• 29Jul

     

    Every weekend we visit one or more Farmer’s Market in Fort Collins to buy fresh food and produce. I am reminded of “The Experience Economy” as I walk around the market. Pine and Gilmore, Harvard professors, wrote an article in 1998 with that title and then followed it with a book of the same name in 2000.

    As Pine and Gilmore explain, in the traditional agricultural economy you bought your goods from neighbors and friends at their homes or at a local marketplace. Then their goods were sold to wholesalers who packaged them for sale as commodities at a grocery store - the manufacturing economy. Then the grocery store put in a deli section and the goods are cooked, diced, flavored and packaged as casseroles, slaw, meals for people on the go - the service economy. You pay a bit more for the service component but you still look at the price.

    In the experience economy (Starbuck’s, REI, Disney, great interpretive sites) we expect to pay more because the experience is complete and rewarding. It is not a commodity. An experience has a something about it  that makes it worth more to us.

    A farmer’s market is a wonderful agriculture/experience economy hybrid. I happily pay more for organic peanut butter, free-range chicken and ground bison. I get to talk to the people who raised the food and processed it. The bluegrass group or Celtic band performing in the market creates a friendly cultural sound background for the market. The aquaponics guy selling lettuce can really explain how this unique ag technology works.

    We still go to the grocery store and buy commodities like brand name dog food. And we still look at the price.  But we buy the homemade dog treats at the farmer’s market that support a local school group.

    The experience economy has that emotional component we talk about so much in heritage interpretation. We want to make emotional and intellectual connections with our audience with the experiences we design. When those experiences are complete and make people feel better, they are willing to pay more.

    Value-added interpretation must be holistic. As Pine and Gilmore point out, an experience is thematic, adds positive cues, eliminates negative cues, mixes in memorabila and employs all five senses (multiple learning styles). Lisa Brochu outlines an experience design process in her book on Interpretive Planning: The 5-M Model for Successful Planning Projects. If any one of the steps from Decision to Commitment is not consistent with the whole experience, your interpretive efforts lose value. We step on our own message sometimes by not planning the entire experience. Our audiences care about the consistency in what we say and do.

    The interesting thing to me about value-added interpretation and local markets is the feeling that goes with it. I carry off my organic peanut butter, bison and dog biscuits in a cotton bag made in Malawi sold to benefit orphans there. I feel good about the investment and the experience. I’ll be back next week at the farmer’s market, again and again. It’s more work and more interesting than going to a supermarket. As an interpretive planner and manager, we want those warm feelings and return visits at interpretive sites, adding value for our audiences. We can charge more for the experience when it is complete, enriching and encourages good feelings about all we do.

    -Tim Merriman

     

  • 26Jul

    Consumer: One that acquires goods or services for direct use or ownership

    Citizen: A native or naturalized member of a community or state owing allegiance to its government and entitled to its protection.

    It has been said that we Americans identify ourselves more as consumers today than as citizens. That makes sense given the market-driven world we live in, constantly bombarded with advertising to drive our consumption patterns. You may have heard phrases such as “spend our way out of the recession” in recent years which suggest that buying stuff is what keeps our economy going. Unfortunately, that’s more accurate that most of us would like to believe. If you ever want an amusing look at this phenomenon, check out The Story of Stuff at http://www.storyofstuff.com/

    If we viewed ourselves more as citizens and members of an integrated community rather than individual consumers of resources, perhaps we would relate to the world around us in a different way. We might be more likely to participate in government and community organizations to exercise our rights as citizens. We might have a higher regard for the common resources that are reserved for our collective use and benefit.

    This brings me to one more definition:

    Economy: An entire network of producers, distributors, and consumers of goods and services in a local, regional, or national community.

    This is a typical definition of the term, which reinforces our role as consumers and individual actors in a free (albeit somewhat skewed) marketplace. The success of this typical economy is measured in per capita earnings, Gross Domestic Product, rate of market growth or other financial measures. Yet some of the descriptors in the classic definition of economy, such as producers and consumers, services, community, may sound very familiar if you’ve studied how ecosystems operate. In fact, some parts of the definition of a monetary economy can also be used to define a different kind of economy, a green economy in which resources are managed for sustainable use, ecological services are valued equally with human needs, the exchange of goods and services promotes social justice and stewardship. The success of the green economy is measured not just in profits, but also in long-term sustainability and the ability of all members of the community to participate in the economy.

