20 25 486 https://ir.zou.ac.zw/files/original/1969d024fc035fcef737fc5d11ebd360.pdf 62248a27684b7c4ef5fb12ea1ce8d1e4 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource THE EFFECTIVENESS OF HUMAN RIGHTS SUPPORT PROGRAMMES IN ZIMBABWEAN PRISONS: A CASE STUDY OF THE ZIMBABWE PRISONS AND CORRECTIONAL SERVICE Creator An entity primarily responsible for making the resource OBEY JASI MBWIRIRE JOHN Description An account of the resource This research study outlined the effectiveness of human rights support programmes offered by Non-Governmental Organisations at Zimbabwe Prisons and Correctional Service in the Harare Metropolitan Province. ZPCS had formed partnerships with NGOs to address human rights issues concerning incarcerated prisoners. A mixed research methodology approach was employed, gathering data from correctional officers, NGO representatives, inmates and independent commissions. A quantitative sample of 300 participants was drawn using probability sampling, while a subsequent qualitative sample of 60 was purposively selected from a population of 894. The research utilised self-structured questionnaires and key informant interviews. The findings indicate a strong understanding of human rights among participants. However, the majority perceive the human rights support programmes as ineffective. Key challenges identified include a pervasive atmosphere of mistrust between ZPCS and NGOs, a lack of tailored interventions and inadequate internal capacity within ZPCS to manage these programmes effectively. The study recommends establishing a central human rights coordinating office at the ZPCS national headquarters, developing a comprehensive organisational human rights policy and conducting thorough needs analyses prior to programme implementation. These steps aim to enhance collaboration, improve the alignment of NGO activities with ZPCS’s needs, and ultimately strengthen the protection of human rights for inmates. Publisher An entity responsible for making the resource available The Zimbabwe Open University Journal of Applied Social Sciences Date A point or period of time associated with an event in the lifecycle of the resource 2026 development theory human right violations human rights human rights support programme peace https://ir.zou.ac.zw/files/original/32edffde3cc7594608f347c6881888b9.pdf 2dfd61265a9cc23f1410d7e0156fb4ea Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GREEN MARKETING AND LIBRARY USER SATISFACTION IN ZIMBABWEAN STATE UNIVERSITIES KANDIRA NOBBIE MADZIWO EDWIN Description An account of the resource Focused on Zimbabwe's academic libraries, this study examined how green marketing affects user satisfaction. The research was motivated by the fact that paper and paperboard, which are central to library functions, account for 65% of recyclable university waste and thus significantly influence global warming. This implies that new strategies are needed if the library is to maintain its competitiveness and achieve corporate sustainability. The study aimed to determine the benefits of green practices on library user satisfaction. The study was quantitative, with a multi-case research design. An online questionnaire was utilised to collect data from 315 academic librarians at their workstations, drawn from a total population of 598. Data was analysed with SPSS. The study found that there is a direct link between library user satisfaction and the green marketing. The study concluded that to achieve user satisfaction, the library's greening should be prioritised. Publisher An entity responsible for making the resource available The Zimbabwe Open University Journal of Applied Social Sciences Date A point or period of time associated with an event in the lifecycle of the resource 2026 Green Library Green marketing Library user satisfaction Sustainability https://ir.zou.ac.zw/files/original/648a81d56c68e3f1869f254de081dd36.pdf 17757f4418062740ad6d7475e325cb12 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource KNOWLEDGE AND UPTAKE OF PSYCHOLOGICAL SERVICES BY ADULT RESIDENTS IN NESHURO GROWTH POINT, MWENEZI DISTRICT Creator An entity primarily responsible for making the resource KUMBIRAI MAKARUKE Description An account of the resource This study investigated the knowledge and uptake of psychological services among adult residents of Neshuro growth point, Mwenezi District. It aimed to inform strategies for enhancing social integration through applied psychology within Neshuro community. The research is based on the Health Belief Model (HBM), which argues that individuals’ perceptions of susceptibility, severity, benefits and barriers to health behaviours influence their uptake of health-related services. Despite Zimbabwe’s growing emphasis on mental health, psychological services remain underutilised, particularly in rural areas. The study employed a mixed-methods approach, combining quantitative and qualitative methods to examine the community's understanding of psychological services, factors