Thesis is devoted to the Wooden churches of the Slovak part of Carpathian Mountain Area, which were added to the list of UNESCO World Heritage Sites in 2008. The wooden churches have extraordinary worldwide walue but people do not know much about them.

Master of Education - Deaf Studies / In accordance with Education policy post 1994 there is currently a move in South Africa toward implementing an inclusive approach to educating learners who experience barriers to learning into regular/mainstream schools. Such an inclusive philosophy is considered, at policy level, to be the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all (Department of Education, 2001). From an inclusive viewpoint, it is important that all learners are given the best education possible from an academic, emotional and social perspective and emphasis is placed on, educating the whole child by meeting individual needs through the identification and accommodation of any barriers to learning. Within such an education and training system, it is important that Deaf learners are not excluded and that the practice of inclusion takes into account the needs of all Deaf learners. The intention of this research project is to provide an accurate account of the current situations in schools for the Deaf throughout South Africa with regards to barriers to learning and development. It will examine whether these schools, currently, foster the ideals of inclusion as made explicit in White Paper Six (Department of Education, 2001). This thesis will also investigate whether Deaf learners in schools for the Deaf, have access to the most appropriate, least restrictive barrier free education. In order to achieve this, a questionnaire, based on the barriers to learning and development as identified by the above-mentioned document, was sent by post to every principal working in schools for the Deaf in South Africa. In addition, the research intends to determine whether barriers to learning and development are presently being experienced by Deaf learners in current schools for the Deaf and if so, what barriers are being experienced and how these barriers can be addressed and prevented so that Deaf learners be accommodated in a manner that promotes a school environment that is most appropriate and least restrictive for Deaf learners. From the findings it was revealed that schools for the Deaf do not foster inclusive principles as many Deaf learners experience barriers to learning and development as identified in White Paper 6 (Department of Education, 2001: 7 & 18) within schools for the Deaf. To address the barriers found in the findings of the study, this dissertation provides recommendations to assist principals with strategies and information necessary for transforming schools for the Deaf in order to become inclusive and thus provide Deaf learners with access to the most appropriate, least restrictive education possible.

The purpose of this study is to develop further knowledge of how specific educational attributes such as educational quality is affecting domestic terrorism activity. Using a time frame between 1999 and 2007, involving 133 countries. The research results indicate that educational quality does in most instances have a negative correlating effect on domestic terrorism activity. Though not to the same extent as the hypothesis suggests, where school completions rates appears to positively correlate with increased risk of domestic terrorism activity. However as theorized quality education proves to have more significant importance for a reduced risk of domestic terrorism compared to previous educational indicators that generally positively correlate with increased risk of domestic terrorism, when controlling for specific country conditions.

This thesis deals with the potential of the Czech Republic selected sites inscribed on the World Heritage List. The aim of this work is to confirm the hypothesis that inclusion of the Czech immovable cultural monuments on World Heritage List has an impact on the number of domestic and foreign visitors. In this regard, we will try to outline the positive and negative aspects arising from the inscription of monuments on the World Heritage List. Content of work is the analysis of selected factors that may affect attendance at selected sites. Using sociological research oriented to visitors of selected World Heritage Sites will focus on the perception of visitors of World Heritage Sites, because they are the ones who make the demand for tourism services. In conclusion, the results of research evaluate and propose possible solutions to more closely involved World Heritage Site in the development of tourism in the region.

Each year the Asia-Pacific Centre of Education for International Understanding (APCEIU), operating under the auspices of UNESCO, hosts a peace education training-of-trainer’s program for teacher-educators from across the Asia-Pacific. In this thesis, I examine through a qualitative case study approach the programmatic design and evaluation of the APCEIU training program, seeking to monitor its medium-term impact on educators. The research is framed within a larger study of peace education programs around the world. Frameworks of peace education conceptualized by Betty Reardon and Swee-hin Toh, and critical approaches to peace and development as animated by Paulo Freire and Johan Galtung, provide the theoretical foundations for the study. Research findings are based on consultation records, documentary analysis, observations, and questionnaire responses from evaluations of the 2009 program. In the medium-term impact assessment report, 14 educators offered data pertaining to their post-program implementation of peace education concepts and practices in their work.

Each year the Asia-Pacific Centre of Education for International Understanding (APCEIU), operating under the auspices of UNESCO, hosts a peace education training-of-trainer’s program for teacher-educators from across the Asia-Pacific. In this thesis, I examine through a qualitative case study approach the programmatic design and evaluation of the APCEIU training program, seeking to monitor its medium-term impact on educators. The research is framed within a larger study of peace education programs around the world. Frameworks of peace education conceptualized by Betty Reardon and Swee-hin Toh, and critical approaches to peace and development as animated by Paulo Freire and Johan Galtung, provide the theoretical foundations for the study. Research findings are based on consultation records, documentary analysis, observations, and questionnaire responses from evaluations of the 2009 program. In the medium-term impact assessment report, 14 educators offered data pertaining to their post-program implementation of peace education concepts and practices in their work.

