References to literature, discography, audiovisual materials, archives .... (for example Knowledge concerning nature) or a canton (for example TI Ticino). Full-text.
UNESCO Intangible Cultural Heritage Management on the web Maria Teresa Artese, Isabella Gagliardi ITC – CNR Via Bassini 15, 20133 Milano {artese,gagliardi}@itc.cnr.it
INTRODUCTION According to the 2003 Convention for the Safeguarding of the Intangible Cultural Heritage of UNESCO, the intangible cultural heritage (ICH) – or living heritage – is defined as the practices, representations, expressions, as well as the knowledge and skills, that communities, groups and, in some cases, individuals recognize as a part of their cultural heritage. The Convention states that the ICH is manifested in the domains of oral traditions (including languages), performing arts, social practices, knowledge, and traditional craftsmanship [1]. Intangible assets include traditions, customs, stories, and manifestations of past and continuing cultural practices and collective knowledge. This intangible cultural heritage, transmitted from generation to generation, provides communities with a sense of identity and continuity. The process of inventorying intangible cultural heritage and making those inventories accessible is one of the specific obligations outlined in the 2003 Convention for the Safeguarding of the Intangible Cultural Heritage of UNESCO and in the Operational Directives for its implementation. Cataloging intangible cultural heritage is a rather complex activity, involving different skills and competences. Ethnographers, social history experts, etc. detect cultural heritage to be inserted in the catalog as their data. On the one hand, the structure of the catalog card has to be defined by experts, who, starting from the comparison among the different methods of inventorying in the various Countries, identify the best practices and define what kind of information to keep track of [2]. On the other hand, in order to diffuse this intangible cultural heritage in the world, images, videos and other multimedia should be easily available to users through the web [3]. The aim of the chapter is to critically discuss the characteristics of on line inventories. We will focus on technological aspects related to availability of digital resources online. We will omit aspects related to semantics of the card catalog, which are the responsibility of experienced ethnographers. After discussing the obligation (by UNESCO Convention) that the States create inventories of the intangible heritage present in their territory, we present the principal Intangible Heritage Online inventories, pointing out the characteristic features of the data and of the online system. Then, we conclude with a discussion of the systems presented and future developments. BACKGROUND “Intangible cultural heritage is the precious possession of communities, groups and individuals, only they can safeguard it and pass it on to generations to come”[4]. The 2003 Convention for the Safeguarding of the Intangible Cultural Heritage of UNESCO focuses on the role of communities and groups in safeguarding intangible cultural heritage. Safeguarding is about the transferring – or communicating heritage from generation to generation – of knowledge, skills and meaning, as emphasized in the Convention, and does not mean fixing or freezing intangible cultural heritage in some pure or primordial form. Safeguarding concerns heritage that communities themselves consider important, placing emphasis on living heritage that is performed by people, often collectively, and communicated
through living experience. It strives to contribute to the promotion of creativity and diversity, and to the well-being of communities, groups, and society at large. Communities therefore should be involved when their intangible cultural heritage is to be identified through inventorying. In particular, the UNESCO Convention demands that “to ensure identification with a view to safeguarding, each State Party shall draw up, in a manner geared to its own situation, one or more inventories of the intangible cultural heritage present in its territory. ...” in Chapter III Article 12 [5]. UNESCO allows enough flexibility for a State Party to determine how it will prepare its inventories. However, intangible heritage elements should be well defined in the inventories to help put safeguarding measures into practice. From a technological point of view, the request of safeguarding intangible assets can be satisfied by: identifying the heritage, also pointing out the ones in danger of disappearing, cataloging them in local or national inventories, spreading the knowledge on the web. The inventories of the intangible heritage present in their territory, created by following the Convention, have to be updated regularly, as intangible heritage are continuously recreated by the communities in which they are born or transmitted. INTANGIBLE CULTURAL HERITAGE MANAGEMENT In this paper we deal with the creation of digital inventories, mainly created for safeguarding purposes, involving different skills and competences. In designing the database, the various States may decide some features both of data and of the tools used to store or retrieve them. Main features are: Information stored: some States limit themselves to inventorying indigenous or native intangible cultural heritage while others – Scotland for instance – also take into account the intangible cultural heritage of immigrant communities. Many multicultural States include, in addition to expressions and cultural practices of the most widespread culture, from the start, the intangible cultural heritage of minority groups. Update: inventories must be regularly updated, as stated in Article 12 of the Convention. This is vital due to the fact that intangible cultural heritage constantly evolves and threats to its viability can emerge very rapidly. Type of inventories: some take the form of catalogs or registers, while others present information