elearn.usp.ac.fj

Artificial Intelligence (AI) is a broad field of study encompassing areas such as data mining, machine learning, robotics and pattern recognition. The real applications of AI is diverse, ranging from fuzzy-based control cooker, to filtering spam emails, to autonomous robots exploring martin terrain. The course will involve weekly readings of seminal and relevant research papers, paying particular attention to the alogrittms and key results. The discussions will include but not be limited to the following topics: Evolutionary computation, Neutral networks, Fuzzy logic, Machine learning. For this postgraduate course the students are expected to do independent research and present their findings.

Software management and testing are essential in software engineering because they allow quality assessment and improvement of the processes and products. By measuring various characteristics of software and development processes, information can be obtained in order to understand, control and improve our software and development processes. The objective of the course is to introduce students to the theory, techniques and applications of software management, measurement, metrics and testing.

Software management and testing are essential in software engineering because they allow quality assessment and improvement of the processes and products. By measuring various characteristics of software and development processes, information can be obtained in order to understand, control and improve our software and development processes. The objective of the course is to introduce students to the theory, techniques and applications of software management, measurement, metrics and testing.

This course aims at equipping the students with skills required for understanding the various properties of metals and other materials and their applications in engineering practice. The production and processing of metals and other materials constitutes a significant part of a country's economy. This course is intended to provide the students with a strong fundamental knowledge and some practical skills of metallurgy and
materials science.

The course provides students with knowledge about contemporary debates on environment-development and climate change. The course focuses on environmental and climate change and their impacts at different levels: global, regional, national and local.

Macroeconomics deals with the behaviour of the whole economy. This course is an introductory course in macroeconomics. It is designed primarily to familiarize students with the basic theory of income/output determination - what determines the level of national income and output in modern economies

In addition, this course expound on theories of aggregate economic activity in the national economy and its link with the rest of the world. Emphasis is placed on basic principles involved in the determination of the level of national output, the aggregate price level, money supply, interest rate, exchange rate, balance of payments, government deficit, national debt, fiscal and the monetary policies. It further provides a broad understanding of economic growth theory and its implications for the economy.

 The main goal of the course is to provide students with basic understanding of the broad macroeconomic issues concerning the economy and to enable them to understand and analyze relationships among macroeconomic variables and markets/industry/sectors within the national economy and being part of the global economic system. 

The course content has been organized in such a way that student gets a mixture of descriptive material, theoretical insights, and policy dialogues. As you can expect, the level of difficulty of the subject-matter will increase as we progress through the course - the later chapters containing more difficult materials than the earlier ones and requiring greater patience and perseverance with the course material.

 One key thing about the organization of the course material is the fact that progression of the theme of macroeconomics is like a story telling or seeing a feature film. This means that all parts of the course material are linked - you cannot pick and choose the topics (chapters/lectures), do some and skip the others. Such a pick-and-choose approach will make the course material unnecessarily difficult and class presentation immensely confusing.

Macroeconomics deals with the behaviour of the whole economy. This course is an introductory course in macroeconomics. It is designed primarily to familiarize students with the basic theory of income/output determination - what determines the level of national income and output in modern economies

In addition, this course expound on theories of aggregate economic activity in the national economy and its link with the rest of the world. Emphasis is placed on basic principles involved in the determination of the level of national output, the aggregate price level, money supply, interest rate, exchange rate, balance of payments, government deficit, national debt, fiscal and the monetary policies. It further provides a broad understanding of economic growth theory and its implications for the economy.

 The main goal of the course is to provide students with basic understanding of the broad macroeconomic issues concerning the economy and to enable them to understand and analyze relationships among macroeconomic variables and markets/industry/sectors within the national economy and being part of the global economic system. 

The course content has been organized in such a way that student gets a mixture of descriptive material, theoretical insights, and policy dialogues. As you can expect, the level of difficulty of the subject-matter will increase as we progress through the course - the later chapters containing more difficult materials than the earlier ones and requiring greater patience and perseverance with the course material.