influencing their utilisation and barriers to access. Quantitative data were collected through a questionnaire administered to 80 adult residents aged 18 and above from Neshuro growth point. Qualitative data were gathered through semi-structured interviews from 10 key informants, including local health workers, community leaders and social service professionals. Quantitative data were analysed using descriptive statistics to assess awareness levels and uptake patterns. Thematic analysis complemented by discourse analysis was used to analyse the qualitative data. Findings revealed low awareness of psychological services, with only 40% of respondents understanding their purpose. Chi-square tests highlighted significant associations between education levels and awareness (χ2=12.47, df=3, p=0.006). Thematic analysis identified stigma, cultural misconceptions and high cost as primary barriers. Discourse analysis further revealed how societal narratives perpetuate mistrust in formal psychological services. The study recommended targeted, culturally sensitive public health campaigns utilising trusted community leaders, integration of formal and informal healing systems and decentralised, affordable service delivery models to enhance psychological service utilisation in Zimbabwean growth points. As an innovative contribution, the study proposed the CACIM Framework, which offers a novel model for embedding formal psychological care within indigenous support structures. Publisher An entity responsible for making the resource available The Zimbabwe Open University Journal of Applied Social Sciences Date A point or period of time associated with an event in the lifecycle of the resource 2026 applied psychology growth point Health Belief Model. Psychological services social integration https://ir.zou.ac.zw/files/original/21aa25f5d57d62b39caecc915d74dc79.pdf 4917eae49373d83d7d7bc68f301e0313 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource EXCLUSION WITHIN INCLUSION: DISSENTING APPLICABILITY OF AI IN INCLUSIVE EDUCATION: CASE OF ZIMBABWE OPEN UNIVERSITY Creator An entity primarily responsible for making the resource MLAMBO NEFASI DAISY CHIPFUNDE Description An account of the resource The study sought to explore impact of ICT on PWDs. This paper provides a deeper exploration of both negative and positive attributes presented by the internet and ICT for the full participation of persons with disabilities. Whilst most scholars say accessible ICT can level the playing field for persons with disabilities across life domains including education, employment, e-governance and civic participation, financial inclusion and disaster management, this will always be a pipedream in most developing nations. Participants drawn from students with varying disabilities, student advisors and student representatives were purposively sampled. Data was collected using in depth interviews and semi structured questioners. The results showed that Exclusion and marginalisation of people living with disabilities is a fundament human rights issue. It straddles several dimensions like social, economic social, economic, political, ecological, governance as well as technological. It can be concluded that the conspired growth of ICT use in both academic and social life does not bring the same benefits to both PWDS and the mainstream population. From this, it is highly recommended that the government and other stakeholders put combined efforts to design systems which can cater for various forms of disabilities as well as taking cognisance of other variations like commodities. Additionally, policy makers and industrialists should incorporate input from people living with disabilities before implementing programs. Publisher An entity responsible for making the resource available The Zimbabwe Open University Journal of Applied Social Sciences Date A point or period of time associated with an event in the lifecycle of the resource 2026 AI exclusion Inclusion PWDs https://ir.zou.ac.zw/files/original/5dc9ddfc4f2c63e94e9f47a32df0f246.pdf 1fb378036f44f2405006b7fb4ace2f05 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource EXCLUSION WITHIN INCLUSION: DISSENTING APPLICABILITY OF AI IN INCLUSIVE EDUCATION: CASE OF ZIMBABWE OPEN UNIVERSITY Creator An entity primarily responsible for making the resource MLAMBO NEFASI DAISY CHIPFUNDE Description An account of the resource The study sought to explore impact of ICT on PWDs. This paper provides a deeper exploration of both negative and positive attributes presented by the internet and ICT for the full participation of persons with disabilities. Whilst most scholars say accessible ICT can level the playing field for persons with disabilities across life domains including education, employment, e-governance and civic participation, financial inclusion and disaster management, this will always be a pipedream in most developing nations. Participants drawn from students with varying disabilities, student advisors and