Heritage and Diversity: Values in European Heritage Management Reflected in Award-Winning Best Practices

The EU_CUL research network project, which is a collaboration of academics in heritage studies and in pedagogy, explored the use of cultural heritage for fostering social responsibility in higher education (Erasmus + project. In this context, research was conducted on inspirational examples and best practices in heritage management that include social and other societal values of heritage. This included award winning heritage practices in Europe. Heritage awards have, as a good practice assessment methodology, the potential to promote particular implemented practices. They can therefore help us find out what is considered ‘best practices’ in heritage management. An analysis of these practices also enables us to identify patterns, trends and potential biases. Sub-questions posed were: what is considered a ‘best practice’ in heritage awards? What kind of practices get these prizes and recognitions? What kinds of heritage are included and get the most attention? To what extent is the diversity of heritage, values and individuals in Europe represented? This chapter will discuss the results of this analysis of heritage awards and critically discuss the patterns that emerge and how this relates to governance and leadership in heritage management. The research is limited to Europe, it focuses on EAA and Europa Nostra, thus national prizes were not included.

Raising Helpful Children: Exploring Conflict Between Goals and Practices in Euro-Heritage Socialization of Helping

Helping others benefits both helper and helpee and is the basis for societal structures that promote collective well-being. Many parents Using a White, European-heritage “Constellation of practices” (UWEC), recognize the importance of raising a child who helps others. Yet UWEC children seem to take initiative to help with household work less, and in ways that benefit others less, than other children globally. It is important for future researchers to explore the phenomenon of many UWEC parents using practices that work against their explicit goals, and suggestions are made for future work, including better integration of cross-cultural evidence in developmental psychological study design. Better integrating evidence and exploring this conflict further would greatly advance our understanding of the socialization of helping, and may elucidate how much change is possible and advisable regarding how best to raise children to think and act in other-oriented ways that are beneficial for all.

PRELIMINARY STUDY ON THE PREVENTIVE PROTECTION OF ROCKERY IN THE MOUNTAIN RESORT BASED ON THE COMPREHENSIVE DIGITAL TECHNOLOGY

The concept of preventive protection originates from the European heritage protection field. Nowadays, a complete knowledge system and normative reference framework have been formed in the field of museum collection cultural relics. However, it is just beginning in the field of traditional garden heritage protection. Based on the review of the theories and practices of the preventive protection of international historical building and traditional garden heritage, this paper makes a comprehensive survey, photo and modeling record of the rockery of Mountain Resort with the help of the current comprehensive digital mapping technology. Based on this, the paper combines the historical data files to carry out the comprehensive analysis and evaluation of the authenticity, destruction and safety of the present rockery; moreover, taking Jinshan as an example, the main points of digital surveying and mapping of large-scale rockery are summarized; Finally, summarize the current problems of rockery and put forward preventive protection suggestions. It is hoped that through this study, the case of preventive protection of Royal Garden heritage in Qing Dynasty will be enriched, and a new idea will be provided for the protection of Royal Garden heritage in Qing Dynasty.

Developing EU Heritage Diplomacy: Notions of Cultural Diplomacy, Cultural Heritage, and Intercultural Dialogue among EU Officials and European Heritage Practitioners

The European Commission has recently identified cultural heritage as a focus area for EU cultural diplomacy. The article explores EU cultural diplomacy that deals with cultural heritage and develops the concept of heritage diplomacy based on a critical discourse analysis of interviews with EU officials and heritage practitioners working at sites awarded with the European Heritage Label. What do these actors mean by cultural diplomacy and how do they understand the role and potential of cultural heritage for it and with what effects? The analysis indicates that heritage diplomacy means different things for EU officials and heritage practitioners. Their discourses on the uses of cultural heritage for diplomacy constructs certain understandings of cultural heritage and heritage diplomacy, and the power relations between these understandings.

