visitor evaluations communications report

Candidate Number: KYVH7

Evaluation Report ARCLG190 Museum Communication

Leventis Gallery Visitor Evaluations INSTITUTE OF ARCHAEOLOGY AT UCL

1 | E v a l u a t i o n R e p o r t K Y V H 7

Table of Contents

EXECUTIVE SUMMARY …………………………………………………………………………………………………………2

CONTEXT FOR THE EVALUATION PROJECT AND ITS TARGET AUDIENCE ……………………………….3

PURPOSE OF THE EVALUATION PROJECT & EVALUATION QUESTION …………………………………..4

METHOD(S) USED AND WHY ……………………………………………………………………………………………….5

PRESENTATION AND DISCUSSION OF KEY FINDINGS ……………………………………………………………7

CONCLUSIONS & RECOMMENATIONS ……………………………………………………………………………….13

EFFECTIVENESS OF THE METHOD AND THE TOOL ………………………………………………………………14

REFERENCES ………………………………………………………………………………………………………………………15

APPENDIX I: EVALUATION BRIEF…………………………………………………………………………………………16

APPENDIX II: INTERVIEW QUESTIONS …………………………………………………………………………………18

APPENDIX III: INTERVIEW RESULTS …………………………………………………………………………………….22


EXECUTIVE SUMMARY

The purpose of this report is to detail the 33 visitor interviews conducted between 11 and

17 December 2015 by MA Museum Studies students in the Institute of Archaeology’s (IoA)

Leventis Gallery at University College London (UCL). Along with the non-‐visitor interviews

and visitor observations also conducted by the same researchers, these interviews

constitute the front-‐end evaluation for an exhibit on tools and the human mind to be

installed in the Leventis Gallery in May 2016. From the data collected, the installation group

understands the visitor profile of the current exhibition, their motivations for visiting, and

their opinions on current and potential use of space and content of exhibitions.

TOP FINDINGS:

The collected data shows of the 33 interviews conducted:

• All visitors were connected to UCL: student or staff (28 as students).

• 30 visit the gallery at least once per week.

• None cited viewing the exhibition as their primary reason for entering the gallery.

• 16 reported it is unclear We Need to Talk: Connecting Through Technology is

separate from the permanent display and 4 reported it was not immediately clear.

• 30 reported an interest in seeing either stone or modern tools in the future

exhibition; 25 expressed an interest in both.

• Anthropology, Archaeology, Medicine/Psychology, and Technology were themes

visitors were interested in regarding tools; Medicine/Psychology being most popular

(10).

• 10 expressed specific interest in interactive elements; only 3 were not interested.


CONTEXT FOR THE EVALUATION PROJECT AND ITS TARGET AUDIENCE

CONTEXT

The Leventis Gallery is located on the ground floor of UCL’s IoA en route to the UCL lecture hall G6, an office, and IoA toilets. Over half of the space is comprised of a permanent archaeological exhibition on the Levant and public seating/study areas. Two cases and additional sections of the gallery are dedicated for the use of the Exhibition Project, an optional module for MA Museum Studies students, which annually develops an exhibit. Currently, We Need to Talk: Connecting Through Technology fills this section of the gallery. The subject for this next temporary exhibit will be tools and the human mind. A front-‐end evaluation study is required for the successful development of this future exhibition.

TARGET AUDIENCE

• Visitors in the Leventis Gallery


PURPOSE OF THE EVALUATION PROJECT & EVALUATION QUESTIONS

PURPOSE

Thirteen UCL MA Museum Studies (2015-‐2016) students conducted visitor interviews with the purpose of:

• Gathering data from visitors to the current exhibits in the Leventis Gallery.

• Conducting a front-‐end evaluation to be used in the development of the upcoming

exhibit on tools and the human mind by combining visitor interview data with the

simultaneously conducted non-‐visitor interview and visitor observation data to

achieve this.

EVALUATION QUESTIONS

The evaluation team sought to answer the following questions1:

• Who uses the foyer space on the ground floor of the Institute?

• Why do people use the area?

• Do people realise that there are two different exhibitions in this area?

• What do people think We Need to Talk: Connecting Through Technology exhibition is

about?

• What do visitors want to see in a future exhibit about tools and the human mind?2

The questionnaire3 did this by dividing the questions into three main parts:

• Part 1 – Purpose of visit and use of space

• Part 2 – Interests relating to the future exhibition

• Part 3 – Visitor demographics

1 Appendix I: Evaluation Brief 2 This question was added to the original Evaluation Brief by the evaluation team during review. 3 Appendix II: Interview Questions


METHOD(S) USED AND WHY

METHOD

The applied research method used was interviews with both open-‐ended and structured

components. The study used qualitative methods to allow for individuality and originality in

the responses and identify interesting exceptions to the majority (Diamond 1999:23). This

evaluator has produced qualitative and quantitative data, from which the team can analyse

the content statistically and extract patterns and repeated themes from the responses

(Diamond 1999: 89 & 151).

EVALUATORS

The evaluation team was comprised of 13 MA Museum Studies Students who are familiar

with the gallery space and the IoA as well as the content of the exhibitions and therefore,

did not need much preparation time before the study commenced (Diamond 1999: 18).

QUESTIONS

The interview questions were approved by the entire evaluation team and tested with a

pilot test prior to the conducted research (Diamond, Luke Uttal 2009: 80). The interview

employed a mixture of open and closed questions. The closed questions largely related to

individual demographics and visiting history (largely YES/NO questions) (Diamond 1999: 89);

the open questions provided the interviewee with more room to express their opinions to

openly and creatively inform the development of the future exhibition (Diamond 1999: 88).


RECRUITMENT

Individual evaluators chose their own time and date for research and determined their own

method of recruitment; due to low visitor numbers during their time slot, this evaluator’s

team chose to invite every visitor who entered the space to participate.

ETHICS

All evaluators introduced themselves as IoA MA Museum Studies students and kept the

identities of the participants anonymous by coding interviews by interview number. The

evaluators explained the purpose of the study prior to the interview and thanked all

interviewees for their participation at the conclusion (Diamond 1999: 33, 83-‐90).


PRESENTATION AND DISCUSSION OF KEY FINDINGS

VISITOR DEMOGRAPHICS

21 of the visitors were alone and nearly two-‐thirds were female. All visitors interviewed had a connection to UCL, the overwhelming majority (28/33) as students. Additionally, a significant portion of those interviewed were individuals under the age of 26.

Figure 1. Responses to Questions 13: “Age Profile” and 16: “Occupation.” Authors own. Appendix III: Interview Results.

Figure 2. Responses to Question 14: “Group Size.” Authors own. Appendix III: Interview Results.

0

2

4

6

8

10

12

14

16

18-‐21 22-‐25 26-‐34 35-‐44 45-‐54 55+

Staff

Students

0

5

10

15

20

25

Individual Pairs Trios

Group Size

Group Size


Figure 3. Responses to Question 18: “Gender.” Authors own. Appendix III: Interview Results.

MOTIVATIONS

Though 30 of the 33 are considered frequent visitors (1+ day per week), not one interviewee cited the exhibition itself as their primary motivation for being in the gallery. The overwhelming majority (28/33) were present for either student or work related activities. The remaining 5 interviewees indicated they were using the gallery as a public IoA space.

Figure 4. Responses to Question 4: “Are you a frequent visitor?” Authors own. Appendix III: Interview Results.

Gender

Male

Female

Are you a frequent visitor?

Yes

No


Student Business Work Leisure Toilet

22

6

2

3

Figure 5. Responses to Question 1: “What is the purpose of your visit here today?” Authors own. Appendix III: Interview Results.

CLARITY OF THE SPACE

Figure 6. Responses to Question 7: “Is it clear that there are two exhibitions in this space?” Authors own. Appendix III: Interview Results.

19 of 33 interviewed responded it was either not clear or not immediately clear the gallery held two exhibitions. Nearly half of those (9/19) had looked at the exhibits that same day.

To differentiate the two exhibitions:

• 10 indicated “better,” “larger,” “eye-‐catching” or “more signage” • 5 said physically “dividing” or “separating” the two exhibitions • 2 responded visitors could discover themselves if given “more information” or

“interacting with the exhibitions” • 2 were unsure

Better Signage Physical Separation Visitor Interaction Not Sure or N/A

10

5

2

2

Figure 7. Responses to Question 7.2: “If no, how do you think you could make that clearer?” Authors own. Appendix III: Interview Results.

