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Brooklyn SAPS weighs in on cell phone robberies

Intervarsity News

University of Cape Town (UCT)

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On 18 April, a fire started at the base of Table Mountain and quickly spread to surrounding areas. The fire, which damaged the Rhodes Memorial Restaurant and surrounding areas, spread towards UCT, forcing students in campus residences to evacuate. All residence students were moved to off-campus locations and hostels and hotels in Cape Town have offered these students temporary housing and food. Damage to the UCT campus includes the Pearson, Smuts and Fuller halls, as well as the JW Jagger Library, which is known to house important and irreplaceable historical documents and texts.

Schemes like Millennium Fundraising and the United Feeding Scheme have offered support to displaced students by providing sanitary products, food and water. The UCT SRC has also been providing people with resources for donation and spreading information and banking details of companies and charities that have been willing to assist the university and displaced students.

University of Johannesburg (UJ)

UJ has received a donation of R110 million for the advancement of the fourth Industrial Revolution in underprivileged communities. The origin of the project and the donation came from the non-profit organisation, Growing Up Africa (GUA), which works a researchbased development and design programme which is meant to build and equip strong education structures for less fortunate communities. The founder and Chief Executive of GUA, Deborah Terhune, started the project.

According to the university website, the donation has funded the construction of an Education Campus Project in Devland, Soweto, South of Johannesburg. This campus will be used to establish a centre to advance science, technology, engineering, arts and mathematics for the benefit of youth of the community and ultimately for improvement of ecological, social and economic sustainability.

University of the Witwatersrand (Wits)

South Africa’s Dr Sibongile Khumalo has been awarded an honorary doctorate in music from Wits University. The doctorate was conferred on 21 April and was accepted in a virtual graduation by her daughter, Ayanda Khumalo. The singer passed away on 21 January 2021, before she was able to receive the award, but not before she was informed that she was being honoured with the award.

North-West University (NWU)

With the COVID-19 pandemic having placed an immeasurable strain on South Africa’s health services and medical professionals, NWU has stated that these events have “dramatically strengthened” the institution’s case for a medical school in the North West. This comes months after Nelson Mandela University launched a medical school in the Eastern Cape.

Plans to establish a medical school at NWU were mooted in 2006, but the plan began taking serious shape in 2017. The NWU Council Chairperson, Dr Bismark Tyobeka, remarked that the NWU Medical School would address the needs of a demand in students, as well as for the greater public.

This saw the establishment of the NWU Medical School Task Team, led by Dr Tyobeka and including the dean of NWU’s Faculty of Health Sciences, Prof. Awie Kotzé, as well as the institution’s Principal and Vice-Chancellor, Prof. Dan Kgwadi, which will investigate the case for a medical school. Once the project is greenlit by the relevant authorities, this will pave the way for the 11th university medical school in South Africa.

Compiled by Katherine Weber and Tshepang Moji

Brooklyn SAPS weighs in on cell phone robberies

Nokwanda Kubheka

Hatfield and Hillcrest have become an easy spot for criminals to make a quick buck by snatching phones from unsuspecting students. According to Sergeant Webster Scheepers from Brooklyn SAPS, there has been an increase in cell phone robberies in their policing area.

In most cell phone robberies, the victims were walking or standing with either their cellphones in their hands or on a phone call when it was grabbed from them. Sgt. Scheepers says reports show that an unknown man usually comes from behind, grabs the cellphone and runs towards a getaway vehicle that is waiting nearby and the vehicle speeds off.

Although street robberies can be identified as a crime of opportunity and occur within a few seconds, Sgt. Scheepers said students that are listening to music, texting or generally using their phones in public are a prime target for criminals.

You can protect yourself and your cellphone by: • Treating your cell phone the way you treat cash; do not flash it around in public; • Walking in groups, especially at night; • Using well-lit and relatively busy roads; • Changing your route if you think that someone is following you, and turning into an open business premises for help to contact the police; and • refraining from talking to unknown people and not allowing yourself to get distracted by people who are selling items on the street.

