Ashley's Nature Interpretation Blog

Exploring how I can illustrate nature, 1 post at a time

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Disclaimer

This blog was created for Ashley Mann's ENVS 3000 W25 coursework, of University of Guelph. 

The opinions expressed here represent my own and not those of the University of Guelph. 

The University of Guelph is not responsible for the accuracy of any of the information supplied by this blog.

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Final Blog "Under the Stars: Finding Meaning and Purpose in Nature"

My Personal Ethic as a Nature Interpreter

Finding Meaning in Nature

In a world dominated by technology and constant connectivity, I often find myself longing for moments of solitude and reflection. Nature offers me a sanctuary from this fast-paced environment, allowing me to reconnect with myself and the world around me. Whether it is walking beside a river, reading while it rains, or driving to music during a storm, these small moments in nature bring me a sense of peace and clarity. One of my greatest aspirations is to experience camping for the first time, completely disconnected from the internet and my phone, to fully embrace the feeling of belonging to this world. As I develop as a nature interpreter, I want to encourage others to seek out these meaningful experiences and rediscover the beauty of the natural world.

River Walk – "A quiet moment by the river, where the flowing water brings peace and reflection. (Photo taken by me)"

Beyond being a personal retreat, nature holds the power to teach, inspire, and transform. Throughout history, humans have found meaning in the natural world through art, philosophy, or spiritual beliefs. Many cultures have revered nature as sacred, recognizing that it provides resources for survival and a sense of identity and purpose. In our modern world, however, many people have lost this deep-rooted connection, often seeing nature as something separate from themselves rather than as an integral part of their existence. As a nature interpreter, I see it as my role to bridge this gap and help others rediscover their place within the natural world.

My Ethical Perspective: Deep Ecology and Conservationism

My approach to nature interpretation is deeply rooted in the principles of deep ecology and conservationism. I believe that nature holds intrinsic value beyond its usefulness to humans. The rivers I walk beside, the sunsets over the ocean, and the clear waters of a peaceful lake are not just aesthetically pleasing they are essential elements of a living, interconnected world. Every living being has a role to play, and it is our responsibility to respect and protect these ecosystems.

Sunset over the sea - "Where the Sky Meets the Sea – A Sunset Shared in Silence and Wonder. (Photo taken by me)"

Deep ecology suggests that humans are not above nature but rather a part of it. This perspective challenges the idea that we can use nature as a limitless resource for human convenience. Instead, it calls for a fundamental shift in how we view our relationship with the environment. If we see ourselves as deeply connected to nature, we begin to understand that harming it ultimately harms us as well. This belief influences my approach to nature interpretation, as I want to encourage others to see nature not just as a place to visit but as a home we share with countless other living beings.

I also see conservation as an ethical duty. While modern life often distances us from nature, I believe it is crucial to preserve these landscapes for future generations. Encouraging others to immerse themselves in the natural world, seeing its beauty firsthand, and recognizing its importance is part of my role as a nature interpreter. By fostering an emotional connection to nature, I hope to inspire others to protect and care for the environment in their own way. Protecting nature is not just about large-scale conservation efforts it is also about the small choices we make every day, from reducing waste to supporting sustainable practices.

Personal Approaches to Nature Interpretation

Rather than focusing solely on scientific facts, I take an emotional and experiential approach to nature interpretation. I believe that some of the most powerful moments in life come from personal experiences in nature. Stargazing with a loved one, standing in awe at a breathtaking sunset, or feeling the gentle flow of a river beneath my feet these moments create lasting memories that connect us to the world in a way that no lecture or textbook can.

Night Stars – "A sky full of stars, reminding us of the vastness of the universe and our place within it. (Photo taken by me)"

To share this connection with others, I would encourage storytelling and reflection. Instead of simply explaining the biodiversity of a forest, I would ask visitors to close their eyes and listen to the rustling leaves, to feel the cool air on their skin, and imagine what life would be like without such a space. By appealing to the senses and emotions, I hope to foster a deeper appreciation for the natural world.

Additionally, I see nature's interpretation to inspire future generations to spend more time outdoors. Many children grow up in environments where screens and structured activities take precedence over free exploration in nature. By encouraging young people to experience the outdoors, I hope to help them form their own cherished memories, whether it is watching fireflies on a summer night, skipping stones across a lake, or simply lying in the grass and watching the clouds drift by.

It is also important to recognize that people experience nature in different ways. Some may connect with it through adventure hiking, rock climbing, or kayaking while others may prefer quiet solitude, such as sitting by a river or reading under a tree. As a nature interpreter, I want to create experiences that cater to different personalities and interests. By making nature feel accessible to everyone, I hope to remove barriers that might prevent people from engaging with the natural world.

