In sep oct 2015 temple cover by InterpNEWS

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2 Volume 4, #5 Sep/Oct 2015

The international heritage interpretation e-magazine. Autumn already ? Are you kidding me? Oh well - I do like the changing colors here in Michigan. So this issue is packed with really interesting articles and news releases. Check out our new Heritage Interpretation Training Center - we now offer 18 college level courses on interpretation. We are developing new courses as well to have ready to go before the end of the year: - Developing Interpretive Plans for Historic Homes and Gardens. - An introduction to developing living history characters and personalities & delivery of living history programs/experiences. - Interpretive Master Planning for Botanical Gardens - Developing interpretive tours and programs - a guide for museum docents and volunteers.

Teaching in Korea.

And we are already looking for articles for the Nov/Dec issue of InterpNEWS, now reaching over 156,000 in 38 countries. A few of our topic of interest are listed below. Happy Halloween... JV

* Interpreting and using Music for interpretive presentations. * Interpreting heritage foods and food preparation. * Interpretive research results. * Interpretation of communities. * Living history interpretation (planning/presentation).

* Interpretation for children. * Interpretation of churches/cemeteries. * Historic site-home interpretation. * New museum exhibit technology. * Interpreting climate change.

Author guidelines: up to about 4 typed pages, single spaced, with photos as jpegs. Give your contact information web site or e-mail (and a photo of your smiling face if you want to). Send as a WORD document so I can cut and paste to fit the IN format. Let me hear from you: jvainterp@aol.com - John Veverka - Publisher

In This Issue: - Why do heritage sites need interpretation for their long-term survival? John A. Veverka - Sounds of Spring. Judy Fort Brenneman - Making the Case for Lead-Free Recreation - Maureen Stine

- Haint & Saints Historic Cemetery Tour of Woodbine, Jefferson, GA. Vicki Starnes. - The Alamo designated as a World Heritage Site. The Texas Tribune -“A Proposal, (Not “A Modest Proposal”) for the Independent Historical Interpreter /Interpretive Historian to Make a Shekel or So on the Side”. Dr. Martha Benn Macdonald - Some of the world's great tourist attractions are being ruined...by tourists. - Heritage Interpretation Training Center Course Listings. - News Release - Interpreting the Art Museum (new book from MuseumsEtc. - Museum Study - Providing training for small/medium museums and heritage sites. - Remembering Dr. Bill Lewis. -“There You Stand” A poem by Martha Benn Macdonald, Ph.D., - Interpreting Halloween The History Channel Staff. - How Pelicans Fly and Visitors Walk. Dr. Stephen Bitgood - Theater Brings Interpretation to Life. Dave McLellan - Whatever Happened to Saving the Rainforest? Re-interpreting the Amazon for a New Generation. Christa Dillabaugh, Amanda Dworak-Rowlan and Teresa Randall

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InterpNEWS is published six times a year as a FREE John Veverka & Associates publication and published as a service to the interpretive profession. If you would like to be added to our mailing list just send an e-mail to jvainterp@aol.com and we will add you to our growing mailing list. Contributions of articles are welcomed. It you would like to have an article published in InterpNEWS let me know what you have in mind. Cover photo: Meenakshu Amman Temple www.heritageinterp.com , jvainterp@aol.com. SKYPE: jvainterp.

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Why Heritage Sites Need Interpretation For Their Long-term Survival. John A. Veverka Certified Interpretive Planner Heritage Interpretation Training Center

Nine-mile canyon, Utah - How to protect it?

So why do heritage sites need interpretation to survive? In some cases where a heritage site is big enough or well known enough, it might not require as much interpretive effort to attract visitors – people will want to see it or experience it because of other benefits the site provides. Interpretation is a “value added” benefit to the total site visit. But for most moderate to small heritage sites, providing outstanding interpretive programs and services, and having a good interpretive plan will be required for their long-term tourism success. Definitions Before we look at the reasons heritage sites need interpretation, we should have some definitions to work from. Heritage Tourism – Visitors traveling to see, experience and learn about (edutainment) natural or cultural landscapes, sites, features, objects, people, events and stories. It needs to be noted here that the educational component of this type of tourism is the key aspect of it. Visitors want to learn, see, and do! They travel to heritage sites for a mix of edutainment experiences. Interpretation – A communication process designed to REVEAL meanings and relationships of our cultural and natural heritage, to our visitors, through first hand experiences with objects, artifacts, landscapes or sites. Interpretation Canada, 1976 Without interpretive services – having trained and skilled interpretive staff present the unique story of each heritage site to visitors, or develop and offer outstanding self-guiding interpretive opportunities for visitors – you don’t have a historic or heritage site – you have an OLD site. It is in the interpretation of the sites story to visitors where the “heritage” of the site is brought to light. Interpretation makes the site come to life for the visitors, giving the site relevance and importance. It reveals to visitors, in powerful and memorable ways, the differences between “old” and historic.

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Interpretation is the most powerful communication process any historic or heritage site has available to communicate its message(s) to visitors! This may sound like a strong statement, but it’s true. This is because of where interpretive communications strategies have come from: marketing, advertising, psychology of the audience, recreational learning theory, consumer behavior and other related professions and disciplines. Every time you see an advertisement on television or see one in a magazine, you are seeing the principles of interpretive communication at work. Here are just a few of the elements interpretation and professional interpreters bring to heritage sites: Knowledge and expertise in:             

Journalism (exhibit label copy, brochures and site guides, news releases, etc.). Market analysis and evaluation. Market creation and tourism planning. Market diversification analysis and development. Willingness to pay analysis and understanding. Critical mass for regional tourism development and sustainability. Psychology of the audience. Psychology of the visit. Persuasion strategy development for interpreting critical management issues. Perception of the experience (experience marketing). Non formal or recreational learning theory and recreational learning program development (learning for fun or enjoyment). Site interpretive master planning skills. Interpretive program, services and media development.

So which of the things on the above list can a heritage site do without having – and be truly successful in reaching its full heritage tourism potential? NONE. From this list, there are required elements that interpretation brings to the total heritage site success equation, no matter how heritage sites define success. Here are three ways that interpretation fits into success equations. Financial Success For every heritage site, the first rule of business is to “stay in business”. This means that the heritage site has to be financially successful. So the success equation might look something like: For Financial Success – Overhead and Operations Costs - Visitor admission fees and related sales + Outside funding = a positive number. Success can be a “break even” goal, or a goal to make a profit to enable the site to do repairs, add staffing, do restoration work, etc. Interpretation brings in visitors and $$.

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A second type of “success” equation might look like: Political and community support = quality interpretation presentation + quality of (as success). site experiences + real or perceived benefits of the site/agency to visitors and the community + evidence of value and benefits. For this “success” to occur the site must be using quality interpretive communications to maximize the visitors and community perception and value of the site – and support the site mission. It is difficult to accomplish this type of success to its fullest potential without active and powerful site based interpretation (programs and services) and exploiting interpretations powerful “public relations” potential. A third type of “success” is measured by the level in which the historic site mission and objectives are accomplished: Cost of Interpretive Programs/Services + The % rate at which the Number of visitors that receive the message objectives were accomplished = benefits greater than the cost of the contact (yes or no).

In other words, if you spent $100 on an interpretive board, and 100 visitors saw and read the message, then the cost per contact would be $1.00. The questions is “what happened as a result of that contact”? If you spent $1.00 per contact and, as a result, had a management objective accomplished at a 70% level – let’s say a reduction in littering or less complaints about a management activity - then a reasonable cost per contact for a high cost effectiveness ratio (getting a real return for your interpretive investment) = success. In this example as well, professional interpretive planning and design is key to the successful cost effectiveness of the interpretive media or services presentation. The media must effectively motivate, stimulate, inspire, and touch visitors for them to “react” to the message. So no matter which type of success you are interested in, one or probably all, you cannot ever reach your true success potential in heritage tourism for your site without using quality, professional interpretation (programs, services, media and staff) to effectively communicate to your various target market groups. The main principles of communication used in developing any ad campaign are a foundation of interpretive communications. Professional interpreters use their understanding of interpretive techniques to develop the interpretive program, service or media to: -

Provoke the attention of the visitor. Relate to the every day lives of visitors. Reveal the essence of the message in a unique or interesting manner. Develop objective and outcome based media, program or services plans. Target messages to specific market groups interests, backgrounds and feelings.

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Have in-depth understandings of their audiences. Can make the presentations fun, inspirational, memorable and powerful. Plan for the total visitor experience. Plan for low cost per contact while getting high cost effectiveness from the communication (media, programs or services).

What benefits does interpretation bring to historic site management – SUCCESS!            

Interpretation shows the visitors why the heritage site has value – to them (the visitor), to the community, and perhaps regionally or nationally. Interpretation can inspire visitors and create a sense of individual and community pride. It is the interpretation (programs, living history, guided tours, exhibits, etc.) that visitors come to the heritage site for – the story and site experience. Without interpretation a historic site is, in the eyes of the visitor, just another OLD site. Interpretation gets visitors to CARE about heritage (theirs or other cultures). Interpretive services are the reasons visitors come back to heritage sites. Interpretive programs and services can increase visitation by increasing the perception of BENEFITS tourists receive by going to a particular heritage site. Interpretive programs and services can produce reductions in site maintenance, and related management issues when used as a management tool. Interpretive programs and services can make money! Interpretive programs and services provide added value to any heritage tourism experience, and heritage site marketing efforts. You cannot have heritage tourism without interpretation. Heritage tourism is dependent upon the story of the site and the willingness of visitors to want to travel to see, learn about and experience the site. Interpretation brings in more visitors, more repeat visitors and more income. Interpretation helps visitors create their own unique choice of ways to experience and learn about a site and its story (mass customization and markets of one).

