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Se evaluo la calidad de los sitios web sobre patrimonio cultural zuliano. Los referentes teoricos abordados son los de las ciencias cognitivas, de la comunicacion y de la informacion, revisando criterios y estandares internacionales planteados para el diseno y estructuracion de sitios web de calidad. Epistemologicamente se enmarca en el enfoque racional-deductivo dada la construccion teorica, de tipo descriptiva-evaluativa porque con base en ello luego se evalua. Su diseno es documental por la revision y analisis de fuentes de informacion, no experimental al no manipular las variables y, transeccional al recolectar informacion en un tiempo unico. La evaluacion se realizo desde el enfoque experto para buscar concordancias en los 30 sitios web, con base en los criterios y/o categorias extraidas de las teorias y estandares internacionales distribuidos en un guion de evaluacion con 3 dimensiones, 19 indicadores y 87 criterios a evaluar.
The remarkable success of the 1972 UNESCO Convention Concerning the Protection of World Cultural and Natural Heritage is borne out by the fact that nearly 1,000 properties have now been designated as possessing Outstanding Universal Value and recognition given to the imperative for their protection. However, the remarkable success of the Convention is not without its challenges and a key issue for many Sites relates to the touristic legacies of inscription. For many sites inscription on the World Heritage List acts as a promotional device and the management challenge is one of protection, conservation and dealing with increased numbers of tourists. For other sites, designation has not brought anticipated expansion in tourist numbers and associated investments. What is clear is that tourism is now a central concern to the wide array of stakeholders involved with World Heritage Sites.
The 2010 edition of the Global Education Digest focuses on gender and education to mark the 15th anniversary of the Fourth World Conference on Women. Shortly after this landmark conference in 1995, the international community pledged to eliminate gender disparities at all levels of education by 2015 as part of the Millennium Development Goals (MDGs). As the official source of data to monitor advancement towards these goals, the UIS has released the Digest on the eve of the UN Millennium Summit (New York, 20-22 September) to present the latest available data to analyse national progress and pitfalls in offering every child and young person equal access to education regardless of their sex. According to the Digest, boys and girls in only 85 countries will have equal access to primary and secondary education by 2015, if present trends continue. Seventy-two countries are not likely to reach the goal - among which, 63 are far from reaching parity at the secondary level.