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Developed in partnership with the University of York Science Education Group (UYSEG), these new resources support your students with the increased content demand and maths requirements, as well as all required practicals.

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Topic : ‘The doping debate: Can science stamp out doping in South African sport?’
1. *Anna Jacobs, Grade 12, Wynberg Girls High School, Cape Town
2. Yusra Modack, Grade 11, Rustenburg Girls High School, Cape Town
3. Ayabonga Sithole, Grade 11, Durban Girls High School
Merit Prizes :
Jessica Hawkridge, Grade 12, Wynberg Girls High School
Carmen Mičić, Grade 11, Oakhill School, Knysna

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[The concept of] science as a common good embodying valueneutral knowledge has come to be disputed by certain communities that feel threatened by the implications of scientific research for their own worldviews. In the academy, a fashionable relativist and postcolonial outlook belittles the achievements of science and instead values 'local knowledge' grounded in indigenous or ancient conceptual categories. More importantly, science had come under challenge from a resurgent religious fundamentalism,which above all seeks to protect young people from being taught scientific ideas that seem to threaten religious beliefs. (p 176)

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TOPIC: ‘Contagion! : How can we combat the Ebola virus epidemic and prevent it from spreading in South Africa?’
Second Prize: Michelle Langeveld, Grade 12, Wynberg Girls’ High School
Third Prize: Ruth Purcell, Grade 11, St Mary’s DSG, Kloof
Merit Prizes:
Nothando Mkhonto, Grade 10, Takheni High, Elukwatini
Gdani Makhitha, Grade 11, Litshovhu High School, Louis Trichardt
Lebowang Mhlambi, Grade 11, Kgola Thuto Senior Secondary School
Andile Mthembu, Grade 11, Sithokozile Secondary School, Clernaville
Junior Prize: Jordan Telfer, Grade 7, Bryandale Primary School, Sandton

The Philosophy behind Teacher Formation

TOPIC : ‘Is anyone listening? How would you effectively communicate about environmental problems to young people in South Africa today?’
Second Prize : Claire Dehosse, Grade 12, Rhenish Girls High School, Stellenbosch
Third Prize: Kiara Singh, Grade 10, Carter High School, Pietermaritzburg
Merit Prizes :
Natalie Winter, Grade 12, Wynberg Girls High, Cape Town
Tatenda Mbanje, Grade 12, St Anne’s Diocesan College, Hilton
Asiphe Masumpa, Grade 11, LEAP Science and Maths School, Pinelands
Radibolele Mokoena, Grade 12, Repholositswe Senior Secondary School, Bultfontein
Junior Prize : Amelia Singh, Grade 7, Benjamin Pine Primary, Durban

Good Policymaking Still Has a Role

Topic : “How can technology help South Africa get the most benefit from its mineral wealth?”
1. *Lynette Mhlongo, Grade 12, Pinetown Girls’ High School
2. Pule Nkopane, Grade 12, Bishops, Rondebosch, Cape Town

Harvard Kennedy School Program on Educational Policy and Governance

A major impetus for Arabic science was the patronage of the Abbasidcaliphate (758–1258), centered in Baghdad. Early Abbasid rulers,such as Harun al-Rashid (ruled 786–809) and his successorAbū Jaʿfar Abdullāh al-Ma’mūn (ruled813–833), were significant patrons of Arabic science. The formerfounded the Bayt al-Hikma (House of Wisdom), whichcommissioned translations of major works by Aristotle, Galen, and manyPersian and Indian scholars into Arabic. It was cosmopolitan in itsoutlook, employing astronomers, mathematicians, and physicians fromabroad, including Indian mathematicians and Nestorian (Christian)astronomers. Throughout the Arabic world, public libraries attached tomosques provided access to a vast compendium of knowledge, whichspread Islam, Greek philosophy, and Arabic science. The use of acommon language (Arabic), as well as common religious and politicalinstitutions and flourishing trade relations encouraged the spread ofscientific ideas throughout the empire. Some of this transmission wasinformal, e.g., correspondence between like-minded people (see Dhanani2002), some formal, e.g., in hospitals where students learned aboutmedicine in a practical, master-apprentice setting, and inastronomical observatories and academies. The decline and fall of theAbbasid caliphate dealt a blow to Arabic science, but it remainsunclear why it ultimately stagnated, and why it did not experiencesomething analogous to the scientific revolution in WesternEurope.