 One key thing about the organization of the course material is the fact that progression of the theme of macroeconomics is like a story telling or seeing a feature film. This means that all parts of the course material are linked - you cannot pick and choose the topics (chapters/lectures), do some and skip the others. Such a pick-and-choose approach will make the course material unnecessarily difficult and class presentation immensely confusing.

This course gives students a systematic introduction to the characteristics and problems of developing countries. It also: surveys the main theories and models of growth and development; and examines a range of policy-related issues bearing on industrial and agricultural development, international trade, transport, technology, gender, the environment, structural `adjustment`, foreign aid, foreign investment, and demography. In all cases, the general significance of these issues is established first, and then possible relevance to the circumstances of the Pacific Islands is identified and discussed. In addition, certain topics of particular importance in the islands are examined in especial detail - notably environmental problems, population growth and migration, trade and aid issues in an era of deregulation, and the consequences of `smallness` for development in general and policy formulation in particular.

This course gives students a systematic introduction to the characteristics and problems of developing countries. It also: surveys the main theories and models of growth and development; and examines a range of policy-related issues bearing on industrial and agricultural development, international trade, transport, technology, gender, the environment, structural `adjustment`, foreign aid, foreign investment, and demography. In all cases, the general significance of these issues is established first, and then possible relevance to the circumstances of the Pacific Islands is identified and discussed. In addition, certain topics of particular importance in the islands are examined in especial detail - notably environmental problems, population growth and migration, trade and aid issues in an era of deregulation, and the consequences of `smallness` for development in general and policy formulation in particular.

This is a common core course for all teacher education undergraduate programmes. The course introduces students to pedagogy from a Western theories perspective, Pacific education and Indigenous approaches to pedagogy and culturally responsive pedagogy, and what this meant to the study of human development across the lifespan. The content will focus on socialcultural practices, cognitive and biological processes underlying cognitive and emotional development from the conception of adolescences, developmental issues for individuals with special needs and disabilities are also included in this course.

This is a common core course for all teacher education undergraduate programmes. The course introduces students to the scientific study of human development across the lifespan. The content will focus on social, cognitive and biological processes underlying cognitive and emotional development from conception to old age. Developmental issues for individuals with special needs and disabilities are also included in this course.

This is a common core course for all teacher education undergraduate programmes. The course introduces students to the scientific study of human development across the lifespan. The content will focus on social, cognitive and biological processes underlying cognitive and emotional development from conception to old age. Developmental issues for individuals with special needs and disabilities are also included in this course.

This is a common core course for all teacher education undergraduate programmes. The principal aim of this course is to establish a foundation by introducing students to a wider understanding of issues related to education, schooling and the society we live in. In the Pacific, education in the form of schooling has influenced the lives of people, thus the focus of the course is on issues that have a marked effect on society. As a common core course, ED153 Education and Society will be taken by all teacher trainees and is useful for those who intend to work in Pacific schools and educational contexts. The course provides the necessary background knowledge to understand the region and its peoples, their beliefs and traditions, and the way they learn in society.

This is a common core course for all teacher education undergraduate programmes. The principal aim of this course is to establish a foundation by introducing students to a wider understanding of issues related to education, schooling and the society we live in. In the Pacific, education in the form of schooling has influenced the lives of people, thus the focus of the course is on issues that have a marked effect on society. As a common core course, ED153 Education and Society will be taken by all teacher trainees and is useful for those who intend to work in Pacific schools and educational contexts. The course provides the necessary background knowledge to understand the region and its peoples, their beliefs and traditions, and the way they learn in society.