Is it clear there are two exhibiXons in this space?

Yes

No

Not immediately


OPINIONS ON THE WE NEED TO TALK: CONNECTING THROUGH TECHNOLOGY EXHIBIT

Figure 8. Responses to Question 6: “Did you have the chance to see the We Need to Talk: Connecting Through Technology exhibition today?” Authors own. Appendix III: Interview Results.

Of the 21 individuals who had previously seen the exhibit (16 on the day and 5 on previous days), 11 responded positively when asked their opinions of We Need to Talk.

Positive responses include:

• “interesting,” “enjoyed it,” “glad it’s there” • positive comments on the contrast to the permanent exhibition or amount of

objects covered

Negative responses include:

• “unchallenging,” “not very imaginative,” “not a clear theme,” “Eurocentric bias”

Positive Responses Negative Responses Neutral Responses No Responses

11

3

3

4

Figure 9. Responses to Question 6.1: “What did you make of it?” Authors own. Appendix III: Interview Results.

Visitors who have seen 'We Need to Talk' today

Yes

No

Not Today


INTEREST IN A FUTURE EXHIBIT ON TOOLS AND THE HUMAN MIND

30 of 33 interviewees indicated an interest in either stone or modern tools; 25 expressed an interest in both. Only 2 stated they were “not really” or “not interested” in the topic. 3 responded with noncommittal “sure,” “might be” and “depends,” and 1 was confused over the definition of “tool;” these responses were not included.

Figure 10. Responses to Questions 9: “Are you interested in seeing stone tools and learning how they might have

contributed to the evolution of the human mind?” and Question 10: “Are you interested in seeing more modern tools?” Authors own. Appendix III: Interview Results.

Figure 11. Responses to Questions 9: “Are you interested in seeing stone tools and learning how they might have

contributed to the evolution of the human mind?” and Question 10: “Are you interested in seeing more modern tools?” Authors own. Appendix III: Interview Results.

0

5

10

15

20

25

30

Stone Tools Modern Tools

Yes

No

Interest in Both Stone and Modern Tools

Yes

No

Not Interested


In response to Question 8: “What subjects relating to the theme of tools and the human mind would you be interested in?”:

• 25 interviewees identified interest specific themes • The field of medicine/psychology was named over other fields (10/25)4 • 2 indicated a general inerest in the topic • 1 was not interested • 1 stated the topic was “overdone” • 3 were confused by the question • 1 did not answer

Figure 12. Responses to Question 8: “What subjects relating to the theme of tools and the human mind would you be interested in?” Authors own. Appendix III: Interview Results.

From the 23 interviewees who responded to Question 11: “What else would you like to be able see / do in the exhibition?” two recurring interests developed:

• Handling Objects (7) • Interactives and Technology (10)

3 responded they were specifically not interested in more interactive elements.

4 This mirrors the significant portion of the interviewees who were psychology students waiting for a class in G6. This is discussed further in “Effectiveness of the Method and the Tool,” pg. 14.

0 2 4 6 8 10 12

Anthropology

Archaeology

Medicine/Psychology

Technology

Interest in Specific Themes

Interest in Specific Themes


CONCLUSIONS & RECOMMENDATIONS

CONCLUSIONS

Based on the presented findings, this evaluator concludes:

• Visitors to the gallery are connected to UCL, overwhelmingly as students of the university.

• The purpose of these visits are not to view the exhibits themselves. • The two exhibits are not clearly distinguished from one another, even to visitors

who looked at the exhibitions that very day. • There is considerable interest in seeing both stone and modern tools as well as

interactive elements and handling opportunities in the developing exhibition on tools and the human mind.

• Interest in exhibit content correlates to subjects the student studies.5

RECOMMENDATIONS

Given this small sample, comprising only a third of the entire research, and taking into account the abilities of a small development team with time and resource limitations, this evaluator recommends the following for the development of the future exhibition on tools and the human mind:

• Utilize eye-‐catching design techniques that invite waiting or passing individuals to interact with the exhibit and the iPads.

• Create a visual marker to distinguish the two exhibitions for visitors (i.e. banner or large introductory sign to the temporary exhibit).

• Develop an exhibit that clearly defines the term “tool” and covers the progression or evolution of these tools from stone to modern.

• Connect the content of the developing exhibition to the class subjects taught in G6 (if available).

It should be noted these recommendations are preliminary and have not been compared to the remaining components of this front-‐end study: non-‐visitor interviews and visitor observations. The results from all three components should be compiled and interpreted to obtain more valid recommendations for the development team.

5 Discussed further in “Effectiveness of the Method and the Tool,” pg. 14.


EFFECTIVENESS OF THE METHOD AND THE TOOL

COMMUNICATION

Each of the 13 evaluators were allowed to prompt the interview questions spontaneously, presenting each question to the interviewee in a different way and therefore, the data may not be consistent and difficult to standardize (Diamond 1999: 88). The evaluator also carries the possibility of imparting his or her own bias on the exhibit due to the extensive knowledge the evaluators have on the gallery (Diamond, Luke & Uttal 2009: 69).

Both the evaluation team and interviewees were a mix of native and non-‐native English speakers, which could result in miscommunication in an English interview; additionally, the origin of even the native English speakers (USA, UK, Australia) could cause confusion amongst themselves if colloquial terms were employed during the interview.

The vocabulary and language of the questions themselves can alter the data if an interviewee interprets the definition of a word differently than the evaluator. This occurred specifically with regards to the term “tool” appearing in Questions 8, 9, and 106. Three interviewees expressed confusion around the definition of the term “tool” and two specifically requested an explanation, the way in which the evaluator shaped the interviewees understanding of the term “tool” in turn determines his or her response to the question.

In interpreting the data evaluators also have their own language they use to code the responses as this evaluator has done with Question 87. This data may differ with each evaluator’s unique coding system. Similarly, the lack of clarity in the interview responses causes difficulty for an evaluator to interpret. One interviewee said “sure” in response to both questions regarding interests in seeing stone or modern tools, both closed-‐ended “YES/NO” questions. “Sure” does not fall squarely within “YES” or “No,” therefore this evaluator did not include this response.

INTERVIEW TIMES

A greater number of females were interviewed than males. This could be a result of the time and day of the interviews, a more even gender distribution would be expected with a longer-‐running evaluation resulting in a larger number of interviews.

The data compiled shows a high interest in seeing psychology and medically related content in the exhibit on tools and the human mind. This directly correlates to the high number of psychology students interviewed while waiting for a lecture in G6. This group may not be representative of the larger visitor population and also may not be returning to see the future exhibit if they no longer have a class in G6. 6 Appendix II: Interview Questions 7 See Figure 12.


REFERENCES

Diamond, J. 1999. Practical Evaluation Guide: Tools for Museums and Other Informal Education Settings. Walnut Creek, CA: AltaMira Press.

Diamond, J., Luke, J.J. & Uttal, D.H. 2009. Practical evaluation guide: tool for museums and other informal educational settings (2nd ed.). Lanham, Md.: AltaMira Press.


APPENDIX I: EVALUATION BRIEF

IOA Foyer exhibition space

Evaluation Brief

Evaluation aim The aim of this evaluation study is to collect some preliminary data about awareness and use of the exhibition space at the foyer on the ground floor of the Institute both from visitors and non-visitors. Findings will be used to inform the development of a new exhibition on Tools and the Human Mind. Evaluation questions To meet its aim, the evaluation sets out to answer the following questions, using either observations or interviews: Observations with visitors:

· Who uses the foyer space on the ground floor of the Institute?

· How is the spaces used?

· Are there different patterns of use at different times and dates?

· How long do people stay in the area?

· Are there any distinct modes of engagement at the exhibition space? Interviews with visitors:


· Why do people use the area?

· Do people realise that there are two different exhibitions in this area?

· What do people think We Need to Talk: Connecting Through Technology exhibition is about?

Interviews with visitors:


· Why do people use the area?

· Do people realise that there are two different exhibitions in this area?

