Scanning Microscopy Techniques as an Assessment Tool of Materials and Interventions for the Protection of Built Cultural Heritage

Scanning microscopy techniques have emerged as powerful scientific tools for analysing materials of architectural or archaeological interest, since the commercialization of the first scanning electron microscopy instrumentation in the early 60s. This study is aimed at reviewing and highlighting the significance of several scanning microscopy techniques employed in the protection of built heritage. The diffusion of scanning electron microscopy with energy-dispersive X-ray spectroscopy analysis (SEM-EDX) is proven to be the widest among the available scanning microscopy techniques, while transmission electron microscopy (TEM) applications are steadily present in the field of built heritage protection. The building material characterization, the weathering mechanism investigation, and the development of compatible and performing conservation materials are some major research areas where the application of the aforementioned techniques is discussed. The range of techniques, along with aspects of instrumentation and sample preparation are, also, considered

The Riverside Roads of Culture as a Tool for the Development of Aitoloakarnania

Cultural routes are a well-established development tool to highlight and promote a region’s cultural and environmental reserve, as well as having a positive impact on a region’s socio-economic development. Underdeveloped or rural areas, which have limited financial and technological resources available, often envision cultural routes as a useful development tool to cater to their needs. However, unless these cultural routes are designed and implemented based on the principles of a circular economy or while respecting the region’s cultural identity and heritage, their impact will not be significant. The region of Aitoloakarnania is the poorest prefecture of Greece. The prefecture served as a case study to demonstrate that the utilization of its cultural and architectural heritage can be based on the identification, documentation, and the reveal of paths of cultural tourism along the region’s main natural features, namely its rivers, lakes, lagoons, and coastline. Τhe density and the representative distribution of the monuments in the area, in combination with the unique natural environment of the prefecture, led to the configuration of a mild design of cultural routes, promoting the revealing of both the cultural and the natural landmarks of Aitoloakarnania. In this framework, certain cultural paths were defined. The first one, along the Acheloos River, includes sites of natural heritage, ancient and medieval monuments (castles, fortifications, monasteries, churches, burial sites, archaeological sites, etc.). The other cultural path regards sites along the Evinos River and Trichonida Lake, which includes similar monuments and traditional settlements. A similar cultural path regards cultural sites and points of interest along the coastal parts of the prefecture, and in particular, a path initiating from the historic city of Nafpaktos and following the route to the west, it reaches the Venetian castle of Plagia, opposite of Lefkada. These cultural paths fuse along their routes sites of natural heritage, sites of archaeological and cultural interest, and sites of historic importance to the region. This amalgamation of different types of cultural sites, integrated into a single cultural entity, provide the means for the local and regional development in a sustainable approach while ensuring and disseminating the region’s brand and history

Hybrid Educational Methodology for the Cognitive Domain of Built Heritage Protection Interconnecting Secondary with Tertiary Level Education

<!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:PunctuationKerning /> <w:ValidateAgainstSchemas /> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:Compatibility> <w:BreakWrappedTables /> <w:SnapToGridInCell /> <w:WrapTextWithPunct /> <w:UseAsianBreakRules /> <w:DontGrowAutofit /> </w:Compatibility> <w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel> </w:WordDocument> </xml><![endif]--><span style="font-size: 10.0pt; font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; layout-grid-mode: line;" lang="EN-US">In the present work, a hybrid educational methodology has been developed for approaching the cognitive domain of Built Heritage Protection in an interdisciplinary and integrated way. This domain was selected as a pilot one, presenting various remarkable characteristics, such as bringing together STEM subjects with social and human sciences, proving concrete concepts, being attractive for youth, and demanding combination of technical solutions with social aspects. The methodology had the scope to interconnect secondary with tertiary level education for the achievement of the best possible results, as the latter possesses the needed specialised knowledge, expertise and infrastructure. The methodology incorporates problem - based learning, aiming at the effective solution of real and extremely complex problems encountered in monument scale, which is combined with traditional teaching methods, such as lectures, as well as contemporary elements, such as class exercise laboratory experiments, in situ field work, promoting hands - on experience of students. The pilot application and evaluation of the hybrid methodology proved to be a valuable experience for students of secondary level education, which needs to be further exploited and optimised in order to meet the expectations of the interested parties.<span style="mso-spacerun: yes;">&nbsp;&nbsp; </span></span><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" LatentStyleCount="156"> </w:LatentStyles> </xml><![endif]--><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"????????? ???????"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-ansi-language:#0400; mso-fareast-language:#0400; mso-bidi-language:#0400;} </style> <![endif]--

