Purpose The purpose of this paper was to systematically collect and review the research studies that provide empirical evidence regarding the existence of relationship between self-efficacy and knowledge sharing or influence of self-efficacy on sharing of knowledge. Design/methodology/approach The studies were collected through searching in Google Scholar, Scopus, ProQuest Dissertations and Theses, LISTA (Library, Information Science and Technology Abstracts) and Web of Science. All types of studies, except books, were selected for review. Time limitation was not applied. Findings It can be concluded from majority of reviewed studies that self-efficacy influenced knowledge sharing. This systematic review also establishes that majority of reviewed studies confirmed existence of relationship (positive) between variables self-efficacy and knowledge sharing. Research limitations/implications A language limit was applied, and only English language studies were reviewed. Originality/value This review is first of its kind that systematically collected and reviewed the studies that examined the relationship between self-efficacy and knowledge sharing. This paper is also first in terms of a study which systematically collected and reviewed studies that investigated impact of self-efficacy on sharing of knowledge. Findings of current research paper will be helpful for organizations striving to implement a knowledge-sharing culture. Similarly, this study will also help the readers in understanding the ways to improve their knowledge-sharing practices and learning.

This paper describes the procedure of developing an instructional tool, 'concept mapping'and its effectiveness in making the material meaningful to the students. In Pakistan, the traditional way of teaching science subjects at all levels at school relies heavily on memorization. The up-to- Most of the studies on students' learning suggest that students bring their own conceptions of science to explaining the natural world (Driver, 1983;Osborne, 1986). The information processing view divides learning into three phases: (i) attending to new information (ii) acquiring and retaining information, and (iii) retrieving information from memory and transferring it to new situation. The way that information is processed in learning has been summarized in the model presented by Johnstone (1993). It represents the flow of the information through the memory system and the processing of such information. Such a model makes predictions about how input information is dealt within the human mind so that meaningful learning can take place.In Figure 1, the learner is seen to view new events, observations and instructions through a perception filter, which is influenced by what is already stored in the long-term memory. In this way, the learner selects and interprets new information in terms of what he/she already knows. The diagram also represents that previous knowledge affects new knowledge. It includes the ideas of Ausubel. Ausubel (1968) argues that: the most important single factor influencing learning is what the learner already knows. The use of concept maps stems from the information processing theory of learning. According to this theory, knowledge is organized in a propositional network. Each individual's network is unique due to each person's unique experiences. The propositional network is not stable; as new information is learned, the network changes and more linkages are formed between concepts. Rote learning occurs when a student simply memorizes information with no attempt or motivation to relate that information to prior knowledge. Therefore, the rote learner will have a less extensive network than the meaningful learner and less retrieval paths between knowledge concepts. Safdar (2010) quotes from Ausubel, that meaningful learning takes place when new knowledge is linked to what a student already knows. Hence, before planning classroom instruction, it is important to identify in advance ways to relate new knowledge to some broad concept or generalization already familiar to a student. This gives rise to the term advance organizer. Gupta (1995), describes that advance organizers can assume many forms: (a) structure of a discipline (can be used to relate parts to the

Complex Lie point transformations are used to linearize a class of systems of second order ordinary differential equations (ODEs) which have Lie algebras of maximum dimension d, with d ≤ 4. We identify such a class by employing complex structure on the manifold that defines the geometry of differential equations. Furthermore we provide a geometrical construction of the procedure adopted that provides an analogue in IR 3 of the linearizability criteria in IR 2 .

Five equivalence classes had been found for systems of two second-order ordinary differential equations, transformable to linear equations (linearizable systems) by a change of variables [19]. An "optimal (or simplest) canonical form" of linear systems had been established to obtain the symmetry structure, namely with 5, 6, 7, 8 and 15 dimensional Lie algebras. For those systems that arise from a scalar complex second-order ordinary differential equation, treated as a pair of real ordinary differential equations, a "reduced optimal canonical form" is obtained. This form yields three of the five equivalence classes of linearizable systems of two dimensions. We show that there exist 6, 7 and 15-dimensional algebras for these systems and illustrate our results with examples.

In this paper we provide invariant linearizability criteria for a class of systems of four second-order ordinary differential equations in terms of a set of 30 constraint equations on the coefficients of all derivative terms. The linearization criteria are derived by the analytic continuation of the geometric approach of projection of two-dimensional systems of cubically semi-linear secondorder differential equations. Furthermore, the canonical form of such systems is also established. Numerous examples are presented that show how to linearize nonlinear systems to the free particle Newtonian systems with a maximally symmetric Lie algebra relative to sl(6, ) of dimension 35.