as a series of encyclopedia-like entries. Deepness of information: the UNESCO Convention of Cultural Heritage is not prescriptive about the data structure underlying the inventories. Although some intangible asset may require additional information, each entry should have the same level of detail in the database, according to the same template and possibly refer to detailed information available elsewhere rather than include it within the inventory. About half of the systems in use today present extensive documentation, while others are less exhaustive in providing information about the listed elements. Structure of information: States are free to create their inventories in their own way. However, intangible heritage elements should be well defined in the inventories to help put safeguarding measures into practice. UNESCO provides a structure to store information, which includes general information on cultural heritage, features, people that know and can transmit the
knowledge, sustainability, data related to the inventory and references. The proposed structure is presented in table 1 [6]. 1. Identification of the element 1.1. Name of the element, as used by community or group concerned; 1.2. Short, maximally informative title(including indication of domain(s)); 1.3. Community(ies) concerned; 1.4. Physical location(s) of element; 1.5. Short description. 2. Characteristics of the element 2.1. Associated tangible elements; 2.2. Associated intangible elements; 2.3. Language(s), register(s), speech level(s) involved; 2.4. Perceived origin. 3. Persons and institutions involved with the element 3.1. Practitioners(s)/performer(s): name(s), age, gender, social status, and/or professional category, etc; 3.2. Other participants (e.g., holders/custodians); 3.3. Customary practices governing access to the element or to aspects of it; 3.3. Modes of transmission; 3.4. Concerned organizations (NGOs and others). 4. State of the element: viability 4.1. Threats to the enactment; 4.2. Threats to the transmission; 4.3. Availability of associated tangible elements and resources; 4.4. Viability of associated tangible and intangible elements; 4.5. Safeguarding measures in place. 5. Data gathering and inventorying 5.1. Consent from and involvement of the community/group in data gathering and inventorying; 5.2. Restrictions, if any, on use of inventoried data; 5.3. Resource persons(s): name and status or affiliation; 5.4. Date and place of data gathering; 5.5. Date of entering data into an inventory; 5.6. The inventory entry compiled by…. 6. References to literature, discography, audiovisual materials, archives Table 1: UNESCO structure
Intangible Heritage Online Inventories The process of inventorying intangible cultural heritage and making those inventories accessible is one of the specific obligations outlined in the 2003 Convention, and is required to include a cultural heritage site in the Lists of Intangible Cultural Heritage1 and Register of best safeguarding practices [7]. So online archives of intangible heritage have proliferated. As we have already noticed, the policies of the various States are different, and here we present examples of inventories. The decision to include an on-line inventory, either in a detailed way or with a row in the comparison table, focusing on its main features and presence of multimedia elements associated, was dictated by: 1) identification of online archives in scientific articles and / or research projects; 1
http://www.unesco.org/culture/ich/index.php?pg=00559
2) presence within the UNESCO website or magazines; 3) availability online and freely accessible, and ease of retrieval of information in English; 4) existence of websites with card details and search engines; 5) belonging to a Nation that has ratified the Convention to date. According to the above criteria, inventories have been chosen maximizing their varieties: in the nation of provenance, in the type of inventories, in the deepness of information, etc. Figure 1 represents a map of the inventories we deal with in this chapter (for the letter in the pushpin see table 2).
Figure 1: Map of online inventories (March 2014)
Scotland In Scotland the richness and diversity of ICH is preserved through a web site, Living Culture in Scotland2, commissioned by UK National Commission for UNESCO (UKNC), designed and implemented by Edinburgh Napier University, in partnership with Museums Galleries Scotland and the Scottish Arts Council. The inventory aim is twofold: to provide a dynamic record of Scotland’s Intangible Cultural Heritage practices and thereby promote general awareness to enable the easy identification of the fragility of practices and thus enable safeguarding to take place, where this is deemed appropriate. The contents are not only related to the intangible cultural heritage of Scotland, but more in general to intangible assets, also including items related to immigrants: the practices that may not have originated in Scotland and in languages other than those indigenous to Scotland have been equally considered to belong in the inventory. The inventory is based on a form composed by 3 parts, in the first part the key facts of the practice are recorded. In the second part, one or more images of the practice can be associated, and in the third part a general description is required, with some detail about history. The content is available in three languages: English, Gaelic and Scottish (figure 2). 2
http://www.ichscotlandwiki.org/
The site is based on a wiki type platform (the same used for wikipedia – mediawiki). Therefore a standard interface for searching, browsing, editing and adding contents has been implemented. Three types of searches for contents are available: based on a free search, through categories, structured in several levels, through indices of places and dates (months). The participatory model is collaborative. Participation in the site is promoted through social networks and collaborative platforms: in particular, Twitter, Facebook and YouTube.
