JT_Magazine (Nov2015_lr) Final

Psychology at UP – compare the
programmes in four faculties
Wonderful careers in Health Sciences
World Cup cricket win
Excel in Mathematics
Krêkvars-Kopanong Studentekunstefees
November 2015
www.up.ac.za/juniortukkie

1 JuniorTukkie November 2015
Content/Inhoud
www.up.ac.za/juniortukkie
View the JuniorTukkie
Magazine online:
www.up.ac.za/
juniortukkie>
JT magazine
EDITORIALS
Petrus Lombard: Project Manager: JuniorTukkie
Page 2
Setlogane Manchidi: Head: Investec Corporate
Social Investment
Page 2
Tribute to Dr Karen Lazenby
Page 3
NEWSMAKERS
David Mahlangu: Hope is never far
Page 5
Dan Lombard: Getting Dan mobile
Page 6
LOOPBAANFOKUS/
CAREER FOCUS
Dieetkunde: Loopbaan met ‘n wenresep
Bladsy 7
Radiography: Imagine being a radiographer
Page 9
Nursing: The heartbeat of a nation
Page 12
Dentistry: Jaw dropping... Maxillofacial
prosthodontic project
Page 13
Dentistry: Giving smiles back to those who need
them most
Page 14
STUDY ADVICE
Mathematics: Can I excel in Mathematics, and
HOW can I succeed?
Page 15
The man behind the maths: Maree receives an
excellence award
Page 16
FEEL GOOD
Enactus: Seeing possibilities
Page 17
CAMPUS SAFETY
Staying safe at Tuks
Page 18
JUNIORTUKKIES
JuniorTukkie Club: Doing it for Madiba
Page 19
Learning about geospatial technology at
JuniorTukkie Geospatial Tech Camp
Page 20
JuniorTukkie-studentevereniging: Sal jy vir
vriendskap hardloop?
Bladsy 21
JuniorTukkie Ambassadors Programme 2015
Page 22
JuniorTukkie Empowerment Week builds
academic muscle
Page 23
JuniorTukkie vereer leerders wat presteer
Bladsy 24
LeadSA
Be a changemaker with LeadSA
Page 26
RESIDENCES AT UP
The Republic of Kollegetehuis
– Tuks’s oldest and most unique residence
Page 27
House Jasmyn
Page 28
Ienkmelodienk: Eerstejaarskonsert
Bladsy 29
Serrie: Sing with me
Page 30
WANT TO STUDY
PSYCHOLOGY AT UP?
Psychology: Introduction
Page 31
Humanities: Clinical, counselling and research
psychology
Page 32
Education: Educational Psychology
Page 33
Economic and Management Sciences: Industrial
and organisational psychology
Page 35
Natural and Agricultural Sciences: BSc (Human
Physiology, Genetics and Psychology)
Page 36
FACULTY NEWS
Education
Page 37
Natural and Agricultural Sciences
Page 39
UP with Science
Page 43
International Year of Light
Page 44
Engineering, Built Environment and Information
Technology
Page 45
Economic and Management Sciences
Page 49
Theology
Page 52
Law
Page 53
Veterinary Science
Page 55
TUKSSPORT
AmaTuks
Page 57
Assupol TuksCricket
Page 58
TuksSport High School
Bladsy 59
KULTUUR/CULTURE
Krêkvars-Kopanong Studentekunstefees
Bladsy 61
Project manager, editor
and writer:
Anthea Pretorius
Design, layout and editing:
Janine Smit Editorial Services

University of Pretoria/Universiteit van Pretoria 2
Editorials
If you
dream,
you can achieve
anything!
JuniorTukkie: We inspire
future leaders!
The University of Pretoria offers vast
opportunities to students. Over the
past 11 years (2004–2015),
Dr Karen Lazenby’s dream to create
an opportunity to inspire and invest in
future leaders has borne much fruit.
Her dream to invest in all-rounders
with academic merit who have not
had sufficient opportunities in the
past made the JuniorTukkie initiative
one of a kind. With all the support,
guidance and new initiatives, the
objective was and still is to enable a
successful transition from high school
to university. The services rendered
under her guidance in the Client
Service Centre represent a means of
support that one could never dare take
away from higher education.
Although we are in the Technology Era,
technology cannot replace the client
service people want. The JuniorTukkie
dream, which was born 11 years ago,
will prosper and make a difference
to learners, not just in South Africa,
but also internationally. Therefore,
Dr Lazenby, we thank you for your
support over the years, and hope that
your personal dreams will come true.
We will take your dream with us into
the future to inspire future leaders.
Petrus Lombard
Project Manager: JuniorTukkie
Inspiring
future leaders
How time flies when
you’re having fun. It’s
difficult to believe that
we are entering 2015’s
last quarter as
I write this note.
Thinking about my key message, I am
cognisant of the fact that thousands of
young, energetic, aspirational people
are reading this magazine. Most
importantly, you are this country’s
future leaders, which is why I am
focusing on what I would like to see
emerge from you as the responsible
leaders of tomorrow.
My key message is this: Live by choice
and not by chance. What I mean is this:
many young people live by chance with
the belief that good or bad things just
happen, as if they have no active part
to play in whatever happens to them. In
essence, such people often argue that
they have no choice over what happens
to them in life.
This is untrue. Besides the family one is
born into, one always has a choice. You
see, the only thing we cannot choose
is our family. As much as I would have
loved to be born a Mandela, a Branson
or a Gates, that was never my choice to
make. So I accept that I had no choice
as to whether I was born a Manchidi
or not. Like you, I could not choose my
parents, siblings or cousins.
Realise that, as a leader of tomorrow,
you will be a reflection of the choices
you make now and in the future. So
you need to carefully consider your
choices. As future leaders, leading both
your children and grandchildren, I can
only hope that you have the courage to
make the following choices:
1. Doing right over wrong: Here it is
important to remember that what is
wrong is wrong, even if the majority
of people seem to be doing it. Also,
what is right is right, even when it is
the most difficult choice to make.
2. Forgiveness over revenge: This is
a choice of peace over war. As you
think
about
this
choice,
as a
future
leader,
always
forgive
people
not
because they deserve forgiveness,
but consider forgiving them because
you and others deserve peace.
3. Choose to exceed expectations
rather than just meet
expectations: Many of you are
in high school at the moment
and, when preparing for tests and
exams, have a tendency to settle
for 50% because it is the pass mark.
The choice just to meet expectations
is unfortunate. Imagine settling for
50% in your final exam to qualify as
a doctor. Not only does this possibly
make you only half a doctor, but it
makes you ordinary, robbing you of
the opportunity to be extraordinary.
None of us should settle for less
than we are capable of achieving.
Living by choice and not by chance is
the most empowering decision in that
it gives us a better sense of control
over our lives. Life will always give us a
variety of cards, good and bad, but we
have the choice of how to play them.
As leaders of tomorrow, you need to
start exercising choices every day from
now. Consider each and every decision
you make and embrace the influence
you have on your life and the lives of
others through carefully considered
choices. Remember this: we have
a choice to affect this world or be
affected by this world.
Lastly, the greatest of choices are
made with the greatest sense of
conviction and commitment. It is these
choices that are seen through from
beginning to end.
Happy correct choice making.
Regards
Setlogane Manchidi
Head: Investec Corporate Social
Investment

It has been my privilege to work alongside Dr Karen Lazenby for
the past decade and a bit that she stood at the helm of the Client Service Centre (CSC) at the
University of Pretoria. Dr Lazenby is a talented individual, as is evident from what she has
achieved in the CSC, making it not only a market leader in South Africa, but also internationally.
She was able to build a team of extraordinary people in the CSC – the first point of contact
with the University for thousands of students, parents and many others. During her tenure as
Director of the CSC, student numbers nearly doubled, and the success with which she managed
the increasing pressure this brought about each year testifies to the quality of the team and its
leader.
In my view, Dr Lazenby is one of the most competent and knowledgeable people in the field.
Her appointment as Registrar: Student and Administration of the University of the Free State
underscores this. Our best wishes accompany her in this new challenge.
Prof Niek Grové
Registrar
Tribute to Dr Karen Lazenby
Dr Karen Lazenby: Wat ‘n
voorreg om haar te ken
en deel te wees van haar drome en
visie vir die JuniorTukkie-inisiatief.
Onder haar leiding en ondersteuning
kon JuniorTukkie net van krag tot
krag gaan. Waar daar 11 jaar gelede
net twee JuniorTukkies was, kan ons
terugkyk na ‘n bloeitydperk met etlike
duisende jongmense wat uitstekende
geleenthede in die lewe kon kry.
Ondersteuning, eerlikheid en ‘n geduldige luisteraar is
maar enkele van die besondere eienskappe wat ek van
Dr Lazenby ervaar het. Geen taak is vir haar te groot
nie en sy is een van die persone wat ‘n groot verskil
in my lewe en ander se lewens gemaak het en wie se
waardetoevoeging jy altyd saam met jou sal dra.
Een van die dinge wat dr Lazenby my geleer het om
my lewe makliker te maak, is om te vra. Waar jy jouself
ookal bevind en wat jy ookal wil weet, “vra net” en dit
maak jou lewe baie makliker.
Dr Lazenby se nalatenskap sal altyd sigbaar wees. My
beste wense vergesel haar as Registrateur van Kovsies
in Cheetah-land.
Petrus Lombard
Projekbestuurder: JuniorTukkie
To leave a
significant legacy
is not always possible.
When you look back on
when you started the
JuniorTukkie, I hope you
will think back with fond
memories of the positive
impact you made in the
lives of the thousands
of individuals touched
through the JuniorTukkie
Office. Your visionary
leadership, determination
and commitment
has laid an excellent
foundation for others
to build upon. Thank
you for establishing
a significant legacy in
the lives of everyone
who has been part of
the JuniorTukkie journey.
I wish you all of God’s
richest blessings on the
new journey you are
embarking upon.
Wallace Isaacs
Deputy Director:
Enrolment Management
Ek was vir bykans nege
jaar bevoorreg om onder
die leiding van Dr Karen
Lazenby te werk.
As Direkteur: Kliëntedienssentrum by
die Universiteit van Pretoria het
dr Lazenby diep spore getrap en haar
visie uitgeleef om UP te posisioneer
as ‘n tersiêre instansie wat landswyd
die voortou kon neem met die gehalte
van kliëntediens aan voornemende
studente, ingeskrewe studente en die
publiek in die algemeen. Dr Lazenby
is ‘n vlymskerp strategiese denker met
die vermoë om nie net geleenthede
raak te sien nie, maar ook prosesse
in plek te sit om hierdie geleenthede
optimaal te benut.
Ek is groot dank verskuldig aan dr Lazenby wat aan my die
ruimte gebied het om die Afdeling Studentewerwing en Retensie
met al sy werksaamhede te bestuur binne die veilige raamwerk
wat sy daarvoor gestel het. Op hierdie manier het dr Lazenby
indirek die lewens van talle jongmense positief beïnvloed wat
belangrike besluite moes neem in verband met hulle studie-
en beroepstoekoms. Sy het ook die geleentheid gebied om
UP aan voornemende studente bekend te stel deur die wye
verskeidenheid van inligtingsprodukte wat geproduseer is.
My beste wense vergesel dr Lazenby in haar nuwe
werksomgewing as Registrateur aan die Universiteit van die
Vrystaat.
Dr Pieter Clase
Senior Bestuurder: Studentewerwing en Retensie
After 17 years at the University of Pretoria, Dr Lazenby will be
leaving us on 1 November for Bloemfontein. She was a firm
supporter of all our JT activities and events and will be missed
by us all. We wish her well and will remember her words, “If you
can dream it, you can achieve it!”

