elearn.usp.ac.fj

The aim of this course is to expose the students to the need to develop and employ an advanced sense of moral reasoning in accounting practice, notwithstanding the regulatory framework that directs practice. To this end, this course will address ethical issues pertaining to the practice of accounting auditing and accountability, such that students will be able to undertake such practices applying reasoning as Kolberg identifies being consistent with post-conventional moral development.

This course is not available to those taking a major or minor in chemistry and may not be used as a prerequisite for any other chemistry course. This course presents a broad-based introduction to modern chemistry for students not majoring in chemistry but who require a background in chemistry for other sciences. The topics covered include sections on physical chemistry(thermodynamics, kinetics, electro-chemistry and the properties); inorganic chemistry (atomic structure, periodicity, main group and transition metal chemistry) and organic chemistry (reactions and uses of important aliphatic and aromatic compounds). Wherever possible examples from applied sections will be used in this course.

Cannot be credited with CS102. An introduction to computing programming language hierarchy (machine assembly, high-level) and basic computer organisation (i/o, main storage, secondary storage and CPU). Problem solving and algorithms using a modern high-level language; programme design; structured programming concepts; debugging, testing and documentation; and applications.

Cannot be credited with CS102. An introduction to computing programming language hierarchy (machine assembly, high-level) and basic computer organisation (i/o, main storage, secondary storage and CPU). Problem solving and algorithms using a modern high-level language; programme design; structured programming concepts; debugging, testing and documentation; and applications.

Cannot be credited with CS102. An introduction to computing programming language hierarchy (machine assembly, high-level) and basic computer organisation (i/o, main storage, secondary storage and CPU). Problem solving and algorithms using a modern high-level language; programme design; structured programming concepts; debugging, testing and documentation; and applications.

Cannot be credited with CS102. An introduction to computing programming language hierarchy (machine assembly, high-level) and basic computer organisation (i/o, main storage, secondary storage and CPU). Problem solving and algorithms using a modern high-level language; programme design; structured programming concepts; debugging, testing and documentation; and applications.

This course on algorithms addresses topics such as appropriate choice of data structures, sorting and searching algorithms, recursive algorithms, and complexity, and issues associated with computability and decidability. Analysis of algorithms includes order notation, recurrence equations, worst case and expected order statistics.

This course on algorithms addresses topics such as appropriate choice of data structures, sorting and searching algorithms, recursive algorithms, and complexity, and issues associated with computability and decidability. Analysis of algorithms includes order notation, recurrence equations, worst case and expected order statistics.

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.

The course explores how modern concepts of leadership and governance differ from traditional South Pacific notions. It asks what is expected of modern leaders, what is meant by good governance, and what are human rights and where do they come from? The course explores the links between leadership, governance and human rights on the one hand, and "development" on the other. The course introduces the use of a "gender lens" as an analytical tool.

The course explores how modern concepts of leadership and governance differ from traditional South Pacific notions. It asks what is expected of modern leaders, what is meant by good governance, and what are human rights and where do they come from? The course explores the links between leadership, governance and human rights on the one hand, and "development" on the other. The course introduces the use of a "gender lens" as an analytical tool.

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.

"Whatever we, as Pacific Islanders, may decide to do about our cultures and our school curricula it is clear that, to cite the Prime Minister of the Cook Islands: "We cannot know the village where we are going unless we know the village from whence we came.""
Thaman, 1993, p. 259

WELCOME to ED250 Curriculum and Pedagogy 1 and may the course outline developed for ED250 paves the pathway toward an engaging learning journey this semester in understanding where we came from for effective curriculum and pedagogy.

"Whatever we, as Pacific Islanders, may decide to do about our cultures and our school curricula it is clear that, to cite the Prime Minister of the Cook Islands: "We cannot know the village where we are going unless we know the village from whence we came.""
Thaman, 1993, p. 259

WELCOME to ED250 Curriculum and Pedagogy 1 and may the course outline developed for ED250 paves the pathway toward an engaging learning journey this semester in understanding where we came from for effective curriculum and pedagogy.

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 educational enterprise is much more complex than ever before and is increasingly becoming a matter of public interest and debate.  Therefore an appreciation and understanding of the educational policy process is useful to the planners themselves, as well as educators generally.  These matters are of relevance and importance not only to the educational administrators, who are called upon to make policy decisions and are required to give policy advice at various levels within the educational systems, but also teachers and other members of the stakeholders. ED453 is intended for educators and for both practicing and prospective educational administrators and planners.  It will deal with relevant theoretical perspectives, research bases and practical experiences in various aspects of educational policy process. In particular, the policy making process in this course is conceptualized in three contexts: the context of influence; the context of text production; and context of practice.

