Primož Pipan

This article examines the impact of climate changes on the development of tourism in the Alps. Based on activities in test areas, general adaptation strategies were designed with regard to the seasonal character of tourism centers: summer, winter, or year-
round. Recommendations were also drafted for shaping policies for the sustainable
development of tourism in the Alps. The results of the project from the program European Territorial Cooperation, Alpine Space, can be condensed in to the finding that adaptation that takes in to account the diversity of the Alps must be oriented toward reducing dependence on snow and toward shaping a year-round range of tourism services, while taking into account sustainable aspects of development and inclusion of the local population.

In addition to environmental problems, spatial pressures are also being exacerbated by increasing economic development, the prosperity of the European population, and the increasing needs of various activities. These can only be mitigated through carefully planned use of space, which demands more active inclusion of the public in addition to relevant services. For successful public inclusion it is important for both individuals and social communities to be aware that space is a limited commodity exposed to increasing social and economic pressure. This kind of awareness demands an informed and educated population that will not only build its attitude towards space based on conceptual knowledge, but also supplement this through perceptual knowledge obtained in education. Active, responsible, and critical citizens can only be cultivated by properly educated, informed, and motivated teachers. These teachers can use new methods to address many existing topics and include new topics to considerably broaden their students' minds. This is also what this paper seeks to demonstrate. It focuses on the comprehension of space through spatial perception, further development of routine conceptual knowledge through fieldwork, and the possibility of applying selected methods to learning processes. The goal of these efforts will be achieved when individuals and society understand that we are all responsible for space and therefore the attitude towards it must change as soon as possible if space is to be preserved for future generations in the spirit of sustainable
development.

Heritage has different developmental potentials that might contribute to the sustainable development of a given area. In terms of sustainable development these potentials are not necessarily economic, but also include social, environmental or cultural aspects. However, heritage by itself rarely holds tangible benefits if it is not properly managed. The key challenge for attaining sustainability is to focus management on a participatory approach, which ensures public participation in the process. The paper argues that a successful and effective management of heritage depends on the people, who must be able to 1) identify the appropriate heritage, 2) link it with key stakeholders and other topics, 3) design it into a proper service, and finally 4) sell the new service to users.

The rural areas of Europe are experiencing turbulent times. They are still largely dependent on traditional economic activities (exploiting natural resources, agriculture, forestry, etc.), which remain the main source of income and employment opportunities. They are left vulnerable in these times of climate instability and are often dependent on financial aid from the EU or the domestic support policies. At the same time, these are also areas where the locals are holders of a rich culture and cultural heritage, deeply rooted and expressed in a rich territorial capital. Consequently, the cultural values have the potential to become a successful tool for the social and economic development of the rural communities. The main goal of this publication is to present the ways of cultural value management that involves the local community and invites new development impulses, while contributing to the preservation of their culture and their empowerment. This publication puts emphasis on the...

ABSTRACT The established geographical name Bay of Piran refers to the largest bay in the Gulf of Trieste at the extreme north end of the Adriatic Sea. After the collapse of Yugoslavia and the emergence of independent countries demarcated along the borders of the former Yugoslav republics, the previously undemarcated body of water between Slovenia and Croatia became the focus of a border dispute between the two countries. One of the basic principles of proper treatment of geographical names is not to change established and widely used names. The name 'Bay of Piran' (Sln. Piranski zaliv, Cro. Piranski zaljev) is derived from the Italian name Vallone di Pirano sBay of Piran', which replaced the Italian name Valle di Sicciole 'Bay of Secovlje' (as well as Ital. Valle di Siciole, Sln. Secoveljski zaliv) a century and half ago. This in turn was established towards the end of the 18(th) century, replacing the Italian name Largon 'Broad' or Golfo Largone 'Broad Bay'. Since 2000 there have been Croatian attempts to establish the completely new name sBay of Savudrija' (Cro. Savudrijska vala, Sln. Savudrijski zaliv).

This volume focuses on Slovenian students’ geographical imaginations of Slovenian landscapes and the impact of curricula, syllabuses for selected subjects, and textbooks for them. It proceeds from the premise that photographs play an important role in shaping and maintaining individual and collective conceptions of landscapes. A landscape is understood not only as a combination of what actually exists and is seen, but also as a result of conception and interpretation. Schooling, with all of the information that it conveys, is exceptionally important for shaping conceptions.
The introduction builds a theoretical framework based on the concepts of landscape, geographical imaginations, and visuality. This is followed by a chapter presenting twenty-five syllabuses for seventeen primary- and secondary-school subjects, and the material in them referring to shaping landscape imaginations. The third chapter features a selection of textbooks, the views of selected textbook editors, elements of photograph evaluation using four groups of indicators (technical characteristics, spatial location, physical-geographical characteristics, and social-geographical characteristics and cultural landscape elements), and an analysis of 949 photographs from fifty primary- and secondary-school textbooks. The fourth chapter presents the results of the analysis of questionnaires completed by 722 students and twenty-seven teachers from seventeen Slovenian primary schools and eight secondary schools. The fifth chapter synthesizes all of the findings:
- The curricula and syllabuses have limited inclusion of learning goals, competences, skills, and abilities connected with shaping landscape imaginations;
- There is equal and balanced coverage of Slovenia’s landscapes, landscape types, and landscape elements in the curricula and syllabuses;
- Photographs present landscape types and elements with relatively good balance, with a slight predominance of photographs of alpine landscapes and, taking the population and area into account, a predominance of photographs of alpine and peri-Mediterranean landscapes;
- Peri-Mediterranean landscapes are identified most frequently, and Dinaric-karst landscapes are identified least frequently;
- The most preferred photographs are romantic-experiential photographs of peri-Mediterranean and alpine landscapes, whereas photographs of peri-Pannonian landscapes are least preferred.
The students’ geographical imagination corresponds to the formal learning framework and textbooks in some places (e.g., the emphasized natural-geographical character of Dinaric-karst landscapes and the absence of viticultural elements) and differ in others (e.g., they are more urban), but, most importantly, they have a stronger emotional and experiential charge.

Kratek priročnik za upravljanje s kulturnimi vrednotami, ki je nastal v okviru projekta SY_CULTour. Osnovni namen priročnika je pomagati ljudem, ki želijo s pomočjo kulturnih vrednot prispevati pri razvoju podeželja. Korak za korakom vas bomo vodili skozi ključne faze od prve ideje do končne realizacije, pri čemer je končni izdelek lahko nov proizvod ali storitev ali pa doživetje oziroma zgodba, zasnovana na kulturnih vrednotah z razvojnim potencialom.