Cultural Landscapes Heritage Values
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The Cultural Landscape Past of the Eastern Mediterranean: the Border Lord’S Gardens and the Common Landscape Tradition of the Arabic and Byzantine Culture
land Article The Cultural Landscape Past of the Eastern Mediterranean: The Border Lord’s Gardens and the Common Landscape Tradition of the Arabic and Byzantine Culture Konstantinos Moraitis School of Architecture, National Technical University of Athens (NTUA), 8A Hadjikosta Str., 11521 Athens, Greece; [email protected]; Tel.: +30-210-6434101 Received: 5 January 2018; Accepted: 21 February 2018; Published: 26 February 2018 Abstract: An evaluation of landscape tradition, in Near and Middle East area, could emphasize a profound past of agricultural experience, as well as of landscape and garden art. In reference to this common past, Byzantine and Arabic landscape and garden art paradigms appear to be geographically and culturally correlated, as proved by a Byzantine 12th century folksong, presenting the construction of a villa, with its surrounding gardens and landscape formations, in the territory of Euphrates River. This song refers to Vasilios Digenes Akritas or ‘Border Lord’, a legendary hero of mixed Byzantine-Greek and Arab blood; ‘Digenes’ meaning a person of dual genes, both of Byzantine and Arabic origin, and ‘Akritas’ an inhabitant of the borderline. At the end of the narration of the song, contemporary reader feels skeptical. Was modern landscape and garden art born in the European continent or was it transferred to Western world through an eastern originated lineage of Byzantine and Arabic provenance? Keywords: Arabic landscape and garden art; Byzantine landscape and garden art; cultural sustainability; political sustainability; Twain-born Border Lord 1. Introductory References: The Western Interest for Landscape and Its Eastern Precedents We ought to remark in advance that the present article is written by a professional design practitioner who believes, however, that space formative practices are not of mere technological importance. -
Celtic-Colours-Guide-2019-1
11-19 October 2019 • Cape Breton Island Festival Guide e l ù t h a s a n ò l l g r a t e i i d i r h . a g L s i i s k l e i t a h h e t ò o e c b e , a n n i a t h h a m t o s d u o r e r s o u ’ a n d n s n a o u r r a t I l . s u y l c a g n r a d e h , n t c e , u l n l u t i f u e r h l e t i u h E o e y r r e h a t i i s w d h e e e d v i p l , a a v d i b n r a a t n h c a e t r i a u c ’ a a h t a n a u h c ’ a s i r h c a t l o C WELCOME Message from the Atlantic Canada Message de l’Agence de promotion A Message from the Honourable Opportunities Agency économique du Canada atlantique Stephen McNeil, M.L.A. Premier Welcome to the 2019 Celtic Colours Bienvenue au Celtic Colours On behalf of the Province of Nova International Festival International Festival 2019 Scotia, I am delighted to welcome you to the 2019 Celtic Colours International Tourism is a vital part of the Atlantic Le tourisme est une composante Festival. -
1-888-355-7744 Toll Free 902-567-3000 Local
celtic-colours•com REMOVE MAP TO USE Official Festival Map MAP LEGEND Community Event Icons Meat Cove BAY ST. LAWRENCE | Capstick Official Learning Outdoor Participatory Concert Opportunities Event Event ST. MARGARET'S VILLAGE | ASPY BAY | North Harbour Farmers’ Visual Art / Community Local Food White Point Market Heritage Craft Meal Product CAPE NORTH | Smelt Brook Map Symbols Red River SOUTH HARBOUR | Pleasant Bay Participating Road BIG INTERVALE | Community Lone Shieling NEIL’S HARBOUR | Dirt Road Highway Cabot Trail CAPE BRETON HIGHLANDS NATIONAL PARK Cap Rouge TICKETS & INFORMATION 1-888-355-7744 TOLL FREE Keltic Lodge 902-567-3000 LOCAL CHÉTICAMP | Ingonish Beach INGONISH | Ingonish Ferry La Pointe GRAND ÉTANG HARBOUR | Wreck Cove Terre Noire Skir Dhu BELLE CÔTE | ATLANTIC.CAA.CA French River Margaree Harbour North Shore INDIAN BROOK | Chimney Corner East Margaree MARGAREE CENTER | Tarbotvale NORTH EAST MARGAREE | ENGLISHTOWN | Dunvegan MARGAREE FORKS | Big Bras d’Dor NORTH RIVER | SYDNEY MINES | Lake O’Law 16 BROAD COVE | SOUTH WEST MARGAREE | 17 18 15 Bras d’Dor 19 Victoria NEW WATERFORD | 12 14 20 21 Mines Scotchtown SOUTH HAVEN | 13 Dominion INVERNESS | 2 South Bar GLACE BAY | SCOTSVILLE | MIDDLE RIVER | 11 NORTH SYDNEY | ST. ANN'S | Donkin STRATHLORNE | Big Hill BOULARDERIE | 3 PORT MORIEN | 125 SYDNEY | L 10 Westmount A BADDECK | 4 K Ross Ferry E Barachois A COXHEATH | I MEMBERTOU | N 5 S East Lake Ainslie 8 L I 9 7 E 6 SYDNEY RIVER | WAGMATCOOK7 | HOWIE CENTRE | WEST MABOU | 8 Homeville West Lake Ainslie PRIME BROOK | BOISDALE -