If your actions
inspire others
to dream more,
learn more,
do more and
become more,
you are a leader.
John Quincy Adams

Newsmaker
F
rom a severely disadvantaged
background, David completed his
schooling at Mpumelelo Secondary
School in Rethabiseng – a non-fee-paying
school just outside Bronkhorstspruit.
In Grade 10, David achieved 69% for
Mathematics and 56% for Physical
Science. In 2013, he matriculated with
four distinctions, including 95% for
Mathematics and 86% for Physical
Science. He passed his first year of
industrial engineering admirably
because he is conscientious.
“I want to rise,” he says. “My mother
is a domestic worker and I have no
contact with my father. I want to become
an industrial engineer. I’m diligent,
hardworking and I want to come back
and upgrade my community. I’m hungry
to succeed.”
The Principal of Mpumelelo Secondary,
Ms Maggie Thulare, says David has
done his school and community proud.
“He has defied the odds and has not
allowed himself to be a victim of his
underprivileged background.”
Hatfield Christian Online School
(www.onlineschool.co.za) is partnering
with 46 disadvantaged schools across
David Mahlangu pictured with Greg Bitgood, a Canadian partner at the Hatfield Christian
Online School.
Hope is never far
David Mahlangu’s outstanding 2013 matric examination
results, notably in Mathematics and Physical Science,
earned him a full scholarship from the MasterCard
Foundation Scholars Program to study industrial
engineering at the University of Pretoria.
South Africa, and teachers in under-
resourced communities are given access
to a world-class Mathematics and
Physical Science online curriculum, which
includes technologically rich lesson
plans, teaching aids and assessments for
Grades 10 to 12.
Hear David’s testimony:
www.youtube.com/
watch?v=D7iH_vcyz-
tw&list=PLpPNVmT3KOO9S-
agZ2y5YASayCDXzYVa52&
index=8
Success is not just about what you
accomplish in your life, it is also
about what you inspire others to do.
Anonymous
“I envision the
world where
every living
being lives a
peaceful and
prosperous
life.”

there for four years, which
turned out to be the best
years of his life. Dan says
he made solid friends while
living at TuksVillage and he
was the first quadriplegic
House Committee member in
the University’s history.
In 2014, he passed his
honours degree by typing
with his tongue on his
phone’s touchscreen (600 to
900 words in 15 minutes).
The phone has a dictionary
and predictive text and he
has been speaking this way
since he was recovering in
hospital.
Very few men study
journalism (in a class of 25
only three were men) and Dan
realised that this provided
him with an opportunity. He
was even more convinced
that journalism was what
he wanted to do. His only
platform at that point was the
written word, but journalism
opened the door to radio, and
he was given the opportunity
to host a segment on Radio
Pulpit.
Getting
Dan mobile
Sometimes, life
tackles you hard, but
you have to get up
and get back in the
game. Dan Lombard,
who completed an
honours degree
in Journalism at
the University
of Pretoria in
2014, broke his
neck during a
practice rugby
game and became
a quadriplegic in
2008. He was in
matric at Pretoria
Boys High School.
I
n July 2015, Dan shared
his incredible story with
the Jacaranda FM Good
Morning Angels team. He
needed a wheelchair-friendly
van to help him get around
so that he could pursue
his dream of becoming a
rugby reporter. Often, he
had to miss rugby games
and events because he did
not have suitable transport.
Hartogh Streicher and the
Action Ford team sponsored
a Ford Transit Connect van
for six months. The vehicle
was fitted with a ramp for
his wheelchair. Before the
six months were over, Dan
received enough generous
donations to help him buy
the van below cost price.
After the accident, Dan spent
three months in rehabilitation
and went back to school that
August. He passed matric, but
his dream of a gap year was
not viable at that stage, so he
followed his father’s advice
to study and enrolled at the
University of Pretoria for a
BA degree in 2009.
Dan has always been very
independent, so he moved
into TuksVillage and stayed
Newsmaker
Dan Lombard (front) with (from left) Maggie (Dan’s stepmother), Jonathan (from RadioRaps),
Gabriel (Dan’s brother), Kassidy (his sister), Jacques (Dan’s father), Isaac (Dan’s caregiver) and
Oupa Willie at the Action Ford Golf Day held to raise funds for the ramp for his wheelchair.
Dan can often be seen next to the
rugby field where he still shows
his love for the sport by reporting
on games and interacting with the
players. The new van will certainly
help him attend more events and
build his career.

Gesondheidswetenskappe: Loopbaanfokus
D
ieetkundiges spesialiseer
in voeding vir mense. ŉ
Dieetkundige kan beskryf word
as ‘n professionele persoon wat die
wetenskap van voedsel, voeding en
dieetkunde vir mense toeganklik
maak – hetsy as individue, as ŉ gesin
of in groot groepe, hetsy gesond of
siek en in alle fases van die lewe.
Dieetkunde is ŉ aanvullende
gesondheidsorgberoep, soos
byvoorbeeld fisioterapie en
arbeidsterapie. Die kernfunksie van
dieetkunde is om die lewenskwaliteit
van individue en/of gemeenskappe te
verbeter deur middel van voedsel en
voedingsorg. Dit kan voorkomend
en/of genesend wees. Deur
dieetkunde aan die Universiteit
van Pretoria te studeer, sal jy ŉ
goeie begin maak in jou beroep as
praktiserende dieetkundige.
Wat behels die graad?
Dieetkunde by die Universiteit
van Pretoria is ŉ geïntegreerde
vierjaargraad wat uit teorie en
praktiese opleiding bestaan en
aangevul word deur gestruktureerde
elektiewe opleiding in instansies
soos hospitale. Alle praktiese kennis
wat opgedoen is, word tydens ŉ 23-
week internskap by staatshospitale
en klinieke in die finale jaar
gekonsolideer. Tydens die internskap
doen Tuks-dieetkundestudente
waardevolle ervaring op as lid van ŉ
multidissiplinêre span.
Die teorie en praktiese opleiding van die
program is om die dieetkundige beroep
gestruktureer. Die beroep het drie
breë spesialisareas, naamlik kliniese
dieetkunde (mediese voedingsterapie),
gemeenskapsgebaseerde dieetkunde,
en die bestuur van grootskaalse
voedseldienseenhede.
Kom jy goed met mense oor die weg?
Stel jy belang in voedsel en voeding?
Is jy gesteld op wat jy eet en wil jy
’nŉ gesonde lewenstyl volg? As jy
‘ja’ geantwoord het, is dieetkunde
moontlik die loopbaan vir jou.
Loopbaan met ‘n wenresep
Dieetkun
Die kursus is
probleem-
georiënteerd en
gee aan studente
die geleentheid
om die teorie wat
hulle geleer het
in komplekse
situasies wat hulle
in die werklike
lewe kan teëkom,
toe te pas.
Die beroep het drie breë spesialiseringsareas, naamlik
kliniese dieetkunde (mediese voedingsterapie),
gemeenskapsgebaseerde dieetkunde, en die bestuur
van grootskaalse voedseldienseenhede.

Gesondheidswetenskappe: Loopbaanfokus
Kliniese dieetkunde (mediese
voedingsterapie) fokus op die voeding
van individue, hetsy voorkomend
(in terme van lewenstylverwante
siektes), of terapeuties (as deel van die
behandeling van siektes – byvoorbeeld,
ŉ persoon met diabetes het sekere
dieetvereistes wat deur ŉ dieetkundige
uitgewerk en gemoniteer moet word).
Die doel van gemeenskapsgebaseerde
dieetkunde is om gemeenskappe
of groepe mense op te voed oor
voeding en om hulle te leer om hulle
gesondheid te verbeter deur te fokus op
voeding. Gemeenskappe word opgelei
in die tipes voedsel wat hulle nodig het
om ŉ gesonde lewenstyl te handhaaf
en in hoe hulle die nodige voedselitems
kan bekom deur byvoorbeeld die regte
tipes groente te plant.
Die derde area van dieetkunde
is bemoeid met die bestuur van
grootskaalse voedseldienseenhede,
waar die voedingsbehoeftes van kliënte
of pasiënte in ag geneem moet word
by die beplanning van normale en
terapeutiese diëte.
Die kursus is probleem-gebaseerd
en gee aan studente die geleentheid
om die teorie wat hulle geleer het in
komplekse situasies wat hulle in die
werklike lewe kan teëkom, toe te pas.
Wat kan ek met my graad doen?
Soos in die geval van alle aanvullende
gesondheidsorgberoepe moet ŉ
gegradueerde in dieetkunde ŉ jaar
verpligte gemeenskapsdiens doen
voordat hulle as dieetkundige by
die Raad vir Gesondheidsberoepe
van Suid-Afrika (Health Professions
Council of South Africa – HPCSA) kan
registreer. Daarna is daar ŉ hele paar
moontlikhede.
Dieetkundiges word ook deur
farmaseutiese maatskappye in diens
geneem om voedingsprodukte te
bemark.
Wat is die toelatingsvereistes?
Vak Prestasievlak Toelatings-
punttelling
(TPT)
Engels 4 (50–59%)
25Wiskunde 4 (50–59%)
Fisiese
Wetenskap
4 (50–59%)
Vir keuringsdoeleindes word die som
van die ses vakke, met inbegrip van
Engels, Wiskunde en Fisiese Wetenskap,
bereken. Lewensoriëntering word nie in
aanmerking geneem by die berekening
van die TPT nie. Daar word ook van
kandidate vereis om die Nasionale
Normtoets (NBT) af te lê.
Kry meer vakinligting by:
unde
Keuring
Aansoeke om toelating sluit op 31 Mei. Kandidate sal in September skriftelik in
kennis gestel word van die voorlopige keuringsuitslae.
Jy kan vir die regering werk waar jy
voedingsprogramme en -beleide as
deel van gemeenskapsontwikkeling
kan beplan en implementeer, en ook
die boodskap van goeie voeding kan
uitdra ten einde mede-Suid-Afrikaners
te bemagtig en op te hef. Jy kan
voedingsorg aan pasiënte in regerings-
of privaathospitale gee as lid van ŉ
multidissiplinêre gesondheidsorgspan.
Jy kan ook voedseldiensstelsels bestuur
om die beste moontlike kwaliteit
voedsel en voeding vir groepe soos
bejaardes, studente, kinders en
hospitaalpasiënte te verseker.
Dieetkundiges met hul eie praktyk
kan waardevolle bydraes maak
deur inligting en diëte vir persone
met spesiale vereistes te verskaf,
byvoorbeeld professionele atlete en
mense wat met spesifieke siektes
gediagnoseer is.
Me Vanessa Kotze
Tel +27 (0)12 354 1408
E-pos vanessa.kotze@up.ac.za
Me Gerda Gericke
Tel +27 (0)12 354 1291
E-pos human.nutrition@medic.up.ac.za