How do you know when heritage sites need interpretation – warning signs. Here are a few indicators that heritage sites are in need of interpretive programs or services (new or improved):     

Visitation numbers have not significantly increased over the past 2-3 years (and you can’t always blame it on the weather). Visitation numbers have flat lined (no growth). Visitation numbers are far below expected numbers in relationship to site location (population bases), and visitation numbers to other similar heritage sites. Visitation numbers are decreasing (over one or more years). Site visitor management problems are increasing or remain unresolved (littering, etc.).

JVA InterpNews           

You have very poor community support (image, etc.). You are experiencing a reduction in grant aid support from past years. Visitors do not leave your heritage site truly understanding the story of the site, or the value in preservation of historic sites and landscapes. Memberships to your organization are flat or declining. Your agency has poor name (and mission) recognition. Your heritage site lacks sparkle, excitement, fun, experiences, and BENEFITS to visitors. Your marketing brochures have pictures of landscapes, furniture or buildings, but no people in the pictures. You have to reduce hours of operation due to poor visitation. It is difficult to keep guides or volunteers. Staff begin to move on to other sites. On a Saturday afternoon in the summer your site looks “empty”.

Interpretation is an attitude. Interpretation is not just a thing, like a board or exhibit. It is a way of thinking about the quality of the communication and services you will provide to visitors. It is the desire to make sure that the presentation of the heritage site message or story is cost effective, powerful, and gets results (outcome based objectives). It is a love of talking to and with visitors, and getting them as excited about the site as you are. It is a commitment to providing uncompromising quality for the visitor’s experience, and always leaving them asking for more! Without this attitude about interpretive quality and customer care excellence, the site and visit becomes stale, boring and lacks soul. The result - visitors can sense this and register their feelings by not coming back again. Heritage sites need interpretation to help attract visitors – without interpretation, heritage sites are empty shells of lost opportunities. Summary

Interpretation is an indispensable part of a heritage sites ultimate success (financial, political and educational). Interpretation of the site story and message is the main reason visitors go to heritage sites, and a key element in any heritage tourism site development. Heritage sites can never truly reach their success potential without having interpretive plans, programs, services, media, and staff to relate the site stories and importance to visitors. Interpretive programs and services can help increase site visitation, increase repeat visitation, increase and improve community support, and a variety of other benefits to the heritage site(s) using this powerful communication strategy.

JVA InterpNews References: Gilmore, James. H. and B. Joseph Pine III. Markets of One. Harvard Business Review, 1988. Oâ&#x20AC;&#x2122;Sullivan, Ellen and Kathy Spangler. Experience Marketing: Strategies for the New Millennium. Venture Publishing, 2000. Pine II, Joseph B. Mass Customization. Harvard Business School Press 1993. Pine II, Joseph B. The Experience Economy. . Harvard Business School Press, 1999. Schmitt, Bernd. H. Experiential Marketing. The Free Press, 1999. Tilden, Freeman. Interpreting Our Heritage. The University of North Carolina Press, 1957. Veverka, John A. Interpretive Master Planning. Volume I, MuseumEtc, 2014. For copies of other related interpretive and heritage tourism articles, visit our web site LIBRARY at www.heritageinterp.com. John A. Veverka http://www.heritageinterp.com jvainterp@aol.com

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Sounds of Spring by Judy Fort Brenneman

Early morning, very cold, but not the subzero it's been recently. I shuffle, ever mindful of the ice, to where the drive meets the curve of the cul-de-sac. Still half-asleep, I uproot frozen newspapers from the asphalt, straighten up, and-Hoo-hoo. Hoo-hoo. What? Hoo-hoo. Hoo-hoo-hooooo-hoo--accompanied by a tumble of cawcackleshriekcackle. I am wide awake. Mourning doves, singing the soft melody line. Crows, maybe jays (maybe both), adding percussive counterpoint. Today, this morning, this moment, I realize these sounds have been absent for days, possibly weeks. Until now, I didn't consciously realize they were absent. The sun breached the horizon no more than 20 seconds ago, and the air swells with life I'd forgotten existed. Bird song shatters the cold air with promise. I skate back to the porch and just as I'm about to go inside, an unmistakable snare drum announces a flicker riveting a hole in my roof. I smack the newspapers against the siding in poor but loud imitation. A flutter of russet wings itself away but makes no sound when it alights on my neighbor's tall evergreen. Is this the sound of spring? Or a false promise, like the warm moist Chinook wind that tries to persuade us to pack away our parks?

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Over the next few days, I notice the squirrels are in the backyard again. They are fat and extra fluffy, digging up treasure while their tails twitch questions. When did I stop noticing that it had been a while since I'd heard the patter of their 8:00 a.m. run across my roof (I swear they must punch a time-clock) to launch themselves into the cottonwood tree? When they're not tugging at what I'd swear is dead grass, Canada geese promenade across boulevards with no regard for crosswalks or traffic cones. They hunker so flat into meadow and street, defiantly hissing, Who says a nest can't be on asphalt? that I suspect they've taken root. I have been asleep—for days, perhaps weeks—without knowing it. And today, I am awake, because of sound. I am paying attention, because of sound. Sound—the sound of the world around us, the sound of music, the sound of language—is a powerful tool. Individual sounds combine to create and convey meaning. The sounds of the words we use, individually and in sequence, carry meaning that flows through and intertwines with the individual words, the sentences and paragraphs formed by their sequences, and the stories that emerge. Read your writing out loud. What sounds do you notice? Is your preferred vocabulary peppered with plosives (like this sentence)? Does it crack and crackle, clicking at a brisk clip? Or mosey, rolling and reveling in languorous susurration? What happens if you switch out one type of sound for another? Do you play with onomatopoeia? How about its cousin, phonesthesia? Onomatopoeia has sounds that are the actual sound something makes (screech! BAM! Zip, gargle, gobble, slurp, chatter). Phonesthemic words have sounds that we associate with the qualities of a subject (sneer, snarl, snide, snarky; glimmer, glisten, glossy). The sounds we use can emphasize and reinforce—or interfere with and contradict—the meaning we're trying to communicate. A mourning dove and a crow may live in the same neighborhood, but their voices--and their stories--are not the same. Hush, listen— It's the sound of a story

Judy Fort Brenneman Greenfire Creative, LLC judyb@greenfire-creative.com http://www.greenfire-creative.com

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Making the Case for Lead-Free Recreation Maureen Stine, USDA Soil Conservationist & National Association for Interpretation Treasurer, Region 4

Do you hunt or fish during the year? If so you are one of the millions of sportspersons who partake in recreational wildlife sports across the country. According to the 2011 National Survey of Hunting & Fishing by the US Fish and Wildlife Service, Michigan alone had a total of 1,744,000 licensed anglers, and 529,000 licensed hunters across the state. Together we pumped 6.1 million dollars into Michigan’s economy spent on supporting our beloved outdoor sports. I fall within the angler tally and spend many enjoyable winter weekends teaching kids to fish the hard water of inland lakes across Michigan’s Northern Lower Peninsula. Years ago, while serving the Michigan Department of Natural Resources, I implemented an interpretive program entitled, “Gettin’ JiggyWith It”. The program enabled each young participant to powder-paint a fishing jig to take home and hopefully put to some use. Using a heated Sterno for fuel, some powder paint from my local sporting goods store, a set of hemostats and a fishing jig, each child was able to creatively paint their own colorful jig to take home and hopefully put to some use. A few days went by after my program and I received an email from MDNR Wildlife Biologist, Tom Cooley. He mentioned he saw the advertisement of my jig-painting program and inquired if I was using leadfree jigs. I was not. He urged me to look into the possibility of using lead-free tackle for this and other programs and shared some alarming statistics with me. Cooley currently serves the MDNR as the state’s leading wildlife pathologist. Affectionately dubbed, “Cooley M.E.”,he spends his year completing autopsies on various animal carcasses to determine cause of death. According to Cooley, the wildlife species most affected by lead poisoning from tackle and ammo are avian species, and in Michigan the two most affected are the Common Loon by fishing tackle and the Bald Eagle by bullet fragments (from gut piles or unrecovered harvested animals, most likely deer). In studies going back to 1987, lead poisoning in Loons in Michigan is the 3rd highest mortality factor in birds examined at 16% and in Bald Eagles in Michigan, lead poisoning is also the 3rd highest mortality factor in birds examined at 10.4% (in recent years this figure has been higher (11.4-16.8%). Cooley adds, “While these figures aren’t staggering, they are likely under-representative of the actual number since sick loons and eagles would probably search out areas to hide because they were sick and wouldn’t be as likely to be found as one that died from trauma which are usually human associated forms of mortality”. Additionally, these numbers could be drastically reduced or eliminated by the use of non-toxic fishing tackle and ammunition.

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Cooley shares that there are other species where elevated levels have been detected but effects to the animals have been harder to document. As far as fish species are considered, Cooley’s team found lead negatively impacting Rainbow Trout. Clinical signs were spinal curvature, tail atrophy, muscular and neurological degeneration, growth inhibition, impaired immune function, anemia, depressed reproductive success, paralysis, and death. If you Google, ‘lead free tackle or ammo’ choices for vendors are inherently limited at this point in time.

The government banned lead in house paint in 1978 after decades of industry blaming ‘careless parents’. The Clean Air Act Amendments of 1990 and EPA regulations banned lead in gasoline after 1995. With any luck, or more aggressive actions &strong messages for the industry, perhaps we will also see the arrival of available, affordable and abundant lead-free ammo and tackle in sporting goods stores across the nation. Visit http://www.michigan.gov/dnr/0,4570,7-153-10370_12150_12220-26676--,00.html for additional information on the impacts of lead on Michigan’s wildlife.