student representatives were purposively sampled. Data was collected using in depth interviews and semi structured questioners. The results showed that Exclusion and marginalisation of people living with disabilities is a fundament human rights issue. It straddles several dimensions like social, economic social, economic, political, ecological, governance as well as technological. It can be concluded that the conspired growth of ICT use in both academic and social life does not bring the same benefits to both PWDS and the mainstream population. From this, it is highly recommended that the government and other stakeholders put combined efforts to design systems which can cater for various forms of disabilities as well as taking cognisance of other variations like commodities. Additionally, policy makers and industrialists should incorporate input from people living with disabilities before implementing programs. Publisher An entity responsible for making the resource available The Zimbabwe Open University Journal of Applied Social Sciences Date A point or period of time associated with an event in the lifecycle of the resource 2026 industrial attachment library and information science education polytechnic education Professional development Theory-practice gap Zimbabwe agenda for sustainable socio-economic transformation https://ir.zou.ac.zw/files/original/2ff7101baa28b8d4de7afaa1f478a2f8.pdf 5df567e9e75aaaa252fa8ffac7d472c1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource PERCEPTIONS OF PARENTS OF CHILDREN LIVING WITH DISABILITIES ON INCLUSIVE EDUCATION. A CASE OF TWO URBAN HIGH SCHOOLS IN GWERU Creator An entity primarily responsible for making the resource MWASHITA MUSHIPE MBWIRIRE JOHN Description An account of the resource This study investigated the perceptions of parents of children living with disabilities regarding the efficacy of inclusive education in two urban high schools in Gweru, Zimbabwe. The research was conducted at two selected urban High Schools in Gweru, Zimbabwe. The schools used were Thornhill High School and Chaplin High School. The study was qualitative in nature. A target population of 154 people was used. A sample of 45 was used. Purposive sampling and snowball sampling techniques were used. Data were also collected from parents and teachers of children living with disabilities, key informants, including three representatives from the Ministry of Primary and Secondary Education and two officials from local NGOs working with children living with disability. Data were collected through focus group discussions and interviews. The findings revealed that children with disabilities experience significant social isolation and discrimination, which negatively affects their academic and social development. This, in turn, places a substantial psychological and nemotional burden on their parents. The study concludes with recommendations for community-based support, family-centred care and the provision of specialised school facilities and equipment to better support these children and their families. Publisher An entity responsible for making the resource available The Zimbabwe Open University Journal of Applied Social Sciences Date A point or period of time associated with an event in the lifecycle of the resource 2026 children Disability emotional parents Perception psychological school education https://ir.zou.ac.zw/files/original/e29173d863b183e08bd7e16b39f15cc9.pdf 2960214d3a3778588e94e13d4de85651 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource ENHANCING INFORMATION LITERACY DELIVERY THROUGH ARTIFICIAL INTELLIGENCE IN UNIVERSITY LIBRARIES IN ZIMBABWE. Creator An entity primarily responsible for making the resource TUTANI, NOTHANDO TSEKEA, STEPHEN Description An account of the resource In the increasingly digital world, access to information is fundamental for personal development, social engagement and economic growth. In today’s information-driven society, access to information has been tremendously improved through artificial intelligence (AI). Information literacy helps equip patrons with modern digital skills enabling them to navigate the information world. The purpose of this study was to investigate the attitudes and experiences of librarians regarding the use of AI in information literacy programs to enhance access to information. Libraries and information centres can harness the use of artificial intelligence to ensure that each patron is literate, thus being able to handle information and data, its use and the creation of information resources and services. This qualitative study examines the potential of artificial intelligence in delivering of information literacy skills in higher education libraries in Zimbabwe. Interviews with selected twenty-five librarians involved in information literacy instruction were conducted. Purposive sampling was used where a select 25 librarians involved in information literacy delivery were invited to participate in the study. The