Arts, Crafts and Design : designing a contemporary strategy

International audienc

Hybrid Educational Methodology for the Cognitive Domain of Built Heritage Protection Interconnecting Secondary with Tertiary Level Education

In the present work, a hybrid educational methodology has been developed for approaching the cognitive domain of Built Heritage Protection in an interdisciplinary and integrated way. This domain was selected as a pilot one, presenting various remarkable characteristics, such as bringing together STEM subjects with social and human sciences, proving concrete concepts, being attractive for youth, and demanding combination of technical solutions with social aspects. The methodology had the scope to interconnect secondary with tertiary level education for the achievement of the best possible results, as the latter possesses the needed specialised knowledge, expertise and infrastructure. The methodology incorporates problem - based learning, aiming at the effective solution of real and extremely complex problems encountered in monument scale, which is combined with traditional teaching methods, such as lectures, as well as contemporary elements, such as class exercise laboratory experiments, in situ field work, promoting hands - on experience of students. The pilot application and evaluation of the hybrid methodology proved to be a valuable experience for students of secondary level education, which needs to be further exploited and optimised in order to meet the expectations of the interested parties.&nbsp;&nbsp

Authentic Learning to Better Prepare for Preservation Work

Cultural heritage preservation has developed from an insular vocation into a field of innovative scientific methodologies characterized by a holistic approach combining a range of scientific fields. Unfortunately, preservation education has not been able to keep pace with all these developments. In this paper authentic learning is analyzed as a possible educational scenario to help improve preservation education to connect to the state of affairs at the preservation workplace. The purpose is to sketch an educational framework based on knowledge and experiences with authentic learning in other engineering fields as a primer for the design and implementation of ‘authentic learning for preservation’. From the analysis it becomes clear that authentic learning can support the selection of valuable unknown experiences and support the design and development of ‘authentic learning for preservation’ experiments to help closing the gap between preservation education and cultural heritage practice. The authentic learning model as presented here clearly supplies a framework to consider in this endeavor. As such the paper can be helpful in the discussion about the usefulness and feasibility of this approach.</p

The Riverside Roads of Culture as a Tool for the Development of Aitoloakarnania

Cultural routes are a well-established development tool to highlight and promote a region’s cultural and environmental reserve, as well as having a positive impact on a region’s socio-economic development. Underdeveloped or rural areas, which have limited financial and technological resources available, often envision cultural routes as a useful development tool to cater to their needs. However, unless these cultural routes are designed and implemented based on the principles of a circular economy or while respecting the region’s cultural identity and heritage, their impact will not be significant. The region of Aitoloakarnania is the poorest prefecture of Greece. The prefecture served as a case study to demonstrate that the utilization of its cultural and architectural heritage can be based on the identification, documentation, and the reveal of paths of cultural tourism along the region’s main natural features, namely its rivers, lakes, lagoons, and coastline. Τhe density and the representative distribution of the monuments in the area, in combination with the unique natural environment of the prefecture, led to the configuration of a mild design of cultural routes, promoting the revealing of both the cultural and the natural landmarks of Aitoloakarnania. In this framework, certain cultural paths were defined. The first one, along the Acheloos River, includes sites of natural heritage, ancient and medieval monuments (castles, fortifications, monasteries, churches, burial sites, archaeological sites, etc.). The other cultural path regards sites along the Evinos River and Trichonida Lake, which includes similar monuments and traditional settlements. A similar cultural path regards cultural sites and points of interest along the coastal parts of the prefecture, and in particular, a path initiating from the historic city of Nafpaktos and following the route to the west, it reaches the Venetian castle of Plagia, opposite of Lefkada. These cultural paths fuse along their routes sites of natural heritage, sites of archaeological and cultural interest, and sites of historic importance to the region. This amalgamation of different types of cultural sites, integrated into a single cultural entity, provide the means for the local and regional development in a sustainable approach while ensuring and disseminating the region’s brand and history