Maureen Stine - Soil Conservationist President-Elect, Michigan Chapter, Soil & Water Conservation Society USDA Natural Resources Conservation Service Onaway Field Office 21090 M-68, Ste. B Onaway, Michigan 49765 Office: 989-733-2694 ext. 105

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HAINTS & SAINTS HISTORIC CEMETERY TOUR OF WOODBINE, JEFFERSON, GA

Vicki Starnes Manager Crawford Long Museum Jefferson, Georgia

Confederate soldier portrayed by Dr. Jackson, school superintendent.

Local figures from the Civil War to the early 20th century have told their stories from their grave when the Crawford Long Museum Association and Jefferson Community Theatre partner to present the annual Haints and Saints cemetery tours the last weekend in October. Moonlight guided tours take attendees through downtown Jefferson and the historic Woodbine Cemetery, where actors in period costume present dramatic first-person accounts of the lives of more than a half dozen cemetery residents. The accounts, based on historic records, give first-person views of regional and local events of that era and offer a historical alternative to typical Halloween activities. Each year attendees meet different residents of Woodbine and some have reappeared to tell more of their stories in the following years due to popular request. A committee chooses approximately 10 individuals who share intriguing stories and historic facts about their lives to bring the rich history of Jefferson alive. They are just a small representation of the many notable individuals who lived in Jefferson and helped form our past. Attendees have met Nancy Randolph Harrison, a hotel proprietor, and in following years have met her family who ran the local hotel for more than 122 years. The Harrison Hotel was a stagecoach stop along the route to Dahlonega during gold rush days and was the center of activity during that time. Also featured has been Ira Ethridge, a farmer and businessman from the Shields-Ethridge Farm, who was portrayed by his great grandson. Civil War widows, confederate and revolutionary war soldiers as well as the town doctor, J.B. Pendergrass, have regaled the crowds with the rich history of this small town. While there may not be world famous people buried in Woodbine, there are many whose stories are worth being told, from the townâ&#x20AC;&#x2122;s first fire chief to a young boy and girl who died of typhoid fever. Hearing these stories told truly brings history to life and leaves a clear picture of how life was in the early years of Jefferson.

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Attendees must be able to walk 5 city blocks and after the tour a hayride takes the attendees by a local coffee shop and bakery for complimentary hot cocoa or apple cider. The event is best suited for children 6 years and older and one child under 3 is free with each paying adult. Unfortunately, the event is not wheelchair or stroller accessible since it requires walking through uneven ground in the cemetery. Initially, implemented as a fundraising opportunity by the museum board, the tour has grown in popularity to become a much anticipated annual event. Typically held on a Friday and Saturday evening, tours depart every 30 minutes from the museum which requires advance reservations in order to limit the size of each tour so participants are able to hear the re-enactors.

A great deal of research is required to develop the historically accurate monologues for each re-enactor and several factors go into determining the characters each year, such as location of the grave to allow for an appropriate path through the cemetery. Research and script writing begins approximately 6 months in advance so that actors can memorize their scripts and rehearsals can begin a couple months prior to the event. Costumed tour guides, with lanterns in hand, lead participants across the Jefferson public square while stopping to tell stories of the historic buildings and of the fire of 1894 which burned down the south side of the square. This explains why brick is favored now as building material. Guides explain why the courthouse was relocated: “The main street used to be a square with a two-story brick courthouse in the middle, but the streets would get really muddy and people didn’t like wading through mud to get into court, so in 1879 a new courthouse was built up the hill where water drained downhill better.” Once the tour group arrives in the cemetery, guides explain the elaborate mourning practices of the 1800’s which were a mixture of practicality and superstition. When someone died you drew the curtains and if you had clocks you stopped them at the time of death. You covered mirrors with black cloth so the spirit of the deceased didn’t get trapped in there.

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The body was often kept in the parlor until family members could gather and have a burial, and flowers were used in part to mask the small of decaying flesh. Attendees were asked to look at the graves to see what direction they were lined up. East-West, with the headstones of many facing East because the final call to judgment will come from the East and you want to be facing that way. Headstones were pointed out and the symbolism, such as lambs which usually signified the grave of a child.

JB Pendergrass is town doctor portrayed by Andy Garrison during a 2012 cemetery tour.

Upon arrival at the gravesite, an actor portraying the dead steps from behind the headstone and introduces themselves and tells about their life. For example, Nancy Harrison spoke about her papa building the large two-story house around 1835 which eventually became the hotel and the constant visitors he received as county sheriff. She spoke of herself and her 9 siblings and told stories of how her husband died during the civil war, leaving her with 5 children to raise and she never remarried. Her younger sister, Fanny took over running the hotel until her husband got a job with a law firm in Atlanta and when he moved the family, Nancy moved back in to continue running the hotel. Attendees listened to a Civil War widow read a letter from her husband written Nov. 19, 1861, who eventually died from illness during the war. She brings tears to everyoneâ&#x20AC;&#x2122;s eyes when she asks how do you settle your heart when there is no body to bury? His body was not returned so there could be no wake. She never saw his sweet face again and could not kiss him farewell. He was buried in Virginia and the marker in the cemetery was put up in his memory by others. The historic cemetery tour was developed with the objective of telling Jeffersonâ&#x20AC;&#x2122;s story and a way to remember the past. While initially only expecting local residents to take advantage of this tour, we were surprised to learn that folks from the surrounding area and even out of state visitors were delighted to attend this historical living history tour. And we didnâ&#x20AC;&#x2122;t even have any ghosts! Although a spooky story may have added a little spice to the tour for the teenagers.

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Cemetery tour interpreters working to bring the past to the present for a real heritage experience.

Clearly, based upon our surveys taken at the coffee shop at the end of each tour, attendees took away a much better understanding of Jefferson’s beginnings and even those that have lived here all their lives said they learned something they didn’t know before. It was a way to not only entertain, but to educate as well. Plans for the 2016 future tour will include the newly renovated historic courthouse. Attendees will leave the museum, travel through the square and up the hill to the courthouse to meet Jefferson’s District Attorney, Floyd Hoard (to be portrayed by his son) to tell the story of his murder due to his involvement in dismantling a group of gangsters known as the Dixie Mafia. On August 7, 1967 Hoard was mortally wounded when he turned the ignition key in his car detonating 6 to 12 sticks of dynamite connected to the vehicle’s electrical system. The theme of the 2016 tour will be “Law and Order” and participants will also meet the first woman sheriff, among other prominent local judges and lawmakers. For more information, visit www.crawfordlong.org or call the museum at 706-367-5307.

Submitted by: Vicki Starnes, Manager, Crawford Long Museum, Jefferson, GA

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The Alamo and Other Texas Shrines Win UN Designation as World Heritage Sites. in The Texas Tribune

The San Antonio Missions, the Alamo and other historic Texas shrines have attained the status of other internationally recognized landmarks such as the Taj Mahal and the Great Barrier Reef. At a meeting in Germany on Sunday morning, the United Nations Educational, Scientific and Cultural Organization (UNESCO) designated the site of the pivotal Battle of the Alamo in 1836 as a place of cultural significance. "The United States has a powerful and valuable history that encompasses a wide range of peoples, creeds and experiences," said Crystal Nix-Hines, U.S. ambassador to UNESCO. The Texas shrines are the 23rd World Historic Site in the United States, including landmarks such as the Statue of Liberty and Independence Hall. In addition to the Alamo, the shrines include missions at Concepci贸n, San Jose, San Juan and Espada, all in San Antonio. The World Heritage designation could add up to $105 million in economic activity to Bexar County by 2025, as well as up to 1,100 jobs and as much as $2.2 million in additional hotel tax revenue, according to a 2013 report by the Harbinger Consulting Group. The nomination process, begun in late 2006, was launched by the San Antonio Conservation Society and later grew to include the city of San Antonio, Bexar County and the Texas General Land Office, which manages the missions. To learn more about the economic benefits to the Alamo have a look at this PDF: http://home.bexar.org/WHS/Missions_WHS_Report.PDF

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“Skull” “A Proposal, (Not “A Modest Proposal”) for the Independent Historical Interpreter/Interpretive Historian to Make a Shekel or So on the Side”. By Dr. Martha Benn Macdonald Prelude: My writing here, even though this is a proposal, may seem informal. I will be using the personal pronouns, I and you. I am hoping that there are others (YOU) out there who might enjoy what I anticipate doing. Please, therefore, feel free, to borrow and adapt my suggestions. You may have already had them.

ABSTRACT: Here is an overview of a proposal for you and me: an independent historical interpreters/interpretive historians who might like to create a small business, perhaps on the side, as I hope to do, showcasing one or more historical homes which still stand and/or stood before the cruel “hand of fate” demolished them in the name of progress in our hometowns or elsewhere. I plan to bring these homes to light through creative historical interpretation, so that visitors experience the “once upon a time.” They do not simply hear it. OBJECTIVES: I, Dr. Martha Macdonald, a native of Rock Hill, South Carolina (wow, a hamlet which was named a few years after George Pendleton White, a former tailor of Fort Mill, South Carolina, who was encouraged to move seven miles south for his health, and his wife, Ann Hutchison, daughter of a magistrate and patriot of the American Revolution, sold land to the railroad to accommodate the Charlotte Augusta Railroad, and a hamlet which would, in time, also become a mill village until all the mills were closed a few years ago), feel the importance of showing the stories of people in historic homes which were “once upon a time” or which still stand but are not considered particularly important by Historic Rock Hill. To that end, I will give a walking tour or a carriage tour to visitors who might like to do more than stroll down Rock Hill’s Main Street comprised primarily of banks, attorneys’ offices, computer “fix-it” shops, empty buildings, and a few restaurants (one or two really delightful). Giving this tour will accomplish several objectives: *Enable me to work independently doing something I am passionate about and really treasure, i.e., historical interpretation. *Give historical interpreters an idea to make a little money on the side. *Showcase families whose houses may be remembered only by a gray marker with black print. *Tell a story of something which happened in those families whose house you are interpreting or a story which the family may have known and enjoyed. *Discuss the architecture of the house.