Health Sciences: Career focus
R
adiography offers one the
opportunity to combine a
commitment to caring for
patients with a desire to use cutting-
edge technology in the diagnosis and
treatment of patients. Radiography is
one of the rapidly growing occupations
in modern healthcare.
The minimum admission
requirements are:
ƒƒ Grade 12 National Senior Certificate
for degree purposes
ƒƒ English 4 (50–59%)
ƒƒ Mathematics 4 (50–59%)
ƒƒ Physical Science 4 (50–59%)
ƒƒ An APS of 25
Prospective students are advised to visit
an X-ray department. This will assist in
making an informed career choice. The
closing date for applications is 31 May.
Employment opportunities for
qualified diagnostic radiographers
ƒƒ Urban and rural hospitals
ƒƒ Private clinics and hospitals
ƒƒ The South African National Defence
Force
ƒƒ Mining companies
ƒƒ Private radiological practices
ƒƒ Training bodies
ƒƒ Specialised units such as angiography,
computer tomography, magnetic
resonance imaging and ultrasound
ƒƒ Representatives for companies that
supply apparatus and equipment
Radiographers may also occupy
managerial positions or may establish
their own practice.
Employment opportunities for
therapeutic and nuclear medicine
radiographers are limited to tertiary
hospitals and private healthcare
practices that offer a radiation oncology
service and have a nuclear medicine
facility.
What does the undergraduate
degree programme entail?
The Bachelor of Radiography (BRad)
degree is a full-time programme with a
duration of three years plus one year
of compulsory community service.
Students are exposed to all the facets
of healthcare, and training takes place
at primary, secondary and tertiary
healthcare institutions – as well as in
private practices.
Students are registered with the
Health Professions Council of South
Africa (HPCSA). As a radiation worker,
students are monitored monthly for
Imagine
being a radiographer
Germaine Lovric
Lecturer
(Department of Radiography)
Email: gmathurine@up.ac.za
radiation doses received. Students
must complete set competencies and
comply with the requirements of the
HPCSA in order to register as a qualified
radiographer once they graduate.
Students follow an academic and a
clinical programme. The academic
programme covers approximately
28 weeks, during which time students
attend lectures and gain practical
experience in the clinical sections. Clinical
tuition takes place in the Department of
Radiology at the Steve Biko, Kalafong,
Tshwane District, Pretoria West and
Mamelodi hospitals, as well as certain
private radiological practices. Compulsory
clinical experience must be completed
within three years. Students also gain
clinical experience after hours to ensure
that the necessary trauma service
competency is achieved. This implies that
some weekends and public holidays are
included in clinical training time.
A radiographer puts a patient’s mind at ease during a radiography procedure. The ability to
connect with people is a vital part of the radiographer’s daily tasks.

Radiography consists of four
divisions:
1. Bachelor in Radiography:
Diagnostic (undergraduate
programme)
The diagnostic radiographer is an essential
member of the healthcare team and is
responsible for forming and capturing
diagnostic images of a patient, as referred
by a medical practitioner, for a specific
radiographic procedure. X-rays or magnetic
fields are used to form the image on a
film or computer. X-ray procedures are of
varying complexity and range from simple
skeletal examinations to sophisticated
high-technology examinations, such as
computer tomography (CT) scans and
magnetic resonance imaging (MRIs).
2. Bachelor in Radiography
(Honours): Radiation Therapy
The therapeutic radiographer is focused on
planning and treating patients diagnosed
with tumours (usually cancer), with high-
energy radiation. This involves designing
patient immobilisation, diagnostic imaging
localisation procedures, accurate radiation
dosage planning and the accurate delivery
of radiation treatment according to the
prescription of a radiation oncologist
(a specialist medical practitioner).
The therapeutic radiographer plays a
significant role in the emotional and
physical support of patients and their
families during a course of radiation.
3. Bachelor in Radiography
(Honours): Nuclear Medicine
The nuclear medicine radiographer
contributes to the diagnosis of patients by
providing information about the structure
and function of organs or systems, and
treating diseases using various radioactive
isotopes. The radiographer is responsible
for the preparation and administration
of the radioactive isotope to the patient,
the imaging and the post-processing
(computer analyses) of the images.
4. Diagnostic ultrasound
Note: This postgraduate programme is not
currently offered at the University of Pretoria.
The diagnostic ultrasound radiographer
is responsible for forming images of the
anatomical regions and physiological
functions of a patient, as well as reporting
on images produced. The radiographer
is also focused on the care of the patient
during the ultrasound scan procedure.
Contact information
Ms Erika Ahrens
Tel +27 (0)12 354 1162
Email
erika.ahrens@up.ac.za
Ms Mable Kekana
Tel +27 (0)12 354 4371
Email
mable.kekana@up.ac.za
Personal characteristics
A radiographer must have the genuine desire to help ill and injured
patients. Self-discipline, accuracy and responsibility will assist the
radiographer in making good decisions and dealing with any situation.
The radiographer should enjoy good health, since the work entails a
lot of physical movement in supporting and assisting patients and in
manipulating equipment.

The first
responsibility of a
leader is to define
reality.
The last is to
say thank you.
In between, the
leader is a servant.
Max De Pree

What does the degree entail?
Studying the Bachelor of Nursing
Science (BNurs) is part of becoming a
professional healthcare provider. The
course entails two years of full-time
study, during which students are
prepared for the following career fields:
General nursing involves caring for
people of all ages, in hospital, clinic
and community settings.
Midwifery provides counselling and
care during pre-conception, pregnancy,
childbirth and the postpartum period.
Clinical skills and experience are
obtained through practical exposure in
hospitals and clinics.
The heartbeat
of a nation
What can I do with my degree?
You can work in various hospitals and
clinics in the community and run a
private nursing practice. The state and
the private sector offer a wide variety
of opportunities.
The following fields of nursing
specialisation are available:
ƒƒ General medical, surgical nursing
and speciality nursing
ƒƒ Trauma nursing
ƒƒ Theatre nursing
ƒƒ Community nursing
ƒƒ Psychiatric nursing
ƒƒ Midwifery
ƒƒ Paediatric nursing
ƒƒ Neonatal nursing
ƒƒ Nursing management
ƒƒ Nursing education
What are the admission requirements?
Mathematics, Physical Science, Biology or
Physiology are recommended subjects.
To be considered, the sum of six subjects,
including English, is required, with an APS
of 28. Life Orientation is excluded from
the APS calculation.
Selection is based on the final Grade 11
results and results of the National
Benchmark Test (NBT). A personal
interview is conducted with every
applicant.
Applications close on 31 May of the
preceding year.
Maurine Musie (final-year nursing student)
Nursing for me will never be ‘just a job’. It is my passion and each day is another learning experience.
Waking up every morning and knowing that my touch and words of encouragement could put a smile
on a patient’s face remains indescribable. The moment I put on my nursing uniform, my patients
become the centre of my day, the most important people. It means treating my patients, colleagues,
lecturers and those around me with respect, dignity, kindness and compassion. It means I can think
on my feet. It means being accountable and responsible. It means that I care about the well-being and
lives of all the citizens of South Africa.
The Department of Nursing Science at the University of
Pretoria started with the first undergraduate training of
nursing science in South Africa in 1956. The Department
is therefore a pioneer in the nursing profession in South
Africa. The Department of Nursing Science strives for
excellence in its teaching, research and community
outreach programmes. The Department of Nursing
Science focuses on the promotion of the intellectual,
personal and professional development of all its
students. Nursing as a profession equips one to serve
others and to enrich their lives.
Apply online or download an application form at www.up.ac.za
Moselene Appel
Where can I obtain information?
Miss V Bhana
Department of Nursing Science, School of Healthcare Sciences, PO Box 667
Pretoria 0001
Tel +27 (0)12 354 1773/354 2125
Fax +27 (0)12 354 1490
Email varshika.bhana@up.ac.za OR nursing@medic.ac.za

Health Sciences: School of Dentistry
Technology and dentistry working together
T
he Department of Prosthodontics
at the University of Pretoria
is one of the very few centres
in South Africa where specialised
maxillofacial prosthodontics services
are offered to patients who do not
have access to a medical aid scheme.
Maxillofacial prosthodontics is a
speciality of dentistry that deals with
the rehabilitation of patients’ defects
of the head and neck region. These
range from minor to major functional
disabilities combined with cosmetic
disfigurement. The Department mostly
serves patients referred from the Steve
Biko Academic Hospital and from many
of the surrounding clinics in Gauteng,
Limpopo and Mpumalanga.
The patients are mostly adults who
suffer from oral or head and neck
Jaw dropping...
Maxillofacial prosthodontic project
Cules van den Heever
defects due to trauma, cancer or
natural causes. Traumatic injuries
include gunshot wounds, injuries
resulting from violence or motor
vehicle accidents, workplace injuries,
as well as injury from fire or domestic
violence. In the case of head and neck
cancers, patients often require major
surgery to remove tumours that would
otherwise be life threatening.
A person who loses facial structures
has to deal with a number of practical
problems. Chewing and swallowing
food is limited by the loss of a part
or all of the upper or lower jaw, the
tongue or the palate. This leads
to health problems, such as poor
nutrition and infections, as well as
social embarrassment when eating in
company.
If you have decided that dentistry is the career for
you, you will not only work on people’s teeth, but
also play a major role in reconstructing people’s
faces by replacing jaws, ears and noses.
Communication is hampered because
speech is impaired, making it difficult
for others to understand, and sufferers
often find it difficult to obtain work or
interact socially.
The Department of Prosthodontics
at the University of Pretoria works
with a team of specialists, including
maxillofacial surgeons, plastic
surgeons, ear, nose and throat
surgeons, and (in the case of cancer)
oncologists and radiotherapists.
Following surgery, the prosthodontics
work includes implanting jaw
prostheses and manufacturing dental
prostheses. Prosthodontists also work
on the construction of prosthetic eyes,
ears and noses.
Ear prosthesis design Positioning jig design
Maxilla (upper jaw) implant Titanium mandible (lower jaw)
Prosthodontists also work on the
construction of prosthetic eyes,
ears and noses.

