New species of red algae from South Africa named after Cape Town University scientist
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New species of red algae from South Africa named after Cape Town University scientist

A new species of red algae has recently been identified and named in honor of Professor John J. Bolton, a distinguished professor at the University of Cape Town (UCT). This recognition acknowledges decades of research into the marine biodiversity of South Africa.

The species, named Mzanzia boltonii, is endemic to South Africa, meaning it is found only in nature there. This discovery highlights how much more there is to study about life along the coast, even among species that scientists have been studying for many years.

The finding resulted from an international study published in the journal Molecular Phylogenetics and Evolution. Using genetic data, researchers determined that South African samples previously classified as Prionitis filiformis belonged to a separate evolutionary lineage. These results led to the designation of a new genus, Mzanzia, and the description of the species Mzanzia boltonii.

The genus name derives from the word uMzantsi, which is a word in the isiXhosa and isiZulu languages meaning 'southern'. The species name commemorates Bolton's contribution to the study of algae in South Africa.

Bolton's recognition reflects years of collaboration between UCT and Ghent University in Belgium. In the late 1990s, he established a postgraduate exchange program between the two institutions, which fostered the development of research on algal diversity along the eastern coast of South Africa. This work increased the known diversity of coastal algae in KwaZulu-Natal by over 30% and formed the basis for the publication of the KwaZulu-Natal Algae Guide.

The partnership also helped train marine researchers who continue to contribute to this field internationally. Although South Africa is known for its rich marine life, discoveries like this demonstrate that our oceans still hold unsolved mysteries. Sometimes understanding what lives beneath the waves begins with a closer look at what is already present.

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UCT Summit Explores Traditional Knowledge as a Tool for Solving Future Problems
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UCT Summit Explores Traditional Knowledge as a Tool for Solving Future Problems

During the second day of the Times Higher Education (THE) World Academic Summit, held by UCT at the Cape Town International Convention Centre, Professor Elewani Ramugondo raised a question about how indigenous and ancestral knowledge systems conceptualize the future differently from dominant Western models.

Ramugondo, Deputy Vice-Chancellor of UCT for People, Culture and Society, moderated a session titled 'Indigenous and Ancestral Knowledge Systems as Critical Levers for Future Readiness.' This session presented a new view of traditional knowledge—it was viewed not as an addition or a symbol, but as a vital mechanism for implementing innovations in solving contemporary global challenges.

A Different Understanding of Time and Nature

Ramugondo noted that indigenous peoples possess a distinct worldview and approach to life. The session explored how universities can responsibly and meaningfully integrate these knowledge systems into research, teaching, and entrepreneurial ecosystems while protecting their integrity and avoiding an instrumental or exploitative approach.

Emeritus Professor Gubela Mdzi from Stellenbosch University stated that the worldview of indigenous peoples differs from Western modes of existence. He emphasized that they have a different way of addressing daily difficulties and understanding the future because they maintain a connection with nature, vegetation, and the land, and they have their own perspective on the flow of time.

Mdzi added that for them, the past, present, and future exist simultaneously. He explained that one can refer to the past to cope with the present, and also refer to the future to better prepare for what lies ahead.

Universities Must Work Across Diverse Knowledge Systems

Earlier in the summit, it was discussed that in an era of globalization, where issues such as pandemics, climate change, inequality, migration, social and political polarization are transnational, the ability of higher education institutions worldwide to solve these problems depends on their functioning as a unified human community.

Professor Adam Habib, Vice-Chancellor of the School of Oriental and African Studies (SOAS) at the University of London, speaking at a session on 'Building Fair, Mutual, and Effective International Cooperation,' stated: 'We must learn to swim together, or we will all sink together.'

Habib stressed that to address these cross-border problems, institutions must bring knowledge systems from around the world into dialogue. He gave the example that the approach to solving inequality in Kenya would be fundamentally different from the approach in the UK, and the solution to climate change in Korea would differ from that in Germany.

He also noted that the Ebola outbreak in West Africa could not be stopped solely by clinical methods; an interdisciplinary perspective was required to understand Muslim burial practices and adapt them to prevent the spread of the virus. Habib concluded that such global solutions depend on local knowledge, and any initiative must be rooted in the cultural, social, and political realities of its local context.

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