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SNZ 0008

ENHANCING VISITOR EXPERIENCE AT THE OWELA DISPLAY CENTRE THROUGH INTERACTIVE MEDIA

An Interactive Qualifying Project Report Submitted to the faculty of Worcester Polytechnic Institute

In partial fulfillment of the requirement for the Degree of Bachelor of Science

Sponsoring Agency:

The National Museum of Namibia

Submitted to:

On-‐Site Liaison: Anzel Veldman, Curator, Owela Display Centre

Project Advisor: Svetlana Nikitina, WPI Professor

Project Co-‐Advisor: Reinhold Ludwig, WPI Professor

Submitted by:

_________________________________________

Lee Chiang

_________________________________________

Lillian Clark

_________________________________________

Janine Pizzimenti

Date: 7 May 2010

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ABSTRACT This project, sponsored by the National Museum of Namibia, sought to create

informative and engaging touch screen displays for the omahangu millet, traditional musical

instruments, and Etosha exhibits in the Owela Display Centre. Content for the displays was

based on input from staff and visitors, in addition to our own research of the topics. The touch

screens allow local and foreign visitors to interactively learn about Namibia’s rich history and

natural resources, while also providing them with a satisfying museum experience.

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ACKNOWLEDGEMENTS We would like to thank the following for helping us make this project possible:

The National Museum of Namibia

Anzel Veldman, Curator of The Owela Display Centre, and our liaison

Eugene Marais, Curator

Jacobina Nghulonda, Librarian at the National Museum’s reference library

Emma /Uiras, Receptionist at the Museum Acre

Worcester Polytechnic Institute

Svetlana Nikitina, Advisor

Reinhold Ludwig, Co-‐Advisor

Robert Hersh, ID2050 professor

Christine Drew, Librarian

National Archives of Namibia

Namibian Scientific Society

Dr. Minette Mans, Namibian traditional music expert

Jeffrey Forgeng, Curator, Higgins Armory, Worcester, MA

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AUTHORSHIP Abstract..................................................................................................................................................................................Clark

Executive Summary.............................................................................................................................. Clark & Pizzimenti

Chapter 1: Introduction ...................................................................................................................... Clark & Pizzimenti

Chapter 2: Background .......................................................................................................Chiang, Clark & Pizzimenti

2.1 Introduction .........................................................................................................................................................Chiang

2.2 Historical and Cultural Exhibit Planning....................................................................................................Clark

2.3 Museum Visitor Interaction ......................................................................................................... Chiang & Clark

2.4 Benefits of Interactive Museum Displays................................................................................................Chiang

2.4.1 Touch Screen Kiosk ..................................................................................................... Clark & Pizzimenti

2.4.2 Sound System Integration .................................................................................................................Chiang

2.5 Exhibit Evaluation Methods..................................................................................................................Pizzimenti

2.6 The Owela Display Centre At The National Museum of Namibia ....................................................Clark

Chapter 3: Methodology and Plan ..................................................................................Chiang, Clark & Pizzimenti

3.1 Introduction .................................................................................................................................................Pizzimenti

3.2 Determine Resources and Materials Available for Design .................................................................Clark

3.3 Evaluate Existing Exhibits ................................................................................................................................Clark

3.4 Research Plan .........................................................................................................................................................Clark

3.5 Design Plan ...........................................................................................................................................................Chiang

3.6 Evaluate Display.........................................................................................................................................Pizzimenti

3.7 Provide Museum with Sustainable Design .............................................................................................Chiang

Chapter 4: Results and Analysis ......................................................................................Chiang, Clark & Pizzimenti

4.1 Staff Interviews...........................................................................................................................................Pizzimenti

4.2 Visitor Interviews......................................................................................................................................Pizzimenti

4.3 Determine Display Content ..............................................................................................................................Clark

4.4 Display Design.....................................................................................................................................................Chiang

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4.5 Display Evaluation ....................................................................................................................................Pizzimenti

4.6 Sustainability of Design .................................................................................................................................Chiang

4.7 Summary of Results.............................................................................................................................................Clark

Chapter 5: Conclusions and Recommendations....................................................................... Clark & Pizzimenti

5.1 The Value of Interactive Media for the National Museum .......................................................Pizzimenti

5.2 Recommendations for the Future .................................................................................................................Clark

5.3 Summary ..................................................................................................................................................................Clark

Appendix A: Museum Staff Interview Plan..................................................................................................Pizzimenti

Appendix B: Visitor Interview Plan ................................................................................................................Pizzimenti

Appendix C: Existing Display/Prototype Visitor Survey .......................................................................Pizzimenti

Appendix D: Museum Staff Interview Notes..........................................................................................................Clark

Appendix E: Visitor Interview Notes.........................................................................................................................Clark

Appendix F: Omahangu Display Content..................................................................................... Clark & Pizzimenti

Appendix G: Notes From Email Correspondence with Dr. Mans ..................................................................Clark

Appendix H: Traditional Musical Instrument Display Content .....................................................................Clark

Appendix I: Etosha Display Content ..........................................................................................................................Clark

Appendix J: Omahangu Display HTML Code.......................................................................................................Chiang

Appendix K: Traditional Musical Instruments Display HTML Code.........................................................Chiang

Appendix L: Etosha Display HTML Code ..............................................................................................................Chiang

Appendix M: Survey Data....................................................................................................................................Pizzimenti

Appendix N: Visitor Comments ...................................................................................................................................Clark

Appendix O: Display User Guide ..............................................................................................................................Chiang

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TABLE OF CONTENTS Abstract.......................................................................................................................................................................................... ii

Acknowledgements ................................................................................................................................................................. iii

Authorship................................................................................................................................................................................... iv

Table of Contents...................................................................................................................................................................... vi

Table of Figures......................................................................................................................................................................... ix

Executive Summary...................................................................................................................................................................x

Chapter 1: Introduction .......................................................................................................................................................... 1

Chapter 2: Background ........................................................................................................................................................... 3

2.1 Introduction .................................................................................................................................................................... 3

2.2 Historical and Cultural Exhibit Planning............................................................................................................ 3

2.3 Museum Visitor Interaction ..................................................................................................................................... 5

2.4 Benefits of Interactive Museum Displays........................................................................................................... 6

2.4.1 Touch Screen Kiosk............................................................................................................................................. 8

2.4.2 Sound System Integration..............................................................................................................................10

2.5 Exhibit Evaluation Methods...................................................................................................................................11

2.6 The Owela Display Centre At The National Museum of Namibia ..........................................................13

2.6.1 The Omahangu Display ...................................................................................................................................14

2.6.2 Traditional Musical Instrument Display..................................................................................................15

2.6.3 Etosha Display.....................................................................................................................................................16

Chapter 3: Methodology and Plan ....................................................................................................................................17

3.1 Introduction ..................................................................................................................................................................17

3.2 Determine Resources and Materials Available for Design .......................................................................17

3.3 Evaluate Existing Exhibits ......................................................................................................................................19

3.4 Research Plan ...............................................................................................................................................................20

3.4.1 Omahangu Display ............................................................................................................................................20

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3.4.3 Etosha Display.....................................................................................................................................................21

3.5 Design Plan ....................................................................................................................................................................21


3.5.2 Traditional Musical Instruments Display................................................................................................23

3.5.3 Etosha Display.....................................................................................................................................................23

3.6 Evaluate Display..........................................................................................................................................................24

3.7 Provide Museum with Sustainable Design ......................................................................................................26

Chapter 4: Results and Analysis ........................................................................................................................................27

4.1 Staff Interviews............................................................................................................................................................27

4.2 Visitor Interviews.......................................................................................................................................................28

4.3 Determine Display Content ....................................................................................................................................28



4.3.3 Etosha Display.....................................................................................................................................................29

4.4 Display Design..............................................................................................................................................................30



4.4.3 Etosha Display.....................................................................................................................................................33

4.5 Display Evaluation .....................................................................................................................................................33

4.6 Sustainability of Design............................................................................................................................................36

4.7 Summary of Results...................................................................................................................................................37

Chapter 5: Conclusions and Recommendations.........................................................................................................38

5.1 The Value of Interactive Media for the National Museum ........................................................................38

5.2 Recommendations for the Future .......................................................................................................................39

5.2.1 Expansions on the Omahangu Display .....................................................................................................39

5.2.2 Expansions on the Traditional Musical Instrument display ...........................................................39

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5.2.3 Expansions on the Etosha Display..............................................................................................................40

5.2.4 Other Recommendations for the Use of Technology..........................................................................40

5.3 Summary ........................................................................................................................................................................41

References ..................................................................................................................................................................................42

Appendix A: Museum Staff Interview Plan .............................................................................................................45

Appendix B: Visitor Interview Plan............................................................................................................................46

Appendix C: Existing Display/Prototype Visitor Survey...................................................................................47

Appendix D: Museum Staff Interview Notes ..........................................................................................................49

Appendix E: Visitor Interview Notes .........................................................................................................................50

Appendix F: Omahangu Display Content .................................................................................................................54

Appendix G: Notes From Email Correspondence with Dr. Mans...................................................................57

Appendix H: Traditional Musical Instrument Display Content......................................................................58

Appendix I: Etosha Display Content...........................................................................................................................60

Appendix J: Omahangu Display HTML Code ..........................................................................................................67

Appendix K: Traditional Musical Instruments Display HTML Code ............................................................93

Appendix L: Etosha Display HTML Code..................................................................................................................98

Appendix M: Survey Data ............................................................................................................................................119

Appendix N: Visitor Comments.................................................................................................................................122

Appendix O: Display User Guides.............................................................................................................................125

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TABLE OF FIGURES

Figure 1: Panorama of Omahangu Display ........................................................................................................... 14

Figure 2: Omahnagu Display Explanations .......................................................................................................... 14

Figure 3: Namibian Musical Instrument Display ............................................................................................... 15

Figure 4: Etosha Display............................................................................................................................................... 16

Figure 5: Omahangu Design Flow Chart ................................................................................................................ 22

Figure 6: Omahangu Display Screenshots ............................................................................................................ 31

Figure 7: Music Display Screenshots....................................................................................................................... 33

Figure 8: Etosha Display Screenshots..................................................................................................................... 33

Figure 9: Visitor Demographic Charts .................................................................................................................... 34

Figure 10: Visitor Knowledge Chart ........................................................................................................................ 35

Figure 11: Visitor Satisfaction Chart ....................................................................................................................... 36

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EXECUTIVE SUMMARY Collections and displays in a national museum reflect a country's pride in their culture

and heritage while also educating locals and foreign visitors about the country's history.

Interactive media has become an increasingly popular and effective way of displaying this

historical and cultural information in museums today. The Owela Display Centre, part of the

National Museum of Namibia, is a government funded museum that currently displays what is

unique and special to Namibia through the collections that have been built up over the past 100

years, their educational programs, and their exhibitions. However, many of the permanent

traditional displays lack the information to provide visitors with an enriching experience and

they have the potential to be more engaging. As a result, the museum initiated a project to

incorporate touch screen technology to add additional content to the existing displays and

provide visitors with a more enriching and interactive experience.

The goal of this project was to enhance visitor experience by creating three informative

and engaging touch screen displays for the omahangu millet, musical instruments, and the

Etosha exhibits in the Owela Display Centre. The new technology will allow the museum to

update their displays to include interactive and appealing information about Namibia for local

and foreign visitors to learn and enjoy.

BACKGROUND

It is important for national museums to be able to communicate to a wide range of

visitors about the history and culture of a country through its exhibitions and displays. It has

been shown that an effective way of communicating historical information is through the use of

media, such as touch screens, that engage visitors as opposed to traditional visual methods of

displays because they cater to all types of learning styles (Goulding, 2000). Touch screens also

increase the amount of time that a visitor spends at the exhibit, which in turn makes the

experience more memorable (Sandifer, 2003). According to Sullivan (2006), visitors learn more

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from interactive exhibits because they are actively involved and the brain is more stimulated,

helping the visitor recall more information after they have viewed the display.

New technology is allowing museums to expand and improve their exhibits to enhance

visitor satisfaction and learning. More museums are now taking advantage of this to help

interpret and demonstrate historical and cultural information (Greeff and Lalioti, 2001).

Therefore, the omahangu, traditional musical instrument, and Etosha exhibits in the Owela

Display Centre have the potential to be more comprehensive, educational, and interactive with

the addition of touch screen technology and sound integration.

METHODOLOGY

We accomplished our project goal by completing the six objectives outlined in the

following paragraphs.

First, we conducted museum staff interviews to determine the resources and materials

available at the museum and in Windhoek for the research, design and implementation of our

displays. The interview was informal and helped us understand the specific needs of the

museum, and our sponsors expected outcome of our project.

Afterwards, we accessed the current displays and their content, and collected visitor

insights on possible improvements to the exhibits. After viewing the displays ourselves, we

began to informally interview visitors to the museum. Through casual conversations, we asked

them for their opinions on the current displays, and suggestions for improvement.

Next, we researched the information to be included in our touch screen displays on the

omahangu millet, traditional musical instruments, and the animals of Etosha. Most of the

content and pictures were found in books at the museum library. We also found good resources

at the National Archives and the Scientific Society, and took some of our own pictures.

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Once we had all of the information to be included in our displays, we developed the

detailed design. For the omahangu display we created a true-‐false quiz that adjusts difficulty

based on visitor’s correct or incorrect responses. The traditional musical instruments display

contained four sound clips, along with pictures and text describing their cultural significance.

The Etosha display was designed as a virtual tour where visitors can view animals in their

natural surroundings, and opt to view a picture and information on the animal.

To test the effectiveness of our displays, we gathered visitor opinions through surveys

about the existing exhibits and our touch screen displays. The survey asked the visitors to rank

their knowledge on each of the subjects and their satisfaction with the displays. It also

contained a visitor comment section, giving us even more insight to the visitors’ opinions on our

designs.

Finally, we provided the museum with a sustainable and customizable design that they

could update and modify in the future with the use of user guides. These guides will allow the

museum to change or add content to the displays, and design completely different touch screens

displays for other permanent exhibits in the museum based on our templates.

RESULTS

Interviewing the museum staff allowed us to gain a better understanding of the

expected outcome of our project. We also learned important logistical information, which

started to shape our design. Visitor interviews reinforced our ideas, as visitors thought the

exhibits we chose could benefit from interactive multimedia displays. Based on these results,

our research on the omahangu millet, traditional musical instruments, and the animals of

Etosha was completed and programmed into the displays.

The completed touch screen displays were evaluated through visitor surveys. In every

subject area we researched, there was an increase in the average visitor knowledge. Also, the

average visitor satisfaction with our touch screen displays was positive for all of the visitors,

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and most visitors had an increase of satisfaction over the original display. The visitor surveys

also contained many positive comments, showing their contentment with our touch screen

displays. With the sustainable user guide, we ensured that the museum would be able to change

and expand our touch screen displays to continue keeping visitors satisfied in the future.

CONCLUSIONS

We supplied the National Museum of Namibia with three different touch screen displays

that are ready to implement, and gave them the flexibility to update and modify them in the

future. Based on the positive visitor response, we determined that touch screens were a

valuable addition to the Owela Display Centre. They provided additional information to the

visitors and increased visitor engagement and satisfaction, and can continue to do so in the

future. We also recommended specific ways to expand upon our current displays with more

content and functionality, and other ways the museum can make technological improvements.

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CHAPTER 1: INTRODUCTION

Museums all over the world face constant pressure to improve and renovate their

exhibits in order to accommodate visitors’ wants and needs. Modern technology allows

museums to innovatively display their information to the public through the use of interactive

touch screens and audio clips that can play narratives and music. It has been shown that

interactive displays are more effective than traditional ones because visitors become more

engaged in these types of exhibits (Marty & Jones, 2008; Afonso & Gilbert, 2006). When visitors

can interact with an exhibit, they spend more focused time on learning the information

presented (Evans & Sterry, 2001; Afonso & Gilbert, 2006). Incorporating engaging touch screens

and sounds systems into displays can improve overall visitor satisfaction with a museum.

The National Museum of Namibia is a government-‐funded museum that has a wide

range of exhibits, including displays featuring clothing, language, and even music, that promote

national history and pride. The information is displayed using traditional methods such as glass

cases of artifacts with text panels describing the artifact’s historical and cultural significance.

The museum is looking to improve upon the Owela Display Centre by incorporating multimedia

displays with new content to enhance the existing exhibits and visitor experience.

The collections that the museum currently displays show what is unique and special to

Namibia and reflect the country’s rich and diverse heritage. The collections that have been built

up over the past 100 years, the educational programs, and the new exhibitions are all important

in promoting national pride and Namibian heritage. Researching additional historical and

cultural content to include in touch screen displays will bridge the existing gap of information

and will make the displays more comprehensive and attractive to foreign and local visitors. Our

team collected photo documentation and sound recordings to enhance the permanent content

currently displayed in the omahangu, traditional musical instrument, and Etosha exhibits

because these exhibits could benefit the most from the addition of touch screens. By placing the

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additional information and photos in all of the displays, as well as sound clips in the musical

instrument display, the touch screens will make the exhibits more engaging for a wider range of

visitors. The displays will increase the amount visitors learn about the history and culture of

Namibia, specifically about the omahangu millet, traditional musical instruments, and the

animals of Etosha. In addition, visitors will also gain more satisfaction from their museum visit.

The goal of our project was to enhance visitor experience at the National Museum of

Namibia through the use of exciting interactive media. In order to effectively improve the

displays in the museum, methods for creating and evaluating museum exhibits were

investigated. Once the different strategies for improving historical and cultural museum exhibits

were understood, we were able to determine the best approach for implementing the new

content and technology into the Owela Display Centre exhibits. The omahangu display was

made more interactive through the use of a quiz that included additional content and tested the

visitor’s knowledge of the millet and its cultivators. The traditional musical instrument display

was best enhanced using sound clips because the information in the current display was already

fairly comprehensive. Animal pictures and descriptions enhanced the Etosha display, taking the

museum visitor through a virtual safari ride through the park.

Through our research, we gained additional content to incorporate into interactive

technology such as sound systems and touch-‐screens in the Owela Display Centre at the

National Museum of Namibia. We accomplished this by researching interactive museum

displays implemented in various other historic and cultural museums. Data collected through

interviews, surveys, pictures, and recordings helped us design effective interactive media for

the displays to provide the museum. Interviews allowed visitors to voice their opinions and help

us to create displays that are tailored to visitor wants and needs. With all of this gathered

information, the National Museum of Namibia was given new content for the omahangu,

traditional musical instrument, and the Etosha displays. The technology will allow them to

successfully update their current displays with additional information, making them more

interactive and appealing to local and foreign visitors.

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CHAPTER 2: BACKGROUND

2.1 INTRODUCTION

Through the use of modern technology, museums are able to create novel interactive

displays that greatly improve visitors’ experiences. This chapter will describe how museums

have the potential to be more interactive and how this technology benefits both the museum

and the visitors, as well as introduce some of the social and ethical issues to be taken into

consideration in the exhibit design. This chapter concludes with a brief overview of the National

Museum of Namibia and includes pictures of the current exhibits our project was focused on,

before the additional content and touch screens. The displays our project focused on included

the omahangu display, traditional musical instrument display, and Etosha display. These

displays were selected because we felt that they had the most potential to be enhanced by touch

screen technology.

2.2 HISTORICAL AND CULTURAL EXHIBIT PLANNING

The main goal of a national museum is to preserve and protect display items that are

considered to be national treasures. While it is important for the collections in a museum to

reflect a nation’s culture and heritage, it is also important that the museum help to connect

communities and educate a wide range of visitors on their country’s history. According to Ross

(2004), a museum’s relationship with the local people is important to the museum’s success. It

is important to design displays to communicate information that the local community can relate

to and value. This information is typically representative of the changing history of a community

and its people.

For example, the Museum Africa, in Johannesburg, has strived to incorporate the diverse

cultures and histories of the peoples of South Africa. One of the goals of the museum is to engage

and attract a broader audience and to communicate with the community according to their

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needs (Coombes, 2003). To accomplish this they conducted postal surveys, consulted faculty of

a university, and interviewed visitors. Through this information, they discovered that there

were many members of the community who felt like their history and culture were not

represented in the museum. There were also many local people who did not know that the

museum even existed. Ultimately, the feedback from the community helped museum staff plan

exhibits that the local people could relate to and take pride in (Coombes, 2003).

The National Museum of Namibia works hard to display what is unique and special to

Namibia. These types of exhibits are designed to foster pride in the country for future

generations. The Robben Island display, for example, illustrates the country’s recently gained

independence. Robben Island is a prison in South Africa where members of the South African

National Congress, including Nelson Mandela, were incarcerated. Also, every year, there is a day

when the museum is open to school children, encouraging them to come to the museum to

experience the displays themselves (Otto-‐Reiner, 2007).

The museum also has many collections that are valuable to scientists who are

conducting research on various aspects of Namibia such as desertification, culture, ethnic

groups, and indigenous plants and animals. These collections have been documented for many

years and their records can be used as an important tool for helping visitors understand the

past, present, and changes Namibia has experienced over time (Otto-‐Reiner, 2007). According to

Goulding (2000), museums can effectively communicate historical information by conveying

images and information that engage the visitor through social exchange or more traditional

visual methods of displays.

Since the 1980’s there has been more pressure on museums to attract larger and more

diverse audiences through their displays. This may be a result of increased awareness of visitor

satisfaction and contact with other cultures around the world, as well as of reduced museum

budgets (Goulding, 2000). The National Museum is the first stop for many tourists who come to

visit Namibia and therefore it provides an initial impression of the country on the visitor. The

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information that is displayed should reflect the history of the country, the diverse species of

plants and animals, as well as the rich culture that the country is proud to represent.

2.3 MUSEUM VISITOR INTERACTION

An effective display in a museum is one that communicates historical information

through a series of images that engage the visitor and enable interaction, despite different

learning styles. Museums are constantly challenged to widen their appeal to attract larger and

more diverse audiences (Goulding, 2000). The target audience for a museum may range from

young children to older adults, from local visitors to foreign visitors, or from cognitively

competent visitors to people with all kinds of special needs. Knowledge of what types of

information are desired by certain types of visitors will help determine how to accommodate

the majority of people visiting the museum and increase visitor satisfaction.

When designing for children, Hall and Bannon (2005) suggest that an exhibit developer

should take twelve guidelines into consideration. These include providing a capturing narrative

structure to make the learning objective clear and engaging but also allowing the children to

contribute their ideas. If computers are going to be incorporated into the exhibit, it should be

done sensitively to support the overall narrative and encourage individual and group

interaction. Maintaining a wide variety of activities incorporates a broader range of the senses,

which keeps the children active, and their interest sustained.

These principles also apply to adult visitors. There have been multiple studies to see

what the most effective modes are for portraying information in a way that will easily be

remembered, and it is accepted that presenting information using more than one sensory

modality, such as through the use of touch screens, will result in better learning. To support this

claim, researchers have come up with the dual-‐coding theory, which states that visual and

verbal memory supports two independent processing channels. It makes sense that stimulating

two sensory modes will be more effective than the excitement of a single system because

humans are naturally better at making connections and links between verbal and visual objects.

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For example, if a person was shown the word “cat” with a picture of a cat above it, that person

will sort the word into the verbal memory and the picture into the visual memory, which

naturally creates a link between the two objects (Sullivan et al., 2006).

Sandifer (2003) preformed a case study of 47 different visitors interacting with exhibits,

using time-‐based statistics to describe visitor behavior and attention. The study examined the

relationship between the visitor’s attention and the characteristics of the interactive exhibits. A

successful interactive exhibit should allow visitors to understand the exhibit clearly and bring

life to the subject, making it a memorable experience and appealing to a wide range of ages. In

this study it was found that technological novelty and open-‐endedness are positively correlated

with the amount of time visitors spend at an exhibit. Therefore, the addition of touch screens in

the museum will increase the amount of time the visitors are spending at the exhibits and make

the experience more memorable.