Migration of Eretz Yisrael Arabs Between December 1, 1947 and June 1, 1948
[Intelligence Service (Arab Section)] June 30, 1948 Migration of Eretz Yisrael Arabs between December 1, 1947 and June 1, 1948 Contents 1. General introduction. 2. Basic figures on Arab migration 3. National phases of evacuation and migration 4. Causes of Arab migration 5. Arab migration trajectories and absorption issues Annexes 1. Regional reviews analyzing migration issues in each area [Missing from document] 2. Charts of villages evacuated by area, noting the causes for migration and migration trajectories for every village General introduction The purpose of this overview is to attempt to evaluate the intensity of the migration and its various development phases, elucidate the different factors that impacted population movement directly and assess the main migration trajectories. Of course, given the nature of statistical figures in Eretz Yisrael in general, which are, in themselves, deficient, it would be difficult to determine with certainty absolute numbers regarding the migration movement, but it appears that the figures provided herein, even if not certain, are close to the truth. Hence, a margin of error of ten to fifteen percent needs to be taken into account. The figures on the population in the area that lies outside the State of Israel are less accurate, and the margin of error is greater. This review summarizes the situation up until June 1st, 1948 (only in one case – the evacuation of Jenin, does it include a later occurrence). Basic figures on Arab population movement in Eretz Yisrael a. At the time of the UN declaration [resolution] regarding the division of Eretz Yisrael, the following figures applied within the borders of the Hebrew state: 1. -
1 Introduction Paper Title the Marcan Concept of Discipleship: An
Introduction Paper title The Marcan concept of discipleship: An exegesis of Mark 8.27-10.52. Focal theory The concept of discipleship which involves ‘taking up one’s cross’ within the daily Christian experience remains a challenging and often distant concept for modern Christians within affluent communities. Purpose of the paper The purpose of the paper is to explore the Marcan concept of discipleship through an exegesis of Mark 8.27-10.52. The paper’s hypothesis is that whilst recognizing that Mark provides a complex soteriology’,1 and a multi-faceted Christology, the evn th/| o`dw/| motif contained within the focus passage, understood in the light of the Son of Man’s earthly and eschatological roles, incorporates key Marcan theology that directly addresses the understanding of discipleship within the modern context. 1 The complex soteriology within Mark has attracted much debate, particularly focusing on the so-called ‘ransom saying’ of 10.45, a debate that can be traced back to the subjective and objective view of the atonement as classically understood by Abelhard (subjective) and Anselm (objective). Stott provides an excellent overview of the history of the debate between the objective and the subjective views of the atonement (see John R.W. Stott, The Cross of Christ (Leicester, UK: Inter-Varsity Press, 1986), pp. 17-351). Within modern scholarship, some such as Allison opting for a more ‘Jewish’ understanding of Jesus’ death (partly as a result of the understandings gained in the so-called ‘Third Quest’ for the historical Jesus), and others such as Hengel opting for an approach based on an understanding of the early kerygmatic preaching of the apostles. -