findings from this study show a positive attitude toward the use of AI despite its slow implementation in information literacy training. The findings of the study will be important in contributing knowledge to the broader field of technology and information literacy instruction. Publisher An entity responsible for making the resource available The Zimbabwe Open University Journal of Applied Social Sciences Date A point or period of time associated with an event in the lifecycle of the resource 2026 https://ir.zou.ac.zw/files/original/ddfa075c3cd7df7d1f8b2d95cec88aad.pdf 2014c1dc5252695d8432fab1c8ad777e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Theses, Dissertations & Projects Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource THE LINK BETWEEN EVALUATIONS, REMEDIAL AND EXTENSION WORK: A CASE OF ZOU PGDE SECONDARY SCHOOL STUDENT TEACHERS IN HARARE Creator An entity primarily responsible for making the resource THOMAS MUSANKULENI KAPUTA TAZIVEI DONDOFEMA Description An account of the resource This qualitative study considers the importance of evaluation to teaching and learning specifically its link to remedial and extension work. It focused specifically on student teachers on the Post-Graduate Diploma in Education (PGDE) at the Zimbabwe Open University (ZOU). This study focused on determining the link that existed between evaluations of schemes of work, lesson plans and continuous assessment versus remedial and extension work in the curriculum subjects taught in secondary schools from Form 1 to Form 4. The study was carried out in High Glen and Glenview-Mufakose education districts of Harare Province. The population consisted of members of 11 Government secondary schools, one private secondary school and one community school in Glenview/Mufakose Districts of the Harare Metropolitan Province to the northwest of the capital city of Harare. The sample consisted of one, Heads of Secondary Schools, Heads of Departments and 50 student teachers doing PGDE) with the university and a district schools inspector. Document analysis focused on purposively selected students’ remedial and extension work exercise books providing the researchers with evaluative data during. Open-ended questionnaires were used to collect primary data on how remedial and extension work in secondary schools was being managed. The major finding shows that teachers used lesson plan evaluations and test records to superficially link to remedial and extension work. The study recommended that the university develop a students’ guide on teaching practice specifically on evaluation showing how student teachers should link it to remedial and extension work to enable the effective evaluation and implementation of remedial and extension work in the classroom. Publisher An entity responsible for making the resource available Zimbabwe Open University Journal of Applied Social Sciences Date A point or period of time associated with an event in the lifecycle of the resource 2026 classroom Evaluation extension remedial teaching and learning https://ir.zou.ac.zw/files/original/71552f1e24d458b6842cd0bfd83069fc.pdf 5b54eb83e133d25f20ba50e53fb27e53 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource TESTIMONIES OF TRANSFORMATION: PARTICIPANTS’ REFLECTIONS ON ZOU’S FEE-FREE SHORT COURSES AS SUPPORTERS OF EDUCATION 5.0 GOALS PHILLIPA MUTSWANGA1 AND EURITA NYAMANHARE1 Creator An entity primarily responsible for making the resource PHILLIPA MUTSWANGA EURITA NYAMANHARE Description An account of the resource This study investigated how participants perceived Zimbabwe Open University’s (ZOU) fee- free short courses as tools for advancing developmental goals through community engagement. The research aimed to uncover how these programmes contribute to skills development,heritage preservation and inclusive growth, in alignment with Education 5.0. Zimbabwe’s higher education policy emphasising teaching, research, community service, innovation and industrialisation. Guided by the Windmill Reciprocity Model, symbiotic transformative epistemology and the Open and Distance e-Learning (ODeL) philosophy, the study employed qualitative methods to gather data from purposively selected individuals who had completed at least two short courses. Data was collected through semi-structured interviews, participant observation and narrative accounts. Follow-up calls and triangulated methods ensured clarity and saturation of findings. Participants widely viewed the courses as transformative, empowering them to improve livelihoods, promote cultural identity and participate meaningfully in community development. Based on the findings, the study recommends that ZOU strengthen its community engagement by leveraging its Faculty of Agriculture as a central pillar for sustainable development initiatives. It also proposes the creation of shell companies and sheltered workshops managed by trained community members, with regional campuses providing oversight. These centres could serve as