The educational enterprise is much more complex than ever before and is increasingly becoming a matter of public interest and debate.  Therefore an appreciation and understanding of the educational policy process is useful to the planners themselves, as well as educators generally.  These matters are of relevance and importance not only to the educational administrators, who are called upon to make policy decisions and are required to give policy advice at various levels within the educational systems, but also teachers and other members of the stakeholders. ED453 is intended for educators and for both practicing and prospective educational administrators and planners.  It will deal with relevant theoretical perspectives, research bases and practical experiences in various aspects of educational policy process. In particular, the policy making process in this course is conceptualized in three contexts: the context of influence; the context of text production; and context of practice.

IMPORTANT NOTICE - 

There is NO LECTURE today  Thursday 29/2 (4-5pm). Please do your Tutorial 1 reading during this time.

This course is designed to provide students with an understanding of the importance of
agricultural and food systems and nutrition in the `developing` world. Particular emphasis is
placed on the analysis of increasing malnutrition and food system change as major obstacles to meaningful national development, especially in the Pacific Islands. The course is of particular relevance for students interested in careers in national planning, environmental or resource management and food and nutrition development or home economics

This course focuses on aspects of the Geography of the Pacific Islands of interest to individual students. It is a course tailored to a particular student`s interests and/or requirements given their planned thesis topic or interests. This course will provide students with a detailed knowledge of a particular aspect of Pacific Islands geography, for example, land-population relationship in Kiribati, the home gardening potential in urban Vanuatu, or the evidence for recent coastline changes in the Southern Cook Islands, Pacific industrialisation, produce marketing in Fiji. Identifying relevant sources of information, knowledge of appropriate methods of data analysis and interpretation.

This course particularly focuses on individual research that will lead to a literature review and discussion paper as the start point of your own research project.

The class will be conducted as a face-to-face seminar format and the main purpose is to provide an opportunity for individual research and discussion rather than for lectures. This year we will discuss a variety of topics to cover your diverse background and interest.

In the first part of the course, students will work up their own ideas on their own project, which is a literature review and discussion paper of a topic of interest. Your research paper should be a theoretical review your research interest. In consultation with your supervisor and/or the course coordinator, your research paper may form a significant component of the literature review of your thesis. Assigned readings will be provided, while you are also required to identify journal articles relevant to your topic.

Given the diverse nature of course participants, later in the course we will widen discussions based on the different perspectives each of us brings to the classroom.   By doing this, students are trained to read academic journal articles and book chapter intensively, and will expand their perspectives on a particular concept of their interest.

Journal articles you will identify should be:

- published recently (ideally over the past decade);

- published in a leading journals in your discipline

GEP02 focuses on the human environment, its characteristics, distribution patterns, formative processes and interactions with the physical environment. This course does not make students experts in human geography. It only helps give you an overview of the concepts and components in the study of human geography.

GEP02 focuses on the human environment, its characteristics, distribution patterns, formative processes and interactions with the physical environment. This course does not make students experts in human geography. It only helps give you an overview of the concepts and components in the study of human geography.

GEP02 focuses on the human environment, its characteristics, distribution patterns, formative processes and interactions with the physical environment. This course does not make students experts in human geography. It only helps give you an overview of the concepts and components in the study of human geography.

GEP02 focuses on the human environment, its characteristics, distribution patterns, formative processes and interactions with the physical environment. This course does not make students experts in human geography. It only helps give you an overview of the concepts and components in the study of human geography.

Database management systems are the foundation of the business operations of the organisation. Database management systems must effectively store, access and manipulate data as well as provide data security, data sharing and data integrity. As the database technology advances rapidly, information professionals must not only understand the concepts and principles of database systems but also the associated management issues.

Database management systems are the foundation of the business operations of the organisation. Database management systems must effectively store, access and manipulate data as well as provide data security, data sharing and data integrity. As the database technology advances rapidly, information professionals must not only understand the concepts and principles of database systems but also the associated management issues.

Database management systems are the foundation of the business operations of the organisation. Database management systems must effectively store, access and manipulate data as well as provide data security, data sharing and data integrity. As the database technology advances rapidly, information professionals must not only understand the concepts and principles of database systems but also the associated management issues.