The Four-Fold Gospel
The Four-Fold Gospel Author(s): McGarvey, J. W. Publisher: Grand Rapids, MI: Christian Classics Ethereal Library Description: This mixture of gospel harmony (a comparison of identical stories from each of the gospels, placed in chronological or- der) and commentary (a verse-by-verse analysis of a pas- sage) by John William McGarvey is a highly technical but incomparably useful guide to the biblical Gospels. McGarvey, a serious student of the Bible and author of many other commentaries, is at his best here in the unique blend. Users should be sure to read the introductory sections in order to understand the abbreviations, symbols, and set-up of the volume to avoid confusion and to get optimal use from the source. This reference is a wonderful expansion of Gospel commentaries, and is one of the only books of its kind. Abby Zwart CCEL Staff Writer Subjects: The Bible New Testament Special parts of the New Testament i Contents A Harmony of the Gospels 1 Introduction. 2 Preserving the Text. 3 To Distinguish the Gospels. 4 Combination Illustrated. 5 Lesser and Fuller Forms. 6 Sections and Subdivisions. 7 Four Points of Economy. 8 Care in Preparing this Work. 9 An Object in View. 10 The Period of Christ's Life Prior to His Ministry. 11 Luke I. 1-4. 12 John I. 1-18. 13 Matt. I. 1-17. 15 Luke III. 23-38. 17 Luke I. 5-25. 18 Luke I. 26-38. 22 Luke I. 39-56. 24 Luke I. 57-80. 26 Matt. I. 18-25. 28 Luke II. -
Transforming Teacher Cultural Landscapes by Reflecting on Multicultural Literature
Promising Practices Transforming Teacher Cultural Landscapes by Reflecting on Multicultural Literature Tunde Szecsi, Carolyn Spillman, Elia Vázquez-Montilla, & Sally C. Mayberry Children cannot be expected to develop a personal attitudes and understandings, and beliefs, and consciously making and sensitivity toward others merely because often called landscapes (Greene, 1994), and implementing plans that bring about new they are told so. Attitudes are difficult to reflecting on behaviors and practices. ways of defining their worlds. change ... Literature allows individuals The teacher candidates described here Wilson, Switzer, Parrish, and the to share in the lives of others; it can also provide an avenue for multicultural un- were engaged primarily with multicultural IDEAL Research Lab (2006) note that derstanding. (Wham, Barnhart, & Cook, literature—this involved readings, discus- the transformative learning experience 1996, p. 2) sion, and reflection. After reading assigned includes these elements: picture books, young adult novels, and u Lasting impression. The learner A major goal of most teacher education then dramatic, often highly charged adult holds in memory details about the programs is the development of teachers literature from countries and cultures not learning experience. who are sensitive supporters of all stu- previously known by the readers, these dents, embrace diversity, and plan and teacher candidates shared their reflections u Part of the person's self-narrative. implement inclusive and culturally respon- and their insights about the changes that The learner references the learning sive instruction. Student populations, even they experienced. Analyses of these experi- experience within a narrative about within teacher education programs, are not ences and reflections are the basis for the himself/herself or in relation to a always endowed with the desired attitudes conclusions in this article. -
1 ETHNICITY and JEWISH IDENTITY in JOSEPHUS by DAVID