Sgt. Scheepers also encouraged students to trust their instincts and not to allow technology to take away their focus from what is going on around them. Brooklyn SAPS can be reached at 012 366 1700.

Campus Nostalgia:

Flashback to student news in 1946

PDBY has covered student news for 83 years, but the type of news that students follow has evolved over generations at UP. This edition’s Campus Nostalgia offers some insight into the type of news student journalists covered, and the stories students were interested in reading in 1946, not long after the newspaper reopened after a four-year closure due to a paper shortage in World War 2.

In a 1946 issue of PDBY (then known as Die Perdeby) published on 27 March, a student recounts a bus breakdown on a drama trip to Railway Institute Hall in Witbank. The student explains that the bus that the students was travelling in came to a grinding halt, and the group were stranded. The recollection is vivid, as the student fearfully recounts how plumes of smoke and steam evaporated from the bus engine, and the students mentions that the accident was accredited to the bus being overcrowded. There named mention that the jerk of the breakdown caused a student names Jeanne’s violin to fall and break, with “only Wouter being able to calm her down”. Wouter’s comment of “don’t sissy the woman” is described as having irritated the sentiments of female students on the bus.

The two hour delay caused by the accident is described as dampening the “the spontaneous zest for life” of students on the bus. It is mentioned that another bus from Witbank was sent to pick up the students who expressed dissatisfaction at having to wait it out in the hot, arid weather. A neighbouring yard near the bus provided a source of water for students to cool off while they waited. Following the arrival of the new bus, the students travelled between Bronkhorstspruit (the site of the breakdown) and Witbank between 5am (the time they started their journey) and 6:45am (when they arrived at Railway Institute Hall). The student account states that “everyone was quiet now and whoever was not sitting and reading was lying asleep on his or her partner’s lap”. Once it was time to prepare for the competition, it is mentioned that the female students started to iron their Voortrekker dresses, with the only switch point for the iron being in the men’s dressing room. Before the start of their performance, students were treated to pies and fruit for dinner.

The article also mentions that the students’ acting instructor, Uncle Jerry, provided some surprisingly positive critique by stating, “if you are not going to perform worse than tonight, our tour is a huge success.” It is concluded that the students came runner up in the drama competition. The news story ends with the student describing his and another man’s attempt to flirt with women at the competition, but says that they were too tired to really pick up any dates.

UP structures continue through the pandemic

Katherine Weber

With the pandemic halting campus contact lectures and on campus activities, campus societies and organisations have been hard hit due to the lack of contact with not only their members, but also with possible new members. Student societies and organisations have not had the opportunities of O-Week and the first weeks of the semester to market their societies to new students and promote their values and goals. This has left them with the responsibility of keeping student life alive on virtual platforms. On 5 April 2021 the SRC member for student societies, Hannah Le Roux, shared on the SRC social media platforms that the registration of student societies is delayed until a new website is developed to facilitate online registration.

On 25 April the SRC confirmed that “students will be able to register [for societies] in the week following Freedom Day” and that the website “is ready for use with the potential of being developed and improved throughout the year”. The website has “not been perfected”, but the SRC say that there are features in place to “mitigate the possibility of something going wrong” regarding student details, passwords and student numbers.

Despite the registration delays and the lack of contact sessions, societies continue their activities. Some have shifted to online meetings on platforms like Zoom (UP RAG), or Discord (Tuks UP&OUT).

