Alec Jenkins

UoGuelph Student

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Me as a nature interpreter

In this week’s Ares reading, Why Environmental Educators Shouldn’t Give up Hope by Jacob Rodenburg, the line “If I had a job description, it would be simply this: to help reveal wonder and cultivate awe.” really stuck out to me, and I immediately got out a pen and paper and wrote this down. Jacob Rodenburg is the executive director of Camp Kawartha and The Camp Kawartha Outdoor Education Centre, located in Ontario, Canada. As I mentioned in several of my previous blog posts, my experiences as both a camper and a counselor at my summer camp (also located in Ontario, Canada) have been very formative in my development as a leader, sense of self, scientist, and global citizen since this space has encouraged me to cultivate my curiosity, embrace my leadership, and live my values. I think the core purpose of any youth educator, especially in an outdoor nature educational setting (such as summer camp), is to do exactly what Rodenburg said: to explore the wonder in the world and just keep exploring and pursuing what brings us joy and fulfillment. After reading this article, I decided to share the wisdom of this statement with my greater summer camp staff community in our WhatsApp groupchat.  

The WhatsApp message I sent my summer camp staff regarding Rodenburg's article.

There is an annual Jewish summer camp in person weekend-long conference for summer camp staff members across North America called Cornerstone by the Foundation for Jewish Camps (FJC). Cornerstone is such a valuable education space since it acts as a melting pot for the ideology of Jewish summer camps across the continent, and so much institutional and anecdotal knowledge is exchanged among the participants. Each participant signs up for a series of workshops to participate in during their weekend at the conference to learn skills and activities transferable to their jobs at their respective summer camp. Last year, I signed up for an activity about science and wonder. My key takeaway from this program was extremely inline to Rodenburgs words: it doesn’t exactly matter what you are teaching or how invested the participants are — your job as an educator is to give children the tools they need to explore the world for themselves, appreciate the wonder in any way they can, and celebrate them for their discoveries instead of shame them for their neurodivergence. This program inspired an activity I ran for my summer camp community this summer that I have linked here. This activity embraced the idea of using nature interpretation and exploration as a form of self care and avenue for discovery. Magnifying glasses were given to all the campers for if they got bored at any point during the activity so they could always keep investigating the world, even to the small details in the blades of grass beneath them. This activity was composed of (i) a nature-themed check-in reflexive activity, (ii) a game where they were encouraged to act out nature and empathize with its components, and (iii) a game to observe their surroundings through trust and touch, without their sense of sight. (iv) This activity concluded with one-on-one discussions reflecting on their experience observing nature, applications for self-care practices, and what it was like to search for and embrace the wonder in the world, from small blades of grass, to forests, to whole ecosystem dynamics. 

Me explaining my takeaways regarding nature interpretation from Cornerstone to my greater summer camp staff community.

My personal ethic as a nature interpreter resides in the belief that there is no one way to engage with the world and ourselves. This is a very individual process that is constantly evolving and changing. I think providing each other with support, co-creating safer spaces, and building personal connections allows us to feel empowered to explore the relationship between ourselves and nature. I believe that with love and care we can foster an environment that enables youth to grow, discover, and care. Afterall, I believe effective learning is unable to happen when we don’t feel safe and cared for. Therefore, as a nature interpreter, it is my responsibility to actively evaluate my privilege, make nature-based education accessible to as many people as possible, and emphasize positive relationships among individuals that push us to grow and challenge ourselves. We have our comfort zone, where we are not challenged. We have our danger zone where boundaries are violated and not respected. And somewhere between these zones, we have our learning zone, where we are pushed to try new things, reflect with ourselves, and question the status quo in a safe and consensual environment. It is my role to find the learning zone of those around me and provide them with the support and guidance to navigate this zone. For example, this can include learning about tick safety and the increasing population and range size of ticks due to global warming caused by climate change, while giving them the proper tools and advice to enjoy nature while being tick-safe. This can also include sitting together by the water with a guitar and writing a song together about the nature around us. Music can feel like a very vulnerable task, so in this case my role would be to help guide the musical framework and celebrate contributions made by the group. 

The approaches most suitable to me as an interpreter stem from foundations of mutual trust and respect. I am a strong believer that we need a space that values trust, respect, and kindness in order to share our thoughts and ideas in a meaningful way and can be further built and inquired upon by the group. I feel most connected to nature when I am in a forest or ravine and I investigate the tree species around me and the sounds of birds chirping nearby. I have lots of questions about the life history of the organisms I see around me and make hypotheses about why some species may predominate in an area versus others. I share these thoughts with those around me, not to provide them with answers, but to awaken a space where curiosity is valued and celebrated and to care enough about nature enough to want to further inquire about it. I am also passionate about using nature interpretation as an avenue for self care. I encourage others, either by themselves or with me, to play guitar by the water and ground themselves in one thing they hear, one thing they smell, a thing they can touch, a thing they can taste, and something they can see. Nature interpretation is of immense value to me and I have been so grateful to see my relationship with nature and as a nature interpreter grow over the past several years. I am filled with warmth and gratitude in knowing that I have the opportunity to be outside at summer camp with the purpose of helping children learn and grow in their relationship with nature and themselves.

Soaking in the nature beauty and wonder of the summer the with the summer camp staff the evening before the kids would arrive for another intense and rewarding summer.

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Cannot emphasize enough my respect for your belief that there is no one way to engage the world or ourselves. While I admit all of us can be guilty of narrow-mindedness in one way or another, I know the damage that narrow-minded thinking has done to the world in general. I am aware of how it holds people back, so thank you for your statement about there being more than one way to do this. Furthermore, I really appreciate your point about having a space that values mutual trust. Obviously, you are speaking from your rich experience working at a summer camp. I'm sure if anyone is a valuable member of the team there, it's you. I also liked your mention that you share your thoughts about nature with those around you. I also enjoy talking to other people about nature to quite a degree. Lastly, great definition of the learning zone. That's an important concept to remember. Forgive me for just simple praise, but I don't have any criticisms to make about this post. Thought it was well-written and including the camp photos was a nice addition!

[sdenvs3000w23]

Unit 10: Nature Interpreter and Ethics

It's hard to realize this is the last of our blog posts. I recall having doubts about this course and constantly questioning whether it was the right choice for me. I would frequently ask myself questions like "who am I as a nature interpreter?," "have I ever interacted meaningfully with nature?," and "do I deserve to be a nature interpreter? " This week's blog post challenged us to characterize our ethics, beliefs and approaches to interpreting nature, and I find myself reflecting on the questions from that past more now.

