Статті в журналах з теми "Heritage Science and Society Programme"

Abstract Makino, M., and Sakurai, Y. 2012. Adaptation to climate-change effects on fisheries in the Shiretoko World Natural Heritage area, Japan. – ICES Journal of Marine Science, 69: . In the Shiretoko World Natural Heritage area, many factors have been observed that imply effects of climate change on ecosystems, such as decreases in seasonal sea ice, changes in fishing grounds, and the appearance of non-local species. This study summarizes observed and anticipated effects of such climate change on fisheries in the heritage area and discusses policy and research needs for adapting to these changes. International research and monitoring at the scale of large marine ecosystems (LMEs) is the basis of all policy measures for adapting to climate change. Several measures need to be combined, taking into account the various socio-ecological aspects of fisheries and scales of ecosystems. Such measures of adaptation should be incorporated also into the cross-sector coordination system and the Integrated Management Plan, which were established to manage the World Heritage area. Also, culture is an important part of society, and the World Heritage programme may offer clues for creating a new and peaceful culture based on the LME.

Created by David Simon in 2002, the HBO series The Wire presents the established moral code of a society that lies outside mainstream America and depicts institutions designed to maintain the status quo. Terry Eagleton suggests of Dickens, that his ‘grotesque realism is a stylistic distortion in the service of truth, a kind of astigmatism which allows us to see more accurately.’ The content of Simon's programme operates in a similar way. It proposes an alternative to academic narratives able to disseminate knowledge beyond the closed-off world of peer review.The richness, uniqueness and intricacy of The Wire has made it difficult to trace its thematic and stylistic heritage. The programme has been referred to as a ‘lyrical sociology’, ‘a type of urban sociology’, ‘a rendering of urban theory’, a ‘fontless social science’, a ‘theoretical archetype’, a ‘Dickensian show’, and more. At an aesthetic level, The Wire has been qualified as a work of ‘psychological realism’, ‘social realism’, as something aspiring to Fredric Jameson's aesthetics of ‘cognitive mapping’, or even a ‘rich counterpart to actor-network-theory’.

Abstract The paper presents the research project coordinated by the University of Warsaw and financed by the Minister of Science and Higher Education as part of the “Tradition 1a” module of the National Programme for the Development of Humanities. The main task of this research project is the documentation of the Jesuit music repertory produced and disseminated on the territory of the Polish-Lithuanian Commonwealth. The results of the project work will be published in a new editorial series, which will include catalogues of sources and music iconography, monographs, databases and critical editions of music-related sources of Jesuit provenience. The publications will appear in print and on-line. The expected research results will serve not only musicologists, but also representatives of other fields of humanities. The work of the international research team is hoped to restore to the national heritage the forgotten monuments of Jesuit musical culture and should lead to a reliable assessment of their historical value. The results of the research of the international team of scientists will influence the present-day sense of identity of the countries which in the past jointly formed the literary culture our Commonwealth.

South Africa's academic publishing history has been profoundly influenced by its colonial heritage. This is reflected in the publication of Transactions of the South African Philosophical Society (later, the Royal Society of South Africa) from 1878. Although the Society and journal sought to promote original research about South Africa, it was modelled after the Royal Society in London and formed part of an imperial scientific community. As the local higher education institutions grew more independent and research-focused, local scholarly publishing developed as well, with university presses playing an increasingly important role. The University of South Africa (Unisa) Press started publishing departmental journals in the 1950s, with a focus on journals that ‘speak to the student’, and it is today the only South African university press with an active journals publishing programme. As external funding declined and the country became intellectually isolated in the high apartheid period, the Press managed to attract journals that could no longer be subsidized by learned societies and other universities. More recently, new co-publishing arrangements have brought South African journals back into an international intellectual community. Although some argue that this constitutes a re-colonization of South African knowledge production, it is also an innovative strategy for positioning local research in a global context.

The programme for a revitalization of Africa through the New Partnership for Africa?s Development (NEPAD) project is determined by the need of the African continent to overcome its historic heritage and a rather unfavourable current situation, and to become part of the globalisation processes that had spread throughout the world in the late 20th and early 21st centuries. After a brief clarification of the terminology included in the very title of the above project, the author identifies and analyses the important characteristics of the current situation in the continent, which has been and still is conditioned by the marginalisation and isolation of the continent from the main streams and processes that had been expanding throughout the world over the past decades. Assessing that the underdevelopment and poverty are the essence of the problem, the subliming factor of all other negative trends and the main cause of the continent?s marginalisation in the world?s economic, political and civilizational developments, the main point of the analysis is actually focused on finding the causes of this situation. In that context, the legitimacy of colonialism, the consequences of the globalisation process in the African continent, the link between domestic and external factors in the cause-and-effect connection with the negative development of the continent are being analysed. The analysis of the important factors of the present and the future of the continent includes and identifies the historic and current advantages of the continent, which are also the realistic foundation on which the revitalization project rests on, such as natural and human resources and the richness of Africa?s culture, which has largely contributed to the diversity of the global cultures. In the section on the contents and objectives of the programme for a revitalization of Africa, the author points out several essential characteristics, underlining that the programme is a part of the African leaders themselves, that it is the authentic product of their awareness that without their own responsibility for the fate of Africa?s peoples the problems that those countries are faced with will not be overcome. Since the purpose of the programme for a revitalization is to include the continent in the globalisation processes its implementation depends directly on the support and assistance of the international community and the international agencies and organizations particularly of the African Development Bank, the World Bank and the United Nations Economic Commission for Africa. Namely, the global partnership for Africa?s development is directly correlated with the preservation of the global stability. A continuation of Africa?s marginalisation in the globalisation process would be a serious threat to both the world stability and the globalisation process itself, which would be incomplete without the inclusion of all of the world countries. With an identification and analysis of the main priorities of the Programme and of the mechanisms and responsibilities for its implementation, the author concludes that NEPAD?s implementation will be successful only if it becomes the property and a true concern not only of the leaders but also of all African peoples united in their diversity. The author analyses the historic and current external and internal factors that had caused the present situation in the continent, and identifies the potential natural, human and other resources. The programme for a revitalization also encourages the raising of self-consciousness of the segments of society at large about the realistic potentials of the African peoples, thus gaining also a mobilizing character. The author believes that the drawing up of the Plan of Action and its inclusion in the Programme is a rather positive side of the programme for a revitalization assessing it as a strategic mechanism for obtaining sustainable development in the 21st century. The Plan of Action identifies establishment of peace and stability, democratisation of the systems in African countries and formation of uncorrupted and competent governments, that would work in the interest of the people and not in the interest of certain groupings or individuals, as important conditions for the implementation of the strategy. The author also points out the basic sector priorities that the Plan of Action stipulates: overcoming infrastructural differences between certain sectors, investing in information and communication technologies development of electric power supply industries, transport and water supply. The development of human resources implies a poverty reduction, advancement of education system, upgrading of intellectual elite, development of health systems, agriculture, culture, science and technology. In the section on "Controversies, challenges and problems in the process of programme realization," the author tries to consider the Programme? vision, contents and objectives within the milieu of Africa?s present reality and the main development tendencies in the international scene, which would to a large degree determine the frameworks, scope and results of the Programme?s attainment in practice. In view of the diversity of cultures and traditions beliefs and religions, different historic heritage, and with this different external influences, disproportionate degree of economic and overall social development, conflicts within and among certain states, the tradition of unconstitutional rulers and rules, corruption and a series of other factor the author concludes that the project, basically substantial and progressive, will be faced with a number of challenges, dilemmas and difficulties, which would make its implementation uncertain, inconsistent and time-consuming.