The Power of Images in Interpretation

To enhance my role as a nature interpreter, I believe incorporating images can be a powerful tool. A single photograph of a tranquil river, a star-filled sky, or a lone tent under the trees can evoke emotions that words sometimes cannot. Images can serve as a bridge between storytelling and personal experience, allowing viewers to reflect on their own relationship with nature.

For instance, I might include an image of a quiet forest path to symbolize the journey of self-discovery that nature offers. A photograph of a sunrise over the ocean could represent new beginnings and the endless possibilities that nature provides. A picture of a group of friends sitting around a campfire might highlight the communal aspect of nature, emphasizing how it brings people together. By integrating these visual elements, I can create a more immersive and thought-provoking experience for those I hope to reach.

Beyond their emotional impact, images can also serve an educational purpose. A close-up of an endangered species might help people understand the importance of conservation efforts. A time-lapse series of a changing landscape might illustrate the effects of climate change. Through careful selection of visuals, I can enhance storytelling and create a more engaging experience for my audience.

Rain While Driving – "A rainy drive, where the rhythmic sound of raindrops on the windshield creates a calming atmosphere. (Photo taken by me)"

Encouraging Connection and Conservation

As I continue developing as a nature interpreter, my goal is to help others find their own meaningful connections with the environment. Whether through quiet moments by a river, shared experiences under the stars, or the simple appreciation of a breathtaking landscape, nature has the power to bring people together and provide a sense of belonging. By fostering these connections, I hope to inspire a greater appreciation for the natural world and a deeper commitment to its protection.

In the end, nature interpretation is not just about conveying information it is about creating experiences that leave a lasting impact. By blending emotion, storytelling, and visual imagery, I want to encourage future generations to step away from their screens, immerse themselves in nature, and create their own unforgettable memories in the world around them.

I believe that if more people took the time to engage with nature, they would develop a sense of responsibility toward it. The more we value and appreciate the natural world, the more likely we are to take action to protect it. This is why I see my role as a nature interpreter not just as an educator but as an advocate someone who helps others see the beauty, wonder, and necessity of the environment in ways that resonate with their own experiences.

Nature is not just something we visit on vacation it is an essential part of who we are. Through my work as a nature interpreter, I hope to remind people of this truth and inspire them to foster a lifelong relationship with the world outside their doors.

If more people took the time to engage with nature, they would develop a sense of responsibility toward it. The more we value and appreciate the natural world, the more likely we are to take action to protect it. So I ask, when was the last time you truly immersed yourself in nature, not just as a visitor, but as someone who belongs to it?

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Well done Bayan on your final post of the semester, it was very enlightening! It has been fascinating reading what others have been inspired to write about based on our prompt this week, and everyone’s personal ethics.

One term that stood out to me was your reference to “deep ecology”. Somewhat embarrassingly, I must admit I had not actually heard this term before. After some further reading, I understand it to be the belief that all living things have equal, intrinsic value (Taylor, 2020). Humans are not exempt from this, as much as our actions as a species are quite often to the contrary.

This topic of deep ecology also crosses the boundary between science and philosophy, merging not just the thoughts of “how” but also “why”. Thank you for teaching me this - the definition above is an obvious statement, but not one I had a label to place on it. Ultimately, this is why nature interpretation is so important to me and others. We want to protect and understand the living world around us, as we see the value in others besides ourselves. We recognize that we are only one piece of a puzzle, and that the whole picture is better for all the parts together. It is our job as interpreters to help reveal this imagery to our audience, something I feel I comprehend better in light of all our learnings. Whether it be historical or scientific lenses, or through the use of words, song, and dance, there are many ways we can impart our knowledge of the natural world (Beck et al., 2018). Best wishes to you as we move forward with these intentions!

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

Taylor, B. (2020). Michael Soulé (1936-2020) on spirituality, ethics, and conservation biology. Conservation biology, 34(6), 1426–1432. https://doi.org/10.1111/cobi.13634

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Blog 09-10 (Final Blog)

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?

A Brief “Thank You”

Greetings everyone, thank you for joining me on my journey of learning various methods of how to interpret nature throughout these past 11 weeks. Writing these blogs have been more than helpful in reflecting, documenting and visualizing my thoughts, feelings and future endeavours rooted in interpretation. This last blog prompt serves as a “tying up of loose ends” colloquially speaking. Here, I will hopefully provide insight into my personal ethic as I hone my interpretation skills, acknowledge my responsibilities and implement strategies most suitable to me moving forward. If you are a new reader, welcome! If you have read my work from the very beginning, thank you for sticking around!