Initially, I believed that nature interpretation was only focused on protecting the environment, but this semester has solidified the idea that nature interpretation is how we all actually interact and connect with the rest of the world. As nature interpreters, we play a critical role in helping people understand and appreciate the natural world. As such, we have a responsibility to provide accurate and unbiased information and to promote conservation and sustainability. I now truly beleive that nature interpreters should include a deep respect and appreciation for nature and a recognition of the interconnectedness of all living things. I believe that it is essential to protect and preserve natural areas for future generations.

In terms of responsibility and ethics, nature interpreters have a responsibility to educate people without bias about the natural world and foster an appreciation for it. We must also convey the importance of conservation and the need to protect our natural resources. In doing so, we must respect the natural history that comes with it. Beck et al. (2018) demonstrate how history plays a role in comprehending and navigating the present. The history of lands and nature is what allows us to make a deeper connection with the past (Beck et al. 2018). We are also able to understand past mistakes and learn new preservation techniques. Nature interpreters must also be mindful of and respectful of the cultural and spiritual value that various groups of people attach to the natural environment. Indigenous peoples, for instance, take pride in imparting their knowledge of the land to future generations. These cultures have a lot of knowledge about the topography, spirituality, and medicinal benefits of the land as a result (Cable et al, 2018). Therefore, it is the duty of nature interpreters to be aware of any potential effects that their interpretation may have on these groups and to make sure that it is respectful and inclusive.

To perceive the natural world ethically, we must respect it, work to be honest and precise in our interpretations, and develop empathy and compassion for all living things. By doing this, we are upholding a set of values and principles that govern how we engage with the rest of nature and the people who come to enjoy it. To put it another way, I think that being an ethical nature interpreter entails acting with integrity and respect towards the natural world and the people who visit it to encourage awareness, wonder, and preservation of our planet's biodiversity.

No matter their background or expertise, nature interpreters must also provide a secure and welcoming environment for all participants. In other words, it is our duty to acknowledge our "privilege" and "unpack" our "invisible knapsack". Privileges act as barriers that cause certain people to avoid connecting with nature, especially those that are underprivilaged (Beck et al., 2018). By being aware of your audience, you may adapt your interpretation to meet their needs and prevent any issues with privilege (Beck et al., 2018). We must take down any barriers and accept any privileges we may have; otherwise, we won't be able to close the gap between individuals, their community, and nature.

In terms of approach, I believe that nature interpreters should approach their work with a combination of enthusiasm, curiosity, and humility. We should be eager to learn and share knowledge, and we should be open to different perspectives and approaches. we should also strive to communicate effectively, using a variety of techniques and strategies to engage their audiences. We need to understand that as much as we are teaching, we are also learning new things. We must educate and learn by incorporating interpretative approaches from the cognitive, emotive, and kinaesthetic areas so we can further our knowledge (Beck et al., 2018). In order to engage and motivate others to value and comprehend the natural environment, it is equally critical that we are passionate about what we do and provide the appropriate enthusiasm. When an interpreter is passionate about the material they are presenting, it can generate a contagious energy that inspires others to be engaged with the material. Being excited enables people to create great moments and share them with others. Humility is also important to me in nature interpretation because it allows us to approach the subject with an open and receptive mindset, and to recognize and acknowledge their own limitations and biases.

Overall, I owe a lot of gratitude to this course. It allowed me a great opportunity to understand and further my love for nature. I initially was scared that I was taking this course knowing that I don't have any experience in nature. I am just a person from Toronto that is surrounded by tall buildings and smoke in the air. I've learned from this course that nature interpretation is more about getting in touch with nature than it is about studying it. I came to understand that there are other ways to interact with nature outside of going on walks, such as through literature, movies, music, and art. My enthusiasm for nature has reignited because of this course, and also given me the opportunity to build my understanding of what a nature interpreter is!

I look forward to reading what everyone has to say, and I hope your experience with is course is similar to mine!

Beck, L., Cable, T.T., & Knudson, D.M. (2018). Interpreting cultural and natural heritage: for a better world. Sagamore Venture.

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Just to start, I'm sorry you began this course with such a level of self-doubt. Also, to be very honest, I am incredibly shocked that you frequently wondered (at the start) if you even deserved to be a nature interpreter. The amount of research work you did for our podcast? If anyone deserves to be a nature interpreter, it's you. And the enthusiasm you put into recording your lines? That definitely fits well with you stating your belief that interpreters must approach their work with enthusiasm. However, I also have the utmost respect for your mention of approaching this work with a level of humility. In the blog posts that I have written, I have certainly been passionate but rarely humble. I confess, it is a struggle to be humble when the general public's complete disrespect of nature gets on your nerves. So, thank you for highlighting that key aspect of how an interpreter should be, especially with being open to different approaches. Finally, just like you, I have immense gratitude toward this course and it was indeed a great opportunity.

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Nature Interpretations Role in Environmental Sustainability

Nowadays, it is becoming harder and harder to maintain a positive outlook on the future of our species and the planet. Admittedly, I am fearful for what might become of our ecosystems and future generations of people in light of the huge environmental and social crises that we face in the modern day. However, my personal ethic as a nature interpreter is centred around a sense of hope that as a human collective, we can better support one another and our surrounding environment today and in the future.

I feel that human-caused environmental issues have been and continue to be fuelled by our psychological and physical disconnectedness and isolation from our natural environment. As an interpreter, I want to help individuals to re-establish and strengthen their relationship with nature, to facilitate a deeper understanding and appreciation for the interconnectedness of all life on earth and our dependence on the health of our surrounding ecosystems.

My background in the International Development and Human Geography discipline has also deepened my belief in the importance of recognising the intertwined nature of environmental and social justice issues; we cannot address one without the other. Thus nature interpretation, particularly in Western nations, must reinforce the importance of understanding that our actions here have environmental and social consequences upon not only our local, but global environment. As Beck et al., (2018) highlight, nature interpretation must grapple with critical issues in our past, present and future on multiple scales; this includes the continued legacies of colonialism that persist in our current attitudes and management of our natural environment. Since being on my year abroad here in Guelph, I have been lucky enough to be able to study and explore some indigenous values, perspectives and ways of relating to nature. It is essential that nature interpretation recognises the importance of indigenous knowledge and understanding of nature in Canada and worldwide (Merenlender et al., 2016). I feel that the tendency to view nature as a natural resource for our use and exploitation has been the catalyst driving our degradation of nature. In order to raise the next generation of environmental stewards, as interpreters, we need to encourage learners to develop connections with the natural world that surpass the economic value of nature that continues to prevail in the capitalist society in which we live.