“I
was mentally prepared, but being
a student was a tremendous
experience! No two days were
alike and I met new people every day.
Dentistry is a tough programme and
there are no shortcuts, but you must
love it with your heart and mind and
you must work hard consistently to do
well. I believe that things often seem
impossible, until you find you can do
them with hard work and focus. Failing
my first test was a wake-up call and
often I have not received the marks I
hoped for, but I know now that success
is not an overnight thing,” she says.
Bee once treated a patient in
odontology and received positive
feedback about her work as dentist
and her character, which touched her
deeply. “We often don’t realise the
impact we have on the lives of others.
Once I had to extract a tooth for a very
frightened little paediatric patient and
she said she trusted me. This inspired
me to be the kind of dentist that would
remove fear from other children too.
Giving smiles back
to those who need them most
“I was challenged by my fear of failure
and my lack of patience, but today I
know that failure has made me stronger
and giving up is not an option. I run my
own race, I remain hungry for success,
so I strive to be better than the person
I was yesterday. I am far more tolerant
than I was five years ago and I have
learnt to remain calm. I would like to
educate people, because oral health has
an impact on one’s general wellbeing
and I would like to work towards
preventing oral diseases. I would also
like to see people from all walks of
life having access to good quality and
affordable healthcare,” she says.
Bee credits the support of her family
for her success and mentioned that
her brother-in-law has mentored
and challenged her to dream bigger
and aim higher. The support and
encouragement from the Dentistry
staff has enabled her to pursue her
academic dreams, but Bee thoughtfully
acknowledges the sisters, dental
assistants in the wards and cleaning
staff in the Faculty who have been kind
to her and have wanted to see her
succeed.
Bee’s dream job is to reach the masses
by working for the World Health
Organisation or the United Nations,
where far-reaching decisions are made.
“I would love to be an orthodontist, who
can give everyone a beautiful, functional
and healthy smile,” exclaims Bee.
ƒƒ Dentistry must be your first choice.
It is not a programme for the
faint hearted. Dentistry demands
consistent hard work, so if you
don’t love the profession, you won’t
flourish.
ƒƒ Dentistry is a craft that needs to be
mastered over time, so you need
to be passionate and disciplined,
but the sense of accomplishment
when you master a technique is
indescribable!
ƒƒ Dentistry is rewarding in terms of
relationships with your patients and
colleagues.
Bongiwe (Bee) Nhlangulela comes from
a small town in the Transkei and aspired
to become an attorney (like her father),
because she felt he was doing something
important. Then Bee required dental work
and befriended her dentist. She asked if
she could spend time watching her work.
At the practice, Bee met a lady who was
afraid her husband would leave her because
of the state of her teeth and she was so
grateful to the dentist for the huge change
her skills had brought about. So Bee
researched all the universities that offer
dentistry in South Africa and chose Tuks
for its facilities (which include a dental
hospital), the academic programme and its
excellent reputation.

Can I excel in Mathematics,
result, those who are close to
you will tend to assume that
you are ‘over-achieving’ if you
do excel. This assumption is
wrong. The scores that you
obtained in the IQ or aptitude
tests do not necessarily
indicate how you will perform
in the Mathematics class, and
even though similarities may
occur between these scores
and the Mathematics marks
achieved, this is definitely not
always the case. Learners who
grew up in disadvantaged
communities where they
received little stimulation
will most probably not be
able to give good account of
themselves when completing
IQ or aptitude tests.
Mathematics is by far the
most important subject for
selection and gives you access
to sought-after fields of study,
and this is not likely to change
in the foreseeable future.
It is your survival kit for the
future – choosing Mathematics
as one of your subjects is a
smart choice. I believe that the
majority of children have the
ability to pass Mathematics
at the level required for
admission to the field of study
they have chosen.
Let me explain: Even
though not everyone will
agree with this statement,
I feel that it is fairly
safe to assert (and the
experts agree) that four
out of every five children
are indeed able to do
Mathematics. What I am
saying is not that every
one of those learners will
obtain an A for Grade 12
Mathematics, but that
they can all pass at
the level required for
admission to their chosen
fields of study.
Note that no learner should
be ‘written off’ on account of
his or her IQ or aptitude test
results. Just as a high IQ and
aptitude does not guarantee
excellent results, a lower IQ
and aptitude do not necessarily
predict failure. The most
reliable predictor of future
achievement is not a high
score in IQ or aptitude tests,
but actual academic success.
T
o start with, tests
designed to measure
mathematical ability
or mathematical aptitude
are supposed to measure
a person’s ability to relate
abstraction to numbers. The
calculations that you are
required to do are supposed
to give an indication of your
mental, and, above all, your
mathematical development.
While it certainly makes a
lot of sense to have yourself
extensively tested by a
psychologist to get some idea
of what you could expect to
achieve in a Mathematics class,
this statement needs to be
qualified.
Intelligence and aptitude tests
can, to some extent, predict a
learners’ level of performance
at school (including their
achievement in Mathematics).
However, if you are tested
and your score is relatively
low in (for example) the
subtests Word Problems of
the Individual Intelligence Test
or Calculations in the Aptitude
Tests, you may be told that
you will probably not be able
to excel in Mathematics. As a
In order to achieve this, it
is of crucial importance to
apply yourself to the study of
Mathematics and to work not
only hard, but also smartly and
consistently. To find out what
this means, I recommend that
you visit the JT website
(www.up.ac.za/juniortukkie)
for the full articles on
mathematical reasoning in
English and Afrikaans.
I wish you only the best and
leave you with the following
message from Calvin Coolidge:
“Nothing in this world can
take the place of persistence.
Talent will not: nothing is more
common than unsuccessful
persons with talent. Genius
will not: unrewarded genius is
almost a proverb. Education
will not: the world is full of
educated derelicts. Persistence
and determination alone are
omnipotent.”
Finally: Do yourself a favour
and do a Google search using
the words “The Beatles in
Hamburg.” This story will
explain why I place so much
emphasis on commitment in
the Mathematics class.
and HOW
can I
succeed?
Every learner longs to know whether he or she has
the ability to excel in Mathematics. The million-dollar
question is: How can I find the answer?
Prof Kobus Maree

The man behind
the maths
receives an
excellence award
Prof Kobus Maree received the Psychological
Society of South Africa’s (PsySSA) Award for
Excellence in Science during the 20th South
African Psychology Congress on
18 September 2014.
The Award was made in recognition of his significant
contributions to Psychological Science, including the national and
global recognition he receives as a leading researcher, lecturer/
teacher, scholar and thinker in career counselling, confirmed by
his many scholarly publications (including books, book chapters
and articles in leading national and international journals).
The award also recognises the multiple invitations he receives
to deliver presentations locally and across the world. He is
internationally recognised for his work in (storied) career
counselling and in life designing, including the advancement of
an integrated, qualitative and quantitative approach to career
counselling and helping people overcome the shackles of a poor
background and giving them hope.

Feel good
B
y taking into account
the relevant economic,
environmental and
social factors, Enactus
students create innovative
and sustainable solutions
to real-world problems in
order to make a positive
contribution to humanity.
Enactus serves to enrich
students’ lives by providing
them with the opportunity
to help the community, and
equipping them with valuable
business and life skills, while
simultaneously transforming
them into well-rounded,
selfless leaders.
When I first joined Enactus at
UP, I was an ordinary student
with little that set me apart
from others. With a strong
belief in sustainable change,
I advanced to become the
Project Leader of our most
successful initiative in 2014. I
was elected as the President of
this remarkable organisation
in 2015. Leading more than
150 students, my goal was to
become a coaching-leader to
enrich the ability, efficiency,
and esteem of others so
that they may harness their
own potential to transform
themselves into pioneers
of our future. I believe in
encouraging people into
action, rather than instructing.
The team executives use this
Amina Akoo
Enactus President 2015 (UP)
army.akoo@gmail.com
+27 (0)82 355 8484
Seeing possibilities
– Amina Akoo shares her experiences and
how they have shaped her leadership skills
ENACTUS is a global non-profit organisation that is
active in approximately 1 600 tertiary institutions
in over 36 countries. The aim of Enactus is to create
economic opportunities for communities in need
through the implementation of strategic community
empowerment projects.
notion to guide the members
through dedicated and
meaningful participation.
During this year, my greatest
challenge was leading a
team of leaders, each with
a powerful personality and
expertise. I had to create an
environment for my team to
grow, while forming a support
structure that assures direction
and guidance. By structuring
my team members’ workloads
to complement their skills and
interests, I inspired them to
work together to build on each
other’s strengths. This has
been the key to our success.
At Enactus UP, students from
all faculties of the University of
Pretoria combine their skill sets
in order to create innovative
solutions to solve social and
economic problems. We also
work with academic experts
and business people to ensure
the viability of our projects;
thus we enter the professional
world at a very early stage in
our careers. Dedication takes
on a new meaning when we
realise the amount of time that
this organisation demands.
As a result of these
experiences, we have become
a united force that is ready
to address the needs of
our country. Being a part of
Enactus UP has given me the
ability to see opportunities,
construct realistic ideas and
put them into action. It has
been the most exhilarating
and enhancing time of my life
and I have had the honour
to be alongside a spectacular
team of diverse and talented
students at the University of
Pretoria.
Together we have learnt
to step out of our comfort
zones and place ourselves
at the heart of our nation’s
challenges. By embodying the
ethos of entrepreneurial action
to empower communities,
we have tackled issues like
crime, education, agriculture,
load shedding, renewable
energy and recycling. As a
team with an entrepreneurial
spirit, we do not go where it is
convenient, but rather where
there is a need for change,
therefore our projects span
from Gauteng to the North
West. In 2015, we empowered
around 400 beneficiaries –
these individuals range from
school learners to unemployed
youths and struggling women.
Furthermore, through our
initiatives, we have learnt
to become one with our
communities as we measure
our level of success according
to our beneficiaries’ level of
sustainability.
I encourage students at every
university to seek out their
Enactus chapter and give
themselves the chance to meet
a group of students who strive
towards the common goal
of sustainable change. Every
Enactus experience is different,
but the collective feeling that
remains is a fulfilled purpose
upon successfully empowering
people in order to leave a deep
impact in communities. We
prove that, with time, effort
and dedication, a group of
university students can change
the lives of a nation.
Together we
have learnt
to step out of
our comfort
zones and
place ourselves
at the heart of
our nation’s
challenges.

Campus safety
O
wing to the high incidence
of crime in South Africa,
the Department of Security
Services collaborates with the
South African Police Service (SAPS),
the City of Tshwane Metropolitan
Municipality and the Hatfield City
Improvement District (CID) to promote
a safe environment, even beyond
the boundaries of the University’s
campuses.
Services provided by the
Department include the following:
ƒƒ Electronic access control to all
campuses and residences
ƒƒ A 24-hour Operational Management
Centre. The Operational
Management Centre allows for
the effective management of all
operations around the clock, more
efficient collaboration and easy
access to information. It also enables
fast responses to any breach in
security, before it becomes a threat.
ƒƒ A 24-hour operational manager
ƒƒ A 24-hour emergency reaction
vehicle and 24-hour alarm and CCTV
monitoring
ƒƒ Safe escorting of students via the
Green Routes on campuses. The
Green Route Project provides for
students and members of staff to
be accompanied after 18:00 to and
from their residences and vehicles or
any other location in close proximity
to the campus.
ƒƒ A 24-hour emergency medical
support service
ƒƒ A 24-hour toll-free crisis line that
offers professional and confidential
support to students who are
experiencing trauma
ƒƒ Ongoing safety awareness campaigns,
investigations and counselling
support to victims of crime
ƒƒ Security briefing sessions for
students who participate in
community-based projects
The Department of Security Services
facilitates all recreational and sports
events in terms of the relevant
legislation to the best interest of
students and participants. The
Department provides guidance in
Staying safe at Tuks
The Department of Security Services puts the safety
and security of students, staff and property first and
foremost on all the campuses of the University of
Pretoria and is fully committed to maintaining a safe
environment where students can study and participate
in sport, cultural and social activities with total peace
of mind.
ensuring the effective and smooth
running of all events.
Parking arrangements: The Hatfield
Campus cannot accommodate all
student vehicles, but there are parking
areas designated for use by students
in the immediate surroundings of
our campuses. The park and ride
service operates between the UP
Sports Campus and the Hatfield and
Groenkloof campuses. In addition, a
pay-as-you-park facility is available in
the Engineering 3 Parkade.
It is believed that the introduction
of the A Re Yeng rapid transport
system by the City of Tshwane will
offer relief in terms of accessibility
to the Hatfield Campus.
The Department plays an important role
in promoting accessibility on campuses
for physically challenged students.
Important contact numbers
24-hour Operational Management Centre +27 (0)12 420 2310/420 2760
24-hour Operational Manager +27 (0)83 654 0476
24-hour Crisis Service Toll-free 0800 00 64 28
Keep these close!

