THERE ARE MANY factors that influence dress code decision making in formal and informal business arenas. In South Africa, with its colonial and apartheid history followed by an exuberant resurgence of Africanism, factors such as diversity of race, ethnicity, religion, and culture play a critical role in lifestyle and worldview. These many and often competing influences and interests may enrich our lives (and dress sense) but may have served to confuse and confound. Historical context, climate-both physical and cultural-and globalization also play a crucial role in how we choose to present ourselves.In this article, these overarching and interrelated issues of diversity and climate and their perceived impacts on business attire will be explored. Role of Cultural DiversitySouth Africa, like much of Africa, has a deeply divided and traumatized missionary and colonial history. The church and state frowned on the dress (often state of undress) of the "primitive natives" and sought to "civilize" them by introducing and insisting on Western dress (Ramaite & Mdhluli, 2008, p. 106). Men more than women

In contrast to national policy guidelines, this small-scale case study has revealed an unequal relationship between team-teachers at the local level and the extent to which local Japanese teacher intervention is necessary in classroom exchanges. Such analysis of local practice is aided by the use of a simple, yet effective, observational framework for classroom discourse (Sinclair & Coulthard, 1975), accompanied by background information. This combination of insights clearly shows interactional patterns and power relations between team-teachers.

The Professional Communication Unit (PCU) at the University of Cape Town (UCT) has developed innovative, multimodal teaching approaches that aim to contribute to the notion of corporate citizenship. Two separate course partnerships strive to equip senior commerce students with graduate attributes valued in business and government. Course one involves a partnership with environmental consultants who collaborate with staff to mentor students during their institutional investigation of sustainable business practices. Course two involves collaboration between students, staff and small business owner-managers. It focuses on sustainability practices of the chosen SME in relation to the triple bottom line. The model aims to prepare students for societal challenges in the workplace and to offer technical support to these SMEs to increase their competitiveness. In the wake of global financial and environmental crises, this article amplifies the need for collaborative partnering as all constituents aim to remain relevant and sustainable in the 21st century.