With this in mind, I feel a sense of responsibility to facilitate the growth of individuals’ personal connections to nature. Through taking this course, I’ve had time to reflect on the uniqueness of each of our relationships with nature, particularly through reading everyone’s blog entries. To be able to do this, we must get to know our audiences, including their beliefs, interests and values, to make our interpretation as relevant as possible to them (Beck et al., 2018). Our interpretive space should be a comfortable and familiar environment for all; we must remove social, physical and psychological barriers to maximise the inclusivity of this experience (Gallavan, 2005). We all learn differently and as interpreters, we are responsible for ensuring our content is inclusive of this diversity (Beck et al., 2018). Part of this also includes engaging in self-reflection on our own privilege and utilising multicultural approaches within our activities (Gallavan, 2005). In the future, I would love to have the opportunity to engage in nature interpretation and environmental education initiatives across the world, particularly in South America. In this context, I believe it is particularly important for me to engage in such reflections.

As an interpreter, I also feel a sense of responsibility to enable younger generations to connect with nature. Over the next decade, more and more of us will be living in urban cities; in light of this, interpreters must provide opportunities for children to have direct contact and experiences with nature when growing up in these spaces. Throughout this course, I have come to realise just how lucky I have been to grow up surrounded by nature; a child’s exposure to the natural world at a young age can be hugely influential in shaping their relationship with nature later in life (Beck et al, 2018). As society becomes increasingly more and more technological and structured, opportunities for unstructured play in nature must be given to children (Beck et al., 2018). Young children can begin developing personal and emotive connections to nature by exploring their local ecosystems (Rodenburg and Martin, 2019). Even in more urban areas, interpreters must show that elements of the natural world are still present amongst this man-made infrastructure. As Rodenburg and Martin (2019) suggest, interpreters can adopt the strategy of encouraging children to explore microenvironments, like the world of insects, in these urban settings. If we can bring children to nature, we can spark a sense of curiosity among them, which can give way to a sense of appreciation and love for nature as they grow older. In turn, this will act as the foundation for inspiring them to extend the same sense of love and responsibility to nature beyond their local environment, to their global environment.

East Sussex, United Kingdom.

East Sussex, United Kingdom.

Hence, I do feel that I have a duty to help the next generation to both connect with nature and understand the threats our world is facing, but also to empower them to take the action we need to address these threats. However, that’s not to say that as interpreters, we don’t have a responsibility to help encourage all audiences to connect, appreciate and protect nature. If anything, we have a responsibility to current generations of humankind and other natural organisms to reconnect and inspire stewardship among everyone that’s around us. Global environmental issues like climate change and biodiversity loss require an immense global response from all sectors of society right now. Human populations within Canada and beyond, particularly communities in lower-income countries, are already experiencing severe impacts of such environmental issues like climate change. Going forward into my career, I feel that I must help to resolve the barriers to science communication and provide an interdisciplinary approach to interpretation that’s engrained within concepts of sustainability. We need to recognise the importance of exploring critical conversations concerning the social and environmental injustices and inequalities underlying our current treatment of the environment (Gallavan, 2005). Particularly in the West, I feel that we have a long way to go in terms of taking responsibility as a collective for our environmental impacts in other nations and I believe nature interpretation is an essential part of inspiring social and political change.

Overall, this course has given me some really valuable insights into what it means to be a nature interpreter and I will definitely be integrating what I have learnt and the self-reflections I have engaged with going forward. I am proud to have a passion for appreciating and protecting both the natural world and one another. I know that it will be a lifetime goal for me to facilitate the same sense of love and intent for action amongst the people around me in whatever way I can.

Alberta, Canada.

References:

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage : for a better world. Sagamore Venture.

Gallavan, N.P. (2005). Helping teachers unpack their “invisible knapsacks”. Multicultural Education, 13(1), 36.

Merenlender, A. M., Crall, A. W., Drill, S., Prysby, M., & Ballard, H. (2016). Evaluating Environmental Education, citizen science, and stewardship through naturalist programs. Conservation Biology, 30(6), 1255–1265. https://doi.org/10.1111/cobi.12737

Rodenburg, J., and Martin, J. “Why Environmental Educators Shouldn't Give up Hope.” CLEARING, 2019 https://clearingmagazine.org/archives/14300. 

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Hey hey Mia! I have to admit, it hit a little too close to home when you opened this post by discussing the difficulty of having a positive outlook about the future. But to counteract that, it was nice reading your emphasis on your duty as an interpreter for future generations, especially considering your point about how many more of us will end up living in urban cities in the future. The need to bridge the disconnect that young kids may have growing up in a city? That point was fantastic. I don't know if it's necessary for me to write this in my reblog, but you still managing to have such a resilient attitude about nature and us enduring is why I'm especially proud to have had you on my podcast team. I'm also incredibly glad to know that like me, you came away from this course with such valuable insights about teaching people about nature. Cheers!

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Unit 10: Nature Interpretation's Role in Environmental Sustainability - Final Post

Describe your personal ethic as you develop as a nature interpreter. What beliefs do you bring? What responsibilities do you have? What approaches are most suitable for you as an individual?

After looking back and reflecting on my view of nature interpretation from the start of the year up until now, it has definitely changed for the better! Although I knew that nature interpretation as both a profession and field of study was beneficial with regard to the health and sustainability of people and the environment, I didn't truly know why. Yes, I had some ideas as to why it might be beneficial, but I certainly didn't have all the answers. As we have moved through ten units thus far, my personal ethic and views from the beginning of the year have only grown stronger as both a person and nature interpreter. In this unit alone, we had the opportunity to listen to David Suzuki and Richard Louv, talk about how to reconnect with nature at the Art Gallery of Ontario in Toronto (Hooykaas, Unit 10, 2023). During the video, David brought up a simple, yet important idea first realized by Rachel Carson. He explained that just as Carson saw us as being a part of a much bigger system, we as a society must also view ourselves that way if we want to see true change (Hooykaas, Unit 10, 2023).