JuniorTukkie Club
Forty-five JuniorTukkie community
engagement team members plus six
Executive Committee members visited
the Bophelong Community Centre
Children’s Home in Mamelodi East to
celebrate Mandela Day by giving back.
At the home we met Ma Hilda (the caretaker) and her assistant
who welcomed us.
Then we set to work:
ƒƒ We painted the two girls’ rooms – we painted one pink and
the other purple.
ƒƒ We painted the study powder blue and the children made
handprints on the walls. They loved being involved and
enjoyed this activity very much!
ƒƒ We cleaned the walls of the boys’ rooms.
ƒƒ We scrubbed the hallway walls (upstairs and downstairs).
ƒƒ We washed the windows and floors.
ƒƒ We made up their beds and tidied their rooms.
A clean, hygienic and pretty environment
is conducive to wellbeing and makes their
home a friendly place to live in.
A hamper of groceries was given to the house mothers.
By lunchtime we had finished working and it was time to have
a PARTY! Tables were set out in the living room and were
decorated for our party. We had a mini braai with boerewors
rolls and partied with the children to make them all feel
special, as many never have a party on their birthdays.
Seeing the gratitude on the faces of the house mothers and
children made our efforts more than worthwhile and it made
us realise how much we have to be grateful for.
Silindile Luthuli
Doing it for Madiba!
Mandela Day – 25 July 2015
Mandela Day is a global call to action that
celebrates the idea that each individual has
the power to transform the world, and has
the ability to make an impact. The Mandela
Day campaign message is: "Nelson Mandela
has fought for social justice for 67 years. We're
asking you to start with 67 minutes."
Did you know?

University of Pretoria 20
JuniorTukkie Club
T
he camp, which ended on 17 July 2015,
was organised by the JuniorTukkie Office,
the Centre for Geoinformation Science,
EIS-Africa and the South African Geography
Teachers’ Association. The support of the
sponsors – Statistics South Africa, Esri South
Africa, the Council for Scientific and Industrial
Research (CSIR) and the Geo-information
Society of South Africa (GISSA) – made the camp
possible. Learners received valuable experience
and information to assist them in making
informed study and career choices.
Tech Camp 2015 kicked off with some joyful
noise at the Amphitheatre thanks to the Roarrr
team. There can be no better way to get to
know your fellow campgoers than learning
to ‘Coca Cola Clap.’ The students were then
lucky enough to be given access to a full online
Grade 11 Mathematics and Physical Science
syllabus. The learners had an incredible African
drumming session on the first day and settled in
at Altelekker Youth Camp. The next day began
with some very interesting talks on careers in
geographic information systems (GIS) and the
learners experienced an interesting practical
session on OpenStreetMap.
On 15 July 2015, the learners began working
on group projects. Each group decided on
a topic, and tasks were allocated to each
member. Data was collected on the Hatfield
Campus, which was then transformed into
information that was used to solve each
group’s specific task. This was especially
exciting, as it was a chance for the attending
scholars to showcase their unique talents
and get an opportunity to work hands-on
with QGIS, a free and open-source GIS
product. The groups gathered their own data
and created their own maps. It was exciting
to see the groups become more comfortable
and enthusiastic about their projects.
On 16 July 2015, after a presentation on how
some of the GIS professionals had ended
up in the field, the learners gave their own
presentations. All the groups presented
extremely interesting topics, such as the
best possible location for a new entrance
on campus, and the areas on campus where
the campus security programme could be
updated and altered. That evening, spirits ran
high at the potjiekos competition.
What is
geospatial
technology?
Geographers, planners
and other scientists and
professionals use many
technologies and techniques
to learn about our world.
These technologies include
mobile maps, in-vehicle
navigation, geographic
information systems
(GIS), remote sensing,
earth observation, the
Global Positioning System
(GPS) and online maps,
such as Google Earth and
OpenStreetMap. Geospatial
technologies allow us to
view, understand, question,
interpret and visualise data
in many ways that reveal
relationships, patterns and
trends in the form of maps,
globes, reports and charts.
This technology assists in
answering questions and
solving problems by looking
at data in a way that is
quickly understood and
easily shared.
Learning about geospatial technology
at JuniorTukkie Geospatial Tech Camp
On 13 July 2015, 49 Grade 11 learners from all over South Africa
arrived at the Hatfield Campus to register for this year’s JuniorTukkie
Geospatial Tech Camp, which was a follow-up of the successful Global
Connections and Exchange: My Community, Our Earth Tech (MyCoE)
Camp that was held at the University of Pretoria in 2014.

JuniorTukkie Society
D
ertien lede van die JuniorTukkie-studentevereniging het
aan die geleentheid deelgeneem deur daardie oggend
as vrywilligers op te tree. “Toe ons 06:30 opgedaag
het, het ons vir die organiseerders en helpers kos voorberei.
Die wedloop het om 07:30 begin. Ons het tydens en ná die
wedloop water aan die deelnemers uitgedeel. Die JT-studente
het ook sakke en medaljes aan die wenners by die wenstreep
oorhandig,” sê hulle.
Sal jy
vir vriendskap hardloop?
Op 4 Julie 2015 het die Wedloop vir Vriendskap in Hatfield, Pretoria,
plaasgevind. Die doel van die wedloop was om fondse in te samel vir
verskeie toevlugsoorde in die omgewing van Hatfield.
“Groot was ons verbasing toe drie entoesiastiese studente-
adviseurs van die Universiteit van Pretoria – Jean Thomaïdes,
Thembela Mkunyana en Peter Folkard – opdaag om aan
die 10 km-wedloop deel te neem. Ons is dankbaar vir hul
ondersteuning en trots op hul deelname,” merk hulle op. Ná
die wedloop het lede van die JuniorTukkie-studentevereniging
die organiseerders gehelp om op te ruim en is hulle vir hul
vervoerkostes vergoed.
’n Leier is iemand wat demonstreer wat
moontlik is.
Mark Yarnell

The School of St Jude is a remarkable
success story and the UP JT ambassadors
are proud to be associated with them.
University of Pretoria JuniorTukkie Ambassadors Programme
The UP JT Ambassadors
Programme 2015
The aim of the UP JT Ambassadors Programme is to recruit as many
top quality students for the University of Pretoria as possible. One
method is to send our best students back to their communities to
showcase to their peers that it is possible to achieve academically at
university no matter where you come from.
These students undergo training sessions and are told
how to use the University’s marketing material effectively.
They are also equipped with presentation skills. It is
important to send out a consistent message to all schools.
UP JT ambassadors come from different
faculties. The Student Representative
Council office uses students to go out
to schools and JCP students from the
Faculty of Engineering, Built Environment
and Information Technology also visit
different communities. The Mpepu Rural
Youth Encouragement (MRYE) Group
has already visited six provinces. Many
UP JT ambassadors have sacrificed their
recess to visit schools all over South Africa.
Some offered classes in Mathematics and
Physical Science; others offered career
advisory services and helped learners to apply online.
To date over 70 schools in Gauteng, Limpopo, Mpumalanga,
KwaZulu-Natal, North West and the Eastern Cape have been
visited. The positive response from these schools when former
learners from their schools visit them has been a humbling
experience, and they were received with jubilation. It also instils
hope in prospective students when they see how their peers
are committed to their career paths and are
well on their way to graduating as doctors,
engineers and chartered accountants.
Five students from the School of
St Jude in Tanzania attended the
Grade 11 Empowerment Week and were
financially supported by Investec.
Be inspired by the amazing story of this
special school by going to their website
(www.schoolofstjude.org) and reading
about how they are fighting poverty
through education and providing
employment to many people.
In 2016, the UP JT ambassadors plan to reach even more
schools and convince many more top academic achievers to
make the University of Pretoria their institution of choice!
A UP JT ambassador addresses the learners. A learner at the School of St Jude conducting an experiment.
Be inspired
Read the
School of
St Jude’s
story at
www.schoolofstjude.org

JuniorTukkie Empowerment Week
Academic muscle was built
during JT Empowerment Week
S
essions included
LectorSA reading
development, life skills,
study methods, mathematical
reasoning and emotional
intelligence.
ƒƒ Learners visited Freedom
Park and the Union
Buildings. Students in
Culture and Heritage
Tourism took the group
on a tour of the Hatfield
Campus.
ƒƒ An Adventures Workshop,
facilitated by Ferdie Heunis
(from Roarrr Adventures),
served as an ice-breaker.
ƒƒ Karl Gostner presented
the Leadership Workshop
to unlock leadership
potential.
ƒƒ Kobus Maree presented
a session on social
responsibility and another
on mathematical reasoning
and problem solving.
The seventhJuniorTukkie Grade 11 Empowerment Week, financially sponsored by
Investec, was attended by 218 learners, of which 5came from Tanzania;
49 UP with Science learnersin Grade 11 also attended many of
the sessions.
ƒƒ Other members of the
recruitment team spoke on
admission requirements
and the application
process.
ƒƒ Daleen van Rensburg
introduced learners to
the advanced LectorSA
web-based reading
development programme
and tested their reading
speed and comprehension
skills. Learners were also
introduced to the new
Read2Learn programme,
which is designed to
enable learners to read
critically and become
active readers.
ƒƒ Setlogane Manchidi from
Investec Bank delivered an
inspiring talk: “Investing in
your future.”
ƒƒ Michael Ellis introduced
the learners to the
Bloodhound Project,
a global engineering
adventure using a
1 000 mph world land
speed record attempt.
27 JUNE TO 3 JULY 2015
Mind
blowing
statistics
ƒƒ Zuleikha Ahmed presented
a life skills course.
ƒƒ Ida Meyer presented
study methods and tips on
coping with exam stress.
ƒƒ Petrus Lombard presented
a session on time
management.
ƒƒ Richard Beardsley and
Sarah Whigham facilitated
the session on computer
skills, search engines and
the use of the UP Portal.
ƒƒ Pieter Clase motivated
the learners with his
presentation: “Through the
eyes of others.”
He hopes to inspire
the next generation
to consider careers in
science, technology,
engineering and
mathematics.
ƒƒ Dakalo Makhado talked
about MaxMatric
(www.maxmatric.com).
He provided guidance and
resources that enabled
learners to make informed
study decisions.
ƒƒ An African drumming
session, a movie night,
a braai and various
games provided for great
entertainment.
ƒƒ All the learners underwent
a free eye-test by Spec-
Savers.
ƒƒ De Wet Swanepoel of the
Department of Speech-
Language Pathology
and Audiology screened
learners for hearing loss
using a new app called
hearScreen.
Outing to Freedom
Park in Pretoria
Hearing tests were
done free of charge.
A learner doing the LectorSA read-
ing development programme.
All learners underwent a
free eye-test by Spec-Savers
and received spectacles if
they needed a pair.
Sounds like fun, doesn’t it? Make sure you stay up to date with all the JuniorTukkie activities
and events! Visit their website: www.up.ac.za/juniortukkie and join in the adventure!

