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Zasoby przyrodnicze jako atrakcje kulturowe: przykłady z wyspy Lanzarote (Hiszpania)

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Kowalczyk A.

Turystyka Kulturowa

2013

nr 5

35-57

In the holistic perspective, nature and culture are in continuum. This continuum is close to phenomenological approach, as well as sustainable tourism concept. One one the best example of region which from decades has developed according the principles of sustainable development, is Lanzarote, Canary Islands (Spain). Among people who struggled against mass-tourism model on the island was César Manrique. In 1966, after his return from USA, César Manrique organised a group of intellectuals, who started fighting for protection and conservation of the unique volcanic landscape of the island. From mid-1960s until his death (in 1992) César Manrique, as an architect, prepared several projects which now are top tourist attractions on Lanzarote. One of his project is complex of volcanic-origin caves Jameos del Agua. In Jameos del Agua, as well as in other projects (viewpoint Mirador del Rio, restaurant „El Diablo” in Montañas de Fuego, Jardín de Cactus at Guatiza etc.), César Manrique – who was founder of original aesthetic ideology dominated by art-nature/nature-art philosophy – put his plans into practice. So, now Jameos del Agua is not only one of the top tourist spot on Lanzarote, but it is very good example of nature-culture continuum in contemporary architecture nad tourist planning.

Friendships between one-year-olds in a Norwegian child ca re in sti tu tion (Bar ne ha ge)

100%

Greve A. , Kristoffersen Winje A.

Problemy Wczesnej Edukacji

2012

tom 8

nr 4(19)

42-56

There seems to exist a broad agreement that friendship plays an important role in children’s lives. This article explores the origins of friendships between one-year-olds in a Norwegian barnehage (Early Childhood Education and Care). This study through video observations established that young children utilize many different strategies to participate in each other’s life-worlds. Here, we emphasize five of the strategies that seem to be particularly apparent in our data; all of them are the results of encounters between the children: body contact, group glee, vocalizations, humour, and joining in. Friendship may be considered as a construction, built up by many encounters, where the children experience some sort of a mutual ‘we’. Some of the encounters between the children, although of short duration, could be regarded as their participation in each other’s life-worlds, and as such, form the ‘bricks’ in the construction of future friendship relations.