Le présent mémoire se penche sur l'utilisation d'Internet par les sites du patrimoine mondial de l'UNESCO d'Europe. L'analyse a pour but de vérifier si les techniques de relations publiques déployées dans les stratégies de mise en valeur du patrimoine mondial sur le Web contribuent au positionnement du patrimoine mondial comme appartenant à tous les peuples du monde. Le caractère universel des sites du patrimoine mondial est en effet leur principale distinction et le bagage identitaire qui leur est associé peut servir de point de rencontre entre les peuples. Nous débutons par un survol des courants de pensée qui ont émergé depuis l'arrivée d'Internet. Certains auteurs tiennent un discours dithyrambique à l'égard de ce nouveau mode de communication, alors que d'autres croient qu'il peut contribuer à un repli identitaire qui se manifeste notamment par la découverte de l'altérité. Ceci étant, nous émettons l'hypothèse que les stratégies d'information dont témoignent les pages Web consacrées aux sites du patrimoine mondial ne contribuent pas au déploiement d'une mise en valeur du patrimoine de l'UNESCO, ce qui restreint l'émergence virtuelle d'une culture identitaire mondiale. La technique d'étude de document utilisée dans le cadre de cette recherche est l'analyse de contenu de vérification. Un échantillonnage systématique à plusieurs degrés a été utilisé pour circonscrire les pages Web à étudier à l'aide du bordereau d'analyse conçu spécialement pour cette recherche. Les pages Web qui ont été analysées se sont avérées fort différentes à bien des égards. Elles nous auront tout de même permis de conclure que bien que l'Internet soit un média de plus en plus démocratique et qu'il permette la rencontre de l'Autre, nous ne sommes pas rendus au point de voir émerger une culture identitaire mondiale. Du moins, nous pouvons affirmer ceci à l'égard des pages Web de sites du patrimoine mondial d'Europe. ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : Relations publiques, Internet, Patrimoine, Identité, Culture.

Detta arbete är en uppsats på avancerad nivå inom det utbildningsvetenskapliga fältet och undersöker hur skolämnet filosofi legitimeras utifrån Unesco:s filosofiarbete. Utgångspunkten är vad som kallas de didaktiska grundfrågorna – eller Vad?, Hur? och Varför? ett visst ämne studeras  – och uppsatsen berör således även filosofididaktik i stor utsträckning.  Det övergripande syftet med arbetet är att undersöka hur filosofiämnet legitimeras eller rättfärdigas, och mer specifikt hur Unesco  rättfärdigar filosofiundervisning. Forskningsfrågorna för uppsatsen är: Hur ser Unescos svar på legitimitetsfrågan ut?, Hur argumenterar Unesco  för svaret? och Vad får Unescos svar på legitimitetsfrågan för innebörd på filosofiundervisningen? Tillvägagångssättet för att kunna svara på dessa frågor har varit en beskrivning, tolkning och värdering av Unescos filosofiarbete.  Studieobjektet är i första hand Unescos rapporter om filosofi. Unesco har under hela verksamhetens historia gjort undersökningar och släppt rapporter om filosofins ställning i världen och skolsystemen, och under 2000-talet har ett omfattande arbete  gjorts  i hopp om att  öka filosofi och filosofins roll i utbildningsväsendet världen över.  Unescos svar på legitimitetsfrågan blir enligt undersökningen att filosofiundervisning är ett redskap för att skapa fritänkande individer och en mer demokratisk värld. Detta svar på legitimitetsfrågan problematiseras avslutningsvis.

There are currently 962 geographic sites in the world that have been classified as World Heritage. World Heritage is a unique concept, privy to and defined by UNESCO-- the United Nations, Educational, Scientific and Cultural organization, one of the specialized agencies and autonomous organizations established within the UN-United Nations system. World Heritage is governed by an international treaty called the Convention Concerning the Protection of the World Cultural and Natural Heritage, adopted by UNESCO in 1972 (The `Convention'). The inscription of a World Heritage Site or designation of World Heritage Status is highly coveted and considered in UNESCO parlance to be of "Outstanding Value to Humanity." There are only 4 heritage property sites of English-speaking islands in the Caribbean basin, one of which is located on the island of St. Lucia called The Pitons Management Area (PMA). The PMA comprises 2902 hectares of protected marine and terrestrial property inscribed in 2004. In 2008, the island faced the threat of placement on UNESCO's List of World Heritage in Danger (LWHD) for breaches of the Convention. The main purpose of this study was to evaluate the perceptions of World Heritage Status from three identified stakeholders: UNESCO, the St. Lucian national government and the local Soufrière township-home of the PMA. This was an exploratory attempt at gauging perceptions of local voices on World Heritage Status as it relates to the PMA and the island's classification as a small-island developing state (SIDS). Using political ecology as a theoretical framework for analyzing the role of power relationships in this case study, this research revealed that there is an overall lack of communication between the Soufrière community and the national government regarding education and sensitizing about the World Heritage program mandates and incorporating the local citizenry in the protection of their heritage. The majority of the local participants' support for World Heritage Status on the island of St. Lucia was dependent on perceptions of increased income and employment opportunities associated with World Heritage as a global construct and narrative. This research also showed concerns of UNESCO and the St. Lucian national government to be at odds with the 1972 Convention. Results indicated that the varied perceptions of the three stakeholder groups are based on the prioritized interests of each and incommensurate with the aims of protecting the PMA's heritage for posterity.

Als Sonderorganisation der Vereinten Nationen soll die UNESCO als rechtlich selbstständige Organisation mit eigener Rechtspersönlichkeit zur Erreichung des Gesamtziels der Vereinten Nationen beitragen. Grundlage dafür sind gemeinsame Standards in den Bereichen Bildung, Wissenschaft und Kultur, die gegenseitiges Verständnis und Kooperation fördern sollen. Rechtssetzungsinstrumente sind demnach von großer Bedeutung für die Tätigkeit der UNESCO. Die vorliegende Arbeit konzentriert sich auf die Analyse und kritische Würdigung der vorhandenen Instrumente und ordnet sie rechtlich sowohl nach ihrer Verbindlichkeit als auch ihrer Entstehung ein. Abschließend wird die Implementierung sowie die gewollte und erreichte Wirksamkeit der Rechtssetzungsinstrumente hinterfragt.