JuniorTukkie Graad 11-toppresteerdersfunksie
Die beste
tyd van
my lewe!
Prof Cheryl de la Rey (Visekanselier en Rektor) het al
die leerders, gaste en opvoeders welkom geheet.
Die 10 beste akademiese presteerders en hul
Lewensoriënteringopvoeders van die aangewese skole
is genooi om die funksie by te woon. Hierdie skole
word gekies volgens die aantal studente wat hulle
gedurende die laaste vyf jaar aan UP gelewer het.
Hierdie geleentheid spits hom daarop toe om die
toekoms van jong, talentvolle leerders te vorm en
om die proses van besluitneming rakende studie-
en loopbaankeuses te begelei. Leerders kon ook
die opgeruimde atmosfeer van
Tuks se studentelewe beleef en hulle het meer
van UP se fakulteite geleer.
Die jaarlikse Agri-voedsel Loopbaan- en Beursskou
van die Produkbemarkingsvereniging (PMA) is
terselfdertyd as die Graad 11-toppresteerdersfunksie
gehou. Dit het beteken dat die leerders ook die
34 stalletjies van die landboubesigheidsektor in die
Rautenbachsaal kon bywoon.
Die voormalige Tuks FM platejoggie, Alex Caige, het
albei dae tydens die formele program die bal aan die
rol gekry. ŉ Opwindende, maar prikkelende program
vol aangename verrassings het gevolg.
Steven Ball, Adjunkdirekteur van TuksSport, het die
leerders met sy praatjie geïnspireer. Tuks Camerata
het die gehoor se asem weggeslaan en Fanie
de Villiers het die gehoor se volle aandag gehad
tydens sy praatjie oor sy ervaring as ŉ student
en die blootstelling wat hy as Suid-Afrikaanse
krieketambassadeur geniet het. Olympus se briljante
serenadegroep het gesorg vir baie lag en die leerders
ŉ voorsmakie gegee van die studentelewe.
Mnr Petrus Lombard, JuniorTukkie-projekbestuurder,
het die leerders aan die JuniorTukkie-klub
en sy voordele bekendgestel. Leerders wat
voorafbesprekings gemaak het, het ŉ kampustoer
meegemaak om die pragtige kampus te verken en
die studentelewe te beleef. Gemeet aan die positiewe
terugvoer wat ontvang is, is dit duidelik dat ons gaste
die dag terdeë geniet het en dat dit van groot waarde
was.
JuniorTukkie vereer leerders wat
presteer Op 21 en 22 Mei 2015 het sowat 1 500 top- akademiese
presteerders die Graad 11-toppresteerdersfunksie op
die Hatfieldkampus bygewoon. Sommige van hierdie
leerders het van so ver as Hoedspruit en Witrivier in
Mpumalanga, asook van die Vrystaat gereis.
Nuwe
vriende
Nuwe
ervaringe

Header
Outstanding
leaders go out of
their way to boost
the self-esteem of
their personnel.
If people believe
in themselves, it’s
amazing what they
can accomplish.
Sam Walton

The students had a wonderful time and left the conferenceinspired to be the change they want to see in South Africa.
LeadSA
T
he event gave like-
minded people who
are doing great things
in their communities and
the rest of the country the
opportunity to network,
share stories and inspire a
positive change and active
citizenship in the country.
High-level speakers shared
their knowledge and
personal journeys. These
motivational talks, together
with the panel discussions,
focused on the social
challenges that communities
face on a regular basis.
The students also got the
opportunity to engage
with these speakers over
refreshments.
A number of charity
organisations, as well as
non-profit organisations,
presented interesting
exhibitions in an effort to
create awareness of the
projects in which they are
involved. They are all keen
to recruit more young
people to get involved in
their initiatives.
The students had a
wonderful time and
meaningful interactions,
and they came away from
the conference inspired to
be the change they wanted
to see in South Africa and to
actively bring about change
in the lives of those who are
less fortunate than they are.
Be a changemaker
with LeadSA
On Saturday, 15 August 2015, 12 JuniorTukkie Student Society
members attended LeadSA’s ChangeMakers Conference at the
Kingsway Campus of the University of Johannesburg.
The most dangerous leadership myth
is that leaders are born – that there is
a genetic factor to leadership. That’s
nonsense; in fact, the opposite is true.
Leaders are made rather than born.
Warren Bennis
YOU can
make a
difference!
Did you
read this?
It’s the
truth!

Residences at UP
The Republic of Kollegetehuis
– Tuks’s oldest and most unique residence
The Republic of Kollegetehuis houses about 250 men,
but the Kollege lifestyle is what makes it unique.
This is why the ‘old men’ of Kollege keep coming
back, and why people can’t stop talking about it.
Kollege is not just a place to stay, it’s a lifestyle.
Danie Stoltz
Our history
The original Kollegetehuis
building was located on the
Hatfield Campus. In 1915, the
first students moved in. It was
known as ‘the residence at the
college’; hence Kollegetehuis.
It moved to its current
location in 1960. By 1982, the
revolution struck and Kollege
was changed to a republic, run
by a state president and an
executive council of ministers,
rather than a chairperson
and a house committee. Its
students’ passion is to remain
unique and stand up for what
they believe in.
Such an example occurred in
1940 when the Principal
stated that he would allow
women into male residences
the day the tower above the
Old Arts Building turned pink.
Of course, Kollege obliged that
night, and the Principal kept
his word. Many such stories
exist at Kollege.
Modern-day Kollege
Kollegetehuis has adapted to
keep up with the times, while
holding onto its heritage. The
residence is subdivided into
11 families, giving it a homely
feeling. The residence offers
a study centre with Wi-Fi, a
banquet hall, several braai
areas, a volleyball or King
court (King is a game unique
to Kollege) and its
G6 clubhouse.
Kollege has a range of
traditions. Its residents believe
in doing what is right, and
not what is expected. “We are
family and we are brothers.
Our commitment to each other
comes before culture, race or
language differences. Kollege
men stand together,” they say.
100 years old
Kollegetehuis has just turned
100 years old. It is one of
the few residences in the
country to have achieved this.
“Despite all the festivities,
we continue to give our
citizens the full university
experience. We believe
in balance. Our academic
performance earned us a
spot in the top three; we won
the cricket league; delivered
unforgettable performances
at Ienkmelodienk, Serrie and
Serenade; and were voted
social residence of the year.”
This year’s vision was to
develop innovative men who
are invested in their society.
Where many others follow
the same old mould, Kollege
has stood out above the rest
with this vision. Their first
and only claim will always be
to themselves. In upholding
this, they will learn from their
history, practice value-added
traditions, help Kollege men
in any way they can and enjoy
themselves to the fullest.

Residences at UP
House
Jasmyn
This ladies’ residence
was established in
1965, and since then,
it has hosted some
of the most vibrant,
joyful and charming
ladies at the University
of Pretoria. Jasmyn
celebrated its 50th
anniversary this year.
Every Monday you
will see these ladies
dressed in red.
“Our mascot’s name is
Nymsaj and we love her
very much,” they say.
“I
n Jasmyn you will experience
love, friendship and acceptance,
and you will learn to stand on
your own feet and to stand tall with
your fellow Jasters. At Jasmyn, we
strive for excellence and to create
an environment that is conducive to
learning, as well as a spirit of joy, love
and acceptance,“ they exclaim.
House Jasmyn – we strive for life, deep
love and great joy for years to come.
Extract from Jasmyn’s house song

Ienkmelodienk
A
lle eerstejaarstudente
wat aan ŉ dag- of
koshuis behoort kry die
geleentheid om deel te neem.
Hulle verteenwoordig die
verskeie huise in ŉ skouspel
van dans, sang en drama.
Deelnemers aan
Ienkmelodienk kan
verhoudinge met hul
medestudente bou en
begrip ontwikkel van die
kultuuraktiwiteite waaraan
hul kan deelneem.
Ienkmelodienk word sedert
2013 aan ŉ gehoor van 2 500
mense in die Amfiteater
en 1 005 mense in die Aula
aangebied.
Ienkmelodienk is Studentekultuur (STUKU) se
jaarlikse eerstejaarskonsert. Dit word aan die
begin van elke jaar aangebied en dit is baie pret!
deur Tahnee Otto

Serrie
S
errie is a much larger
production, and
participating houses
have three months to practice
and prepare for the show.
Serrie starts with two nights
of preliminary rounds where
the female residences
perform for the male
residences on the first night
and the male residences get
a turn the following night.
The mixed-gender houses
perform together with the
male residences. The best five
female residences and the
best five male residences are
then chosen. This is followed
by the prelims to choose a
mixed-gender winner. The
finalists advance to the final
round, where they perform
for audiences at both the
Aula and Amphitheatre.
by Tahnee Otto
SerrieSerrie is a STUKU event, which is similar to Ienkmelodienk.
The difference lies in the fact that Serrie involves
participants from the entire residence or student house,
not just first-year students.

Humanities: Psychology
offers many fascinating
study opportunities
Human behaviour and what
causes people to react the
way they do is something
that fascinates you. You
are considering a career in
Psychology, but there are so
many different study options.
Which one is right for you?
You
have
a
passion
forpeople.
ƒƒ In the Faculty of Humanities, you
can enrol for the BA (General) degree
with Psychology as a major, followed
by an honours and finally a master’s
degree in Clinical, Counselling or
Research Psychology.
ƒƒ In the Faculty of Education there
are a number of routes to take to
become an educational psychologist.
You could enrol for a BEd degree
(including additional Psychology
modules in your undergraduate
study programme) or a BA or
BSocSci degree with Psychology and
Education modules, together with
a school subject. Another option
is to enrol for an undergraduate
degree in any other faculty (being
sure to include Psychology modules
in your syllabus), followed by a
Postgraduate Certificate in Education
(PGCE). This will then be followed
by an MEd (Educational Psychology)
degree to qualify as an educational
psychologist.
ƒƒ In the Faculty of Economic and
Management Sciences, you can
become an industrial psychologist
by enrolling for a BCom (Human
Resource Management) degree.
Once you have completed a master’s
degree, you can register with the
South African Board for Psychology,
affiliated with the HPCSA.
ƒƒ In the Faculty of Natural and
Agricultural Sciences, you can
enrol for a BSc (Human Physiology,
Genetics and Psychology) degree.
Humanities
BA (General)
Admission
requirements
NSC/IEB: six subjects
English/Afrikaans: 5
APS: 30
Career opportunities
Clinical psychology:
Work in private practice
or as a psychologist in
hospitals, mental health
clinics, industries and
universities.
Counselling
psychology:
Work in government
and semi-government
institutions, hospitals,
clinics and the private
sector, the consultancy
industry, in private
practice and at
universities.
Research psychology:
Work in government
and semi-government
institutions, the private
sector, marketing
research organisations,
research institutions,
academia and private
research consultancies.
Economic and
Management
Sciences
BCom (Human
Resource
Management)
Admission
requirements
Mathematics 4
(not Mathematical
Literacy)
APS: 30
Industrial psychology:
This degree is the first
step in your academic
preparation to qualify
as an industrial
psychologist.
This degree will enable
you to work in large
organisations in the
private and public
sectors to develop
human resources (HR)
strategies and policies,
do HR planning,
recruit and select
employees, train and
develop personnel,
and work in labour
relations and personnel
administration.
Education
Any BEd programme
BA or BSocSci with
Psychology and
Education, together
with a school subject
Any bachelor’s degree
followed by a Post-
graduate Certificate in
Education (PGCE)
Admission
requirements
APS: 30
Educational
psychology:
Work as an educational
psychologist,
psychometrist or school
counsellor
Natural and
Agricultural
Sciences
BSc (Human Physiology,
Genetics and
Psychology)
Admission
requirements
Mathematics: 5 (not
Mathematical Literacy)
Physical Science: 5
APS: 30
Work as a researcher at:
ƒƒ research laboratories
such as at the Council
for Scientific and
Industrial Research
(CSIR) and the Medical
Research Council
(MRC)
ƒƒ the South African
Bureau of Standards
(SABS)
ƒƒ pharmaceutical firms
ƒƒ universities
ƒƒ veterinary and
industrial institutions
ƒƒ state departments
(Department of
Health)
ƒƒ education institutions
Other career
opportunities include:
ƒƒ Sport psychology
ƒƒ Biostatistics
ƒƒ Bio-engineering
ƒƒ Industrial hygiene
ƒƒ Journalism
ƒƒ Medical technology
The admission requirements and career
opportunities for these programmes
can be summarised as follows:
4
OPTIONS
At the University of Pretoria, students can
study Psychology in one of four faculties:
Humanities (clinical, counselling and research
psychology), Education (educational psychology),
Economic and Management Sciences (industrial
psychology), and Natural and Agricultural
Sciences (human physiology, genetics and
psychology). To become a registered psychologist,
you need to obtain a master’s degree in
Psychology, complete a one-year internship, and
pass the examination of the Health Professions
Council of South Africa (HPCSA).