innovation hubs and market outlets for indigenous products and services. To ensure long-term impact, the study advocates for the scaling up of training to intermediate levels, increased focus on indigenous knowledge systems, and the integration of civic education. It further recommends that the government support social innovation across higher education institutions through dedicated funding and collaborative research. Such initiatives would help preserve cultural heritage, promote inclusive development and ensure intergenerational transfer of traditional knowledge. Publisher An entity responsible for making the resource available Zimbabwe Open University Journal of Applied Social Sciences Date A point or period of time associated with an event in the lifecycle of the resource 2026 Participants’ Reflections ZOU’s Fee-Free Short Testimonies of Transformation https://ir.zou.ac.zw/files/original/89210af9949e799ba0df894ee612fe68.pdf 99f95fa10015effed380c781bb150645 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource ARTIFICIAL INTELLIGENCE IN ACADEMIC DECISION-MAKING AND STUDENTS’ RECORDKEEPING: A CASE OF AN ODEL UNIVERSITY Creator An entity primarily responsible for making the resource GODFREY TSVUURA Description An account of the resource The integration of artificial intelligence (AI) into higher education is reshaping traditional processes of academic decision-making and students’ recordkeeping. This study explores the use of AI in academic decision–making and students’ recordkeeping at Zimbabwe Open University (ZOU). A qualitative research methodology was adopted along with purposive sampling technique in which a sample of 5 heads of sections who deal with students’ recordkeeping were chosen as they have knowledge about the problem at hand. Data collected were analysed in thematic strands. Findings underscore that at ZOU, AI is being used to generate educational materials such as study guides, quizzes, automate administrative tasks like students grading as well as in other e-learning platforms such as My Vista, students support services, coursework material preparation and writing by students, data analytics and in widespread research. The study concludes that while AI offers significant opportunities to improve the management of students’ recordkeeping and academic decisions, its deployment must be guided by ethical principles, legal compliance, and capacity-building initiatives tomaximise benefits and mitigate risks. The study recommends the need for human oversight, inclusive data practices and robust governance frameworks to ensure fairness and accountability in AI-enabled academic decision-making and students’ recordkeeping. Date A point or period of time associated with an event in the lifecycle of the resource 2026 Publisher An entity responsible for making the resource available Zimbabwe Open University Journal of Applied Social Sciences Artificial Intelligence digital environments machine-learning records Records Management students’ recordkeeping https://ir.zou.ac.zw/files/original/a9017020f4667745ec4ecd912a7da877.pdf e717b048b224c542abee6d44be89b6bf Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource SUPPORT FOR STUDENTS FROM DIFFERENT CULTURES IN AUTHENTIC ONLINE ASSESSMENTS: A CASE OF AN ODEL INSTITUTION IN ZIMBABWE Creator An entity primarily responsible for making the resource THOMAS MUSANKULENI KAPUTA1 FADZAI NDABAMBI Description An account of the resource The focus of the study is on how special education lecturers can support students from different cultures in authentic online assessments for improved real learning transfer at an ODeL institution in Zimbabwe. Authentic online assessment is the latest trend using different tools like electronic portfolios, to assess learners in real life scenarios which mimic the real world. Research has shown that students’ cultural background determines how the students define assessment and how they use Information, Communication Technologies (ICTs), which are major components of the assessment process. This poses problems to third world students as the instruments used are foreign in design. A qualitative approach using an online open-ended questionnaire, interview guide and a document analysis generates the data. The sample includes special education lecturers and their students with and without disabilities, those from rural and urban areas from different cultures in the country’s ten regional campus. The major finding is that culture influences authentic online assessments. Its recommendations are that lecturers support all students by designing and using culturally sensitive authentic assessments to enable transference of learning to their communities. Publisher An entity responsible for making the resource available Zimbabwe Open University Journal of Applied Social Sciences Date A point or period of time associated with an event in the lifecycle of the resource 2026 authentic online assessments Cultures students with and without disabilities