RAG has training programs like the Kagiso training programme, which educates students on the essence of community engagement. RAG chairperson, Busisiwe Yabo, says that “hosting online events has been the new establishment, but [it is] very hard”. Yabo explains that “as much as [RAG] [tries] to accommodate everyone, it seems impossible because people don’t have certain resources” to access physical events. Digital and virtual events have limitations, as “people are willing to participate but not fortunate enough to have data and [the] network to do so”. Yabo adds that attracting interest for virtual events is also challenging as people are tired of “the new norm of online”. As RAG continues activities online, Yabo ensures students that “UP RAG is still continuing to adhere to COVID-19 rules and regulations by keeping events digital. As much as we want the feel of a physical event, [...] the lives of people matter to us and we can’t risk it.” The Kagiso training programme will begin on 17 May, while the RAG Transformation Seminar will be on 25 May. More information can be found at @up_rag.

UP&OUT hold discussion meetings twice a week where they discuss current topics as they relate to the queer community, and have laucnhed their Round Table Talks on Discord from 23 April. Students can find them at @tuks_ upandout on social media. Student culture also continues online with Stuku, who launched episode 1 of “The STUKU Lockdown” on their social media platforms. The series covers “all things Stuku”, with the first installment covering “Nothing But Vernac and Expression”. The event is an annual themed art event for all students at UP. This year’s theme was “What does freedom mean to you?”, and ran from 26 to 28 April. Stuku also presented the Student Culture Debating Championship over Discord from 23 to 25 April. Students can follow Stuku’s events at @stuku_at_tuks.

Another UP structure, Greenline UP, is a student-led environmental organisation that has recently had a litter up/scavenger hunt at the Faerie Glen Nature Reserve. Greenline UP has also run an initiative to attract volunteers to feed the feral UP campus cats, who serve as pest control, and confirm they are in the process of interviewing applicants. Greenline UP say they “were happy to get more than 100 applicants - 121 in total”. While UP supplies the food for the cats, Greenline UP recruited volunteers to travel to the different campuses and feed the resident rodent control. They say that Elmar, the staff member who looks after the cats, says “it takes approximately 7hrs in a day to get to all the cats”. Greenline UP adds that it is “quite hard to build a bond with these cats because they are scared of [people]” and so they hope to find “dedicated students to feed these cats” on a regular basis.

Tuks Camerata has also been able to continue their structure activities and sang the national anthem at the Varsity Cup matches on 5 April.

Involvement in student organisations continues despite the pandemic, and provides students with a community and allows people to interact with other students and issues that society faces, beyond only academic spaces.

Due to the lack of contact, most societies have utilised social media to spread their message and get in touch with students, with most societies at UP having Instagram as their primary means of contact. Yabo, from UP RAG, asserts that they “are working hard to ensure that the events are inclusive, fair and fun”, as well as safe. Students can get in touch with RAG, UP&OUT, STUKU, Greenline UP, Tuks Camerata and other structures on social media platforms and through the DSA.

Photo: Cletus Mulaudi

PDBWhy: How the vote to ban the Hijab affects Muslim men and women

Katherine Weber

On 30 March, the French Senate passed a vote to ban Muslim girls under the age of 18 from wearing the Hijab in public spaces. This is in addition to the French Senate’s prohibiting Hijab-wearing mothers from accompanying children on school field trips, as well as the banning of burkinis in public swimming areas. This sparked outrage in the Muslim community around the world. While the French government attests that the Hijab is a symbol of gender inferiority, according to the Muslim Students Association’s (MSA) market manager, Azraa Seedat, over the years, the Hijab has evolved to become a symbol of pride for Muslim women in their ethnic and religious identity.

According to a study by two Stanford scholars on the impact of the 2004 Hijab ban in French public schools, the banning will cause Muslim girls to retract from society and stay home, despite the ‘liberating’ reasons behind the bill. Seedat, in explaining the new ban, says that the ban will force Muslim girls and women to choose between their religion and a place in society. Though the bill does not directly affect Muslim men, it still takes a large psychological toll on them because it shows a larger anti-Muslim campaign that French senate appears to some to be pushing.

She expressed that the ban of Burkinis forces Muslim women out of public spaces and denies them their right to autonomy, and that it forces Muslim school girls to retract from recreational school activities because they cannot fully participate.