Figure 2: Scotland
France In France the intangible cultural heritage is maintained by the Département du pilotage de la recherche et de la politique scientifique of the French Ministry of Culture. In the portal Patrimoine Culturel Immatériel a section is related to the inventories in France. Here two inventories are available online: “Inventory of inventories”3, which lists inventories in France related to the Intangible Cultural Heritage. It consists in a series of pdf files, each of which contains information taken from a database, online or on paper. The level of detail is varied, and, where possible, there are links to intangible cultural heritage on-line. "Fiches de l'inventaire du patrimoine culturel immatériel"4 [9] which contains a list of the inventory of cultural intangible objects in pdf format, grouped by categories. Certain assets are recognized on the UNESCO list.
3 4
http://www.culture.gouv.fr/mpe/index-immat.html “Le Fiche” section of http://www.culture.gouv.fr/mpe/index-immat.html
A call for proposal for Inventories of Intangible Cultural Heritage of France is online in the portal. The selected projects will produce inventory cards to be introduced in the portal. The structure of the card is as follows: name summary presentation identification and location (and photos) description (comprehending learning and transmission) history valorization and documentation safeguards data related to the inventory process: dates and persons in charge. Switzerland Switzerland ratified the Intangible Cultural Heritage Convention in 2008. The Inventory of Living Traditions in Switzerland5 seeks to be representative of the intangible cultural heritage found across the country. It helps to [10]: make the public more aware of the importance of practicing and passing on living traditions generate greater recognition for the bearers and practitioners of living traditions lay the groundwork for further initiatives and partnerships that seek to uphold the practice of living traditions. The inventory is accessible as a web site, where some hundreds of practices, fairs and habits are stored in a database. The homepage reports all the information, as a list, alphabetically ordered, with the name, the category and the cantons in which it is performed. Filters can be applied to limit the list only to a category (for example Knowledge concerning nature) or a canton (for example TI Ticino). Full-text search and advanced search are also available, to reach the desired information. Figure 3 depicts the detailed card on the web containing, besides the name and the category, a description, some images, references (publication) and a link to a pdf file, of 3 or 4 pages with much more detailed information. Keywords, links to other traditions inside the database and link to web sites are visible on the right of the screen. The web site is available in 5 languages: German, French, Italian, Romansh and English, while the pdf only in one, usually German or French. The inventory periodically is updated, as the living traditions change and evolve continuously.
5
http://www.lebendige-traditionen.ch/index.html?lang=en
Figure 3: Switzerland
Canada The IREPI - Inventaire des ressources ethnologiques du patrimoine immatériel, available on the web6, consists of a database of records of cultural heritage, structured as follows: overview audio, video, associated images interest detailed description learning and transmission history documentation sources related boards links to other records. The search can be done by keywords, category ICH or by the presence of a multimedia associated , as image, audio or video.
6
http://irepi.ulaval.ca
The web site Le Patrimoine Immatériel Religieux du Quebec7 contains information related to the religious intangible heritage of Quebec, that is, collective religious practices, oral history and social practices of religious communities and of faithful. The web resembles Irepi both in the interface, in the interaction modes and in the structure. The query interface provides searches by keywords, traditions, practices, places, etc. Italy PACI Project for Intangible Ethno-Anthropological Heritage is a joint initiative of the Central Institute for Cataloguing and Documentation (ICCD) and the Central Institute for Demo-ethnoanthropology for the documentation, analysis and organization of knowledge on intangible cultural heritage. The web site offers access to two different kinds of paths: catalog data archive8: some tens of catalog cards related to ICH in all Italian Regions are stored in a unique database. The user can search the database by geographic position, free text or browse the entire catalogs. The results are listed in alphabetic order: by clicking on the text or image a general description is open. More detailed information is available by clicking on cataloging card. audiovisual documents9: about 50 videos related to ICH have been stored in