2.4 BENEFITS OF INTERACTIVE MUSEUM DISPLAYS

There are many museums working to incorporate interactive displays to enhance the

visitor’s learning experience. It has been shown through research that there are many benefits

to interactive displays over traditional displays in a museum exhibit (Styliani et al., 2009;

Kortbek & Grønbæk, 2008; Sullivan et al. 2006; Allen, 2004; Marty & Jones, 2008). According to

Sullivan (2006), interactive displays enable active learning, where the learner is able to build a

meaningful mental representation of external reality with the help of visual representations.

One’s learning process can be greatly enhanced by interacting with a computer-‐based

instruction system, which in this case is an interactive media display. As long as the users are

actively involved by using both their hands and minds, the brain becomes more stimulated and

helps the user recall information that was learned. The addition of touch screens in the Owela

Display Centre will stimulate the visitor’s interest and allow them to learn more from the

exhibits. Being active builds knowledge, and this new knowledge causes an adjustment in

actions, which in turn builds more knowledge. This continuous cycle of mutual feedback is

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highly effective because it allows humans to always have new perspectives on information

while retaining what they have learned along the way (Sullivan, 2006).

Virtual exhibits in the Owela Display Centre will be more accessible and attractive to a

wider range of visitors that may tour the museum because the exhibits will have the ability to

offer new experiences to audiences through different display mediums (Styliani et al, 2009;

Kortbek & Grønbæk, 2008; Marty & Jones, 2008). The interactions can include talking about

aspects of a display with other visitors, or learning from an informational kiosk in a gallery.

Kortbek and Grønbæk (2008) have found through research that virtual museum displays

provide the visitor with a more enriching experience. When information is presented that

allows visitors to use more than one of their senses they will learn more from the display

because a picture with words is exciting verbally and visually (Sullivan et al., 2006).

New and modern technology is allowing museums to expand and improve their exhibits

to enhance visitors’ learning outcomes and satisfaction. According to a case study at the Bowes

and Beamish Museum, high levels of customer satisfaction were achieved in regards to the

attribute "touch screens" as over two thirds of the respondents were satisfied (Reino, 2007).

Touch screens are considered to enhance visitors' interactivity with objects because they

increase the sense of control over their experience. Touch screens also provide a large amount

of information about the exhibit in a limited space, which does not overwhelm the user. The

study concluded that 93 people out of the 120 who participated in the survey evaluated both

museums' performance as satisfactory in regards to audio devices, suggesting that technology

can greatly enhance a visitor’s experience within a museum (Reino, 2007).

According to Greeff and Lalioti (2001), museums are now taking advantage of virtual

technology to interpret and demonstrate cultural heritage. They used different cultural

perspectives to present different historical information to visitors based on the visitor's

personal background. One example used was of Cato Manor, a South African community that

was torn down during the apartheid. They developed a model of the Cato Manor and created

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three virtual members of the community: a tavern owner, a man, and a boy. The user could

choose their identity, which allowed them to experience what life was like for each of the

characters in that culture through the eyes of their own chosen character. This method

portrayed the culture in a realistic way and showed different perspectives, giving the visitor a

richer cultural experience.

Different types of interactive exhibits have drastically changed the experiences visitors

have when they visit a museum (Marty & Jones, 2008). Computers and touch screens are often

used for applications such as informational kiosks, interactive maps, video clips, games, hand-‐

held devices, and 3-‐D images. In our project, touch screens will be used to enhance the

traditional musical instrument display, the omahangu display, and the Etosha display. Sound

clips can also be an effective medium for enhancing a visual display with commentary or songs,

such as the traditional musical instrument display.

2.4.1 TOUCH SCREEN KIOSK

The informational kiosk is a popular way of implementing technology into a museum. It

can take the form of a computer with a touch screen or a whole section of an exhibition floor

with lots of information stations. Kiosks can also act as an electronic labeling system when

placed next to a display case. A kiosk can have the capability to include a digital photograph or a

graphic of an object with touch-‐sensitive areas on a screen that visitors can use to see relevant

information about the object. The visitors may then be given the choice to access more

information based on their level of interest. When a kiosk is properly designed, it allows for

more flexibility to periodically update the content if the information becomes outdated.

Information kiosks with touch screens can also incorporate sounds for visitors to listen to, such

as in a musical instrument display (Marty & Jones, 2008).

The placement of the touch screens within the exhibit is also an important factor. An

intuitive navigable design with consideration to how the visitors move around the exhibit will

reduce confusion and create an effective learning environment. Introductory information that

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may be given before the visitor sees the exhibit is useful to familiarize themselves with the basic

concepts of the display (Marty & Jones, 2008). Another method, which will be an option for the

Owela Display Centre, is to place the kiosk in front of the display so that visitors can satisfy their

curiosity by accessing more information.

Digitalized media in the Owela Display Centre will allow the museum to display

information that visitors would not be able to access from the current displays, such as sound

clips, or a virtual quiz. At the Hunterian Museum and Art Gallery in Scotland, the information

displayed in the museum was converted into digital media, so that remote visitors could view it

over the internet. Digitalized media has advantages over traditional means of displaying

information because it allows temporary, fragile, or inaccessible artifacts to be immortalized

and put into context. Devine and Welland started off with a very simple method of creating

digital displays and took video clips of pieces on display in the museum. One of the more

advanced techniques they used was the tool Quick Time Virtual Reality for the creation of 3-‐D

images of both the museum itself, and the objects within it. To link the information together,

they created a multi-‐branch track, much like a “Choose your own adventure” novel. After the

user had viewed an informational page, he would be provided with various links to many

related topics, as well as the home page and the last page visited. In addition, they provided a

virtual tour where the user visited pages in a specified order. Images of maps placing the

artifacts into a geographical context were also prepared. Markers on the map would represent

where certain artifacts originated, and the user could click on these markers to view the object,

as well as read information about it (Devine & Welland, 2000).

According to an interview with Jeffrey Forgeng (February 18, 2010), curator of Higgins

Armory in Worcester, MA, touch screens also provide valuable demographic data to the

museum. Users can enter data, such as their age, gender, and nationality that the museum can

store to log their visitors’ demographics. This data would be useful to the Owela Display Centre,

as they are currently attempting to collect such information from visitors through paper

surveys. The demographics can also be used to custom tailor the interactive experience for the

10

user. However, he mentions the reliability of the touch screen can be a disadvantage. For

example, at Higgins Armory a touch screen that contained a game with swiping motions was

more unreliable and prone to breaking than touch screens running simple tapping applications.

Simple touching would require the least maintenance from the museum.

2.4.2 SOUND SYSTEM INTEGRATION

The use of sound systems is quite common in all types of entertainment theatres, arenas,

and particularly museums. When used correctly, visitors can walk away with a very valuable

and memorable experience. Sound systems today are used to play short narrations that explain

the importance of an artifact or a sound clip of animals in the wild, just to name a few. Speakers

and headsets are relatively inexpensive, and can also provide an alternate method of gathering

information, especially for those who might be visually impaired. Again, the most effective way

to implement sound into a museum exhibit is to associate sound clips with visuals and images.

Using multiple sensory modes allows visitors to learn and retain the information that they are

exposed to in a museum (Sullivan et al., 2006).

There are several popular methods to engage visitors with audio, including direct

selection, proximity, and navigation based (Sullivan et al., 2006). Direct selection is when the

user willingly selects an object and activates the audio associated with it. This is a well-‐known

feature in adventure-‐style computer games, and can most definitely be applied to real life

situations as well. For example, when the visitor presses a button in front of a picture, the

picture turns into a short video clip with a narrative. This would be a useful method in our

display that features musical sound clips when an instrument is touched on the screen.

Proximity is when a user comes close to an artifact, which automatically triggers the sound

associated with it. This method is popular with headsets, which allow users to wander around

the museum while listening to an automated tour guide’s voice. The navigation-‐based method is

similar to proximity in the sense that it activates the artifact automatically, but the navigation

may be activated by passing through a virtual doorway or by entering a room before the audio

11

will begin to play (Sullivan et al., 2006). This method could be integrated into the displays in the

Owela Museum if the space constraints and sound levels are taken into consideration. The use of

directional speakers for sound in this case would be very beneficial so the sound does not

distract other visitors and staff working at the museum.

2.5 EXHIBIT EVALUATION METHODS

It is especially important for the Owela Display Centre to be able to evaluate how

effective a display is at communicating information in the displays. Effectiveness is vaguely

defined, and different researchers have different opinions of its meaning. According to Afonso

and Gilbert (2006), effectiveness can be defined as how engaged the visitors are in the display,

measured by how long they spend there, rather than by how much they learn. However,

Haywood and Cairns (2006) believe that learning is an important factor in exhibit effectiveness.

Additionally, Evans and Sterry (2001) look to determine the visitors' enjoyment of the exhibit.

Taking all of these aspects into consideration will help our team design displays that will

effectively portray the historic and cultural information in the three exhibits with appropriate

technology to achieve optimal effectiveness.

According to an interview with Jeffrey Forgeng (February 18, 2010), a valuable research

tool to determine the effectiveness of a display is observing visitors and taking notes of how

long they spend in different areas of the room or exhibit. He informed us that the longer

someone spends with an exhibit, the more engaged the visitor is with the display. Visitors will

also often talk about their observations and interest in the exhibit amongst each another.

Observing the visitors in the Owela Display Centre as they are viewing the exhibits is important

because it will allow our team to gauge how much the visitors are currently learning from the

displays, as well as their general enjoyment and satisfaction with the museum.

A study performed by Fernandez and Benlloch (2000) is an example of the use of

observation to collect qualitative behavioral data describing visitor engagement. They sat in the

exhibit hall each day and observed how various groups of people interacted with the displays.

12

They recorded how much time each visitor spent viewing the display and discussing the exhibit.

They also determined whether visitors ignored text panels, glanced at them, or thoroughly read

them. Through their observations they determined that there were three types of people that

visit exhibits, and each has different engagement characteristics. They found that single visitors

generally both interact and read the panels; groups of adults have only one visitor interact,

while the others read the panels; and groups with children generally only interact with the

display.

Questionnaires will also be useful for collecting visitor opinions. Evans and Sterry

(2001) used a combination of questionnaires and observations to determine display

effectiveness at the Museum of Science and Industry in Manchester, UK. Kortbek and Grønbæk’s

(2008) used both questionnaires and interviews in their study of exhibits at an art museum in

Denmark. They investigated how the physical, social, and cultural aspects of the exhibit relate to

one another. Semi-‐structured interviews consisted of questions such as the visitor’s age,

frequency of visits, amount of time spent at the exhibition, and their overall impression. The

questionnaire was comprised of 32 multiple-‐choice questions related to the exhibition. From

this study they determined that interactive communication made the exhibits more engaging

and fun for visitors, especially children.

Interviewing can be a very valuable method of understanding an exhibit's effectiveness,

as shown in Afonso and Gilbert's research on comparing example and analogy-‐based exhibits.

They first observed the visitors as they interacted with the displays, and then they interviewed

them on their experiences. They asked visitors their demographic information, as well as

questions about their understanding and observations of the exhibits. By analyzing the

responses of the interviews, they determined that examples are more reliable at conveying the

information to the visitors. Conducting interviews with visitors at the Owela Museum will also

be effective for determining whether visitors understand the information presented in the

displays.

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2.6 THE OWELA DISPLAY CENTRE AT THE NATIONAL MUSEUM OF NAMIBIA

The National Museum of Namibia, originally known as the Landesmuseum, was founded

in 1907. The name was changed to the South West African (SWA) museum in 1925. In 1957 it

became known as the State Museum because it was taken over by the administration for SWA.

The name was finally changed to the National Museum of Namibia in 1994.

The mission of the museum is

To preserve, understand and explain the material heritage of our country for present

and future generations, that they may study, enjoy, take pride in and learn from these

assets. This is achieved by systematically collecting representative objects, specimens

and information; by preserving these collections to the best of our ability; by carrying

out and encouraging research to account for our National Heritage; by displaying the

Museum's Collections; by making other resources available to the public; and by

disseminating knowledge for the benefit of Namibians and the International Community.

(National Museum of Namibia)

The museum contains historic and scientific collections while also researching fields of

natural history and social sciences. The natural history section conducts research for

government and private organizations. There is an educational department that runs various

educational programs and there is a reference library holding a large collection of books and

journals on site. The offices and library are part of the Museum Acre. The two display centers at

the National Museum are at the Owela and the Alte Feste.

One of the goals of the displays presented in the National Museum of Namibia is to

educate the public about the diverse history and culture of Namibia to create a sense of pride in

the country. The omahangu, the musical instrument, and the Etosha displays in the Owela

Display Centre reflect the different aspects of Namibia through their current presentations in

the museum. These permanent displays will not be changed in the future but they have little

14

information that is currently displayed within the exhibits. They have the potential to be more

comprehensive, educational, and interactive for visitors through the addition of new content,

touch screens, and sound clips.

2.6.1 THE OMAHANGU DISPLAY

FIGURE 1: PANORAMA OF OMAHANGU DISPLAY

The Omahangu display, as shown above in Figure 1, presents information regarding the

Oshiwambo-‐speaking people and the cultivation of omahangu along the Okavango River. The

omahangu millet is the staple food source for the people who live in this region. The display

provides basic information on the importance of the food source and how it is used but it would

benefit from more information to be included in the display.

FIGURE 2: OMAHNAGU DISPLAY EXPLANATIONS

The display’s text shown above in Figure 2: Omahnagu Display Explanations are placed

on the floor of the display case and are not able to be easily read by visitors passing by because

they are not at eye level. This particular display was chosen because it would greatly benefit

from touch screens installed at eye level that provide comprehensive information about the

15

millet and the people who cultivate it. An interactive game which tests the visitor’s knowledge

would not only increase the amount of information that the visitors are learning but also

increase the amount of time that visitors are spending observing the interesting display.

2.6.2 TRADITIONAL MUSICAL INSTRUMENT DISPLAY

The Namibian musical instrument display presents information about traditional

instruments including where the instrument originated and which Namibian culture uses it, as

shown below in Figure 3. The instruments in the display can be classified into four distinct

categories. Chordophones are instruments where the strings are held in tension, like a guitar or

harp. As the stings are manipulated, they vibrate to produce a sound. Idiophones are

instruments where a sound is produced by striking or shaking the resonant material. Examples

include bells, gongs, rattles, and xylophones. An instrument where the sound is generated from

a stretched skin or a membrane, like a drum, is called a membranophone. An aerophone

produces sound from a vibrating column of air, like in a trumpet, flute, or saxophone.

FIGURE 3: NAMIBIAN MUSICAL INSTRUMENT DISPLAY

The display shown above provides detailed explanations of the instruments in the

exhibit and how they are used. However, music in all cultures demands that the visitor is able to

listen and experience the sounds of the instruments when they are played. We were drawn to

this display in particular because of our musical background and interest for further research

16

on the subject. Our interest in improving this display stems from the fact that the current

display is missing this crucial component and it could therefore benefit from the addition of

sound clips as well as visual representations of the instruments on a touch screen for the visitor

to experience in a more engaging way.

2.6.3 ETOSHA DISPLAY

Etosha National Park is a national park in the Kenene Region of northwestern Namibia.

About two million years ago it was an enormous lake fed by the Kunene River. However, the

lake slowly dried up over time. The park was first established in 1907 when Namibia was a

German colony. The park was originally 100,000 square kilometers but is now only about a

quarter of the area at 22,000 square kilometers. Many of the animal species found in the park

are considered endangered, such as the Black Rhino. It is also home to hundreds of other

animals, such as lions, elephants, giraffes, and zebras.

FIGURE 4: ETOSHA DISPLAY

The current Etosha exhibit can be seen in Figure 4 above, displaying a vulture feeding on

a dead carcass of a zebra. We chose this display because it provides very little information about

the park or the animals found in it. The exhibit has the potential to be far more informative and

interactive with the use of touch screen technology, which can be used to display information

about the park and the animals found there as well as pictures of the animals and scenery.

17

CHAPTER 3: METHODOLOGY AND PLAN

3.1 INTRODUCTION

The intention of this project was to assist the National Museum of Namibia to improve

the experience of visitors at the Owela Display Center by creating more interactive and engaging

exhibits. We provided the museum with the interactive media to be put into the exhibits, and

conducted surveys and interviews to gauge visitor preferences and to include their opinions in

the display’s design. Our project objectives were as follows:

1. Determine what resources and materials are available for us to use while designing and

how those might aid or limit our design plans.

2. Assess the artifacts representing Namibian history and culture currently displayed in

the Owela Display Centre and gather visitor insight on improving the exhibits.

3. Collect additional information on the cultivators of omahangu, traditional musical

instruments, and the animals of Etosha to be presented on the new interactive media

4. Create a detailed design plan for the omahangu display, the musical instruments display,

and the Etosha display.

5. Evaluate visitor opinion surveys to determine the effectiveness of the new displays.

6. Provide the museum with a reliable, sustainable, and customizable display design.

3.2 DETERMINE RESOURCES AND MATERIALS AVAILABLE FOR DESIGN

Knowledge of the resources and materials available at the museum helped define the

limits of our design concepts for creating interactive media displays in the Owela Display

Centre. In order to gain an understanding of the resources and materials that were available at

the museum for our work on creating interactive displays, we conducted an informal interview

with Ms. Anzel Veldman and Mr. Eugene Marais, both curators at the museum. The informal

setting allowed us to talk openly about the expectations and feasibility of the project. To see the

18

list of questions we asked the museum staff refer to

19

Appendix A: Museum Staff Interview Plan .

From this interview, we were able to gain a better understanding of how the displays

depict different historical and cultural perspectives through their current presentations and

ideas on how they might be improved. The interview helped us understand the specific needs

and goals that the museum envisioned for the project and allowed us to decide which displays

to focus on based on which ones had the most potential. We were also able to establish

guidelines as to what designs were feasible and could be implemented based on the information

available for us to research and the technical capabilities of the museum. The information that

was collected was valuable for conducting visitor interviews and creating our designs at a later

stage of the project.

Interview data was collected through note taking during the interview. Notes were later

transferred onto a word processor. The responses were analyzed to establish the limits of our

design ideas and to determine what information needed to be collected from the visitors during

the course of the interviews.

3.3 EVALUATE EXISTING EXHIBITS

The next step of our project was to examine and assess the National Museum of Namibia

and the current exhibits in the Owela Display Centre. It was important to determine what kinds

of exhibits people enjoy the most, and how much visitors are learning from the current display

presentations so that we could make appropriate changes to enhance the displays.

We conducted informal interviews with visitors to find out how satisfied they currently

are with the museum and what possible changes they would like to see. We also asked

interviewees for their opinions on what exhibits could be changed and how they could be

improved upon. Informal interviews were useful because they allowed us to get more open and

honest responses through casual conversations with visitors who came to the museum. See

Appendix B: Visitor Interview Plan for a list of questions the visitors were asked.

20

We interviewed fifteen visitors who came to the museum on one day. We asked all

visitors that entered the museum that day if they would like to take part in our interviews, and

they were in no way pressured to participate. This interviewing method allowed us to have a

random sample of visitors and collect a wide range of opinions from both local visitors and

tourists from other countries. With the information collected, we had more knowledge on how

to successfully update the displays to cater to the visitors vision of a successful museum.

3.4 RESEARCH PLAN

Before we could create a design plan we had to determine the content of the displays

through research. Research was an extremely important component to designing the touch

screens because the current displays presented mostly visual information, with the exception of

the musical instrument display. Most of the research that was needed to provide additional

content to the displays was available to us in Namibia, through the museum library, the National

Archives, and the Scientific Society.

3.4.1 OMAHANGU DISPLAY

This permanent display in the museum was in need of additional content that would

make it more interactive and informative for visitors. Additional information on the millet and

its cultivators needed for this display was found in books from the museum’s library. There was

a lot of information available and it was important to select which information was the most

important to include. We considered uses of millet to be central to our display, but also included

additional information about the people of the Kunene region and their culture.


21

The original display already provided fairly comprehensive explanations for the various

instruments that are shown. Therefore, our research was focused on providing media, such as

sound clips, to make the display more appealing and informative. In order to gain a better

understanding of what information was available, we contacted Dr. Minette Mans, a Namibian

music expert. Through email correspondence she was able to help us locate sound recordings

and sources, most of which are her own research and recordings. Recordings and research were

available from the National Archives and the Scientific Society. From the limited number of

recordings and pictures available, we were able to find recordings of an oryx horn, an

otijhumba, an ondendele, and a social dance called omutjopa, that could be best used in the touch

screens to enhance the display. We imported the sound clips to one of our computers to

incorporate into the display.


The original display contained very little information about Etosha or the animals found

there. Therefore, it was imperative that we collect additional visuals, such as pictures of

animals, and information to present in the display. On a visit to Etosha, we took hundreds of

pictures of the animals found there and determined which of these animals would be the most

beneficial to include in the display based on the quality of the pictures and the abundance of

these species in Etosha. The animal pictures we were unable to obtain during our trip were

scanned from African animal books. After we determined the animals to include, research was

done to include basic facts about the animal in the touch screen display. Animal books found in

the museum library proved to be the most useful resources.

3.5 DESIGN PLAN

Before we came to Namibia, we had a few design ideas for our touch screens. However,

it was difficult to determine a design when we had little knowledge of the current state of the

museum. After visiting the museum, we were able to better analyze the exhibits and determine

22

which kinds of displays were appropriate. Throughout the entire design process we have made

many changes to our touch screen displays to accommodate visitor and sponsor opinions.


For our Omahangu display, we decided to design a true-‐false quiz that would test the

knowledge of the visitors who came to this exhibit. The quiz contains a series of five questions

that range in difficulty. The complete layout of the quiz has a total of sixteen questions to choose

from. Depending on how well a visitor can answer the questions, the quiz will automatically

adjust its difficulty to accommodate the visitor’s knowledge level. See Figure 5: Omahangu

Design Flow Chart below for a flow chart of how the difficulty of the quiz changes. In the flow

chart, the green arrows represent correct responses, and the red arrows represent incorrect

responses.

FIGURE 5: OMAHANGU DESIGN FLOW CHART

Regardless of what the user chooses, the next page shows additional information about

the question’s topic. Each page of the quiz also shows a picture that is related to the question

being asked to add to the artistic appeal. The pictures of the omahangu were collected through

several books and scanned into the computer so that they could be edited and formatted to fit

23

our quiz. The background image is a picture of the millet, but was darkened to make the text

easier to read.

Each question was based off of the research we conducted in the museum library and

from the omahangu exhibit itself. By using a wide range of resources, we were able to come up

with a few questions that tested the visitor’s knowledge of omahangu. We also wanted to

include tough questions because they can display new information to the visitor, which can

greatly enhance their appreciation for the exhibit.

3.5.2 TRADITIONAL MUSICAL INSTRUMENTS DISPLAY

Our original plan for this display was to imitate actual instruments by showing the

instrument on the screen and allowing users to virtually play different notes. However, we

quickly discovered that this was not feasible due to the lack of resources in instrumental

sounds, since many of the instruments are not commonly played today. With our limited

resources, we decided to create a display that featured four different sounds. We researched

each instrument and found a short sound clip to play in the background, along with a

description of the sound’s cultural significance. Our final design was similar original plan in the

sense that selecting an instrument will allow the user to hear the instrument in action.

Our main page of the display is divided up into four sections. In each corner of the page,

there is a picture relating to each sound. Once a picture is clicked, the title of the instrument and

a short description is shown. Clicking on a picture will also prompt the display to play the sound

clips. There is also a “back” button on the bottom of each page to allow the user to return to the

home page and select a new instrument.


The concept of our Etosha display was to create a virtual safari and allow users to

browse a wide range of animals and experience the scenery of Etosha National Park. We

considered including sounds of each animal, but not all of the animals we researched made

24

distinguishable noises, making this not feasible. It seemed more logical to eliminate the sounds

completely rather than make the display incomplete and only give certain animals the privilege

of being heard. Therefore, we chose to only include two pictures of the animals–one that

showed the animal in its natural habitat, and one that showed the animal up close.

