the Academic Calendar 30 After 14th lecture and
Examination and examination schedule after 7 weeks of classes. All three sets following the
of questions are to be answered by the students in one and half- examination schedule of
hour exam period. Each question set contains multiple short type BUBT.
questions. The assigned full mark for the 3 sets of questions is 30.
Final Final Examination is held after 8 weeks of classes after the 40 After 10 weeks of
Examination midterm examination. All four sets of questions are to be answered classes afterward the
by the students in a two-hour exam period. Each question set midterm examination
contains multiple short type questions. The assigned full mark for and following the
the 4 sets of question is 40. examination schedule of
BUBT.

26 CLO Assessment Assessment of CLOs

Criteria CLO
Assessment Tool Mark Allocation
CLO1 CLO2 CLO3 CLO4
Class Participation - - - - -
Class Test - - - - -
Assignment&
- - - - -
Presentation
Midterm Exam 10 20 0 0 30
Final Exam 05 10 15 10 40
Total Mark 15 30 15 10 70

5|Page
27 Rubrics Not
CLOs
attained Poor Moderate Good Excellent
(Attainment (Taxonomy
/Failed (40%-49%) (50%-64%) (65%-79%) (80%-100%)
Criteria) domain)
(0-39%)
CLO1 The The question was The question The question The question
(understand) question answered was was answered was answered
CLO2 was inadequately by answered correctly but correctly with
(understand answered touching on the partially briefly, and detailed
and apply) with serious applicable method correctly by missed some explanations
CLO3 deficiencies using the
or without applying the portions of
(apply) in asking
understandi explanations. As a method or the important method of
CLO4 result, a few steps concepts explanation
ng and solving the
(understand of problem-solving asked, but a by applying
explanation. problem or
and apply) procedures or few the required
Applicable concepts with
method was concepts are not important method or adequate
not almost developed properly details were concepts. explanation.
touched. or are missing. missing.

28 Feedback All kinds of feedback to the students will be produced within a week after the day of
holding a class test and midterm examination. No answer script will be shown for the
final examination if it is not challenged by a student. Online and email queries will also
be responded to within three days by email.

29 Grading Policy Letter grades and grade points are used to evaluate the performance of a student in the course:
Marks Range Letter Grade Grade Point
80% and above A+ : A Plus (Outstanding) 4.00
75% to less than 80% A : A regular (Excellent) 3.75
70% to less than 75% A- : A minus (Very good) 3.50
65% to less than 70% B+ : B Plus (Good) 3.25
60% to less than 65% B : B regular (Average) 3.00
55% to less than 60% B- : B minus (Below average) 2.75
50% to less than 55% C+ : C Plus (Poor) 2.50
45% to less than 50% C : C regular (Very poor) 2.25
40% to less than 45% D : Pass marginally 2.00
Less than 40% F : Fail 0.00
I : Incomplete
R : Retake
W : Withdraw

30 Additional Course Assignment Late assignment submissions will not be accepted.

Policies Any kind of copied information without proper citation (i.e., plagiarism)
in the assignments or any other work is prohibited and treated as serious
academic misconduct, which is prosecuted through the Discipline
Committee of BUBT. All copied or plagiarized assignments/reports/test
papers will be canceled, and the isolated student must prepare a new
assignment/project again. Zero tolerance will be shown in this regard.
Feedback after the submission of long assignments will be provided on hand or by
email within two weeks.
Class Test Two class tests (CTs) will be conducted for the course. All class tests have equal
weightage of 7.5. Both regular and surprise CTs can be conducted.
Closed book CTs, midterm and final examinations are closed book assessments. Mobile phone
assessments is prohibited in the examination hall. Students are insisted on carrying simple

6|Page
 scientific calculators to solve the complex calculations and a wrist-watch to follow
time during the exam hours.

Test Policy If a student is absent from a class test anyway and does not report to the class
teacher personally beforehand, his/her score for that test will be zero. No make-up
for the class test will be allowed. No supplementary for midterm and final
examinations will be entertained without physical presence and recommendation
of the guardian, along with written permission of the department. Supplementary
examination questions are much harder than the regular examination questions;
therefore, students are discouraged from taking supplementary examinations.