a database, with a link to the corresponding catalog card. A brief description with all basic information is displayed in the page. In Lombardy since 70’s the AESS Archivio di Etnografia e Storia Sociale collected and stored data concerning mainly popular songs and other audio/video records describing the popular traditions handed down generation by generation, such as traditional fairs, and customs. A large database has been designed and populated, and more recently a ICH card (inventory card) has been added to more detailed cataloguing modes. The AESS data structure constitutes a de facto standard for the cataloging of cultural heritage legacy, and is used not only by the Lombardy Region, but also by the Puglia and Emilia Romagna Italian Regions. In figure 4 the AESS data structure is described (for more details see [11]), which depicts the main entities involved. Two web sites have been developed: one using the complete data structure and the other focused on the ICH data, shown in green. The former (AESS10) offers the complexity of the data structure, through different searching and browsing modes, to allow ethnographers and Lombardy Region staff to perform complex queries to retrieve exactly the objects of interest. The latter (IntangibleSearch11) is the web site for the search and browsing of ICH cards, complete with images, video and audio. The navigation flow of the web site is: search: predefined queries related to the UNESCO categories, protagonists (people who play a role in the intangible heritage), tags (with a description) and text search are available to users results: users are shown the results in a map, in alternative to the standard display in list form
7
http://www.ipir.ulaval.ca/ http://iccd.beniculturali.it/paci/iccd/cards/ricercaPerRegione 9 http://www.iccd.beniculturali.it/paci/paciSito/index.php?option=com_content&view=section&id=5&Itemid=335 10 http://aess.regione.lombardia.it 11 http://www.intangiblesearch.eu 8
details: a detailed description of the ICH card is provided: a great importance is given to the multimedia, shown as a slideshow on the top of the page. For a in-depth navigation, a link to the corresponding card in AESS web site is provided. Web site and data are available in Italian, English, German, French and Ladin.
Figure 4: AESS data structure
The two web sites draw data from the same database at different levels of depth, tailored to the types of users identified. For a comparison between them see [12]. Brazil Brazilian inventories began in the 1930s and in the 1970s the concept of cultural heritage was broadened to include explicitly intangible cultural heritage: this led to the creation by decree of the Registry of Intangible Cultural Assets in 2000. Through Bens Culturais Registrados12, a registry of Intangible Cultural Heritage, items are documented and publicized, in a way that takes into account the collective and individual rights linked to that heritage. The web site lists the records stored in the database by category, in alphabetic or chronological order, or allows a geographic search. The results consist of a list with all the records that satisfy the query. Figure 5 shows the detail card.
12
http://www.iphan.gov.br/bcrE/pages/indexE.jsf
Figure 5: Brazilian images related to ICH
ACCU (Asia-Pacific Cultural Centre of UNESCO) ACCU is a non-profit organization established in 1971. Data Bank on Traditional/Folk Performing Arts in Asia and the Pacific13 has been produced through joint collaboration of the participating UNESCO Member States in the Region and ACCU and includes a limited number of samples of the traditional/folk performing arts existing in each country(among others, Australia, Bangladesh, Cambodia, China, Fiji, India, Indonesia, Iran, Japan, Mongolia, New Zealand, Philippines and Thailand): it is expected to serve as a basic model for future production of a data bank of intangible cultural heritage. Discussion We presented here the characteristics of on line inventories. We have focused on the technological aspects related to availability of digital resources online. In table 2, we compare the main characteristics of the inventorying systems presented. Due to space constraints, we inserted other online inventories without comments: they are recognizable by an asterisk next to the name.
Compliant with UNESCO
State
Type
Institutional
Deepness
Multimedia
Multilingua
A. Living Culture in Scotland vedi 1
Scotland
wiki
Yes
Detailed card
Images
Yes
partially
B. Patrimoine Culturel Immatériel2,3
France
Db web
Yes
Only pdf
Images in pdf
No
yes
C. Patrimoine vivant de la France*14
France
Db web
Yes, with a TV
Web + pdf
Videos, images
No
partially
D. Inventory of Living Traditions in Switzerland4
Switzerland
Db web
Yes
Web + pdf
Videos, images
Yes
partially
13 14
http://www.accu.or.jp/ich/en/ http://www.patrimoinevivantdelafrance.fr
E. IREPI - Inventaire des ressources ethnologiques du patrimoine immatériel5