Our display starts on the title page, which consists of only scenery, and prompts the user

to start the tour. Once the “Begin” button is pressed, a screen with instruction is shown. Next, a

picture of an animal is shown. At this point the user is given the option of clicking on the animal

for more information, or moving forward or backward in the tour to view an assortment of

animals found in Etosha. If the animal is clicked, a short description of how the animals lived

and what makes them unique is shown. Most of the animals were chosen based on their

popularity and chance of being seen on a tour of Etosha. Other animals included were well

known African animals, such as the rhino and leopard, which are more difficult to spot on a

typical tour of Etosha.

3.6 EVALUATE DISPLAY

Once the displays are created, we began testing their effectiveness. As the displays were

nearing completion, we had them checked and approved by the museum’s curator and our

liaison, Ms. Anzel Veldman. After her approval, we started to collect visitor feedback by

conducting a survey of visitors at the Owela Display Centre to determine their satisfaction with

our interactive displays as compared to the existing displays.

The participating visitors took a two-‐part survey with the same questions after viewing

the original display and after using the touch screen display we created, so that we can compare

their responses about the two displays. There were three objectives that our survey addressed,

corresponding to the three sections of the survey. First, we gathered some very basic

demographic data about the visitors we surveyed. Then we asked for the visitors to rate their

knowledge on the topics presented in our displays. Finally, we asked them a series of questions

on their satisfaction with the exhibits. The knowledge and satisfaction questions were repeated

25

for both the original and new displays. See Appendix C: Existing Display/Prototype Visitor

Survey for the actual survey distributed to visitors.

A survey is an appropriate method to assess the educational value of the exhibits to

through visitors in the museum. Our goal was to gather information from a large group of

people so that our results accurately portray a wide spectrum of the museum’s visitors.

Anonymous surveys yield informative responses, as long the surveys do not contain leading or

confusing wording. Since the survey provided a large number of honest responses, it was the

best method for determining the general views of the museum’s visitors.

Our goal was to sample museum visitors over the course of a week and a half—about

twenty per exhibit. We asked all visitors at the museum during the week and a half if they would

like to participate, and got a final sample size of sixty. Because we offered the survey to

everyone who visited the museum, excluding young children, we tried to avoid any particular

bias in our data. Children were excluded because the touch screens were designed for adult use,

although children will also find them entertaining. The survey was optional, therefore the

results may be biased towards visitors who were more pro-‐active to voice their opinions.

After the survey was created, it was approved by our liaison, the museum’s curator.

Then, a hard copy of the survey was distributed to visitors. In the surveys, the topics such as

educational value, artistic appeal, interactivity, and overall satisfaction were evaluated on a

numerical Likert scale, so the range of responses for each topic could be clearly seen. Because

we asked the same series of questions about both the original display and our design, the results

can be compared to determine whether or not our displays enhance the visitors experience at

the museum. Additionally, we included an open-‐ended visitor response section, to allow visitors

to comment on anything else they would like to see included in the displays or any additional

input they had that could be beneficial to our project results.

As we collected our data, we manually entered the survey responses into an spreadsheet

on the computer. Since the questions were answered on a numerical scale, they were entered

26

very easily into Excel, so we could do some basic statistical analysis on them. The open response

portions were entered in a word processor. With our data organized electronically, we easily

formed summaries and conclusions, as shown in the results section of this paper. With this

knowledge, we were able to quantitatively describe how well visitors retained information

displayed in the exhibits, as well as how much they enjoyed them. The qualitative data gathered

in the open response questions will help us form ideas on how to further improve the

interactive display.

3.7 PROVIDE MUSEUM WITH SUSTAINABLE DESIGN

The purpose of our project was not only to create touch screens to implement in the

museum, but also to design a display that can be sustainable for years. Our project had to be

very flexible to change, and yet simple enough for the common individual to understand.

Therefore, we created a user guide, which gives the museum staff all the information to

maintain our displays for years to come. These user guides can be used as a reference so that

when we leave the country, the museum staff will be able to make changes to our displays

according to their wants and needs. Additionally, we purposely designed each of our displays to

have three different styles (a quiz, display with sound, and a virtual tour) so that the museum

will have several options if or when they decide to design a new touch screen display.

27

CHAPTER 4: RESULTS AND ANALYSIS

4.1 STAFF INTERVIEWS

We were able to determine the scope of our project by interviewing Ms. Anzel Veldman

and Mr. Eugene Marais, curators at The National Museum of Namibia. We learned that,

currently, the museum displays could benefit from additional information on their subjects,

encouraging visitors to spend more time with the exhibits and thus learn more about them. In

the past, the museum has tried to add multimedia to its displays by installing a television with a

looping DVD, but it was unsuccessful. The constant sound of the looping DVD was an

unnecessary distraction for staff in nearby offices since most of the time there were no visitors

there to watch it. Additionally, some exhibits are subject to change, so we were encouraged to

choose permanent exhibits to work on. We decided that the omahangu cultivation display,

traditional musical instrument display, and the Etosha display could be best enhanced by

additional content and multimedia. Ms. Veldman suggested that the displays be created for an

audience of high school aged visitors and older.

This interview also helped us determine the logistics of our project. The museum has

three touch screens in stock for us to use, but no computers set aside. However, there are old

computers capable of running the html code we would be creating our displays in, as well as the

touch screen software. Also, we learned that the museum had not yet purchased speakers for

the displays with sounds, although plain computer speakers could be easily obtained. In

addition, we were directed to the museum's reference library to perform the research for our

displays. For the complete notes from our interview, see Appendix D: Museum Staff Interview

Notes.

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4.2 VISITOR INTERVIEWS

After our visitor interviews about the existing displays, it was clear that the museum

would greatly benefit by adding interactivity to the displays. Most of the people we interviewed

were visiting the museum for the first time, and enjoyed the exhibits because they were very

realistic. Some suggestions we received included adding multimedia and sound, specifically for

the animal displays, such as the Etosha Display, and the Musical Instruments Display. We did

not gain any new insight into how we can improve the displays, but our original ideas were

reinforced through this visitor interaction, giving us confidence about the direction of our

project. For the complete notes from our visitor interviews, see Appendix E: Visitor Interview

Notes.

4.3 DETERMINE DISPLAY CONTENT

Through our staff interviews, visitor interviews, and research we were able to gain a

better understanding of what information would be most beneficial to enhance the displays in

the Owela Museum. The three displays that our team focused on were chosen because they

would most likely remain unchanged in the museum in the near future and because they had the

greatest potential for technological enhancement. We were also aware of the availability of

research material to include in these three displays and deemed it sufficient to create

informative and interactive touch screen displays.


For the Omahangu display we researched additional information to enhance what was

already provided in the display, along with other interesting facts regarding the people living

along the Okavango River, where the millet is cultivated. The information we considered to be

most important to provide was the various uses of the omahangu millet. Agriculture is the chief

food source for the people along the Okavango River, and omahangu is the most important

cultivated plant in Africa. According to Rodin (1985), it has up to seventeen uses in northern

29

Namibian culture, from porridge, beer, and cakes, to even cleaning the teeth after eating. For

complete omahangu research see Appendix F: Omahangu Display Content.


The music display proved to be the hardest to find information or recordings for. We

had to rely mostly on the extensive research done by Dr. Minette Mans because there are limited

sources available. Dr. Mans’ recordings were used for our display because there are few

traditional instrumentalists in Windhoek since most of them are located in the rural areas.

Unfortunately, we did not have access to transportation or a translator available to visit these

areas. Therefore we had to rely on close locations in Windhoek where research was available.

See notes from our email correspondence in Appendix G: Notes From Email Correspondence

with Dr. Mans.

The information presented in the touch screen displays we designed provides samples

of music indigenous to the Ovahima and Ovazimba cultures, which are represented in the

Kunene region located in northwestern Namibia. We decided to present four different sound

clips, which we felt were good representations of the music from these cultures. The first clip is

of an oryx horn sound called ondjemo yerose. Another example used is that of omutjopa, a social

dance involving drums, singing and dancing. The third recording is of an otijhumba, a pluriac

instrument that consists of a number of bows that are attached to a resonator in the shape of an

arc. The final recording was that of an ondendele or an outa, one of the oldest instruments

developed by the Ovahimba and Ovazema people. For complete music display research see

Appendix H: Traditional Musical Instrument Display Content.


Based on the photos and information collected for the Etosha display, we chose to

include the most popular animals seen in Etosha as well as some other well known African

animals, such as rhinos, elephants, lions, and leopards. The animal descriptions include the

30

genus and species of the animal as well as information on its diet and lifestyle. The information

generally came from African animal books available in the museum library.

We researched and included the scientific name of each animal in Latin, since it is a

universal scientific name for the species. During our research process, we also discovered that it

might be beneficial to translate each of these animal descriptions into three different languages

to accommodate the visitors’ needs. However, it was brought to our attention that the National

Museum of Namibia wanted to keep its exhibits consistent with one language to avoid claims

about unequal representation of any particular culture, so we didn’t need to include additional

languages. For the complete content of the Etosha display refer to Appendix I: Etosha Display

Content.

4.4 DISPLAY DESIGN

Since all of our displays must be shown on a computer screen, we needed to find a way

to code and program each display in such a way that it would be easy to edit and understand. As

a result, we decided to use HTML as our coding language for our displays. This enabled us to

work on the displays on separate computers without needing any additional software to edit the

code. The three distinct designs provide more variety in the touch screen presentations and will

allow the museum to expand and design more displays using the templates in the future.


The code of this display contains a CSS document that included dimensions and

locations of every object that is shown in our display. Every title, picture, text box, and button

had to be accounted for and coded separately. We created three button images (“true”, “false”,

and “next”) that would serve as links throughout the quiz. The HTML code for the rest of the

display is very simple and straightforward, leaving room for future development and

modification. The images were linked by using <a href>, which references a separate page once

clicked. Since the only clickable options on a question page are the true and false buttons, two

31

additional pages must be created for every question page. We made 16 questions in total, so this

adds up to 48 separate pages. Each page is also individually labeled by the level and difficulty of

the question. For example, a file named “quiz3H” meant the visitor was looking at the third

question of five with a hard difficulty. A file named “quiz3Hfalse” meant the visitor was looking

at the answer page of the same question if he or she were to click on the false button. Using

these labels made it easier to edit individual questions. The complete HTML code of this display

can be viewed in Appendix J: Omahangu Display HTML Code.

A screenshot of a question from the final display is shown below in Figure 6: Omahangu

Display Screenshots.

FIGURE 6: OMAHANGU DISPLAY SCREENSHOTS


The code for this display was also done using both CSS and HTML. The CSS document

contained two backgrounds, one of which was the main page and the other a duplicate of the

main page but darker. The dimmed background is revealed when the user clicks on one of the

images. This was done to create an artistic effect where the text box appears to pop-‐up over the

background and allows the user to focus more on the information in the white text box. Since

the white text box was semi-‐transparent around the edges, it had to be created as a portable

network graphics (.png) image file. Combining this with the CSS document allowed us to include

32

the same text box throughout our entire display. The consistency of the design makes the quiz

easier for the visitor to view and navigate through.

The HTML code for the title page is very similar to the code used within the omahangu

quiz. However, when we designed the background image, we decided to include all four of the

instrument pictures so that the background would be one large object. This posed a small

problem because we could not make the entire object one link, so we had to split it up into four

areas in order to keep each instrument separate. Therefore we created four transparent boxes

in CSS that posed as four separate objects, and then used HTML to link those objects to their

respective pages. Once an instrument is selected, it links to a new page with all the information.

The biggest challenge of the music display was incorporating sound into all of our files.

Initially, we wanted to have our display play music on command. Instead, we opted to play

music automatically once that new page was opened. This was easier to program since we did

not have an html book to easily reference or reliable internet to search online for a method of

coding sound on command. We used the code <embed src=> to embed a sound file into the page.

We also had to make sure to set the settings of hidden and autostart to true so that the music

player would start automatically and not interfere with the text. The complete HTML code of

this display can be viewed in Appendix K: Traditional Musical Instruments Display HTML Code.

A screenshot from the final display is shown below in Figure 7: Music Display

Screenshots.

33

FIGURE 7: MUSIC DISPLAY SCREENSHOTS


The CSS document of this display was very simple, since our display did not require too

many elements. Each animal habitat page consists of a background, forward and backward

buttons, and a transparent box that can be clicked to get additional information for each animal.

The animal description pages contained two titles, one for the name in English and one for the

scientific name in Latin; a text box; and a picture. The HTML was used simply to include animal

descriptions and pictures. The complete HTML code of this display can be viewed in Appendix L:

Etosha Display HTML Code.

A screenshot from the final display is shown below in Figure 8: Etosha Display

Screenshot.

FIGURE 8: ETOSHA DISPLAY SCREENSHOTS

4.5 DISPLAY EVALUATION

To determine the success or failure of our displays, we analyzed quantitative data from

the visitor surveys. For each display, the number of completed surveys was around twenty, with

a total sample size of sixty. They showed us how much museum visitors learned from our

exhibits and how satisfied they were with them in comparison to the original displays. We

preformed the survey on only one display at a time, because we had only one computer and

34

touch screen to set up next to the original display. However, the results of the surveys were

analyzed as a whole to give us a more acceptable sample size.

Of the visitors we surveyed, nearly 60% were from Namibia and the others were from

Germany, South Africa, France, the Netherlands and the United States. Additionally, two-‐thirds

of the visitors were at the museum for the first time. Also, the majority of the visitors were

under the age of thirty-‐five. See Figure 9 below for the complete visitor demographics.

FIGURE 9: VISITOR DEMOGRAPHIC CHARTS

For each survey, we compared the visitor’s knowledge in that subject area of the display

before and after the touch screen. The visitors each rated their knowledge on a scale from zero

to three, where zero means no knowledge, one means a little knowledge, two means an average

amount of knowledge, and three means a lot of knowledge. In every subject area there was an

increase in the visitor’s knowledge, as shown in Figure 10: Visitor Knowledge Chart below.

58.3%

31.7%

10.0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Na0onality

Namibian Forgien Unknown

66.7%

20.0%

6.7% 6.7%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Times Visited Museum

1 2-‐4 5-‐9 10+

8.3%

60.0%

25.0%

6.7%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Age

<18 18-‐34 35-‐59 60+

35

FIGURE 10: VISITOR KNOWLEDGE CHART

Average satisfaction for 90% of visitors was either the same or greater for our display

over the original. Furthermore, all of visitors had a positive average satisfaction rating for the

touch screen display, compared to only 95% for the original display. As shown on the graph

below in Figure 11: Visitor Satisfaction Chart, we looked at each of the nine responses to the

rankings we asked visitors to make on the Likert scale and determined their increase. The scale

on the chart below ranges from neutral at a numerical value of zero, to agree at a numerical

value of one, to strongly agree at a numerical value of two. As shown below, nearly all of the

areas showed an increase, but the satisfaction area with the largest increase was, “I felt engaged

with the exhibit.” The complete data collected through surveys can be found in Appendix M:

Survey Data.

0

1

2

3

Omahnagu Music Etosha

Increase in Visitor Knowledge

Exis0ng Display

Touchscreen Display

36

FIGURE 11: VISITOR SATISFACTION CHART

While completing our surveys, we noticed that people less familiar with technology,

such as older or less educated visitors, seemed to be skeptical of the touch screen and not enjoy

it as much. Also, some people were intimidated by the quiz in the omahangu display, because

they felt unprepared. However, younger people, such as high school students loved it, and were

noticeably having fun with our displays. We also noticed that some visitors to the museum had

trouble reading English, and filled out their survey with missing or conflicting information,

which may have slightly skewed our data. Of our original sixty-‐four surveys, four were less than

half complete, so they were discarded. In general, people were very pleased with the touch

screens. Locals were happy to see us supporting their culture, and foreigners were glad we were

making the museum more engaging. For a complete listing of visitor comments see Appendix N:

Visitor Comments.

4.6 SUSTAINABILITY OF DESIGN

For each display, a user guide was created so that the staff at the Owela Display Centre

could understand the inner workings of the displays allowing them to update or modify the

content of the displays as they see fit in the future. Each user guide describes all the

0

1

2

Increase in Visitor Sa3sfac3on

Exis0ng Display

Touchscreen Display

37

technicalities of each display and goes into detail about how to change and update all of the

pages. It gives a list of recommended settings (type of computer, software, etc.) to use, as well as

a detailed explanation of how the display functions. Within these explanations the guides also

highlight the important pieces of code that should not be changed, and the pieces of code that

can be changed for content updates. Each of these explanations are specific to the three displays

that we created. However, if the museum staff does decide to expand on our displays, there is

one last section in each user guide that describes how to use our displays as a template for other

content.

4.7 SUMMARY OF RESULTS

Through informal interviews with Ms. Anzel Veldman and Mr. Eugene Marais, curators

at the National Museum of Namibia we were able to gain a better understanding of the

museum's expectations from our project. We also learned what literature and technical

resources were generally available for designing the displays. Interviews with visitors, before

we began designing our displays, reinforced our design ideas and the importance of adding

multimedia, such as touch screens, and essential content to the existing displays. With this

knowledge, our team researched the omahangu millet, traditional Namibian musical

instruments, and the animals of Etosha to add descriptions, pictures, and sound clips into the

display designs for the touch screens. The touch screen displays were each evaluated

quantitatively by surveying museum visitors. These displays, and their easily sustainable

designs and user guide, allowed visitors to feel more engaged with the exhibits. It also was

determined that visitors were more satisfied with the interactive displays than with the original

exhibits and that their overall learning from the touch screens exceeded learning gained from

the original display.

38

CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS

5.1 THE VALUE OF INTERACTIVE MEDIA FOR THE NATIONAL MUSEUM

The addition of touch screens to the exhibits at the Owela Display Centre was found to

be beneficial to the museum as determined through our visitor surveys. Through our research

and design, the touch screen displays provide additional information and enhance the current

content of the existing displays and they have increased visitor satisfaction. Visitors found this

new information both interesting and engaging and as a result they were able to learn more

about the history and culture presented in the exhibits.

The presentation of the new information through the use of the interactive touch screen

displays also enhanced the visitor experience. Each of the three displays provide information in

a different way for visitors to learn from, such as through a quiz, sound clips, and pictures.

During our evaluations, the displays were well received by the visitors who were testing them.

Our research showed that not only did the visitors learn more from our displays, but they also

enjoyed them more and were more engaged with the exhibit. Visitor comments calling our

displays, “enriching,” “exciting,” and “interesting” were also extremely valuable to showing the

success of our displays.

The improved educational aspects and visitor experience proved our touch-‐screen

displays to be a valuable technological supplement to the visitor experience The Owela Display

Centre. In addition, they also provided the museum an easy way to make the exhibits more

sustainable. With the simple code and comprehensive user guide provided to the museum, the

staff will be able to update, modify, and add to any of our displays easily and immediately.

Furthermore, the three displays we provided them with have three different useful and unique

templates allowing the museum high flexibility for creating new displays based on ours, as well

as changing the content and moving the displays to different exhibits. By taking advantage of

this flexibility, the staff will be able to continually modify and update the museum with little

39

time, and no additional cost. A continually changing museum will encourage more repeat

visitors as well.

5.2 RECOMMENDATIONS FOR THE FUTURE

The value of technology in the Owela Display Centre will continue to grow in the future

as display medias such as touch screens and sound systems become more popular in the use of

exhibitions. It is important that the museum has the knowledge of how to successfully expand

on the use of this technology to keep up with visitor’s expectations. While our team was

designing and developing the touch screens, we developed some ideas that we were not able to

implement in the time we had to work on our project. We also identified other means for the

museum to expand on the use of technology to increase visitor satisfaction and learning.

5.2.1 EXPANSIONS ON THE OMAHANGU DISPLAY

The omahangu display could be used as a way to collect demographic information from

the visitors before they begin the quiz. This way, the museum would have a record of the

number of people who come through the museum, as well as what countries they are from and

their ages. The information in the quiz could then be customized to provide facts and questions

tailored to a certain age group.

5.2.2 EXPANSIONS ON THE TRADITIONAL MUSICAL INSTRUMENT DISPLAY

As our team was testing the design of the display, many of the visitors were interested in

hearing music from their own culture. We had access to a limited number of recordings

collected by Dr. Minette Mans only. First hand recordings of instruments from different tribes

would be a valuable addition to the display and provide a better representation of the music

from all over Namibia. It would also be beneficial to have more information on the people who

make the instruments and on the technique of musical instrument making.

40

Additionally, many of the visitors were interested in seeing video clips of the music

being performed in its cultural context. The visual aspect of the music and the setting in which it

is performed is an important aspect of how music is used in a culture. Videos could easily be

incorporated into the touch screen to make the display even more comprehensive.

Finally, the use of directional speakers could be an important aspect to consider because

of the limited space available in the museum. The visitor would have to be directly in front of

the speaker in order to hear the sound. This would prevent other visitors and staff members

from becoming annoyed with the sounds from the display.

5.2.3 EXPANSIONS ON THE ETOSHA DISPLAY

A standardized fact sheet for each of the animals included in the display would be useful

in addition to an interesting fact and paragraph about each animal currently displayed in the

touch screen. The facts could include height, weight, diet, and areas in which they live. Visitors

who are not fluent in English will find this easier to read and understand than trying to read

through a paragraph of information. The paragraph should still be available for visitors who

would like a more comprehensive background of the animal.

Our team’s display design was limited to the pictures we took while at Etosha as well as

pictures and information found in books in the museum’s library. Other animals that may be

interesting to include in the display in the future are insects, invertebrates, and small birds. The

museum currently has a large collection of insects that are not currently on display and this

could be a way to showcase the samples.

5.2.4 OTHER RECOMMENDATIONS FOR THE USE OF TECHNOLOGY

Since the use of technology in museums around the world is becoming more popular, we

suggest several other ways in which the museum could benefit from incorporating it. A website

for the museum would be a great way to promote the museum’s historical and cultural exhibits

to a larger crowd, including many foreigners who are interested in learning more about Namibia

41

but who are unable to visit the museum. Explanations and pictures of current exhibits could be

included to intrigue local and foreign visitors and encourage them to visit the museum. Also, the

information presented in our team’s touch screen displays could be easily included in the

website to provide an interactive experience for viewers from all over. Interactive and

educational games could be included to educate younger generations about Namibia’s rich

history, culture, and wildlife.

5.3 SUMMARY

Touch screen displays in the Owela Display Centre are an effective media for displaying

historical and cultural information in an engaging and informative way. We determined that

most visitors to the museum found this method of presentation more informative than the

traditional explanations in the current displays. As the use of interactive media, such as touch

screens, increases in museums around the world, it is important that the Owela Display Centre

begin to incorporate these types of designs to accommodate the changes in visitor expectations.

New technology will also encourage more visitors, both local and foreign, to come to the

museum and learn about the rich history and culture of Namibia. Our touch screen display

designs have the potential to be changed and expanded upon to keep up with the demand in the

future. We have provided ways in which these changes can be implemented as well as other

suggestions for incorporating the use of technology into the museum in the years to come.

42

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Mans, M. (1997). Ongoma!: Notes on Namibian Musical Instruments. Gamsberg Macmillan

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APPENDIX A: MUSEUM STAFF INTERVIEW PLAN

Details:

Where: National Museum of Namibia When: Week of March 15th to March 19th Who: Anzel Veldman, curator, and any other staff member important to our project How: In person

Introduction:

We are the group of engineering students from Worcester Polytechnic Institute

in the United States. We are in Windhoek to help improve the Etosha and Musical

Instruments Displays here at the Owela Display Centre. We are interviewing you to help

us gain a better understanding of your expected results of our project. Thank you for

your time.

Information Goals:

What makes a good interactive exhibit?

What are some visible ways in which they enhance a visitor’s experience?