    Many of us have the opportunity to help our audiences remember they are citizens as well as consumers and that they can participate in a green economy. We interpret cultural sites that often tell the stories of communities and cultures where acts of citizenship are part of the story. And we may also be in the position to demonstrate the negative outcomes of unconstrained consumption on our natural and cultural resources.

    And here’s perhaps the most important payoff to interpreting citizenship: The parks, museums and other institutions where we work were most likely established through the efforts of citizens to bring them about. In many cases we owe our existence to outstanding acts of citizenship that founded our places and programs, and we need people to step up once again as active citizens to support the programs and institutions that sponsor our work. Inspired, active citizens are critical to our future as interpreters, and as a democracy overall.

  • 22Jul

    This week we held an Interpretive Planning Course at the headquarters of the National Oceanic and Atmospheric Administration (NOAA) in Silver Spring, Maryland. This course always involves a host site, which provides a planning challenge. In the mornings each day we teach the concepts and processes of interpretive planning. In the afternoon the participants work in three-person teams to write a plan around the challenge. On day five they present their findings. The challenge this week is to plan the new site and programming for Science on a Sphere (SOS) at NOAA facilities on the East-West Highway in downtown Silver Spring by the Metro entrance of the same name.

    SOS is an amazing medium developed since 1995 by NOAA with Dr. Alexander “Sandy” MacDonald identified as the inventor. The “Sphere” is a 68 inch (about 1.72 meters) projection globe that permits everything from real-time global data to produced movies to be projected on the surface by four high-lumen (4,000 to 6,000 lumens depending upon the darkness of the setting for use) LCD projectors. The original need was a way to visualize global data

    Science on a Sphere globe showing weather change.

    collected by satellites, ocean buoys and other remote sensing instruments as an aid to research about weather trends, global climate change and other natural phenomena. NOAA, NASA and other federal agencies provide the data. Now more than 300 programs or “datasets” exist for this interesting projection system. It is fascinating to look at hurricanes (typhoons, cyclones – all the same thing) forming and moving across the planet Earth as the system projects historical data from years with many oceanic storm events.

    Global climate change is controversial in some circles. When you watch historical data of earth temperatures projected on SOS, you see not only the warming trend, but projections of future warming based on various scenarios related to CO2 in the atmosphere. It allows the viewer to make her/his own judgment about the realities of climate change.

    Heating of the planet is obvious in this view of historical data on surface temperatures.

    There are more than 70 sites with SOS units and many have developed their own “datasets” and movies. They share them in a user network so anyone with the system has access to a wide variety of programming. Evaluation of SOS programming suggests that the most effective uses of the system include an interpreter or docent who interacts with audiences to ask questions and explain what is being seen.

    Some of the “datasets” are more social phenomena than planetary activity. They have a program with 10 million Facebook friends with a line between each pair of friends. No map data is part of this but you see the outline of all the major continents due to the concentration of people on coastlines. China is a dark area, because their government blocks out Facebook. Areas lacking Internet and/or human populations are also dark.

    Facebook friends on the planet indicate where people live and how "wired" they are with the Internet.

    Though it is one of several in the Washington, D.C. area, it is the first one in a NOAA facility with general public access. Most of the SOS partners are science museums, NASA space facilities, natural history museums, zoos and universities. The development lab for SOS is in Boulder, Colorado, and that is behind security fences. Programming there is mostly for organized school groups. This new project allows NOAA to show the amazing work they have done in scientific investigation and trend analysis to more diverse audiences. As an interpretive medium, it suggests amazing possibilities and many are already available.

    SOS sites are mostly in the U.S. but they are also in Mexico, Korea, St. Lucia and China. If you get a chance to see presentations on this medium, take time to view several shows. They let us see the Earth as the Big Blue Marble, much as it is seen from high Earth orbit in the International Space Station. It presents amazing possibilities.

    -Tim Merriman

     

  • 19Jul

    A Sand County Almanac inspired a new generation of conservationists when it was published in 1949. In this seminal work, Aldo Leopold redefined the relationship between humans and the land, establishing what he called the “land ethic.” After observing the effects of over a century of abusive agriculture and timber practices, Leopold described and demonstrated the ability of the land to heal itself if managed properly. Conservation was our human effort to understand and preserve the capacity of the land to heal itself. Ultimately, the land ethic was the acceptance of our responsibility as stewards of the Earth to maintain the health of the land.