This course delves into the immense multilingual complexity of the USP region. We begin with a geographical overview of where the different groups of languages are spoken, noting the different levels of diversity found in the countries of Melanesia, Polynesia and Micronesia. We then take a historical view of this diversity, examining how so many languages have come to exist in the region, and considering what Linguistics can tell us about migration patterns and early settlers of the different islands. Finally, we look in detail at the structure of different languages, identifying typical patterns that are found throughout the major Pacific language groups, as well as examining some of the ‘newer’ languages that are now widespread in the region, including Melanesian Pidgin and Fiji Hindi.

This course aims to provide an understanding of the law relating to the production of evidence in courts and tribunals of first instance in countries of the USP region. This course examines in detail the kinds of evidence, the onus and standard of proof, matters that do not need to be proved, matters that may be proved, matters that may not be proved, evidence that cannot be accepted without corroboration, and evidence that must be accepted with caution and the exclusionary rules and exceptions. This course also considers skills of advocacy relating to and the public policies that underlie the rules of evidence in relation to the production of evidence.

This course aims to provide an understanding of the law relating to the production of evidence in courts and tribunals of first instance in countries of the USP region. This course examines in detail the kinds of evidence, the onus and standard of proof, matters that do not need to be proved, matters that may be proved, matters that may not be proved, evidence that cannot be accepted without corroboration, and evidence that must be accepted with caution and the exclusionary rules and exceptions. This course also considers skills of advocacy relating to and the public policies that underlie the rules of evidence in relation to the production of evidence.

Prerequisites: LW201 & LW202 & LW203 & LW204 & LW205 & LW206
Course Coordinator: To be advised
Continuous Assessment: 100/100

Law Clinic is essentially a course in applied civil procedure. It is conducted at the Community Legal Centre at Emalus Campus, Port Vila and the Community Law Centre, Suva City (where the Centre is co-located with the Legal Aid Commission). Both Legal Centres are fully functioning law firms charged with the provision of legal advice and assistance to, and representation of, clients who cannot afford a private lawyer. Students are trained in legal skills, professional practice and ethics and gain practical experience in a law firm where they are required, under supervision, to interview and take instructions from clients, research and prepare legal advice, manage client files, write letters of advice to clients and correspond with other law firms, draft court documents, brief counsel and attend the Magistrates and Supreme/High Court with their clients. `Law Clinic? is NOT a substitute for the Professional Diploma in Legal Practice (PDLP), but students whose home jurisdictions do not require completion of the PDLP will find this unit particularly useful.

Prerequisites: LW201 & LW202 & LW203 & LW204 & LW205 & LW206
Course Coordinator: To be advised
Continuous Assessment: 100/100

Law Clinic is essentially a course in applied civil procedure. It is conducted at the Community Legal Centre at Emalus Campus, Port Vila and the Community Law Centre, on Laucala Campus. Suva. Both Legal Centres are fully functioning law firms charged with the provision of legal advice and assistance to, and representation of, clients who cannot afford a private lawyer. 

Students are trained in legal skills, professional practice and ethics and gain practical experience in a law firm where they are required, under supervision, to interview and take instructions from clients, research and prepare legal advice, manage client files, write letters of advice to clients and correspond with other law firms, draft court documents, brief counsel and attend the Magistrates and Supreme/High Court with their clients. `Law Clinic? is NOT a substitute for the Professional Diploma in Legal Practice (PDLP), but students whose home jurisdictions do not require completion of the PDLP will find this unit particularly useful.

This course is designed to provide access to important topics that may not fit well into the
confines of the traditional trimester-length course format. Some such topics represent recent
breakthroughs in knowledge; they will be taught by USP and distinguished visiting staff from
overseas.

This course is designed to provide access to important topics that may not fit well into the
confines of the traditional trimester-length course format. Some such topics represent recent
breakthroughs in knowledge; they will be taught by USP and distinguished visiting staff from
overseas.

MG201 introduces fundamental concepts in the field of organisational behaviour (OB).
Managers worldwide fully appreciate the significance of OB and how, as a field of study, it assists them in dealing with the challenges facing 21st century organisations through a solid understanding of human behaviour at work, whether it be one;s own or others' behaviour.It is also true that OB is a an interesting and relevant subject because almost all of us are interested in human behaviour and expect to work in some organisation for at least part of our adult lives. Organisations fail or succeed, decline or prosper because of people i.e. because of what people do or do not do every day on the job. Therefore, OB is concerned with the study of what people do in an organisation and how that behaviour affects the performance of the  organisation. It is now also recognised that effective organisational behaviour is the foundation, and the effective management and leadership of organisations requires thoughtful application of competencies related to the behaviour of people at work.

