Prospects and challenges in the investigation of credit card fraud in Vall Region of the Gauteng Province, South Africa

Today use of Credit Card even in developing countries has become a common scenario. People use it to shop, pay bills and for online transactions. But with increase in number of Credit Card users, the cases of fraud in Credit Card have also been on rise. Credit Card related frauds cause globally a loss of billions of Rands. Credit Card fraud can be done in numerous ways. The article begins with an examination of the extent of the challenge and response by the relevant stakeholders, especially the Criminal Justice System (CJS). This study was carried out utilising a qualitative research approach with a convenience, purposive and snowball sampling techniques. Thirtynine (39) interviews were conducted to solicit the views of the participants and police investigators from Vanderbijlpark, Sebokeng, Sharpeville and Vereeniging police stations, members of the community, and victims of credit card fraud were interviewed. These interviews were analysed according to the phenomenological approach, aided with the inductive Thematic Content Analysis (TCA) to identify the participants’ responses and themes. The findings indicated that the extent of credit card fraud in Vaal region is reaching alarming rates. Based on the findings, the authors provided recommendations such as: police investigators being taken for regular workshops and training on how to investigate sophisticated methods used by perpetrators such as technology, awareness in the society about credit card fraud should be prioritised and enhanced. This study recommends that the CCTV cameras should be installed in the ATM, where cases of credit card are taking place. In addition, the police be visible in the areas which are most prevalent to credit card fraud.

Exploring Primary School Principals’ Experiences in Supporting Teachers Living with HIV/AIDS in Gauteng Province

The study highlighted the exploration and description of the primary school principals’ experiences in supporting teachers living with HIV/AIDS in Gauteng Province, South Africa. As a result of qualitative research method through literature review and interviews which were used in collecting data from the primary school participants, the results revealed that at primary level, school principals still lack the experiences in as far as supporting their teachers living with HIV/AIDS in Gauteng province is concerned. Received: 7 October 2021 / Accepted: 25 November 2021 / Published: 5 January 2022

Demographic and socio-economic risk factors associated with self-reported TB

BACKGROUND: The infectiousness of Mycobacterium tuberculosis is known to be shaped by the human environment, with research showing positive associations with poverty, homelessness and overcrowding, among other factors. In this study, the focus is primarily on environmental health risks for TB, particularly on those associated with sociodemographic and household living conditions in South Africa.METHODS: Data for this study were collected between 2014 and 2019 from a number of sites implementing community-oriented primary care (COPC) in the Gauteng Province of the country. Community health workers (CHWs) used AitaHealthtm, a custom-built mobile information management application, to obtain data on the TB status and environmental conditions of households. Statistical models were used to determine associations between various demographic, socio-economic and environmental risk factors, and TB.RESULTS: Approximately 12,503 TB cases were reported among 7,769 households. Substance use and male-headed households were found to have significant associations in households with at least one individual with TB. Overcrowding, as well as lack of access to piped water and adequate sanitation were also found to be positively associated with a ‘TB-household.´CONCLUSION: Improvements in housing and services, particularly the provision of piped water and reticulated flush toilets, are needed to control and prevent TB in South Africa.

Library staff support with Fourth Industrial Revolution's application to provide information resources to remote clients during the COVID-19 library services

PurposeThe Fourth Industrial Revolution (4IR) and the Coronavirus Disease 2019 (COVID-19) have challenged the academic libraries system with a paradigm shift that has never been experienced before. This article highlights how the library staff offered support with the 4IR to the remote during the COVID-19 era; to ensure that the provision of information resources does not halt because of the imposed lockdown COVID-19 regulations. The purpose of this study was to examine the library staff support with 4IR's application to provide information resources to remote clients during the COVID-19 library services.Design/methodology/approachThe study was anchored by the positivism research paradigm and used a quantitative research approach. Microsoft Form was used to design an online questionnaire to collect data from the library staff working in a distance education environment in Gauteng Province of South Africa. The collected data were analyzed using the Statistical Package for the Social Sciences (SPSS).FindingsThe findings discovered that the library staff was keen on job innovation; however, the COVID-19 restrictions were a major cause for the library staff not to provide information resources to remote clients effectively.Research limitations/implicationsThe 4IR has both positive and negative effects on the library staff and the remote clients. To ensure that academic libraries fully embrace the 4IR; it is imperative to examine how the remote clients affected by digital divide can benefit from this revolution since they do not have access to adequate gadgets such as laptops/personal computers/tablets/smartphone/iPods and data for Internet connection.Practical implicationsThis study contributed to the Library and Information Science's (LIS) field by adding value to the knowledge base concerning how the library staff working in academic libraries operating in a distance education environment in Gauteng Province of South Africa offered support to the remote clients during the COVID-19 pandemic that impacted the drastic adoption of the 4IR.Social implicationsStakeholders, library management and policymakers gained insight to revisit the existing library staff support regarding mentoring, coaching training remote clients on how to access and download online information resources. This is inspired by the fact that COVID-19 significantly influenced library services' value for knowledge by facilitating policy changes and aligning with 4IR.Originality/valueThe study greatly influences policymakers and information practitioners to mobilize new methods of library staff support.