    I don’t know how many times I’ve read A Sand County Almanac. The personal descriptions that Leopold wrote of his farm in the sand counties of Wisconsin are so vivid that I felt that I had seen that land in person—but I hadn’t, until now. On a recent trip to Wisconsin, I was finally able to see the farm in person. There stood the old chicken coop that Aldo and his family had remodeled into a small cabin. The apple orchard was still there, and the pines Leopold planted in the 40s were in evidence. The Leopold Foundation has done a wonderful job not only in promoting the conservation effort that Aldo Leopold launched, but also in conserving the property and maintaining the character of the land the Leopold family cherished. It was a personal pilgrimage for me.

    So much of the ecological consciousness that Aldo Leopold wrote about in the 1940s has since been widely accepted, and was reinforced a decade later by Rachel Carson. It has been the basis of many modern conservation practices that protect the productivity of the land for humans and preserve wildlife habitat. In recent years scientists have been asking why Leopold’s land ethic should pertain just to the land. Perhaps it should apply to the oceans as well.

    Carl Safina of the Blue Ocean Institute has proposed that the “land” ethic should really be an ocean ethic as well. We are seeing the same abuses in the oceans that disturbed Leopold as they happened on the land. Aldo realized the folly in eliminating top predators from terrestrial ecosystems, and today we’re realizing the damage from eliminating over 90% of the top predators from the ocean. Leopold saw populations of wild game drastically reduced through reckless market hunting, and today we’re seeing market hunting on the high seas as commercial fishing removes fishes at an alarming and unsustainable rate. We are witnessing the equivalent devastation of the dust bowl in the 1930s now occurring in our oceans.

    Perhaps it’s time to extend the land ethic to the seas. Giving Nature a chance to recover, allowing the sea to heal itself as we have the land after the disastrous “dirty 30s.” Leopold’s urging that we consider the land, water and all living things as a single community works in the ocean as well. When we accept responsibility to understand and maintain the capacity of the seas for self renewal, we may be able to utilize marine resources in a wise and sustainable manner. Aldo Leopold had a good idea in 1949, and it’s just as sound today, for the seas as well as the land.

  • 15Jul

    We recently visited Jim Hakala at the University of Colorado Museum of Natural History in Boulder, Colorado. Jim is Senior Educator there. He introduced us to one of their newest exhibit galleries and one I would have loved when in college, the BioLounge.

    They took a large room in the lowest floor of the stately museum building and placed a variety of study and relaxation areas around the room. The BioLounge sign sets the stage – relax, explore, engage. The furnishing are comfortable and fun. They went around to flea markets and bought up very funky but nice furniture and created small sitting areas, table space, conversation nodes and the like.

    They have a beverage station with free coffee and tea. Students come in to relax and the environment invites them to explore and engage. Like the living room of every naturalist and anthropologist I have ever met, there are artifacts in cases, on shelves and just lying around. They are bones, feathers, eggs, ant-money, insects, teeth and more. The wall is decorated with framed herbarium specimens of varied plants. It all feels very warm and cozy and unique for a museum gallery.

    Jim assured us that during the school year it is a bustling room with lots of students and activity. We watched staff and volunteers working on educational materials preparations, but it is summer and few students were around. If I attended CU as a student, I would be hanging out in the BioLounge – free coffee, great places to sit and visit, and a no-hassle ambiance make this a great exhibit gallery for engagement.

    In the Discovery Corner is a storybook area and a father was reading a children’s book on nature to his two kids. The kids were enthralled with the book and oblivious to our looking around until I bothered them for a photo.

    Several art objects were placed around the room. One is a miniature room of a science nerd. It had the look of bottled critters, preserved artifacts and cobwebs. I think my room looked like that in high school. As an art object it was fun and fit the scene well.

    Food and beverages are part of the basic needs category in Maslow’s Hierarchy of Needs. Providing students, always on a budget, with beverages and a place to “hang” is a great idea. The museum creates small exhibits for the space and selects items from storage to place around the room, so it brings out some real interesting conversation starters. Any college or university with a museum, plant and animal collection, and/or artifact collection could do this easily. Jim mentioned that it was inexpensive per square foot when compared to other museum exhibitry.

    If you get to Boulder, check out the museum. Or go to their Facebook page. They have other fascinating galleries for exploration by kids and adults. The Triceratops skull is huge and amazing to see up close. And it is a great place to relax and have a cup of coffee or tea.