My Beliefs as an Interpreter

Nature already plays a very important role in my life. It is all around us. Most may even argue that the concept of ‘nature’ itself, is inherently a necessity to human beings. As a geography and biology student here at the University of Guelph, as well as an aspiring masters student in the field of environmental science, my academics and future endeavours are innately correlated with the outdoors. My geography minor contains required classes that mostly pertain to physical geography, such as land formations, climatology, morphology, hydrology and so much more. These courses have equipped me with the knowledge and understanding required to educate individuals about specific regions. Additionally, the biology portion of my degree focuses on biological interactions, with a heavy emphasis on ecology. Synergistically speaking, the physical geography aspect of my degree coupled with the biological component of my degree provides a holistic perspective of our world and the organisms that live within it. This may come in handy with my future as an interpreter. With that being said, my beliefs as an interpreter revolve around conservation efforts. Both regarding ecosystems and habitats, as well as global warming. I feel as though utilizing the skills I have learned in university to propel my interpretational skills is rather feasible!

My Personal Ethic Moving Forward

Ethically speaking, I wish to make this world a better place, and offer individuals the opportunity to engage and interpret the world in whichever method of delivery they best relate with. To accomplish that goal, I will apply all of the lessons I have learned throughout this course, such as interpreting nature through art, science, history, music and technology to appeal to a broader audience.

From a young age, I have always had a deep love for the outdoors. Whether it be hikes and bike rides with my dad, or hanging out at the park with my friends, and now, travelling around Ontario and camping in really interesting places, nature is something I will always swear to protect. In my second year, I read a very interesting book called “How to Blow up a Pipeline” by Andreas Malm. Despite the title’s clear relation to an act of eco-terrorism, that is not at all what the author is trying to discuss. The pipeline is metaphorical for destroying our habits which perpetuate the continuous heating of our planet. Malm’s text has taught me that being a moral pacifist is equivalent to being a bystander (Malm, 2021). We must take action and make a change so that we can secure a future for generations to come. A portion of his text discusses being somewhat violent in the form of protests, however in an essay I wrote about the book, I discuss how I can advocate for total peace, however, exonerate heroic acts which utilise physicality or violence. This is where being an interpreter comes in handy. It provides me with the opportunity to educate and inform others in a peaceful manner, which if done correctly, by many others like myself, can be monumental in conservation efforts.

(Image of book “How to Blow Up a Pipeline”. Credit: Amazon)

Approaches That Suit Me

Certain teachings throughout this course align quite well with some of my passions and hobbies. For example, as stated earlier, Ideally, I would interpret and teach others through lenses such as art, science, history, music and technology. These are all separate units in our courselink, which prove to be extremely useful. Below, I will provide a brief statement to how I would interpret through each of the above lenses.

Art: As discussed earlier on in my blog, art is extremely subjective. This makes interpreting nature through art genuinely unique. It is not an experience that I can shape, as the “gift of beauty” concept discussed in chapter 5 of our textbook describes it as the ‘natural aesthetic’ being perceived by the interpreter (Beck et al., 2018). I could then explain that concept on future guided tours or hikes.

Science: Science is an interesting lense to interpret through. Not everyone’s minds are science driven, however I could use my knowledge of land formations, and biological interactions as a framework for outlining our surroundings. Science is a ‘tool’ to inform others of objective truths, as outlined in our textbook (Beck et al., 2018).

History: Thinking back to the Edward Hyams quote, I think interpreting nature through history is quite important. In my future interpretations, both alone or with others, I will think back to both Hyams and the textbook, as we should look to cultural and natural heritage with respect (Beck et al., 2018).

Music: Interpreting nature through music is a fun one. I think that instead of focusing on natural sounds, I would play music that I feel best correlates with the current setting. This can create memories back to a specific moment when hearing the same song after the fact. For me, when I hear the song “Sara” by Fleetwood Mac, I automatically think of a camping trip I went on in 2021. I would like to create a similar experience for others!

Technology: I like making videos, therefore in the future I may create guides or video essays for other interpreters before embarking on a sightseeing tour, or simply to inform others of certain causes. Here is a video I made for my Arts & Science class about how to reduce plastic waste:

(Video on how to reduce plastic waste. Credit: Joseph Gaudio)

Lastly, What Responsibilities Do I Have?

As my final post comes to an end, it is important to outline my responsibilities as a future interpreter. My goal of conservation is extremely important. I wish to create an environment for individuals like myself to enjoy the wonders that our natural world has to offer, without worrying whether or not it will be there to enjoy in the future. One topic that I have left for this section is ‘accessibility’. Earlier on in the course, we discussed how privilege affects the abilities of others to share the same experiences of those who are privileged (Beck et al., 2018). As an interpreter, and potential guide in the future, I will make it my responsibility to create and find funding so that others have access to experiences rooted in nature. Moving forward, fostering an environment rooted in accessibility and sustainability is the ultimate goal. We should all be granted the same opportunities, as nature does not discriminate.