· What do people think We Need to Talk: Connecting Through Technology exhibition is about?

Interviews with non-visitors:

· Do people in the local area (including passers-by, people who live and/or work in the area, UCL students and staff) know of the IOA?

o If so, do they know where it is located?

o How did they find out about it?


· Do people in the local area (including passers-by, people who live and/or work in the area, UCL students and staff) know that the IOA is part of UCL?

· Have they ever been there? o If yes, when/why/what for? o If no, why not?

o What do they think they might find there (activities people carry out in the building)?

· Specifically, are people in the local area aware of the exhibition space on the ground floor of IOA?

O If yes, have they ever been?

o What did they do/see there? · {Explain what this space is about} Would they like to visit the exhibitions? What type (or theme) of exhibition they would like to see? And how it relates to their interests?

We Need to Talk: Connecting Through Technology concept Communication is an important part of our lives and technology plays a big role in how we interact with each other. Changes in technology have brought people together, spreading ideas around the world or in the same room. New technologies have often been marketed as an easy way to communicate with people. But these changes have also been met with worry that technology can isolate or control an individual or group. We Need to Talk: Connecting Through Technology looks at how communication technologies have influenced individuals and societies across different periods of time, and addresses the eagerness and anxieties that ensue. Evaluation methods You will be divided in three group and you will either: 1) observe visitors at the exhibition space, or 2) interview visitors at the exhibition space, or 3) interview non-visitors near the IOA and around UCL. Each student will conduct a minimum of 2-3 observation or interviews at busy periods. Framework for implementation Data collection will take place between 11 and 16 December 2015.


APPENDIX II: INTERVIEW QUESTIONS

Visitor interview

Hello. My name is ..... and I am a student here at the Institute of Archaeology. The Institute is developing a new exhibition {interviewer: point to the temporary exhibition area and the interactive ‘totem’}. We would like to find out what our visitors think about that and I was wondering if you might help us. It will take about 10 minutes and we can have a sit {Interviewer: point at sitting area}.

PART 1

1. What is the purpose of your visit here today? {prompt: do you have a class, did you come to see the exhibition etc}

2. Have you been here before? YES / NO

3. When was the last time you visited?

4. Are you a frequent visitor? If so, why? E.g. (staff, students)?

5. Have you had a chance to see the exhibitions in the space?

5.1. If yes, when and what did you look at? (qualify, have they seen parts, whole, etc.?)


6. {i f no t her e to s e e the exhib i t ion} Did you have the chance to see the We need to Talk: Connec t ing Through Techno logy exhibition today ?

6.1 What did you make of it?

7. Is it clear that there are two exhibitions in this space? YES / NO

7.1. If yes, what do you think they are about? {Interv i ewer : on ly ask i f v i s i to r s have no t a l r eady cover ed th i s}

7.2. If no, how do you think you could make that clearer?


PART 2

A group of Museum Studies students will develop a new exhibition which will replace the one over there {point at two display cases} as well as the content in the interactive display {point at totem}. The exhibition will be about tools and the human mind.

8. What subjects relating to the theme of tools and the human mind would you be interested in?

9. Are you interested in seeing stone tools and learning how they might have contributed to the evolution of the human mind? YES/NO

10. Are you interested in seeing more modern tools? YES/NO

11. What else would you like to be able to see/do in the exhibition? (specific objects, other time periods interactives, lectures, online resources, etc.)

12. Is there anything else you would like to add?


PART 3

Finally, may I ask you a few questions about you?

13. Age profile for themselves {Interviewer: show visitors the age groups below and ask them to point out which group they belong to}

Your age

q under 18 (what is your age?) _________

q 18-21 q 22-25 q 26-34 q 35-44 q 45-54

q 55-59 q 60-64 q 65-74 q 75+ q prefer not to say

14. Group size: 1 2 3 4 5 >5

15. Who with? Colleagues Friends (peers)

Family Family and Friends

16. Occupation: Student Staff Other

17. Where do you normally live?

! London ! Home Counties (which?) _________________________________________________ ! Rest of the UK ! Overseas (which country?)

{Interviewer: thank the visitor and note visitor’s gender}

Male / Female


APPENDIX III: INTERVIEW RESULTS

9LVLWRU�4XHVWLR

QQDLUH�1XP

EHU(YDOXDWRU

'DWH

7LPH

4��$

JH3URILOH

4��*

URXS�VL]H4��:

KR�:LWK

4��

2FFXSDWLRQ

4��/RFDWLRQ

�.HUU\�-RFHO\Q

��'HFHP

EHU��DP

��

��6WXGHQW

/RQGRQ

�.HUU\�-RFHO\Q

��'HFHP

EHU��DP

��

��6WDII

/RQGRQ

�:LOO

��'HFHP

EHU��DP

��

�6WXGHQW

6XUUH\

�:LOO

��'HFHP

EHU��DP

��

�6WXGHQW

�5HVHDUFK�3

+'�

6XVVH[

�:LOO

��'HFHP

EHU��DP

��

�6WXGHQW

(VVH[

�:LOO

��'HFHP

EHU��3

0��

��

VWXGHQW/RQGRQ��IURP

86$�

�0DU\�.

LWW\��'

HFHPHEHU

��30

��

�6WXGHQW

/RQGRQ

�0DU\�.

LWW\��'

HFHPHEHU

��30

��

�6WXGHQW

/RQGRQ

�0DU\�.

LWW\��'

HFHPHEHU

��30

��

�6WXGHQW

2YHUVHDV�

1HWKHUODQGV

��0DU\�.

LWW\��'

HFHPHEHU

��30

��

�6WXGHQW

5HVW�RI�8

.

��0DU\�.

LWW\��'

HFHPHEHU

��30

��

��6WDII

/RQGRQ

��(PPD�/\GLD

��'HFHP

EHU��

��

��VWDII

/RQGRQ

��/\GLD�(

PPD

��'HFHP

EHU��

��

)ULHQGV��SHHUV�VWXGHQW

/RQGRQ

��(PPD�/\GLD

��'HFHP

EHU��

��

IULHQGV��SHHUV�VWXGHQW

+RP

H�&RXQW\

�6XUUH\�

��(PPD�/\GLD

��'HFHP

EHU��

��

��VWXGHQW

2YHUVHDV��8

6$�

��%HWKDQ\�4

LQJ4LQ

��'HFHP

EHU��3

0��

��

6WXGHQW

/RQGRQ

��%HWKDQ\�4

LQJ4LQ

��'HFHP

EHU��3

0��

��

6WXGHQW

/RQGRQ

��%HWKDQ\�4

LQJ4LQ

��'HFHP

EHU��3

0��

��

6WXGHQW

/RQGRQ

��%HWKDQ\�4

LQJ4LQ

��'HFHP

EHU��3

0��

��

6WXGHQW

/RQGRQ

��$OOLVRQ

��'HFHP

EHU��

��

��6WXGHQW

/RQGRQ

��$OOLVRQ

��'HFHP

EHU��

��

��6WXGHQW

+HUWIURGVKLUH

��$OOLVRQ

��'HFHP

EHU��

��

��6WXGHQW

/RQGRQ

,QWHUYLHZ�'HWDLOV

3DUW��'HP

RJUDSKLFV

0XVHXP

�&RP

PXQLFDWLRQ�9LVLWRU�,QWHUYLHZ

V


9LVLWRU�4XHVWLR

QQDLUH�1XP

EHU(YDOXDWRU

'DWH

7LPH

4��$

JH3URILOH

4��*

URXS�VL]H4��:

KR�:LWK

4��

2FFXSDWLRQ

4��/RFDWLRQ

��$OOLVRQ

��'HFHP

EHU��

��

��6WXGHQW

/RQGRQ

��$QQFKHQ

��'HFHP

EHU��

��

��6WDII

/RQGRQ

��$QQFKHQ

��'HFHP

EHU��

��

��6WDII

+HDUWIRUGVKLUH

��D6WDFH\�,VDEHO

��'HFHP

EHU��

��

)ULHQGV��SHHUV�6WXGHQW

/RQGRQ

��E6WDFH\�,VDEHO

��'HFHP

EHU��

��


/RQGRQ

��6WDFH\�,VDEHO

��'HFHP

HEU��

��

��6WXGHQW

/RQGRQ


��'HFHP

HEU��

��

��6WXGHQW

/RQGRQ


��'HFHP

EHU��

��

��6WXGHQW

/RQGRQ

��D6WDFH\�,VDEHO

��'HFHP

EHU��

��


/RQGRQ

��E6WDFH\�,VDEHO

��'HFHP

EHU��

��


/RQGRQ

��F6WDFH\�,VDEHO

��'HFHP

EHU��

��


/RQGRQ

,QWHUYLHZ�'HWDLOV

3DUW��'HP

RJUDSKLFV

0XVHXP

�&RP


V


4��*

HQGHU4��3

XUSRVH�RI�YLVLW4��9

LVLWHGEHIRUH

4��/DVW�9

LVLW4��9

LVLWIUHTXHQF\

4��+

DYH�\RXVHHQ"

4��:

KHQ�DQG�ZKDW�GLG�\RX�ORRN�DW

)HPDOH

9LVLW�WR�EDWKURRP

��VWXGHQW<HV

$�IHZ

�GD\V�DJRIUHTXHQW�YLVLWRU

<HV��JODQFHG

EXW�QHYHU�FORVHO\ORRNHG

,Q�SDVVLQJ��QHYHU�UHDOO\�VWRSSHG�WR�H[DPLQH

FORVHO\��0RVWO\�ORRNLQJ�DW�SRWWHU\

0DOH

/HFWXUHU<HV

DERXW��ZHHNV

DJR<HV��,P

�DOHFWXUHU

<HV

%HFDXVH�,P

�KHUH�DOO�WKH�WLPH�,�GRQW�UHDOO\

ORRN��*HQHUDO�UHFROOHFWLRQ�LV�WKDW�,�HQMR\�WKH

H[KLELWLRQV��/LNH�WKH�IDFW�YLVLWRUV�FRPH�IURP

RXWVLGH�WR�OHDUQ��*RRG�WR�KDYH�LW�E\�WKH

OHFWXUH�KDOO�EHFDXVH�WKH�VSDFH�LV�UHQWHG�RXW�PDQ\�SHRSOH�FDQ�VHH�LW�

)HPDOH

/HFWXUH<HV

$�ZHHN�DJR

)UHTXHQW�YLVLWRU�VWXGHQW�

<HV

%RWK�H[KLELWLRQV

)HPDOH

6WXG\�DW�,2

$<HV

DERXW�D�\HDU�DJ,QIUHTXHQW��QRWEDVHG�LQ�/RQGRQ

1R��QRW�\HW

�

)HPDOH

/HFWXUH<HV

/DVW�ZHHN

IUHTXHQW�YLVLWRU�VWXGHQW�

\HV*ODFLQJ�ORRN��QRW�D�JRRG�ORRN

)HPDOH

/HFWXUH\HV

ODVW�ZHHN


+DG�D�FKDQFH

WR��EXW�KDYH�QRW�

)HPDOH

&ODVV

<HV

��GD\V�DJR�IUHTXHQW�YLVLWRU

�VWXGHQW�<HV

�MXVW�WKH�SRWV�RQ�WKH�OHIW�

)HPDOH

�JR�WR�WKH�OLEUDU\�<HV

7KXUVGD\IUHTXHQW�YLVLWRU

�VWXGHQW�<HV

�WKH�FHUDPLFV�DQG�WKH�P

DOO�PDGQHVV�ERDUG

JDPH�

0DOH

&RXUVH

<HV

7KXUVGD\IUHTXHQW�YLVLWRU

�VWXGHQW�<HV

�QRWKLQJ�VSHFLILF��MXVW�ZDONHG�SDVW�

)HPDOH

�NLOOLQJ�WLPH�

<HV

�ODVW�0RQGD\�


<HV

�ELWV�RI�LW��WKH�SRWWHU\�VWXII�

0DOH

:RUN

<HV

)ULGD\IUHTXHQW�YLVLWRU

�VWDII�<HV

�WKH�VWXGHQW�H[KLELWLRQV��EHFDXVH�WKH�SRWVDUH�VWDWLF�

0DOH

:RUNV�LQ�EXLOGLQJ

<HV

/DVW�ZHHN

IUHTXHQW�YLVLWRU\HV

'LGQW�UHDOO\�ORRN

)HPDOH

6WXGHQW�VLWWLQJ�RQ�FRXFKHVUHOD[LQJ�EHIRUH�DQ�H[DP

\HVIULGD\

��'HFHP

EHU�)UHTXHQW�YLVLWRU�

VWXGHQW\HV

/RRNHG�DW�SRWWHU\�DQG�WKH��V�ERDUG�JDPH�

)HPDOH

VWXGHQW\HV

)ULGD\��'

HFHPEHU�

)UHTXHQW�YLVLWRUIRU�WXWRULDOV

\HV/RRNHG�DW�DOO�RI�LW

)HPDOH

3HDFH�DQG�TXLHW�EHIRUH�FODVV

\HVWKDW�P

RUQLQJIUHTXHQW�YLVLWRU

\HV/RRNHG�DW�LW�D�IHZ

�ZHHNV�DJR��DW�P

DOO�ERDUGJDP

H�

0DOH

:RUNV�SDUW�WLP

H�ZLWK�VWXGHQWV

<HV

��)UHTXHQW�YLVLWRU

<HV

+DV�VHHQ�ERWK��HQMR\V�GLVSOD\�YHU\�P

XFK

3DUW��&XUUHQW�([KLELWLRQ

0XVHXP

�&RP


V


4��*

HQGHU4��3


LVLWHGEHIRUH

4��/DVW�9

LVLW4��9

LVLWIUHTXHQF\

4��+

DYH�\RXVHHQ"

4��:


0DOH

6WXG\LQJ

<HV

��HYHU\�GD\

<HV

,PSOLHG�WKDW�KH�P

RVWO\�KDG�ORRNHG�DWDUFKDHRORJ\�GLVSOD\��VDLG�WKDWV�WKH�VWXII�KH

ZRUNV�Z

LWK

)HPDOH

7RLOHW<HV

��

UHJXODUO\��ZDLWLQJ

EHIRUH�OHFWXUHV�ELRORJ\��LQ�*

�\HV

ORRNHG�DW�EULHIO\�EHIRUH�OHFWXUHV

0DOH

ZRUNV�KHUH��3

K'�VWXGHQW�

\HV��

UHJXODUO\�ZRUNLQJ�KHUH

\HVVHHV�WKHP

�GDLO\

)HPDOH

6WXGHQW�YLVLWLQJ�WKH�/LEUDU\

<HV

��:HHNO\

<HV

)UHTXHQWO\��FHUWDLQ�SDUWV�WKDW�FDWFK�\RXU�H\H�L�H��'

�WRSRJUDSK\�PRGHO

)HPDOH

6WXGHQW�OHFWXUH

<HV

��:HHNO\

2FFDVVLRQDOO\

/HWV�7DON��7HFKQRORJ\��&RP

PXQLFDWLRQ

)HPDOH

6WXGHQW�OHFWXUH

<HV

��:HHNO\

1R

��

)HPDOH

6WXGHQW�OHFWXUH

<HV

��:HHNO\

<HV��EULHIO\VFDQ

:KHUHYHU�,�DP

�VWDQGLQJ�DW�WKH�PRP

HQW

0DOH

'RLQJ�P

DLQWHQDQFH�ZRUN�LQ

WKH�IR\HU��8&/�0

DLQWHQDQFHVWDII��Z

DV�MXVW�WDNLQJ�D�TXLFNEUHDN

<HV

<HDUV�DJR

1R

1R

��

0DOH

7DNLQJ�KLJK�UHV�SDQRUDPLF

SKRWRJUDSKV�RI�WKH�/HYDQWH[KLELWLRQ

<HV

$�IHZ

�GD\V�DJR1R

<HV

/RRNHG�DW�WKH�/HYDQW�H[KLELWLRQ��/RRNHG�DW�LWRYHUDOO��LQWHUHVWHG�LQ�FXUDWRULDO�SURFHVV��WRGD\�Z

LOO�EH�D�EHWWHU�FKDQFH�WR�ORRN�DWLQGLYLGXDO�REMHFWV��'