31 Additional Academic Calendar Fall2023: https://www.bubt.edu.bd/Home/page_details/Academic_Calender

Information Academic Rules: https://www.bubt.edu.bd/Home/page_details/Rules_and_Regulations
Grading & Evaluation: https://www.bubt.edu.bd/Home/page_details/Evaluation_Grading_System
Rules& Regulations: https://www.bubt.edu.bd/Home/page_details/Office_of_the_Registrar

32 Bloom’s Taxonomy for Teaching-Learning

Bloom's Taxonomy is a set of three hierarchical models used to classify educational learning objectives into levels of
complexity and specific quality. The three taxonomy domains for achieving learning objectives are cognitive,
affective, and psychomotor. Cognitive domain is in the primary focus of educating and frequently used to structure
curriculum learning objectives and achieve the level of learning. The three domains and their respective levels are
illustrated below:
Cognitive [C] Affective [A] Psychomotor [P]
(Knowledge-based) (Emotion-based) (Action-based)
Remember Receive Imitate
Understand Respond Manipulate
Apply Value Precision
Analyze Organize Articulation
Evaluate Characterize Naturalization
Create --- --- --- --- --- ---

33 Descriptions of Cognitive Domain (Anderson and Krathwohl’supdated Taxonomy in 2001):

The cognitive domain involves the development of our mental skills and the acquisition of knowledge.
Category
Meaning Keywords
(Level)
Remember Recognizing or recalling knowledge from memory. Remembering Define, describe, draw, find, identify,
(C1) is when memory is used to produce or retrieve definitions, facts, label, list, match, name, quote, recall,
or lists, or to recite previously learned information. recite, tell, and write
Understand Constructing meaning from different types of functions be they Classify, compare, exemplify,
(C2) written or graphic messages or activities like interpreting, conclude, demonstrate, discuss,
exemplifying, classifying, summarizing, inferring, comparing, or explain, identify, illustrate, interpret,
explaining. paraphrase, predict, and report
Apply Carrying out or using a procedure through executing or Apply, change, choose, compute,
(C3) implementing. Applying relates to or refers to situations where dramatize, implement, interview,
learned material is used through products like models, prepare, produce, role play, select,
presentations, interviews, or simulations. show, transfer, and use
Analyze Breaking materials or concepts into parts, determining how the Analyze, characterize, classify,
(C4) parts relate to one another or how they interrelate, or how the parts compare, contrast, debate,
relate to an overall structure or purpose. Mental actions included deconstruct, deduce, differentiate,
in this function are differentiating, organizing, and attributing, as discriminate, distinguish, examine,
well as being able to distinguish between the components or parts. organize, outline, relate, research,
When one is analyzing, he/she can illustrate this mental function separate, and structure
by creating spreadsheets, surveys, charts, or diagrams, or graphic
representations.

7|Page
 Evaluate Making judgments based on criteria and standards through Appraise, argue, assess, choose,
(C5) checking and critiquing. Critiques, recommendations, and reports conclude, decide, evaluate, judge,
are some of the products that can be created to demonstrate the justify, predict, prioritize, prove,
processes of evaluation. rank, rate, select, Monitor.
Create Putting elements together to form a coherent or functional whole; Create, invent, compose, predict,
(C6) reorganizing elements into a new pattern or structure through plan, construct, design, propose,
generating, planning, or producing. Creating requires devise, and formulate
users to put parts together in a new way, or synthesize parts into
something new and different creating a new form or product. This
process is the most difficult mental function in the new taxonomy.

34 Graduate Attributes (Program Learning Outcomes) of B.Sc. in CSE Program based on Washington Accord

Program Learning Outcomes (PLOs) are brief statements that describe what students are expected to know and be able
to do by the time of graduation. These relate to the knowledge, skills, and attitudes that students acquire throughout
the entire course of a program. The students of the B.Sc. in CSE program are expected to achieve the following
graduate attributes or program outcomes at the time of graduation:
PLO1. Apply knowledge of mathematics, natural science, engineering fundamentals, and an engineering
specialization to the solution of complex engineering problems.
PLO2. Identify, formulate, and analyze complex engineering problems reaching substantiated conclusions using the
first principles of mathematics and natural and engineering sciences.
PLO3. Design solutions for complex engineering problems and design systems, components, or processes that meet
specified needs with appropriate consideration for public health and safety, and cultural, societal, and
environmental considerations.
PLO4. Conduct investigations of complex problems using research-based knowledge and research methods that
include the design of experiments, analysis and interpretation of data, and synthesis of information to provide
valid conclusions.
PLO5. Create, select, and apply appropriate techniques, resources, and modern engineering and IT tools, including
prediction and modeling, to complex engineering problems, with an understanding of the limitations.
PLO6. Apply reasoning informed by contextual knowledge to assess societal, health, safety, legal and cultural issues
and the consequent responsibilities relevant to professional engineering practice and solutions to complex
engineering problems.
PLO7. Understand and evaluate the sustainability and impact of professional engineering work to solve complex
engineering problems in societal and environmental contexts.
PLO8. Apply ethical principles and commit to professional ethics, responsibilities, and norms of engineering practice.
PLO9. Function effectively as individuals and members or leaders of diverse teams and in multidisciplinary settings.
PLO10. Communicate effectively on complex engineering activities with the engineering community and society at
large, such as being able to comprehend and write effective reports and design documentation, make effective
presentations, and convey and receive clear instructions.
PLO11. Demonstrate knowledge and understanding of engineering and management principles and apply them to their
work as team members or leaders or entrepreneurs to manage projects in multidisciplinary environments.
PLO12. Recognize self-awareness to engage in a lifelong learning process to reflect in the broadest context of
technological change.