This article is based on the library reseach using an analysis content. This research is trying to analyse an Islamic education based on Abdurrahman wahid or Gus Dur�s thought, before he was elected as the fourt President of RI periode, from 1970 to 1998. This essay is based on the text written by Gus Dur, whether in the form of books, articles, newspaper section and any other types of the text , and also the papers from other figures who tried to interprete his thought. Based on Abdurrahman Wahid, the unclear national education direction programmed by the government - since colonial period until the reform era , that did not eliminate the colonial era heritage - is to create "kelas kerani". This class featured an alternative education concept with Paulo Freire and Ivan Illich as the figure with their oppressive education system as the main concept or the domination of strong people to the weak people. Based on Gus dur, the alternative education proposed by Paulo Friere still has the weaknesses in the approach used. It is still political in the confrontative context to the ruler. Therefore, this can make the confrontation against the ruler. This is not appropiate with the Indonesian society character who are not easy to accept the paradigm � the confrontation between �the have and the have not�. Thus, Gus Dur offered �an alternative education� with the cultural approach� represented by � Islamic Boarding School�.Keywords: National Education, Islamic Education, Islamic Boarding

Abstract. The goal of this study was to help cultural heritage administrators, curators and museum visitors apply their understanding and knowledge of artefacts in the museum and the correlations between their embedded contexts appropriately in their work and roles. This study developed the Artefact Data Management Programme and the Artefact Data Visualisation Programme specialised in cultural heritage so people can quickly and easily access the desired information through the correlations between artefacts. The Artefact Data Management Programme combines a Windows-based data converter programme and an artefact management programme that can import and utilise the files converted by the programme. Through the Artefact Data Management Programme, users can enter, modify and delete sub-attributes to manage them. Moreover, this study also allows curators to plan exhibitions from a new perspective through the Artefact Data Visualisation Programme, which converts the entered attribute information of the artefacts into visualised content and edits it. Incidentally, visitors who are non-experts can also understand the relationship between artefacts and learn information through this webpage. In conclusion, the ultimate goal of this study was to produce useful programmes that could help museum stakeholders to edit and utilise cultural heritage data.

North-West Europe has a rich cultural heritage which is increasingly prone to impacts from development activities. This paper reports the findings of the "Planarch" study funded by the European Regional Development Fund Interreg IIIB programme. Overall, whilst there are examples of good practice, cultural heritage has a relatively low profile in EIA in the countries studied. Nevertheless, cultural heritage is important and makes wider contributions to society beyond its intrinsic value. Therefore, the profile of cultural heritage needs to be raised both within the planning process and EIA, and also in the minds of decision-makers, other specialists and the wider public. Ten guiding principles provide a first step in promoting the assessment of cultural heritage in EIA, and also to build the consideration of cultural heritage into more strategic planning decisions through SEA.

The ideals of tolerance and cultural exchange associated with the interfaith past of Muslim Spain (al-Andalus) have become a symbol for Andalusian regionalism and for the integration of Moroccan communities. Nowhere is this more keenly felt than in the context of music. In cities such as Granada, Moroccan and Spanish musicians actively promote the ideals of intercultural dialogue through the performance of repertoires such as flamenco and Arab-Andalusian music that allegedly possess a shared cultural history. In this article, we examine the interrelationship between music and ‘intercultural regionalism’, focusing on how music is used by public institutions to ground social integration in the discourse of regionalism. Against a backdrop of rising Islamophobia and the mobilization of right-wing populist and anti-immigration rhetoric both within Spain and internationally, the authors consider how music can be used to promote social integration, to overcome Islamophobia and to tackle radicalization. We advance two arguments. First, we argue that the musical interculturalism promoted by a variety of institutions needs to be understood within the wider project of Andalusian regionalism. Here, we note that musical integration of Spain’s cultural and historical ‘Other’ (Moroccans) into Andalusian society is promoted as a model for how Europe can overcome the alleged ‘death of multiculturalism’. The preferential way to achieve this objective is through ‘intercultural regionalism’, envisioned as the combination of regional identity-building and intercultural interactions between communities that share a common cultural heritage. Second, we assess some of the criticism of the efficacy of al-Andalus as a model for contemporary intercultural exchange. Combining approaches in political science and ethnomusicology, we focus on one case study, the Fundación Tres Culturas (FTC). Through interviews with figures within the FTC, we examine why this model has become partly insufficient and how it is borne out in the sorts of musical activities programmed by FTC that seek to move beyond the ‘andalusí’ myth. We conclude by recognizing the continuing regional and international importance of this myth but we question its integrating capacity at a time of radical political, economic and environmental upheaval.

The mass media play at least five basic functions which include news dissemination, surveillance of the environment, correlation of the components of the society, entertainment and transmission of social heritage. Sometimes, disruptions and impairments do occur in the performance of these roles and some of these basic functions become dysfunctions, which turn the media into purveyor of negative values. The present study investigates how popular the Nigerian TV reality show, Big Brother Naija (BBN), is perceived by its viewers. Three hundred heavy viewers of the programme were surveyed from Lagos and Ede, South-West Nigeria, and their opinions and attitudes were sought regarding; why they like or dislike the programme; the gratifications that those who like the programme derive and whether the BBN, as media content, is generally functional or dysfunctional to the society. Sixty-six per cent 66 (33.7%) of respondents like the programme because it entertains. Half of the respondents, 99(50.5%) dislike ‘immoral aspects’ of the programme. The viewers affirm that the eviction part of the programme was their highest form of gratification. Most respondents, despite public outcry against the programme, consider the programme to be “functional”. Findings reinforce the postulation that TV viewers are not passive consumers of media contents.