Humanities: Psychology
Psychology in the Faculty of Humanities
If you want to major in Psychology and proceed with
postgraduate studies in the Faculty of Humanities, you
must take all the Psychology modules together with
certain research modules up to third-year level.
Students from other faculties can also qualify to
pursue an honours degree in Psychology, as
long as they have all the necessary requirements.
Some of the interesting modules you will be required to take at
undergraduate level are as follows:
Psychological Perspectives and
Personology: You will learn about
psychological principles, major
personality theories and various
paradigmatic approaches in
psychology.
Biological and Cognitive Process: This
module conveys the concepts, rules,
guiding principles and terminology
relating to the biology and cognition of
human behaviour.
Developmental Psychology:
This module addresses human
development from conception to
adulthood – thus across the human
life span.
Social Psychology: Themes include
communication, pro-social behaviour.
Social influence and persuasion,
political transformation, violence and
group behaviour.
Psychopathology: Identify abnormal
behaviour in children in the field
of child psychopathology and
symptomatology. Diagnosis, labelling
and neurosis, and mental disorders
are also addressed.
Community and Critical Psychology:
The principles and aims of community
psychology – also in the South African
context – are investigated.
1st-year modules 2nd-year modules 3rd-year modules
Postgraduate studies
The first step
to fulfilling
your dream of
becoming a qualified
psychologist is to
enrol for a one-year
honours programme
in Psychology in the
Faculty of Humanities.
In order to be
considered for the
honours programme,
you must pass all
third-year Psychology
modules with at least
70% and also pass all
the required research
modules. The selection
procedure is extremely strict
and the class size is restricted.
The next step is to enrol for one of the following two-
year master’s coursework programmes:
11 22 33
MA Clinical
Psychology: This
programme is followed
by a compulsory year
of community service.
It is the best option
for someone who is
interested in becoming
a clinical psychologist
and specialising in
psychopathology
(disorders) and their
treatment.
MA Clinical
Psychology: This
programme is followed
by a compulsory year
of community service.
It is the best option
for someone who is
interested in becoming
a clinical psychologist
and specialising in
psychopathology
(disorders) and their
treatment.
MA Counselling
Psychology: This
programme is best
suited for someone
who is interested
in becoming
a counselling
psychologist and
specialising in general
psychological issues
and problems, and
their treatment.
MA Counselling
Psychology: This
programme is best
suited for someone
who is interested
in becoming
a counselling
psychologist and
specialising in general
psychological issues
and problems, and
their treatment.
MA Research
Psychology: This
programme is available
as a full-time web-
and contact-based
programme. Students
are exposed to a range
of research methods
and applications to
solve practical and
theoretical problems
from a psychological
perspective.
MA Research
Psychology: This
programme is available
as a full-time web-
and contact-based
programme. Students
are exposed to a range
of research methods
and applications to
solve practical and
theoretical problems
from a psychological
perspective.Registration as
a psychologist
Once you have completed one of the master’s degrees listed above,
and have written a mini-dissertation, you will need to complete a one-
year internship, and to write and pass the HPCSA Board examination.
It therefore takes a minimum of seven years to become a registered
psychologist: three years for your bachelor’s degree, one year for your
honours degree, two years for your master’s degree, plus a one-year
internship. If you want to become a clinical psychologist, you will also
need to do an additional year of community service.
For more information on studying Psychology in the
Faculty of Humanities, contact Virgil Brown:
Tel +27 (0)12 420 4144
Email psychinfo@up.ac.za
Website www.up.ac.za/psychology
Registration forms and regulations for postgraduate
studies can be obtained from Petro Woest:
Tel +27 (0)12 420 2736
Email petru.woest@up.ac.za

Psychology in the Faculty of Education
An educational psychologist is a
qualified psychologist who is registered
with the HPCSA, and who specialises
in lifelong learning and the holistic
development of people.
E
ducational psychologists assess, diagnose and intervene in order to facilitate
learning, as well as psychological health and development within the
contexts of family, school, social or peer groups and communities. It is the
responsibility of an educational psychologist to facilitate the emotional wellbeing
of young people, to assist young people and their families to make responsible
career choices, to help young people with learning difficulties, and to support
parents, teachers and other stakeholders who work with young people.
The first step to becoming an educational psychologist is to
decide which route to follow to qualify for admission to the
BEd Hons (Educational Psychology) and MEd (Educational Psychology)
programmes, which are necessary requirements to register with the
HPCSA and to practise as an educational psychologist.
Basically, what is required is a three-year
bachelor’s degree with a teaching qualification
(or appropriate education training or experience),
which includes Psychology up to third-year level,
but there are a number of options.
Some of these paths are
illustrated below:
Undergraduate
programme
Psychology as an
elective
Psychology taken as
an additional module
Extra credits and hours
needed if Psychology is
taken additionally
A good guideline
to follow
W
ITH
W
ITH
OR
if you don’t have
this combination
you do have
another option
You can take this
path: average
Any BEd
programme
Year 1
Years 2 and 3 at UP
OR
Taken at another
institution like Unisa
after hours or through
distance education
124 extra credits, or a
full extra year of work
over three years
Strong matriculation
average. Must have
passed all prescribed
modules and Psychology
in the preceding year.
Or go down this
route
BEd (Foundation Phase
Teaching) – Pre-primary
to Grade 3
As additional
modules at UP
OR
Taken at another
distance education
Matriculation average
70% and above.
Must have passed all
prescribed modules
and Psychology in the
preceding year.
24 credits, 240 hours
100 extra credits or
1 000 hours extra
Not available as an
elective
Undergraduate studies
Psychology?

Registration as
a psychologist
Once you have obtained the MEd (Educational Psychology) degree, you will need to
complete a one-year internship, and to write the HPCSA Board examination. Once
you have passed this examination, you will be a registered educational psychologist,
and will be able to render psychological services that entail assessments and
therapeutic interventions.
For more information on studying
Educational Psychology in the Faculty of
Education, contact
Alfred du Plessis:
Email alfred.duplessis@up.ac.za
Application forms can be obtained from
Bronwynne Swarts:
Email bronwynne.swarts@up.ac.za
Paths continued below:
Undergraduate
programme
Psychology as an
elective
Psychology taken as
an additional module
Extra credits and hours
needed if Psychology is
taken additionally
A good guideline
to follow
W
ITH
W
ITH
OR
if you don’t have
this combination
you do have
another option
Maybe travel
along these lines
Go on this
journey
This
avenue
also
exists
Or is
this your
perfect
passage
BEd (Intermediate Phase
Teaching) – Grades 4 to 6
BEd (Senior Phase and
Further Education and
Training Phase Teaching) –
Grades 7 to 12
BA or BSocSci
with Psychology and
Education as majors
Any bachelor’s degree with
Psychology and a school
subject followed by the
PGCE for any phase
PGCE
Any bachelor’s degree
with Psychology and a
Language followed by a
PGCE (Foundation Phase)
PGCE (Foundation Phase)
Years 2 and 3
(not taken in Year 4)
Year 1
Year 3
Year 1
Year 2
Year 4
Years 1 to 3
Year 4
Years 1 to 3
Part of an optional
programme at UP
OR
Taken at another
distance education
Part of an optional
programme
Part of an optional
programme
Part of an optional
programme
School subject will
usually be additional to
Psychology and Education
in the third year
No extra
No extra
No extra hours
No extra hours
100 extra credits or
1 000 hours extra
600 hours extra for
the school subject if it
is taken up to Year 3
average
prescribed modules
and Psychology in the
preceding year
average
modules and Psychology
in the preceding year
average
prescribed modules and
Psychology in preceding
year
Must have completed
the degree, including
Psychology up to third-year
level
average
prescribed modules,
including Psychology up
to third-year level, in the
preceding year
Must have completed
the degree, including
Psychology up to third-year
level
Once you have obtained the
necessary undergraduate
qualification with Psychology
and Education as majors, you can
enrol for the BEd Hons (Educational
Psychology) or an honours degree in
Psychology.
*The BEd Hons (Educational
Psychology) degree presents
training in career development
and life design, learning diversity
and support, and socio-emotional
illness and wellbeing.
*The next step is to enrol
for the MEd (Educational
Psychology) degree, which
will qualify you as an educational
psychologist. This is a two-year
programme that includes both
theoretical and research modules,
as well as a practical training
module and a mini-dissertation in
the second year. In order to register
as an educational psychologist,
graduates will first need to complete
a one-year internship at a site
approved by the HPCSA and pass
the HPCSA Board examination for
educational psychologists.
11 22 33
Please note that from 2016, all students obtaining a teaching qualification
(including the PGCE) must have passed a module or been assessed to have
conversational competence in an indigenous African language.
*Applications are subject to a selection process and only a limited
number of students are accepted.