    -Tim Merriman

  • 12Jul

    We’ve all experienced the value of a good coach, whether in sports, personal endeavors or career skills. The interpretive coaching program with NAI and Eppley Institute have brought that same value to interpretation by training interpretive coaches. This summer we’ve been working on a new wrinkle in interpretive coaching—training peer coaches for our summer high school volunteers (Teen Conservation Leaders) that provide interpretation at the Monterey Bay Aquarium.

    Every summer we have a group of talented teens that volunteer their time to serve along with staff and adult volunteers to connect guests to our exhibits and to Monterey Bay itself. These students work in exhibit galleries, on our sail boat, at our teacher institute and in summer camps for other teens. Training this corps is a whirlwind effort, with two weeks of intense training as soon as local schools released the students. However, once summer was in full force, staff was pulled in many directions and the amount of time we could devote to ongoing nurturing of our students was not to our satisfaction.

    Enter the interpretive coach concept. What if we could create a cadre of peer coaches that would work with the students to continually challenge them to improve their interpretive skills throughout the summer? We often have a group of student volunteers that perform exceptionally well during the summer and are looking for something more to do when they return the following year. This could be a good fit for them.

    So we identified some promising candidates and interviewed them for this new role. Some weren’t that excited about it, others couldn’t commit the time. The ones that remained were enthusiastic, dedicated—and willing to be experimental subjects in this new program. The next hurdle was for these teens to complete a CIG course during the winter, and they passed with flying colors (eclipsing many of the adults in the class). Then they embarked on a specialized course of training focused on peer coaching and interpretive coaching skills. At the same time, we invited a select group of adult docents (all CIGs as well) to participate in the coaching training. These adults had years of experience working with our education programs and also serving as mentors in our other docent training programs. The idea was that each teen coach would have an experienced adult (we called them “advisors”) that would be a support system (and safety net if they ever needed it) for that teen coach, and the adult advisors could also provide some coaching for the teen coaches to help them get the most out of their work with this program.

    The coaching training continued through the spring, culminating with coaches and advisors working closely with staff to deliver the intensive two-week training for all the new student volunteers. During that training they were able to build relationships with the new students that would become fundamental to the coaching effort with these students later on.

    The student volunteers completed their training and have been applying their interpretive skills now for just under a month. Students work two days per week, and each of those days they meet with their coach at the beginning of their shift to go over objectives they’ve set for themselves and agree on what the coach will do to help them make progress on their objectives. Coaches focus throughout the shift on observing their assigned students, and can provide feedback multiple times during the day. As a result, the growth curve in skills and knowledge for the student docents has been phenomenal. At the same time, the adult advisors meet each day with coaches to talk about their challenges and successes and to share tips on working with the students. Each coach has developed her/his own set of objectives, and the adult advisors provide coaching support to pursue those objectives. I guess you could say this is a coaching pyramid scheme of sorts!

    In addition to watching all these summer volunteers make remarkable progress on honing interpretive skills, the staff enjoys the benefits of much more assistance in running the summer student program. We can focus more time on integrating the student program with other efforts around the aquarium, and devote more attention to special needs that come up during the summer without feeling we’re neglecting something else. This is truly a win-win situation.

    If you haven’t explored NAI’s coaching program, you may want to do so. It provided the skills and the overall concepts that gave rise to our peer coaching program for teens. You’ll find the same valuable applications wherever you work, whatever interpretive services you provide.

  • 08Jul

    It is a common saying, “from my point of view,” and it is a good one. If I am trying to make it clear that I am expressing an opinion, it is a good thing to say. And yet, a lot of interpretation is delivered from the interpreter’s point of view with little understanding of the audience’s point of view.

    Several decades ago as I took graduate interpersonal communication classes, they pointed out the need for good communicators to understand the philosophical “point of view” of their audience. If our audience comes from a rationalist cultural bias (everything has a purpose), they process ideas differently than people who are more existential (“I am here, but do not have to explain why”). Our audiences usually have a variety of philosophical points of view in how they take in new information and ideas. Questioning is always a key strategy at the start of a program to find out what our audience believes, where they come from, and how they think.