According to the Convention for the Safeguarding of Intangible Cultural Heritage (ICH), social actors are at the core of the ICH. Article 2 proposes a subjective, creative and dynamic definition of heritage based on community, groups and individuals (CGIs), highlighting a spiritual connection: ICH safeguarding must respect the “sense of identity and continuity” of CGIs — the main actors in the process of heritage transmission. This community-based vision of heritage is developed in the text of the Convention, the Operational Directives, and reinforced since 2016 by the Twelve Ethical principles introduced in the Basic Texts. A Convention is much more than a text: it determines political, social and cultural contexts, as well as processes of change. A normative tool conceived as guidelines for governments, permeates social life, becoming a framework for the actions and evolution of civil society. This article reflects on the following case study: the “Tocatì Programme for the Safeguarding of Traditional Games and Sports” (TGS). The programme started in Verona, Italy in 2003, connecting a network of communities and building relationships through the organization of an international event: The “Tocatì Festival of Games in the Streets”. From the beginning, this social movement has strengthened the support of institutions at different levels, connecting people, communities and living traditions with representatives of institutions, researchers, artists and policymakers. The cultural association coordinating Tocatì, Associazione Giochi Antichi (AGA) met the UNESCO ICH Convention in 2007. The author examines what has changed in the framework of the Convention in regard to the history of a community-based process and how the Tocatì experience contributes to the effective implementation of the Convention today. An attempt is made to identify the key factors, actors and steps of the Tocatì cultural, social and political process. This is a story that improves our understanding of the role of civil society in the complex, often conflictual and powerful dynamic of heritage-making.

The Monuments Board of the Slovak Republic within the Operational Programme Information Society from 2012, is digital documenting selected national cultural monuments of the Slovak Republic. Within this project 1,855 architectural objects in Slovakia has been digitized by internal component of the The Monuments Board SR and external suppliers. For measurement there were used the most modern surveying technologies - digital photogrammetry (DP) of land and aerial images and terrestrial laser scanning (TLS). The outputs of digitization are point cloud, highly detailed polygon models, orthoimages, gigapixel images and 2D drawing documentations. During the project, arose the need to process the huge number of images (thousands or tens of thousands) and also need a TLS connection to DP. For this reason, started Slovak commercial firm developing of new software which enable this processing and connection. The outcomes are unique spatial models of large architectural complexes (castles, monasteries, churches...) with high detail and accuracy up to 1 cm. Article is devoted to the project description and the method of digitization for the specific types of the cultural monuments.

The Monuments Board of the Slovak Republic within the Operational Programme Information Society from 2012, is digital documenting selected national cultural monuments of the Slovak Republic. Within this project 1,855 architectural objects in Slovakia has been digitized by internal component of the The Monuments Board SR and external suppliers. For measurement there were used the most modern surveying technologies - digital photogrammetry (DP) of land and aerial images and terrestrial laser scanning (TLS). The outputs of digitization are point cloud, highly detailed polygon models, orthoimages, gigapixel images and 2D drawing documentations. During the project, arose the need to process the huge number of images (thousands or tens of thousands) and also need a TLS connection to DP. For this reason, started Slovak commercial firm developing of new software which enable this processing and connection. The outcomes are unique spatial models of large architectural complexes (castles, monasteries, churches...) with high detail and accuracy up to 1 cm. Article is devoted to the project description and the method of digitization for the specific types of the cultural monuments.

Abstract. The project “VerSus+ / Heritage for PEOPLE”, founded by the European Commission as part of the Creative Europe Culture Programme (Ref. 607593-CREA-1-2019-1-ES-CULT-COOP1) during the period 2019–2023, focuses on the transmission of knowledge to all branches of society and the general public. Its aim is to raise awareness on what constitutes the basis for the conservation of the tangible and intangible heritage as well as for a more sustainable contemporary architecture. This in-depth transmission of the lessons from vernacular heritage to future society is to be carried out in specific defined contexts, such as islands and archipelagos (geographically limited territories that are accessible to collaborators and administrative, technical and social agents), where vernacular heritage is under pressure, subjected to the transformations of contemporary life, particularly mass tourism. These pilot experiences should serve as a real testing ground for the implementation of actions for social participation, dissemination, education, communication, and promotion in different contexts and through different media. This project aims to reach out to society in order to showcase the sustainable qualities of the examples identified, through the establishment of an operative approach that can be adjusted to different contexts. The experiences on each island are expected to have repercussions throughout the region and, in turn, throughout the country in question, improving the perspectives and opportunities starting from best practices, and promoting the development of local skills. In addition, promotion and support from partners and associate partners will allow these experiences to be applied in other similar European and international contexts.

On 4 August 2005 the Lebanese English-language paper the Daily Star reported that Lebanon's ancient inscriptions at Nahr al-Kalb had been accepted into the United Nations Educational, Scientific and Cultural Organization's (UNESCO’s) collection of “worldwide rare documents” through its Memory of the World Programme. UNESCO established the Memory of the World Programme in 1992, after realizing that its World Heritage Programme, which seeks to protect historic landscapes and architectural landmarks, did not safeguard a category of less visible, yet equally important, documents of the past: texts. The Memory of the World Programme made the preservation of “documentary heritage [which] reflects the diversity of languages, peoples and cultures” its goal, hoping that its work would help prevent “collective amnesia.” An eight-member Lebanese national committee made up of cultural and political elites affiliated with Lebanon's Ministry of Culture and Lebanese University, the country's largest public university, submitted a unanimous proposal to UNESCO's International Advisory Committee (IAC) to include Nahr al-Kalb in its collection of “documentary heritage.” The IAC reviewed and accepted the proposal in June 2005, placing the inscriptions along the river of Nahr al-Kalb in the company of 156 other universally memorable texts from around the world.

Within the research framework programmes, the European Commission's interest in societal issues pertaining to science and technology has been increasing over time. An important step in this direction has been taken with the establishment during the Seventh Research Framework Programme (FP7) of the theme "Science in Society" (SiS) in the Specific Programme "Capacities". From this perspective, the theoretical and practical horizon of science and technology (S&T) socialisation discussed in this issue of JCOM fits well with the SiS strategy. In fact, S&T socialisation refers, on the one hand, to the process of the adaptation of science to a changing society and, on the other hand, to the capacity of identifying and managing the social dynamics increasingly involved with scientific and technological research.

Abstract Maritime and underwater cultural heritage (MUCH) is concerned with the relationship between people and the marine and coastal environment over time. Rooted in the past, MUCH is a resource that can help us understand and appreciate our current situation. But MUCH is also a medium through which we address the future to develop resilience and motivate adaptation. MUCH is both a source of inspiration and of evidence: to study and understand it requires and develops interdisciplinary skills across the social sciences, STEM, and SHAPE subjects.The UN Decade of Ocean Science for Sustainable Development 2021‐2030, in promoting a common framework for supporting stakeholders in studying the world's oceans, presents a vital opportunity to improve the integration of MUCH within the marine sciences. The Ocean Decade Heritage Network's Decade Action, the Cultural Heritage Framework Programme, focuses on ensuring that MUCH specialists—archaeologists and cultural heritage managers—can engage constructively with the marine sciences under the auspices of the Ocean Decade, and make the best of the opportunity that the Ocean Decade presents in addressing present and future challenges facing the world's oceans.