LG�QRW�ORRN�DW�:H�1

HHG7R�7DON��QRW�UHDOO\�KLV�LQWHUHVW�

)HPDOH

:DLWLQJ�IRU�D�SV\FKRORJ\

OHFWXUH<HV

7KXUVGD\��WK'HF

<HV�UHJXODUO\�

OHFWXUHV�LQ�*�

HYHU\�ZHHN

<HV

*HQHUDO�RYHUYLHZ

�RI�WKH�REMHFWV�LQ�WKH�:H

1HHG�WR�7DON�H[KLELWLRQ��HVSHFLDOO\�WKH�ROG

1RNLD�P

RELOH�SKRQH

)HPDOH


OHFWXUH<HV

7KXUVGD\��WK'HF

<HV�UHJXODUO\�


HYHU\�ZHHN

<HV

*HQHUDO�RYHUYLHZ

�RI�WKH�REMHFWV�LQ�WKH�:H

1HHG�WR�7DON�H[KLELWLRQ��HVSHFLDOO\�WKH�ROG

1RNLD�P

RELOH�SKRQH

)HPDOH

6WXGHQW�VWXG\LQJ�LQ�WKH�,R$

�*RLQJ�WR�WKH�GRZ

QVWDLUVWRLOHWV�

<HV

7KLV�PRULQLQJ

��WK�'HF�

<HV�UHJXDOUO\�

ZDLWLQJ�EHIRUHOHFWXUHV

<HV

%UL[WRQ�SRXQG��SULQWLQJ�SUHVV��EDQQHG�ERRNVDQG�OLWWOH�FRP

SXWHU�WKLQJ\�LQ�:H�1

HHG�WR7DON

0DOH


OHFWXUH<HV

7KXUVGD\��WK'HF

<HV�UHJXODUO\�


HYHU\�ZHHN

<HV

%URZ

VLQJ�WKH�GLVSOD\V�EHIRUH�FODVV�,QWHUHVWHG�LQ�WKH�ERDUG�JDP

H�DQG�ORRNHG�DWWKH�REMHFW�ODEHO�IRU�WKDW��+

DG�D�JR�RQ�RQH�RIWKH�L3

DGV�


0XVHXP

�&RP


V


4��*

HQGHU4��3


LVLWHGEHIRUH

4��/DVW�9

LVLW4��9

LVLWIUHTXHQF\

4��+

DYH�\RXVHHQ"

4��:


)HPDOH


OHFWXUH<HV

7XHVGD\��WK'HF

<HV�UHJXODUO\�


HYHU\�ZHHN

7KLQN�VR$QFLHQW�YDVHV�DQG�MHZ

HOOU\

0DOH


OHFWXUH<HV

7KXUVGD\��WK'HF

<HV�UHJXODUO\�


HYHU\�ZHHN

*ODQFHG�DW�LW

1RWKLQJ�VSHFLILF

)HPDOH


OHFWXUH<HV

7KXUVGD\��WK'HF

<HV�UHJXODUO\�


HYHU\�ZHHN

1R

��

0DOH


OHFWXUH<HV

7KXUVGD\��WK'HF

<HV�UHJXODUO\�


HYHU\�ZHHN

*ODQFHG�DW�LW

1RWKLQJ�VSHFLILF


0XVHXP

�&RP


V


4��+

DYH�\RXVHHQ�Z

H�QHHGWR�WDON"

4��:

KDW�GLG�\RX�PDNH�RI�LW

4��LV�LW�FOHDU�WKHUH

DUH�WZR�H[LKLELWLRQV"

T��LI�\HV�ZKDW�DERXW

4��LI�QR�Z

KDW�FRXOG�EH�FOHDUHU

\HV��LYH�VHHQ�LWEXW�GLGQW�NQRZ

�LWZDV�FDOOHG�WKDW�

/LNH�WKH�IDFW�WKHUH�DUH�D�ORW�RIGLIIHUHQW�NLQGV�RI�REMHFWV�IURP

DQFLHQW�SRWWHU\�WR�PRGHUQ�SLHFHV�

<HV��QRZ

�WKDW�\RXVD\�LW�EXW�QRWKLQJ

UHDOO\�GLVWLQJXLVKLQJ,�Z

RXOG�VD\�DUFKDHRORJLFDO�PDWHULDO�DQG

FRPPXQLFDWLRQ�WHFKRORJ\

,�NQRZ�WKHUH�DUH�VLJQV�EXW�WKH\�GRQW

UHDOO\�VHHP�WR�VWDQG�RXW��EXW�Z

KHQ�LORRN�DW�LW�LW�VHHP

V�UHDOO\�ZHOO�GRQH�IRU

IRU�D�VWXGHQW�H[KLELWLRQ��,W�MXVW�IHHOVOLNH�D�KDOOZ

D\�

1R

��<HV

7KH�ILUVW�RQH�VHHPV�WR�EH�P

DLQWDLQLQJ�WKHLQWHUHVWV�RI�JUDQG�VFKRODUV�WKDW��Z

HQW"�WR�WKH�LQVLWXWH��0

DWHULDOV�IURP�WKH�P

LGGOHHDVWHUQ�DUHD��LQWHUHVWV�RI�WKH�VFKRODUV�DWWKH�WLP

H�RI�WKH�LQVWLWXWH��EHLQJ�IRXQGHG"��7KH�VHFRQG�FRYHUV�Z

KDWV�QHZ��Z

KDWVQRZ

�DQG�KRZ�WR�GLVSOD\�WKLV�

��

<HV��GLGQW

UHDOLVH�WKH�QDPH

(PMR\HG�WKH�FRQWUDVW�EHWZ

HHQROG�DQG�QHZ

��OLNHG�WKH�GLIIHUHQWHOHP

HQWV�DQG�IRFXV

1RW�DW�ILUVW��UHDOLVHG

LW�ZDV�WZ

R�VHSHUDWHVSDFHV�ODWHU�RQ�IURP

ILUVW�YLVLW�

1RW�FOHDU�DW�ILUVW��LQWHUDFWLQJ�Z

LWK�WKHH[KLELWLRQV�P

DNHV�LW�FOHDUHU

1R

��<HV

2OG�DQG�QHZ

�DUFKDHRORJ\��

QR��

\HV)DLUO\�REYLRXV�IURP

�VLJQDJH��WKRXJK�WKHELW�E\�WKH�GRRU�LVQW��LQWHUDFWLYH�WRWHP

��

QR�$IWHU�H[SODLQJ�FRQFHSW��,QWHUHVWLQ

QR�

0RUH�VLJQDJH�WR�P

DNH�WKH�GLIIHUHQFHFOHDUHU

QR��

<HV

�SRWV�IRU�WKH�RQH��DQG�WDONLQJ�IRU�WKHRWKHU�

�

\HV�LW�Z

DV�DOULJKW��QRW�FOHDU�

��VHSHUDWH�URRP

V�ZRXOG�EH�FOHDUHU�

<HV

�FRQWUDVWLQJ�WR�WKH�UHVW�RI�WKHJDOOHU\��LQWHUHVWLQJ�WR�WKLQN�DERXWWHFK�LQ�D�Z

D\�VLPLODU�WR�DUFK�

\HV�WKH�ILUVW�LV�FODVVLFDO�DUFK��WKH�RWKHU�LV

FRQWHPSRUDU\�WHFKQRORJ\�

�

<HV

�LQWHUHVWLQJ��QLFH�WR�EH�DEOH�WRUHDG�GLIIHUHQW�WKLQJV�Z

KLOH�,�ZDLW�

\HV�

�

<HV

�UHDOO\�JRRG�\HV

�WKH�ILUVW�KDV�OLWWOH�LQIR��WKH�VHFRQG�LV�RQFRP

PXQLFDWLQJ�EXW�LW�GRHVQW�WDNH�DQ\

QDUUDWLYH�IURP�WKH�SHUQDP

HQW�H[KLELW��

1R

��1R

��6LJQDJH�EHWZ

HHQ�WKH�WZR�GLVSOD\V

\HV/LNHG�LW��P

RGHUQ�HOHPHQWV�Z

HUHDQ�LQWHUHVWLQJ�LQFOXVLRQ�

QR��

/DUJHU�VLJQDJH�EHWZHHQ�H[KLELWLRQV

0XVHXP

�&RP


V


4��+

DYH�\RXVHHQ�Z

H�QHHGWR�WDON"