Seedat says that the MSA is committed to dispelling common misconceptions about Islam and the practices within the religion. She expresses that if these misconceptions about Islam are dispelled, people will come to understand that France is writing Islamophobia into law. Seedat also believes that this issue is a feminist issue that seeks to control what Muslim women wear under the guise of trying to empower them.

Mohamed Asmall 4th year BEng Electronic

“I think the Hijab ban is an attack on freedom of expression. We have laws in a society to protect people. The Hijab ban does the opposite. The only logical reason for the law is Islamophobia. Nuns can wear their head covering and no one has an issue with it. Why is there an issue with the Hijab? People are also covering their faces anyway because of COVID-19. So, it seems the issue is only if you are Muslim and cover your head it is an issue.

The age [of] consent in France is 15, so why does one have to be 18 to consent to wearing an Hijab? The law seems to make it feel as it wants the impression of the Hijab to be something disliked in society or something that’s wrong. It aims to segregate Muslims or make Muslims feel as their religion and beliefs are wrong. A lot of people learn their habits and way of living when they are young. So, imagine being told your whole life as you grow up that wearing the Hijab is wrong and, in turn, your religious beliefs are wrong. This will surely create doubts in the mind of a child and will affect what one believes growing up. The law passed saddens me as it shows how much misinformation and ignorance there is about my religion. It is ignorance that leads to fear. I urge people who have such fears and mistrust to ask a Muslim about his or her religion to clear up any doubts or misconceptions.”

Shaylan Moodley BSc. Honours Pharmacology

“We are often caught at the crossroads of choosing between what is allowed and what is correct. We see this example in the Hijab ban. For some, the Hijab may represent nothing more than a cloth that adorns the head of a Muslim woman. Yet, for Muslims, this article of clothing symbolises a form of worshiping the Almighty and a means of drawing closer to God. Thus, we reach a divergent pathway when secular law imposes on religious obligations. The question becomes “does the constitution of man have any right to affect the constitution of God” and subsequently “does the religious freedom of an individual have any right to renege the expected norms of society”. By curtailing the rights of a group (whether they be religious, political or otherwise) we are being told that the only way to be included, is to conform to what others have decided to be socially acceptable. The Hijab ban is the aftermath of a much larger problem, and that is intolerance. The beauty of mankind is found in its differences. I believe that the Hijab ban does not just affect Muslims but all those who wish to exercise their religious freedom.”

Mahmooda Milanzie 3rd year Bsc Human Genetics

“For us Muslims, Hijab is not just a veiling over the head, it is an act of worship and obedience to God. It serves to preserve our modesty, and protects us from certain types of harassments and vanity. The Hijab ban in France is heartbreaking. We are made to believe that this a measure to advance women’s rights. How is this liberating when possibly most Muslim women feel liberated in their headscarves? Therefore shouldn’t [the] choice to wear the Hijab be an option rather than banning it? Rather, it is a depiction of how discrimination and stereotype against religion and religious practices still exist in our global society. Muslim women feel stigmatised and excluded from the public, sports, swimming facilities and various industries such as cosmetics and entertainment. Personally, I am disappointed that the government of France constantly attacks Muslims and our religion. They think putting us in a corner will shut us off, but we keep coming back up. This alone is liberating.”

Mental care is also self-care

Asanda Made

“Self-care is not just about relaxation. The overall benefit of self-care is that it can assist in building up resistance against the challenges and stresses of daily life.” The Student Counselling Centre’s new

Life is known for throwing curveballs into the mix at our most settled and unsuspecting moments. Each person has their own unique method for tackling these unexpected scenarios. Finding what works for you is important because the way in which you respond to a curveball will determine your recovery time and can better equip you later on to handle future unexpected moments.