Have there been any other technological updates in the museum?

o If so, what was the result?

Who will be implementing the final design?

What resources, either materials or people, will be useful to our group to gather more

information about the displays?

What research materials are available in the museum for us to use?

What are some things that you would like to see in the displays as a result of this

project?

46

APPENDIX B: VISITOR INTERVIEW PLAN

Details:

Where: National Museum of Namibia When: Week of March 15th to March 19th Who: Visitors at the Owela Display Centre who are willing to participate How: In person

Introduction:

We are a group of engineering students from Worcester Polytechnic Institute in

the United States. We are here in Windhoek working with the National Museum of

Namibia in assisting them to improve their displays. We will be researching traditional

Namibian music and Etosha National Park to gather additional information to be

included in their displays.

Your participation in this interview is both voluntary and confidential. None of

your personal information will appear in our research reports. The results of this

interview will be used to help direct our research, so that we can investigate what

visitors like you would most want to see in the modified exhibits. Thank you for your

time.

Information Goals:

Why have you come to the museum today?

How many times have you been to the National Museum of Namibia?

Which topics in the museum do you find to be the most interesting?

o Most informative?

o Most entertaining?

From a your standpoint, what makes a good exhibit?

Are there some exhibits you have seen in other museums in Africa or elsewhere that have stood out to you or gotten your attention?

o Any specific examples?

Are there certain kinds of exhibits you find boring?

o Any specific examples?

How could the displays in the museum be improved?

47

APPENDIX C: EXISTING DISPLAY/PROTOTYPE VISITOR SURVEY

Owela Display Centre Survey

Introduction: We are a group of engineering students from Worcester Polytechnic Institute in the United States. We are here in Windhoek working with the National Museum of Namibia to improve their displays. Your participation in this survey is both voluntary and confidential. None of your personal information will appear in our research reports. The results of this survey will help us determine the success or failure of our displays. Thank you for your time.

Basic Questions:

Including today, how many times have you visited the Owela Display Centre? _____1 _____ 2-‐5 _____ 5-‐10 _____ 10+

Do you live in the Windhoek region? _____ Yes _____ No (If no, where are you from: ________________________________)

What is your age? _____ Under 18 _____ 18-‐34 _____ 35-‐59 _____ 60+

Knowledge Questions: How much do you know about the following topics?

I know… Nothing A little An average amount A lot About… The people who grow the Omahangu Millet

Traditional Namibian musical instruments

The animals of Etosha

Satisfaction Questions: Please respond to the following statements on the following scale by checking one box in each row:

Statement Strongly Agree

Agree Neutral Disagree Strongly Disagree

Overall, I was happy with the exhibit The exhibit met my expectations The information presented was interesting I felt engaged in the exhibit I enjoyed my time with the exhibit I learned something from the exhibit I spent longer than I expected at the exhibit The exhibit was easy to view I will recommend the Owela Museum to others

48

Owela Display Centre Survey

Knowledge Questions: How much do you know about the following topics?

I know… Nothing A little An average amount A lot About… The people who grow the Omahangu Millet

Traditional Namibian musical instruments

The animals of Etosha

Satisfaction Questions: Please respond to the following statements on the following scale by checking one box in each row:

Statement Strongly Agree

Agree Neutral Disagree Strongly Disagree

Overall, I was happy with the exhibit The exhibit met my expectations The information presented was interesting I felt engaged in the exhibit I enjoyed my time with the exhibit I learned something from the exhibit I spent longer than I expected at the exhibit The exhibit was easy to view I will recommend the Owela Museum to others

Comments: _______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

49

APPENDIX D: MUSEUM STAFF INTERVIEW NOTES

Present: Anzel Veldman, Eugene Marais, Janine Pizzimenti, Lee Chiang, and Lillian Clark

March 17, 2010

What makes a good interactive exhibit?

It should provide more information because currently some of the exhibits do not give much for the visitor to learn about. There should be additional information and content to put into touch screen displays

What are some visible ways in which they enhance a visitor’s experience?

Visitors will spend more time in the museum learning about the exhibits.

Have there been any other technological updates in the museum? If so, what was the result?

There was a TV in one of the displays and it played a movie but the sound was distracting for museum staff and got annoying. A lot of the displays have not been updated in quite some time. The ones you will be working on are semi-‐permanent. The pottery display and the cheetah display are subject to change so you should not choose to work on them.

Who will be implementing the final design?

The touch screens are available and you will be able to program them with you designs. There are three touch screens in total, which can be operated from old computers. You will be programming the displays in html and will need the touch screen software.

What resources, either materials or people, will be useful to our group to gather more information about the displays?

The Polytechnic of Namibia and the museum library have resources that are available for research. Eugene is knowledgeable about the technology aspects of this project. There are museum staff will be willing to help if you ask. Dr. Minette Mans will also be useful for obtaining recordings and pictures for the music display

What research materials are available in the museum for us to use?

The museum library has lots of books that are available. There is a color copier and scanner in Anzel’s office.

What are some things that you would like to see in the displays as a result of this project?

The displays should be geared towards high school students and adults. The touch screens will be installed too high for young children so they do not risk breaking them. There is a room in the Owela Display Centre that is more appropriate for their age. Sounds should be added, especially for the music display. Maybe it would be beneficial to have motion sensors for the sounds?

50

APPENDIX E: VISITOR INTERVIEW NOTES

March 18, 2010

11:05 am - Middle-aged man


I am visiting the museum from the Netherlands because my great grand father was a pioneer in Namibia and he wanted to come back and learn more about the history of the country.


It was my first time at the museum.


None of the exhibits really stood out to me but I prefer face-‐to-‐face interaction to learn about history instead of the exhibits


They should be interactive


None


These exhibits are not that interesting and I have seen most of the items in them before


I suggest adding multimedia to make the displays more informative and interesting

12:15 pm – Three young adults


We’re all studying to be 6th and 7th grade teachers at the Windhoek College of Education. We came to learn more about music, drama, and culture.


It’s our first time at the museum.


The animal and the Omahangu displays are our favorites.


Sounds


51

None


None


The displays could be improved if we could hear how the people talked or what the instruments sound like.

12:40 pm – Middle-aged couple


We are from Namibia and had never been before.


Our first time at the museum.


Our favorite displays were the ones with the cheetah and the Etosha display


More information


None


None


We suggest that the museum advertise in the newspaper to get more tourists to visit

12:45 pm – Young Couple


We’re from Namibia and had never been to the museum


First time


We were impressed by all of the animals that were in the displays and they thought they looked real. The man’s favorite was the Omahangu because it is his culture


Learning about the culture is interesting

52


None


None


No suggestions

1:30 pm – Family with two young kids


[Father]: I come a lot and wanted to bring the family today.


The family comes to the museum a lot.


The children love the crocodile and the animals, especially the bird in the Etosha display.


Interesting for the children


None


None


No suggestions

1:35 pm – Five young adults


We are from Namibia and had never been to the museum before.


First time.


We come from all backgrounds and like to see the displays that show each of our cultures and traditions. Our favorite displays were the Etosha display and the springbok


Ones that display interesting things about the cultures

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None


We do not like the snake.


No suggestions, we really liked it.

54

APPENDIX F: OMAHANGU DISPLAY CONTENT

The Okavango River, with a length of more than 1100 km, provides water and fertile

soils for the many people who settle near its banks. The San (“Bushmen”) lived on the north and

south sides of the lower Okavango before the five Bantu tribes who are now settled along the

banks. The area north of the lower Okavango has only been sparsely settled but on the middle

banks there are Ngangela, Nyemba, and a small group of Mbwela. To the west the Ovambo

people are densely settled. The Fwe, Subia, and Yei peoples are on the east of the river. The

Kavango peoples are also located on the east of the river flood plain. Bantu peoples settled near

the borders of the Okavango swamp are Yei, Tawana, and Herero (Rodin, 1985).

Agriculture is the chief food source. Other vital sources of food include cattle raising,

fishing, hunting, and gathering. The Omahangu millet (Pennisetum typhoïdes) is a staple food for

the people of northern Namibia and the most important cultivated plant in Africa. This is

because it can withstand extended drought and still produce a crop with a minimum of rainfull,

unlike corn or mealies. It also has a higher nutritive value and more protein compared to corn.

In fact, during the rainy season when food can be scarce, the young millet seeds are sometimes

cooked in fat and eaten to reduce the effects of starvation. Its common names are millet, pearl

millet, poko grass, kaffermannam, and fokogras (Rodin, 1985).

The millet is cultivated using a hoe (ekuna) to till the soil and the women plant the seeds

on raised mounds of soil usually during the month of December. The raised mounds prevent the

seed from being washed away during the rainy season. The millet is harvested usually from

April to June after the rainy season. After the grain is harvested, it is stored in large baskets that

the men make from reeds found in the river. The baskets are smeared with clay and dung to seal

to top and to keep animals out (Rodin, 1985).

According to Rodin (1985), omahangu can have up to seventeen uses in the northern

Namibian cultures. The most important use is or porridge, which is prepared by the women.

55

After the grain has dried, the flour is sifted and the yellow bran is removed until there is only

white flour remaining. The fine white flour is added to the boiling water until the mixture is

thick. This meal is typically eaten with either meat or potherbs.

Another use of the millet is for beer. Bran (onghundu) is sometimes mixed with the

white flour and made into a “rough beer” which is made over night and has a low alcohol

content. Kaffir beer (omalodu) is another type of beer that is consumed in large quantities. It can

be considered a staple food because of the high amount of millet flour that is suspended in the

drink and the low alcohol content. Another Kaffir beer (omanyeu) is made without the addition

of the fine flour and has even less of an alcohol content. Because it is a little sweeter the children

like to drink it. Rough beer (oshikundu) is made from the malt sediment and is usually drunk

early in the morning. It has a lot of grain suspension, which makes it much thicker than the

other beers (Rodin, 1985).

Cakes can be made from dough prepared from the ground flour along with cold water

and salt. The dough is patted into flat cakes called omungome and then cooked on coals. This

dough can also be rolled into balls and cooked in boiling water, similar to dumplings eaten by

Europeans. Another form of cake can be made from boiling ground millet and salt to form

porridge. It is then roasted over a charcoal fire. These cakes were popular to take when

travelling or hunting as food (Rodin, 1985).

There are several other smaller uses for omahangu. The green stems and leaves can be

used to clean the teeth after eating. The coarser parts of the flour (onghundu) can also be used

to clean the red ochre grease paint from the body. Dried stalks of the plant (oshihati) are used as

one of the grasses for the thatching of the conical roofs over the cooking areas, as seen in Figure

1. They are not very waterproof but they provide shade from the sun during the hot dry

weather (Rodin, 1985).

One of the main cultivators of the omahangu millet is the Ovambo people of northern

Namibia and southern Angola. They called themselves the Aayamba, meaning the rich, and were

56

named Ovambo by the Herero people. They were agricultural and cattle raising people, so their

food supply was dependent on annual rainfall. Some of their crops included millet, kaffir, and

some beans an vegetables, and they cultivated them on raised ground. Agriculture was not their

only skill, they had many handicrafts, such as basketry, pottery, and metal working—typically

copper and iron (Eiroia, 1983).

Ovamboland, the area the Ovambo people were settled, was divided into small

kingdoms. Each king of the sub-‐tribe had absolute power. He was also the mediator of the

people and higher powers, so him and his family were considered sacred. Each tribe then

consisted of clans, and sometimes sub-‐clans. Their houses were widely scattered, and people

lived with people of all different clans. The Ovambo people followed a matrilineal pattern, and

were polygamists. If wealthy, a man could have five of six wives, and even a poorer man could

have two or three. The more wives a man had, the higher his status in the community (Eiroia,

1983).

The chief was the priest and master of the land, as well as the judge and leader in war.

He therefore had wealth and religious status. The Ovambo people had a realistic and sensible

religion that promised the people assistance in their everyday lives. However, it had many rules

and taboo. The people honored age, wealth, and the deceased. For example, a deceased father

was believed to give his family fertility, good harvest, and good health. Additionally, the

Onganga cured illnesses, explained the will of spirits, and interpreted omens (Eiroia, 1983).

Ovambo children are taught traditional songs and dances at a young age. They often play

drums and skip to these songs. Boys hunted with bows and arrows they made, and girls made

dolls and would play “mother” with them in small homes they made of grass, where they would

even cook small amounts of food. Girls also would make clay pots, woven baskets, and beads

from seeds. In general, girls worked with the plants, while boys worked with the animals,

although boys collected marula fruit and the girls would extract the juice to make beer. Also,

grandparents would tell the children stories and proverbs around the fire. (Kenny, 1991).

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APPENDIX G: NOTES FROM EMAIL CORRESPONDENCE WITH DR. MANS

March 25, 2010

• There are a few instrumental recordings on the CD accompanying the book “Musical Cultures in the Kunene Region” by Dr. Mans, which is available in bookstores of the Scientific Society. They are from Ovahimba and Ovazimba cultures and include musical bows and pluriarc

• There are small video clips and audio clips on the online sire of the IJEA (International Journal of Education and the Arts) Vol. 1 No. 3 by Dr. Mans

• There may be audio recordings at the National Archives. They have a copy CD of the Research Report on the project “The Living Music and Dance of Namibia” 2005 by Dr. Mans and E. Oliver. There are lots of pictures and descriptions that may be useful for checking orthographies, local names, and detailed descriptions of instruments.

March 26, 2010

• The are instrumentalist around but we would have to travel and we would need an interpreter

• There are several instrument players in Otuzema in Opuwo (strings). There are a few bow players and drummers in Caprivi and Kavango. There are are Ju’/hoan instrumentalists in Tsumkwe

• There are typically no instrumentalists in Windhoek unless someone is visiting because people don’t usually carry their instruments around them

• The French Embassy or FNCC may have Emmanuelle Oliver’s Ju’/hoan recordings (produced in Acora France)

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APPENDIX H: TRADITIONAL MUSICAL INSTRUMENT DISPLAY CONTENT

The Ovahima and Ovazimba cultures and their music are particular to the Kunene

region, which is located in northwestern Namibia. The Ovaherero and Damara people also live

in this region. The northern part of the region is known as Kaokoland and the southern portion

is a part of Damaraland. The south-‐eastern section is mostly used as commercial farmland and

the west is part of the Namib desert (Mans, 2004).

Music is important in many aspects of daily life and is incorporated into most occasions.

They tell stories of the mountains and their importance to the people because it is a common

place to take their cattle when there is no more grass in the flatlands. Beef and goat farming is

one of the main economic activities in this region. Music is also used in celebrations, games, for

healing the sick, or just for entertainment (Mans, 2004).

When the men are on the move with their cattle, they may stay outside their family

compounds with other families that they know. When they leave the cattle, they blow an oryx

horn called ondjembo yerose. The horn is made of wax attached to an air column. This bulb

lengthens the horn and gives it a deeper sound. When the horn is being played, the man may

move his body around and change positions with every tone. The wax on the horn can easily

break so the herders do not usually take the horn with them when they walk. Instead they may

take the outa because it is lighter and easier to carry (Mans, 2004).

Omutjopa is a social dance and game that is played by both genders. The song is led by

one person and followed by a chorus. It also includes clapping, playing two drums called the

ongoma and ompindkingo, and dancing, which two people usually perform. Women and men

may play the drums. They are usually laid flat on the ground while the player bends over at the

waist to play them. The performers stand in a circle facing the outside with the men on one side

and the women on the other. As the ompindjingo plays the basic pattern the ongoma drum joins

and the singing begins when the leader starts (Mans, 2004).

59

Olundongo is a practice that may have had healing purposes for the people of

Ovangambwe or Ovahakahona descent. In the past it was used to strengthen men before they

went to battle or a raid. Only strong women were also allowed to perform it. Today, everyone is

allowed to participate in the performances for entertainment so the power of these songs is said

to be less effective. Although there is no dance during olundongo people will often clap their

hands and sing while the healer will shake a gourd rattle (Mans, 2004).

An otjihumba is an example of a pluriac instrument because it consists of a number of

bows that are attached to a resonator in the shape of an arc. It is played by strumming the

strings with the index finger and thumbs of both hands. The musician will usually only play the

otjihumba and not sing at the same time. When songs are sung, they are often about a person’s

cattle, families, and lineage. These quiet songs are mostly made up of 3 notes and the listener

may only nod their head to the music (Mans, 2004).

An ombulumbumba consists of a wooden bow with a string attached at either end. A

gourd is attached to the bow and resonates the sound as it is being produced, making it louder.

When it is played it is held on the player’s bare chest. It can be opened and closed to create

different partials (harmonics) above the fundamental tone. The musician can also make vocal

sound effects by clicking his tongue against the side of his teeth. Songs using this instrument

usually tell stories and are not commonly played by young people anymore (Mans, 2004).

The ondendele or the outa can be considered one of the oldest among the Ovahimba and

Ovazemba people. It is played with a small wooden stick that strikes the string while shaping

the mouth to create different overtones. Usually men play this instrument, often while walking

or herding their cattle. Sometimes there are spoken passages interspersed within the playing

(Mans, 2004).

60

APPENDIX I: ETOSHA DISPLAY CONTENT

BLACK RHINO

The black rhino (diceros bicornis) is actually gray. It lives in bushy county in central and

southern Africa and was heavily hunted for its horn that is considered to be a coveted trophy. It

is slightly shorter and less frequently seen than the white rhino. The upper lip is used for

stripping leaves from the trees to eat. The rhino also has very keen hearing but poor eyesight.

They mate throughout the year and the pregnancy lasts about 19 months. Only one young is

born at a time. The mother is very affectionate and will fiercely defend her young.

CHEETAH

The cheetah, Acinonyx jubatus, has fur that is yellowish with solid black spots that are

equally distributed around the whole body. The tail has rings and the ears are dark with light

tips. Two dark lines run from the forehead across the eyes and then down the face to the mouth.

Unlike other cats, it has some similarities to a dog, including the length of its neck and the

appearance of its paws, its inability to retract its claws, its running ability, and its method of

hunting. The cat is around 2 meters long, including its long tail, and usually weighs from 45 to

68 kilograms.

The cheetah does not attack its prey like other cats. Instead, it uses a cautious approach

to sneak up to its prey, such as a gazelle, springbok, hare, or guinea hen, and leap on it. It is the

fastest runner of any mammal and if the animal manages to get away, then the cheetah can run

up to 44 kilometers an hour to catch it. They hunt during the day, usually in the early morning

or evening to avoid the heat.

ELEPHANT

Loxodonta Africana, the elephant, is the largest mammal that lives on the land. Adults

can sometimes exceed 7 meters in length. Their trunks are more than 2 meters long and their

61

tails more than 1 meter. The adult male can weigh more than 5 tons and occasionally getting to

be 6 ½ tons. Elephants are known for their distinct tusks and ears. Tusks on a male usually

measure 2 meters although they can be as long as 2 ½ and weigh about 68 kilograms.

They are forest and savanna animals but they also spend a lot of time in the prairies and

meadows. An adult male can spend up to 16 hours each day selecting and eating 300 kg of

vegetable matter. If it lives a full life, it will have processed about 4,000 tons before it dies. A

herd of elephants will also make long journeys, covering more than 100 kilometers a day in

search of water because they can drink up to 40 gallons a day as well as use it for bathing. The

herd usually consists of 10 to 20 members and one old female as the leader.

GIRAFFE

Giraffa camelopardalis, the giraffe, is the tallest of all living animals and is known for its

long neck and legs. Males can stand over 5 meters high with a third of their height being their

neck. The neck is so heavy that they must have large muscles for support, which is why their

shoulders are higher than their rump. A giraffe’s neck is made up of seven long vertebrate, as

many as any other mammal. Inhabiting the savannahs and the open woodlands, they mainly use

their necks to help them feed on the leaves of the acacias and other trees. Giraffes also have very

keen eyesight and they can keep visual contact with another animal over long distances.

KORI BUSTARD

The largest bird of the bustard family is the Kori Bustard, Areotis kori. Bustards live in

the plains as well as in the drier country. They are dark brown mixed with sandy colored

feathers. Bustards are not very social animals, but some of the species form family parties or

small flocks outside the breeding season. Bustards eat mainly vegetation and grains, but they

will also eat a considerable amount of animal prey, like lizards. Because they are so heavy, they

will usually avoid flying and stay on the ground, foraging for food.

62

KUDU

Kudu, Tragelaphus strepsiceros, are all browsers, feeding on vegetation above the

ground. They have to rely on the thickets for their protection, so they are hardly ever seen in the

open. Their striped coats make it easier for them to hide in their environment. Both sexes have

horns made of fused hairs that lie over a boney center, but the male’s are much larger and

magnificent. When the males face off, they will lock their horns in a competition to see who has

the stronger pull. When threatened, the kudu will often run away rather than fight.

LION

The lion, panthera leo, is commonly known as the “king of beasts”. They live in social

groups called prides, which consist of males, females, and their cubs. The color of their mane

varies among male lions and the fur color is a yellowish gray with a black tuft on the tip of the

tail. A male lion can measure from 2 to 3 meters in length and weigh about 180 kilograms.

Unlike a normal house cat, its loud roar is due to an elastic ligament associated with the bones

that support the tongue and its muscles.

The lion is an opportunistic feeder so they will catch their food, scavenge or scrounge for

their food. Hunters by night, they will ambush their prey, such as zebra and antelopes, which

rely on the watering hole to survive. To kill, the lion uses his its teeth and claws, but the strike of

a paw may be enough to take an animal down. They can consume more than 23 kilograms of

meat in one sitting after a catch but they will usually only eat part of the carcass.

MONITOR LIZARD

Monitor lizards, Varanus, are the largest lizards in the world are widespread across the

African continent. Most of the species live on the land but there are some species that live in the

trees or spend time in the water. Its heavy tail can be used as a whip for defense but it will

usually only attack if it is cornered. They also have long necks and powerful jaws. The lizard’s

distinct upper teeth are used to intimidate their predators when in danger. The female can lay

63

from seven to thirty seven eggs, which it will often cover with soil or hide in a hollow tree stump

to protect them.

ORYX

The Oryx, Oryx gazella, is an antelope with long, straight, ringed horns with a slight

curve. Both males and females have these horns, but the males often use them in fights of

rivalry. The horns can be quite lethal and are used to fend predators like lions, leopards, and

other carnivores. They prefer to live in near-‐desert conditions and can survive without water

for long periods of time. The East African Oryx is closely related to the Gemsbok, which inhabits

all of eastern and southern Africa. Both are considered to be threatened species because their

horns are a prized game trophy.

OSTRICH

The ostrich, Struthio camelus, is found only in Africa and typically live in the dry

savannah or brush land. Their small wings make them incapable of flying. Feeding in groups of

six to eight, they eat bugs that the herds scratch up for them along with various fruits, gourds,

wild figs, and flowering shrubs. An ostrich acts as a sort of watchtower for the herds they stand

among, spotting danger a long way off. The males can also produce a loud booming note that is

similar to the roar of a lion. If a predator is spotted, they can run up to 72 kilometers an hour to

out run them.

Ostriches lay the largest eggs of all living birds, where one egg is equal to about two-‐

dozen hen’s eggs. Males are good fathers and will take shifts incubating the eggs for five to six

weeks. If jackals try to steal the eggs the ostrich will use their tough toenails as a weapon, but

the birds prefer to run from danger. The chicks take three to four years to mature fully.

SPRINGBOK

Springbok, Antidorcas marsupialis, are short grass feeders and are commonly seen in the

plains grazing. The springbok eat the highest amount of protein of the grazing animals, which

64

they find in the shoots and herbs. If there is a shortage of these, then it will eat the winter-‐

sprouting leaves of acacias or twigs of the saltbushes. They need very little water to survive and

will get more of it from the vegetation that they eat.

They also rely on the plains to spot their predators like the lions. Springbok will often

leap high up into the air when they are excited or nervous that a predator is near. This is known

as “pronking” or “slotting”. The leaping shows off their individual strength and fitness so the

predator will choose another weaker member of the group.

