Development of a localized e-commerce for music using indigenous knowledge - a South African experience

Author(s):  
G.O. G Ndlovu ◽  
A. Terzoli ◽  
A. Petersen ◽  
H. Muyingi ◽  
G.S.V.R. Krishna Rao
Author(s):  
Chris Van Melle Kamp ◽  
Karl Hofmeyr ◽  
Mandla Adonisi

In this study we draw on a series of in-depth interviews with chief executives of some of South Africa’s most prominent businesses, to investigate how their careers unfolded as they rose to the top of their organisations.Twenty-seven CEOs of South Africa’s top companies were interviewed. Eleven of these companies are listed among the top 50 South African companies.We trace the evolution of leadership, from its embryonic beginnings in childhood and adolescence, through the different stages of a developing career to the crucial transformation of an operational mindset into a strategic one.We examine the circumstances that led to these CEOs being appointed and describe the difficulties of transitioning from a senior management role into that of chief executive. We look at the competencies and experience necessary to be effective as the leader of an organisation, as well as the role played by motivation and self-belief. Finally, we identify the unique leadership challenges faced by chief executives in South Africa and pass on their advice to the country’s next generation of leaders.


Author(s):  
Fanie du Toit

Reconciliation emphasizes relationships as a crucial ingredient of political transition; this book argues for the importance of such a relational focus in crafting sustainable political transitions. Section I focuses on South Africa’s transition to democracy—how Mandela and De Klerk persuaded skeptical constituencies to commit to political reconciliation, how this proposal gained momentum, and how well the transition resulted in the goal of an inclusive and fair society. In developing a coherent theory of reconciliation to address questions such as these, I explain political reconciliation from three angles and thereby build a concept of reconciliation that corresponds largely with the South African experience. In Section II, these questions lead the discussion beyond South Africa into some of the prominent theoretical approaches to reconciliation in recent times. I develop typologies for three different reconciliation theories: forgiveness, agonism, and social restoration. I conclude in Section III that relationships created through political reconciliation, between leaders as well as between ordinary citizens, are illuminated when understood as an expression of a comprehensive “interdependence” that precedes any formal peace processes between enemies. I argue that linking reconciliation with the acknowledgment of interdependence emphasizes that there is no real alternative to reconciliation if the motivation is the long-term well-being of one’s own community. Without ensuring the conditions in which an enemy can flourish, one’s own community is unlikely to prosper sustainably. This theoretical approach locates the deepest motivation for reconciliation in choosing mutual well-being above the one-sided fight for exclusive survival at the other’s cost.


Author(s):  
Lovemore Kunorozva ◽  
Riaan van Tonder ◽  
Lindsay Starling ◽  
James C. Brown ◽  
Pierre L. Viviers ◽  
...  

Author(s):  
Josef J. De Beer ◽  
Ben-Erik Van Wyk

Although the life sciences curriculum asks for the inclusion of indigenous knowledge systems in the classroom, it is either done very superficially by only providing an example or two, or ignored completely. This mixed-methods study (with emphasis on the qualitative inquiry) on the status of indigenous knowledge in the life sciences classroom in Gauteng and Limpopo, once again echoed what Rogan and Grayston (2003) reported: the South African curriculum process focuses too much on the what (the curriculum itself) at the expense of the how (the implementation of the curriculum). Although the progressive curriculum makes it clear that indigenous knowledge should be addressed, it provides very little guidance to teachers on how this should be done. Two problems are highlighted in this article: teachers’ lack of pedagogical content knowledge in addressing indigenous knowledge systems, as well as their poor understanding of the nature of science. A teacher’s social responsibility also entails making learners aware of the cultural and practical value of indigenous knowledge, and stimulating learners’ interest in scientific fields such as ethnobotany and chemotaxonomy.


Viruses ◽  
2021 ◽  
Vol 13 (10) ◽  
pp. 2050
Author(s):  
Tanya Nadia Glatt ◽  
Caroline Hilton ◽  
Cynthia Nyoni ◽  
Avril Swarts ◽  
Ronel Swanevelder ◽  
...  

Background: COVID-19 convalescent plasma (CCP) has been considered internationally as a treatment option for COVID-19. CCP refers to plasma collected from donors who have recovered from and made antibodies to SARS-CoV-2. To date, convalescent plasma has not been collected in South Africa. As other investigational therapies and vaccination were not widely accessible, there was an urgent need to implement a CCP manufacture programme to service South Africans. Methods: The South African National Blood Service and the Western Cape Blood Service implemented a CCP programme that included CCP collection, processing, testing and storage. CCP units were tested for SARS-CoV-2 Spike ELISA and neutralising antibodies and routine blood transfusion parameters. CCP units from previously pregnant females were tested for anti-HLA and anti-HNA antibodies. Results: A total of 987 CCP units were collected from 243 donors, with a median of three donations per donor. Half of the CCP units had neutralising antibody titres of >1:160. One CCP unit was positive on the TPHA serology. All CCP units tested for anti-HLA antibodies were positive. Conclusion: Within three months of the first COVID-19 diagnosis in South Africa, a fully operational CCP programme was set up across South Africa. The infrastructure and skills implemented will likely benefit South Africans in this and future pandemics.


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