scholarly journals Agricultura y Alimentación en el México Prehispánico y siglo XVI/Agriculture and Food in Pre-Hispanic Mexico and the 16th Century.

2018 ◽  
pp. 60-81
Author(s):  
Carlos Arturo Giordano Sánchez Verín
Keyword(s):  
Sixteenth Century ◽  
United Nations ◽  
Cultural Heritage ◽  
Geographical Location ◽  
Intangible Cultural Heritage ◽  
United Nations Educational ◽  
Cultural Organization ◽  
Great Relevance ◽  
The United Nations ◽  
Agriculture And Food

El inicio de la agricultura en el Continente Americano inició en lo que actualmente se conoce como México. A partir de la gran diversidad geográfica fueron surgiendo diferentes productos y una especialización en su siembra y cuidados, a fin de obtener el mejor rendimiento de los mismos. Fue necesario conocer el clima, las calidades de la tierra y  el tiempo a fin de establecer los ciclos agrícolas que dieron como resiltado una gran variedad de plantas que representaron la base de la alimentación de los pueblos mesoamericanos.La llamada Conquista de México trajo consigo nuevos métodos agrícolas, herramientas, animales de tiro y carga y, por supuesto, una gran cantidad de plantas que muy pronto se adaptaron a la geografía de la Nueva España. ABSTRACTThe emergence of agriculture in Mexico was a factor of great relevance, which allowed the development of Mesoamerican cultures more than three thousand years of history. The geographical location of the different ethnic groups that inhabited this region allowed the cultivation of a wide variety of plants, such as corn, beans, pumpkin and chili, basic products in the Mesoamerican diet, as well as other products were developed according to the geographic characteristics and climatological, such as cocoa, from which chocolate is obtained, and even vanilla, being appreciated all over the world. Those original products were mixed with those brought by Europeans in the sixteenth century and this gave rise to Mexican cuisine, which in 2010 was declared an Intangible Cultural Heritage of Humanity by the United Nations Educational, Scientific and Cultural Organization (UNESCO).Key words: Mesoamerican cultures, Mexican gastronomy, Intangible Cultural Heritage of Humanity of the United Nations Educational, Scientific and Cultural Organization (UNESCO)

scholarly journals Angklung Tradisional Sunda: Intangible, Cultural Heritage of Humanity, Penerapannya dan Pengkontribusiannya Terhadap Kelahiran Angklung Indonesia

2019 ◽  
Author(s):  
Asep Nugraha
Keyword(s):  
Cultural Identity ◽  
United Nations ◽  
Cultural Heritage ◽  
Educational Institutions ◽  
Intangible Cultural Heritage ◽  
United Nations Educational ◽  
Cultural Organization ◽  
Culture Heritage ◽  
Frame Bound ◽  
Diatonic Scale

Angklung consists of two to four bamboo tubes suspended in a bamboo frame, bound with rattan cords. The tubes will produce certain notes when the frame is shaken or tapped. Each angklung produces a single note or chord, so several players must collaborate in order to play melodies. Traditional Angklungs use the pentatonic scale, but in 1938 musician Daeng Soetigna introduced Angklungs using the diatonic scale, known as angklung padaeng. Angklung is closely related to traditional customs, arts and cultural identity in Indonesia, played during ceremonies such as rice planting and harvest. Angklung education is passed down orally from generation to generation, and increasingly in educational institutions (Prodi Angklung and Musik Bambu ISBI Bandung. Angklung has been included in the UNESCO’s (United Nations Educational, Scientific, Cultural Organization) list of intangible cultural heritage of humanity. This paper discusses the interesting things about the angklung. Especially the process of traditional angklung that developed into the modern angklung and then both has been worldwide as Indonesian culture heritage.

scholarly journals “Fractured Resemblances”: Contested Multinational Heritage and Soft Power