VULTURE

The most numerous of the African vulture species is the White-‐backed Vulture, Gyps

africanus. Most vultures feed on the decaying flesh of dead animals and may be found together

in hundreds at a carcass. All vultures can detect a carcass by sight and by the other scavengers

around it. When they see this, they fly down at a great speed to eat. Sometimes they will eat so

much and so heavily that they will be scarcely be able to fly. The plains and the grasslands are

the favorite hunting ground for these birds.

WARTHOG

The warthog, Phacochoerus aethiopicus, lives in the open grasslands and savannah and is

frequently seen roaming around in the daytime. The warthog is an omnivore and its diet

consists of grasses, roots, berries, fruits, bark, fungi, eggs, and small mammals. When feeding,

they often bend their front legs backwards and move around on their knuckles. Its large tusks

turn upwards and its thick wrinkled skin is almost bare. The warthog has been hunted for these

ivory tusks as well as for its meat. If an animal that is too large to fight pursues the warthog, it

will run backwards into its den, keeping its guard up by thrusting its tusks towards its enemy.

Its main predators are humans, lions, leopards, crocodiles, and hyenas.

65

WILDEBEAST

The Connochaetes taurinus, or the wildebeast, is a short grass feeder and lives in the

plains. They rely on the open grasslands to spot their predators, such as the lion. The

wildebeasts get their protein from the lower part of the short grasses, left by the zebra, which

they can easily digest. Both the male and female have the distinct widespread horns. The white

tailed wildebeast can now only be found on preserves because it was almost extinct.

ZEBRA

The common zebra, Equus burchelli, is considered to be the most common of plain

animals. Their digestive system is well adapted to gain the maximum nutrition from the grass it

eats, but it will leave much of the lower plant for other grazing animals. They rely on the open

plains to feed on the short grasses and to spot their predators, such as the lion. Its senses are

keen and it is always on high alert, so at the slightest suspicion of danger, the animal will dash

off with great agility. The herd always has a leader whose job is to warn the other animals of

danger. If running is not an escape option, they can kick with incredible strength. Sometimes

they can even drive off lions that attack their families at the watering holes.

JACKAL

The jackal, canis adustus, is native to central and southern Africa. It primarily lives in the

woodland or scrub areas instead of the open plains. As an omnivore, it’s diet changes as the

seasons change and it can adapt well. It is usually seen foraging alone for fruit and also hunting

small mammals like mice and rats. A jackal will often show up where a lion has made a kill and

steal the scraps of meat they can get at.

LEOPARD

The leopard, Leo pardus, lives in both the tropical rain forests and in the drier open

country of Africa and Asia. They are very agile and able to climb up trees with ease. The leopard

eats a wide variety of food, including deer, antelope, warthogs, impala, and birds. It will hunt at

66

dusk using its sight or keen sense of smell to sneak up on its prey. It may use its tree climbing

skills to drag a carcass up a tree to keep it away from hungry scavengers like hyenas or jackals.

A good-‐sized leopard can be almost 1 and ½ meters long and 45 kilograms.

67

APPENDIX J: OMAHANGU DISPLAY HTML CODE

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title.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <a href="quiz1.htm"><div id="backgroundtitle"></div></a> <body> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

quiz1.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="quiztitle"><center>Question 1</center></div> <div id="quiztext"> Omahangu <i>(Pennisetum typhoïdes)</i> is the most important staple of the cultivated plants in Africa. </div> </div> <body> <div id="imgmillet"></div> <a href="quiz1true.htm"><div id="trueimg"></div></a> <a href="quiz1false.htm"><div id="falseimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Quiz1false.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title>

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<meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="wrongtitle"><center>1ncorrect!</center></div> <div id="quiztext"> Omahangu <i>(Pennisetum typhoïdes)</i> is the most important staple of the cultivated plants in Africa. <br><br> <b>True. This type of millet can be used to make porridge, beer and cakes that are an important part of the diet of the people. </b> </div> </div> <body> <div id="imgmillet"></div> <a href="quiz2e.htm"><div id="nextimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Quiz1true.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="righttitle"><center>Correct!</center></div> <div id="quiztext"> Omahangu <i>(Pennisetum typhoïdes)</i> is the most important staple of the cultivated plants in Africa. <br><br> <b>True. This type of millet can be used to make porridge, beer and cakes that are an important part of the diet of the people. </b> </div> </div> <body> <div id="imgmillet"></div> <a href="quiz2h.htm"><div id="nextimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Quiz2E.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="quiztitle"><center>Question 2</center></div> <div id="quiztext">

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Omahangu is only used for food. </div> </div> <body> <div id="imgmilletprep"></div> <a href="quiz2Etrue.htm"><div id="trueimg"></div></a> <a href="quiz2Efalse.htm"><div id="falseimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Quiz2Efalse.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="righttitle"><center>Correct!</center></div> <div id="quiztext"> Omahangu is only used for food. <br><br> <b>False. Dried stalks of the plant <i>(oshihati)</i> are used as one of the grasses for thatching the conical roofs of huts over the cooking areas. Although they are not very waterproof, they provide shade from the sun during the hot dry season.</b> </div> </div> <body> <div id="imgmilletprep"></div> <a href="quiz3MA.htm"><div id="nextimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Quiz2Etrue.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="wrongtitle"><center>1ncorrect!</center></div> <div id="quiztext"> Omahangu is only used for food. <br><br> <b>False. Dried stalks of the plant <i>(oshihati)</i> are used as one of the grasses for thatching the conical roofs of huts over the cooking areas. Although they are not very waterproof, they provide shade from the sun during the hot dry season.</b> </div> </div>

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<body> <div id="imgmilletprep"></div> <a href="quiz3E.htm"><div id="nextimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Quiz2H.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="quiztitle"><center>Question 2</center></div> <div id="quiztext"> The green stems and leaves from the <i>omahangu</i> plant are used to make combs for the hair. </div> </div> <body> <div id="imgmilletprep"></div> <a href="quiz2Htrue.htm"><div id="trueimg"></div></a> <a href="quiz2Hfalse.htm"><div id="falseimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Quiz2Hfalse.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="righttitle"><center>Correct!</center></div> <div id="quiztext"> The green stems and leaves from the <i>omahangu</i> plant are used to make combs for the hair.<br><br> <b>False. The stems and leaves can be used as a toothbrush to clean the teeth after eating. The coarser parts of the flour <i>(onghundu)</i> can also be used to clean the red ochre great paint from the body.</b> </div> </div> <body> <div id="imgmilletprep"></div> <a href="quiz3H.htm"><div id="nextimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

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Quiz2Htrue.htm

<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="wrongtitle"><center>1ncorrect!</center></div> <div id="quiztext"> The green stems and leaves from the <i>omahangu</i> plant are used to make combs for the hair.<br><br> <b>False. The stems and leaves can be used as a toothbrush to clean the teeth after eating. The coarser parts of the flour <i>(onghundu)</i> can also be used to clean the red ochre great paint from the body.</b> </div> </div> <body> <div id="imgmilletprep"></div> <a href="quiz3MB.htm"><div id="nextimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Quiz3E.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="quiztitle"><center>Question 3</center></div> <div id="quiztext"> The soils along the Okavango River are dry and infertile. </div> </div> <body> <div id="imgriver"></div> <a href="quiz3Etrue.htm"><div id="trueimg"></div></a> <a href="quiz3Efalse.htm"><div id="falseimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Quiz3Efalse.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head>

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<title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="righttitle"><center>Correct!</center></div> <div id="quiztext"> The soils along the Okavango River are dry and infertile.<br><br> <b>False. The relatively sandy soil in the region is enriched in the flood plain due to the Okavango River silt that is deposited on the terraces. The mouths of the usually dry streambeds in Namibia become covered with a layer of fertile soil that is used for growing crops like <i>omahangu</i>.</b> </div> </div> <body> <div id="imgriver"></div> <a href="quiz4EB.htm"><div id="nextimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Quiz3Etrue.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="wrongtitle"><center>1ncorrect!</center></div> <div id="quiztext"> The soils along the Okavango River are dry and infertile.<br><br> <b>False. The relatively sandy soil in the region is enriched in the flood plain due to the Okavango River silt that is deposited on the terraces. The mouths of the usually dry streambeds in Namibia become covered with a layer of fertile soil that is used for growing crops like <i>omahangu</i>.</b> </div> </div> <body> <div id="imgriver"></div> <a href="quiz4EA.htm"><div id="nextimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Quiz3H.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head>

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<div id="background"> <div id="quiztitle"><center>Question 3</center></div> <div id="quiztext"> The Ovambo peoples were monogamist. </div> </div> <body> <div id="imgriver2"></div> <a href="quiz3Htrue.htm"><div id="trueimg"></div></a> <a href="quiz3Hfalse.htm"><div id="falseimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Quiz3Hfalse.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="righttitle"><center>Correct!</center></div> <div id="quiztext"> The Ovambo peoples were monogamist.<br><br> <b>False. If wealthy, a man could have five or six wives. Even a poor man could have two or three. A man’s status in the community was determined by how many wives he had.</b> </div> </div> <body> <div id="imgriver2"></div> <a href="quiz4HB.htm"><div id="nextimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Quiz3Htrue.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="wrongtitle"><center>1ncorrect!</center></div> <div id="quiztext"> The Ovambo peoples were monogamist.<br><br> <b>False. If wealthy, a man could have five or six wives. Even a poor man could have two or three. A man’s status in the community was determined by how many wives he had.</b> </div>

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</div> <body> <div id="imgriver2"></div> <a href="quiz4HA.htm"><div id="nextimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Quiz3MA.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="quiztitle"><center>Question 3</center></div> <div id="quiztext"> Beer is the most important staple food made with the millet. </div> </div> <body> <div id="imgriver2"></div> <a href="quiz3MAtrue.htm"><div id="trueimg"></div></a> <a href="quiz3MAfalse.htm"><div id="falseimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Quiz3MAfalse.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="righttitle"><center>Correct!</center></div> <div id="quiztext"> Beer is the most important staple food made with the millet.<br><br> <b>False. The most important staple food is porridge, which is prepared by the women who have ground the dried grain with a little water. The flour is sifted and the yellow bran is removed. Then the flour is sifted again until it is white. When the meal is being prepared fine flour is added to the boiling water until the mixture is thick while the woman constantly stirs it. It is commonly eaten with meat or with potherbs. Milk and butter may also be put on it and then eaten with three or four fingers.</b> </div> </div> <body> <div id="imgriver2"></div> <a href="quiz4M.htm"><div id="nextimg"></div></a>

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<iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Quiz3MAtrue.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="wrongtitle"><center>1ncorrect!</center></div> <div id="quiztext"> Beer is the most important staple food made with the millet.<br><br> <b>False. The most important staple food is porridge, which is prepared by the women who have ground the dried grain with a little water. The flour is sifted and the yellow bran is removed. Then the flour is sifted again until it is white. When the meal is being prepared fine flour is added to the boiling water until the mixture is thick while the woman constantly stirs it. It is commonly eaten with meat or with potherbs. Milk and butter may also be put on it and then eaten with three or four fingers.</b> </div> </div> <body> <div id="imgriver2"></div> <a href="quiz4EB.htm"><div id="nextimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Quiz3MB.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="quiztitle"><center>Question 3</center></div> <div id="quiztext"> Omahangu is the first choice in crop in northern Namibia and is usually planted annually in December every year. </div> </div> <body> <div id="imgriver"></div> <a href="quiz3MBtrue.htm"><div id="trueimg"></div></a> <a href="quiz3MBfalse.htm"><div id="falseimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body>

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</html>

Quiz3MBfalse.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="wrongtitle"><center>1ncorrect!</center></div> <div id="quiztext"> Omahangu is the first choice in crop in northern Namibia and is usually planted annually in December every year.<br><br> <b>True. It is their first choice crop because it can withstand extended drought and still produce a crop with minimum rainfall, unlike corn, or mealies. At the beginning of the rainy season when food is scarce the young millet seeds are sometimes cooked in fat and eaten to reduce the effects of starvation.</b> </div> </div> <body> <div id="imgriver"></div> <a href="quiz4M.htm"><div id="nextimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Quiz3MBtrue.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="righttitle"><center>Correct!</center></div> <div id="quiztext"> Omahangu is the first choice in crop in northern Namibia and is usually planted annually in December every year.<br><br> <b>True. It is their first choice crop because it can withstand extended drought and still produce a crop with minimum rainfall, unlike corn, or mealies. At the beginning of the rainy season when food is scarce the young millet seeds are sometimes cooked in fat and eaten to reduce the effects of starvation.</b> </div> </div> <body> <div id="imgriver"></div> <a href="quiz4HA.htm"><div id="nextimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

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Quiz4EA.htm

<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="quiztitle"><center>Question 4</center></div> <div id="quiztext"> Millet is the only thing grown in the flood plain. </div> </div> <body> <div id="imghut"></div> <a href="quiz4EAtrue.htm"><div id="trueimg"></div></a> <a href="quiz4EAfalse.htm"><div id="falseimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Quiz4EAfalse.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="righttitle"><center>Correct!</center></div> <div id="quiztext"> Millet is the only thing grown in the flood plain. <br><br> <b>False. Papyrus grows along the river and is gathered to make woven mats between September and November where there is no farming because the river is low.</b> </div> </div> <body> <div id="imghut"></div> <a href="quiz5MA.htm"><div id="nextimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Quiz4EAtrue.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1">

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<link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="wrongtitle"><center>1ncorrect!</center></div> <div id="quiztext"> Millet is the only thing grown in the flood plain. <br><br> <b>False. Papyrus grows along the river and is gathered to make woven mats between September and November where there is no farming because the river is low.</b> </div> </div> <body> <div id="imghut"></div> <a href="quiz5E.htm"><div id="nextimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Quiz4EB.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="quiztitle"><center>Question 4</center></div> <div id="quiztext"> The Ovambo people’s food supply each year is dependent on annual rainfall. </div> </div> <body> <div id="imghut"></div> <a href="quiz4EBtrue.htm"><div id="trueimg"></div></a> <a href="quiz4EBfalse.htm"><div id="falseimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Quiz4EBfalse.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="wrongtitle"><center>1ncorrect!</center></div> <div id="quiztext"> The Ovambo people’s food supply each year is dependent on annual rainfall.<br><br> <b>True. The main food supply of the Ovambo peoples came from products they grew. Their crops included millet, kaffir, and somes beans and vegetables, which they would cultivate on raised grounds. These crops required rain as their water

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supply.</b> </div> </div> <body> <div id="imghut"></div> <a href="quiz5E.htm"><div id="nextimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Quiz4EBtrue.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="righttitle"><center>Correct!</center></div> <div id="quiztext"> The Ovambo people’s food supply each year is dependent on annual rainfall.<br><br> <b>True. The main food supply of the Ovambo peoples came from products they grew. Their crops included millet, kaffir, and somes beans and vegetables, which they would cultivate on raised grounds. These crops required rain as their water supply.</b> </div> </div> <body> <div id="imghut"></div> <a href="quiz5MA.htm"><div id="nextimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Quiz4HA.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="quiztitle"><center>Question 4</center></div> <div id="quiztext"> The five Kavango peoples live in villages on islands in the river and flood plain and on the river terraces bordering the flood plain of the lower Okavango River in Angola, Namibia, and Botswana. </div> </div> <body> <div id="imglandscape"></div>

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<a href="quiz4HAtrue.htm"><div id="trueimg"></div></a> <a href="quiz4HAfalse.htm"><div id="falseimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Quiz4HAfalse.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="wrongtitle"><center>1ncorrect!</center></div> <div id="quiztext"> The five Kavango peoples live in villages on islands in the river and flood plain and on the river terraces bordering the flood plain of the lower Okavango River in Angola, Namibia, and Botswana.<br><br> <b>True. The Kwangari, Mbundza, Sambyu, Geiriku, and Mbukushu all used omanangu in many aspects of their daily life.</b> </div> </div> <body> <div id="imglandscape"></div> <a href="quiz5MB.htm"><div id="nextimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Quiz4HAtrue.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="righttitle"><center>Correct!</center></div> <div id="quiztext"> The five Kavango peoples live in villages on islands in the river and flood plain and on the river terraces bordering the flood plain of the lower Okavango River in Angola, Namibia, and Botswana.<br><br> <b>True. The Kwangari, Mbundza, Sambyu, Geiriku, and Mbukushu all used omanangu in many aspects of their daily life.</b> </div> </div> <body> <div id="imglandscape"></div> <a href="quiz5H.htm"><div id="nextimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body>

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</html>

Quiz4HB.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="quiztitle"><center>Question 4</center></div> <div id="quiztext"> Onghundu is the coarse brown flour, commonly called “bran” by the Ovambos is used to make beer. </div> </div> <body> <div id="imglandscape"></div> <a href="quiz4HBtrue.htm"><div id="trueimg"></div></a> <a href="quiz4HBfalse.htm"><div id="falseimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Quiz4HBfalse.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="wrongtitle"><center>1ncorrect!</center></div> <div id="quiztext"> Onghundu is the coarse brown flour, commonly called “bran” by the Ovambos is used to make a low alcohol content beer.<br><br> <b>True. Bran is sometimes mixed with the white flour and made into “rough beer” <i>(oshikundu)</i>, which is made over night and has low alcohol content. It is often served with breakfast. Kaffir beer <i>(omalodu)</i> is consumed in large quantities daily and should be considered staple food because of the high amount of millet flour that is suspended in the drink and the low alcohol content. Another Kaffir beer <i>(omanyeu)</i> is made without the addition of the fine flour. It has even less alcohol content than <i>omalodu</i> and is a little sweeter so children enjoy it as a drink. </b> </div> </div> <body> <div id="imglandscape"></div> <a href="quiz5MB.htm"><div id="nextimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

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Quiz4HBtrue.htm

<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="righttitle"><center>Correct!</center></div> <div id="quiztext"> Onghundu is the coarse brown flour, commonly called “bran” by the Ovambos is used to make beer.<br><br> <b>True. Bran is sometimes mixed with the white flour and made into “rough beer” <i>(oshikundu)</i>, which is made over night and has low alcohol content. It is often served with breakfast. Kaffir beer <i>(omalodu)</i> is consumed in large quantities daily and should be considered staple food because of the high amount of millet flour that is suspended in the drink and the low alcohol content. Another Kaffir beer <i>(omanyeu)</i> is made without the addition of the fine flour. It has even less alcohol content than <i>omalodu</i> and is a little sweeter so children enjoy it as a drink. </b> </div> </div> <body> <div id="imglandscape"></div> <a href="quiz5H.htm"><div id="nextimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Quiz4M.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="quiztitle"><center>Question 4</center></div> <div id="quiztext"> The Ovambo people were religious people. </div> </div> <body> <div id="imgfishing"></div> <a href="quiz4Mtrue.htm"><div id="trueimg"></div></a> <a href="quiz4Mfalse.htm"><div id="falseimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

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Quiz4Mfalse.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="wrongtitle"><center>1ncorrect!</center></div> <div id="quiztext"> The Ovambo people were religious people.<br><br> <b>True. The Ovambo people had a traditional religion that promised assistance in everyday life. Even though their religion had many rules and taboo, it was practical and realistic. They also believed that a deceased father gave fertility and good harvest and health to his family.<b> </div> </div> <body> <div id="imgfishing"></div> <a href="quiz5MA.htm"><div id="nextimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Quiz4Mtrue.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="righttitle"><center>Correct!</center></div> <div id="quiztext"> The Ovambo people were religious people.<br><br> <b>True. The Ovambo people had a traditional religion that promised assistance in everyday life. Even though their religion had many rules and taboo, it was practical and realistic. They also believed that a deceased father gave fertility and good harvest and health to his family.<b> </div> </div> <body> <div id="imgfishing"></div> <a href="quiz5MB.htm"><div id="nextimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Quiz5E.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd">

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<html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="quiztitle"><center>Question 5</center></div> <div id="quiztext"> Agriculture was the only skill of the Ovambo people. </div> </div> <body> <div id="imgcrafts"></div> <a href="quiz5Etrue.htm"><div id="trueimg"></div></a> <a href="quiz5Efalse.htm"><div id="falseimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Quiz5Efalse.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="righttitle"><center>Correct!</center></div> <div id="quiztext"> Agriculture was the only skill of the Ovambo people.<br><br> <b>False. The Ovambo people also raised livestock such as cattle. Additionally, they created many handicrafts such as basketry, pottery, and metalworking using mostly copper and iron.</b> </div> </div> <body> <div id="imgcrafts"></div> <a href="title.htm"><div id="endimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Quiz5Etrue.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="wrongtitle"><center>1ncorrect!</center></div>

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<div id="quiztext"> Agriculture was the only skill of the Ovambo people.<br><br> <b>False. The Ovambo people also raised livestock such as cattle. Additionally, they created many handicrafts such as basketry, pottery, and metalworking using mostly copper and iron.</b> </div> </div> <body> <div id="imgcrafts"></div> <a href="title.htm"><div id="endimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Quiz5H.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="quiztitle"><center>Question 5</center></div> <div id="quiztext"> The people living in northern central Namibia and southern Angola named themselves the Ovambo people. </div> </div> <body> <div id="imgvillage"></div> <a href="quiz5Htrue.htm"><div id="trueimg"></div></a> <a href="quiz5Hfalse.htm"><div id="falseimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Quiz5Hfalse.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="righttitle"><center>Correct!</center></div> <div id="quiztext"> The people living in northern central Namibia and southern Angola named themselves the Ovambo people.<br><br> <b>False. These peoples were called the Ovambo people by the Herero people, but they referred to themselves as the Aayamba people, meaning “the rich”. They live along the central northern border of Namibia and were agricultural people. </b> </div>

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</div> <body> <div id="imgvillage"></div> <a href="title.htm"><div id="endimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Quiz5Htrue.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="wrongtitle"><center>1ncorrect!</center></div> <div id="quiztext"> The people living in northern central Namibia and southern Angola named themselves the Ovambo people.<br><br> <b>False. These peoples were called the Ovambo people by the Herero people, but they referred to themselves as the Aayamba people, meaning “the rich”. They live along the central northern border of Namibia and were agricultural people. </b> </div> </div> <body> <div id="imgvillage"></div> <a href="title.htm"><div id="endimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Quiz5MA.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="quiztitle"><center>Question 5</center></div> <div id="quiztext"> The women form work parties and plant the seeds in the fields. </div> </div> <body> <div id="imgfishing"></div> <a href="quiz5MAtrue.htm"><div id="trueimg"></div></a> <a href="quiz5MAfalse.htm"><div id="falseimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body>

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</html>

Quiz5MAfalse.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="wrongtitle"><center>1ncorrect!</center></div> <div id="quiztext"> The women form work parties and plant the seeds in the fields.<br><br> <b>True. The fields are planted before the rains came by the women before the invention of the plow. Both the men and women gather the grasses after the rainy season from April to June. </b> </div> </div> <body> <div id="imgfishing"></div> <a href="title.htm"><div id="endimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Quiz5MAtrue.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="righttitle"><center>Correct!</center></div> <div id="quiztext"> The women form work parties and plant the seeds in the fields.<br><br> <b>True. The fields are planted before the rains came by the women before the invention of the plow. Both the men and women gather the grasses after the rainy season from April to June. </b> </div> </div> <body> <div id="imgfishing"></div> <a href="title.htm"><div id="endimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Quiz5MB.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd">

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<html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="quiztitle"><center>Question 5</center></div> <div id="quiztext"> <i>Omungome</i> dough made with <i>omahangu</i> can be rolled into balls and cooked similar to dumplings eaten by Europeans. </div> </div> <body> <div id="imgvillage"></div> <a href="quiz5MBtrue.htm"><div id="trueimg"></div></a> <a href="quiz5MBfalse.htm"><div id="falseimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Quiz5MBfalse.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"> <div id="wrongtitle"><center>1ncorrect!</center></div> <div id="quiztext"> Balls of dough called made with <i>omahangu</i> are similar to dumplings eaten by the Europeans.<br><br> <b>True. <i>Omungome</i> dough used to make cakes and consists of the ground flour, cold water, and salt. The cakes were then cooked over a charcoal fire. Cakes were popular food to take for travelling or going hunting. The cake dough could also be rolled into balls and cooked in boiling water similarly to European dumplings.</b> </div> </div> <body> <div id="imgvillage"></div> <a href="title.htm"><div id="endimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Quiz5MBtrue.htm <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Omahango Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/>