Canada
Db web
Yes
Detailed card
Audios, videos, images
No
Almost complete
F. Le Patrimoine Immatériel Religieux du Quebec6
Canada
Db web
Church
Detailed card
Audios, videos, images
No
Almost complete
G. PACI - Project for Intangible EthnoAnthropological Heritage7,8
Italy
Db web
Yes
BDI card
Videos, images
No
yes
H. AESS – IntangibleSearch10
Italy
Db web
European project with Lombardy Region
Detailed card
Audios, videos, images
Yes
yes
H. AESS - Archivio di Etnografia e Storia Sociale9
Italy
Db web
Lombardy Region
Detailed card
Audios, videos, images
No
yes
Images
No
Almost complete
I. Bens Culturais Registrados11
Brazil
Db web
Yes
Detailed card for national list, simplified for UNESCO list
J. IchPedia* 15
Korea
Wikidbweb
Yes
Detailed card
Videos, images
No
partially
K. MatrizPCI Portuguese National Inventory*16
Portugal
Db web
Yes
Detailed card
Videos, images
No
Almost complete
L. Asia-Pacific Database on ICH12
Asia-Pacific Area
Db web
ACCU Unesco
Simple card
Images
No
partially
M. Africa Worl Heritage Fund*17
African Members States of UNESCO
Db web
Intergovernmental organisation
Simple card
Images
No
partially
N. List of Important Intangible Folk Cultural Properties*18
Japan
wiki
Yes
Simple card
Images
No
In Wikipedia: description
O. List of Intangible Cultural Heritage elements in Eastern Europe*19
Eastern Europe
wiki
Yes
Small description
Images
No
In Wikipedia: description
P. World Intangible Cultural Heritages In China*20
China
Db web
No
Textual description
Images
No
Description with an image
Q. Registro del Patrimonio Cultural*21
Venezuela
Db web
Yes
Detailed card + Pdf
Videos, images
No
Almost complete
15
https://en.wikipedia.org/wiki/Ichpedia http://ichpedia.org http://jikimi.cha.go.kr/english/world_heritage_new/intangible_heritage.jsp?mc=EN_04_02 16 http://www.imc-ip.pt http://www.matrizpci.dgpc.pt/matrizpci.web/home.aspx 17 http://www.awhf.net/ 18 http://en.wikipedia.org/wiki/List_of_Important_Intangible_Folk_Cultural_Properties 19 http://en.wikipedia.org/wiki/List_of_Intangible_Cultural_Heritage_elements_in_Eastern_Europe 20 http://www.chinatravel.com/focus/intangible-cultural-heritage 21 http://www.ipc.gob.ve
R. Immaterieel cultureel erfgoed*22
Belgium
Db web
No
Simple card
Images
No
partially
Table 2: Comparison among inventorying systems
While only a few inventories are based on a wiki and in some cases just Wikipedia, most are based on a database, and offer a standard three steps path for searching and browsing data. The deepness of cataloging is different from State to State, as well as the tools and methods offered to users to perform queries, browsing, navigation on the web. The compliance with the structure suggested by UNESCO (see table 1) varies greatly, from a free text description of the asset to a card completely structured. A common feature of almost all the systems is the lack of availability of the archive in multiple languages, or in digital Esperanto, English. Although all systems contain images, and other multimedia, almost no one offers advanced tools for content-based retrieval. FUTURE RESEARCH DIRECTIONS To support the search of information, multimedia archives could employ content-based query, exploiting automatically computed low-level image features (such as colour and texture) or textual similarity query, exploiting any textual notations attached to database items (such as captions or textual cards…). A wide variety of content-based retrieval methods and systems can be found in the literature [13][14][15][16][18] as well as tools for compute similarities among images/audio/text, by comparing the terms of their textual descriptions[17][19][20]. In addition, the archives are isolated and no integration activities are planned at present. It can be foreseen an integration to Europeana23 [21] or similar multimedia multilingual platform. CONCLUSIONS We have presented here some online inventories related to the intangible cultural heritage. The States face the challenge to identify and categorize intangible heritage, and store data in a database/wiki, a prerequisite to be able to include them in the list of Unesco. At the completion of the tenth anniversary of the UNESCO Convention, there are about 150 countries that have signed the Convention and the lists of cultural heritage to be protected or in danger of disappearance are becoming longer and more numerous. The inventories of ICH will become increasingly more and more standard in the data structure and innovative tools for searching and browsing data will be integrated. REFERENCES [1] Convention for the Safeguarding of the Intangible Cultural Heritage 2003 Adopted by the UNESCO General Conference on 17 Oct. 2003; available at: http://portal.unesco.org/en/ev.php-URL_ID=17716&URL_DO=DO_TOPIC&URL_SECTION=201.html [2] Identificazione partecipativa del patrimonio culturale immateriale, Progetto, E., & di Cooperazione Transfrontaliera, P. O. a cura di ASPACI Associazione per la Salvaguardia del Patrimonio Culturale Immateriale. (December 2011)