This is a common core course for all teacher education undergraduate programmes. The principal aim of this course is to establish a foundation by introducing students to a wider understanding of issues related to education, schooling and the society we live in. In the Pacific, education in the form of schooling has influenced the lives of people, thus the focus of the course is on issues that have a marked effect on society. As a common core course, ED153 Education and Society will be taken by all teacher trainees and is useful for those who intend to work in Pacific schools and educational contexts. The course provides the necessary background knowledge to understand the region and its peoples, their beliefs and traditions, and the way they learn in society.

This course will focus on students with emotional and behavioural disorders. Teaching strategies and technologies used for specific behavioural areas such as ADD and ADHD, shy, withdrawn, conduct disorders, autism, emotionally disturbed and some mental health conditions encountered in children in general in PICs will be discussed. Influences that affect student's behaviour such as parenting style, child abuse, and issues affecting family functioning will be examined also. Issues that affect Pacific people such as advocacy, lack of awareness, reporting procedures for child abuse, child counselling, facilities available which are currently in place to cater for this group, as well as professional ethics, confidentiality and networking will also be covered.

This course has two components: science and social studies. It is assumed that most students would have taught science and social studies in primary schools in the Pacific region. Each of the two course components comprises five study units with each unit focusing on how concepts that are fundamental to understanding both science and social studies can be effectively learnt and taught in the Pacific classroom. The Science component focuses on: the nature of science, science as inquiry, constructivism and learning science, the living environment, science and technology, and interdisciplinary teaching science. The Social Studies component focuses on Society and learning, governance, change, conflict resolution, and cultural differences.

This course introduces students to the study of human learning in a range of educational environments. It aims to contribute to the understanding of issues, problems and research concerning aspects of educational psychology. This course includes the analysis of the psychological aspects of education with reference to pre-school children and people with special needs.

This course introduces students to the study of human learning in a range of educational environments. It aims to contribute to the understanding of issues, problems and research concerning aspects of educational psychology. This course includes the analysis of the psychological aspects of education with reference to pre-school children and people with special needs.

Welcome to the first of three ED300 Modules that you will do to successfully complete the course. In this, your first Module, you will complete a three week placement in a school. Quite possibly for many of you this will be your first time back in a school and classroom since you were a student yourself. The Module is designed as an introductory experience where you are to observe and reflect on what you see going on around you in both the classroom and the wider school and its community. You are not required to do any teaching, although you may if required assist your Associate Teachers in the lessons they teach. In this case you shall be interacting with the students and generally helping out in the classroom. The specific mandatory requirements of this Module are mapped out below. They form 10% of your overall result in this course and are added to the assessment weighting of the other two Modules you will complete over the span of your degree.

Please take some time to familiarise yourself with the contents of this Moodle page and the requirements of the Module.

Please pay particular attention to the assessment overview and how each of the tasks help you work toward important course outcomes. At a later stage you will combine all completed assessment tasks (from Modules 1, 2 and 3) into an e-portfolio based on the 8 ED300 course outcomes. You will find all eight course outcomes listed in the downloadable course outline below. Please familiarise yourself with them as they guide us all in the direction in which we need to be heading in this important capstone ED300 Practicum course.

Welcome to the first of three ED300 Modules that you will do to successfully complete the course. In this, your first Module, you will complete a three week placement in a school. Quite possibly for many of you this will be your first time back in a school and classroom since you were a student yourself. The Module is designed as an introductory experience where you are to observe and reflect on what you see going on around you in both the classroom and the wider school and its community. You are not required to do any teaching, although you may if required assist your Associate Teachers in the lessons they teach. In this case you shall be interacting with the students and generally helping out in the classroom. The specific mandatory requirements of this Module are mapped out below. They form 10% of your overall result in this course and are added to the assessment weighting of the other two Modules you will complete over the span of your degree.

Please take some time to familiarise yourself with the contents of this Moodle page and the requirements of the Module.

Please pay particular attention to the assessment overview and how each of the tasks help you work toward important course outcomes. At a later stage you will combine all completed assessment tasks (from Modules 1, 2 and 3) into an e-portfolio based on the 8 ED300 course outcomes. You will find all eight course outcomes listed in the downloadable course outline below. Please familiarise yourself with them as they guide us all in the direction in which we need to be heading in this important capstone ED300 Practicum course.