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*Create a living history of the particular house you’re showcasing by wearing period costume, playing games, telling stories, sharing music, feeling a “prop.” *Give an awareness of the family’s presence in the town, the role the family played. *Offer an opportunity for school children and other visitors to learn and perhaps invite others to participate in my tour. *Show that what this family did affected others, affected the town, and played a part in the history and will play a role in the future as well (this, of course, is up to the interpreter). *Bring to life what is past because it is simply fun and engaging and offers a refreshing change from our technological world. As Thomas Fuller once wrote, “If you have the knowledge, let others light their candles at it.” God has endowed me with a good memory and a knowledge of our town’s past, for which I am deeply grateful. I can make the past come to life, so that it the participant really experiences that past. This is a past long before outside gas grills seemed to have become a requirement on the avenue and before “privacy fences,” some now crumbling, were “the thing.” NEED: Using the Provoke, Relate, Reveal principles which Dr. Veverka, has so clearly and beautifully laid down, I will bring certain “blocks” of historic Rock Hill to life. Further, “A picture is worth a thousand words” is a familiar phrase, and, indeed, pictures, are, but feeling, experiencing, participating, doing, and handling (perhaps kinesthetic is a good word), rather than just looking and listening, make any experience fun and worth remembering in the years to come. Here in this Provoke, Relate, Reveal section. I am describing only what happened in my home years ago, but on the strolling tour, I will do the VERY SAME with other houses. Provoke: Can you imagine one house mirroring the one on the alley behind it long before cookie-cutter domains made up a neighborhood? Except for a few variations, my house (circa 1910 on College Avenue) below, drawn by Edwin Harrison Stultz, long-time resident of Rock Hill, is a mirror of the house (circa 1907 on Oakland Avenue).

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Why? One sister built both houses. Doctors and their families lived in the houses. Servants walked up and down the dirt alley, borrowing a cup of sugar from a neighbor or just visiting. Back in the day, a lady did not walk downtown. She might call the grocer who delivered items by buggy, and if she needed a spool of thread or something simple, why the old mule-drawn trolley driven by an old African-American gentleman might stop for the order, then return it later. Years passed, and during World War II, after the interior of my home had been burned, my daddy, Dr. Roderick Macdonald, bought the house which, by then, had at least one ghost. When he and his family moved in, coal was the source of heat (no longer, of course). In fact, you can have a piece of coal. My twin and I built miniature houses from coal outside in days gone by. Relate: Even though Daddyâ&#x20AC;&#x2122;s office was located in an old house, circa 1880, on East Main Street in downtown Rock Hill, many of his medical items are here: a replica of a skull (every early doctor had a skull and a cadaver), the box of the lens he used, as an ophthalmologist, in eye refractions (you may touch these), and so forth.

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Then, there is his rifle from World War I, as well as a dress he wore at the age of three. In this section, participants will play games which my twin sister and I did: croquet, soft ball, monopoly, cards, throwing the ball over a building, to name a few outside activities, sing our favorite songs, and hear a few stories. I love to tell the story about my Daddy saving the eyesight of one of York County’s beloved African-American writers, the one about the ghost which walks in the late afternoon, and the fires here (no, I am not a pyro-maniac). I will tell stories about what it was like to be a twin, about my mother’s dinner parties, and participants will be eating (if they wish), not just hearing. I will tell stories about my older brother and all of his “antics” here. Participants will be engaged because this will not be a passive experience, but an active, involved one (I cherish kinesthetic imagery in poetry). Reveal: Visitors will leave with an understanding of a way of life which was different, but which may easily be recreated, if desired. The pace was slower then, to be sure, but it was never, ever, boring. Holidays were different, but hopefully, as time moves along, we will all come to appreciate and enjoy an exchange of cultural values, practices, and so forth). One way of accomplishing this goal, if you will, is to compare and contrast what we did today and realize that in so many ways, it is simply an adaptation of the past. PROCEDURES: After participants on my tour, which in many ways is evolving from a book I wrote twenty years ago entitled Teacakes and Trolley Rides, leave, they will have enjoyed returning, albeit for only a couple of hours, to the past. What will be accomplished? *Visitors will know about the origin and development of this house (and others on my tour) *Visitors will understand the architecture of the houses. *Visitors will understand games, activities, favorite stories, music, perhaps dancing, and much more, about an earlier way of life. *Visitors will understand the clothing of the period (I will wear it) and objects (props, if you will, in the houses). *Visitors will understand the different roles and contributions of earlier families.

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COST: Because I have many costumes, props, materials for games, I will not have to purchase them. I will need, if I decide, to do a carriage tour, pay someone who has a horse and a buggy: an old surrey would be lovely. I will need to pay someone to sell tickets, distribute flyers, and so forth. There may be a business license, but the cost can be minimal. A walking tour does not cost “an arm and a leg,” to use an old cliché. Visitors would need to sign a waiver to go on the tour. PERSONNEL: As I suggested in the cost, personnel relates to which kind of tour I decide to offer. At present, a walking tour appeals to me. If participants are willing to sign a waiver of sorts and to meet me in a designated spot, then I simply need someone to assist with tickets and share his/her computer expertise. MATERIALS: I may have to buy a few croquet sets, some volley balls, and some ingredients for Zinzie’s biscuits. Postlude: Between you and me, if you have a desire to do something fun and fulfill a dream, whatever it is, and perhaps make a shekel or so on the side, by all means do it. “Go for it,” as they used to say. And together we can come up with a host of sayings, some original, many laborious repeats, but many real, true, and earnest, about why we might just adopt this proposal. Again, although I am describing only my home in this article, my tour will include a similar visit to many of the homes up and down the avenue and around the block.

Martha Benn Macdonald, Ph.D., college instructor, author, performer. doctorbenn@gmail.com

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Some of the world's great tourist attractions are being ruined...by too much tourism! The Huffington Post

Travel industry insiders say 2015 is going to be the biggest travel summer in years -- but all those people hitting the road means many thousands of feet on the ground, tour buses cranking out fumes, hikers leaving garbage on trails (you get the picture). And while tourists are generally a good thing for local economies (they do love to spend cash, after all) some countries are debating whether or not to put a cap on tourist numbers. They're trying to balance conservation and tourism -- not always an easy feat. Over 10 million people a year visit the 5,500-mile long Great Wall of China. Some tourists are disrespectful and do everything from carving their names in the wall's stones to spraying graffiti. Cambodia's stunning Angkor Wat temple attracts 2 million tourists a year. UNESCO officials say tourists regularly "step on stones and carvings." India's Taj Majal not only has to fight air and water pollution, but the traffic of nearly four million people a year. The marble and sandstone in some areas of the monument are eroding faster than ever. And those aren't the only places at risk. The art in the Vatican's Sistine Chapel could be Michelangelo's greatest achievement. But, all the carbon dioxide that tourists breathe out are doing damage. Not only that, but the dirt, dust and yes, skin flakes, that the five million visitors a year sprinkle all over it are also ruining things. In 2012, the Vatican promised to take a Dirt Devil to tourists saying that they'd "install suction vents to suck dust from clothes" and lower temperatures to reduce the heat and humidity of bodies. Some other sites have gone to even more extremes. King Tut's tomb in Egypt was closed to tourists completely after moisture from years and years of visitors caused the tomb to deteriorate. But, experts say that sustainable tourism on a big level is possible and really starts with small actions. So please, don't touch the paintings, don't scribble on the Great Wall like it's a bathroom stall at Hooters, and if a tourist site seems just too crowded, take your dusty pants and skin cells off the beaten path.

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The Heritage Interpretation Training Center now serving interpreters world-wide. Prof. John A. Veverka HITC Director/Coach

US Army Corps of Engineers 2015 Interpretive Services Course.

We are pleased to announce the formal opening of the Heritage Interpretation Training Center, offering 17 different professional development courses in interpretation. From introductory interpretive courses to advanced graduate level college courses, we are up and running. All training courses offer CEU (Continuing Education Units) credits as well. We offer training courses in two different venues: - Live on-site courses provided for agencies and organizations. Courses are presented at your location based on your training objectives. Specialized courses unique to your site issues and training needs are available. - Our e-LIVE on-line interpretive training courses. All courses have participants completing a number of interpretive course Units, with homework assignments. All participants communicate directly with a live instructor with experience teaching university courses in heritage interpretation - a NAI Certified Interpretive Trainer and Planner and Certified Professional Heritage Interpreter certification (Canada). We will be adding additional courses over the next year. Here are our current courses with a link to the web site page for each course. Interpretive Planning & Design of Marketing Brochures Course. 15 Units, 2.5 CEU credits. $250.00 http://www.heritageinterp.com/interpretive_planning__design_of__marketing_broch.html Planning/Designing Interpretive Panels e-LIVE Course - 10 Units awarding 1.5 CEU Credits $125.00 http://www.heritageinterp.com/interpretive_panels_course.html Planning Interpretive Trails e-LIVE Course - 13 Units - 2.5 CEU Credits $200.00 http://www.heritageinterp.com/interpretive_trails_course.html Interpretive Writing e-LIVE Course - 8 Units and 2 CEU Credits $200.00 http://www.heritageinterp.com/interpretive_writing_course.html Training for Interpretive Trainers e-LIVE Course - 11 Units and 2 CEU Credits. $200.00 http://www.heritageinterp.com/training_for_interp_trainers.html The Interpretive Exhibit Planners Tool Box e-LIVE course - 11 Units and 2 CEU Credits. $200.00 http://www.heritageinterp.com/interpretive_exhibits_course.html Interpretive Master Planning - e-LIVE. 13 Units, 3 CEU Credits. $275.00http://www.heritageinterp.com/interpretive_master_planning_course.html