MG201 introduces fundamental concepts in the field of organisational behaviour (OB).
Managers worldwide fully appreciate the significance of OB and how, as a field of study, it assists them in dealing with the challenges facing 21st century organisations through a solid understanding of human behaviour at work, whether it be one;s own or others' behaviour.It is also true that OB is a an interesting and relevant subject because almost all of us are interested in human behaviour and expect to work in some organisation for at least part of our adult lives. Organisations fail or succeed, decline or prosper because of people i.e. because of what people do or do not do every day on the job. Therefore, OB is concerned with the study of what people do in an organisation and how that behaviour affects the performance of the  organisation. It is now also recognised that effective organisational behaviour is the foundation, and the effective management and leadership of organisations requires thoughtful application of competencies related to the behaviour of people at work.

This course enables the students to apply the basic engineering concepts to practical devices and systems. A number of engineering devices involve conversion, transfer and transport of energy from one form to another. The students need to clearly understand the working of these engineering devices and analyse the energy interaction involved. They may also need to design simple devices and test them to enhance their understanding of the subject. This course will provide the students with an opportunity to apply the basic knowledge of thermo-fluids, gained in earlier courses, to practical devices and systems. Topics include internal combustion engines, gas turbines, power cycles and plants, wind engineering and wind tunnel testing, aerodynamics, turbo-machinery, analysis of heat transfer in heat exchangers and fins, transient heat transfer, forced and natural convection.

This course enables the students to apply the basic engineering concepts to practical devices and systems. A number of engineering devices involve conversion, transfer and transport of energy from one form to another. The students need to clearly understand the working of these engineering devices and analyse the energy interaction involved. They may also need to design simple devices and test them to enhance their understanding of the subject. This course will provide the students with an opportunity to apply the basic knowledge of thermo-fluids, gained in earlier courses, to practical devices and systems. Topics include internal combustion engines, gas turbines, power cycles and plants, wind engineering and wind tunnel testing, aerodynamics, turbo-machinery, analysis of heat transfer in heat exchangers and fins, transient heat transfer, forced and natural convection.

The continuing exposure and experience of climate change both locally and globally has made food security a global concern especially to vulnerable small island states of the Pacific Island community. This course will examine the food system and status of food security at pre, during and post extreme climatic change events and challenges and factors affecting food security. The various international Food Security frameworks and policies will be examined and compared to the Pacific Food Security framework in order to help design appropriate adaptation protocols that will contribute to a climate resilient and sustainable food secure communities. The focus of adaptations will be related to strengthening the four pillars of food security through application of agro-technology and agromet decision support systems, resilient crops and farming systems, post-harvest, food safety and food preservations. The major project of the course will involve Food Security assessments and appropriate adaptations for selected Pacific Island communities. The examples and best practices and case studies in this course are from many food security resilient programs that are implemented in the Pacific Island Region. These were implemented by partners such as national governments, Pacific Community (SPC), FAO, SPREP and NGOs. The course will be delivered online using moodle platform and comprise of 100% course work

The importance of renewable energy technologies in making electricity accessible to millions of people around the world and in mitigation of global warming cannot be overemphasised. The direct conversion of solar energy into electricity offers attractive prospects for harnessing this major renewable resource. This course introduces the students to the science and technology of photovoltaic devices (solar cells). The design and simulation of RE systems incorporating solar cells will form a major component of the course.

This course will expose students to theoretical and operational models of police leadership and command structures.  It  will  provide  a  context  for  the  discussion  of  ideas  specific  to  resource  coordination  and responses to a range of policing functions. Emphasis is placed on a wide range of leadership and command issues including but not limited to the examination of perspectives relating to the multifaceted role of police commanders, various leadership contexts in policing, resource planning and management, crime demographics and issues of security.

The course examines the construct of personality, provides an overview of the major paradigms used in personality theory and research, and considers their practical implications. Historical background and ideological issues are also discussed, including notions of normality and abnormality and personality assessment techniques.

The course examines the construct of personality, provides an overview of the major paradigms used in personality theory and research, and considers their practical implications. Historical background and ideological issues are also discussed, including notions of normality and abnormality and personality assessment techniques.

This course is structured to explore the provision of tourist attractions, facilities, and services as business activities. The components of the course address ideas and concepts surrounding the development of a business plan, sustainable strategies (International, Regional and Local), and planning concepts in the tourism industry. The course incorporates practical applications from different industry sectors including (but not limited to) accommodation, tour operations, and facility management. The topics and projects will be focused on these areas with emphasis on practical industry application.

Please note all students including Blended, Print and Face to Face LAUCALA (On-campus) will be using this Moodle course page.