How well a person handles a curveball can also impact their mental health, which may ultimately filter into every other aspect of their daily life. It is important to keep one’s mind in the best shape possible in order to maintain good mental health. This requires checking in on oneself to assess how one is coping and allowing for self-care when necessary.

Self-care comes in various forms - for some it may take the form of a relaxing spa day while for others it may include hiking up one’s favourite trail. Each person needs an activity that enables them to slow down and embrace a different perspective. According to Karen Dempsey, in her article titled “Five SelfCare Tips To Support Your Mental Health”, published in Awareness Centre Online, and Mental Health America’s article titled “Taking Good Care of Yourself”, common self-care tips include: taking time to relax, making healthier choices, practicing good hygiene, socialising, expressing oneself, lowering one’s expectations to be realistic, and worrying less about what other people think.

Finding activities that can incorporate these aforementioned tips can be a challenging process, but it is a necessary journey that every person should take. Dedicating time each week to try new activities is both therapeutic and fun. When trying out a new activity, choose to invite a friend or two to join in on the journey; socialising is one of the key aspects of self-care. According to Very Well Mind, mental self-care focuses on “the way you think and the things that are filling your mind”.

Mental self-care includes activities that Illustration: Sanele Zulu keep one’s mind sharp, and healthy. Examples of these activities include: learning more about topics of curiosity and fascination, reading inspiring and motivational books, and practicing selfcompassion and acceptance to help develop a healthier inner dialogue

The Student Counselling Unit (SCU) at the University of Pretoria has introduced tools to aid students in practicing selfcare to maintain good mental health.

If students are not comfortable with arranging an in-person session with SCU psychologists, the SCU website has various self-help materials (including PDF documents and podcasts) for students to review. These materials cover various topics including: “promote your mental health”, “build psychological resilience”, and many more. In addition, Dr Eskell-Blokland, the Head of the SCU Department, took the time to explain a new venture at the SCU, namely the SCU-B - an artificial intelligence (AI) chatbot designed to provide students with information, tools, and skills to manage their mental wellbeing within the university context. Since the venture is relatively new, the services it provides may be limited, however it is continuously developing as more students make use of it. Self-care is not just about relaxation. The overall benefit of self-care is that it can assist in building up resistance against the challenges and stresses of daily life. Self-care makes coping with the unexpected curveballs easier. It is important to remember that maintaining one’s mental health is a life-long journey that requires commitment, patience, and the continuous practice of self-care as one goes through life.

SCU-B

Asanda Made

The Student Counselling Unit (SCU) at the UP is focussed on providing students with adequate support to ensure that they are better equipped to approach their studies, and to make the correct career choices. Services offered by the SCU include cognitive training, academic help, individual consultations, workshops, and webinars.

Remaining true to their philosophy, which is “to make [their] services available to as many students as possible,” the unit recently introduced a new venture. PDBY asked Dr Linda EskellBlokland, Head of Department at the SCU, to shed some light on this venture. Dr Eskell-Blokland explained that the SCU-B is a chatbot: an automated information system that focuses on adding a human element into its interaction with the users. Its main purpose is to provide students with information, tools, and skills to better manage their studies and mental health within the university context. The SCU-B currently has three main focus areas: depression, anxiety, and general life management. It also provides links to other resources, such as the SCU careline, the student counselling centre, and other external resources.

Students can access the SCU-B through a portal on the UP Student Portal. It is accessible to all registered students at UP. Students can browse various topics, watch video material, read articles, and even complete questionnaires. The SCU-B provides the option of using its services under an anonymous identity, or student’s may elect to input their student details. The primary difference between inputting student details and using an anonymous profile is that when using an anonymous profile, students will be unable to save any of the resources for review at a later stage.

To create a safe environment for students, all the services offered by the SCU are confidential, and this includes the SCU-B. As the SCU-B encounters various user requests, it will improve and become more responsive. Students are encouraged to take some time to make use of the bot and, in doing so, help the bot to develop.

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