35 Knowledge Profile (K)

K1: A systematic, theory-based understanding of the natural sciences applicable to the discipline.
K2: Conceptually-based mathematics, numerical analysis, statistics and formal aspects of computer and information
science to support analysis and modeling applicable to the discipline.
K3: A systematic, theory-based formulation of engineering fundamentals required in the engineering discipline.
K4: Engineering specialist knowledge that provides theoretical frameworks and bodies of knowledge for the accepted
practice areas in the engineering discipline much is at the forefront of the discipline.
K5: Knowledge that supports engineering design in a practice area.
K6: Knowledge of engineering practice (technology) in the practice areas in the engineering discipline.

8|Page
 K7: Comprehension of the role of engineering in society and identified issues in engineering practice in the discipline:
ethics and the professional responsibility of an engineer to public safety; the impacts of engineering activity:
economic, social, cultural, environmental and sustainability.
K8: Engagement with selected knowledge in the research literature of the discipline.

36 Range of Complex Engineering Problem Solving (P)

Complex Engineering Problems have characteristic P1 and several or all of P2 to P7:

P1. Depth of knowledge required: Cannot be resolved without in-depth engineering knowledge at the level of one
or more of K3, K4, K5, K6 or K8, which allows a fundamentals-based, first principles analytical approach
P2. Range of conflicting requirements: Involve wide-ranging or conflicting technical, engineering and other issues
P3. Depth of analysis required: Have no obvious solution and require abstract thinking, originality in analysis to
formulate suitable models
P4. Familiarity of issues: Involve infrequently encountered issues
P5. Extent of applicable codes: Are outside problems encompassed by standards and codes of practice for
professional engineering
P6. Extent of stakeholder involvement and conflicting requirements: Involve diverse groups of stakeholders with
widely varying needs
P7. Interdependence: Are high-level problems including many component parts or sub-problems

37 Range of Complex Engineering Activities (A)

Attribute Complex activities means (engineering) activities or projects that have several or all of the following
characteristics:
A1. Range of resources: Involve the use of diverse resources (and for this purpose resources include people, money,
equipment, materials, information and technologies).
A2. Level of interaction: Require resolution of significant problems arising from interactions between wide-ranging
or conflicting technical, engineering, or other issues.
A3. Innovation: Involve creative use of engineering principles and research-based knowledge in novel ways.
A4. Consequences for society and the environment: Have significant consequences in a range of contexts,
characterized by difficulty of prediction and mitigation.
A5. Familiarity: Can extend beyond previous experiences by applying principles-based approaches.

38 Code of Conduct
It is strongly suggested that students keep discipline in the classroom by attending class on time, listening to
lectures attentively, and participating in discussions on the subject. To get class participation grades, students
MUST attend the classes of the courses s/he registered for. Turn off his or her cell phone before entering a
class or participating in class tests and exams. There are activities that are considered academic misconduct.
One of them is plagiarism, which signifies the deliberate formal presentation or submission of works,
phrases, texts, ideas, illustrations, or diagrams of others as one’s own without proper citation. Another one
is the use of unauthorized aids (including electronic devices), asking for assistance, or using illegal materials
when preparing assignments or in examinations. In addition, copying from others’ work, showing your work
to others, and asking for answers are also considered academic misconduct. Penalties for involving academic
misconduct include one or more of the following: a zero grade on the work produced, a failing grade in the
course, suspension for one semester or more, and even expulsion from the university. On the university
premises or at a university-sponsored program, students must abide by the Student Code of Conduct and
other Rules and Regulations of BUBT, which are available on the BUBT website at
https://www.bubt.edu.bd/Home/page_details/Office_of_the_Proctor.

39 Social & Moral Values

Our promises are based on the three cardinal principles:
i. What we do believe.
ii. What we do practice.

9|Page
 iii. What we will promote.
However, students are advised to undertake the following commitments for social and moral developments.
 To be punctual and attentive in  To avoid unfair means and  To follow the dress code and
classes; plagiarism in exams, report wearing ID card on campus;
 To prioritize honesty & faith; writings and assignments;  To be decent on all aspects;
 To ensure mutual respect;  To carry out assignments or keep  To be loyal and trust-worthy to
other commitments timely; the teachers and others;
 To be always proactive;
 To be motivated for asking  Help keeping an eco-friendly
 To avoid conspiracy; question and encourage feedback; environment in the campus.
 To be cooperative in learning;  Not to forget to switch-off the
 To be sincere in class preparation; cellphone in a class;

Prepared by: Ashfia Jannat Keya Checked by: Approved by:

10 | P a g e