    I just read the new book, Lost in Shangri-La: and the Most Incredible Rescue Mission of World War II by Andrew Zuckoff. It is a wonderful recap of a very real story of survival of three American service people from a plane crash in New Guinea. And it aptly demonstrates how we misinterpret the actions of others because of our cultural “point of view.” I especially enjoyed this book because I saw a movie in 1965, entitled Dead Birds, about the Dugum Dani people of the highlands of New Guinea. That anthropological treatment explained the very different views of the world held by these native people. Zuckoff points out how the media of that day (1945) in WWII when the plane went down, misinterpreted the actions and fears of the native people they met.

    The paratroopers and medics who jumped into the valley to assist the injured survivors assumed the local people might harm them and they fired their weapons a few times to impress them with their might. The Dani have a cultural story about gods descending from the heavens just before the end of days. The local people were pondering what they assumed might be the end of times for life as they knew it. They did not fear a battle with the intruders at all. They were very used to fighting with neighboring tribes. The U.S. soldiers were unaware that the local chiefs had agreed to a truce while the “gods” occupied their battlefield and sweet potato patch. Lack of a common language left both sides to misinterpret the actions of the other group. Read the book if you want to learn more about how this all played out. It is simply fascinating.

    The message for heritage interpretation is not new. We need to understand more about our audiences to be effective in influencing their attitudes, beliefs and behaviors. We may have a local audience at times that share our cultural beliefs. We may have international guests who bring a different world view in many ways. We often have a diverse audience with multiple perspectives. If our site includes dark stories of cultural mistreatment or conflict, our sensitivity to the audiences varied views will matter a lot.

    Cultural Competence is often used to describe this seemingly new skill that voyageurs, diplomats, explorers and others have had to have for centuries to do well in other cultures. Travel now brings people to our doorsteps from all over the world. Language barriers are obvious but cultural differences and points of view are less obvious. Wikipedia gives this definition and thoughts on cultural competence:

    Cultural competence refers to an ability to interact effectively with people of different cultures. Cultural competence comprises four components: (a) Awareness of one’s own cultural worldview, (b) Attitude towards cultural differences, (c) Knowledge of different cultural practices and worldviews, and (d) cross-cultural skills. Developing cultural competence results in an ability to understand, communicate with, and effectively interact with people across cultures.[1]

    On a small scale or a very large scale we will do better if we really understand our audience’s beliefs and point of view.

    -Tim Merriman

  • 05Jul

    Photo by Laurent Renault

    One of my favorite sights this time of the year is the variety of youngsters one can see—juvenile birds, fawns, young squirrels and rabbits and so on. The marine equivalent of this would include the pups of sea otters, harbor seals and sea lions, as well as young whales and dolphins that accompany their mothers. Recently I’m finding the joy in seeing these offspring is being diluted with concern and even foreboding—and here’s why.

    Scientists are finding growing numbers of offspring—particularly first born—are perishing. Life is always tenuous for newborns, particularly the first offspring for a new mother. Mom may not have mastered all the necessary parenting skills. Nature, especially the marine environment, can be a harsh place for newborns, particularly marine mammals. It’s not unusual to lose 40% or more of first born offspring for many marine mammals, but we’re seeing mortality rates approaching 80% for the newborn of dolphins for example. What’s going on?

    Many top predators in the ocean—including dolphins, orca, seals, sea lions—concentrate trace toxins found in the food they eat through a process called bioaccumulation. You’re probably familiar with this phenomenon. The end result is an animal with high levels of mercury, PCBs, or other toxins in its tissue. But in long term monitoring of the toxin load in these animals, we’re finding the females (but not the males) may show a dramatic drop in toxin levels. Females are able to transfer much of their accumulated toxins into developing embryos, thus using the newborn as a mechanism for shedding toxins from their body. Moreover, for marine mammals that are nursing their young, additional toxins may be shed in the mother’s milk and transferred to their offspring. Ultimately, that offspring may be deformed, may have a compromised immune system, and has a very poor chance of surviving its first few weeks of life. If there is a bright side to this, it’s that the mother may shed enough toxin in her first offspring to bear offspring subsequent to that with a lower toxin load.

    We’ve known about this toxin shedding in marine mammals for a number of years. Now we’re finding it extends to some fishes as well. Sharks may fit into that role of top predator in some marine food chains. In some species the female produces a large, oily yolk to nourish their embryos, and that yolk may be a depository for toxins shed by the female. Tissue samples from young sharks of some species are showing such high loads of toxins that the shark doesn’t meet health standards for human consumption. (Another good reason not to eat shark!)