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Interpretive Planning for Scenic Byways and Auto Tour Routes. 10 Units, 2 CEU Credits. $275.00 http://www.heritageinterp.com/interpretive_planning_for_scenic_byways.html A supervisors guide to Critiquing and Coaching Your Interpretive Staff, Eleven Units, 1.6 CEU Credits. $175.00 http://www.heritageinterp.com/critiquing_and_coaching_interpretive_staff.html Advanced Interpretive Master Planning. 14 Units, 2.5 CEU Credits, $250.00 http://www.heritageinterp.com/advanced_interpretive_planning.html

An Interpreters Guide for Evaluating Interpretive Exhibits. Thirteen Units - 2 CEU Credits, $200.00 http://www.heritageinterp.com/interpretive_exhibits_evaluation.html

Interpretive Program Presentations and Protocol for Interacting and Communicating With Your International Visitors. An interpretive training short course. Nine Units - 1 CEU Credit. $100.00 http://www.heritageinterp.com/interp_for_international_visitors_course.html Conducting A Feasibility Analysis Before Developing New Interpretive Centers, Nature Centers and Small Museums. If you build it they may not come - or at least in the numbers needed! So how can you know for sure before you build it? Nine Units - 2 CEU Credits - $150.00 http://www.heritageinterp.com/interp_center_feasibility_analysis_course.html Interpretive tour planning and delivery techniques for professional/commercial tour guides. 11 Units, 2 CEU Credits - $125.00 Tuition http://www.heritageinterp.com/interp_for_commercial_tour_providers.html

An Interpretive Researchers Guide for Developing Visitor Surveys and Questionnaire/Interview Designs For Natural & Cultural Heritage Sites and Attractions. Ten Units - 2.5 CEU Credits. $250.00 http://www.heritageinterp.com/interpretive_researchers_guide_for_visitor_studies.html

If you have any questions about any of these courses please feel free to contact me:

Prof. John Veverka Founder/Director Heritage Interpretation Training Center jvainterp@aol.com http://www.heritageinterp.com/interpretive_traini ng_center_course_catalogue_.html

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Interpretive News Release New Book from MuseumsEtc - Coming Soon..

Interpreting the Art Museum

We'll be publishing the book later this year but, meantime, here's a sneak-peak at the contents (the final titles may change): Dana Allen-Greil, National Gallery of Art: Interpreting Art through Social Media Jackie Armstrong, MoMA: Interactive Learning Lounges Cheryl Avery, University of Saskatchewan: Archival Interpretation Ann Blokland, Van Gogh Museum: Interpreting van Gogh Claire Bown, The Thinking Museum: Visible Thinking & Interpretation Bethany Corriveau, Cleveland Museum of Art: Creating Interpretive Programs for Adults Jennifer Foley, Cleveland Museum of Art: Mobile Technology & Interpretive Content Juliette Fritsch, Peabody Essex Museum: Experiencing the Creative Process Emily Fry, Peabody Essex Museum: Emotional Mapping Ashley Gallant, Usher Gallery Lincoln: Viewpoints Jackie Hay, Morris Hargreaves Macintyre: Interpretation at the Art Institute of Chicago Henrietta Hine, Courtauld Institute of Art: Late Events as Interpretation Tools Elizabeth Manekin, Yale University Art Gallery: Framing as an Interpretive Strategy Mike Murawski, Portland Art Museum: Building Meaningful Interpretation Museum Teen Summit, Nights at the Museum Allysa B Peyton, Samuel P Harn Museum of Art, Life Is a Highway - Prints of Japanâ&#x20AC;&#x2122;s Tokaido Road Sally Stafford, Consultant: The Touchstone Programme Swarupa Anila, Detroit Institute of Arts: Visitor-Centered Interpretation John Veverka, Veverka Associates: Revealing the Rest of the Story Andrew Westover, J Paul Getty Museum: Art for the Whole Body Kris Wetterlund, Corning Museum of Glass: Contemporary Art + Design Interpretation Alexandra Woodall, University of Leicester Museum Studies: Object Dialogue Boxes

For more information on this new book please visit MuseumEtc. web site page: http://museumsetc.com/blogs/magazine/17989720-interpreting-the-art-museum-contents-list Book Catalog: http://museumsetc.com/collections/all

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Interpretive News Release

Museum Study provides online professional development courses on broad range of topics important to running a cultural institution including: Administration, Exhibits & Public Programming, Facilities Management, Collections Management and Collection Preservation and Care. John Veverka/Heritage Interpretation Training Center has joined the instructor faculty of Museum Study to offer several interpretive services training courses for 2015 - 2016. For details on course dates (each course runs 4weeks), course content and course instructors please visit the Museum Studies web site: http://www.museumstudy.com/

Current course offerings: Exhibits & Pubic Programming

Facility Management

* Introduction to Heritage Interpretation * Interpretive Writing * The Interpretive Exhibit Planner Toolbox.

* Introduction to Integrated Pest Management * Integrated Pest Management: The Plan & Implementation * Keeping Historic Houses & Museums Clean

Collections Management * Policies for Managing Collections * Ethics, Laws and Collection Management * Moving Collections * Introduction to Natural History Collections * Storage Materials * Storage Techniques

Collections Care * Natural Science Materials * Preservation Principle for Cultural Institutions

Museum Study, LLC 3108 36th Ave. S Minneapolis, MN 55406 Phone: 612/790-1645 E-Mail: contact@MuseumStudy.com

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Remembering Dr. William J. "Bill" Lewis 1923-2015 Sue Kusserow This my word essay to my late husband. We married in 1978: I was 45 and he was 54. Therefore, I cannot chronologically speak of Bill’s growing-up years. But, I can speak to the influences that brought him forward: his strong allegiance to his smalltown birthplace where the Grand Tetons showed their backsides into the potato country of eastern Idaho; his strong-in-ethics and equally strong-in-love, Mother and Dad…teacher/storekeeper/with the back bone of church loyalty; his curiosity about his natural surroundings and the wider world of what he hadn’t yet seen; his practicality in completing colleges and universities before starting his career…and love…of teaching; his young family who grew up in many different states before finally settling in Vermont. I met Bill through a UVM faculty member we both knew. “Come to a party and meet someone I think you’d like” she said to both of us. “But I won’t tell you who it is.” I brought my famous Vermont apple pie; he whisked me off to a concert in Montreal – Berlioz, one of his favorites, Schubert, one of mine. So the adventures started. By the time I knew him, Bill’s summer job (more a labor of love) was as a Master Interpreter/Naturalist in Yellowstone National Park: The theme: What do you need to know; how do you present these facts to Park visitors so that they can share your knowledge and enthusiasm? To me, he said: “If you don’t like Yellowstone, then this won’t work.” Luckily, it became my home, too. In my introduction to the Park, I went as a quasi-tourist, on Interpreter-Naturalist talks and hikes. Bill sneaked along, also pretending to be a Park visitor, yet taking simple notes. These were people he had trained, and now his edict of experiential learning - the clinical part of the job –pointed out its superiority in teaching. “Your introduction and the action of moving people ahead using anticipation and curiosity, was very nicely done.” “I think you’ll find it good to mention that Great Fountain Geyser is apt to blow a second or even a third time, so ‘Don’t go yet, folks’” “Did you notice the two older women in the background, as you stood on the edge of the Yellowstone Falls canyon? They didn’t hear a word of your nice explanation; they were so scared you were too close to the edge! These are the reactions you will notice as you become more familiar with the content…the speech part of your job.” Isat in on these critiques and learned a great deal about teaching and communication, plus the flora, fauna and bubbly steaming and roaring of geysers and hot springs. Our summers there gave us a strong togetherness. When Bill ‘retired’ from Yellowstone (how does anyone ‘retire’ from love?) we had time to travel, and build a house together, with wide windows looking at the mountains. We shared teaching ideas; I learned less didacticism and more interaction and sharing, and like Bill, more joy in the task. And we traveled! We taught and lived in Zimbabwe, near Victoria Falls, innocently walking through a wild herd of Cape Buffalo to see 100 ‘Yellowstone Falls’ roar over and into a 350ft. chasm. We saw Iguazu Falls in Brazil; Tierra del Fuego with its opaque crystal-blue icebergs. We ate one-inch thick lamb chops grilled over an open fire in Alice Springs and cried over a schmaltzy opera at the Sydney Opera House. In Sicily, there was an ancient cave home carved out of mountain-side rock, with a tiny hammock hung above the parents’ sheepskin bed, so that one raised foot could rock the new little one. On the Orkney and Shetland Isles, we lay belly down peeking over a wave-lipped cliff, to watch puffins trot their yellow and red oversize bills from nest to nest.

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Skua birds whistled through our hair as we neared their nests. Alaska’s Chilkoot Trail could magically bring forth visions of the lines of prospectors roped together, heading for certain gold; Denali had outdoor basketball games at midnight. Machu Picchu was haunted and haunting. And Okavango Delta in Botswana gave us a horrifying view of a hippo, close enough to see his eyes blink, before he sunk underneath our dugout canoe. In our old age, his viewpoints of logic and reasoning didn’t always agree with my emotionalism. But we could debate! Or rather, he could with experience and skill and I could not. We could fuse it all together with music. His love from Bach to the blues, echoed his children’s accomplishments on guitar and piano. One of my last memories was stumbling down the Recital Hall stairs to hear a concert, my trying not to be too maternally ‘watchful’ in case he should fall, then in the dusk of the lowered lights, he let the music pour over him, bowed his head to the beauty of it, holding my hand. He and our old dog “Eddie” went to the Post Office, eventually walking in the middle of the road, both of them old and confused, forgetting how to get home. It was time for a change, and not an easy one. With his strong spirit, he did not “go gentle into that good night”. Our role as keepers of the flickering light is about all we are allowed. Death reaches a point where it picks its own accomplishments. Now is the time for the 3 Rs’ of grieving: Remember, Retrieve, Release. And moving forward to the Rs’ of healing: Repair and Rejoice, knowing that the Recall of riches will always bind us together.