Not only did Suzuki highlight the significance of realizing that we are part of a much larger system, but he also explained that we are dependent upon that system, as it is essential for human life (Hooykaas, Unit 10, 2023). For instance, without the processes of the natural world, we wouldn't have food, water, or clean air to breathe (Scotland's Nature Agency, 2022). Furthermore, nature provides us with raw materials for medicines, industry, and construction (Scotland's Nature Agency, 2022). Without it, we wouldn't have a place to call home and shelter to protect us from the elements. As a developing nature interpreter myself, I bring many of the same beliefs to the forefront of the discipline. Similar to David Suzuki, I too believe that we as humans are part of a much bigger system and that policymakers must realize that human life is dependent on this system. Emphasizing this message through nature interpretation, and highlighting the threats to human life, will help motivate environmental action by younger generations, as they will most likely be the ones experiencing the consequences of past capitalistic societies.

While understanding that being a part of a much bigger system is fundamental to the success and sustainability of future generations, there are still a number of beliefs that I would instill among younger generations, as they stem from Rachel Carson's foundational ideology. For example, one of the most important lessons we can learn from nature is that it needs time to reveal its secrets (Hooykaas, Unit 10, 2023). As David Suzuki brought this idea to my attention, he also mentioned that we as humans are impatient animals and are always trying to fill up our time, even our spare time (Hooykaas, Unit 10, 2023). Suzuki made me realize that people are inherently eager and afraid of boredom. This understanding brings me to yet another one of my beliefs. As a nature interpreter, I would teach younger generations to be patient and set aside time for contemplation, wonder, and thought (Hooykaas, Unit 10, 2023). Taking a moment to embrace your surroundings is so important, as nature is far more productive and resilient with time (Hooykaas, Unit 10, 2023). For example, think about how long it takes for a pear to grow and mature enough to be enjoyed by people. After doing some research, I learned that from the flowering stage to the harvesting stage it takes approximately 6 months for pears to fully mature before they can be eaten (Warmington, n.d.). That's a long time and requires a lot of patience, but when you think about the quantity and quality of pears that can be produced in 6 months, it's evident that nature can be extremely effective with time.

In addition to my beliefs as a nature interpreter, I also have a number of responsibilities. The overarching responsibility of nature interpretation that has been mentioned numerous times throughout this course is to help foster the development of environmental stewards (Hooykaas, Unit 10, 2023). Near the end of this week's reading entitled, "Why Environmental Educators Shouldn't Give Up Hope", Jacob Rodenburg (2019) states, "Neil Everenden writes that we do not end at our fingertips. Instead, we radiate out into the landscape. We are inextricably bound up in the processes of life. With every breath in and out we are part of the natural systems that surround us." As I continue to grow as a nature interpreter myself, it's my job to help younger generations nurture a personal connection with nature using methods that cater to their interests and overall development (Rodenburg, 2019). Doing so will encourage children to become environmental stewards who are empowered to care for, protect, and sustain the overall health of the planet. Just as the title of our course textbook suggests, taking on such a responsibility will help create a better world.

Moving forward, it is also my responsibility to help further plans to create nature-rich communities (Rodenburg, 2019). Although I myself, may not be able to make a major difference right away, I can continue to push for green spaces within urban areas and potentially pitch my own ideas to policymakers in my community. Taking this kind of action may encourage others to do the same, resulting in further progress and positive impacts at regional, national, and even international scales. As Rodenburg (2019) states, "Eventually, children will learn even to go beyond sustaining and to engage in acts of regeneration. That is where true hope resides." While we continue to envision the ultimate goal of creating a better world, we need to recognize that all it begins with what we do as nature interpreters. It's important to remember that our contributions to younger generations could have lasting effects that stretch far into the future.

In order to meet the criteria for such responsibility and successfully produce these outcomes, there are a set of approaches that I believe are best suitable for me. While I have mentioned in a previous blog that I am primarily a tactile and visual learner, that isn't the case for all people. As it has been frequently mentioned throughout the textbook and specifically in chapter 5, "The Interpreters' Clients = Everyone!" In this chapter, Beck et al. (2018) state, "Everyone means everyone, including those who may not even be present at the site." With this in mind, I believe the best approach I can use to effectively interpret nature is to cater to the needs of all people. This means incorporating all learning styles into my interpretive actions and making alternative resources available so that audience members can select the services most suitable for them (Beck et al., 2018). As a guiding principle and approach to interpretive communication, Sam Ham provides us with a four-letter acronym for success (Beck et al., 2018). TORE, stands for thematic with a focus on the main message conveyed, organized to provide structure and meaning, relevant to the audience, and enjoyable for the audience (Beck et al., 2018). I truly believe that using these four cornerstones of communication will enhance my interpretive skills and allow me to impact a much larger audience.

Furthermore, I think building age-appropriate environmental programs and fostering both curiosity and discovery among children are also great ways to approach nature interpretation (Rodenburg, 2019). In Rodenburg's (2019) article, I found it significant when he said, "I take my students to a place called Salamander Alley and say, “I wonder what’s under that log?” If they find a salamander, there is a palpable feeling of joy in the discovery. Had I said, “Let’s go find some salamanders. They’re probably under this log,” the effect would have been completely different. When a child finds something, I let them own that discovery. I honour and celebrate it. The power of this kind of learning can never be undervalued." Rodenburg's (2019) statement inspired me to use it as one of my approaches to nature interpretation. Seemingly small moments like finding excitement in the discovery of a salamander under a log are what begin many people's journey of environmental stewardship! Isn't that what it's all about?!! Let's create a better world together!

References

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: For A Better World. SAGAMORE Publishing.

Hooykaas, A. (2023). Unit 10: Nature interpretation's role in environmental sustainability. [Courselink Content]. University of Guelph. https://courselink.uoguelph.ca/d2l/le/content/791355/Home

Rodenburg, J. (2019, June 17). Why environmental educators shouldn't give up hope. CLEARING. https://clearingmagazine.org/archives/14300

Scotland's Nature Agency. (2022, December 3). What are ecosystem services? NatureScot. https://www.nature.scot/scotlands-biodiversity/scottish-biodiversity-strategy-and-cop15/ecosystem-approach/ecosystem-services-natures-benefits#:~:text=Nature%20is%20essential%20for%20human,our%20health%20and%20well%2Dbeing.