Thank you to everyone who has taken the time to read my blog posts. I have truly enjoyed reading yours! I wish everyone a lovely rest of the semester and best of luck with exams.

Warmest Regards,

Joseph G.

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

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Congratulations Joseph on your final blog post, and thank you as well for all of your contributions! 

I wanted to acknowledge one of your final comments, with respect to the responsibility of sourcing funding for interpretative programs. This is one topic that I felt was perhaps underrepresented and admittedly beyond the scope of this course. Nevertheless, it is of paramount importance, as many interpretative roles, historical sites, and natural areas would not exist or be protected if there wasn’t sufficient financial support.

Some of this funding comes from the fees by participants, but a large proportion is also due to fundraising efforts. Fundraising efforts can include online or on-site sales and offerings, hosting special events, and encouraging crowd-funding (Beck et al., 2018, ch. 16, p. 372). Seeking out larger donations from private donors, or corporate sponsors, is also of importance (Beck et al., 2018, ch. 16, p. 372). While this is a behind-the-scenes task and not what motivates us as interpreters, the business aspect is a necessary component to maintaining a successful interpretative program and its longevity.

As a Bachelor of Science student myself, courses related to business, marketing and accounting have never truly appealed. However, I can see a greater appreciation for these practices as a means to enable the roles I would like to hold. Seeking out introductory courses in these topics may help improve my overall well-roundedness and employability, something that I believe we will be exploring in next week’s material.

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

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Values as an Interpreter - Unit 10

Integrity. Perseverance. Connection. While perhaps considered “buzzwords”, these are the main tenets that would drive me in pursuit of helping interpret nature for others, and I have a greater appreciation for each of them in light of our learnings this semester.

Integrity

Integrity holds many meanings to different people. From its literal origins, it refers to something untouched, whole, and intact, while in modern use it is often associated with moral character, authenticity and trustworthiness (Bauman, 2013). To me, it means consistently existing in a true and honest way through both beliefs and actions. This intrinsically involves a sense of selflessness; to put the truth and environmental protection first, above my own self-interests. It should not be swayed out of convenience, financial or societal influence, or one’s own vanity. While this sounds straightforward and in some ways obvious, in reality it is more difficult to uphold these values. It is my goal to always maintain such a standing, to the best of my ability, regardless of outside pressures from employers, coworkers, and loved ones in my life.

The interpreter’s creed states we should “seek to convey only well-documented, accurate information.” (Beck et al., 2018, ap. A, p. 479) This is of utmost importance, as it is what lends credibility to our words, and is as close to the truth as is currently known. Misinformation is increasingly common, occurring in both online and traditional newsforms (West & Bergstrom, 2021). Nuance is lost as emotive headlines for political or financial gain are chosen (West & Bergstrom, 2021). While our scientific understanding will continue to evolve, we should always seek to champion nature and its protection. Future scientific discoveries and gain of knowledge is in part reliant on the continued existence of our ecosystems, organisms and natural world. Without them, our access to be able to study them is diminished, and our efforts to understand are insignificant. It is not enough to understand through facts if we cannot preserve them in reality.

Perseverance

The irony that we are discussing ways to best ensure nature preservation and the role of interpreters, while meanwhile thousands of national parks staff are laid off by our southern neighbours, is not lost on me (Sottile & Hurle, 2025). Indeed, it is all the more important to highlight the benefits of this role, not just in terms of ensuring visitor safety and experience, but also for the preservation of our natural land and resources. 

I do feel that social media and the interconnectedness in our time, while positive in many ways, has also created a situation of isolation, pessimism, and generalized fatigue towards the challenges of the world. When we are constantly being bombarded with information and stories, it becomes an act of self-preservation to tune out some portions. Unfortunately, it is often easiest to remove the perceived negative outcomes, such as stories of climate change, destruction of Earth’s resources, and lack of government action. I feel this may also be particularly true in generations who feel that it has become “old news” or where hope may have been abandoned. The “bystander effect” is also a real threat, whereby people accept a diffusion of responsibility and assume that others are addressing a problem, which unfortunately leads to no one taking action (Speijer, 2024).

Perseverance, for me, means to push through this pessimism and bystander effect to create passion, resistance and change where possible. While the bystander effect may be true, psychology also shows us that people are more likely to “interpret the severity of a situation based on the behavior of others.” (Speijer, 2024) If we are vocal and true in our message and actions as interpreters, others may see this and have their own passion reignited.