ƒƒ Industrial Counselling and Group
Dynamics
ƒƒ Employee Health and Safety
ƒƒ Career Management
ƒƒ Research Methodology
ƒƒ Research Report
ƒƒ Labour Relations
ƒƒ Management of Diversity
ƒƒ Organisational Development
ƒƒ Psychometrics
Economic and Management Sciences: Industrial Psychology
Industrial Psychology in the Faculty of
Economic and Management Sciences
If you are interested in helping people in the workplace
with their relationships with their colleagues and other
individuals, you might like to become an industrial and
organisational psychologist. This is a specialisation in the
BCom (Human Resource Management) degree.
It’s not
just
crunching
numbers
Undergraduate
studies
You will enrol for a BCom (Human
Resources Management) degree,
majoring in Industrial and
Organisational Psychology and
Business Management.
Other core modules you will take for your degree include:
ƒƒ Economics
ƒƒ Financial Accounting
ƒƒ Statistics
ƒƒ Business Law
ƒƒ Labour Relations
ƒƒ Research
ƒƒ Communication Management
Registration as an
industrial psychologist
If you wish to register as a professional industrial psychologist, you will
need to enrol for the MCom (Industrial and Organisational Psychology)
degree, which includes coursework and a dissertation, followed by
a one-year internship, after which you will need to write the HPCSA
Board examination, which will allow you to practise as an industrial
psychologist.
The next stepto becoming an industrial psychologist
is enrolling for the BComHons (Human Resource Management) degree. Subjects that
form part of the honours programme include the following:
The things you’ll do...
I love
my
options
HR TUKS
For more information on the BCom (Human Resource Management)
degree and becoming an industrial psychologist, contact:
Prof Chantal Olckers
Email chantal.olckers@up.ac.za

Natural and Agricultural Sciences: Psychology
Psychology in the Faculty of Natural and
Agricultural Sciences
If you are not necessarily interested in becoming
an educational or industrial psychologist, or a
clinical, counselling or research psychologist, but
are fascinated by the career prospects related to
neurophysiology and genetic counselling, then the
programme in the Faculty of Natural and Agricultural
Sciences is the one for you.
Students who major in Psychology as part of a
biological science degree generally do so with
the objective of entering integrative disciplines
such as genetic counselling, wellness counselling
and neuroscience research. These disciplines
not only require a sound understanding of the
functioning of the human body, but also a good
understanding of human behaviour and the
complex interplay between mind and body.
The BSc (Human Physiology, Genetics and Psychology) degree will allow you
to follow postgraduate studies in Physiology (presented in the Faculty of
Health Sciences), Genetics (presented in the Faculty of Natural and Agricultural
Sciences) and Psychology (presented in the Faculty of Humanities).
Should you wish to apply for the honours
degree in Physiology (with specialisation
in Neurophysiology), you will find that the
knowledge obtained in the Psychology modules
will assist your understanding of interdisciplinary
fields, such as cognitive and behavioural
neurosciences. If you are interested in genetic
counselling, Psychology will form a significant part
of the supportive role that a genetic counsellor will
have to play when working with patients.
OR
If you wish to apply for the honours
programme in Psychology after
completing your bachelor’s degree,
you will need to include the research
modules RES 210 and RES 320 in your
undergraduate programme. On the
other hand, if you wish to do your
honours in Genetics, you will need
to include the module GTS 367 in your
undergraduate syllabus.
pssst!!!
For more information on the BSc (Human
Physiology, Genetics and Psychology)
degree, contact
Prof Peet du Toit
Email peet.dutoit@up.ac.za

Education
Art Education students
display their endless
creativity
The Faculty of Education’s Art
Education students have been
engaged in a variety of creative
projects in 2015.
Creating a
scarecrow
Third-year
Art Education
students
were
required
to create
their own
scarecrows.
The work could be a literal or
conceptual interpretation of the theme.
The students also had to complete
two drawings of their scarecrows with
pencil and/or charcoal, as well as a
mixed-media drawing, using alternative
materials to create a scarecrow still life.
Semi-nude figures
Another assignment, the semi-nude
figure study project, involved a
semi-nude female model posing for
the students. Students worked in
modelling clay to complete two three-
dimensional sculptures of the figure.
Students then made their own waste
moulds using plaster of Paris, which
they used to cast their work in concrete
and alternative sculpting materials.
create awareness of
Child Protection Week,
especially among
education students and
their lecturers.
“Over the past 21 years, South Africa has
made significant progress in prioritising
the rights of children by putting systems
and structures in place. However, in
order for the change to be sustainable,
children need to know that they have
dignity and value, that their voices
matter, and that adults care about
them,” said Prof Antoinette Lombard,
Head of the Department of Social Work
and Criminology at the University of
Pretoria.
“The responsibility for protecting children
rests with every citizen. Every adult
should set an example, listen to children
and teach them their rights,” she said
FACULTY NEWS
Get your Education News right here.Read all about it! November
Students participate in a cultural festival
Students in the Faculty of Education celebrated culture in September by exhibiting
their art and presenting musical performances. They had the opportunity to share
their talents with staff, parents and other guests of the Faculty of Education on the
Groenkloof Campus.
Creating awareness of child protection
Child Protection Week
is an annual event that
aims to raise awareness of
children’s right to care and
protection. Tuks Creative
in the Faculty of Education
launched a project to
collect toiletries for
underprivileged children.
The Department of
Child Welfare recently
visited the Groenkloof
Campus to view the
exhibition in the Library,
which was installed to
Ms Caren Malherbe from the Department of Child Welfare
and Ms Eldorene Lombaard from the Education Library on the
Groenkloof Campus with the group of Tuks Creative students
at the Child Protection Week exhibition in the Library.

Education
“We never stop learning”
– Simone Vasques, exchange student to Fordham University
Get your Education News right here.Read all about it! November
Students design games to enhance language skills
After they had completed the report,
they had to design, manufacture and
implement the game in their classrooms.
Jacqueline Sacco and Mare Mew, who designed their own language enrichment games for
the module in Early Literacy and Numeracy.
The BEd honours students in Learning
Support had to design their own
language enrichment games for the
module in Early Literacy and Numeracy.
This module intends to serve the interest
of Foundation Phase teachers in taking
a critical lens to look at how literacy
and numeracy are being mediated
and facilitated within the classroom
environment.
The students in this module are
encouraged to critically analyse the
content and processes of learning and
teaching. They are also encouraged to be
creative in their educational approaches
and exercises. For this assignment the
students had to compile a research
project on a specific language barrier
they often encounter in their own
classroom environments.
They were also expected to reflect on
the appropriateness of the game for the
intended group.
Adila Bandini, Abby Grunow, Elisma
Williams, Buhle Tshabalala, Anel
Schoeman and Simone Vasques – all
Educational Psychology honours
students – were fortunate to visit the
Fordham University in New York for
six weeks this year. During their stay,
the students visited the Empire State
Building, the Statue of Liberty, the World
Trade Centre, Times Square and Central
Park. They were overwhelmed by the
hospitality they enjoyed at Fordham.
Their host was Prof Booi Themeli
(professor in Economics), who was born
in South Africa and immigrated to the
USA after he was offered a scholarship
there. His topics of interest are African
Economic Development, Emerging
Markets: South Africa and Project
Assessment.
“Exchange programmes broaden
the vision of students and provide
them with insight into opportunities
in different careers,” says Prof Ronél
Ferreira, Head: Educational Psychology.
“Knowledge to them is about
exploration and inference, it is about
making meaning through engagement
and discussion. Class is a space where
all parties co-exist in harmony, while
never failing to change academically,”
says Adila Bandini. “Prof Amelio D’Onofrio
was phenomenal. His unique style in
combination with his existential approach
to Psychology never failed to engage us.”
“I was amazed by how open-minded
people were. It’s good to broaden your
world view and listen to as many opinions
as possible to enable you to grow in
yourself,” says Elisma Williams.
“When people ask me about my time
in America, it is hard to encompass just
how extraordinarily life changing and
mind blowing it was,” Simone Vasques
emphasises with great enthusiasm.
“Fordham encourages freedom
of thought and expression; staff
members value the individual and their
approach to learning is practical. I was
exposed to different perspectives and
people’s unique experiences, and the
collaboration changed me,” Simone
noted. UP students made life-changing
connections on a personal level and also
on a professional level as educational
psychologists.
“Something that stood out for all of us is
the humility of everyone in the Faculty
of Education. They were genuinely
honoured to have us there, and did
everything they could to make us feel
welcome. Their campus is beautiful,
but we were touched by their warmth,
knowledge, experience and respect for
one another. That is what made it a
truly exceptional experience,” according
to Abby Grunow.
“After the visit, I now acknowledge life
beyond the constraints I have placed on
myself. My passion is rejuvenated. My
appreciation for South Africa, as well
as the dynamic changes that we are
capable of making, is back on track. The
commitments and contributions of all
of us can make a significant difference,”
says Buhle Tshabalala.
From left: Adila Bandini, Simone Vasques,
Anel Schoeman, Buhle Tshabalala, Abby
Grunow and Elisma Williams.

Natural and Agricultural Sciences
EAT@UP
If you love food and
enjoy experiencing
the cuisine of different
countries, there is a
place on the Hatfield
Campus you need
to visit: a student
restaurant called
EAT@UP!
EAT@UP is open for
business every Tuesday
and Thursday in the second
semester.
Your chefs
Third-year Hospitality
Management students
not only plan the menus,
they prepare every dish as
part of their culinary and
management training.
Different cultural
themes every week
Every week the set menu
will reveal the cultural
theme of that week.
This allows the students and
patrons to learn about and
taste various interesting
cuisines of the world.
Every week’s menu
includes:
ƒƒ one glass of juice
ƒƒ one glass of red/white wine
ƒƒ a starter
ƒƒ a main course
ƒƒ dessert
ƒƒ filter coffee or tea
Cost: R115 per person
Lunch time is 12:30 every
Tuesday and Thursday
The location is the Old
Agricultural Building (next
to SciEnza and the Thuto
Building) on the Hatfield
Campus.
Contact information:
Tel +27 (0)12 420 2976
zelmari.coetzee@up.ac.za
The future of food
Melissa van der Merwe and Marlene Louw (Faculty of Natural and Agricultural Sciences)
The morning of 31 January 2015 signalled an
exciting day for seven UP with Science learners:
They had the opportunity to learn about
agricultural economics or ‘goodonomics’. Six staff
members from the Department of Agricultural
Economics eagerly shared their knowledge and
passion, hoping to inspire science-loving learners
to consider a career in agricultural economics.
According to the world population clock, there are
currently 7 billion people on earth and it will take 200
years for this figure to double. Who will feed all these
people? This is where agricultural economists come in.
They are concerned with the whole food production
system from field to fork and they aim to ensure
that resources in the chain are used as efficiently as
possible.
Producing enough food for an additional 2.4 billion
people in 2050 with scarce resources and adapting
to climate change, while combating hunger and
satisfying the sophisticated needs of consumers, is
indeed the main challenge faced by world agriculture.
In light of these realities, the learners (Alex, Christo,
Evandné, Juline, Lesego, Nadia and Sibongile) were
challenged to think about how the world will have to
produce more with less, while keeping sophisticated
demands, such as organically produced food, in
mind. A Renlyn Group-sponsored tunnel and the
inputs of Sakata enabled learners to explore the new
technologies available to increase food production
to feed the growing population. The learners took
the initiative to run two trials in the tunnel, one
organic and one conventional. These trials increased
their understanding of the differences between the
production methods in terms of input costs, yields
and the possibility of a potential premium for organic
produce.
“It is our hope that this appetiser will entice these
bright young minds to sit down for a full meal of
foodonomics by enrolling for a degree in Agricultural
Economics,“ observed the staff members.

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