ETHNICITY AND JEWISH IDENTITY IN JOSEPHUS By DAVID McCLISTER A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2008 1 © 2008 David McClister 2 To the memory of my father, Dorval L. McClister, who instilled in me a love of learning; to the memory of Dr. Phil Roberts, my esteemed colleague; and to my wife, Lisa, without whose support this dissertation, or much else that I do, would not have been possible. 3 ACKNOWLEDGMENTS I gladly recognize my supervisory committee chair (Dr. Konstantinos Kapparis, Associate Professor in the Classics Department at the University of Florida). I also wish to thank the other supervisory commiteee members (Dr. Jennifer Rea, Dr. Gareth Schmeling, and Dr. Gwynn Kessler as a reader from the Religious Studies Department). It is an honor to have their contributions and to work under their guidance. I also wish to thank the library staff at the University of Florida and at Florida College (especially Ashley Barlar) who did their work so well and retrieved the research materials necessary for this project. I also wish to thank my family for their patient indulgence as I have robbed them of time to give attention to the work necessary to pursue my academic interests. BWGRKL [Greek] Postscript® Type 1 and TrueTypeT font Copyright © 1994-2006 BibleWorks, LLC. All rights reserved. These Biblical Greek and Hebrew fonts are used with permission and are from BibleWorks, software for Biblical -
Searchable-Printable PDF Index by Tune Type
BS1: Brenda Stubbert’s Collection of Fiddle Tunes Mo Nighean Dubh .................... air .................. CBF ....... 100 BS2: Brenda Stubbert: The Second Collection Mrs. Campbells Birthday .......... air .................. CBF ....... 107 CBF: The Cape Breton Fiddlers Collection Mrs. J. H. Alexander ................. air .................. WF .......... 89 JH1: Jerry Holland’s Collection of Fiddle Tunes Mrs. Major L. Stewart of the Island of Java JH2: Jerry Holland: The Second Collection ................................................. air .................. WF .......... 85 LC: The Lighthouse Collection My Cape Breton Home ............. air .................. JH1 ......... 83 WF: Winston Fitzgerald: A Collection of Fiddle Tunes My Lily ...................................... air .................. JH1 ......... 81 Nanny Store's Melody .............. air .................. CBF ....... 104 italics indicate alternate titles Never Say Goodbye .................. air .................. BS2 ......... 71 ................................................. air .................. JH2 ....... 114 Airs, Laments, Songs, &c. Pennyless and Stranded ........... air .................. LC ......... 112 After the Storm ........................ air .................. LC ......... 113 Rose Acre ................................. air .................. WF .......... 85 Always Welcome ..................... air .................. CBF ....... 109 Rosebud of Allendale ............... air .................. BS2 ......... 70 Ark an D'or House ................... -
Chapter 4: Local Culture, Popular Culture, and Cultural Landscapes
CHAPTER 4: LOCAL CULTURE, POPULAR CULTURE, AND CULTURAL LANDSCAPES Copyright © 2012 John Wiley & Sons, Inc. All rights APHUG | BHS | Ms. Justice reserved. Key Questions: Chapter 4 4.1 What are local and popular cultures? 4.2 How are local cultures sustained? 4.3 How is popular culture diffused? 4.4 How can local and popular cultures be seen in the cultural landscape? Field Note: Preserving Culture “The signs with the Tata Corporation’s “ logo were everywhere on the landscape of the city of Hyderabad in India (Fig. 4.1): a Tata corporate building across the street from our flat; Tata emblazoned on the grill of trucks through out the city; Tata sky satellite dishes bringing television into homes; Tata International consulting buildings in the high-tech district of the city. I asked my host what the Tata Corporation was and where the name came from. He explained, “Tata is a family name. The Tata family are members of the Parsi religion, and they own many businesses throughout India and the world.” © 2012 John Wiley & Sons, Inc. All rights reserved. Key Question 4.1 What are local and popular cultures? © 2012 John Wiley & Sons, Inc. All rights reserved. What Are Local & Popular Cultures? A culture is a group of belief systems, norms, and values practiced by a people. A group of people can be recognized as a culture in one of two ways: 1. The people call themselves a culture. 2. Other people (including academics) can label a certain group of people as a culture. What Are Local & Popular Cultures? Folk culture is small, incorporates a homogeneous population, is typically rural, and is cohesive in cultural traits. -