Connection

Fostering connection is, for me, a mainstay of successful interpretation. Connection can involve the interpreter and the audience, but can also include fostering a sense of connection between the audience and the place, museum or creatures being shared (Beck et al., 2018, ch. 1, p. 6). 

I have seen beautiful wording and prose from my classmates, which admittedly I do not always possess the same gift for. In person though, being face-to-face and communicating with others, I greatly enjoy the experience of making emotional connections as fellow people. People are more likely to trust and be open to thoughts of those they know or consider highly of (Hancock et al., 2023). It would be my goal to earn their trust so that our message can be received, and so that lives can be improved through such social connectedness. It is my hope that ensuring positive experiences with interpretative services will not only benefit the information and message being shared that day, but also create a desire and openness in that audience member to seek out future experiences in their lifetime. In this way, the cycle of knowledge can continue, and future generations will become involved.

Going Forward

Reflecting on what I value as an interpreter is vital for any future roles I may have in this manner. However, I think that this also extends beyond the role. Even interpreters are still part of the audience, as we visit other sites and ecosystems, and the never-ending pursuit of knowledge continues. Having learned through this course how interpretation is built upon historical and scientific learnings, and shared through emotive, musical, and tangible ways has given me a new appreciation for these services which I perhaps took for granted before. I hope that what our course and what my peers have taught me will ultimately make me both a better interpreter and a better participant. In this way, I endeavor to always be open-minded, inquisitive, and knowledge-seeking. I accept my responsibility and privilege in being able to partake in this preservation of the knowledge of our natural world, with eyes wide open to the challenges and valuable benefits ahead.

References

Bauman, D.C. (2013). Leadership and the three faces of integrity. The Leadership Quarterly, 24(3), 414-426. https://doi.org/10.1016/j.leaqua.2013.01.005 

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

Hancock, P. A., Kessler, T. T., Kaplan, A. D., Stowers, K., Brill, J. C., Billings, D. R., Schaefer, K. E., & Szalma, J. L. (2023). How and why humans trust: A meta-analysis and elaborated model. Frontiers in psychology, 14, 1081086. https://doi.org/10.3389/fpsyg.2023.1081086

Sottile, Z. & Hurle, G. (2025). Mass firing hits national parks ahead of busy summer season. CNN. https://www.cnn.com/2025/02/24/us/national-park-rangers-layoffs/index.html 

Speijer, D. (2024). Calmly coasting towards complete collapse. Bioessays, 47(1). https://doi.org/10.1002/bies.202400223  West, J.D. & Bergstrom, C.T.  (2021). Misinformation in and about science. Proceedings of the National Academy of Sciences of the United States of America, 118(15). https://doi.org/10.1073/pnas.1912444117

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Unit 9 - The Parasitic Plant takeover!

When I use the word “parasite”, what images come to mind? Perhaps fleas or ticks feeding on an animal from the outside, or worms of the intestine feeding from within? Many of us will have seen shocking photos of parasites taking over the bodies of insects and other hosts in various forms of media.

However, what if I told you that plants can also be parasitic? For many people, the idea of a plant being a parasite may seem a little foreign, and indeed for me, this idea was quite novel some time ago. I struggled to see how plants could be just as devastating to other organisms as some of the examples above. Amazingly though, parasitic plants can be just as ruthless and destructive, and shouldn’t be underestimated!

The example that brought parasitic plants to the forefront of my awareness was the Strangler Fig, a type of Ficus spp. (Richard & Halkin, 2017). Seeds of the strangler fig can be carried by wind and other animals up to the canopy of other trees, where they germinate (Richard & Halkin, 2017). Once situated, they extend their aerial roots downwards towards the ground, encircling and ensnaring the host tree (Richard & Halkin, 2017). Essentially, they are using the existing tree for its structure, much like scaffolding on a building. Unfortunately for the host tree, this extreme “tree hugging” behaviour by the Ficus can ultimately be fatal, as the strangler figs eventually can cut off its nutrient supply and physically restrict its growth (Richard & Halkin, 2017). The idea of a plant slowly suffocating another plant, especially of this size, was fascinating to me as someone who had never considered this possibility. Sometimes we personify aggression into other species, but in this case, the necessity to survive has led to this species’ harmful solution in nature.

Photo by Peter Woodard, public domain

Only about 1% of flowering plants are parasitic, but some of the other species involved may surprise you (Ashapkin et al., 2023)! Mistletoe is often seen as a festive, celebratory plant used most around the holidays for encouraging love, and traditionally for protection against evil spirits (Těšitel et al., 2021). Ironically, in the wild mistletoe actually grows as a parasite to other trees (Těšitel et al., 2021). While still capable of some photosynthesis, as an obligate parasite it still relies on tapping into the nutrients of its host tree (Ashapkin et al., 2023). Typically when people think of ‘tapping trees’, you may think of people sourcing maple syrup for nutrients. In the case of mistletoe and many other plant parasites, they are also creating new pathways of entry into the stems or roots of their host plant to access this richness (Ashapkin et al., 2023).