Welcome to the first of three ED300 Modules that you will do to successfully complete the course. In this, your first Module, you will complete a three week placement in a school. Quite possibly for many of you this will be your first time back in a school and classroom since you were a student yourself. The Module is designed as an introductory experience where you are to observe and reflect on what you see going on around you in both the classroom and the wider school and its community. You are not required to do any teaching, although you may if required assist your Associate Teachers in the lessons they teach. In this case you shall be interacting with the students and generally helping out in the classroom. The specific mandatory requirements of this Module are mapped out below. They form 10% of your overall result in this course and are added to the assessment weighting of the other two Modules you will complete over the span of your degree.

Please take some time to familiarise yourself with the contents of this Moodle page and the requirements of the Module.

Please pay particular attention to the assessment overview and how each of the tasks help you work toward important course outcomes. At a later stage you will combine all completed assessment tasks (from Modules 1, 2 and 3) into an e-portfolio based on the 8 ED300 course outcomes. You will find all eight course outcomes listed in the downloadable course outline below. Please familiarise yourself with them as they guide us all in the direction in which we need to be heading in this important capstone ED300 Practicum course.

The course is designed to meet the needs of the Pacific Island Science Educators. It provides opportunities for science teachers, science learners, advisors, curriculum developers and administrators in primary, secondary, technical and tertiary education institutions to explore contemporary issues and research in science education in some depth. The issues will centre around the science teacher, the science learner, the science classroom and the science curriculum. The course will have an international perspective, but will also look at problems and issues that are of particular concern in the South Pacific. The course provides students with opportunities to develop skills in reviewing Science Education literature and evaluating research studies. Students enrolled in this course are encouraged to pursue particular research interests and explore possible thesis topics.

The course is designed to meet the needs of the Pacific Island Science Educators. It provides opportunities for science teachers, science learners, advisors, curriculum developers and administrators in primary, secondary, technical and tertiary education institutions to explore contemporary issues and research in science education in some depth. The issues will centre around the science teacher, the science learner, the science classroom and the science curriculum. The course will have an international perspective, but will also look at problems and issues that are of particular concern in the South Pacific. The course provides students with opportunities to develop skills in reviewing Science Education literature and evaluating research studies. Students enrolled in this course are encouraged to pursue particular research interests and explore possible thesis topics.

The course will provide opportunities for students to study the following four general themes: recent research on the nature of the relationships between education and development; the extent to which educational directions form and are influenced by the development process; the influence on education of major economic, social and political issues in the region; and, selected issues and current problems related to education. The whole course is set against the context of small island states of the Pacific region.

The course will focus on the UN Decade of Education for Sustainable Development (DESD) and its relationships to other global educational initiatives, namely MDGs, UNDL, and EFA. Students will examine these global intruments’ underlying values and ideals as well as their goals and target dates, together with the reasons why these initiatives were set up, together with their similarities and differences. Special attention will be focused on DESD and students will conduct research on how Pacific communities conceptualise the main ideas, issues and solutions associated with ESD and critically analyse the implications of their findings to the successful implementation of the Pacific ESD Framework (2006) in students' home countries. The work of monitoring and evaluation of ESD related activities will also be examined. Other topics will include: Research in and for ESD; The role of USP in ESD promotion and advocacy; Climate Change Education and ESD; and the Work of UNESCO’s Global Monitoring and Evaluation Group (MEEG).

This course is normally available to students who are qualified teachers or administrators in the educational systems of the Pacific Island countries. It examines the theory, research and practice in managing educational organisations and systems.

This course is normally available to students who are qualified teachers or administrators in the educational systems of the Pacific Island countries. It examines the theory, research and practice in managing educational organisations and systems.