Warmington, G. (n.d.) Top ten fruit trees that take the longest to grow. DIRT GREEN. https://dirtgreen.com/fruit-trees-that-take-the-longest-to-grow/

[ajenvs3000w23]

Hey, Carter! Glad we're on the same page. I also didn't understand the grasp of how beneficial this entire practice would be. Props for highlighting the importance of catering to everyone's learning needs, especially building age-appropriate programs. Also, sorry I'm responding to this so late; been a heck of a time gathering my thoughts and motivation with the end of the semester drawing near. I don't have any criticisms about this post; just want to say very articulately written and great job discussing the points made by Suzuki!!

[ajenvs3000w23]

Blog 10: FINAL

As an individual nature interpreter, my most suitable approaches, as in the ones that appeal to my strengths, are analogies and telling stories. One of my favourite parts of recording my first podcast was telling stories to our audience. Having already emailed the podcast file to a few neighbours and relatives, I know that the stories were enjoyed, as was the whole podcast. For example, I emailed the podcast to one neighbour so he could share it with his eight-year-old son, and his son’s immediate follow-up questions were as follows: “Where do you record the podcast?” as well as “Are there any more episodes coming out?” It warmed my heart to know he'd said that, and his dad even called me “a natural” when it came to my presentation as being part of a podcast. As for the beliefs that I bring, I strongly believe that those go hand-in-hand with what I consider my responsibilities to be. This is a recurring topic that I cover in my blog posts, but my belief system is that nature must be treated with respect. This means that I consider it of the utmost importance that people remember that nature does not exist for our amusement, and wild animals just want to be left alone. There is a saying about how one should interact with nature: “Take only photos, leave only footprints.” I can’t even remember the origin of that saying, but I think it perfectly encapsulates my views on how humans should interact with nature (it is likely an idea articulated by the National Park Service). People can also receive education about the natural world by visiting zoos…but certain fiascos can occur at zoos, and as a nature interpreter, I desperately want to ensure that anyone who learns from me learns to never behave like any of the people in these following anecdotes. In Arizona, a woman in her thirties got right up against the bars of a jaguar enclosure to take a selfie with a jaguar (Associated Press, 2019). The jaguar clawed this woman through the bars, and she had to be hospitalized so her injuries could be sutured up. In an even more brazen act of selfishness and foolishness, a video also appeared online of a young man taunting an orangutan inside a cage just to get internet clout (Casual Geographic, 2022). Eventually, the orangutan reached through the bars and attempted to pull the young man’s shirt off. The narrator of this video pointed out that if the situation had escalated too far, quote, “…the zoo, one hundred percent, would’ve taken out the orangutan to save the guy, even though orangutans are endangered and dumbasses on the internet are kind of overpopulating.” If readers here will excuse the crude language, I must emphasize the level of respect and admiration I have for this quote and the message it is meant to leave us with. The internet has exposed us to the sheer volume of humans engaging with wildlife in a foolish and therefore dangerous way. So, regarding my responsibilities as a nature interpreter, as I said before, it is my responsibility to never behave like the people mentioned above and do all I can to also teach other people to never behave in such a manner. In this final post, I had to describe my personal ethic. Well, I won’t stay on that subject too long as my personal ethic is basically a rehash of the beliefs I bring to this profession. Leave wildlife alone and show it some respect. I certainly believe that in the long run, the spreading of this message through various forms nature interpretation will provide a massive benefit for environmental sustainability. My podcast group and I attempted to convey this message in a nicer way to our audience, telling children to remember that nature is not there for your amusement, and you cannot expect it to do as you please. While I have been teaching other people about animals and nature for a very long time through the stories that I tell, I never realized how important of a tool that is until taking this course. Thank you, everyone, for the experience. Especially my podcast group. No need to namedrop them here; they know who they are.

References

Associated Press. (2019, March 11) Jaguar attacks woman who climbed Arizona zoo barrier to take a selfie. The Guardian: US News.

Jaguar attacks woman who climbed Arizona zoo barrier to take a selfie

Woman in her 30s returned to the zoo to apologise after she was treated in hospital for her injuries

Casual Geographic. (2022, June 24) When Stupidity Goes Viral (with a wholesome twist) [Video] YouTube. https://www.youtube.com/watch?v=K6rocZbplkI&t=2s

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Unit 9 - Desire Paths

To me, one of the most amazing things about nature is how it endlessly morphs around the impacts of the beings that interact with it. Animals, when traveling short or long distances, have the uncanny ability to not only navigate to where they want to go but to do so in the shortest, most efficient way (Borneman, 2021). The desired paths of human and non-human animals are always shorter than the built environment’s official route (Borneman, 2021). There's actually a name for this path: A Desire Path. Who would've seen that name coming? There are a few other names for it that you may be more familiar with: desire lines, cow paths, pig trails, social trails, bootleg trails, and even elephant paths (Borneman, 2021).

The image describes a desire line versus an expected path (van der Aalst, 2014).

Desire paths are created by creatures who intuit the best way to get where they want to go from where they are right now (Borneman, 2021). These paths are a method of communicating an efficient way to get from one place to another in the shortest amount of time. Just as it is used now, it would have the same purpose historically between groups to show the easiest route toward resources and shelter.

Urban planners must take into consideration the quickest route that their patrons take and incorporate this into the design of the local landscape. A very interesting example is the Oval at Ohio State, as seen below.

The image shows desire lines across Ohio State (Borneman, 2021). Those lines aren't random! They're the product of desire paths being taken into account! Enough students would walk across the field to get to different buildings, and eventually the university created sidewalks in the most prevalent desire paths.

There are a lot of benefits to the approach of incorporating desire paths into urban structures: a neater appearance by making sidewalks, easier route for patrons (such as those with physical disabilities) because these paths are now "official" and can be paved/iced during the winter, and so on. However, there are downsides as well.

The network of social trails can become large and convoluted and, in some areas, fragile habitats and ecosystems could be at risk because of the network of informal trails that people create themselves (Borneman, 2021). The only solutions are barricades or fences, but these oftentimes are ignored. You can see these often in parks and forests where people choose the more efficient route up winding trails (image below). Even though it's faster, cutting corners disturbs local ecology in unsustainable ways (Borneman, 2021).

The image shows a barricade across a desire path (Borneman, 2021).