Parasitism exists as an imbalance, where the parasitic plant is causing harm to the host plant through reduced growth and fitness while benefiting itself (Těšitel et al., 2021). Some research though is investigating possible benefits to the host plants, such as increased structural durability during storms, preferential herbivory over the host plant, and increased fruit availability to the food chain of the ecosystem (Těšitel et al., 2021).  Ultimately, these ecosystem interactions in nature are something we are still hoping to better understand as new information becomes available. Until then, I will continue to be amazed by the idea of parasitic plants, and just how versatile the species of our world are!

Ashapkin, V. V., Kutueva, L. I., Aleksandrushkina, N. I., Vanyushin, B. F., Teofanova, D. R., & Zagorchev, L. I. (2023). Genomic and Epigenomic Mechanisms of the Interaction between Parasitic and Host Plants. International journal of molecular sciences, 24(3), 2647. https://doi.org/10.3390/ijms24032647 

Richard, L.S., & Halkin, S.L. (2017). Strangler figs may support their host trees during severe storms. Symbiosis, 72, 153–157. https://doi.org/10.1007/s13199-017-0484-5  Těšitel, J., Li, A. R., Knotková, K., McLellan, R., Bandaranayake, P. C. G., & Watson, D. M. (2021). The bright side of parasitic plants: what are they good for?. Plant physiology, 185(4), 1309–1324. https://doi.org/10.1093/plphys/kiaa069

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The most amazing thing about nature!

Hey everyone, it’s been a while! Welcome back to my blog.

Today I want to talk about something really fascinating to me. Not sure how fascinating you all will find it but it really blows my mind to think about. 

I learned this fascinating thing while I was studying for my DAT test this summer. While studying for the biology section, a fact popped up about how dark the very deepest depths of the ocean are – like pitch black! Which then led me to a deep dive where I learned a crazy fact (that may be super obvious to most of you, but I just never thought about it).

The DEEP SEA ANIMALS who live in these pitch black areas, have evolved WITHOUT EYES…because they don’t even NEED them! These animals live in COMPLETE DARKNESS! This complete darkness begins at the Midnight Zone (1000-4000 meters deep) of the ocean and below (Scott, 2024). 

Some of these animals (who have eyes) evolved bioluminescence to be able to see which is also super cool. 

Check out this link to learn more!

The big-picture super fascinating takeaway about nature that I gathered from this wormhole I got sent into is how insane our adaptability and evolution is depending on our environment. 

Yes, I know, there are full courses on this and this maybe shouldn’t be a big realization for me at this age…but it totally was! I had never thought about it this much until this summer! A fish with no eyes, living in complete darkness!!! 

Anyway, back to interpreting this though…

When I hear something like this, it truly opens my eyes about nature itself. For example, just humankind. Comparing a bicyclist to someone who isn’t very active, the cyclist would probably have really strong quads, because they need to! Someone who’s mainly sedentary likely wouldn’t, because they don’t really need those super muscular quads. 

My roommate's family is full of marathon runners and just long distance runners in general. Since that’s the environment she grew up in, she also took part and has incredible endurance when she runs. Me on the other hand, people in my family actually liked to do sprints and quick paced sports like basketball. 

Though both of these examples aren’t necessarily evolutionary adaptations, it's just an example of how your environment can impact the way you are and act. 

Then I start thinking about how this also affects the way we interpret things. Depending on what experiences one has accumulated, this changes their perception and interpretation of what is around them. 

Not to bring up the whole nature vs. nurture debate, but I think they both truly interact with each other in a very complex way. 

If you put someone who’s whole family for generations has lived in a climate that doesn’t have much sunlight, and has lots of cold weather, and suddenly moved them somewhere tropical, it would likely take their bodies a long time to get used to it, and vice versa. 

But eventually, our bodies would be able to adapt to it. The same way the fish in the deep sea, because of its environment, adapted by using bioluminescence or even evolving without eyes to have their energy used elsewhere rather than on unnecessary sight. Crazy!!!!

These differences that we all share, even between human beings (even though we are the same species) are such an advantage. It is amazing that we have so many different perspectives and ways we interpret based on our personal upbringing and experiences. In Chapter 21 of the textbook it is stated that “we need to become more proactive in making an interpretative approach an integral part of tourism experiences” (Beck et al., 2018, p. 459). Though the context of this was that tourism is a powerful driver for the economy, I think this also ties into the fact that being able to explore a new place with a very different set of perspectives as a local person really adds new levels of depth that the locals probably hadn’t even thought of! The textbook said it well: “taking into account diversity is critical to success” (Beck et al., 2018, p. 461).