Selected Buildings in Transylvania: About Ybl Miklós' Designs

Ybl Miklós is a leading figure of nineteenth-century architecture, one of the prestigious Hungarian architects who won the Franz Jozef Knights' Cross and the Knight's Cross Order of Leopold medals, a member of Budapest's Board of Public Works and the Association of Architects and Engineers. His works represented highly complex national and European heritage values and were a reference point for nineteenth century Hungarian architecture. In 2014, when UNESCO celebrated the bicentennial of the birth of Ybl Miklós, it marked both his personality and the architect's vision. In his honour, the Faculty of Architecture and Civil Engineering of the Szent István University in Budapest bears his name.Some of his works in Transylvania and the connections he had with Transylvanian nobles are lesser known. This article highlights another aspect of his work.

Talatalanoa as ongoing complex conversations and negotiation of practice in higher education

Higher education is a site where diverse cultures and knowledges intersect. Engaging in complex conversations is necessary for educators and academics to confront and negotiate differences, especially in areas they may not be overly familiar with. Negotiating complex conversations is difficult, time consuming, risky, yet rewarding, particularly if shifts in the understanding or valuing of relational engagement and practice. In this article, as a Tongan teacher educator and Pāpālangi (of European heritage/s) educator, we critically reflect on our work in transforming learning and engagement contexts that predominantly ignore expressions of Pacific Indigenous knowledge and Tongan ways of being. Through our collaborative talatalanoa (ongoing conversations) we demonstrate the value of negotiating complex conversations in higher education and particular aspects to consider when instigating them.

An Exploratory Study on Cross-Cultural Differences in Facial Emotion Recognition Between Adults From Malaysia and Australia

While culture and depression influence the way in which humans process emotion, these two areas of investigation are rarely combined. Therefore, the aim of this study was to investigate the difference in facial emotion recognition among Malaysian Malays and Australians with a European heritage with and without depression. A total of 88 participants took part in this study (Malays n = 47, Australians n = 41). All participants were screened using The Structured Clinical Interview for DSM-5 Clinician Version (SCID-5-CV) to assess the Major Depressive Disorder (MDD) diagnosis and they also completed the Beck Depression Inventory (BDI). This study consisted of the facial emotion recognition (FER) task whereby the participants were asked to look at facial images and determine the emotion depicted by each of the facial expressions. It was found that depression status and cultural group did not significantly influence overall FER accuracy. Malaysian participants without MDD and Australian participants with MDD performed quicker as compared to Australian participants without MDD on the FER task. Also, Malaysian participants more accurately recognized fear as compared to Australian participants. Future studies can focus on the extent of the influence and other aspects of culture and participant condition on facial emotion recognition.

Role of the Cultural Heritage in the European Context

Cultural heritage is a strategic resource for Europe. The article analyzes the importance of the cultural heritage in strengthening the sense of community: togetherness. It is emphasized that Ukrainian cultural heritage is a part of the European and global context. It is noted that as a result of the COVID-19 pandemic, intangible cultural heritage is becoming more important, and the importance of the performative properties of cultural heritage is growing. The theoretical and methodological basis of the article are the works of the researches on cultural heritage and the framework study of cultural heritage as a unifying principle by European, in particular Ukrainian scholars, as well as the documents of European structures on this issue. In this context, it is important to analyze European competitions for cultural heritage: European Heritage Awards/Europa Nostra Awards—asthe means of communication and presentation of modern processes of its development, influencing the formation of public consciousness and the development of the European project.

V. Leges fundamentales: Gesetze, die gleicher sind als andere? Vom Inhalt zum Begriff

Leges fundamentals: Laws Higher than Others? Their Development from the Concept to the Term. This article investigates the tradition of laws with a higher, central authority, which can be found in the Christian tradition from the Middle Ages to the 16th century, when the Calvinist party finally coined the term “loi fondamentale”. The contrast to other national discussions shows the different starting points and contents of a notion, which rapidly became a common European heritage and merged with the equally new concept of “constitution”.