Sue Kusserow

Dr. Bill Lewis 1923-2015

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“There You Stand” A poem by Martha Benn Macdonald, Ph.D.,

There you stand, shackled, a guard lingering behind, holding your arm. You stare out with that skater cut, your blue eyes glaring. Only one word describes what you did that night in Charleston at Emanuel Church--HATE Palmetto fronds smolder in Charleston and across the Carolinas. Mourners light candles for the dead, praying for their souls, and, yes, Even for yours.

Bells toll silently. They welcomed you into their circle of prayers, You, “the poor wayfarin’ stranger,” but not“travelin’ through a world of woe.” No. You had a choice. They offered you the blood of Christ, the cup of Salvation. The Reverend Clementa Pinckney showed you the Cross. And afterwards, you opened fire…….. Then left and drove far away toward the cold of the Piedmont’s green hills , Until a woman arranging lilies, perhaps roses and baby’s breath, or mountain laurel for someone’s funeral, Eyed your license tag and. . . And those grieving in the church only showed you love.

Martha Benn Macdonald, Ph.D.,

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Interpreting Halloween... The History Channel Staff

Straddling the line between fall and winter, plenty and paucity, life and death, Halloween is a time of celebration and superstition. It is thought to have originated with the ancient Celtic festival of Samhain, when people would light bonfires and wear costumes to ward off roaming ghosts. In the eighth century, Pope Gregory III designated November 1 as a time to honor all saints and martyrs; the holiday, All Saints’ Day, incorporated some of the traditions of Samhain. The evening before was known as All Hallows’ Eve and later Halloween. Over time, Halloween evolved into a secular, community-based event characterized by childfriendly activities such as trick-or-treating. In a number of countries around the world, as the days grow shorter and the nights get colder, people continue to usher in the winter season with gatherings, costumes and sweet treats. ANCIENT ORIGINS OF HALLOWEEN Halloween’s origins date back to the ancient Celtic festival of Samhain (pronounced sow-in). The Celts, who lived 2,000 years ago in the area that is now Ireland, the United Kingdom and northern France, celebrated their new year on November 1. This day marked the end of summer and the harvest and the beginning of the dark, cold winter, a time of year that was often associated with human death. Celts believed that on the night before the new year, the boundary between the worlds of the living and the dead became blurred. On the night of October 31 they celebrated Samhain, when it was believed that the ghosts of the dead returned to earth. In addition to causing trouble and damaging crops, Celts thought that the presence of the otherworldly spirits made it easier for the Druids, or Celtic priests, to make predictions about the future. For a people entirely dependent on the volatile natural world, these prophecies were an important source of comfort and direction during the long, dark winter. To commemorate the event, Druids built huge sacred bonfires, where the people gathered to burn crops and animals as sacrifices to the Celtic deities. During the celebration, the Celts wore costumes, typically consisting of animal heads and skins, and attempted to tell each other’s fortunes. When the celebration was over, they relit their hearth fires, which they had extinguished earlier that evening, from the sacred bonfire to help protect them during the coming winter.

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By 43 A.D., the Roman Empire had conquered the majority of Celtic territory. In the course of the four hundred years that they ruled the Celtic lands, two festivals of Roman origin were combined with the traditional Celtic celebration of Samhain. The first was Feralia, a day in late October when the Romans traditionally commemorated the passing of the dead. The second was a day to honor Pomona, the Roman goddess of fruit and trees. The symbol of Pomona is the apple and the incorporation of this celebration into Samhain probably explains the tradition of “bobbing” for apples that is practiced today on Halloween. HALLOWEEN COMES TO AMERICA Celebration of Halloween was extremely limited in colonial New England because of the rigid Protestant belief systems there. Halloween was much more common in Maryland and the southern colonies. As the beliefs and customs of different European ethnic groups as well as the American Indians meshed, a distinctly American version of Halloween began to emerge. The first celebrations included “play parties,” public events held to celebrate the harvest, where neighbors would share stories of the dead, tell each other’s fortunes, dance and sing. Colonial Halloween festivities also featured the telling of ghost stories and mischief-making of all kinds. By the middle of the nineteenth century, annual autumn festivities were common, but Halloween was not yet celebrated everywhere in the country. In the second half of the nineteenth century, America was flooded with new immigrants. These new immigrants, especially the millions of Irish fleeing Ireland’s potato famine of 1846, helped to popularize the celebration of Halloween nationally. Taking from Irish and English traditions, Americans began to dress up in costumes and go house to house asking for food or money, a practice that eventually became today’s “trick-ortreat” tradition. Young women believed that on Halloween they could divine the name or appearance of their future husband by doing tricks with yarn, apple parings or mirrors. In the late 1800s, there was a move in America to mold Halloween into a holiday more about community and neighborly get-togethers than about ghosts, pranks and witchcraft. At the turn of the century, Halloween parties for both children and adults became the most common way to celebrate the day. Parties focused on games, foods of the season and festive costumes. Parents were encouraged by newspapers and community leaders to take anything “frightening” or “grotesque” out of Halloween celebrations. Because of these efforts, Halloween lost most of its superstitious and religious overtones by the beginning of the twentieth century. By the 1920s and 1930s, Halloween had become a secular, but community-centered holiday, with parades and town-wide parties as the featured entertainment. Despite the best efforts of many schools and communities, vandalism began to plague Halloween celebrations in many communities during this time. By the 1950s, town leaders had successfully limited vandalism and Halloween had evolved into a holiday directed mainly at the young. Due to the high numbers of young children during the fifties baby boom, parties moved from town civic centers into the classroom or home, where they could be more easily accommodated. Between 1920 and 1950, the centuries-old practice of trick-or-treating was also revived. Trick-or-treating was a relatively inexpensive way for an entire community to share the Halloween celebration. In theory, families could also prevent tricks being played on them by providing the neighborhood children with small treats. A new American tradition was born, and it has continued to grow. Today, Americans spend an estimated $6 billion annually on Halloween, making it the country’s second largest commercial holiday.

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TODAY’S HALLOWEEN TRADITIONS The American Halloween tradition of “trick-or-treating” probably dates back to the early All Souls’ Day parades in England. During the festivities, poor citizens would beg for food and families would give them pastries called “soul cakes” in return for their promise to pray for the family’s dead relatives. The distribution of soul cakes was encouraged by the church as a way to replace the ancient practice of leaving food and wine for roaming spirits. The practice, which was referred to as “going a-souling” was eventually taken up by children who would visit the houses in their neighborhood and be given ale, food, and money. The tradition of dressing in costume for Halloween has both European and Celtic roots. Hundreds of years ago, winter was an uncertain and frightening time. Food supplies often ran low and, for the many people afraid of the dark, the short days of winter were full of constant worry. On Halloween, when it was believed that ghosts came back to the earthly world, people thought that they would encounter ghosts if they left their homes. To avoid being recognized by these ghosts, people would wear masks when they left their homes after dark so that the ghosts would mistake them for fellow spirits. On Halloween, to keep ghosts away from their houses, people would place bowls of food outside their homes to appease the ghosts and prevent them from attempting to enter. HALLOWEEN SUPERSTITIONS Halloween has always been a holiday filled with mystery, magic and superstition. It began as a Celtic end-of-summer festival during which people felt especially close to deceased relatives and friends. For these friendly spirits, they set places at the dinner table, left treats on doorsteps and along the side of the road and lit candles to help loved ones find their way back to the spirit world. Today’s Halloween ghosts are often depicted as more fearsome and malevolent, and our customs and superstitions are scarier too. We avoid crossing paths with black cats, afraid that they might bring us bad luck. This idea has its roots in the Middle Ages, when many people believed that witches avoided detection by turning themselves into cats. We try not to walk under ladders for the same reason. This superstition may have come from the ancient Egyptians, who believed that triangles were sacred; it also may have something to do with the fact that walking under a leaning ladder tends to be fairly unsafe. And around Halloween, especially, we try to avoid breaking mirrors, stepping on cracks in the road or spilling salt. But what about the Halloween traditions and beliefs that today’s trick-or-treaters have forgotten all about? Many of these obsolete rituals focused on the future instead of the past and the living instead of the dead. In particular, many had to do with helping young women identify their future husbands and reassuring them that they would someday—with luck, by next Halloween—be married. In 18th-century Ireland, a matchmaking cook might bury a ring in her mashed potatoes on Halloween night, hoping to bring true love to the diner who found it. In Scotland, fortune-tellers recommended that an eligible young woman name a hazelnut for each of her suitors and then toss the nuts into the fireplace. The nut that burned to ashes rather than popping or exploding, the story went, represented the girl’s future husband. (In some versions of this legend, confusingly, the opposite was true: The nut that burned away symbolized a love that would not last.) Another tale had it that if a young woman ate a sugary concoction made out of walnuts, hazelnuts and nutmeg before bed on Halloween night she would dream about her future husband. Young women tossed apple-peels over their shoulders, hoping that the peels would fall on the floor in the shape of their future husbands’ initials; tried to learn about their futures by peering at egg yolks floating in a bowl of water; and stood in front of mirrors in darkened rooms, holding candles and looking over their shoulders for their husbands’ faces. Other rituals were more competitive. At some Halloween parties, the first guest to find a burr on a chestnut-hunt would be the first to marry; at others, the first successful apple-bobber would be the first down the aisle. Of course, whether we’re asking for romantic advice or trying to avoid seven years of bad luck, each one of these Halloween superstitions relies on the good will of the very same “spirits” whose presence the early Celts felt so keenly.