ACADEMIC PROGRAM 2018 ASOR ANNUAL MEETING the Denver Marriott Tech Center, Denver, Colorado
ACADEMIC PROGRAM 2018 ASOR ANNUAL MEETING The Denver Marriott Tech Center, Denver, Colorado *Please note that times and rooms are subject to change * The presenter’s name will be underlined when they are not the first author Wednesday, November 14 7:00–8:15pm Plenary Address Evergreen Ballroom Hélène Sader (American University of Beirut), “Between Looters, Private Collectors, and Warlords: Does Archaeology Stand a Chance?” 8:30–10:00pm Opening Reception Rocky Mountain Event Center Thursday, November 15 8:20–10:25am Session 1 1A. Ancient Inscriptions I Evergreen A CHAIRS: Michael Langlois (University of Strasbourg) and Anat Mendel-Geberovich (The Hebrew University of Jerusalem; Israel Antiquities Authority) PRESENTERS: 8:20 Aren Wilson-Wright (University of Zurich), “Semitic Letter Names in Group Writing: A Reevaluation of the Halaḥam-Ostracon from TT99” (20 min.) 8:45 Jean-Philippe Delorme (University of Toronto), “A Place Among the Baals/Lords? A New Reading of the Sarcophagus Inscription of Aḫirōm, King of Byblos (KAI 1:1)” (20 min.) 9:10 Andrew Burlingame (University of Chicago), “The Head and Pectoral Inscriptions of Eshmunazor’s Sarcophagus (AO 4806 = KAI 14)” (20 min.) 9:35 Shirly Ben Dor Evian (Israel Museum), “Sheshonq at Megiddo: A New Interpretation” (20 min.) 10:00 Fokelien Kootstra (Leiden University), “Analyzing Variation: Statistical Methods and Dadanitic epigraphy” (20 min.) 1B. Archaeology and Biblical Studies I Evergreen B Theme: This session explores the intersections between and among history, archaeology, and the Jewish and/or Christian Bibles and related texts. CHAIR: Jonathan Rosenbaum (Gratz College) PRESENTERS: 8:20 Erez Ben-Yosef (Tel Aviv University), “Throwing the Baby Out with the Bathwater: On a Prevailing Methodological Flaw in the Treatment of Nomads in Current Biblical Archaeology” (20 min.) 8:45 Peter Feinman (Institute of History, Archaeology, and Education), “What Happened on October 30, 1207 B.C.E. -
A Sustainable (Culture Protecting) Tourism Indicator for Cultural and Environmental Heritage Tourism Initiatives
Asian Journal of Tourism Research Vol. 1, No. 2, December 2016, pp. 101-144 https: doi.org 10.12982 AJTR.2016.0017 A Sustainable (Culture Protecting) Tourism Indicator for Cultural and Environmental Heritage Tourism Initiatives David Lempert* Abstract: This article restores the international community’s goals for cultural sustainability and cultural protections in the context of tourism where it has been replaced by a concept of “sustainable tourism” that promotes exploitation of cultural resources but does little to protect and promote cultures and their environments. The article offers an indicator for screening government initiatives in cultural and environmental heritage tourism to assure that they meet the standards that are part of a global consensus in international laws and declarations. It offers a test of New Zealand Aid’s Tourism Project in Laos as an example of how the indicator can be used to expose failures in this field. Keywords: Tourism, Sustainability, Cultural Heritage, Environment Introduction There is a fundamental paradox at the heart of international tourism and efforts to protect it through “sustainable tourism” initiatives. While the attraction of international tourism is the value placed on cultural and environmental differences that are recognized and protected by a long list of international laws and treaties, the actual impacts of tourism, globalization and “growth” are to destroy cultural diversity and environments. While international organizations have created sets of standards and protections for “sustainable tourism”, the impact of these recommendations has been negligible. Placed together, the facts are startling. - Statistics suggest that one tenth of global GDP now comes from tourism and roughly the same amount of the global labor force (9%) works in tourism (Sharpley 2009, p.4).