22
http://www.immaterieelerfgoed.be/ http://www.artsflanders.be/ 1. 23 o e n e o e n e
[3] Baghli, S. A. (2004). The convention for the safeguarding of the intangible cultural heritage and new perspectives for the museum. ICOM News: Museums and Intangible Heritage, 57(4), 15-17. [4] Bokova, I. (2012). Address by Irina Bokova, Director-General of UNESCO on the occasion of the 49th Anniversary of the World Heritage Convention. address, 40th Anniversary of the World Heritage Convention. [5] ACCU (2004), Final Report of Workshop on Inventory-making for Intangible Cultural Heritage Management, Programme Series on Intangible Cultural Heritage in Asia and the Pacific, 6-11 December 2004, Tokyo: Japan [6] UNESCO (2011) Identifying and Inventorying Intangible Cultural Heritage available at http://www.unesco.org/culture/ich/doc/src/01856-EN.pdf [7] UNESCO (2003) Criteria and timetable for selection of Register of Best Safeguarding Practices available at http://www.unesco.org/culture/ich/index.php?lg=en&pg=00300 [8] McCleery, Alison, McCleery, Alistair, Gunn, Linda and Hill, David (2008) Scoping and mapping intangible cultural heritage in Scotland: final report. Museums Galleries Scotland. pp. 1-55. [9] Fournier, L. S. (2013). Diffusion et restitution aux communautés de l'inventaire du patrimoine culturel immatériel: le cas des jeux traditionnels en France. [10] Bideau, F. G. Identifying (2012) “Living Traditions” in Switzerland: Re-enacting Federalism through the UNESCO Convention for the Safeguarding of Intangible Cultural Heritage. Heritage Regimes and the State, 303. [11] Artese, M. T., & Gagliardi, I. (2012). Cataloging intangible cultural heritage on the web. In Progress in Cultural Heritage Preservation (pp. 676-683). Springer Berlin Heidelberg. [12] Artese, M. T., & Gagliardi, I. (2013). Browsing and searching UNESCO Intangible heritage on the web: two ways, DigitalHeritage 2013, in press [13] Aigrain O., Zhang H., Petkovic D. (1996). Content-Based Representation and Retrieval of Visual Media: A State-of-the-Art Review. Multimedia Tools and Applications, 3, pp. 179-182. [14] Liu, Y., Zhang, D., Lu, G., & Ma, W. Y. (2007). A survey of content-based image retrieval with high-level semantics. Pattern Recognition, 40(1), 262-282. [15] Smeulders, A. W., Worring, M., Santini, S., Gupta, A., & Jain, R. (2000). Content-based image retrieval at the end of the early years. Pattern Analysis and Machine Intelligence, IEEE Transactions on, 22(12), 1349-1380. [16] Ciocca, G., Colombo, A., Gagliardi, I., Artese, M.T., Schettini, R.: (2011) Intangible Heritage Management and Multimodal Navigation. In: Styliaras, G., Koukopoulos, D., Lazarinis, F. (eds.) Handbook of Research on Technologies and Cultural Heritage: Applications and Environments, pp. 85–118. IGI Global [17] Gagliardi, I., Pagliarulo, P. (2005) : Audio information retrieval in HyperMedia environment. In: Proc. of the 16th ACM Conference on Hypertext and Hypermedia. ACM, New York [18] Schettini, R., Ciocca, G., & Zuffi, S. (2001). A survey of methods for colour image indexing and retrieval in image databases. Color Imaging Science: Exploiting Digital Media, 183-211. [19] Gagliardi I., Zonta B. (2001). Quicklink: A System for the Generation of Similarity Links in Cultural Heritage Archives, Journal of Cultural Heritage, 2(2), 155-162. . [20] Wilkinson R., Smeaton A. (1999) Automatic Link Generation. ACM Computing Surveys, Vol. 31, No 4es, [21] Purday, J. (2009). Think culture: Europeana. eu from concept to construction. Electronic Library, The, 27(6), 919-937.
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Index Terms 1.
2.
3.
4.
UNESCO (United Nations Educational, Scientific and Cultural Organization) is a specialized agency of the United Nations (UN). Its purpose is to contribute to peace and security by promoting international collaboration through education, science, and culture in order to further universal respect for justice, the rule of law, and human rights along with fundamental freedom. UNESCO pursue its objectives through five major programs: education, natural sciences, social and human sciences, culture, and communication and information. (from wikipedia) ICH (Intangible Cultural Heritage), promoted by UNESCO, focuses mainly on intangible aspects of culture. According to the 2003 Convention for the Safeguarding of the Intangible Cultural Heritage, the intangible cultural heritage – or living heritage – is the mainspring of humanity's cultural diversity and its maintenance a guarantee for continuing creativity. (from Wikipedia) ICH Inventory is the enumeration and description of ICH objects existing in a State. The inventory is constantly updated and implemented by communities and individuals, holders and actors of the intangible heritage. Catalog is a much more detailed description of ICH objects.
