An investigation into the factors constraining the resolution of urban environmental problems at local authority level in South Africa by Weinronk, Eileen

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Public sector reform and complex adaptive systems : an analysis of the Problem Driven Iterative Adaptation model by Waddell, Anthony Simon

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Lawfare and legitimacy: The wicked problem of judicial resilience at a time of judicialisation of politics in South Africa by Dent, Kate

“…The relationship between Lawfare and legitimacy is identified as a wicked problem that demands expanding boundaries to observe the courts influence on the political environment, and the political environment's influence on the judicial role and its legitimacy. …”
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Exploration of the coping strategies of parents/care-givers in the management of health and rehabilitation problems of their disabled children by Duma, Vivian V.

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Managing problems and pressures facing single mothers in management and professional occupations in South African organisations

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Ant-inspired strategies for opportunistic load balancing in the distributed computation of solutions to embarrassingly parallel problems

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A Social Work investigation into the causal factors of relationship problems between stepparents and adolescent stepchildren

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Design of a selective parallel heuristic algorithm for the vehicle routing problem on an adaptive object model

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Assessing the Principal Agent Problem in Mobile Money Services: Lessons from M – PESA in Lesotho by Thabane, Matela

“…The existence of the principal – agent problem has limited or no implications on access and availability of services. …”
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The anglophone problem in Francis Nyamnjoh's ethnographic fiction: negotiating nationalism, belonging and flexible Cameroonian citizenship by Loombe, Leon Bomela

“…The Anglophone Problem in Cameroon encapsulates deeply entrenched linguistic, cultural, and political tensions stemming from the historical marginalisation of Anglophones by the Francophone-dominated government. …”
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Die assessering van die probleme wat onderwysers binne klasverband ervaar en hul behoefe aan die benutting van 'n spelterapeut (Afrikaans)

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Approaches, perceptions and conceptions of 3rd year physiotherapy students in a problem-based learning module by Keiller, Lianne

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Strategies and attitudes of teachers towards learners with behaviour problems in rural areas of the Limpopo Privince, South Africa by Mudau, Mpheletshedzeni Joyce

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The fiction problem in public libraries : a study with special reference to Cape Town City Library Service by Schirmer, Gillian Russell

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Insight in problem solving : developing a neural network theoretical account of the processes involved in attaining insight by Roberts, Karen Ann

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Pleasure and pedagogic discourse in school mathematics : a case study of a problem-centred pedagogic modality by Davis, Zain

“…What our analysis revealed is as follows: (1) the "problem-centred approach" is a competence-type pedagogy that employs strategies encouraging an initial imaginary identification with the everyday and pleasure, which is used to effect symbolic identification with school mathematics; (2) moral discourse drives pedagogic judgement by means of the imaginary-symbolic dialectic pertaining to identification; (3) evaluation drives pedagogic judgement aimed at the knowledge statements produced by students; and that (4) while the moral discourse is a pervasive and formally necessary component of pedagogy, it is ultimately embedded in the organisation and elaboration of the instructional contents, working in the service of the reproduction of instructional contents, but in accord with dominant ideological imperatives.…”
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Pleasure and pedagogic discourse in school mathematics: a case study of a problem-centred pedagogic modality by Davis, Zain

“…What our analysis revealed is as follows: (1) the "problem-centred approach" is a competence-type pedagogy that employs strategies encouraging an initial imaginary identification with the everyday and pleasure, which is used to effect symbolic identification with school mathematics; (2) moral discourse drives pedagogic judgement by means of the imaginary-symbolic dialectic pertaining to identification; (3) evaluation drives pedagogic judgement aimed at the knowledge statements produced by students; and that (4) while the moral discourse is a pervasive and formally necessary component of pedagogy, it is ultimately embedded in the organisation and elaboration of the instructional contents, working in the service of the reproduction of instructional contents, but in accord with dominant ideological imperatives.…”
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Addressing the reading problems of selected learners of English as a foreign language in three schools in Tripoli, Libya

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