This course is normally available to students who have experience as teachers and administrators or leaders of education in the educational systems of the Pacific Island Countries. The basic aim of the course is to analyse critical theories, techniques and methods of educational planning, with special reference to the experience in Pacific Island Countries.

This course is normally available to students who have experience as teachers and administrators or leaders of education in the educational systems of the Pacific Island Countries. The basic aim of the course is to analyse critical theories, techniques and methods of educational planning, with special reference to the experience in Pacific Island Countries.

This course introduces students to policy formulation drawing on international theories

and current practices from Ministries of Education in the Pacific. The course will explore

dialectical approaches to understanding educational policy frameworks used by the

national Ministries of Education. The course will include approaches to drafting a school

policy, strategies for monitoring a school policy and implementing such a policy in the 

school context. The course will draw on examples from school policies around the

This course considers Advanced Analog Circuit Analysis and Design techniques. It builds upon basic knowledge of Analog Electronics taught in the pre-requisite course, taking the student through to a reasonable level of Analysis and Design proficiency. Circuit intuition and a systems approach to design are emphasised. Topics to be covered include: Operational Amplifier and Data-Converter Circuits, Building Blocks of Integrated-Circuit Amplifiers, Differential and Multistage Amplifiers, Frequency Response, Feedback, Output Stages and Power Amplifiers, Filters and Tuned Amplifiers, Signal Generators and Waveform-Shaping Circuits.

This course provides an understanding of the components used in process control, thefundamental principles of process dynamics, and classical feedback control. The course isstructured as a first course in control systems. It will take the student through topics suchas: transducers (sensors), actuators, processes and plants, transfer functions, systemspecifications, stability of feedback control systems, and the design of controllers andcompensators using root locus, Bode plot and Nyquist plot techniques.

This course provides an understanding of the components used in process control, thefundamental principles of process dynamics, and classical feedback control. The course isstructured as a first course in control systems. It will take the student through topics suchas: transducers (sensors), actuators, processes and plants, transfer functions, systemspecifications, stability of feedback control systems, and the design of controllers andcompensators using root locus, Bode plot and Nyquist plot techniques.

This course builds on the foundation provided by the course EE222 Digital Electronics and provides the student with the knowledge of the internal organisation of microprocessors and computer buses. The principles of operation of digital computers and the interfacing techniques needed to use microprocessors in engineering applications involving data acquisition are covered.

The purpose of Environmental Impact Assessments (EIA) is to determine the positive and negative impacts that development projects may have on the environment. The potential impacts range from physical and biological to social and economic. EIAs oblige decision makers to consider environmental impacts in any decision about whether to proceed with a project. The purpose of this course is to provide students with the skills necessary to understand the EIA process, develop a plan for conducting an EIA, evaluate EIA reports and understand their application in the context of the South Pacific.

This course covers the main data gathering methods used in environmental analysis, both
in the field and in the laboratory. These include biological, chemical, geological and physical parameters and the study of waters, soils, the biota, etc. Methods of gathering social data are also discussed. The presentation of data in graphs and maps, the use of geographical information systems and remote sensing are also included as well as data analysis and modelling. Students will also practise these techniques. The basic approach will be the introduction of a topic by the instructor or the students; students will then be expected to perform the necessary measurements or data gathering and analysis. Students' projects will include an in-depth study using different techniques and present a seminar on their findings, at the end of the semester

This course covers the main data gathering methods used in environmental analysis, both
in the field and in the laboratory. These include biological, chemical, geological and physical parameters and the study of waters, soils, the biota, etc. Methods of gathering social data are also discussed. The presentation of data in graphs and maps, the use of geographical information systems and remote sensing are also included as well as data analysis and modelling. Students will also practise these techniques. The basic approach will be the introduction of a topic by the instructor or the students; students will then be expected to perform the necessary measurements or data gathering and analysis. Students' projects will include an in-depth study using different techniques and present a seminar on their findings, at the end of the semester