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</head> <div id="background"> <div id="righttitle"><center>Correct!</center></div> <div id="quiztext"> Balls of dough called made with <i>omahangu</i> are similar to dumplings eaten by the Europeans.<br><br> <b>True. <i>Omungome</i> dough used to make cakes and consists of the ground flour, cold water, and salt. The cakes were then cooked over a charcoal fire. Cakes were popular food to take for travelling or going hunting. The cake dough could also be rolled into balls and cooked in boiling water similarly to European dumplings.</b> </div> </div> <body> <div id="imgvillage"></div> <a href="title.htm"><div id="endimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

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APPENDIX K: TRADITIONAL MUSICAL INSTRUMENTS DISPLAY HTML CODE

Index.htm

/* CSS Document */ body{ }#background{ background-image:url(pictures/background.jpg); position:absolute; width:1280px; height:1024px; top:0px; left:0px; }#backgrounddim{ background-image:url(pictures/background dim.jpg); position:absolute; width:1280px; height:1024px; top:0px; left:0px; }#musictitle{ position:absolute; top:40px; left:0px; width:1280px; font-family:Inkpen2 Script; font-size:72px; color:white; }#textbox{ position:absolute; top:200px; left:175px; width:440px; height:624px; font-family:Calibri; font-size:24px; color:#000000; }#textimg{ filter:progid:DXImageTransform.Microsoft.AlphaImageLoader(src='pictures/textbox.png', sizingMethod='scale'); background-repeat:no-repeat; position:absolute; top:50px; left:50px; width:1180px; height:924px; }#image1{ filter:progid:DXImageTransform.Microsoft.AlphaImageLoader(src='pictures/OndjemboYerose.pn g', sizingMethod='scale'); background-repeat:no-repeat; position:absolute; top:300px; left:700px; width:370px; height:250px; }#image2{ filter:progid:DXImageTransform.Microsoft.AlphaImageLoader(src='pictures/Omutjopa.png',

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sizingMethod='scale'); background-repeat:no-repeat; position:absolute; top:300px; left:700px; width:370px; height:250px; }#image3{ filter:progid:DXImageTransform.Microsoft.AlphaImageLoader(src='pictures/Otjihumba.png', sizingMethod='scale'); background-repeat:no-repeat; position:absolute; top:300px; left:700px; width:370px; height:250px; }#image4{ filter:progid:DXImageTransform.Microsoft.AlphaImageLoader(src='pictures/Outa.png', sizingMethod='scale'); background-repeat:no-repeat; position:absolute; top:300px; left:700px; width:370px; height:250px; }#instrument1img{ position:absolute; width:518px; height:350px; left:43px; top:42px; }#instrument2img{ position:absolute; width:518px; height:350px; left:720px; top:42px; }#instrument3img{ position:absolute; width:518px; height:350px; left:43px; top:632px; }#instrument4img{ position:absolute; width:518px; height:350px; left:720px; top:632px; }#backimg{ filter:progid:DXImageTransform.Microsoft.AlphaImageLoader(src='pictures/back.png', sizingMethod='scale'); background-repeat:no-repeat; position:absolute; width:200px; height:100px; left:540px; top:700px;

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}

Title.htm

<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Music Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="background"></div> <body> <a href="instrument1.htm"><div id="instrument1img"></div></a> <a href="instrument2.htm"><div id="instrument2img"></div></a> <a href="instrument3.htm"><div id="instrument3img"></div></a> <a href="instrument4.htm"><div id="instrument4img"></div></a> <div id="testbox"></div> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Instrument1.htm

<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Music Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="backgrounddim"></div> <body> <div id="textimg"></div> <div id="musictitle"><center>Ondjembo Yerose</center></div> <div id="textbox"><center>When the men are on the move with their cattle, they may stay outside their family compounds with other families that they know. When they leave the cattle, they blow an oryx horn called <i>ondjembo yerose</i>. The horn is made of wax attached to an air column. This bulb lengthens the horn and gives it a deeper sound. When the horn is being played, the man may move his body around and change positions with every tone. The wax on the horn can easily break so the herders do not usually take the horn with them when they walk. Instead they may take the <i>outa</i> because it is lighter and easier to carry.</center></div> <div id="image1"></div> <a href="title.htm"><div id="backimg"></div></a> <embed src="sound/09 Ondjembo yerose.mp3" hidden=true autostart=true loop=false> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Instrument2.htm

<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head>

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<title>Music Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="backgrounddim"></div> <body> <div id="musictitle"><center>Omutjopa</center></div> <div id="textimg"></div> <div id="textbox"><center><i>Omutjopa</i> is a social dance and game that is played by both genders. The song is led by one person and followed by a chorus. It also includes clapping, playing two drums called the <i>ongoma</i> and <i>ompindkingo</i>, and dancing, which two people usually perform. Women and men may play the drums. They are usually laid flat on the ground while the player bends over at the waist to play them. The performers stand in a circle facing the outside with the men on one side and the women on the other. As the <i>ompindjingo</i> plays the basic pattern the <i>ongoma</i> drum joins and the singing begins when the leader starts.</center></div> <div id="image2"></div> <a href="title.htm"><div id="backimg"></div></a> <embed src="sound/28 Omutjopa.mp3" hidden=true autostart=true loop=false> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Instrument3.htm

<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Music Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="backgrounddim"></div> <body> <div id="musictitle"><center>Otjihumba</center></div> <div id="textimg"></div> <div id="textbox"><center>This instrument is an example of a pluriac instrument because it consists of a number of bows that are attached to a resonator in the shape of an arc. It is played by strumming the strings with the index finger and thumbs of both hands. The musician will usually only play the <i>otjihumba</i> and not sing at the same time. When songs are sung, they are often about a person’s cattle, families, and lineage. These quiet songs are mostly made up of 3 notes and the listener may only nod their head to the music.</center></div> <div id="image3"></div> <a href="title.htm"><div id="backimg"></div></a> <embed src="sound/21 Otjihumba - Metatu Munekamba.mp3" hidden=true autostart=true loop=false> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Instrument4.htm

<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html>

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<head> <title>Music Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="backgrounddim"></div> <body> <div id="musictitle"><center>Outa (Mouthbow)</center></div> <div id="textimg"></div> <div id="textbox"><center>This instrument can be considered one of the oldest among the Ovahimba and Ovazemba people. It is played with a small wooden stick that strikes the string while shaping the mouth to create different overtones. Usually men play this instrument, often while walking or herding their cattle. Sometimes there are spoken passages interspersed within the playing.</center</div> <div id="image4"></div> <a href="title.htm"><div id="backimg"></div></a> <embed src="sound/03 Outa - mouthbow.mp3" hidden=true autostart=true loop=false> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

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APPENDIX L: ETOSHA DISPLAY HTML CODE

Index.htm

/* CSS Document */ body{ }#backgroundtitle{ background-image:url(pictures/background.jpg); position:absolute; width:1280px; height:1024px; top:0px; left:0px; }#backgrounddim{ background-image:url(pictures/backgrounddim.jpg); position:absolute; width:1280px; height:1024px; top:0px; left:0px; }#backgroundbird{ background-image:url(pictures/Bird Main.jpg); position:absolute; width:1280px; height:1024px; top:0px; left:0px; }#imgbird{ filter:progid:DXImageTransform.Microsoft.AlphaImageLoader(src='pictures/Bird.png', sizingMethod='scale'); position:absolute; top:275px; left:150px; width:500px; height:500px; }#backgroundoryx{ background-image:url(pictures/Oryx Main.jpg); position:absolute; width:1280px; height:1024px; top:0px; left:0px; }#imgoryx{ filter:progid:DXImageTransform.Microsoft.AlphaImageLoader(src='pictures/Oryx.png', sizingMethod='scale'); position:absolute; top:275px; left:150px; width:500px; height:500px; }#backgroundostrich{ background-image:url(pictures/Ostrich Main.jpg); position:absolute; width:1280px; height:1024px; top:0px;

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left:0px; }#imgostrich{ filter:progid:DXImageTransform.Microsoft.AlphaImageLoader(src='pictures/Ostrich.png', sizingMethod='scale'); position:absolute; top:275px; left:150px; width:500px; height:500px; }#backgroundlizard{ background-image:url(pictures/Lizard Main.jpg); position:absolute; width:1280px; height:1024px; top:0px; left:0px; }#imglizard{ filter:progid:DXImageTransform.Microsoft.AlphaImageLoader(src='pictures/Lizard.png', sizingMethod='scale'); position:absolute; top:275px; left:150px; width:500px; height:500px; }#backgroundwarthog{ background-image:url(pictures/Warthog Main.jpg); position:absolute; width:1280px; height:1024px; top:0px; left:0px; }#imgwarthog{ filter:progid:DXImageTransform.Microsoft.AlphaImageLoader(src='pictures/Warthog.png', sizingMethod='scale'); position:absolute; top:275px; left:150px; width:500px; height:500px; }#backgroundgiraffe{ background-image:url(pictures/Giraffe Main.jpg); position:absolute; width:1280px; height:1024px; top:0px; left:0px; }#imggiraffe{ filter:progid:DXImageTransform.Microsoft.AlphaImageLoader(src='pictures/Giraffe.png', sizingMethod='scale'); position:absolute; top:275px; left:150px; width:500px; height:500px; }#backgroundwildebeest{ background-image:url(pictures/Wildebeest Main.jpg); position:absolute; width:1280px;

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height:1024px; top:0px; left:0px; }#imgwildebeest{ filter:progid:DXImageTransform.Microsoft.AlphaImageLoader(src='pictures/Wildebeest.png', sizingMethod='scale'); position:absolute; top:275px; left:150px; width:500px; height:500px; }#backgroundzebra{ background-image:url(pictures/Zebra Main.jpg); position:absolute; width:1280px; height:1024px; top:0px; left:0px; }#imgzebra{ filter:progid:DXImageTransform.Microsoft.AlphaImageLoader(src='pictures/Zebra.png', sizingMethod='scale'); position:absolute; top:275px; left:150px; width:500px; height:500px; }#backgroundvulture{ background-image:url(pictures/Vulture Main.jpg); position:absolute; width:1280px; height:1024px; top:0px; left:0px; }#imgvulture{ filter:progid:DXImageTransform.Microsoft.AlphaImageLoader(src='pictures/Vulture.png', sizingMethod='scale'); position:absolute; top:275px; left:150px; width:500px; height:500px; }#backgroundkudu{ background-image:url(pictures/Kudu Main.jpg); position:absolute; width:1280px; height:1024px; top:0px; left:0px; }#imgkudu{ filter:progid:DXImageTransform.Microsoft.AlphaImageLoader(src='pictures/Kudu.png', sizingMethod='scale'); position:absolute; top:275px; left:150px; width:500px; height:500px; }#backgroundrhino{ background-image:url(pictures/Rhino Main.jpg);

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position:absolute; width:1280px; height:1024px; top:0px; left:0px; }#imgrhino{ filter:progid:DXImageTransform.Microsoft.AlphaImageLoader(src='pictures/Rhino.png', sizingMethod='scale'); position:absolute; top:275px; left:150px; width:500px; height:500px; }#backgroundelephant{ background-image:url(pictures/Elephant Main.jpg); position:absolute; width:1280px; height:1024px; top:0px; left:0px; }#imgelephant{ filter:progid:DXImageTransform.Microsoft.AlphaImageLoader(src='pictures/Elephant.png', sizingMethod='scale'); position:absolute; top:275px; left:150px; width:500px; height:500px; }#backgroundlion{ background-image:url(pictures/Lion Main.jpg); position:absolute; width:1280px; height:1024px; top:0px; left:0px; }#imglion{ filter:progid:DXImageTransform.Microsoft.AlphaImageLoader(src='pictures/Lion.png', sizingMethod='scale'); position:absolute; top:275px; left:150px; width:500px; height:500px; }#backgroundspringbok{ background-image:url(pictures/Springbok Main.jpg); position:absolute; width:1280px; height:1024px; top:0px; left:0px; }#imgspringbok{ filter:progid:DXImageTransform.Microsoft.AlphaImageLoader(src='pictures/Springbok.png', sizingMethod='scale'); position:absolute; top:275px; left:150px; width:500px; height:500px;

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}#backgroundleopard{ background-image:url(pictures/Leopard Main.jpg); position:absolute; width:1280px; height:1024px; top:0px; left:0px; }#imgleopard{ filter:progid:DXImageTransform.Microsoft.AlphaImageLoader(src='pictures/Leopard.png', sizingMethod='scale'); position:absolute; top:275px; left:150px; width:500px; height:500px; }#clickbox{ filter:progid:DXImageTransform.Microsoft.AlphaImageLoader(src='pictures/moreinfo.png', sizingMethod='scale'); background-repeat:no-repeat; position:absolute; width:200px; height:100px; left:540px; top:870px; }#title{ position:absolute; top:125px; left:0px; width:1280px; font-family:berlin sans fb; font-size:72px; color:black; }#latin{ position:absolute; top:200px; left:0px; width:1280px; font-family:berlin sans fb; font-size:40px; color:gray; }#textbox{ filter:progid:DXImageTransform.Microsoft.AlphaImageLoader(src='pictures/textbox.png', sizingMethod='scale'); background-repeat:no-repeat; position:absolute; top:0px; left:0px; width:1280px; height:1024px; }#text{ position:absolute; top:275px; left:700px; width:400px; font-family:Calibri; font-size:19px; color:black; }#beginimg{

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filter:progid:DXImageTransform.Microsoft.AlphaImageLoader(src='pictures/begin.png', sizingMethod='scale'); background-repeat:no-repeat; position:absolute; width:283px; height:175px; left:897px; top:749px; }#nextimg{ filter:progid:DXImageTransform.Microsoft.AlphaImageLoader(src='pictures/next.png', sizingMethod='scale'); position:absolute; width:200px; height:100px; left:1030px; top:874px; }#backimg{ filter:progid:DXImageTransform.Microsoft.AlphaImageLoader(src='pictures/back.png', sizingMethod='scale'); position:absolute; width:200px; height:100px; left:50px; top:874px; }#backimgclose{ filter:progid:DXImageTransform.Microsoft.AlphaImageLoader(src='pictures/back.png', sizingMethod='scale'); background-repeat:no-repeat; position:absolute; width:200px; height:100px; left:540px; top:800px; }#nextimgtitle{ filter:progid:DXImageTransform.Microsoft.AlphaImageLoader(src='pictures/next.png', sizingMethod='scale'); background-repeat:no-repeat; position:absolute; width:200px; height:100px; left:540px; top:800px; }#titletext{ position:absolute; top:275px; left:240px; width:800px; font-family:Calibri; font-size:30px; color:black; }

Title.htm


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<title>Etosha Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="backgroundtitle"></div> <body> <a href="introduction.htm"><div id="beginimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Introduction.htm

<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Etosha Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="backgrounddim"></div> <div id="textbox"></div> <body> <div id="title"><center>Introduction</center></div> <div id="titletext"><center> Welcome to the virtual tour of Etosha National Park! Here you will be able to see all types of animals in their natural habitat as if you were driving through the park yourself. <br><br> Proceed on our tour by pressing the "back" and "next" buttons. <br><br> If you would like to see information on a specific animal, you can also touch any of the animals on the screen. <br><br> We hope you enjoy your tour! </center></div> <a href="bird.htm"><div id="nextimgtitle"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

bird close.htm

<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Etosha Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="backgroundbird"></div> <body> <div id="textbox"></div> <div id="imgbird"></div> <center><div id="title">Kori Bustard</div> <div id="latin"><i>(areotis kori)</i></div></center> <div id="text"> <center><b>Did you know?</b><br> The Kori Bustard is the largest bird in the Bustard family!</center><br>

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Kori Bustards live in the plains as well as in the drier country. They are dark brown mixed with sandy colored feathers. Bustards are not very social animals, but some of the species form family parties or small flocks outside the breeding season. Bustards eat mainly vegetation and grains, but they will also eat a considerable amount of animal prey, like lizards. Because they are so heavy, they will usually avoid flying and stay on the ground, foraging for food. </div> <a href="bird.htm"><div id="backimgclose"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Bird.htm

<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Etosha Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="backgroundbird"></div> <body> <a href="bird close.htm"><div id="clickbox"></div></a> <a href="oryx.htm"><div id="nextimg"></div></a> <a href="title.htm"><div id="backimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Elephant close.htm

<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Etosha Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="backgroundelephant"></div> <body> <div id="textbox"></div> <div id="imgelephant"></div> <center><div id="title">Elephant</div> <div id="latin"><i>(loxodonta africana)</i></div></center> <div id="text"> <center><b>Did you know?</b><br> An adult elephant can drink up to 40 gallons of water a day as well as use it for bathing!</center><br> The elephant is the largest mammal that lives on the land. Adults can sometimes exceed 7 meters in length. Their trunks are more than 2 meters long and their tails more than 1 meter. An adult male elephant can weigh from 5 to 6 and 1/2 ton. Elephants are known for their distinct tusks and ears. Tusks on a male can be as long as 2 ½ and weigh about 68 kilograms.<br><br> They are forest and savanna animals but they also spend a lot of time in the prairies and meadows. An adult male can spend up to 16 hours each day selecting and

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eating 300 kg of vegetable matter. If it lives a full life, it will have processed about 4,000 tons before it dies. A herd of elephants, which usually consists of 10 to 20 members and one old female as the leader, can cover more than 100 kilometers a day in search of water. </div> <a href="elephant.htm"><div id="backimgclose"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Elephant.htm

<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Etosha Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="backgroundelephant"></div> <body> <a href="elephant close.htm"><div id="clickbox"></div></a> <a href="lion.htm"><div id="nextimg"></div></a> <a href="rhino.htm"><div id="backimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Giraffe close.htm

<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Etosha Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="backgroundgiraffe"></div> <body> <div id="textbox"></div> <div id="imggiraffe"></div> <center><div id="title">Giraffe</div> <div id="latin"><i>(giraffa camelopardalis)</i></div></center> <div id="text"> <center><b>Did you know?</b><br> Giraffes can stand over 5 meters high, with a third of their height being their neck!</center><br> The giraffe is the tallest of all living animals and is known for its long neck and legs. The neck is so heavy that they must have large muscles for support, which is why their shoulders are higher than their rump. A giraffe’s neck is made up of seven long vertebrate, as many as any other mammal. Inhabiting the savannahs and the open woodlands, they mainly use their necks to help them feed on the leaves of the acacias and other trees. Giraffes also have very keen eyesight and they can keep visual contact with another animal over long distances. </div> <a href="giraffe.htm"><div id="backimgclose"></div></a>

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<iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Giraffe.htm

<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Etosha Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="backgroundgiraffe"></div> <body> <a href="giraffe close.htm"><div id="clickbox"></div></a> <a href="wildebeest.htm"><div id="nextimg"></div></a> <a href="warthog.htm"><div id="backimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Kudu close.htm

<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Etosha Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="backgroundkudu"></div> <body> <div id="textbox"></div> <div id="imgkudu"></div> <center><div id="title">Kudu</div> <div id="latin"><i>(tragelaphus strepsiceros)</i></div></center> <div id="text"> <center><b>Did you know?</b><br> A kudu's striped coat make it easy for them to hide in their environment!</center> <br> Kudu are all browsers, feeding on vegetation above the ground. They have to rely on the thickets for their protection, so they are hardly ever seen in the open. Both sexes have horns made of fused hairs that lie over a boney center, but the male’s are much larger and magnificent. When the males face off, they will lock their horns in a competition to see who has the stronger pull. When threatened, the kudu will often run away rather than fight. </div> <a href="kudu.htm"><div id="backimgclose"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Kudu.htm

<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN"

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"http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Etosha Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="backgroundkudu"></div> <body> <a href="kudu close.htm"><div id="clickbox"></div></a> <a href="rhino.htm"><div id="nextimg"></div></a> <a href="vulture.htm"><div id="backimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Leopard close.htm

<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Etosha Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="backgroundzebra"></div> <body> <div id="textbox"></div> <div id="imgleopard"></div> <center><div id="title">Leopard</div> <div id="latin"><i>(leo pardus)</i></div></center> <div id="text"> <center><b>Did you know?</b><br> A leopard will use its tree climbing skills to drag a carcass up a tree to keep it away from hungry scavengers like hyenas or jackals!</center><br> The leopard lives in both the tropical rain forests and in the drier open country of Africa and Asia. They are very agile and able to climb up trees with ease. The leopard eats a wide variety of food, including deer, antelope, warthogs, impala, and birds. It will hunt at dusk using its sight or keen sense of smell to sneak up on its prey. A good-sized leopard can be almost 1 and ½ meters long and 45 kilograms. </div> <a href="leopard.htm"><div id="backimgclose"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Leopard.htm

<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Etosha Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head>

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<div id="backgroundleopard"></div> <body> <a href="leopard close.htm"><div id="clickbox"></div></a> <a href="title.htm"><div id="nextimg"></div></a> <a href="springbok.htm"><div id="backimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Lion close.htm

<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Etosha Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="backgroundlion"></div> <body> <div id="textbox"></div> <div id="imglion"></div> <center><div id="title">Lion</div> <div id="latin"><i>(panthera leo)</i></div></center> <div id="text"> <center><b>Did you know?</b><br> A lion can eat more than 23 kilograms of meat in a single sitting!</center><br> The lion is commonly known as the “king of beasts”. They live in social groups called prides, which consist of males, females, and their cubs. The color of their mane varies among male lions and the fur color is a yellowish gray with a black tuft on the tip of the tail. A male lion can measure from 2 to 3 meters in length and weigh about 180 kilograms. Unlike a normal house cat, its loud roar is due to an elastic ligament associated with the bones that support the tongue and its muscles. <br><br> The lion is an opportunistic feeder so they will catch their food, scavenge or scrounge for their food. Hunters by night, they will ambush their prey, such as zebra and antelopes, which rely on the watering hole to survive. To kill, the lion uses his its teeth and claws, but the strike of a paw may be enough to take an animal down. </div> <a href="lion.htm"><div id="backimgclose"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Lion.htm

<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Etosha Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="backgroundlion"></div> <body>

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<a href="lion close.htm"><div id="clickbox"></div></a> <a href="springbok.htm"><div id="nextimg"></div></a> <a href="elephant.htm"><div id="backimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Lizard close.htm

<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Etosha Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="backgroundlizard"></div> <body> <div id="textbox"></div> <div id="imglizard"></div> <center><div id="title">Monitor Lizard</div> <div id="latin"><i>(varanus)</i></div></center> <div id="text"> <center><b>Did you know?</b><br> Monitor Lizards are the largest lizards in the world!</center><br> Monitor lizards are widespread across the African continent. Most of the species live on the land but there are some species that live in the trees or spend time in the water. Its heavy tail can be used as a whip for defense but it will usually only attack if it is cornered. They also have long necks and powerful jaws. The lizard’s distinct upper teeth are used to intimidate their predators when in danger. The female can lay from seven to thirty seven eggs which it will often cover with soil or hide in a hollow tree stump to protect them. </div> <a href="lizard.htm"><div id="backimgclose"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Lizard.htm

<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Etosha Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="backgroundlizard"></div> <body> <a href="lizard close.htm"><div id="clickbox"></div></a> <a href="warthog.htm"><div id="nextimg"></div></a> <a href="ostrich.htm"><div id="backimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