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Data structure is a schematic organization of data and relationship to express a reality of interest, usually represented in a diagrammatic form.
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Database is an organized collection of data. The data are typically organized to model relevant aspects of reality in a way that supports processes requiring this information. (from wikipedia) Wiki is usually a web application which allows people to add, modify, or delete content in a collaboration with others, in a easy way. Wikipedia is the most famous wiki on the public web (from wikipedia) Portal is a web site that acts as an entry point to other web sites or that provides access to information on the Internet .
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Notes for editor/reviewers According to reviewers, we made a revision of our chapter in order to fulfil their requests. In particular 1. modified the title of the chapter 2. added a brief explanation of the choices in selecting the online inventories 3. added a description of the characteristics analyzed 4. removed some images 5. added a world map with the distribution on online inventories 6. included in the comparison table resources from more countries, other than that with detailed descriptions and some comments about the compliance to UNESCO structure 7. modified the bibliography: a) the reference to web sites has been moved as notes b) some bibliography has been added c) removed some papers from additional readings 8. separated Future Research Directions and Conclusion 9. formatted reference according to APA
Due to the constraints of 5000 words, and to the addition requested by reviewers, some changes were made in the content of the chapter, eliminating descriptions of some online inventories and shortening some other parts.
Reviewer 1 – in red our answers Based on your numerical rating in Part I, explain in detail how the chapter does or does not provide sufficient background information and literature review regarding its topic. Include in your assessment thoughts and recommendations as to how the author(s) can augment this area of the manuscript. The bibliography mentioned in the text is dissimilar due to the references to both web pages and publications. There isn't enough bibliography mentioned in the text, which is supplied by other additional references. This issue ought to be improved. 1) the reference to web sites has been moved as notes ; 2) some bibliography has been added List and describe in detail any topic(s) or information related to the discussion in the chapter which appears to be missing. Please provide suggestions as to what topic(s) or information the author(s) can add to ensure that the scope of the chapter’s contents is complete. The reasons explaining the cases selected are missed, a point that should be included in the revision in order to be better understood why this chapter includes only some specific cases. A paragraph has been added with the explanation of the choices in selecting the cases Please supply a detailed discussion as to whether or not the information in this chapter clearly illustrates the issues, problems, and trends related to the theme of this proposed book. Please offer your constructive and analytical assessment and list suggestions for improvement and/or enhancement.
Please provide your opinion as to whether or not the issues, problems, and trends described in this chapter are given appropriate emphasis. Supply specific recommendations as to how the author(s) can improve in this area. The title of the chapter doesn't refer to the global content exposed. Though, it would be recommendable reviewing the title in order to adjust it to the text, as the text only analyses the information provided in web pages. Other possibilities of analysis aren't taken into account. The title has been modified, accordingly Give an explanation of any serious over-emphasis or under-emphasis of any issues/problems in the chapter. Please provide critical and constructive assessment by offering suggestions as to how the chapter can be improved and enhanced in this area. The description of the features is a relevant issue at the very beginning. Otherwise, it is needed an in-depth assessment of the reasons which support the approach used to analyse the web pages of the selected cases. A description of the characteristics analyzed has been added (only few words due to constraints of 5000 words) In your opinion, what are the weaknesses of this chapter? Please describe how these specific weaknesses contribute to the ineffective aspects of this chapter. We ask that you carefully list specific suggestions for improvement and/or enhancement. There is a correct initial approach to the subject, although the hole chapter is too descriptive as well as only focused on the analysis of webpages. On the other hand, the author suggests the UNESCO structure to store information as a model framework to assess the web pages content. Nevertheless,
the author doesn't specify to what extend the web pages accomplish the items provided by the UNESCO information structure. In the comparison table, a column has been added with a specification (and to what extend) the web pages accomplish the suggestion of UNESCO In your opinion, what are the strengths of this chapter? Please describe how these specific strengths contribute to the value and quality aspects of this chapter and how said strengths can be utilized to make the weak areas of the chapter more effective. The theme selected is a strength as it is relevant to know the steps done by the States which signed the Convention for the Safeguarding of the Intangible Cultural Heritage of UNESCO in order to preserve their intangible heritage. ok Please describe whether or not this chapter is properly directed to the proposed target audience of the book to which it was submitted. The theme of the current chapter is appropriate to satisfy the need of a wide approach of information, including those items related to the heritage management. ok Please describe your thoughts on the effectiveness of the organization of the chapter. How can the “flow” of this chapter be improved? Please be specific. The images doesn't provide relevant information to the analysis included in the chapter. Some images have been removed Please provide your opinion as to whether or not the references used in this chapter are sufficient, appropriate, and up-to-date. If not, please suggest the relevant references you feel are necessary for the author(s) to include. Publications are mixed with the web pages analysed in the bibliography. Additional readings are appropriate and updated, although they are out of context, though the bibliography should have been related to the analysis. We removed some paper of additional reading, while others have been moved to references.