This article analyses the practice of public presentation of the cultural heritage protection problems in the printed materials of the Ural Society of Devotees of Natural Science (Ekaterinburg) between the second half of the nineteenth and early twentieth centuries. Currently, the civil society structures are actively involved in the system of cultural heritage protection which makes the study of such historical experience relevant. The author comprehensively analyses the materials of Zapiski Uralskogo Obshchestva Lyubitelei Estestvoznaniya (Notes of the Ural Society of Devotees of Natural Science) (40 volumes) related to the discussion of issues of cultural heritage protection, which has never been done previously. The study uses research tools of the historical-anthropological and procedural methods. The article refers to different sources: published office documents of the Society (minutes of meetings, reports), scientific notes and papers, catalogs. The analysis of the sources demonstrates that Zapiski dealt with the problems of preserving all the main categories of cultural heritage (immovable, cultural properties, intangible). The publications pay significant attention to the problems of preserving book rarities and museum collections, disseminating their own and world experience in this area. The regular topics of Zapiski were the discussion of the problems of archaeological objects protection (registration, methods of study), information about excavations, and random archaeological finds. The important topics of the Zapiski were the popularization and actualization of objects of Ural cultural heritage. This was achieved through the publication of catalogs of the society’s collections and reviews of archaeological sites. Zapiski contains a lot of articles about the ethnography of the Ural population (everyday life, traditions, folklore). Nevertheless, the problems of preserving the intangible heritage were raised very rarely. The experience of protection activities was promoted by printed materials on the interaction between the Society and the Imperial Archaeological Commission, the provincial administration, and foreign organizations. The author believes that the materials of the Notes of the Ural Society of Devotees of Natural Science performed an important function of disseminating scientific and practical experience in the protection of cultural heritage, its popularization, and actualization.

Propaganda from the BBC directed at Italy during the Second World War played a dual role. The ‘Radio Londra’ programmes, on the one hand a propaganda tool of the British government and on the other moral support to many Italians, are part of the cultural heritage of the war. This article explores what topics and types of programme were broadcast during the period of the Allied occupation of Italy (1943–1945) in order to engage the support of different social categories, including ordinary men and women, soldiers, factory workers, former Fascists, and intellectuals. The first part analyses some of the programmes in order to determine their propaganda strategies, while the second part focuses on the letters sent by listeners in Italy to the BBC broadcaster Colonel Stevens. It will be seen how both the use of cultural stereotypes and the attention to the detail of daily life for Italian civilians contributed to the success of the programmes.

Purpose – In Europe, as in other developed regions of the world, formal protected areas (PA) are, almost by definition, conservation islands within a wider landscape of intensive farming, towns, industry and transport links. The recognised need for “more, bigger, better and joined” implies the need for complementary approaches. The purpose of this paper is to examine some innovative funding and delivery mechanisms in the UK and their strengths – and weaknesses – compared to the formal system of PA. Design/methodology/approach – Building on recent research undertaken for the UK Heritage Lottery Fund (HLF) the HLF landscape partnership (LP) programme is described and related to other area-based approaches including the Wildlife Trust’s Living Landscapes, the Futurescapes programme of the Royal Society for the Protection of Birds and the UK government’s Nature Improvement Areas (NIA). Findings – LPs represent an increasingly important vehicle for securing conservation of the natural and cultural heritage alongside the formal system of designated PA. Their reliance upon local initiative, community engagement and multi-agency participation presents significant advantages. The strength of the LP approach is that it is “bottom up” and in some ways opportunistic. Practical implications – Non-tax funding of innovative approaches to landscape governance presents significant opportunity for natural and cultural heritage conservation, particularly in their capacity to mobilise local enthusiasm and support. However, it fits also with neo-liberal approaches which seek to transfer to the “third sector” responsibilities previously the province of local and national government. Originality/value – This paper is one of a very limited number of studies of developed-country LPs. It widens the concept of “PA” beyond formal IUCN categories and indicates the potential for innovations in funding and governance.

Abstract The UN Development Programme introduced the human security concept in 1994 to address the diversity of challenges to people’s survival, livelihood, and dignity in seven key areas: personal, food, health, economic, political, community, and environmental security. A voluminous literature has since engaged its definitional parameters, theoretical implications, and practical applications. Yet neither dignity nor community security, defined in part to include cultural traditions and identities, have attracted much attention despite considerable human and community insecurities caused by assaults on cultural heritage which, as emblematic of distinctive cultural identities, have downward effects on dignity. This article aims to correct that gap. It identifies and examines three security markers to ascertain and redress the sufferance of indignities and insecurities pertaining to heritage, dignity, and community security: ensuring use of heritage; promoting its transmission; and protecting and advancing cultural rights.

The author presents the preliminary results of a survey conducted during a five-month study stay at the National Folk Museum of Korea in 2017 as a part of the International Professional Exchange Programme of the Cultural Partnership Initiative (CPI) of the Ministry of Culture, Sports and Tourism of the Republic of Korea and further research conducted independently in 2019, which aimed to study the Korean system for safeguarding intangible cultural heritage and its effects on a very specific phenomenon of intangible cultural heritage – the so-called haenyeo culture from Jeju Island, i.e. the culture of women divers from Jeju Island – included in UNESCO's Representative List of the Intangible Cultural Heritage of Humanity in 2016 and the Korean National Intangible Cultural Heritage List a year later.

This paper reflects on Common-places (2019), a project that was developed in Sheffield on the invitation of Site Gallery to participate in their ‘City of Ideas’ programme. Amidst the urban regeneration processes that are reshaping the city, this programme offered the opportunity to think about novel approaches that art and interdisciplinary practices could bring to processes of urban change. Common-places was proposed as a participatory workshop that engaged the local community, by inviting them to recognise the things they ‘hold dear’ about the areas in which they live or work. The premise was to identify forms of material and immaterial value that would reveal the ‘character’ of a place and its forms of use-value that are important to a local community. The intention was to develop a set of tools to highlight, map, commemorate and ultimately protect this intangible heritage in the context of urban regeneration in Sheffield. The project addressed some of the existing challenges of integrating an expanded notion of heritage in urban planning. Moveover, it reflects on the importance of identifying the use-value of intangible heritage and embraces a more integral and holistic approach to city planning.