2020 ◽  
Vol 27 (1) ◽  
pp. 97-123
Author(s):  
Sarah Sargent
Keyword(s):  
United Nations ◽  
Cultural Heritage ◽  
Soft Power ◽  
Intangible Cultural Heritage ◽  
Legal Regime ◽  
United Nations Educational ◽  
Cultural Organization ◽  
Cross Border ◽  
Single State

Abstract:Intangible cultural heritage elements are shared across state borders. In many instances, states join in multinational nominations to inscribe the heritage element in a way that reflects this reality. But, at times, states are unwilling or unable to cooperate in a mutual nomination that reflects the shared nature of the heritage element. The consequence of this is that heritage elements can then be nominated by individual states without any reflection of the multinational or cross-border nature of the element; thus leaving the heritage elements shorn of this aspect of their nature. The current international heritage legal regime, through the United Nations Educational, Scientific and Cultural Organization, does not adequately acknowledge or address this problem. This article, through a case study of the successful nomination by Azerbaijan of the horseback game of chovqan, examines the causes and consequences of these “fractured resemblances.” It analyzes the links between cultural heritage, conflict, and the use of heritage as a form of soft power. It focuses on the use of single-state inscription as a soft-power means of obtaining international prestige and support and the resultant effects on shared cultural heritage elements. From this, suggestions for changes to international heritage laws for the inscription of cultural heritage are suggested to accommodate the reality of the connection between cultural heritage, conflict, and power and to avoid the occurrence of “fractured resemblances” of heritage shared across state lines.

scholarly journals The Main Activities of United Nations Educational, Scientific and Cultural Organization (UNESCO)

2019 ◽  
pp. 144-154
Author(s):  
V. Pilkevych
Keyword(s):  
United Nations ◽  
Cultural Heritage ◽  
Modern World ◽  
Education For All ◽  
Intangible Cultural Heritage ◽  
United Nations Educational ◽  
Cultural Organization ◽  
A Priority ◽  
Cultural Component

The article describes the main activities of the United Nations Educational, Scientific and Cultural Organization (UNESCO). The main documents (conventions, recommendations, declarations) on which the work of the Organization is based are covered. It is determined that the cultural component of the work of UNESCO consists of topical issues: the dialogue of cultures, the preservation of cultural heritage, the protection of intangible cultural heritage. It was found that education has a priority place in the activities of the Organization, special attention was paid to the main goals of Education for All. The important programs in the scientific sphere were characterized: “Man and the Biosphere”, the International Hydrological Program, etc. The role of such composite activities of UNESCO as communication and information in the modern world is  emphasized. The outlook for the activities of UNESCO has been identified and the importance of the active cooperation of the internationalcommunity in preserving peace has been pointed out.

United Nations Educational, Scientific, and Cultural Organization

1962 ◽  
Vol 16 (1) ◽  
pp. 231-236 ◽  
Keyword(s):  
United Nations ◽  
Technical Assistance ◽  
Technical Education ◽  
Member States ◽  
Total Cost ◽  
United Nations Educational ◽  
Cultural Organization ◽  
Special Fund ◽  
The United Nations

The United Nations Educational, Scientific, and Cultural Organization (UNESCO) held its eleventh General Conference in Paris from November 14 to December 15, 1960, under the presidency of Mr. Akale-Work Abte-Wold (Ethiopia). Ninety-eight member states of UNESCO participated in the Conference compared with the 75 that were members in 1958 at the time of the tenth General Conference. The General Conference approved the program of activities for 1961–1962 and unanimously voted a budget of $32,513,228 to finance it; to this amount was added over $12 million provided by the United Nations Technical Assistance Fund to enable UNESCO to carry out many additional educational and scientific projects. UNESCO was also to act as executing agency for seventeen projects concerning higher technical education, for which the UN Special Fund was to provide more than $11 million in 1961–1962. Also allocated by the Conference was $915,000 for the construction of an additional building in Paris, the total cost of which was to be $3,535,000.

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