The food supply chain in South Africa faces significant challenges related to transparency, traceability, and consumer trust. As concerns about food safety, quality, and sustainability grow, there is an increasing need for innovative solutions to address these issues. Blockchain technology has emerged as a promising tool to enhance transparency and accountability across various industries, including the food sector. This study sought to explore the potential of blockchain technology in revolutionizing through promoting transparency that enable the achievement of sustainable food supply chain infrastructure in South Africa. The study found that blockchain technology used in food supply chain creates an immutable and decentralized ledger of transactions that has the capacity to provide real-time, end-to-end visibility of food products from farm to table. This increased transparency can help mitigate risks associated with food fraud, contamination, and inefficiencies in the supply chain. The study found that blockchain technology can be leveraged to enhance supply chain efficiency and trust among stakeholders. This technology used and/or applied in South Africa can reshape the agricultural sector by improving production and distribution processes. Its integration in the food supply chain infrastructure can equally improve data management and increase transparency between farmers and food suppliers.There is need for policy-makers and scholars in the fields of service delivery and food security to conduct more research in blockchain technology and its roles in creating a more transparent, efficient, and trustworthy food supply chain infractructure that address food supply problems in South Africa. The paper adopted a qualitative methodology to collect data, and document and content analysis techniques were used to interpret collected data. 

Mind map was a note-taking method proposed by Tony Buzan(1994). And later it is developed into eight modes of thinking maps by David Hyerle(2009), which has been widely used in English teaching. As a knowledge visualization learning tool, mind map could help students construct knowledge framework, sort out knowledge structure, expand thinking and enhance memory. This article will take the grade three class of Shijiao Qixing Primary School in Shijiao Country, Qingyuan City as a sample. The Shijiao Qixing Primary School is a village primary school which most of the students are left-behind children and there are about 30 teachers with an age of 40. Neither the teachers nor the students have experienced the mind mapping teaching method. The article will explore the application of mind mapping in a countryside primary school based on relevant theoretical knowledge and classroom practice.

We report on the measurement of the response of Rhodamine 6G (R6G) dye to enhanced local surface plasmon resonance (LSPR) using a plasmonic-active nanostructured thin gold film (PANTF) sensor. This sensor features an active area of approximately ≈ 2.5 × 10¹³ nm² and is immobilized with gold nanourchins (GNU) on a thin gold film substrate (TGFS). The hexane-functionalized TGFS was immobilized with a 90 nm diameter GNU via the strong sulfhydryl group (SH) thiol bond and excited by a 637 nm Raman probe. To collect both Raman and SERS spectra, 10 μL of R6G was used at concentrations of 1 μM (6 × 10¹² molecules) and 10 mM (600 × 10¹⁴ molecules), respectively. FT-NIR showed a higher reflectivity of PANTF than TGFS. SERS was performed three times at three different laser powers for TGFS and PANTF with R6G. Two PANTF substrates were prepared at different GNU incubation times of 10 and 60 min for the purpose of comparison. The code for processing the data was written in Python. The data was filtered using the filtfilt filter from scipy.signals, and baseline corrected using the Improved Asymmetric Least Squares (ISALS) function from the pybaselines.Whittaker library. The results were then normalized using the minmax_scale function from sklearn.preprocessing. Atomic force microscopy (AFM) was used to capture the topography of the substrates. Signals exhibited a stochastic fluctuation in intensity and shape. An average corresponding enhancement factor (EF) of 0.3 × 10⁵ and 0.14 × 10⁵ was determinedforPANTFincubated at 10 and 60 min, respectively.

Nowadays, customer service in telecommunications companies is often characterized by long waiting times and impersonal responses, leading to customer dissatisfaction, increased complaints, and higher operational costs. This study aims to optimize the customer service process through the implementation of a Generative AI Voicebot, developed using the SCRUMBAN methodology, which comprises seven phases: Objectives, To-Do Tasks, Analysis, Development, Testing, Deployment, and Completion. An experimental design was used with an experimental group and a control group, selecting a representative sample of 30 customer service processes for each evaluated indicator. The results showed a 34.72% reduction in the average time to resolve issues, a 33.12% decrease in service cancellation rates, and a 97% increase in customer satisfaction. The implications of this research suggest that the use of Generative AI In Voicebots can transform support strategies in service companies. In conclusion, the implementation of the Generative AI Voicebot has proven effective in significantly reducing resolution time and markedly increasing customer satisfaction. Future research is recommended to further explore the SCRUMBAN methodology and extend the use of Generative AI Voicebots in various business contexts.

Mind map is a new way of thinking that visualizes and visualizes radioactive thinking. The application of mind map in teaching is consistent with the expression of "development of thinking ability" in the "Chinese Curriculum Standards". Its concise construction and clear expression can, on the one hand, convey the ideas of language expressors more quickly and quickly, and on the other hand. On the one hand, it can make the language receiver easier and clearer to understand the message the other party wants to convey.This paper analyzes the application rules of mind map in classroom teaching, and expounds the application strategy of mind map in primary Chinese oral communication teaching from three aspects: picture-text combination, picture-introduction, and picture-introduction. The effective development of primary school students' innovative thinking and logical ability promotes the effective improvement of primary school students' oral communication skills.

The incorporation of artificial intelligence (AI) into language education has created new opportunities for improving the instruction and acquisition of Chinese characters. Nevertheless, the cognitive difficulties linked to the acquisition of Chinese characters, such as their intricate visual features and lack of clear meaning, necessitate thoughtful deliberation when developing AI-supported learning interventions. The objective of this project is to explore the capacity of a collaborative method between humans and machines in teaching Chinese characters, utilising the advantages of both human expertise and AI technology. We specifically investigate the utilisation of ChatGPT, a substantial language model, for the creation of instructional materials and evaluation methods aimed at teaching Chinese characters to individuals who are not native speakers. The study utilises a mixed-methods approach, which involves both qualitative examination of lesson plans created by ChatGPT and quantitative evaluation of student learning outcomes. The results indicate that the suggested framework for human-machine collaboration can successfully tackle the cognitive difficulties associated with learning Chinese characters, resulting in enhanced learner involvement and performance. Nevertheless, the research also emphasises the constraints of AI-generated material and the significance of human involvement in guaranteeing the accuracy and dependability of educational interventions. This research adds to the expanding collection of literature on AI-assisted language learning and offers practical insights for educators and instructional designers who aim to use AI tools into Chinese language curriculum. The results emphasise the necessity of employing a multi-disciplinary strategy in AI-supported language learning, incorporating knowledge from cognitive psychology, educational technology, and second language acquisition.