The Manpower Services Commission, through its Community Programme, is continuing to be used by many museums for the documentation of collections. However, few Record Centres appear to be employing this form of temporary staffing. In the early days of the National Scheme many centres solicited help through JCP and its successor STEP. Perhaps it is time for Record Centres once again to promote recording schemes. 1 was asked by the Conservation Committee of the Geological Society to suggest an outline scheme which Record Centres could use as a model for submission. Below is my suggested format which is emotively titled Heritage Recording as this much overused and fashionable word has community connotations.

AbstractThe Astronomical Society of Japan has started authorization of Japan Astronomical Heritage since 2018. The society certificates two or three sites/materials/literature every year not only for preservation but also for utilization. The certification influences citizens and local governments, and stimulates various movements. The idea of national astronomical heritage will help to preserve valuable properties of each country and to promote the utilization.

People's voices are critical instruments in the development and sustenance of any society. In this era of democracy there is need for quality assurance in broadcast style and content in order to communicate government policies to the people as well as elicit and encourage Nigerians to ensure sustainability on issues such as nation building. To maintain standards in broadcast content and presentation, the language and accent of broadcast programming should reflect and interpret the people's interests, and make important contributions to the development of the cultural heritage and economy of the society. Quality assurance in broadcast style and content should fulfill social and cultural needs of the people through decent programme offerings that have good taste for public interest. The writer recommends that broadcast producers should uphold editorial values and maintain technical and artistic standards to promote and preserve quality assurance in broadcast style and content in Nigeria.

The Cluster HEritage project with XMM-Newton – Mass Assembly and Thermodynamics at the Endpoint of structure formation (CHEX-MATE) is a three-mega-second Multi-Year Heritage Programme to obtain X-ray observations of a minimally-biased, signal-to-noise-limited sample of 118 galaxy clusters detected by Planck through the Sunyaev–Zeldovich effect. The programme, described in detail in this paper, aims to study the ultimate products of structure formation in time and mass. It is composed of a census of the most recent objects to have formed (Tier-1: 0.05 < z < 0.2; 2 × 1014 M⊙ < M500 < 9 × 1014 M⊙), together with a sample of the highest mass objects in the Universe (Tier-2: z < 0.6; M500 > 7.25 × 1014 M⊙). The programme will yield an accurate vision of the statistical properties of the underlying population, measure how the gas properties are shaped by collapse into the dark matter halo, uncover the provenance of non-gravitational heating, and resolve the major uncertainties in mass determination that limit the use of clusters for cosmological parameter estimation. We will acquire X-ray exposures of uniform depth, designed to obtain individual mass measurements accurate to 15 − 20% under the hydrostatic assumption. We present the project motivations, describe the programme definition, and detail the ongoing multi-wavelength observational (lensing, SZ, radio) and theoretical effort that is being deployed in support of the project.

Dievturība (dievturi - "God keepers", "people who live in harmony with God") is a newly created religious tradition having appeared in the second part of the 1920s – 1930s, its most essential source includes materials of Latvian folklore and folk traditions. These are interpreted by construing a religious ethical theory and creating a religion which is alternative to Christianity, with its own doctrine and rituals, and the conception of Latvianness in culture and politics. Latvianness is the most essential concept of cultural politics to which all activities of the dievturi are subjected (exaltation, family celebrations (krustabas, vedības (marriage), bedības (funeral)) as well as seasonal rituals, cultural historical excursions, tidying and spiritual restoration of the sacral sites (sacred places, castle mounds), folklore activities, article publications in mass media, summer thematic camps in the countryside marked by intensive mastering and cultivation of history and culture, celebration of Latvian public holidays and the most important remembrance days. Contemporary dievturi groups are seeking for new ideas in order to develop and popularize their conceptions, which can partly be characterized as a cultural political programme for theoretical (doctrine) and practical (exaltations, ceremonies, seasonal rituals) realization of Latvianness and its components. Within this publication, creativity means the system of ideas and values that promotes the development and perspectives of dievturi groups as well as includes them into a wider cultural political environment thus performing a culture-creating job. A special attention is paid to the essential ideas and values guiding the creativity of contemporary Latvian dievturi groups, making ample use of storyteller habitus, thus intentionally allowing the domination of group participant discourse. The two main directions of dievturi group participant creativity are the development of their doctrine (teaching) and the ritual practice (exaltations). These directions allow to attract wide attention of the society and mass media, new participants and supporters, to influence the political and cultural processes in Latvia. An important part in the doctrinal reflections of the dievturi, especially in the ritual practice (exaltations), has always been taken by Latvian literature writings. A selective choice of these supplement the textual canon of the dievturi continuing the tradition in line with “the mood of Latvian folk songs” and attributing a more modern shape and world outlook concepts to dievturi undertakings. The aim of an exaltation is always associated with the main cultural political concept of the dievturi – Latvianness, namely, to make Latvianness more active, to offer an opportunity to approach Latvianness, make efforts for deeper comprehension of it, being aware and living through it, although thematically it may be dedicated to separate components of Latvianness (people, land, language, God, Māra, Laima, work, virtues, human life, and the like). Also, the most essential ideas and values of dievturība – gender equality, domesticity, antiglobalism, ecology, traditional marriage formula, life style and appearance, environment (for example, use of Latvian language), music, art and literature priorities (classical and/or national music, use of local building materials and ornaments (all ornaments have been observed in Latvia’s nature), writers, poets and playwrights who most precisely depict the “Latvian spirit” – derive from folk songs and the cultural concepts deriving thereof. Activity in the field of Latvianness (ethnicity conception) is in accord with the activity in favour of the future of the Latvian people, symbolical non-forgetting of culture correspond to generating of culture. This attributes a political and social dimension to the cultural activity of dievturi. Dievturība does not perform an official cultural politics of cultural values, heritage, traditions etc., this is a task for politicians; however, it is at least a marginal participant of the cultural political sphere. Placing ethnicity, or the Latvian discourse, at the centre of cultural politics encompasses the range of further impact when the seeming encapsulation within the margins of culture are replaced by reflections on Latvian economy, guidelines in education and science, health care system, axiological juxtaposition of the countryside and city. Also, the evaluation and criticism of the activity of the Christian Church by the dievturi is connected with the conception of Latvianness. Dievturi strongly disclaim Christianity and any chance of mutual cooperation (and also vice versa), protest against its monopoly position in Latvian society, consider Christianity a historically alien religion having been forced upon Latvians and demanding the status of a traditional religion in Latvia also for dievturība including, for example, the right to wed, to celebrate religious festivals. The results of field research do not allow to speak about dievturība today as a strong and united manifestation of Latvian religious experience and way of life. Rather, it is possible to register (after the decline of the movement at the end of the 1990s and at the beginning of the 2000s) a quite consistent and sufficiently active revival which is connected with the appearance of new persons and creative ideas among Latvian dievturi. The future events depend on the fact whether dievturi themselves would be able to solve the protracted inner inconsistencies and find a uniting grounds for further development of the movement. The article is based on the study results obtained during the 2006–2008 field research carried out in dievturi groups (interviews with group leaders, participants and individual representatives, transcripts of audio and video materials). The study was carried out with the financial support of the project “Society and lifestyles” and using its accepted methods – ethnographic description, semi-structured interviews and methods of visual anthropology (photography, filming) and instructions by the Ethical Commission (for example use of assumed names for storytellers).

