Milica Tapavicki Ilic

In 2006, upon the remains of the Roman city and legionary fortress of Viminacium, the Viminacium Archaeological Park was established. Since it was the first archaeological park in Serbia providing visitors with
necessary facilities, the team of researchers faced a lot of newly emerged challenges, commonly described with a
term of “cultural heritage management”.
In the last decade, excavations and physical protection of the ancient monuments were gradually joined by its
presentation and promotion, considered as equally important processes for the overall protection of Viminacium significance. All the efforts led to an increased public awareness of cultural importance of this ancient city,
which have been indicated with the ever-growing number of visitors from all over the world, but also with the
engagement of the members of local community as park employees, as well as consumers of cultural heritage
who actively participate in the promotion of Viminacium. Today, local authorities and touristic organisations
realize that they have to offer something internationally recognized in their own region, being proud as a part
of the global community sharing global heritage.

Imre Pongrácz oder Emerich von Pongrácz 1 (1849-1903) war Major bei der Honvèd Infanetrie und Militärkommandant des Orșova Hafens 2. Zwischen 1895. und 1898. war er am Sip Kanal tätig und seine Aufgabe war, Handwerker zu kontrollieren, die am Bau des Navigationkanals arbeiteten. Während dieser Zeit haben ihm Handwerker viele archäologischen Funde übergeben, von denen er seine berühmte Sammlung zusammensetzte. Nachdem er in 1902. ohne Erfolg versuchte, seine Sammlung an das Banat Museum der Geschichte und Archäologie zu verkaufen, starb er plötzlich im volgenden Jahr 3. Nach langen und schweren Verhandlungen mit Pongráczs Erben, gelang es dem Museum allmählich die Finanzmittel zu erzeugen, mit denen es über 6000 Antiquitäten kaufte, die einen Sammlungsbestandteil des gestorbenne Majors ausmachten 4. Die Mehrheit dieser Antiquitäten, die von Pongrácz gesammelt wurden, stammt vom rechten Donauufer, aus heutigem Serbien. Dort hatte der Honvèd Offizier Verbindungen mit lokalen "Schatzjägern" 5. Obwohl für vielen Objekten aus der Sammlung eine Fundplatzbestimmung fehlt, erwähnt I. Pongrácz für einige die Leute, die sie ihm verkauft haben und auch den Fundort aus dem die Objekte stammen. Einige von den Späteisenzeitlichen Funden aus der "Pongrácz Sammlung" wurden früher kurz erwähnt und in dem Sinne ver-öffentlicht 6 .

This volume focuses on bronze and other metal finds from several ancient sites of Asia Minor and other regions in the Mediterranean. It consists of four main parts and 45 papers in total which deal with various genres of ancient bronze material. The papers include analysis of pre-Greek, Greek, Roman, and Byzantine bronzes from Anatolia, as well as studies of bronzes from Georgia, Greece, Iran, Italy, Serbia, and Slovenia. Key sites are covered, such as Allianoi, Arycanda and Olba, Roman and Early Byzantine cities in western and southern part of Turkey. The volume also contains a common bibliography for researchers interested in Asia Minor and neighbouring regions. Readers will discover numerous unpublished materials as well as new insights into the bronze archaeology of Anatolia and more broadly across the rest of the ancient eastern Mediterranean.

The main result of the TRAME project is the methodology manual prepared for teachers and heritage educators. The publication contains a description of an educational methodology that can promote the active involvement of high school students in the discovery and interpretation of heritage sites. The methodology manual contains 26 good practices that provide inspiring examples of innovative methodological approaches, cooperation between cultural and educational institutions and heritage sites, and active involvement of students. The book also examines the possibilities of including heritage education programs in the school curriculum. In the handbook, the authors have dedicated a separate chapter to highlighting the main elements that should be taken into account when teachers want to start a collaborative path between heritage experts/heritage educators in order to implement an educational program leading to heritage. The backbone of the book is a detailed presentation of 4 educational programs, which were designed and implemented by heritage experts, museum educators, instructors, educators, cultural program organizers, and teachers from 4 countries (Italy, Serbia, Turkey and Hungary) with high school students. This chapter is above all a practical guide and inspiration for those who want to implement an educational program in their own educational and cultural institution.