Knowledge production practices in higher institutions of learning in Zambia: a case of the University of Zambia by Kanyengo, Christine Wamunyima

“…The results indicate that the respondents mostly investigated and published in subject fields related to diseases most prevalent in Zambia, i.e. HIV and Aids, Malaria and Tuberculosis. In addition, the findings indicate that the majority of the academic staff were born after 1960 (73%), with high digital information retrieval skills (95.2%), and with their research output published mainly in journals. …”
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Developing a ‘red flag’ checklist to identify ASD intervention programmes without a clear evidence base : a scoping review with expert panel social validation

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A morphosyntacic description of Northern Sotho as a basis for an automated translation from Northern Sotho into English

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The history and development of tax in Nigeria – an overview

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An exploration of the performance management and development system in the department of education in the Eastern Cape by Mdoda, Vuyiseka

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Transforming Ecclesiological Imagination on Liturgy: Reimagining a Dutch Reformed Church in Durbanville by Breytenbach, Wynand Marc

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Refinements and innovations in biopsy and analysis techniques for pleural and lung disease by Diacon, Andreas Henri

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Thermophysical Properties of Selected Cash Crops Grown in Ghana by Bart-Plange, Prof Ato

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The role of district officials in the implementation of Integrated Quality Management System (IQMS)

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Die lewensvatbaarheid van nuuswebwerwe : 'n vergelykende ondersoek by Ebersohn, Piet

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Technical and vocational education and training (TVET) colleges in South Africa: a framework for leading curriculum change by Terblanche, Tercia Elaine (du Plessis)

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South African consumer knowledge of the current paediatric food-based dietary guidelines

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Growth of the Albino rat with special reference to the influence of environment by Murray, G.N.

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Optimizing learning & teaching on paediatric ward rounds by Mantzor, Savarra

“…In this research I assert that four educational elements, (i) the method of teaching (i.e. bedside teaching), (ii) the environment in which learning occurs (i.e. the clinical learning environment), (iii) the epistemological value of social participation (i.e. communities of practice), and (iv) an individual's ability to both acquire and utilize their knowledge (i.e. perceived self-efficacy), are not distinct phenomena, but are interrelated, dynamic forces that influence each other in meaningful ways. …”
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