Rapid epidemic expansion of the SARS-CoV-2 Omicron variant in southern Africa

The severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) epidemic in southern Africa has been characterised by three distinct waves. The first was associated with a mix of SARS-CoV-2 lineages, whilst the second and third waves were driven by the Beta and Delta variants respectively. In November 2021, genomic surveillance teams in South Africa and Botswana detected a new SARS-CoV-2 variant associated with a rapid resurgence of infections in Gauteng Province, South Africa. Within three days of the first genome being uploaded, it was designated a variant of concern (Omicron) by the World Health Organization and, within three weeks, had been identified in 87 countries. The Omicron variant is exceptional for carrying over 30 mutations in the spike glycoprotein, predicted to influence antibody neutralization and spike function4. Here, we describe the genomic profile and early transmission dynamics of Omicron, highlighting the rapid spread in regions with high levels of population immunity.

South African Population Immunity and Severe Covid-19 with Omicron Variant

Background We conducted a seroepidemiological survey from October 22 to December 9, 2021, in Gauteng Province, South Africa, to determine SARS-CoV-2 immunoglobulin G (IgG) seroprevalence primarily prior to the fourth wave of coronavirus disease 2019 (Covid-19), in which the B.1.1.529 (Omicron) variant is dominant. We evaluated epidemiological trends in case rates and rates of severe disease through to December 15, 2021, in Gauteng. Methods We contacted households from a previous seroepidemiological survey conducted from November 2020 to January 2021, plus an additional 10% of households using the same sampling framework. Dry blood spot samples were tested for anti-spike and anti-nucleocapsid protein IgG using quantitative assays on the Luminex platform. Daily case and death data, weekly excess deaths, and weekly hospital admissions were plotted over time. Results Samples were obtained from 7010 individuals, of whom 1319 (18.8%) had received a Covid-19 vaccine. Overall seroprevalence ranged from 56.2% (95% confidence interval [CI], 52.6 to 59.7) in children aged <12 years to 79.7% (95% CI, 77.6 to 81.5) in individuals aged >50 years. Seropositivity was 6.22-fold more likely in vaccinated (93.1%) vs unvaccinated (68.4%) individuals. Epidemiological data showed SARS-CoV-2 infection rates increased more rapidly than in previous waves but have now plateaued. Rates of hospitalizations and excess deaths did not increase proportionately, remaining relatively low. Conclusions We demonstrate widespread underlying SARS-CoV-2 seropositivity in Gauteng Province prior to the current Omicron-dominant wave, with epidemiological data showing an uncoupling of hospitalization and death rates from infection rate during Omicron circulation.

SARS-CoV-2 transmission dynamics in South Africa and epidemiological characteristics of the Omicron variant

Within days of first detection, Omicron SARS-CoV-2 variant case numbers grew exponentially and spread globally. To better understand variant epidemiological characteristics, we utilize a model-inference system to reconstruct SARS-CoV-2 transmission dynamics in South Africa and decompose novel variant transmissibility and immune erosion. Accounting for under-detection of infection, infection seasonality, nonpharmaceutical interventions, and vaccination, we estimate that the majority of South Africans had been infected by SARS-CoV-2 before the Omicron wave. Based on findings for Gauteng province, Omicron is estimated 100.3% (95% CI: 74.8 - 140.4%) more transmissible than the ancestral SARS-CoV-2 and 36.5% (95% CI: 20.9 - 60.1%) more transmissible than Delta; in addition, Omicron erodes 63.7% (95% CI: 52.9 - 73.9%) of the population immunity, accumulated from prior infections and vaccination, in Gauteng.

Teaching and Assessment through Online Platforms during the COVID-19 Pandemic: Benefits and Challenges

The outbreak of the COVID-19 pandemic has compelled education systems across the globe to fully embrace online learning as an alternative to face-to-face classes. This has resulted in a paradigm shift, in which online teaching and assessment practices continue to gain prominence at the tertiary level. Hence, this study explores lecturers' teaching and assessment strategies for teaching university students through online platforms during the COVID-19 pandemic. This study has used a framework of SWOT (strength, weakness, opportunities, and threats) analysis as its theoretical base. Data was collected through semi-structured interviews with five lecturers from three universities in Gauteng Province, South Africa. The collected data was analysed using content analysis. This study found that lecturers were able to manage the teaching and assessment processes during the COVID-19 school restrictions, using a combination of platforms such as Blackboard-collaborate, WhatsApp, Kahoot, and Google Classroom. The findings also revealed that a wide variety of teaching and assessment methodologies, including small group work, collaborative learning, case methods, discussion posts, multiple choice quizzes, chats, game activities, open-ended questions, and essays were utilized on these platforms. Although the methodologies used for teaching and assessing on these platforms require additional preparation time, they also help increase interaction between students and enable immediate grading of scripts and student feedback. Further findings revealed that online assessment is highly susceptible to test/examination malpractices. This study provided recommendations helpful to policymakers, lecturers, and students regarding online teaching and assessment strategies.