Part IV: Comments to the Author(s) Title revision in order to include the chapter content. Explain the reasons which motivate the cases selection. Do not include the web pages as references. They ought to be included in the main text. Reduce the number of additional readings in orther to include only those related to the specific approach. 1) title revised 2) added cases selection motivation and the description of features considered. 3) web pages address added as foot notes 4) modified additional readings, as explained above
Reviewer 2 – in red our answers Based on your numerical rating in Part I, explain in detail how the chapter does or does not provide sufficient background information and literature review regarding its topic. Include in your assessment thoughts and recommendations as to how the author(s) can augment this area of the
manuscript. The chapter provides a good background information. The literature review is appropriate and complete for the subject matter. No specific recommendations to expand these two fields. OK List and describe in detail any topic(s) or information related to the discussion in the chapter which appears to be missing. Please provide suggestions as to what topic(s) or information the author(s) can add to ensure that the scope of the chapter’s contents is complete. The chapter is interesting as well, there is no issue that could complete. OK Please supply a detailed discussion as to whether or not the information in this chapter clearly illustrates the issues, problems, and trends related to the theme of this proposed book. Please offer your constructive and analytical assessment and list suggestions for improvement and/or enhancement. The chapter clearly illustrates the issues, problems, and trends related to the theme. One question: why analyze these countries and not others included? Maybe you could include in the list from other countries. We included in the comparison table resources from more countries, other than that with detailed descriptions Please provide your opinion as to whether or not the issues, problems, and trends described in this chapter are given appropriate emphasis. Supply specific recommendations as to how the author(s) can improve in this area. The subject treated is important but the author rotted to explain in more detail the election of the countries and include some countries more and his resources. A paragraph has been added with the explanation of the choices in selecting the cases
Give an explanation of any serious over-emphasis or under-emphasis of any issues/problems in the chapter. Please provide critical and constructive assessment by offering suggestions as to how the chapter can be improved and enhanced in this area. They have not found significant insufficiencies to level of little treatment of the subjects included. OK In your opinion, what are the weaknesses of this chapter? Please describe how these specific weaknesses contribute to the ineffective aspects of this chapter. We ask that you carefully list specific suggestions for improvement and/or enhancement. The only point that rotted improve (complete) is the to include other experiences to world-wide level. There are not experiences and resources to highlight in Spain, USA or Japan, for example? We included both an explanation of why we chose some countries, and a row in the table for comparison In your opinion, what are the strengths of this chapter? Please describe how these specific strengths contribute to the value and quality aspects of this chapter and how said strengths can be utilized to make the weak areas of the chapter more effective. I think that rest little explained chooses it of countries (experiences and resources) and, therefore, in the introduction rotted explain more and better the selection and include a wider fan of countries in the table of the part of conclusions. Done
Please describe whether or not this chapter is properly directed to the proposed target audience of the book to which it was submitted. The chapter is properly directed to the proposed target audience of the book. OK Please describe your thoughts on the effectiveness of the organization of the chapter. How can the “flow” of this chapter be improved? Please be specific. I think that the organisation of the chapter is good, does not require modifications. OK Please provide your opinion as to whether or not the references used in this chapter are sufficient, appropriate, and up-to-date. If not, please suggest the relevant references you feel are necessary for the author(s) to include. The references used in this chapter are sufficient and appropriate. OK Part IV: Comments to the Author(s) I would include two small modifications: 1) Enter in the first part one clearer presentation of the election of the countries. 2) Include the experiences of some countries more to the table of conclusions (of schematic shape if it wants ). 3) the Future Research Directions and Conclusion sections must be 2 separate sections. References must conform to APA style. Please refer to submission guidelines (http://www.igi-global.com/publish/resources/encyc-organization-andformatting.pdf) for examples. 1) added cases selection motivation 2) included in the comparison table resources from more countries, other than that with detailed descriptions
3) separated Future Research Directions and Conclusion 4) formatted reference according to APA
