Palaeoenvironmental reconstruction of the late Pleistocene and Holocene geological periods for central and southern Africa has been hampered by the erratic distribution of suitable sites, incomplete and inaccurately dated sequences and the limited nature of published data. One geomorphological feature which has supplied valuable evidence for fluctuations in past environmental conditions, is the vlei or dambo. The type-site of these waterlogged features is in south central Africa, but similar features have been described on other continents. The clastic and organic sediments contained within these features are affected by, and therefore reflect to some degree, the environment under which they were formed. The characteristics of the sediments supply information as to their transport and mechanisms of deposition. From these processes, the environmental conditions at the time of vlei formation can be inferred. The environmental history of the Eastern Cape region has been considerably neglected, and is far less well understood than other countries such as Malawi, Zambia and Zimbabwe. A study site in the Winterberg Range (Eastern Cape) was selected which permitted the comparison of two vleis, the objective being to establish an accurate late Pleistocene sediment chronology for the entire plateau area. Radiocarbon dates from organic layers indicate that these sediments span the last 12 000 years BP, suggesting that organic accumulation at this site began at roughly the same time as at sites further afield. The vlei sediments are analysed in terms of their morphology, particle slze distribution, and other physical and chemical characteristics. These data facilitate the construction of detailed stratigraphic diagrams and a chronological summary of sediment accumulation, from which the period and governing processes of vlei development under changing environments may be described. It is found that the Winterberg vleis contain sediments which respond to changes in the prevailing environment. This makes these sediments useful indices from which to trace such changes during the late Pleistocene and Holocene times. These features are found to be similar in many respects to those described elsewhere in Southern Africa. The study attempts to provide greater understanding of contemporary vlei processes and emphasises the necessity of their preservation, as finite and valuable resources, by future generations

The Master’s degree project named “Homage to Krása, Smit and Winterberg” is focusing on the music composed for clarinet in the era of the Second World War. The main aim of this project is to research three specific pieces: Three Songs by Hans Krása, Trio for Clarinet, Viola and Piano by Leo Smit and Suite for Clarinet and Piano by Hans Winterberg; and provide a recording of them. Besides that, it also provides historical background and theoretical information as well as an interpretative reflection. / Magisterský projekt s názvem "Pocta Krásovi, Smitovi a Winterbergovi" je zaměřen na hudbu pro klarinet zkomponovanou v období druhé světové války. Hlavním cílem projektu je nastudování třech vybraných skladeb (Tři písně pro baryton, klarinet, violu a violoncello Hanse Krásy, Trio pro klarinet, violu a klavír Leo Smita a Suita pro klarinet a klavír Hanse Winterberga) a následné pořízení nahrávek. Mimo to se práce také zabývá osobnostmi skladatelů v historickém kontextu a poskytuje interpretační analýzu skladeb. / <p>Exam Concert (26 April 2022, Nathan Milstein Hall)</p><p>Igor Stravinsky (1882 – 1971)</p><p>Three Pieces for Solo Clarinet (1918)</p><p> </p><p>Francis Poulenc (1899 – 1963)</p><p>Sonata for Clarinet and Piano, FP 184 (1962)</p><p>              I. Allegro tristamente</p><p>              II. Romanza                                                                           </p><p>              III. Allegro con fuoco</p><p> ~</p><p> Hans Winterberg (1901 – 1991)</p><p>Suite for Clarinet and Piano (1944)</p><p>              I. Con moto</p><p>              II. Poco grave (non troppo)</p><p>              III. Presto</p><p> </p><p>Leo Smit (1900 – 1943)</p><p>Trio for Clarinet, Viola and Piano (1938)</p><p>              I. Allegretto</p><p>              II. Lento</p><p>              III. Allegro Vivace</p><p>Alžběta Baldová, clarinet</p><p>Erik Lanninger, piano</p><p>Madara Tupiņa, viola</p><p>Octavian Leyva Dragomir, piano</p><p> </p><p>Recording in the studio at KMH (28 April 2022)</p><p>Hans Krása: Three Songs for Baritone, Clarinet, Viola and Cello</p><p> </p><p>David Edström, baritone</p><p>Alžběta Baldová, clarinet</p><p>Madara Tupiņa, viola</p><p>Elfi Maria Øhre Marcussen, cello</p><p> </p><p>Sounding part of the project:</p><p>Hans Krása: Three Songs for Baritone, Clarinet, Viola and Cello</p><p>Leo Smit: Trio for Clarinet, Viola and Piano</p><p>Hans Winterberg: Suite for Clarinet and Piano</p>

This qualitative study focused on a Technology Education programme for farm school teachers in the Eastern Cape province of South Africa. These teachers were faced with the challenge of incorporating Technology Education into their curriculum. The study was conducted within the context of an investigation into the conceptual nature of technology and an exploration of the theoretical underpinnings of Technology Education within both the international and South African context. Technology Education is being introduced into the South African curriculum against a background of educational transformation and the building of capacity to solve real life problems. This calls for a curriculum that will empower learners to be innovative, creative and skilled problem solvers. The introduction and incorporation of Technoiogy Education into the school curriculum poses a formidable challenge to farm schools in particular. Their unique history of neglect and legacy of underqualified teachers has made the introduction of any curriculum innovation process very difficult and challenging. This study analyses how an introductory Technology Education programme for farm school teachers in the Winterberg area of the Eastern Cape impacted~ on the teachers' professional and personal lives. It shows the importance of developing teclpological skills in conjunction with life skills in cO.ntributing to the empowerment, both in the work place and in the wider context, of rural school teachers. It highlights the need for supportive in-service education programmes and strengthens the argument for an integrative and mulitidisciplinary approach to the introduction of Technology Education in farm schools. Data was collected by means of questionnaires, interviews and photographs.