4��:





4��LI�QR�Z


\HVHQMR\HG�LW

QRW�DW�ILUVW��

%HWWHU�VLJQDJH

\HVQR

��EHWWHU�VLJQDJH

QRW�WRGD\��

6RUW�RI��DEOH�WR�ILJXUHLW�RXW�EHFDXVH�RI

GLIIHUHQW�WLPH�SHULRGV

��

\HV��

<HV

��

QRW�WRGD\��

1R

��

*UDSKLF��H\H�FDWFKLQJ�VLJQDJH��P

DNHLW�FOHDUHU�IRU�SHRSOH�QRW�IDP

LOLDU�ZLWK

DUFKDHRORJ\QRW�WRGD\�

GRHVQW�VHH�DVRIWHQ

JODG�LWV�WKHUH��OLNHV�KDYLQJVRP

HWKLQJ�FKDQJLQJ�UHJXODUO\�EXWGRHVQW�ORRN�LQ�GHWDLO

QR��

VLJQV�HDUOLHU�RQ�LQ�VSDFH�LQGLFDWLQJ�WZR

VHSDUDWH�H[KLELWV

1RW�7RGD\

'LGQ¶W�VHH�KRZ

�LW�ZDV�UHODWHG�WR

$UFKDHRORJ\��Z

KLFK�LV�D�JRRGWKLQJ

<HV

/HWV�7DON��&RP

PXQLFDWLRQ�QRZ

�DQGKDYH�KDG��P

RQH\�DQG�H[FKDQJH�VHFWLRQLVQW�FOHDU��$

UFKDHRORJ\��-XVW�SRWWHU\IURP

�WKH�1HDU�(

DVW� 1RW�FOHDU��FDVHV�LQ

/HWV�7DON�DUH��H[KLELW��7RWHP�VHHP

VXQUHODWHG

��

<HV

$ERXW�7HFKQQRORG\�DQG&RP

PXQLFDWLRQ

1R

��6LJQ�SRVWLQJ��VSOLW�RQH�VLGH�IURP

�WKHRWKHU��P

D\EH�D�ELJ�EDQQHU

1R

��1R

��%DQQHU�WR�GLVWLQJXLVK�WKH�WZ

R1RWLFHG�LW��QHYHU

UHDOO\�ORRNHG�WRRPXFK

1RWKLQJ�LQ�SDUWLFXODU

1R

��0RUH�LQIRUP

DWLRQ�RQ�HDFK�H[KLELW

1R

��1R

��1RW�VXUH

1R

��<HV

��

<HV

/LNHG�ORRNLQJ�DW�WKH�ROGWHFKQRORJ\�RQ�GLVSOD\

1R

��

.HHS�H[KLELWLRQV�RQ�RSSRVLWH�VLGHV�RIWKH�JDOOHU\��0

DNH�WKH�RXWVLGH�RI�WKHFDVHV�P

RUH�GLIIHUHQW

<HV

/LNHG�ORRNLQJ�DW�WKH�ROGWHFKQRORJ\�RQ�GLVSOD\

1R

��

.HHS�H[KLELWLRQV�RQ�RSSRVLWH�VLGHV�RIWKH�JDOOHU\��0

DNH�WKH�RXWVLGH�RI�WKHFDVHV�P

RUH�GLIIHUHQW

0XVHXP

�&RP


V


4��+

DYH�\RXVHHQ�Z

H�QHHGWR�WDON"

4��:





4��LI�QR�Z


<HV

6XUSULVLQJO\�XQFKDOOHQJLQJ��$

OO�WKHFRP

PXQLFDWLRQ�P

HWKRGVGLVFXVVHG�UHODWH�WR�WKH�SROLWLFDODQG�HFRQRP

LF�HOLWH��1RW�YHU\

LPDJLQDWLYH��'

RHVQW�VKRZFRP

PXQLFDWLRQ�LQ�D�QHZ

�ZD\��1

RWVROG�RQ�WKH�LGHD�RI�WKH�ERDUG

JDPH�DV�P

HWKRG�RIFRP

PXQLFDWLRQ��(

XURFHQWULF�ELDVWR�H[KLELWLRQ�

<HV

&RP

PXQLFDWLRQ�DQG�ROG�SRWV

��

<HV

1RW�D�FOHDU�WKHP

H1R

��

0DNH�D�GLYLGH�JDS�EHWZ

HHQ�WKH�WZR

H[KLELWLRQV��0D\EH�P

RYH�RQH�LQWRDQRWKHU�URRP

��WKH�VSDFH�EHWZHHQ�WKH

GRRUV�WR�WKH�JDOOHU\�DQG�WKH�OHFWXUHKDOO�

<HV

1RW�KHU�DUHD�RI�LQWHUHVW��P

RUHLQWHUHVWHG�LQ�WKH�DQFLHQW�Z

RUOG<HV

'LIIHUHQW�WLP

H�SHULRGV��DQFLHQW�WLPHV�YV�

PRGHUQ�WLP

HV��

1R

��1R

��%HWWHU�VLJQDJH

1R

��1R

��1$

1R

��<HV

3RWV�DQG�UHFHQW�KLVWRU\

��

0XVHXP

�&RP


V


4��VXEMHFWV�UHODWLQJ�WR�WKH�WKHP

H�\RXG�EH�LQWHUHVWHG�LQ4��LQWHUHVWHG�LQ

VHHLQJ�VWRQH�WRROV4��,QWHUHVWHG�LQ�P

RUHPRGHUQ�WRROV"

,�WKLQN�LI�\RX�ZHQW�IURP

�DFLHQW�WR�PRGHUQ�LWV�QLFH�WR�KDYH

WKDW�NLQG�RI�EUHDGWK�\HV

\HVGDG�XVHG�WR�EH�D�QHXURORJLVW��VFDQQLQJ�P

RWRU�DFWLYLWLHVLQWHUHVWLQJ�WR�VKRZ

�SDUWLFXODU�WDVNV�DQG�WRROV�DQG�ZKDW

SDUWV�RI�EUDLQ�GR�WKLV��$QDORJXHV�WRROV��P

DSSLQJ�VDPH

DUHDV�LQ�SDVW"\HV��UHODWHG�WRVFDQQLQJ�LGHD

\HV

<HV��DOO�DUFKDHRORJ\�LQ�JHQHUDO

<HV��OHDUQW�D�VLP

LODUWRSLF�ODVW�\HDU�UHOHYDQW�WR

XQGHUJUDGH�GHJUHH

<HV��3

HRSOH�GRQW�XQGHUVWDQGFRQFHSWV�RI�P

RGHUQDUFKDHRORJ\��H�J�

GHYHORSPHQW�RI�D[H�IURP

VWRQH�WR�PHWDO�Z

RXOG�EH�JRRGWR�JHW�YLVLWRUV�WR�WKLQN

0RVW�WKHP

HV��QR�H[DPSOHV�JLYHQ��VWXGLHG�VLP

LODU�WRSLFV\HV

\HV

<HV��Z

ULWLQJ�WRROV��PXUDOV�WR�LSDGV

\HV\HV

)HHOV�WRSLF�KDV�EHHQ�RYHU�GRQH��KDV�VHHQ�VLPLODU

H[KLELWLRQV�EHIRUHQR

\HV��VKRXOG�EH�PRUH��VW

FHQWXU\�FHQWULF

:ULWLQJ�LQVWUXP

HQWV�DQG�WHFKQRORJ\\HV

\HV

$[HV�DQG�EURQ]H�DJH�IOLQWV

\HV\HV

�ZRXOGQW�NQRZ

�ZKDW�WR�H[SHFW�Z

LWK�WKDW�WLWOH��TXLWH�EURDG�\HV

\HV�LQWHUDFWLRQ�EHWZ

HHQ�JOREDO�H[DPSOHV�RI�WRROV�DQG�WKH

KXPDQ�P

LQG�\HV

\HV��6

SHFLDOL]DWLRQ��D�SRLQW�LQ�WLPH�RI�P

DVVLYH�SUROLIHUDWLRQDQG�KRZ

�GRHV�WKDW�FRQQHFW�ZLWK�EURDGHU�GHYHORSP

HQWV�:DQW�WR�VHH�D�ELJJHU�SLFWXUH�UDWKHU�WKDQ�D

W\SRORJLFDO�UHJLRQDO�FKURQRORJLFDO�GLYHUVLW\�\HV

\HV

WHFKQRORJ\<HV

\HV

&RP

SOH[LWLHV�RI�WRRO�PDNLQJ�SURFHVV��HYROXWLRQ�RI�WRROV

\HV\HV

+RZ

�SHRSOH�XVH�WRROV�DQG�LQWHUDFW��HYROXWLRQ\HV

\HVYHU\�ILUVW�WRRO��KRZ

�LW�ZDV�FRQVWUXFWHG��Z

KHUH�LW�FDPH�IURP

�HYROXWLRQ�IURP

�WKDW�DUHD�FRPSDUHG�WR�RWKHU�DUHDV��KXP

DQGHYHORSP

HQW�LQ�GLIIHUHQW�SODFHV�

\HV��DW�ZKDW�SRLQW

GLG�ZH�HYROYH�WR�XVHWRROV"