Anyways, that is all from me this week. Sorry if I sent you into a million different directions in this post. The way we are so diverse in nature and really change based on our environments is truly so fascinating, I could talk about it forever! 

Take care,

Kattrina 

References

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

Scott, K. (2025, January 10). Animals of the ocean depths. Oceana. https://oceana.org/blog/animals-of-the-ocean-depths/ 

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Hi Kattrina, thanks so much for sharing. It’s okay to find new and exciting things, even if you feel that you should have already known it sooner. That is the joy of continuous lifelong learning!

Regarding eyes, I think we sometimes personify other species too much, and in this case, project our reliance on vision onto others. Working in a veterinary context, we see many animals that acclimate very well with a loss of vision, with pet owners recognizing a ‘good’ to ‘excellent’ quality of life in many cases (Stuckley et al., 2013). Interestingly, the same study by Stuckle et al. (2013) also identified an increased perception or improvement in the human-animal bond after the onset of blindness.

As you say, living in the deep sea where there is no light for the eyes to perceive means that utilizing energy to form eyes makes little evolutionary and biological sense. However, this raises the query of how do these fish understand direction and their sense of self in space? For us, gravity and the normal force allow us to constantly be feeling contact with something for a sense of “down”, which our body can helpfully interpret through our vestibular system and proprioception. For deep sea organisms, the lack of tactile clues in addition to the lack of vision seems perplexing. It appears that the typical “swim bladder” of other fish is absent due to the risk of rupturing under high pressure, and instead they seem to rely on otolith stones of the ear (Gerringer, 2019). Further research is needed though, but is hindered due to the accessibility of these organisms and the changes in them as they are brought up to surface level pressures (Gerringer, 2019). It is amazing what science and nature is still out there for us to discover!

Gerringer, M. E. (2019). On the Success of the Hadal Snailfishes. Integrative organismal biology, 1(1), obz004. https://doi.org/10.1093/iob/obz004 

Stuckey, J. A., Pearce, J. W., Giuliano, E. A., Cohn, L. A., Bentley, E., Rankin, A. J., Gilmour, M. A., Lim, C. C., Allbaugh, R. A., Moore, C. P., & Madsen, R. W. (2013). Long-term outcome of sudden acquired retinal degeneration syndrome in dogs. Journal of the American Veterinary Medical Association, 243(10), 1425–1431.

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Unit 7- Nature Interpretation Through Music

Music or inspirations for music can ber found virtually everywhere in nature.  Music has always been woven into the world before humans even started composing symphonies or writing notes on paper.   You may have not thought about it before, but if you stop to listen to the sound of ocean waves crashing, raindrops falling on leaves, the whistling of the wind…this is where music in nature has always been.  Our natural world has always been continuously pulses with music, and as humans, we are the listeners that tune in.  Perhaps that is why music is such an important part of our lives.

Where is music in nature?

Nature is musical.  Ranging from birds composing unique, intricate songs, the sound of whales melodies that echo through the ocean, to insects like cicadas and crickets forming their own beautiful symphony.  Nature doesn’t just contain sounds, it also serves to create different rhythms, harmonies and melodies all on its own.  To me, the most mesmerizing examples of where you find music in nature is from the animal kingdom.  All of the different species having their own unique sounds they compose is very fascinating.  The thought of crickets and their chorus they produce at night, even cicadas loud sounds during the day, brings me back to the thought of warm summer days and nights and all the memories created then.  Not just animals are making music in nature, but landscapes do as well.  The loud, booming sound of thunder that follows with a flash is just one example that creates its own rhythmic sounds.  If you stop to think deeper, the sound in nature isn’t just noise; it has structure, patterns and even emotions just like a song does.  

Where is nature in music?

If nature is musical, then music must also be a reflection of nature.  Our natural world has always had an influence in the way we experience and create music.  If you have noticed, many composers throughout time have been influenced and twill take their inspiration directly from nature.  Not only are composers’ inspiration drawn from nature, but nature is present in music throught materials that are used to make it.  Materials like wood for wooden flutes, or strings for a guitar, they are all found from the organic life that they have originated from.  Even nowadays, in a more electronic-based age, music producers will still use nature as an inspiration and sometimes will layer the sound of thunder or ocean waves into their compositions.

As for a song that takes me back to a natural landscape, I would say “The Ocean” by Led Zeppelin.  When this song starts to play, it immediately makes me think of being at the edge of a coastline, with the sounds of waves pounding against the rocks, with the wind blowing.  In the first few moments of the song, the rhythm feels like a pulse of a rough and wild ocean.  This song brings me back to thoughts of summer, and it makes me think of being on a roadtrip with the sound of the open sea in the background.  