To understand the significance that cultural heritage has today and, above all, the role of citizens in decision-making for its valorisation, transmission, and management, it is necessary to approach it from a very early age, specifically through childhood education. Hence, this action research study is proposed for 56 infant teachers in initial training at the University of A Coruña (Galicia, Spain). This is a descriptive case study that aims to investigate the perceptions of early childhood education teachers in initial training about cultural heritage (definition: economic, cultural, and educational uses; agents involved in its transmission, management, etc.). In addition, the paper analyses the changes and continuities that occur in student teachers’ perceptions after carrying out a didactic proposal through relevant social problems linked to the Ribeira Sacra cultural landscape. This action research study has allowed students to give more importance to intangible cultural heritage and to gain a better understanding of controversial issues related to cultural heritage, such as the balance between economic and cultural use, as well as citizens’ roles in a decision-making process related to cultural heritage. Despite engaging in didactic activities, a substantial portion of students still retain a conservative outlook on heritage education.

The Memory of the Netherlands programme was created by the Koninklijke Bibliotheek (the National Library of the Netherlands) in cooperation with the Dutch Ministry of Education, Culture and Science to present a major national database of images of cultural heritage objects on the Internet. The article describes the background to the project, the collections that it contains, and the partnerships with other institutions that have been forged. Particular issues highlighted by the programme have been open access and copyright, contextualizing the content of the database, and the challenges of evolving Information Technology and the standardization of metadata. Memory of the Netherlands has been successful in creating a freely accessible database of more than 400,000 digital objects from 70 different cultural heritage institutions. However, the Dutch government, which financed the programme for its first ten years, has decided to end its funding and the Koninklijke Bibliotheek now has to consider how best to ensure the continued existence and accessibility of the project.

The Masters (MSc) in Science Communication at Dublin City University (Ireland) draws on expertise from several disciplines in human and physical sciences. The programme takes a broad view of communication that includes the various kinds of interaction between institutions of science and of society, as well as the diverse means of exchanging information and ideas. Nearly 200 students from a wide variety of backgrounds have completed the programme since its start in 1996, and they work in many different types of employment, from information and outreach services, to science centres, to publishing and journalism. Through the programme, and in the dissertation in particular, students are encouraged to reflect critically on the place and performance of science in society, and on relations between the cultures of natural sciences and of humanities and social sciences.

Abstract The Confederate flag has been a hotly debated symbol of heritage or hate in the United States. In 2015, 54 per cent of Americans polled saw the flag as a symbol of ‘Southern pride’ whereas 34 per cent saw it as racist. However, 27 per cent of Whites compared to 69 per cent of Blacks saw the flag as racist. In this article, I suggest how instructors can better explain this controversial topic within an America society that is ‘post-race’. First, I describe an opening activity to get students thinking about symbolism through flags. Next, I present a lecture that debunks myths about the flag’s meanings by presenting its factual history. Finally, I describe an open debate activity to complete the discussion and comprehension of the confederate flag. Student responses suggest that these lesson plans lead to a better understanding of its symbolism and its relationship to the continuing significance of racism in the U.S.

Abstract This article considers civilizational politics at the interface between nationalism and internationalism. It does this by focusing on some key trends in India's engagements with UNESCO and its flagship conventions for culture. The article builds on existing scholarship regarding the political appropriation of key religious and heritage sites within India by critically examining how Hinduism is presented to UNESCO and other organizations as a religious and civilizational heritage for global recognition and endorsement. We argue that UNESCO's programmes and conventions are being co-opted via a rewriting of history and in the creation of heritage imaginaries of a Hindu nation. From there, the discussion extends previous critiques regarding the conjoining of Hinduism to a Harappan civilization heritage by showing how this geographically extends outwards via a programme of Indian Ocean diplomacy conceived around environmental and historical connectivities. In pulling these various threads together, the article demonstrates the ways in which Hindu civilizational discourses circulate at the international level in seemingly benign and banal ways, and, yet, simultaneously advance the domestic cultural politics now familiar to the Hindutva movement.

AbstractThe development of environmental science agency (ESA) is considered very important for the sustainability and conservation of the environment and the safeguarding of the cultural heritage. It is enhanced through experiential programmes and participatory actions that shape future environmental behaviour. ESA consists of three components: knowledge, role development and agency about the environment and the current issues affecting it. The present research was designed to explore how an environmental entrepreneurship intervention programme with primary school students can promote the development of their ESA. The study involved 34 primary students, aged 11–12, who participated in an environmental entrepreneurship educational programme. It follows a mixed methods design using quantitative and qualitative methods of data collection and analysis, namely pre- and post-students’ questionnaires and teachers’ interviews. The results indicate the development of knowledge and roles components, while the third component, agency, seems to diminish. The results of this study seem to be suggesting that late childhood is a good period to invest in the development of ESA, by offering environmental entrepreneurial programmes to students that might leverage their future intentions and willingness in taking action towards the sustainability of the environment and the cultural heritage. Future studies should continue to investigate the relationship between environmental entrepreneurship education and the development of ESA.

In recent decades, civil society organizations (CSOs) have ostensibly attained increased access to the United Nations (UN) and other intergovernmental organizations (IGOs) and, in turn, increased opportunities for collaboration with IGOs. However, in most cases, CSO access to IGOs remains limited and highly regimented. Little scholarship has been undertaken to examine barriers to effective CSO–IGO collaborations. Virtually, no empirical research has examined the degree or nature of the interaction between the UN and international civil society via the dynamic of the flagship programme designed to facilitate such collaborations—the consultative status framework. This exploratory study partially addresses the latter gap in the scholarship by undertaking a qualitative macro-scale examination of CSOs within the UN Economic and Social Council’s (ECOSOC) consultative status programme, the primary vehicle in the UN–civil society dynamic. Specifically, the study sought to identify barriers to UN–civil society collaboration within the consultative status programme as perceived by participating CSOs. Findings of a survey sent to a random sample of 10% of CSOs holding UN–ECOSOC consultative status revealed that barriers to participation in the programme varied with some obstacles far more common than others. The degree of barriers reported by CSOs also strongly reflected the level of accreditation they held within the programme. Additionally, survey respondents offered insight as to how impediments in the collaboration could potentially be addressed.