I hypothesize that we can actually use our innate skill of creating desire paths to help urban planners. Imagine if we create an accurate, geographical map of a city and put ants into it. Ants would likely carve out the most efficient path, and we can use this information to create neighborhoods and public transport (buses, subway). Do you think this would work? What are some factors that this method wouldn't account for? I think one challenge would be that we may not be able to account for environmentally sensitive landscapes, like wildlife hotspots, and although desire paths may overlap with these spaces, we still need to protect them.

We should work together with nature by incorporating our natural efficiency skills to help urban planners create sustainable cities. But at the same time, we need to use our powers for good by knowing that we should avoid trampling vegetative areas that are important for biodiversity!

Borneman, E. (2021, November 29). What are desire paths? Geography Realm. Retrieved March 14, 2023, from https://www.geographyrealm.com/what-are-desire-paths/#:~:text=Desire%20paths%2C%20as%20the%20name,the%20paved%20routes%20in%20place.

van der Aalst, W. M. (2014). Desire Lines in big data. Encyclopedia of Social Network Analysis and Mining, 351–364. https://doi.org/10.1007/978-1-4614-6170-8_396

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I really like how you actually gave a hypothesis in this post. I am also fascinated by the concept of desire lines but I appreciate you highlighting the negative impact of humans carving our own desire lines through natural landscapes. This was a fascinating read!

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Unit 9 Blog Post

I consider the most amazing thing about nature to me that everything has a purpose. In a previous blog post, I discussed the phenomenon of wolves having a tremendous influence over their environment, highlighted by the book "Wolf Island" by Celia Godkin as well as the stories of how Yellowstone changed after the reintroduction of wolves. This perfectly demonstrates the wolf's status as what is called a keystone species. In an archway, the keystone is the stone that, if removed, causes the whole structure to crumble. In this sense, a keystone species is one that needs to be present for the whole ecosystem to function properly. I learned about this in second year ecology class. And even if a species is not a keystone, it still has its part to play. I am willing to bet most people reading this post hate yellowjackets as much as I do...but even these buzzing bullies also have a reason to exist in nature. I have observed them helping flies feast on, and thus break down, dead carrion like squirrel roadkill and dog excrement. They are also classified as important predators of pest insects. As well, every animal has a feature that plays a role. A tiger's claws help it grip its prey, and its long tail provides fantastic balance. But an animal like a gaur is also equipped with big hooves, big horns and plenty of muscle to help it fight a tiger off. As I have also stated in another post, it bothers me when I meet people who extremely lack an understanding of how tough nature can be, but everything in nature being as tough as it is as a function of survival is what is so fascinating to me.

References

Godkin, C. (1989) Wolf Island. Fitzhenry & Whiteside

University of Guelph (2018) BIOL*2060

Yellowjacket (2023) https://en.wikipedia.org/wiki/Yellowjacket

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The Gift Of Beauty

“The gift of beauty” is the ability of individuals to not only acknowledge the beauty of nature, but to form a connection with it (appreciate it, protect it, so on) (Beck et al., 2018). This is done through interpretation. I don’t think it is possible to separate art and nature when interpreting them. To me, nature is art! However, there are many forms to interpret nature such as through paintings and photographs. Translating the beauty of nature into these mediums can peak the interest of different groups, and ultimately ignite a passion for nature in individuals who may not have experienced it before (Beck et al., 2018). For example, an individual who loves nature but hates being outdoors may connect with the art of photography. This would allow them to connect with their environment from the comfort of their own home. To them, nature interpretation might be best done through admiring beautiful landscapes on blogs (like the class of ENVS*3000) rather than going back-country camping and interacting with them physically. Nature photography can even be done by average people who don’t photograph for a living. They do this because it is fulfilling, and makes them happy. The textbook talks about this, being Maslow’s concept of self-actualization (Beck et al., 2018). This concept basically says that people do things purely for their own joy and fulfillment. People can take pictures of nature, such as sunsets or a forest, on their phones because it brings them joy, regardless of how others may interact with it. Personally, I love taking pictures of the plants in my room. I feel like photographing them helps me express myself and show off a part of my personality to people who otherwise would have never gotten the chance to go to my room and see them, and having photography as a medium to share my feelings is very important (Beck et al., 2018). I also really enjoy looking back on how much they’ve grown overtime, and showing it to my friends. I don’t sell these pictures, or profit in any way from them, but continue to take them and interpret them to my loved ones. I like to teach those around me about the different species of plants I own, some fun facts about them, and their temperament. For example, below you can see a picture of some of the plants in my room.  Photography is one of my favourite ways to interpret nature because it is not overwhelming for people to interact with. It’s easier to click out of a picture than it is to uncanoe a rough terrain! 

My favourite plant is the monstera, which is the huge plant that dominates the picture (in the middle of all the plants). A fun fact is that it is also called a swiss cheese plant because the holes in the leaves look like holes in swiss cheese! I’d like to hear how you guys interpret everyday beauties of nature through photography. Does anybody have a spam or a photography account that they use to show off this medium? I’d love to follow it!

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: for a better world. Sagamore Venture.

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I do not have a spam or photography account for you to follow, but I do greatly appreciate how and why photography is your preferred method of interpretation. I strongly agree with your emphasis on photography as being more accessible and less overwhelming than nature tours, and I appreciate your educational photographs provided above. I've never been a houseplant person, so I probably would never have been exposed to cool facts such as the one about your monstera plant. While that fact is not enough to make me interested in collecting houseplants of my own, I still want to say thanks for sharing. And one last thing: your statement that nature is art? I could not have said that better myself.

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Nature Interpretation Through Art

Art is a vital lens through which individuals can connect and explore the natural world. As Van Boeclel (2015) highlights, art-based environmental interpretation can ignite a sense of curiosity and wonder among us all; it enables us to develop a self-awareness of our relationships with nature. I feel that this form of interpretation is particularly essential in the busy, modern world in which we live, where having time to self-reflect on our connections with nature is often difficult; the arts can serve as a bridge between nature and human society to help overcome the ‘way we have distanced ourselves from the more-than-human world’ (Van Boeclel, 2015: 801).

Arts-based interpretation can also be really effective in attracting and engaging visitors who aren’t necessarily passionate about nature and can help to stimulate concern amongst these individuals about the various anthropogenic threats to the environment (Beck et al., 2018). It enables individuals to engage and reflect on their own perceptions of “the gift of beauty”; namely, the sense of beauty that they derive from their surrounding environment (Beck et al., 2018: 85).