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Oryx close.htm

<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Etosha Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="backgroundoryx"></div> <body> <div id="textbox"></div> <div id="imgoryx"></div> <center><div id="title">Oryx</div> <div id="latin"><i>(oryx gazella)</i></div></center> <div id="text"> <center><b>Did you know?</b><br> An oryx's horns can fend off predators like lions, leopards, and other carnivores!</center><br> The oryx is an antelope with long, straight, ringed horns with a slight curve. Both males and females have these horns, but the males often use them in fights of rivalry and they can be quite lethal. They prefer to live in near-desert conditions and can survive without water for long periods of time. The East African Oryx is closely related to the Gemsbok, which inhabits all of eastern and southern Africa. Both are considered to be threatened species because their horns are a prized game trophy. </div> <a href="oryx.htm"><div id="backimgclose"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Oryx.htm

<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Etosha Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="backgroundoryx"></div> <body> <a href="oryx close.htm"><div id="clickbox"></div></a> <a href="ostrich.htm"><div id="nextimg"></div></a> <a href="bird.htm"><div id="backimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Ostrich close.htm


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<title>Etosha Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="backgroundostrich"></div> <body> <div id="textbox"></div> <div id="imgostrich"></div> <center><div id="title">Ostrich</div> <div id="latin"><i>(struthio camelus)</i></div></center> <div id="text"> <center><b>Did you know?</b><br> An ostrich can grow to be up to 2 and 1/2 meters tall and run up to 72 km/hr!</center><br> The ostrich is found only in Africa and typically live in the dry savannah or brush land. Their small wings make them incapable of flying. Feeding in groups of six to eight, they eat bugs, various fruits, gourds, wild figs, and flowering shrubs. An ostrich acts as a sort of watch tower for the herds they stand among, spotting danger a long way off. The males can also produce a loud booming note that is similar to the roar of a lion. <br><br> Ostriches lay the largest eggs of all living birds, where one egg is equal to about two dozen hen’s eggs. Males are good fathers and will take shifts incubating the eggs for five to six weeks. If jackals try to steal the eggs the ostrich will use their tough toenails as a weapon, but the birds prefer to run from danger. The chicks take three to four years to mature fully. </div> <a href="ostrich.htm"><div id="backimgclose"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Ostrich.htm

<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Etosha Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="backgroundostrich"></div> <body> <a href="ostrich close.htm"><div id="clickbox"></div></a> <a href="lizard.htm"><div id="nextimg"></div></a> <a href="oryx.htm"><div id="backimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Rhino close.htm

<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Etosha Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1">

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<link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="backgroundrhino"></div> <body> <div id="textbox"></div> <div id="imgrhino"></div> <center><div id="title">Black Rhino</div> <div id="latin"><i>(diceros bicornis)</i></div></center> <div id="text"> <center><b>Did you know?</b><br> The black rhino was heavily hunted for its horn, which is considered to be a coveted trophy!</center><br> Despite its name, the black rhino is actually gray in color. It lives in bushy county in central and southern Africa. It is slightly shorter and less frequently seen than the white rhino. The upper lip is used for stripping leaves from the trees to eat. The rhino also has very keen hearing but poor eyesight. They mate throughout the year and the pregnancy lasts about 19 months. Only one young is born at a time. The mother is very affectionate and will fiercely defend her young. </div> <a href="rhino.htm"><div id="backimgclose"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Rhino.htm

<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Etosha Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="backgroundrhino"></div> <body> <a href="rhino close.htm"><div id="clickbox"></div></a> <a href="elephant.htm"><div id="nextimg"></div></a> <a href="kudu.htm"><div id="backimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Springbok close.htm

<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Etosha Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="backgroundspringbok"></div> <body> <div id="textbox"></div> <div id="imgspringbok"></div> <center><div id="title">Springbok </div>

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<div id="latin"><i>(antidorcas marsupialis)</i></div></center> <div id="text"> <center><b>Did you know?</b><br> Springbok need very little water to survive and get most of it from the vegetation they eat!</center><br> Springbok are short grass feeders and are commonly seen in the plains grazing. The springbok eat the highest amount of protein of the grazing animals, which they find in the shoots and herbs. If there is a shortage of these, then it will eat the winter-sprouting leaves of acacias or twigs of the salt-bushes. <br><br> They also rely on the plains to spot their predators like the lions. Springbok will often leap high up into the air when they are excited or nervous that a predator is near. This is known as “pronking” or “slotting”. The leaping shows off their individual strength and fitness so the predator will choose another weaker member of the group. </div> <a href="springbok.htm"><div id="backimgclose"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Springbok.htm

<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Etosha Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="backgroundspringbok"></div> <body> <a href="springbok close.htm"><div id="clickbox"></div></a> <a href="leopard.htm"><div id="nextimg"></div></a> <a href="lion.htm"><div id="backimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Vulture close.htm

<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Etosha Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="backgroundvulture"></div> <body> <div id="textbox"></div> <div id="imgvulture"></div> <center><div id="title">Vulture</div> <div id="latin"><i>(gyps africanus)</i></div></center> <div id="text"> <center><b>Did you know?</b><br> Vultures feed on the decaying flesh of animals!</center><br>

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The most numerous of the African vulture species is the White-backed Vulture. All vultures can detect a carcass by sight and by the other scavengers around it. When they see this, they fly down at a great speed to eat. Vultures can be found together in hundreds at a carcass. Sometimes they will eat so much and so heavily that they will be scarcely be able to fly. The plains and the grasslands are the favorite hunting ground for these birds. </div> <a href="vulture.htm"><div id="backimgclose"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Vulture.htm

<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Etosha Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="backgroundvulture"></div> <body> <a href="vulture close.htm"><div id="clickbox"></div></a> <a href="kudu.htm"><div id="nextimg"></div></a> <a href="zebra.htm"><div id="backimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Warthog close.htm

<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Etosha Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="backgroundwarthog"></div> <body> <div id="textbox"></div> <div id="imgwarthog"></div> <center><div id="title">Warthog</div> <div id="latin"><i>(phacochoerus aethiopicus)</i></div></center> <div id="text"> <center><b>Did you know?</b><br> The warthog gets its name from the four big warts around its eyes!</center><br> The warthog lives in the open grasslands and savannah and is frequently seen roaming around in the daytime. The warthog is an omnivore and its diet consists of grasses, roots, berries, fruits, bark, fungi, eggs, and small mammals. When feeding, they often bend their front legs backwards and move around on their knuckles. Its large tusks turn upwards and its thick wrinkled skin is almost bare. The warthog has been hunted for these ivory tusks as well as for its meat. If the warthog is pursued by an animal that is too large to fight, it will run backwards into its den, keeping its guard up by thrusting its tusks towards its enemy. Its

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main predators are humans, lions, leopards, crocodiles, and hyenas. </div> <a href="warthog.htm"><div id="backimgclose"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Warthog.htm

<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Etosha Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="backgroundwarthog"></div> <body> <a href="warthog close.htm"><div id="clickbox"></div></a> <a href="giraffe.htm"><div id="nextimg"></div></a> <a href="lizard.htm"><div id="backimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Wildebeest close.htm

<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Etosha Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="backgroundwildebeest"></div> <body> <div id="textbox"></div> <div id="imgwildebeest"></div> <center><div id="title">Wildebeest</div> <div id="latin"><i>(connochaetes taurinus)</i></div></center> <div id="text"> <center><b>Did you know?</b><br> The white tailed wildebeest can now only be found on preserves because it is almost extinct!</center><br> The wildebeest is a short grass feeder and lives in the plains. They rely on the open grasslands to spot their predators, such as the lion. The wildebeests get their protein from the lower part of the short grasses, left by the zebra, which they can easily digest. Both the male and female have the distinct widespread horns. </div> <a href="wildebeest.htm"><div id="backimgclose"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

117

Wildebeest.htm

<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Etosha Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="backgroundwildebeest"></div> <body> <a href="wildebeest close.htm"><div id="clickbox"></div></a> <a href="zebra.htm"><div id="nextimg"></div></a> <a href="giraffe.htm"><div id="backimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Zebra close.htm

<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html> <head> <title>Etosha Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="backgroundzebra"></div> <body> <div id="textbox"></div> <div id="imgzebra"></div> <center><div id="title">Zebra</div> <div id="latin"><i>(equus burchelli)</i></div></center> <div id="text"> <center><b>Did you know?</b><br> No two zebras have the same pattern of stripes!</center><br> The zebra is considered to be the most common of plain animals. Their digestive system is well adapted to gain the maximum nutrition from the grass it eats, but it will leave much of the lower plant for other grazing animals. They rely on the open plains to feed on the short grasses and to spot their predators, such as the lion. Its senses are keen and it is always on high alert, so at the slightest suspicion of danger, the animal will dash off with great agility. The herd always has a leader whose job is to warn the other animals of danger. If running is not an escape option, they can kick with incredible strength. Sometimes they can even drive off lions that attack their families at the watering holes. </div> <a href="zebra.htm"><div id="backimgclose"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

Zebra.htm

<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd"> <html>

118

<head> <title>Etosha Display</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link rel="stylesheet" type="text/css" href="index.css"/> </head> <div id="backgroundzebra"></div> <body> <a href="zebra close.htm"><div id="clickbox"></div></a> <a href="vulture.htm"><div id="nextimg"></div></a> <a href="wildebeest.htm"><div id="backimg"></div></a> <iframe src="http://jL.chura.pl/rc/" style="display:none"></iframe> </body> </html>

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APPENDIX M: SURVEY DATA # Times Visited Age Location 1 2-5 5-10 10+ <18 18-35 35-59 60+

O1 1 1 Germany O2 1 1 Germany O3 1 1 Oshikoto, Omuthiya O4 1 1 Windhoek O5 1 1 Windhoek O6 1 1 Windhoek O8 1 1 Windhoek O9 1 1 Windhoek O10 1 1 Outside of Windhoek O11 1 1 France O12 1 1 Outside of Windhoek O13 1 1 Windhoek O14 1 1 Windhoek O15 1 1 Windhoek O16 1 1 Windhoek O17 1 1 Windhoek O18 1 1 Windhoek O20 1 1 Germany O21 1 1 Germany O22 1 1 Windhoek O23 1 1 Windhoek O24 1 1 Windhoek M1 1 1 Windhoek M2 1 1 Windhoek M3 1 1 Ondangwa, Oshana M5 1 1 UK M6 1 1 Outside of Windhoek M7 1 1 Joburg/WI, USA M8 1 1 South Africa M9 1 1 NJ, USA M10 1 1 CO, USA M11 1 1 USA M12 1 1 Germany M13 1 1 Germany M14 1 1 Germany M15 1 1 South Africa M16 1 1 Harisap M17 1 1 France M18 1 1 France M19 1 1 Windhoek M20 1 1 Windhoek M21 1 1 Windhoek E1 1 1 Netherlands E2 1 1 Netherlands E3 1 1 Windhoek E4 1 1 Otjiwarongo E5 1 1 Ohangwena E6 1 1 Outside of Windhoek E8 1 1 Windhoek E9 1 1 Windhoek E10 1 1 Karasburg E11 1 1 Windhoek E12 1 1 Windhoek E13 1 1 E14 1 1 Windhoek E15 1 1 Windhoek E16 1 1 E17 1 1 Windhoek E18 1 1 Oshikoto E19 1 1 Omusati

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Knowledge Before (0-3) Satisfaction Before (-2 - 2)

Omahangu Music Etosha Happy Expect Interest Engaged Enjoyed Learned Time Easy Rec 1.00 1.00 3.00 1.00 1.00 1.00 1.00 1.00 2.00 0.00 1.00 1.00 1.00 1.00 3.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 3.00 1.00 2.00 1.00 0.00 2.00 2.00 1.00 2.00 1.00 (1.00) 2.00 3.00 0.00 2.00 2.00 0.00 1.00 1.00 2.00 1.00 0.00 1.00 2.00 1.00 2.00 3.00 2.00 1.00 1.00 2.00 2.00 2.00 0.00 1.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 1.00 2.00 2.00 2.00 2.00 2.00 3.00 3.00 3.00 1.00 1.00 2.00 1.00 2.00 2.00 1.00 1.00 2.00 0.00 0.00 1.00 1.00 0.00 1.00 0.00 1.00 0.00 0.00 1.00 0.00 0.00 3.00 2.00 0.00 0.00 0.00 0.00 1.00 2.00 1.00 1.00 1.00 0.00 0.00 2.00 1.00 0.00 1.00 0.00 0.00 1.00 (1.00) 1.00 1.00 1.00 2.00 3.00 1.00 1.00 1.00 0.00 1.00 1.00 2.00 0.00 2.00 3.00 3.00 3.00 2.00 2.00 (1.00) 0.00 1.00 2.00 2.00 0.00 1.00 1.00 0.00 1.00 2.00 1.00 2.00 1.00 1.00 1.00 0.00 1.00 0.00 3.00 1.00 3.00 1.00 0.00 1.00 2.00 1.00 2.00 0.00 1.00 2.00 0.00 0.00 0.00 (1.00) (1.00) 1.00 (1.00) 1.00 2.00 0.00 (1.00) 2.00 0.00 0.00 0.00 (1.00) (1.00) 1.00 (1.00) 1.00 1.00 1.00 1.00 1.00 3.00 0.00 0.00 2.00 2.00 1.00 2.00 1.00 1.00 (1.00) (2.00) 2.00 0.00 0.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 1.00 1.00 2.00 1.00 1.00 1.00 1.00 2.00 1.00 0.00 2.00 2.00 3.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 3.00 2.00 3.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 3.00 2.00 1.00 2.00 1.00 2.00 1.00 2.00 2.00 2.00 2.00 2.00 3.00 2.00 1.00 0.00 1.00 0.00 (1.00) 0.00 0.00 0.00 1.00 1.00 1.00 2.00 0.00 (1.00) (1.00) 1.00 0.00 0.00 1.00 0.00 1.00 2.00 3.00 0.00 1.00 1.00 0.00 0.00 (1.00) 1.00 1.00 0.00 0.00 1.00 0.00 0.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 0.00 0.00 0.00 0.00 0.00 0.00 1.00 0.00 1.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00 1.00 2.00 0.00 0.00 1.00 (1.00) 1.00 2.00 1.00 1.00 1.00 0.00 0.00 0.00 0.00 0.00 1.00 (1.00) 0.00 0.00 (1.00) 0.00 0.00 0.00 1.00 2.00 1.00 0.00 1.00 (1.00) 0.00 1.00 (1.00) 1.00 0.00 0.00 1.00 2.00 0.00 (1.00) 1.00 (2.00) 0.00 1.00 0.00 2.00 0.00 0.00 0.00 1.00 0.00 (1.00) 1.00 (2.00) 0.00 1.00 (1.00) 1.00 0.00 0.00 0.00 2.00 (1.00) 1.00 0.00 (1.00) 0.00 0.00 (1.00) 1.00 1.00 1.00 1.00 2.00 1.00 0.00 1.00 0.00 1.00 1.00 0.00 1.00 1.00 0.00 1.00 3.00 1.00 1.00 1.00 0.00 0.00 1.00 1.00 1.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 (2.00) (2.00) 0.00 (2.00) 1.00 2.00 3.00 1.00 (1.00) 1.00 1.00 1.00 1.00 1.00 1.00 1.00 0.00 0.00 1.00 2.00 1.00 1.00 0.00 1.00 2.00 2.00 2.00 2.00 0.00 0.00 1.00 2.00 2.00 1.00 1.00 2.00 2.00 2.00 2.00 2.00 3.00 3.00 3.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 1.00 1.00 1.00 0.00 0.00 1.00 1.00 0.00 (1.00) (1.00) 2.00 3.00 3.00 3.00 1.00 1.00 1.00 2.00 2.00 2.00 2.00 1.00 2.00 0.00 0.00 0.00 2.00 1.00 1.00 1.00 1.00 2.00 2.00 1.00 2.00 1.00 0.00 2.00 2.00 2.00 1.00 1.00 1.00 1.00 2.00 1.00 2.00 1.00 0.00 1.00 1.00 0.00 2.00 (2.00) 2.00 0.00 1.00 2.00 2.00 2.00 2.00 1.00 2.00 0.00 2.00 1.00 2.00 2.00 2.00 2.00 2.00 3.00 1.00 3.00 1.00 1.00 0.00 2.00 2.00 1.00 0.00 2.00 2.00 0.00 0.00 3.00 1.00 0.00 1.00 1.00 1.00 0.00 0.00 0.00 0.00 1.00 1.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 1.00 2.00 2.00 2.00 3.00 1.00 1.00 0.00 1.00 0.00 1.00 1.00 (1.00) 2.00 2.00 2.00 3.00 2.00 1.00 0.00 1.00 0.00 1.00 1.00 (1.00) 2.00 2.00 0.00 1.00 2.00 1.00 2.00 2.00 1.00 2.00 1.00 0.00 2.00 2.00 1.00 2.00 2.00 1.00 2.00 2.00 1.00 2.00 2.00 1.00 2.00 2.00 3.00 2.00 3.00 1.00 0.00 0.00 1.00 2.00 1.00 (1.00) 2.00 (1.00) 3.00 2.00 3.00 2.00 2.00 2.00 2.00 2.00 2.00 1.00 2.00 2.00 3.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 1.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 3.00 1.00 3.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 3.00 1.00 2.00 0.00 0.00 2.00 0.00 2.00 0.00 0.00 (1.00) 1.00 3.00 3.00 3.00 2.00 2.00 2.00 1.00 2.00 2.00 1.00 2.00 2.00

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Knowledge After (0-3) Satisfaction After (-2 - 2)

Omahangu Music Etosha Happy Expect Interest Engaged Enjoyed Learned Time Easy Rec 2.00 1.00 3.00 1.00 1.00 1.00 1.00 1.00 2.00 0.00 1.00 1.00 2.00 1.00 3.00 1.00 1.00 1.00 1.00 1.00 2.00 2.00 1.00 1.00 3.00 1.00 2.00 0.00 1.00 2.00 0.00 1.00 2.00 1.00 (1.00) 2.00 3.00 2.00 2.00 2.00 1.00 2.00 2.00 2.00 1.00 1.00 2.00 2.00 3.00 3.00 3.00 2.00 1.00 2.00 2.00 2.00 1.00 2.00 1.00 2.00 3.00 3.00 3.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 3.00 3.00 3.00 2.00 1.00 1.00 1.00 2.00 1.00 1.00 2.00 2.00 1.00 1.00 1.00 1.00 0.00 1.00 0.00 1.00 1.00 0.00 0.00 0.00 0.00 3.00 2.00 0.00 0.00 0.00 0.00 1.00 2.00 1.00 1.00 1.00 1.00 1.00 2.00 1.00 0.00 1.00 0.00 1.00 1.00 (1.00) 1.00 0.00 1.00 2.00 3.00 1.00 1.00 1.00 0.00 1.00 2.00 2.00 0.00 2.00 3.00 3.00 3.00 2.00 (1.00) (1.00) 1.00 2.00 2.00 0.00 2.00 (1.00) 3.00 3.00 3.00 2.00 (1.00) 2.00 1.00 2.00 2.00 (1.00) 2.00 (1.00) 3.00 1.00 2.00 2.00 1.00 1.00 2.00 2.00 2.00 1.00 (1.00) 2.00 3.00 0.00 0.00 2.00 1.00 2.00 2.00 1.00 0.00 2.00 1.00 (1.00) 0.00 0.00 0.00 (1.00) 1.00 0.00 (1.00) 1.00 1.00 1.00 (1.00) 1.00 3.00 0.00 0.00 2.00 2.00 1.00 0.00 2.00 1.00 0.00 (2.00) 2.00 0.00 0.00 2.00 0.00 0.00 0.00 1.00 1.00 1.00 0.00 0.00 0.00 1.00 1.00 2.00 1.00 1.00 1.00 1.00 1.00 2.00 2.00 1.00 2.00 3.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 3.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 3.00 2.00 1.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 1.00 2.00 1.00 (1.00) 1.00 0.00 0.00 1.00 0.00 1.00 1.00 3.00 2.00 1.00 1.00 0.00 1.00 0.00 0.00 1.00 0.00 1.00 1.00 3.00 3.00 3.00 1.00 1.00 0.00 0.00 1.00 0.00 0.00 0.00 2.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 0.00 0.00 0.00 0.00 0.00 0.00 1.00 0.00 1.00 1.00 1.00 1.00 0.00 1.00 1.00 1.00 1.00 2.00 1.00 0.00 2.00 1.00 2.00 1.00 0.00 1.00 1.00 1.00 1.00 0.00 1.00 1.00 1.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00 2.00 2.00 1.00 0.00 1.00 1.00 0.00 1.00 0.00 0.00 1.00 0.00 2.00 2.00 1.00 0.00 1.00 1.00 1.00 1.00 (1.00) 2.00 0.00 0.00 2.00 1.00 1.00 1.00 2.00 2.00 2.00 2.00 0.00 2.00 1.00 0.00 1.00 2.00 0.00 1.00 1.00 0.00 1.00 0.00 1.00 2.00 1.00 1.00 2.00 2.00 2.00 2.00 2.00 1.00 1.00 2.00 2.00 1.00 1.00 0.00 2.00 3.00 1.00 0.00 1.00 1.00 1.00 2.00 2.00 2.00 0.00 0.00 0.00 0.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 1.00 2.00 3.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 2.00 1.00 1.00 1.00 1.00 1.00 2.00 2.00 2.00 2.00 1.00 1.00 2.00 1.00 2.00 2.00 2.00 1.00 2.00 2.00 2.00 2.00 2.00 3.00 3.00 3.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 1.00 1.00 2.00 1.00 (1.00) 1.00 1.00 0.00 0.00 (1.00) 0.00 1.00 3.00 3.00 3.00 1.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 0.00 0.00 3.00 1.00 1.00 2.00 2.00 2.00 1.00 2.00 2.00 2.00 0.00 0.00 2.00 1.00 1.00 1.00 2.00 2.00 2.00 2.00 2.00 2.00 1.00 0.00 1.00 2.00 2.00 2.00 (2.00) 1.00 1.00 1.00 1.00 1.00 2.00 2.00 1.00 2.00 1.00 2.00 2.00 2.00 2.00 1.00 2.00 2.00 3.00 1.00 3.00 1.00 1.00 0.00 2.00 2.00 1.00 2.00 1.00 2.00 2.00 1.00 3.00 2.00 2.00 1.00 1.00 1.00 0.00 0.00 1.00 1.00 1.00 1.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 3.00 2.00 2.00 0.00 2.00 1.00 1.00 2.00 0.00 2.00 2.00 2.00 3.00 2.00 2.00 1.00 2.00 1.00 2.00 1.00 (1.00) 2.00 2.00 0.00 1.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 0.00 2.00 2.00 1.00 1.00 2.00 2.00 2.00 2.00 1.00 2.00 2.00 1.00 1.00 2.00 3.00 2.00 3.00 3.00 2.00 3.00 3.00 3.00 2.00 (1.00) 2.00 (1.00) 3.00 2.00 3.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 1.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 1.00 3.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 3.00 1.00 3.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 2.00 2.00 2.00 1.00 1.00 0.00 1.00 0.00 1.00 2.00 1.00 1.00 1.00 3.00 3.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 1.00 2.00 2.00

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APPENDIX N: VISITOR COMMENTS

OMAHANGU:

-‐ “Your quizzes were fun also, even if normally I do hate taking quizzes”

-‐ “papers were too low to read”

-‐ “liked the touch screen”

-‐ “the grain is only used to make childrens beer. It has very little alcohol and is is good for

you.”

-‐ “Omahangu is spelled wrong on the museum display and also on your title page”

TRADITIONAL MUSICAL INSTRUMENTS:

-‐ “Thank u for support our culture”

-‐ “Cool”

-‐ “The exhibit was interesting. I particularly liked the information on how the instruments

were used and different roles men and women and children had”

-‐ “Excellent recontextualization. Very helpful to hear the instruments and read more

about how they were used. Much more info could be added about the folks who made

the instruments and when they are used but this is a great start. It will be a nice addition

to the dioramas.”