    Unfortunately, humans aren’t exempt from this phenomenon. In remote areas of the arctic where indigenous peoples depend largely upon wildlife for the protein in their diet, samples of body fat and mother’s milk contain alarming amounts of mercury and PCBs. (PCBs and heavy metals are fat soluble so they tend to concentrate in fatty tissues and milk.) That toxin shedding phenomenon may come into play, so human mothers may have to avoid nursing infants for fear of transferring these toxins to them.

    There is something we can do to address this problem. Burning coal is one of the major sources of methyl mercury in our environment today and finding alternate ways to generate power would reduce mercury loads in the ocean and arctic significantly. Changing out transformers and other electrical devices that use PCBs and safely disposing of this chemical may help keep it from circulating to higher latitudes.

  • 01Jul

    National Museum of the American Indian, Smithsonian Institution

    One common story we hear from organizational managers is that a new building is being planned and the architect has been hired. Interpretive staff are charged with determining what interpretive media should go into the building and perhaps on to the grounds. When we are asked, “What do we do next?” we suggest they back up and do the interpretive plan first, before making architectural decisions.

    Everything in interpretation is media, not just exhibits, brochures, maps, videos and programs, the more obvious media choices. Buildings, grounds, playscapes, kitchens, light fixtures, food services, roads, parking areas, entry signs, furniture, maintenance supplies, and experiences convey messages about your organization, core values and commitment to those beliefs.

    Native Foods Cafe at the National Museum of the American Indian

    Marshall McLuhan wrote Understanding Media: The Extensions of Man (1964) and “the medium is the message” was one of the catchy phrases that endured from his ideas. He suggested that a light bulb makes the point. A light bulb lacks content and yet it has social effects that lead to change on varied scales(night base ball for instance). Too often we view media as being the print item, the exhibit, the video, the sign and not the entire experience from first contact to the exit of the guest.

    Thematic interpretation encourages people to think more deeply about their attitudes and beliefs. They are influenced not just by content (facts, artifacts, places) but by the media used to reveal meanings related to the content. We want them to THINK and have conversations about their beliefs that lead to a greater understanding and result in changed behavior (donate, volunteer, advocate, return, encourage others, etc.) We plan experiences that hopefully lead to a greater understanding and the experiences include diverse media.

    So where is the theme, the message, in our media? It is not just what we say or print in a brochure. I would suggest it is in all of the media and EVERYTHING IS MEDIA. The unique architecture of the National Museum of the American Indian as part of the Smithsonian Institution is not another building with marble pillars or glass facades. It has a shape and appearance more like the cliff dwellings of the southwestern United States. The food service inside is not the usual institutional cafeteria. They share the major food cultures of Native Americans through the options available. Salmon served on a cedar plank shares a sense of northwestern food culture. The architecture and facilities design choices help tell their stories.

    Photo courtesy of The Leopold Foundation

    The Leopold Center in Baraboo, Wisconsin, was designed to be  a netzero energy efficient LEED Platinum facility and it is recognized as the first carbon neutral LEED structure. How could you share the Leopold Land Ethic in a building that did not convey his fundamental messages and core beliefs about conservation and living in harmony with nature?

    Media decisions are made on all scales of size with myriad methods of delivery. The decisions we make at interpretive programs about use of styrofoam cups and disposable plasticware convey a message. Is it consistent with our programmatic message about conservation? Poor decisions about media can interfere or even negate our message.

    We tend to see media in a narrow frame. And we tend to select media before we know our message, audiences and objectives. A thoughtful planning process should end with media selection, not begin with it. And then when we get to the media part of our plan, consider that EVERYTHING IS MEDIA.

    -Tim Merriman

    P.S. Happy Birthday America!

The NAI Network

  • NAI LibraryThing Author NAI at LibraryThing Author
  • NAI MySpace NAI at MySpace
  • NAI YouTube NAI at YouTube
  • NAI LibraryThing NAI at LibraryThing
  • NAI 12seconds NAI at 12seconds
  • NAI Facebook Profile NAI at Facebook Profile
  • NAI Facebook Page NAI at Facebook Page
  • NAI Behance NAI at Behance
  • NAI ClaimID NAI at ClaimID
  • NAI Hyves NAI at Hyves
  • NAI Twitter NAI at Twitter

Archives

Switch to our mobile site