What we foresee as having “the gift of beauty” (Beck et al., 2018: 85) is specific to our own perceptions as individuals. Personally, I see this in the sun and sky. One of the key ways that I interpret nature through art on a daily basis is through taking photographs of my surroundings; since being in Canada, I have loved capturing sunsets and sunrises both in and outside of Guelph. When I witness the brightness of the sun, the vibrancy of the blue sky, or the warmth of the sunset colours, I feel a sense of happiness and calm. When I look back at these photographs on my phone, I am reminded of this sense of appreciation I feel towards the beauty of this element of nature. And when I sometimes share these images with my friends on social media, I extend this sense of appreciation to them as well.

University of Guelph, Guelph, Ontario.

University of Guelph Arboretum, Guelph, Ontario.

This is another way that arts-based interpretation can be so powerful; it can enable us to experience and appreciate nature, even when we aren’t able to physically access it ourselves. As I reflected upon in one of my previous posts, not everyone has easy access to nature. Interpretation, more specifically through an art lens, can help to connect audiences to nature even if their ability to directly access it on a regular basis, for instance when living in a highly urbanised area, is restricted.

Indeed, music, for example, has the power to connect audiences to nature wherever they might be. For me personally, as an auditory learner, music is a really important way that I interpret nature. I listen to music a lot (maybe a little too much sometimes!) and doing so elicits a strong emotional response from me; indeed, songs have the ability to evoke emotion from us, create images in our imagination and embed words, phrases and facts in our memory (Beck et al., 2018).  One song that meant a lot to me during my school years and embodies these traits is Michael Jackson's 'Earth Song’. When I was learning of the huge pressures and destruction that we were (and are still) inflicting on our natural environment during my school classes, I felt a sense of anger, and sadness, but also hope. I could connect with this song, its lyrics and the emotions expressed within it; when listening, I felt and still feel my passion for protecting nature ignite. One of my favourite artists, The Paper Kites, has a beautiful EP called 'Woodland'. Specifically, the songs ‘Bloom’, ‘Featherstone’ and ‘Woodland’ from this evoke for me the sense of calm and beauty that I feel when immersed in nature, or more specifically within a forest. I would definitely recommend having a listen if you haven’t heard of them before!

Woodland - EP

I’m curious to find out if any of you have a few songs that help you connect with nature?

References:

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: for a better world. Sagamore Venture.

Van Boeckel, J. (2015). At the heart of art and earth: an exploration of practices in arts-based environmental education. Environmental Education Research, 21(5), 801-802.

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Hi Mia! While I made a certain song reference in my own blog post for this week, I admit I don't have any songs to name that help me interpret nature. But I love your emphasis on the effectiveness of photographs...and the ones you posted here are immaculate. I obviously have a better appreciation for your arboretum picture, since I got to experience the arboretum nowhere near as much as regular campus itself, highlighting your point about interpretation for people who don't have easy access to nature. I'm also glad to be reading a post by someones who shares my perspective on the importance of music as an interpretive art form.

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Unit 4: Translating Nature through Art

There are a multitude of art forms, and so many (perhaps all of them) serve as incredible methods of interpretation. Think about all the songs that singers write about heartbreak. By doing this, they pour their pain into an outlet that not only serves a therapeutic purpose but helps an audience understand. I will provide just one example before I delve into the discussion of nature: the song "Love Yourself" by Justin Bieber. Almost all of us have heard that song on the radio before, but some of us may not know that the song was written by Ed Sheeran about his own love life. The chorus of the song literally opens with the words "My mama don't like you and she likes everyone." In my opinion, that is an incredibly effective (albeit cold and brutal way) to translate the reality that clearly Ed Sheeran must have dated quite a monster.

In terms of nature interpretation through art, I have always been one who digests information quite well through story telling. As a child, I was fascinated with the stories of how predators were a vital part of their landscape due to how they controlled the ungulate population, allowing plants to grow. The most glaring example of this is the reintroduction of the wild wolf population in Yellowstone National Park. Plant populations were able to recover greatly in the park when wolves were reintroduced (Beschta & Ripple 2012), since their hunting was able to curtail elk overpopulation and overfeeding (Beschta & Ripple 2016). According to Freeman Tilden's Principles of Interpretation (Beck et al. 2018), nature interpretation should allow people to understand the beauty of their surroundings. I think the influence of predators on their ecosystem is an incredibly beautiful system, and during my childhood, this concept was perfectly explained to me by the storybook "Wolf Island" by Celia Godkin (Figure 1).

Figure 1. Title Page of Wolf Island

Not only did this book do wonders to help me interpret the importance of the presence of predators, I also find it incredible that the book was published six years before wolves were even reintroduced to Yellowstone! In relation to the podcast project, I firmly believe these artistic methods of interpretation should be used as guides for making the podcast (or any sort of nature tour/information session) fun and interactive for an audience. And the more beautiful an piece of art is, the more effective it may be to convey the gift of beauty, or help others to interpret it.

References

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: for a better world. Sagamore Venture.

Beschta, R.L. & Ripple, W.J. (2012) Trophic cascades in Yellowstone: The first 15years after wolf reintroduction. Biological Conservation, 145(1), 205-213. https://doi.org/10.1016/j.biocon.2011.11.005.

Beschta, R.L. & Ripple, W.J. (2016) Riparian vegetation recovery in Yellowstone: The first two decades after wolf reintroduction. Biological Conservation, 93-103. https://doi.org/10.1016/j.biocon.2016.03.031.

Godkin, C. (1989) Wolf Island. Fitzhenry & Whiteside

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Blog 3: Privilege in Interpretation

I believe that privileges are advantages that an individual inherently possesses based on their own circumstances. For example, if biology dictates that you are born with feathers and wings (because your parents had wings) then this graces you from birth with the privilege of being able to fly. And obviously, if you grew up in an affluent area instead of in extreme poverty, you had the privilege of breathing easy every time you stepped outside. Some of you reading may have heard talk over the last few years that it is often really privileged people who loudly speak on behalf of less privileged people about what needs to be done to help them. This is not a dig at anyone whose heart goes out to the less fortunate, but regarding the privilege of being able to worry about so many others besides yourself, I did hear a perfect quote for explaining this phenomenon: "it's easy to be a saint in paradise." I relate this a lot to my own privileges, as I grew up in a middle-class neighbourhood where nothing ever happens. And I must admit that on the small street where I live, my neighbours are pretty damn awesome. Recently, my mom has started joking that she'd rather sell our house than keep sinking money into various renovations, but we have agreed that if we actually moved, we would miss our neighbours very much.