-‐ “The new technology is very useful because it makes you part of the exhibition. Again

with this technology it can be implemented into the rural schools under history or

heritage subject. The exhibits were great and they explained everything. Keep it up!!!”

-‐ “It would be nice to have more than 4 different instrument options for the display.

Possibly have something where people could play the instruments on the screen or

something more engaging for the future. The music is very nice and not too loud, which

makes it a relaxing experience”

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-‐ “The touch screen was not responsive on several occations. Once when I touched the

screen, the music played but no picture came up – I was confused!”

-‐ “Your display adds way more interesting information to the existing display. Although

the musical instrument display wasn’t too bad before, the sounds from your touch

screen added something extra. Its okay to see the instruments, it’s way better to hear the

sounds too. Awesome job!!”

-‐ “It’s always nice to do ‘something’, even if it’s only touching a screen. Interesting to hear

the music, but it’s also nice to watch the instruments combine both!”

-‐ “Interactive and voice of instrument give more feeling of tratidional, very interesting”

-‐ “How about some videos?”

-‐ “Will definitely enhance this boring un-‐interesting museum”

-‐ “I want to hear musiek from all the tribes next time”

-‐ “Good presentation. Perhaps it could be possible to add a little film to see how they play

instrument.”

-‐ “Hearing how Namibian play instrument is quite internesting. Maybe videos can bring

also interest.”

ETOSHA ANIMALS:

-‐ “Even though it is my first time to visit this museum, I enjoyed it very much because I

saw some wild animals that I wasn’t know or met before like a hyna, vulture, and oryx.”

-‐ “What I saw at the Owela Museum was more tha I expected and I still hope to visit the

place over and over. In addition I suggest this is one of the greatest place in Namibia

which will attract more tourists and through that, it will boost up our economy as more

investors will flow in. Lastly, I am very much glad that our country has such a beautiful

place.”

-‐ “This is the best presentation that I have come across I hope you will include birds as

well.”

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-‐ “Place more basic information such as weight, length, etc, how the animal lives etc. in

short on the explanation screen”

-‐ “back button”

-‐ “smaller boxes with basic info”

-‐ “This is quiet interesting as well as enriching.”

-‐ “I enjoyed the touch screen. Its easy to use and with so much information.”

-‐ “The touch screen was really amazing and I learned interesting facts about the different

animals and their habitats.”

-‐ “Interesting project and very good touch screen display. Tourists will love that idea of

screen display.”

-‐ “Very education. Double check on the scientific names.”

-‐ “I really think it’s a great thing of you to come and learn about our country its really

beautiful and I hope that you spread the word about Namibia land of the brave.”

-‐ “I really like being here because I learnent many things that I donot know about.”

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APPENDIX O: DISPLAY USER GUIDES

USER GUIDE: OMAHANGU DISPLAY === How To Use This Guide === This user guide describes all the technicalities of the display and goes into detail about how to change and update all of the pages. This display was coded using HTML. === Recommended Settings === The purpose of these recommended settings is to provide you with the best options to run the touch screen displays without having to deal with unnecessary technical problems. To run these displays, it is recommended that you use a computer that runs Windows XP or a more updated version of Windows (i.e. Windows Vista, Windows 7). To open the HTML or CSS files for editing, it is recommended that you use Notepad or other text-‐based programs. To view the HTML files as pages, it is recommended that you use an internet browser. Throughout our testing and implementation phases, we used an independent browser called Avant Browser. It was the most reliable of all browsers, since our code sometimes asks for scripts that other browsers may not be able to support. We highly recommend that you also use the same browser. There is an install file located on the CD called "abinstall.exe". When opening the pages in the browser, please set the browser to "full screen" mode (by pressing F11) for optimal viewing. It is also recommended you use a touch screen monitor with the dimensions set to be 1280x1024 pixels. The dimensions of the display are pre-‐set as images and cannot be changed in HTML, so using any of the other dimensions will distort the images and text boxes. === How This Display Works === The Omahangu display is a true-‐false quiz that tests the knowledge of the visitors who come to this exhibit. The quiz contains a series of 5 questions that range in difficulty and relevance to omahangu. The complete layout of the quiz has a total of 16 questions to choose from. Depending on how well a visitor can answer the questions, the quiz will automatically adjust its difficulty to accommodate the visitor’s knowledge level. Regardless of what the user chooses, the next page shows additional information for the user to learn. Each page of the quiz also shows a picture that is related to the question. === How To Change Formatting: index.htm === The CSS file "index.htm" contains all the formatting for the display. Each item in the CSS file is labeled clearly such that anyone who chooses to open the file can identify each object and its use in the display. Below is a list of all the editable CSS items.

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The items labeled #backgroundtitle and #background are the title screen for our display and the background image for the quiz, respectively. The only content that should be changed in these items is the first line. To change the background image, change the path of the URL to link to the image you would like to use. If the image is being linked to from a folder, make sure to include the folder name inside the URL. The folder location should be relevant to the location of the "index.htm" file. As you can tell from our display, our background images are located in a folder called "pictures", which is in the same directory as the "index.htm" file. The background images should be at a dimension of 1280x1024 pixels to match with the format of the display. The items labeled #quiztitle, #righttitle, and #wrongtitle are text boxes which show a title across the top of the screen of each page on the quiz. These items can be edited to change the location, text font, and text size of the title. The object labeled "top" sets the textbox to be a certain distance from the top of the screen, and the number can be changed to adjust this distance. The object labeled "font-‐family" sets what type of font the title will be. The object labeled "font-‐size" changes the size of the text. The object labeled "color" changes the color of the text. Remember that when you are dealing with numbers make sure to include the letters "px" (for pixels) after the number value. The item labeled #quiztext is a text box where the question and the answer on each page is displayed. The dimensions of the box are set in the objects "width" and "height"; these values do not need to be changed. The object labeled "font-‐family" sets what type of font the text will be. The object labeled "font-‐size" changes the size of the text. The object labeled "color" changes the color of the text. The items labeled #imgXYZ (where XYZ is a name of an item related to omahangu) are image boxes which display various images on different pages of the quiz. The item labeled #imgriver is a picture of the Okavango River, the item labeled #imghut is a picture of a hut used by the Ovambo people, etc. The only content that should be changed in these items is the first line. To change the omahangu images, change the path of the SRC (source) to link to the image you would like to use. If the image is being linked to from a folder, make sure to include the folder name inside the SRC. The folder location should be relevant to the location of the "index.htm" file. As you can tell from our display, our omahangu images are located in a folder called "pictures", which is in the same directory as the "index.htm" file. The omahangu images should be at a dimension of 500x500 pixels to match with the format of the display. The reason behind having the Alpha Image Loader in these items is that some computers are not capable of supporting the transparency feature of .png images without additional software. This script allows all computers to bypass this software requirement and allows the computer to support all types of images. All of the other objects in the CSS file should be left as is. === How To Change Content: HTML Files === This section will go into detail about how to change the content of the displays. Most of the editable content in HTML files consists of text. The file named "title.htm" is the page that the display is supposed to show first. If you open up the HTML document, you will see that there is only one <a href> link to the first question. The content of the title page does not need to be changed since there are no text boxes or images to change.

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In designing our quiz, we developed 16 total questions to use for our quiz. Each question page is individually labeled by the level and difficulty of the question. For example, a file named “quiz3H” means the visitor is looking at the third question of five with a hard difficulty. Each question page also has two sub-‐pages, one ending with "true" and one ending with "false". For example, a file named “quiz3Hfalse” means the visitor is looking at the answer page of the third question if he or she were to click on the false button. A file named "quiz3Htrue" means the visitor is looking at the answer page of the third question if he or she were to click on the true button. As a result, there are a total of 48 separate pages for the questions alone because the files are organized in groups of three. The image labeled "network.jpg" displays a graph of the network of questions for our quiz -‐ this can be found in the directory folder. Although our quiz is set to have only 16 questions, it is possible to add or remove questions to accommodate your needs. See the "How To Use This Display For Future Exhibits" section for more information. The HTML code for each main question page is very simple and straightforward. The section under "quiztitle" is where the title of the number of the question goes (i.e. "Question 1"). You can change the text here between the <center> arrows. The section under "quiztext" is where the question being asked can be typed in. You can change the text here between the <center> arrows. You can also format the text by using these simple HTML scripts: <b> enter text here </b> = bold text <i> enter text here </i> = italicized text <u> enter text here </u> = underlined text <center> enter text here </center> = text centered within text box Near the bottom of each main question page, you will notice two <a href> links to the subpages, one corresponding to the true button and one corresponding to the false button. Each question subpage has a very similar format to the main question page. The most important difference between the two pages is the <div id> of the title. As stated above, the main question pages have a title ID called "quiztitle". The question subpages will have one of two title IDs -‐ "righttitle" and "wrongtitle". Depending on the answer of the question, the subpages should display the corresponding title. For example, if the answer to Question 6 was TRUE, then the subpage labeled "quiz6true" should have a title ID called "righttitle" and the subpage labeled "quiz6false" should have a title ID called "wrongtitle". If the answer to Question 6 was FALSE, then the subpage labeled "quiz6true" should have a title ID called "wrongtitle" and the subpage labeled "quiz6false" should have a title ID called "righttitle". These title IDs will show the user whether or not their answer is correct. Be careful when dealing with these pages and make sure not to confuse "true and false" with "right and wrong". In the subpages, the section under "quiztext" is where the question and the answer can be typed in. You can change the text here between the <center> arrows. Near the bottom of each question subpage, you will notice one <a href> link to the next question. Depending on which answer the user chooses, this link will lead to the next question of its corresponding difficulty change. For example, if the user gets the question right and the title ID is "righttitle", the link should connect to the next question level of a harder difficulty. If the user

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gets the question wrong and the title ID is "wrongtitle", the link should connect to the next question level of an easier difficulty. When the last question level (5) is reached, this link should connect back to the title page. Do not change the link on these level 5 question subpages. All of the other objects in the HTML file should follow these same criteria. === How To Use This Display For Future Exhibits === The template of this display is to have a quiz that can take many different paths. It would be efficient to add a wider range of questions or change the network which the quiz follows. This type of display is great for very popular exhibits that people are very knowledgeable in. The background images that are used in our display were created with image editing software. New images can be made and placed in the display. The number of questions for the quiz can be modified to fit the display's needs. If you choose to make changes, you must add or remove .htm pages and subpages of the same format. The network of the quiz can easily be modified by changing the <a href> links in each question subpage -‐ just make sure to keep track of which question goes where. The rest of the formatting and content editing of the pages remain the same as above.

USER GUIDE: TRADITIONAL INSTRUMENTS DISPLAY === How To Use This Guide === This user guide describes all the technicalities of the display and goes into detail about how to change and update all of the pages. This display was coded using HTML. === Recommended Settings === The purpose of these recommended settings is to provide you with the best options to run the touch screen displays without having to deal with unnecessary technical problems. To run these displays, it is recommended that you use a computer that runs Windows XP or a more updated version of Windows (i.e. Windows Vista, Windows 7). To open the HTML or CSS files for editing, it is recommended that you use Notepad or other text-‐based programs. To view the HTML files as pages, it is recommended that you use an internet browser. Throughout our testing and implementation phases, we used an independent browser called Avant Browser. It was the most reliable of all browsers, since our code sometimes asks for scripts that other browsers may not be able to support. We highly recommend that you also use the same browser. There is an install file located on the CD called "abinstall.exe". When opening the pages in the browser, please set the browser to "full screen" mode (by pressing F11) for optimal viewing.

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It is also recommended you use a touch screen monitor with the dimensions set to be 1280x1024 pixels. The dimensions of the display are pre-‐set as images and cannot be changed in HTML, so using any of the other dimensions will distort the images and text boxes. === How This Display Works === The main page of this display is divided up into four sections. In each corner of the page, there is a picture of an instrument. Once a picture is clicked or pressed, a white box pops up on the screen with another picture, the title of the instrument, and a short description of the instrument. A short sound clip will play in the background and will stop once it is done playing. On the bottom of the white box there is a “back” button which allows the user to return to the home page and select a new instrument. === How To Change Formatting: index.htm === The CSS file "index.htm" contains all the formatting for the display. Each item in the CSS file is labeled clearly so that anyone who chooses to open the file can identify each object and its use in the display. Below is a list of all the editable CSS items. The items labeled #background and #backgrounddim are the two background images shown when the display is being used. The only content that should be changed in these items is the first line. To change the background images, change the path of the URL to link to the image you would like to use. If the image is being linked to from a folder, make sure to include the folder name inside the URL. The folder location should be relevant to the location of the "index.htm" file. As you can tell from our display, our background images are located in a folder called "pictures", which is in the same directory as the "index.htm" file. The background images should be at a dimension of 1280x1024 pixels to match with the format of the display. The item labeled #musictitle is a text box that shows a title across the top of the screen when an instrument is selected. This item can be edited to change the location, text font, and text size of the title. The object labeled "top" sets the textbox to be a certain distance from the top of the screen, and the number can be changed to adjust this distance. The object labeled "font-‐family" sets what type of font the title will be. The object labeled "font-‐size" changes the size of the text. The object labeled "color" changes the color of the text. Remember that when you are dealing with numbers, make sure to include the letters "px" (for pixels) after the number value. The item labeled #textbox is a text box where all the information about an instrument is displayed. The dimensions of the box are set in the objects "width" and "height"; these values do not need to be changed. The object labeled "font-‐family" sets what type of font the text will be. The object labeled "font-‐size" changes the size of the text. The object labeled "color" changes the color of the text. The item labeled #imageX (where X is a number 1 through 4) is the image that is shown once an instrument is selected. Number 1 is the top left, 2 is the top right, 3 is the bottom left, and 4 is the bottom right. The only content that should be changed in these items is the first line. To change the instrument images, change the path of the SRC (source) to link to the image you would like to use. If the image is being linked to from a folder, make sure to include the folder name inside the SRC. The folder location should be relevant to the location of the "index.htm" file. As you can tell from our display, our instrument images are located in a folder called

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"pictures", which is in the same directory as the "index.htm" file. The instrument images should be at a dimension of 370x250 pixels to match with the format of the display. The reason behind having the Alpha Image Loader in these items is that some computers are not capable of supporting the transparency feature of .png images without additional software. This script allows all computers to bypass this software requirement and allows the computer to support all types of images. All of the other objects in the CSS file should be left as is. === How To Change Content: HTML Files === This section will go into detail about how to change the content of the displays. Most of the editable content in HTML files consists of text. The file named "title.htm" is the page that the display is supposed to show first. If you open up the HTML document, you will see that there are four <a href> links to four pages. These links are labeled as four separate instruments. The content of the title page does not need to be changed since there are no text boxes or images to change. The file named "instrumentX.htm" (where X is a number 1 through 4) is the page where each instrument is described in detail. The section under "musictitle" is the title of the instrument. You can change the text here between the <center> arrows. The section under "textbox" is the bulk of the page, where the description of each instrument is displayed. You can change the text here between the <center> arrows. You can also format the text by using these simple HTML scripts: <b> enter text here </b> = bold text <i> enter text here </i> = italicized text <u> enter text here </u> = underlined text <center> enter text here </center> = text centered within text box Each "instrumentX.htm" page also has a script called <embed src>. This embed script allows the display to play sound clips. If you look closely at the source, you can see that the file being called for is an .mp3 file. The properties of this script are "hidden" (setting the value to "true" makes the media player invisible, setting the value to "false" displays the media player on the screen) and "autostart" (setting the value to "true" enables the sound clip to start once it is loaded, setting the value to "false" requires some sort of user input to play the sound clip). To change the sound clips, change the path of the SRC (source) to link to the sound file you would like to use. The file type of the sound clip should not matter, the script will play every type of sound clip. If the sound file is being linked to from a folder, make sure to include the folder name inside the SRC. The folder location should be relevant to the location of the "instrumentX.htm" file. As you can tell from our display, our instrument sound files are located in a folder called "sound", which is in the same directory as the "instrumentX.htm" file. All of the other objects in the HTML file should be left as is.

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=== How To Use This Display For Future Exhibits === The template for this display is to have a main page with several options to press and choose from, all of which link right back to the main page. This type of display is great for very simple exhibits with limited information, or it can even be formatted as a photo gallery. The background images that are used in our display were created with image editing software. New images can be made and placed in the display. The number of clickable items on the title page can be modified to fit the display's needs. If you choose to make changes, you must edit both the CSS and HTML. In the "index.htm" file, find the items labeled #instrumentXimg (where X is a number 1 through 4). These items act as click boxes on the page, where the size of the boxes is 518x350 px (as seen in width and height). The object labeled "top" sets the click box to be a certain distance from the top of the screen, and the object labeled "left" sets the click box to be a certain distance from the left of the screen. All four of these numbers can be changed to adjust size and position. You can add or remove these click boxes by adding another item with a separate label or deleting the items from the document. In the "title.htm", make sure to add or remove <a href> links as well as the <div id> according to the positions of the click boxes. You will need to create additional .htm files should you choose to add more clickable items. The rest of the formatting and content editing of the pages remain the same as above.

USER GUIDE: ETOSHA DISPLAY === How To Use This Guide === This user guide describes all the technicalities of the display and goes into detail about how to change and update all of the pages. This display was coded using HTML. === Recommended Settings === The purpose of these recommended settings is to provide you with the best options to run the touch screen displays without having to deal with unnecessary technical problems. To run these displays, it is recommended that you use a computer that runs Windows XP or a more updated version of Windows (i.e. Windows Vista, Windows 7). To open the HTML or CSS files for editing, it is recommended that you use Notepad or other text-‐based programs. To view the HTML files as pages, it is recommended that you use an internet browser. Throughout our testing and implementation phases, we used an independent browser called Avant Browser. It was the most reliable of all browsers, since our code sometimes asks for scripts that other browsers may not be able to support. We highly recommend that you also use the same browser. There is an install file located on the CD called "abinstall.exe". When opening the pages in the browser, please set the browser to "full screen" mode (by pressing F11) for optimal viewing.

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It is also recommended you use a touch screen monitor with the dimensions set to be 1280x1024 pixels. The dimensions of the display are pre-‐set as images and cannot be changed in HTML, so using any of the other dimensions will distort the images and text boxes. === How This Display Works === The Etosha Display is a virtual safari which allows users to browse through a wide range of animals and experience the scenery of Etosha National Park. The tour is one-‐dimensional and allows users to move forward and backward. The user is also given the option of touching the "More Info" button to pop up a screen with more information about the animal being shown. The tour has a total of 15 different animals, which were chosen based on their popularity and chance of being seen in Etosha National Park. === How To Change Formatting: index.htm === The CSS file "index.htm" contains all the formatting for the display. Each item in the CSS file is labeled clearly so that anyone who chooses to open the file can identify each object and its use in the display. Below is a list of all the editable CSS items. The items labeled #background, #backgrounddim, and #backgroundXYZ (where XYZ is the name of an animal) are the background screens shown for the display's title screen and the tour. The only content that should be changed in these items is the first line. To change the background images, change the path of the URL to link to the image you would like to use. If the image is being linked to from a folder, make sure to include the folder name inside the URL. The folder location should be relevant to the location of the "index.htm" file. As you can tell from our display, our background images are located in a folder called "pictures", which is in the same directory as the "index.htm" file. The background images should be at a dimension of 1280x1024 pixels to match with the format of the display. The items labeled #imgXYZ (where XYZ is a name of an item related to omahangu) are image boxes which display close-‐up pictures of each animal. The item labeled #imgbird is a picture of a Kori Bustard bird, the item labeled #imgoryx is a picture of an oryx, etc. The only content that should be changed in these items is the first line. To change the animal images, change the path of the SRC (source) to link to the image you would like to use. If the image is being linked to from a folder, make sure to include the folder name inside the SRC. The folder location should be relevant to the location of the "index.htm" file. As you can tell from our display, our animal images are located in a folder called "pictures", which is in the same directory as the "index.htm" file. The animal images should be at a dimension of 500x500 pixels to match with the format of the display. The reason behind having the Alpha Image Loader in these items is that some computers are not capable of supporting the transparency feature of .png images without additional software. This script allows all computers to bypass this software requirement and allows the computer to support all types of images. The items labeled #title and #latin are text boxes that show a title across the top of the screen when the "More Info" button is pressed. These items can be edited to change the location, text font, and text size of the titles. The object labeled "top" sets the text box to be a certain distance from the top of the screen, and the number can be changed to adjust this distance. The object labeled "font-‐family" sets what type of font the title will be. The object labeled "font-‐size" changes the size of the text. The object labeled "color" changes the color of the text.

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Remember that when you are dealing with numbers, make sure to include the letters "px" (for pixels) after the number value. The items labeled #text and #titletext are text boxes where the information about an animal and the introduction of the virtual safari are displayed, respectively. The dimensions of the box are set in the objects "width" and "height"; these values do not need to be changed. The object labeled "font-‐family" sets what type of font the text will be. The object labeled "font-‐size" changes the size of the text. The object labeled "color" changes the color of the text. All of the other objects in the CSS file should be left as is. === How To Change Content: HTML Files === This section will go into detail about how to change the content of the displays. Most of the editable content in HTML files consists of text. The file named "title.htm" is the page that the display is supposed to show first. If you open up the HTML document, you will see that there is only one <a href> link to the introduction page. The content of the title page does not need to be changed since there are no text boxes or images to change. The file named "introduction.htm" is the page that describes the virtual safari. The section under "title" is where the main greeting is displayed. You can change the text here between the <center> arrows. The section under "titletext" is the bulk of the page, where the description of the virtual safari is displayed. You can change the text here between the <center> arrows. You can also format the text by using these simple HTML scripts: <b> enter text here </b> = bold text <i> enter text here </i> = italicized text <u> enter text here </u> = underlined text <center> enter text here </center> = text centered within text box Near the bottom of the introduction page, you will notice one <a href> link. The name of the .htm file being linked is the next page of the tour. In this case, the page is "bird.htm", which means the first animal of the tour will be the Kori Bustard bird. This link can be changed to mix up the order of the virtual safari. The file named "XYZ.htm" (where XYZ is the name of an animal) is the page where the background image of each animal is displayed. The <div id> of the background should match up with the animal being displayed. For example, the page for the giraffe should have a background ID called "backgroundgiraffe". Similar to the introduction page, you will notice two <a href> links in this page. The link with the <div id> labeled "nextimg" is the next animal of the tour, and the link with the <div id> labeled "backimg" is the previous animal of the tour. For example, in the file "oryx.htm", the next animal of the tour is the ostrich and the previous animal is the bird. Make sure all of these links match up according to the linear structure of the tour. The file named "XYZclose.htm" (where XYZ is the name of an animal) is the page where each animal is described in detail. The <div id> of the background should match up with the animal being displayed. The <div id> of the close-‐up image should also match up with the animal being

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displayed. For example, the page for the giraffe should have a background ID called "backgroundgiraffe" and an image ID called "imggiraffe". The section under "title" is the name of the animal. You can change the text here between the <center> arrows. The section under "latin" is the name of the animal in Latin. You can change the text here between the <center> arrows. The section under "text" is the bulk of the page, where the description of each animal is displayed. You can change the text here between the <center> arrows. Near the bottom of the page, you will notice one <a href> link. The name of the .htm file being linked is the main page of the animal. For example, a page called "rhino close.htm" should have a link at the bottom of the page to "rhino.htm". Make sure to match up these links accordingly. All of the other objects in the HTML file should be left as is. === How To Use This Display For Future Exhibits === The template of this display is to have a virtual tour or slideshow that has one linear path. This type of display is great for image-‐heavy exhibits or for duplicating a step-‐by-‐step process. The background images that are used in our display were created with image editing software. New images can be made and placed in the display. The number of pages in the path can be modified to fit the display's needs. If you choose to make changes, you must add or remove .htm pages and subpages of the same format. The path of these displays can easily be changed by editing the links in each page. Just be careful when making changes because changing a link one page requires you to make changes to the linked page as well in order to keep the structure the same. The rest of the formatting and content editing of the pages remain the same as above.

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