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HOW PELICANS FLY AND VISITORS WALK Dr. Stephen Bitgood Jacksonville State University

Most days I walk on the beaches of Palm Coast and Flagler Beach located on the North East coast of Florida. One of my favorite sights on these walks is viewing groups of Brown Pelicans flying in formation over the beach or very close lose to the waves, seeming to barely touch the water. Brown Pelicans may be awkward and unattractive while on the ground, but in the air they are transformed into beautiful flying machines. They don’t just fly – they soar. Soaring is gliding with wings spread and a minimum of wing flapping. They may soar on the thermal up-drafts drafts over the beach or highway adjoining the beach. Or, they may fly over the waves, taking advantage of the ground effect – the increased lift and decreased drag that results from flying close to a fixed xed surface such as ground or water. When pelicans soar using thermals or the ground effect, they are taking advantage of one of the most important principles used by life forms – conservation of energy or economy of effort. Pelicans (and other birds) aree able to soar for long periods saving considerable effort by reducing wing flapping. Whether they are searching for potential prey or headed to their feeding or breeding grounds, soaring allows them to save energy. Personally, I believe they also soar for pleasure – wish I could do it – it looks like fun! Museum visitors (and pedestrians in general) follow the same principle of conserving energy as they walk through exhibitions and other public places (e.g., Bitgood, 2006). There are at least three po possible motivations for pedestrian movement: (1) approaching something of interest such as an exhibit object; (2) reaching a desired destination; and/or (3) enjoying the journey along the way without being fatigued. The question is, “How do you get there without ithout expending extra effort?” The answer: visitors generally move in a way that: (1) requires the fewest steps, (2) avoids backtracking even if backtracking is necessary to see all of the exhibits, (3) follows the most economical patrol strategy (e.g., clockwise, counter-clockwise, clockwise, loop, or zig zig-zag movement patterns), and (4) involves walking straight lines in open areas. Of course visitors are willing to invest the time and effort to view highly attractive exhibits by taking the extra steps if the perceived perceived value is high in terms of both interest and required time and effort. But, do not underestimate the importance of perceived cost. EVIDENCE FOR ECONOMY OF VISITOR MOVEMENT Visitor movement patterns provide only one example of how people conserve energy ene in response to their environment. While this article is focused primarily on movement/ circulation through interpretive centers, other aspects of behavior such as reading text within interpretive labels can also be described in economic terms (e.g., Bitgood, 2011; 2013).

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Pathway Choices.. If visitors are walking on the right side of a pathway as they approach a T Tintersection, taking the right pathway requires fewer steps than taking the left turn. If, on the other hand, they are walking on the left side of a pathway, taking a left requires fewer steps. Several studies have documented this fewest-steps steps effect in shopping malls in the U.S., Eastern Europe, and China (Bitgood, Davey, Huang, & Fung, 2013; Bitgood & Dukes, 2006; Jazwinski Jazwi & Walcheski, 2011; Spilkova & Hochel, 2009). Pathway choices in open areas such as exhibition halls may be a little different because these spaces provide greater freedom of movement with less physical clarity to the pathway. Under these circumstances, circumstanc visitors must make their own pathway. (Pathway clarity is influenced among other things by width, surface makeup, and presence or absence of borders.) Pathway choices in an exhibition hall combine with patrol strategy (e.g., moving around the perime perimeter, zig-zag zag from side to side, looping) and are easily explained by a combination of attraction to objects and economy of movement (Bitgood, 2006). Patrol strategy.. The movement patterns within a specific area (e.g., exhibition hall) describe the patrol strategy (e.g., Benne, 1999). For example, a counterclockwise strategy after turning right involves moving around the perimeter of the space starting with the right-hand right hand wall (e.g., Melton, 1935; Weiss &Bouterline, 1963). This strategy allows visual access access to the entire area/hall, assuming that nothing is blocking the view. If there are exhibit displays of high enough interest in the center of the hall, visitors may zig zig-zag back and forth from one to another. Visitor patrol strategies usually involve efficient movement through the space; patterns that involve extra steps are avoided unless they are designed to view interesting exhibits.

Visitor movement in museums is strongly influenced by economy of movement as well as by attraction to objects of interest

Avoidance of backtracking or retracing steps. steps. Several studies have reported that visitors avoid the extra steps that are required to back track in order to see all of the exhibits (e.g., Klein, 1993; Taylor, 1986). Apparently, in an effort to save time and energy, people are often unwilling to retrace their steps to view additional exhibits. The wise ise designer provides a pathway through the exhibition involving the minimum number of steps. I assume design involving economical movements will increase the chance of engagement with exhibits; however, as yet, we have no data.

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One-sided viewing of exhibits. When exhibits are located on both sides of a pathway through an exhibition, visitors often simply view one side, although they may glance over at the other side to see if there is something of high enough interest to warrant the extra steps (e.g., Klein, 1993; Parsons & Loomis, 1973). Crossing over to the other side of a pathway takes more steps and may be discouraged by on-coming pedestrian traffic. Our observations suggest that visitors often scan the other side of the walkway, but are reluctant to cross over unless the walkway is narrow and there are objects with high attracting value. Walking in a straight line from entrance to exit. Another way to save steps is to walk in a straight line through an open space (Bitgood, 2006; Melton, 1935). Melton suggested that visitors often do this from the entrance to the exit (e.g., Melton, 1935). Melton also suggested that there is an “exit gradient” in which fewer objects are observed the closer the visitor is to the exit. Inertia (moving straight ahead) is another way to conserve energy since extra effort is required to change directions Bitgood, 2006). DESIGN IMPLICATIONS Here are a few design implications that arise from the economic patterns of visitor movement:  Beware of over-simplified, distorted statements in secondary sources. Visitors/pedestrians do not always turn right when there is a pathway choice – they respond to the characteristics of the setting if these design features are clearly laid out.  Develop a specific pathway system based on the fewest steps principle.  Make this intended pathway through an exhibition as clear as possible. A “random” layout of exhibit objects usually results in a chaotic traffic flow, missed object viewing, and visitor confusion. Do not place the extra burden of pathway choices on visitors, since it competes with engaging with exhibit content.  Avoid “island” displays (exhibit displays scattered through the open spaces of an exhibition hall) in which visitors have to backtrack to see all of the exhibit objects. In general, the fewer pathway choices the more visitors can concentrate on engaging with exhibits.  Minimize visual competition between and among objects. Make it easy for visitors to focus on one thing at a time.  If the layout is confusing, consider explicit sequence cues (e.g., numbers, letters) to guide sequence of exhibit viewing. Note also that we read in the following sequence when there are four blocks of text with two above and two below: start with the upper left, then lower left, then upper right, then lower right. Gestalt principles (proximity, similarity, etc.) also provide important cues for sequencing visitor attention.  Incorporate evaluation. Observe how visitors move through the spaces and fine-tune design factors to ensure an economic traffic flow. SUMMARY/CONCLUSION Visitors respond appropriately to their surroundings. Moving efficiently is one source of evidence of the intelligent behavior of humans and many other species. They do not blindly turn in one direction or another. Do not misinterpret visitor motivation: if they do not do what the designer planned, it is more likely to be a failure in design rather than arbitrary responding by visitors. Visitors attempt to make sense of what they see and respond accordingly. Whether museum visitors, Brown Pelicans, or most other animals species, movement follows principles of economy which have survival value for all species.

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REFERENCES Benne, Marcie (1999). What are the predictors of pedestrian spatial distribution in medium-sized, designed environments? Preliminary Exam, Georgia Institute of Technology, School of Psychology, Atlanta, GA. Bitgood, S. (2006). An analysis of visitor circulation: Movement patterns and the general value principle. Curator: The Museum Journal, 49, 4, 463-475. Bitgood, S., Davey, G., & Huang, X. (2013).Pedestrian choice behavior at shopping mall intersections in China and the US. Environment and Behavior.45(8), 1019-1032. Bitgood, S., & Dukes, S. (2006). Not another step! Economy of movement and pedestrian choice point behavior in shopping malls. Environment and Behavior, 38, 3, 394-405. Bitgood, S., Hines, J., Hamberger, W., & Ford, W. (1992).Visitor circulation through a changing exhibits gallery. In A. Benefield, S. Bitgood, & H. Shettel (Eds.), Visitor studies: Theory, research, and practice (102-111). Jacksonville, AL: Center for Social Design. Jazwinski, C., &Walcheski, C. (2011). At the mall with children: Group size and pedestrian economy of movement. Environment and Behavior.43, 3, 363â&#x20AC;&#x201C;386. Klein, (1993). Tracking visitor circulation in museum settings. Environment & Behavior, 25(6), 782-800. Melton, A. (1935).Problems of installation in Museums of Art. New Series, No 4.American Association of Museums. Parsons, M., & Loomis, R. (1973).Visitor traffic patterns: Then and now. Washington, DC: Smithsonian Institution, Office of Museum Programs. Spilkova, J., &Hochel, M. (2009). Toward an economy of pedestrian movement in Czech and Slovak shopping malls. Environment and Behavior, 41, 3, 443-455. Taylor, S. 1986. Understanding processes of informal education: A naturalistic study of visitors to a public aquarium. Unpublished doctoral dissertation. University of California, Berkeley, CA.