In my previous blog posts, I have made no secret of how I sometimes view people in my neighbourhood as rather sheltered. I would like to apologize in advance for being crude, but sometimes when I talk to my neighbours about these sorts of things, I will state my opinion that we live in what I like to call "a cushy-ass, pussy-ass neighbourhood." This tends to get an agreement and a laugh out of whoever I'm speaking with. This viewpoint of mine also shapes my view on how the role of privilege itself in nature interpretation. Nature is the real world, and the real world can be brutal. I have complained in the past about the lack of understanding that people I've met seem to have about how brutal and tough nature can be, and it is most certainly a privilege to be removed from how brutal the world can be. I once told a story about something brutal (and nature-related) that occurred in the area where I live and I will always reference the response to my story as perhaps "the whitest, most privileged and sheltered things I have ever heard anyone in my neighbourhood say." Basically, I knew a lady who had three husky mixes. She once told me about a time that two of her dogs cornered a raccoon in her backyard, then proceeded to tear it in half. But when I told two other dog owners about it, one of them said, "Oh my god, I thought we lived in a safe neighbourhood!" I heard this from a dog owner (whose name I never learned) almost six years ago yet it's still in my head. I was shocked that a dog owner couldn't understand that dogs are capable of such things.

However, I must acknowledge my own privilege, and that is my passion. I know the things I know because my passion for animals drives me to learn them. I think one of the greatest benefits of taking this course will be reminding me that not everyone thinks about nature the way I do. I certainly have to remember that many people in my neighbourhood obviously know more about their own respective career fields than animals, and of course, many people in my neighbourhood are raising little kids. There is so much that you don't have time to experience when you're in the bubble of raising kids.

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ENVS*3000 Entry 2: Teaching Learners

I am very aware of my incredibly strong passion for teaching people about what I love, especially animals (movies as well). My ideal position for teaching people about animals would be either driving the Zoomobile at the Toronto Zoo (and narrating the tour) or leading wildlife tours in Algonquin for a company called Voyageur Quest. The head of Voyageur Quest lives on my street and offered me a position when he heard my passion talking about animals, which was just incredibly. Unfortunately, I still need to get my Wilderness Advanced First Aid certification and my Bronze Cross before I can have the position. Still, getting those certifications will be worth it. It would be a dream come true for me to lead people through the wilderness and teach them about black bears and wolves, or to sit on the back of the Zoomobile and talk about the zoo. Obviously, these are short term jobs and not necessarily careers, but I still think that they would serve as fun and fantastic starting points. Beyond the certifications listed above, I believe two obvious requirements for such positions would be patience and confidence. However, I also stress charisma to be a very important, yet slightly underrated quality. People who attempt to teach others really need to be able to engage and hold the attention of their audience. Upon review of the list of multiple intelligences in Beck, Cable & Knudson 2018, I think I would have the strongest appeal in the area of linguistic intelligence. I do well by learning from story telling, and story telling is also how I love to teach others (it is also something I just like to do). In my opinion, providing examples through telling stories is incredibly effective for hammering a point home. In my previous blog post, I briefly touched on the importance of not making people feel judge or shamed for being less knowledgeable than me about nature. I believe one weakness of mine that may present a challenge for me is how bothered I can be by people's failure to understand certain things about nature. One little anecdote I will use to support this point regards when I was on a Zoom meeting for a lab during the W21 semester. One of the people in my small Zoom group said that she used to work at Algonquin Park, and one evening she received a phone call from a park visitor who asked, "What time do you release the animals?" She clearly found such a question annoying and ridiculous, as did I, and this is why I acknowledge the importance of patience when attempting to interpret nature to others, especially when trying to stress the concept that nature does not belong to humans, nor is it there for our amusement. Whoever reads this post may consider it healthy and/or wise on my part to immediately acknowledge my flaw of being so bothered by, well, this type of ignorance. Even so, this is why I also advocate that any teacher, nature interpreter or otherwise, should possess the skill of impulse control so that even if something like this bothers them, it is not made apparent to the audience and therefore the audience feels no judgement or shame.

References

Algonquin Park Career Opportunities with Voyageur Quest https://www.voyageurquest.com/jobs-opportunities/

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage : for a better world. Sagamore Venture.

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ENVS*3000 Entry 1 Relationship with Nature

My love of animals has led me down a path where I learned much about nature and animal behaviour over the course of my life through books and television and YouTube. This evolved my relationship with nature as I came to understand not just how beautiful nature is, but how brutal it can be as well. However, as a dog owner and someone is very in demand as a dog walker in my neighbourhood, I have also become much more exposed to the sheer volume of people who really do not understand the brutality and toughness of nature at all. Who offers me this exposure? Other dog owners in my neighbourhood would be my first example. The pandemic has caused the number of dogs in my neighbourhood to skyrocket and many of the new and inexperienced owners do not seem to know what they are doing. However, that has little to do with their lack of understanding about nature. Their lack of nature knowledge comes through when I talk to them about their dogs, and then I discover just how married they are to the idea that their pet is a fragile little baby who can become hospitalized or traumatized by just about anything. In my eyes, this causes them to be unimaginably soft towards their pets and they never embrace the idea of having to sometimes be stern with the dog. And what do I see as a result of this? Dogs that are not very well behaved. I know that dogs are descended from wolves, which means they are built to be physically much tougher than a human. Therefore, I would say that my analysis of this phenomenon is what gives me a sense of place in nature, as well as a sense of my role as a nature interpreter. I see how tough nature is, but since I know that other people around me do not, I should be willing to speak to them in a way that expands their understanding and therefore can make them less upset about the horrors that nature can offer. One other smaller example I will offer is when I watch nature videos of animals either hunting each other or fighting each other. In the background audio of these videos, you can sometimes hear people behind the camera person getting very upset at what they are watching. If I am ever to work as a nature guide one day, I must be able to explain to my audience that this is what nature is. The same thing goes for helping my clients as a dog walker. I have observed that some of my clients need to understand that their dog is not really a soft animal, and that being soft with their animal is not a good recipe for a well-behaved pet. However, in both situations described here, I think this course will do well in teaching me how to explain these concepts to people in a gentle way without making them feel judged or shamed for having, for lack of a better term, a perspective on nature through rose-coloured glasses.