\HV��HOHFWULF�VFUHZGULYHUV

VNXOOV�IURP�PHGLFDO�SURFHGXUHV��VXUJHU\�WRROV

\HVQR��WKH�ROGHU�WKH�EHWWHU

3DUW��)XWXUH�([KLELWLRQ

0XVHXP

�&RP


V





RUHPRGHUQ�WRROV"

DQ\�NLQG�RI�HDUO\�VWRQH�WRROV��HVSHFLDOO\�SDOHROLWKLF\HV��YHU\�LQWHUHVWHGLQ�RULJLQV�RI�WRRO�XVH

QR��H[FHSW�LQ�WKH�FRQWH[W�RIKRZ

�ZH�GHYHORS�IURP

�HDUO\�WRPRGHUQ��RWKHUZ

LVH�QRW�UHDOO\LQWHUHVWLQJ

HOHFWURFRQYXOVLYH�WKHUDS\��SV\FKRORJ\��ROG�PHGLFDO�WRROV�

KXPDQ�P

LQG�DQG�KRVSLWDO�HTXLSPHQW

D�OLWWOH�EXW�PRUH

LQWHUHVWHG�LQ�PRGHUQ

\HV

SDUW�RI�WKH�EUDLQ�DVVRFLDWHG�ZLWK�WRROV��LP

DJHV�RI�WKH�EUDLQZLWK�UHOHYDQW�DUHDV�KLJKOLJKWHG��FRJQLWLYH�DUHDV

\HV��EXW�QRWDUFKDHRORJLFDO�SRLQW

RI�YLHZ\HV��FRJQLWLRQ�DQG�WRROV�PXVLFDO�LQVWUXP

HQWV

/RQJ�WLPH�SURJUHVVLRQ�RI�WRROV�WHFKQRORJ\

<HV��EXW�QRW�WKHHQWLUH�H[KLELW

<HV��3

URJUHVVLRQ��QRW�VSOLW��

(YROXWLRQ�RI�WRROV� �LQWHUHVWLQJ��SURJUHVVLRQ�RI�WHFKQRORJ\

WKURXJK�WKH�DJHV<HV

<HV��3

URJUHVVLRQ��GHILQLWHO\

1R�LGHD��,P

�QRW�LQWHUHVWHG1R

'HSHQGV�RQ�WKH�WRROV��1

RQHFRP

H�WR�PLQG

0HGLFFDO�ORERWRP

\�WRROV�EHFDXVH�,�DP�D�SV\FKRORJ\

VWXGHQW<HV

<HV��,I�LW�Z

DV�H[SODLQHG�ZKDW

WKH\�ZHUH�DQG�Z

K\�WKH\UHKHUH

1RW�VXUH

6XUH

6XUH

,QWHUHVWHG�LQ�KRZ�SHRSOH�VROYH�FRQFHSWXDO�SUREOHP

V�E\XVLQJ�UHDGLO\�DYDLODEOH�UHVRXUFHV�DQG�YLVXDOLVDWLRQSUDFWLFHV��L�H��P

LQG�DV�D�WRRO��,QWHUHVWHG�LQ�&RP

SXWHU6FLHQFHV�DV�D�ODUJH�VFDOH�WRRO��>7KLV�DQVZ

HU�UHODWHV�WRLQWHUYLHZ

HHV�SHUVRQDO�EDFNJURXQG��8&/�&

RPSXWHU

6FLHQFHV�VWDII�@�

1RW�UHDOO\

1RW�UHDOO\��0

RUH�LQWHUHVWHG�LQDEVWUDFW�DQG�FRFHSWXDODSSURDFKHV�WR�WRROV

(J\SWLDQ�P

HGLFDO�WRROV��WKH�LPSOHP

HQW�XVHG�IRU�UHPRYLQJ

WKH�EUDLQ<HV��YHU\�FRRO

<HV

3V\FKRORJLFDO�P

HGLFDO�WUHDWPHQWV��GHVFULSWLRQV�RI�WKH�P

LQG<HV

<HV��P

D\EH�PHGLFDO�WRROV

IURP�8&/V�FROOHFWLRQ

1RW�WKDW�P

DQ\��'RHVQW�XQGHUVWDQG�WKH�WKHP

H�VR�ZRXOG�OLNH

LW�H[SODLQHG�DQG�LW�DOVR�QHHGV�WR�EH�PRUH�GHILQHG��&

RXOGPL[�XS�Z

KDW�WKH�H[KLELWLRQ�WDONV�DERXW��EXW�GRHVQW�WKLQN�LWVKRXOG�WDNH�RQ�WRR�P

XFK�VR�SUREDEO\�EHWWHU�WR�IRFXV�RQ��PDLQ�VXEMHFW�

<HV��$

OWKRXJKGRHVQW�DJUHH�Z

LWKWKH�OLQNDJH�EHWZ

HHQVWRQH�WRROV�DQGOHDUQLQJ��VXFK�DVWKH�LGHD�WKDW�D

KDPPHU�FKDQJHV

QHXURVFLHQFH�

<HV��$

OWKRXJK�WKLV�VKRXOG�EHDERXW�WKH�HYROXWLRQ�RI�WRROVQRW�MXVW�ROG�DQG�QHZ

��6KRXOG

IRFXV�RQ�SURJUHVVLRQD�DQGDGYDQFHP

HQW�


0XVHXP

�&RP


V





RUHPRGHUQ�WRROV"

(YROXWLRQ�LQ�SV\FKRORJ\��'

HYHORSPHQW�RI�WRROV�RYHU�WLP

H�$UFKDHRORJ\

0LJKW�EH

�4XHVWLRQHG�Z

KDW�ZH�P

HDQWE\�WRROV��0

DFKLQHV

7RROV�XVHG�IRU�LQYDVLYH�SURFHGXUHV�RQ�WKH�EUDLQ<HV

1R��3

UHIHU�WR�VHH�UHFHQWKLVWRU\�DQG�DQFLHQW�WRROV�QRW

PRGHUQ

3V\FKRORJ\

<HV

<HV

1$

<HV

<HV

3V\FKRORJ\

<HV

<HV


0XVHXP

�&RP


V


4��:

KDW�HOVH�WR�VHH�GR4��$

Q\WKLQJ�HOVH�WRDGG�

,I�\RX�KDYH�VRPH�RI�WKH�HDUO\�WHFKQRORJ\�,�JXHVV�LW�Z

RXOGEH�QLFH�WR�KDYH�D�Z

RUNVKRS�RU�OHFWXUH�DERXW�KRZ�LWV

PDGH�DQG�KRZ

�LWV�XVHGQR

ZDQW�WR�VHH�KRZ

�ZHUH�GLIIHUHQW�IURP

�SULPDWHV�RU�HYHQ

RWKHU�DQLPDOV��+

RZ�KXP

DQV�DUH�GLVWLQFW�DQG�ZKDW�LW

PHDQV�LQ�WHUP

V�RI�LQWHOOLJHQFH��8VH�RI�WRROV�DQG�KRZ

�WKDWVSUHDGV��FRP

PXQLFDWLRQ��ILGHOLW\�RI�WUDQVP

LVVLRQ�ZKDW�LW

UHTXLUHG�WR�SURGXFH�[��1HHG�VHSHUDWLRQ�RI�VSDFH��EUDLQ

GHYHORSPHQW��KDQG�H\H�FRRUGLQDWLRQ��WUDQLQJ�DQGOHDUQLQJ��P

XVFOH�PHP

RU\��

1RW�D�WHFKQRORJ\�SHUVRQ��)RXQG�LSDGV�LQWHUHVWLQJ�WR�JR

RQ�ZKLOH�Z

DLWLQJ�IRU�OHFWXUHV

7KH�VSDFH�KDV�D�UDQJH�RIREMHFWV�DQG�WKHP

HV��4XLWH

KDSS\�ZLWK�WKH�DUHD�DQGVHW�XS

1RWKLQJ�LQ�SDUWLFXODU��VHHQ�VLP

LODU�WKHPHV�FRYHUHG�LQ

H[KLELWLRQV�EHIRUH��$�JRRG�WRSLF�WR�FRYHU�LQ�JHQHUDO��ORWV

WR�WDON�DERXW��IOXLG�WKHPH�

&XUUHQW�IHDWXUHV�JUHDW�FRQVLGHULQJ�UHVRXUFHV

$OZD\V�IHOW�WKH�DUHD�Z

DV�DELW�GDUN��EHWWHU�OLJKWLQJPLJKW�P

DNH�LW�PRUH

DWWUDFWLYH�DQG�DFFHVVLEOH

1RWKLQJ�LQ�SDUWLFXODU

)RFXV�RQ�PRGHUQ�VLGH�RI

WKHPHV��P

RUH�LQIRUPDWLRQ

DQG�H\H�FDWFKLQJ�GLVSOD\V

,QWHUDFWLYHV�DUH�FRRO��GLGQW�IHHO�WKH\�ZHUH�GLVWLQFW

HQRXJK�WKRXJK��H�J��VLPLODU�VHW�XS�DQG�VW\OH�WR�RQH

DQRWKHU��DQG�QR�LPPHGLDWHO\�REYLRXV�

)HHOV�WKH�H[KLELWLRQ�VSDFHLV�DZ

NZDUG��WRR�ORQJ�DQG

WKLV�PDNHV�LW�D�IDLUO\

XQHQJDJLQJ�DUHD��SOXV�LWVE\�D�OHFWXUH�KDOO�Z

KLFKPHDQV�SHRSOHV�GRQW

DOZD\V�H[SORUH�WKH�VSDFH

�,�GRQW�NQRZ�

QR

�VWRQH�DJH�VWXII�QR

�QR�,�ZRXOGQW�NQRZ

�QR

�QR��FDQW�WKLQN�RI�DQ\WKLQJQR

WKLQJV�WR�KDQGOH��ZKLFK�LV�GLIILFXOW�LQ�WKLV�VHWWLQJ��3

URGXFW�ZKDW�WKHVH�WRROV�Z

HUH�XVHG�IRU´

³VXIILFHQWFRQWH[WXDO�EDFNJURXQGLQIR��7KH�DUFKDHRORJ\�LVYHU\�H[FOXVLYH´

KDQGOLQJ�REMHFWVQR

0XVHXP

�&RP


V


4��:



WH[WLOHV��LQWHUDFWLYH�HOHPHQWV

QR

$�JUDQG�VFRSH�RI�WRRO�HYROXWLRQ��GLYHUVH�DJHV

QR

KDQGOLQJ�DUHD��VHH�KRZ�WRROV�Z

HUH�XVHG

$�ODWH�QLJKW�RSHQLQJ�Z

RXOGEH�JRRG��GUDZ

V�SHRSOH�LQ�PDNH�LW�VRFLDO�

ZRXOG�OLNH�D�OHFWXUH�SDQHO��GRHV�QRW�OLNH�LQWHUDFWLYHV

�JLPPLFN\��QR�RQH�XVHV�WKHP

�QR

��

YLGHRV�VKRZLQJ�KRZ

�WRROV�DUH�XVHG�LQ�FRQWH[W��

LQWHJUDWH�PXOWLSOH�DUHDV�SHUVSHFWLYHV��OLNH�FRP

ELQLQJDUFKDHRORJ\�DQG�VFLHQFH�RI�WKH�EUDLQ

QR

1�$

1�$

1�$

1�$

1�$

,�GLGQW�QRWLFH�WKHUH�ZHUH

L3DGV�LQ�WKH�URRP

�IRU��ZHHNV��0

DNH�WKDW�FOHDUHU

1�$

1�$

7RROV�UHODWLQJ�WR�DUFKLWHFWXUH�DQG�FRQVWUXFWLRQ��UHODWHV�WRLQWHUYLHZ

HHV�EDFNJURXQG�1R

0RGHOV�DV�D�Z

D\�RI�FRPPXQLFDWLQJ��0

DWKHPDWLFV�DV�D

WRRO��+RZ

�6FULSW�Z

ULWLQJ�DQG�UH�ZULWLQJ�FDQ�KHOS�\RX�VROYH

SUREOHPV��UHIHUHG�WR�DQ�H[KLELWLRQ�RI�WKH�%

HDWOHV�O\ULFV�DWWKH�%

ULWLVK�0XVHXP

��

'HVFULSWLRQV�RI�P

HGLFDO�HTXLSPHQW��OLNHV�GHWDLO��,W

GRHVQW�QHHG�WR�EH�PRUH�LQWHUDFWLYH�

/LNHV�WKH�FROOHFWLRQ�DQG�WKHEOHQG�RI�ROG�DQG�QHZ

'HVFULSWLRQV�RI�P

HGLFDO�HTXLSPHQW��OLNHV�GHWDLO��,W

GRHVQW�QHHG�WR�EH�PRUH�LQWHUDFWLYH�

1R

:RXOG�OLNH�WR�VHH�D�WKHP

DWLF�DSSURDFK��'LIIFXOW�WRSLF�VR

ZRXOG�QHHG�D�FOHDU�GYHORSP

HQW�RI�WKH�FRQFHSW��9LGHRV�RI

WRROV�RI�WKH�PLQG�EHLQJ�XVHG��$

EOH�WR�KROG�DQG�HQJDJHZLWK�WRROV��XVH�WRROV��,QWHUDFWLYHV�VKRXOG�XVH�P

LQG�WRROVDQG�QRW�OHDUQ�P

RUH�DERXW�VRPHWKLQJ�OLNH�VP

RNH�VLJQDOV�1R

,QWHUDFWLYHV��IRRWDJH�RI�WKH�XVH�RI�WRROV��+DQGOLQJ

UHSOLFDV�RI�WRROV�1R

0XVHXP

�&RP


V


4��:



,QWHUDFWLYHV�DQG�LQYROYH�LQ�VRPH�Z

D\�H[SHULHQFHV�ZLWK

WRROV��HJ��WKURXJK�VHHLQJ�YLGHRV�RI�SHRSOH�XVLQJ�WKHP�

,W�LV�FRRO�WR�KDYHH[KLELWLRQV�LQ�WKLV�VSDFH�

,QWHUDFWLYHV�DQG�KDQGOLQJ�LWHPV

1R

,QWHUDFWLYHV�DQG�KDQGOLQJ�LWHPV

1R

,QWHUDFWLYHV1R

0XVHXP

�&RP


V


'DWH

7LPH

,QWHUYLHZHU�V�

��RI�5HMHFWLRQV

��RI�,QWHUYLHZV

��DP

��DP.HUU\�-RFHO\Q

��

��DP

��SP:LOO�$

OOLVRQ�

�

��SP

��SP0DU\�.

LWW\�

�

��SP

��SP%HWKDQ\�4

LQJ�4LQ

��

��SP

��SP/\GLD�(

PPD

��

��SP

��SP$QQFKHQ

��

��DP

��SP6WDFH\�,]]\

��

7RWDO��

��

7RWDO�QXPEHU�RI�SHRSOH�LQWHUYLHZ

HG�ZDV��DV�Z

H�KDG�WZR�JURXSV

0XVHXP

�&RP


V

visitor evaluations communications report

Documents