The article examines the current state and main problems of preservation and use of cultural heritage for tourism development in Ukraine. It was found that cultural heritage is becoming a new factor in economic and spiritual life in Ukraine, is a powerful resource for balanced development of society, performing in modern society many modern functions, including political, economic, social, and spiritual. At the same time, the study and generalization of modern theoretical and methodological works on the assessment of cultural heritage have made it possible to establish the lack of development of the concept of cultural heritage in general and its conceptual and terminological apparatus in particular. Currently, Ukraine is actively integrating into the world cultural space, so a full and comprehensive identification and study of cultural heritage for the purpose of balanced use and comprehensive preservation – a strategic, state-important humanistic and scientific-practical task. According to the research results, the principles of socio-geographical research of cultural heritage are formulated and the structural-graphic model of complex socio-geographical study of cultural heritage as a factor of socio-economic development of regions is developed; the current state and main problems of preservation and use of the cultural heritage of Ukraine are determined; describes the program-targeted approach to solving the problems of protection and use of cultural heritage, outlines practical recommendations for ways to improve the use of the historical and cultural potential of regions for tourism development in Ukraine. The obtained theoretical and applied results of the research create preconditions for the formation of an appropriate methodological basis for their application in the national economy, which enhances the practical significance of the work.

Educational conditions reflect society’s cultural traditions and political system, in turn affecting society’s development. The development of the younger generation is guided by way of education, for which reason working out educational policy requires the participation of society’s various interest groups. This article analyses changes in the teaching of history in the transitional period from the Soviet era to restored independent statehood. The development of subject content, the complicated role of the history teacher, the training of history teachers, and the start of the renewal of textbooks and educational literature are examined. The aim is to ascertain in retrospect the developments that took place prior to the restoration of Estonia’s independence, in other words the first steps that laid the foundation for today’s educational system. Legislation, documents, publications, and media reports preserved in the archives of the Ministry of Education and Research and the Archival Museum of Estonian Pedagogics were drawn upon in writing this article, along with the recollections of teachers who worked in schools in that complicated period. These recollections were gathered by way of interviews (10) and questionnaires (127). Electronic correspondence has been conducted with key persons who participated in changes in education in order to clarify information, facts, conditions and circumstances. The discussion in education began with a congress of teachers in 1987, where the excessive regulation of education was criticised, along with school subjects with outdated content, and the curriculum that was in effect for the entire Soviet Union. The resolution of the congress presented the task of building a national and independent Estonian school system. The congress provided an impetus for increasing social activeness. An abundance of associations and unions of teachers and schools emerged in the course of the educational reform of the subsequent years. After the congress, the Minister of Education, Elsa Gretškina, initiated a series of expert consultations at the Republic-wide Institute for In-service Training of Teachers (VÕT) for reorganising general education. The pedagogical experience of Estonia and other countries was analysed, new curricula were drawn up and evaluated, and new programmes were designed for school subjects. The solution was seen in democratising education: in shaping the distinctive character of schools, taking into account specific local peculiarities, establishing alternative schools, differentiating study, increasing awareness and the relative proportion of humanities subjects and foreign language study, better integrating school subjects, and ethical upbringing. The problems of schools where Russian was the language of instruction were also discussed. The Ministry of Education announced a competition for school programmes in 1988 to find innovative ideas for carrying out educational reform. The winning programme prescribed compulsory basic education until the end of the 9th grade, and opportunities for specialisation starting in the second year of study in secondary school, that is starting in the 11th grade. Additionally, the programme prescribed a transition to a 12-grade system of study. Schools where Russian was the language of instruction were to operate separately, but were obliged to teach the Estonian language and Estonian literature, history, music and other subjects. Hitherto devised innovative ideas for developing Estonian education were summed up in the education platform, which is a consensual document that was approved at the end of 1988 at the conference of Estonian educators and in 1989 by the board of the ESSR State Education Committee. The constant reorganisation of institutions hindered development in educational conditions. The activity of the Education Committee, which had been formed in 1988 and brought together different spheres of educational policy, was terminated at the end of 1989, when the tasks of the committee were once again transferred to the Ministry of Education. The Republic-wide Institute for In-service Training of Teachers, the ESSR Scientific-Methodical Cabinet for Higher and Secondary Education, the ESSR Teaching Methodology Cabinet, the ESSR Preschool Upbringing Methodology Cabinet, and the ESSR Vocational Education Teaching and Methodology Cabinet were all closed down in 1989. The Estonian Centre for the Development of Education was formed in July of 1989 in place of the institutions that were closed down. The Institute for Pedagogical Research was founded on 1 April 1991 as a structural subunit of the Tallinn Pedagogical Institute, and was given the task of developing study programmes for general education schools. The Institute for the Scientific Research of Pedagogy (PTUI) was also closed down as part of the same reorganisation. The work of history and social studies teachers was considered particularly complicated and responsible in that period. The salary rate of history teachers working in secondary schools was raised in 1988 by 15% over that of teachers of other subjects, since their workload was greater than that of teachers of other subjects – the renewal of teaching materials did not catch up with the changes that were taking place in society and teachers themselves had to draw up pertinent teaching materials in place of Soviet era textbooks. Articles published in the press, newer viewpoints found in the media, published collections of documents, national radio broadcasts, historical literature and school textbooks from before the Second World War, and writings of notable historians, including those that were published in the press throughout the Soviet Union, were used for this purpose. Teachers had extensive freedom in deciding on the content of their subject matter, since initially there were no definite arrangements in that regard. A history programme group consisting of volunteer enthusiasts took shape at a brainstorming session held after the teachers’ congress. This group started renewing subject matter content and working out a new programme. The PTUI had already launched developmental work. There in the PTUI, Silvia Õispuu coordinated the development of history subject matter content (this work continued until 1993, when this activity became the task of the National Bureau of Schools). The curriculum for 1988 still remained based on history programmes that were in effect throughout the Soviet Union. The greatest change was the teaching of history as a unified course in world history together with themes from the history of the Estonian SSR. The first new curriculum was approved in the spring of 1989, according to which the academic year was divided up into three trimesters. The school week was already a five-day week by then, which ensured 175 days of study per year. The teaching of history began in the 5th grade and it was taught two hours per week until the end of basic school (grades 5 – 9). Compulsory teaching of history was specified for everyone in the 10th grade in secondary school, so-called basic education for two hours a week. The general and humanities educational branches had to study history three hours a week while the sciences branch only had to study history for two hours a week. Students were left to decide on optional subjects and elective subjects based on their own preferences and on what the school was able to offer. The new conception of teaching history envisaged that students learn to know the past through teaching both in the form of a general overview as well as on the basis of events and phenomena that most characterise the particular era under consideration. The teacher was responsible for choosing how in-depth the treatment of the subject matter would be. The new programmes were implemented in their entirety in the academic year of 1990/1991. At the same time, work continued on improving subject programmes. After ideological treatments were discarded, the aim became to make teaching practice learner-oriented. The new curriculum was optional for schools where the language of instruction was Russian. Recommendations for working with renewed subject content regarding Estonian themes in particular were conveyed by way of translated materials. These schools mostly continued to work on the basis of the structure and subject content that was in effect in the Soviet Union, teaching only the history of the Soviet Union and general history. Certain themes from Estonian history were considered in parallel with and on the basis of the course on the history of the Soviet Union. The number of lessons teaching the national official language (Estonian) was increased in the academic year of 1989/1990 and a year later, subjects from the Estonian curriculum started being taught, including Estonian history. The national curriculum for Estonian basic education and secondary education was finally unified once and for all in Estonia’s educational system in 1996. During the Soviet era, the authorities attempted to make the teaching profession attractive by offering long summer breaks, pension insurance, subsidised heating and electricity for teachers in the countryside, and apartments free of charge. This did not compensate the lack of professional freedom – teachers worked under the supervision of inspectors since the Soviet system required history teachers to justify Soviet ideology. The effectiveness of each teacher’s work was assessed on the basis of social activeness and the grades of their students. The content and form of Sovietera teacher training were the object of criticism. They were assessed as not meeting the requirements of the times and the needs of schools. Changes took place in the curricula of teacher training in 1990/1991. Teachers had to reassess and expand their knowledge of history during the transitional period. Participation in social movements such as the cultural heritage preservation movement also shaped their mentality. The key question was educational literature. The government launched competitions and scholarships in order to speed up the completion of educational literature. A teaching aid for secondary school Estonian history was published in 1989 with the participation of 18 authors. Its aim was set as the presentation of historical facts that are as truthful as possible from the standpoint of the Estonian people. Eesti ajalugu (The History of Estonia) is more of a teacher’s handbook filled with facts that lacks a methodical part, and does not include maps, explanations of terms or illustrations meant for students. The compendious treatment of Estonian history Kodulugu I and II (History of our Homeland) by Mart Laar, Lauri Vahtre and Heiki Valk that was published in the Loomingu Raamatukogu series was also used as a textbook in 1989. It was not possible to publish all planned textbooks during the transitional period. The first round of textbooks with renewed content reached schools by 1994. Since the authors had no prior experience and it was difficult to obtain original material, the authors of the first textbooks were primarily academic historians and the textbooks had a scholarly slant. They were voluminous and filled with facts, and their wording was complicated, which their weak methodical part did not compensate. Here and there the effect of the Soviet era could still be felt in both assessments and the use of terminology. There were also problems with textbook design and their printing quality. Changes in education did not take place overnight. Both Soviet era tradition that had become ingrained over decades as well as innovative ideas could be encountered simultaneously in the transitional period. The problem that the teaching of history faced in the period that has been analysed here was the wording of the focus and objectives of teaching the subject, and the balancing of knowledge of history, skills, values and attitudes in the subject syllabus. First of all, Soviet rhetoric and the viewpoint centring on the Soviet Union were abandoned. The so-called blank gaps in Estonian history were restored in the content of teaching history since it was not possible to study the history of the independent Republic of Estonia during the Soviet era or to gain an overview of deportations and the different regimes that occupied Estonia. Subject content initially occupied a central position, yet numerous principles that have remained topical to this day made their way into the subject syllabus, such as the development of critical thinking in students and other such principles. It is noteworthy that programmes for teaching history changed before the restoration of Estonia’s independence, when society, including education, still operated according to Soviet laws. A great deal of work was done over the course of a couple of years. The subsequent development of the teaching of history has been affected by social processes as well as by the didactic development of the teaching of the subject. The school reform that was implemented in 1987–1989 achieved relative independence from the Soviet Union’s educational institutions, and the opportunity emerged for self-determination on the basis of curricula and the organisation of education.