Contact information: You can e-mail Dr. Bitgood at: steveb@jsu.edu

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Theater Brings Interpretation to Life DAVE MCLELLAN Zoological Society of Milwaukee Education Department

Interpreters add human connections to an exhibit, artifact, area, animal, etc., that would otherwise be overlooked. Theater creates human connections on stage. The overlap is remarkable, so it’s no surprise that Freeman Tilden, the founding father of interpretation, had experience as a playwright. For the past four years, the Zoological Society of Milwaukee has benefited from the correlation between interpretation and theater through the success of the “Kohl’s Wild Theater” program (KWT). Kohl’s Wild Theater is a professional theater company within the education department of the Zoological Society that provides conservation education at the Milwaukee County Zoo and throughout Southeastern Wisconsin. Kohl’s Wild Theater first launched in 2011 with a generous donation from Kohl’s Cares, the philanthropic arm of Kohl’s Department Stores. It began with a series of three 15-minute plays that were performed daily at the Milwaukee County Zoo during the busy summer season. Since then, the program has grown tremendously. Today the program delivers stage performances and exhibit interactions at the Milwaukee County Zoo, as well as a robust outreach touring program that performs for festivals, community events and schools. Using theater as an interpretive device offers opportunities to foster empathy and emotional connections. Human behaviors can be connected to the animals they affect, even if that animal lives on the other side of the world. “Uncharismatic” animals that might be ignored by the average zoo visitor (amphibians, fish, insects, bats, etc.) can be given a new voice to spark interest in an audience. And theater enhances the zoo visit by creating additional fun experiences. Kohl’s Wild Theater shows are designed to entertain the entire family. They include music, humor and participation that make it easier for audiences to comprehend information that could otherwise feel pedantic. To date, KWT has produced fourteen 15-minute shows, three 45-minute one-act plays and many other 5-minute skits and interpretive interactions. Many of the 15-minute shows have been combined and paired with shorter skits to make a wide variety of 45-minute touring productions for school assemblies. The following are some of KWT’s most successful shows:

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“A Climb through Time with Clues and Rhyme.”

In this 15-minute musical, a time-traveling kid journeys to the future to learn the fate of orangutans. But once she arrives, she realizes all the clues aren’t adding up. Her time-traveling partner has a secret agenda to obtain palm oil, putting the orangutans at risk. Audiences help the kid put the clues together and save the orangutan. “The Legend of Hibernacula”

This 15-minute musical features Jonathan Batfield, a little brown bat from Wisconsin. Batfield travels to South America to meet the mysterious Count Hibernacula. He seems nice enough, but Batfield wonders why Hibernacula won’t let anyone near his “weird wooden box.” Audiences learn many facts about bats from around the world and what they can do to help bats in Wisconsin, such as building bat boxes.

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“The KWT Jamboree”

This 30-minute set of 5- to 7-minute skits is perfect for outdoor festivals or other non-traditional performing spaces. Using a vaudevillian style, actors take the audience through a series of helpful conservation tips covering topics such as recycling and water conservation. This upbeat style is perfect for audiences, both young and old, with short attention spans. “Bullies and Bonobos”

This 45-minute drama features Molly, a 4th grade animal enthusiast working on a conservation station for her school. Unfortunately, Molly has been bullied by another student, stopping her efforts to save endangered species. Molly gets help from her family, friends, and an imaginary bonobo that shares lessons in empathy. Audiences learn important lessons about interpersonal relationships as well as conservation.

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“The Congo Code”

This award-winning play features science, technology, engineering, and math (STEM) education in conservation. Actors interact with on-stage technology that intertwines projected photographs, video, live cameras, and simulated video gaming. The story is about Cameron, a student uninterested in STEM, who is accidentally pulled into a video game. The game takes place in a virtual rainforest that becomes a dangerous place for Cameron’s game avatar and all too real for Cameron. The only way to escape is to use STEM skills and save an endangered species. Audiences participate in the show by breaking codes with clues to the answer. Kohl’s Wild Theater is currently in its fifth summer season and will launch its fifth outreach season this October. With continued support from Kohl’s Cares, the program will continue to expand. This fall, KWT will premiere its first one-act musical, which will feature live instruments made from repurposed materials that would otherwise be thrown away. Using the medium of theater to interpret our educational messages opens many opportunities to connect with our zoo guests and community partners in new creative ways. When it comes to theater, the only limitation is how far our imaginations can go. To learn more about Kohl’s Wild Theater, please visit our website at www.wildtheater.org or contact Dave McLellan at davem@zoosociety.org.

DAVE MCLELLAN joined the Zoological Society of Milwaukee’s Education Department in 2010 to develop Kohl’s Wild Theater, which has grown to be the largest zoo-based theater program in the country. Dave came to Milwaukee after working with the Wildlife Conservation Society in New York City and The Walt Disney Company in Orlando, FL. He currently serves as a member-at-large for the International Museum Theatre Alliance.

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Whatever Happened to Saving the Rainforest? Re-interpreting the Amazon for a New Generation. By Christa Dillabaugh, Amanda DworakRowland and Teresa Randall

Twenty five years ago, the Amazon was the darling of conservation organizations. “Save the Rainforest!”was a meme and images of tropical deforestation made front page news around the world. Every zoo and natural history museum rushed to install exhibits ranging in size from simple dioramas to multi-acre, multi-million dollar installations complete with capybaras, morpho butterflies, and simulated field stations. Interpretive programs, IMAX movies, and virtual field trips were created to spread the word about rainforest conservation. Educators in both formal and informal education settings clamored for rainforest curriculum and activities. Flash forward to 2015 and many of those fabulous exhibits are showing their age. Rainforest activity guides are gathering dust on classroom shelves and it is a rare occurrence to find a rainforest themed education program in a zoo or natural history museum newsletter. And yet the Amazon remains vitally important to the health of the planet and people, especially in the context of climate change across the globe. The Amazon rainforest is the greatest expanse of contiguous forest on the planet and it protects the Earth’s largest river. Producing about twenty percent of the Earth's oxygen and holding one-fifth of the planet’s fresh water, the Amazon watershed has a major impact on regional and global weather patterns. It is estimated that the Amazon alone sequesters 10 billion tons of carbon and thus plays a vital role in mitigating global climate change. As we all know, it is also an important source of biodiversity, new pharmaceuticals, natural pesticides, crop alternatives, and much more. As a global resource our collective future is contingent on the conservation of the Amazon rainforest. Plus, it is still one of the most fascinating and inspiring ecosystems on the planet!

Photo by C. Dillabaugh, 2014.

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Call us crazy, but we think that is more than enough to justify rethinking how we interpret the Amazon while engaging both formal and informal audiences. So, where do we start? How about a professional development program set IN the resource - specifically designed for interpreters, docents, and other informal educators and based on a proven educational model? That’s exactly what we putting together! In January 2016, we are facilitating an Amazon Workshop for Interpreters, Naturalists, and Informal Educators. This professional development experience will offer participants the opportunity to explore the Amazon rainforest of Peru and immerse themselves in place-based and experiential learning opportunities designed to deepen understanding of Amazon biodiversity, ecosystems and cultures. The9-day field workshop is based on a successful place-based professional development model, The Educator Academy in the Amazon, developed for K-12 formal and informal science educators. Past participants of the Educator Academy in the Amazon have included staff from zoos, nature centers, and the National Park Service park service. Based upon their experiences and as a result, they suggested the creation of a new program specifically designed to address the professional development needs of interpreters and other informal environmental educators. In addition to learning the science behind this unique ecosystem, participants will explore ways to effectively interpret the Amazon in order to build emotional connections with their organization’s guests, visitors, and patrons. Using the Amazon as our classroom, interpretive techniques will be discussed, shared and modeled through workshop sessions, discussion groups, and field activities. Participants will build their 21st century interpretive skills by working with facilitators to craft Amazon interpretive themes and messages that align with their organization’s mission and values. Participants will return home with a field experience of the Amazon while also building an infrastructure of knowledge, passion and tools. All of which will work to inspire and inform Amazon related interpretive programs, informal instruction, and exhibit graphics for their diverse audiences. The workshop will also help participants make important connections to national trends in science and environmental education including the Next Generation Science Standards, Common Core, Inquiry, and S.T.E.M! In addition to the field experience in the Amazon, the program will include on-line, pre-departure readings and discussions. We will include selected readings/texts by Dr. John Veverka, Director of the Heritage Interpretation Training Center. CEU units will also be available. The 2016 Amazon Workshop for Interpreters, Naturalists, and Informal Educators is being offered for the first time in January 2016. We are limiting participants to no more than 20 to maintain the quality of the program and provide ample opportunity for small group interactions with guides, faculty, and participants. We are currently accepting registrations and would love to have you join us. Dates: January 15 to 24, 2016 Location: Amazon Rainforest, Iquitos, Peru Program Coordinators:Teresa Randall, Director of Education, Oklahoma City Zoo; Amanda Dworak-Rowland, Education and Outreach Specialist, Lake Mead National Recreation Area, Christa Dillabaugh, Director, Amazon Rainforest Workshops. For more information, a complete syllabus, and registration form go to:http://www.amazonworkshops.com/2016/amazoninterp/ Or contact: Christa Dillabaugh, Amazon Rainforest Workshops christa@amazonworkshops.com / 1-800-431-2624 If you are attending NAAEE in San Diego, you can meet with program leaders, Teresa Randall and Amanda DworakRowland during their roundtable discussion, “Interpreting Big Ideas WITH your audience, not just FOR them” on Saturday, October 17thfrom 8:30am to 9:10am in the Grand Ballroom C Room at the Sheraton San Diego Hotel and Marina.

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Interpretive Planning, Training and Design - World-Wide. JVA has been contributing to and helping to advance the interpretive profession for over 40 years. From teaching university courses in interpretation (Michigan State University, Ohio State University and New York State University and the State University of West Georgia - heritage interpretation institutes), and years of field experience doing interpretation, we are growing still. Our services include but are not limited to: - Interpretive Master Planning. - Interpretive Training Courses - Interpretive Exhibit Planning - Interpretive Trail Planning - Scenic Byways Interpretive Planning. - Regional Interpretive Systems Planning - Landscape Museum Planning. - Visitor Research and Marketing Studies. But there is more we do: Publisher of InterpNEWS, the International Heritage Interpretation e-Magazine with over 156,000 readers in 38 Countries. And it's FREE - yes FREE (send us an e-mail to request it).

Oh yes, then there is the International Heritage Interpretation Training Center and our text books. http://www.heritageinterp.com/interpretive_training_center_course_catalogue_.html

Want to learn more about our range of services world-wide? jvainterp@aol.com www.heritageinterp.com