Abstract Contrary to other forms of heritage (i.e., art collections), archaeology is based on allegedly objective data and is, therefore, particularly suitable to support ideological narratives on the past. Its scientific nature, combined with the proximity between its subject, material findings, and the cultural heritage of certain groups, entails that its history is key to understanding the interactions between science and its public. From an historical analysis that highlights the dynamics of inclusion and exclusion, participation and narration of heritage, we can move on to reconstruct a critical approach to museums, collections, and cultural heritage in the society of the present and the future and re-imagine the role of history of science in this complex process.

PurposeThe purpose of this paper is to classify the best practices selected by the “Finnish Government Information Society Policy Programme” with a framework that includes four segments: technology, supply, demand, and spatial impact scale. These segments are elemental parts of service development processes, the best of which are classified into seven distinct categories: Telecommunications; Citizen Readiness; Education and Research; Working Life; Public Sector Electronic Services; Social and Health Care; and Electronic Commerce.Design/methodology/approachThe empirical material includes the best practices as defined by the Finnish Government Information Society Policy Programme 2003‐2007. The best practices were analyzed through their project descriptions. The data were classified with textual content analysis into categories that were further analyzed numerically. The tools of statistical analysis included cross‐tabulations and chi‐square tests.FindingsThe results reveal differentiation among the best practices. The majority of service development concerns applications and software. However, physical infrastructure development was also present in the largest cities. Public sector organizations produced more than half of all of the best practices selected. Public‐private partnerships were also common, and the majority of service development was targeted to the national level.Research limitations/implicationsThe best practices analyzed illustrate the view of the Finnish Government Information Society Policy Programme. Consequently, the analysis highlights the values of the policy program. The data include only a small segment of on‐going development activity and represents a case study and therefore it is limited to the Finnish and Nordic context.Originality/valueThis paper uses a unique primary data set. The results obtained reflect the originality of the study and clearly provide sufficient grounds to consider electronic service development. The results are also transferable to public sector decision makers dealing with regional policies and development.

This paper focuses on the interplay between Conservative thought as evinced by the current Conservative Party leadership and the idea of responsibility, which is a central concern in the Big Society programme. I show that responsibility holds different meanings based on attitudes to work and the welfare state and that the differentiation in meaning map onto a working class/middle class distinction. I then argue that the ‘good society’ as it emerges from the Big Society idea would be a more stratified one that accepts large degrees of inequality. Leaving the conceptual plane, I then provide support for my argument with findings from qualitative research into the lifeworld of young Conservatives.