Music and nature are intertwined and both echo one another in ways that are obvious and subtle.  All these natural sounds have created a “soundtrack” that we have been listening to since the beginning of time.  Music draws inspiration from the world around us, evoking certain emotions that I think are inherent in ourselves.  I believe that is why certain songs make us think of places we have visited and the memories that were created there.   Have you ever heard a song that instead transports you to a place that you have never visited?

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Thank you for your post Isabella. I wanted to touch on your mention of the animal kingdom using music to communicate, through their creation of rhythm, harmonies and sounds. It raised the question of me as to where we draw the line for what is considered music. Simply speaking out loud is often considered poetry and not music, whereas singing is a form of acapella music. However, for other species, is their basic form of communication always considered music because of the way it sounds to our ears?

It is an intriguing question, as from a neuroscience perspective, brain processing locations can differ. For example, in humans, our vocal processing of other voices occurs in the superior temporal sulcus, while the cortex, particularly the frontal region, processes music (Peretz et al., 2015). Different species also give priority in their brain processing ability to vocalizations of their same species, rather than to other sounds (Peretz et al., 2015). I am intrigued then as to how music has played a role in our evolution and adaptive responses.

I pose a question back to you and the class: How would you personally define music when it comes to communication? Are there forms of music that resonate best with you, either in their conveyed meaning or in the ease of remembering them?

Peretz, I., Vuvan, D., Lagrois, M. É., & Armony, J. L. (2015). Neural overlap in processing music and speech. Philosophical transactions of the Royal Society of London. Series B, Biological sciences, 370(1664), 20140090. https://doi.org/10.1098/rstb.2014.0090

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Interpreting through Music - Unit 7

Music is a quintessential human way of expression, and has existed in many forms for millenia. And yet, music is not only mankind’s to claim - we can find music as part of nature itself. This can be seen more literally in the sweet notes of songbirds, and the sounds of whales through the ocean. Or, in the more intangible ways like shifting wind through the trees and water over rocks, which creates its own ambience and soundtrack to life in nature. It is very rare for there to be absolute silence when outside in the world, something we perhaps take for granted. One of my favourite examples of capturing the sounds of nature is the opening to Pink Floyd’s “One of These Days”, which has a strong, gusting wind. It invokes a sense of isolation, picturing being somewhere out in the open where you’d have the feeling of being windswept in the dark.

From a scientific perspective, questions are posed as to what purpose music serves us as a species, and how this adaptation occurred at a cognitive level (Fitch, 2015). This is explored in the branch of “biomusicality”, which has many connections with our understanding of communication and cognition pathways (Fitch, 2015). Even without in-depth scientific studies though, it is intuitive to many of us that music offers a way of communicating. Music represents thoughts, memories, and helps us commit experiences to memory better. Sounds, specific messages in lyrics, and emotions through the feeling of music can all be shared. This allows meaning to be essentially recorded through history and perpetuated onwards.

I wanted to focus on something more personal to myself, that of indigenous music. In this manner, incorporating nature into human music is seen on many levels. From a basic, physical level, the instruments themselves are built from pieces nature created. The drum, for example, is typically constructed of a birch bark frame, with a deer hide skin to form the drum surface. Rawhide is used to twine the pieces together. A drum is often a very personal item, typically made entirely or at least partly by the owner. It is of therefore special significance to be a drummer, especially in certain ceremonies or drum songs of cultural importance.

Beyond the physical instrument itself, nature can be seen in the way language is shared. One fascinating thing I was intrigued to learn is that in the Ojibwe language, the word “Waawaashkeshi” for white-tailed deer, sounds similar to the sound the deer would make running through the grass. Language (and therefore lyrics), can be inspired by the world around us. The songs sung, often together as a group, help reinforce community and a shared message. We can use this commonness to help bring people into our interpretation in a more meaningful way.

Admittedly, I personally prefer to enjoy nature without music, and listen to the naturally occurring sounds which cannot be truly replicated by us. However, music certainly does have a place for sharing cultural knowledge, connection, and giving special significance to places or events. As Beck et al. (2018) correctly notes, songs “evoke strong emotions, which makes them memorable.” It is our hope to make our interpretations memorable and impactful to those partaking.

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

Fitch W. T. (2015). Four principles of bio-musicology. Philosophical transactions of the Royal Society of London. Series B, Biological sciences, 370(1664), 20140091. https://doi.org/10.1098/rstb.2014.0091 

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Unpacking Edward Hyams Quote - Unit 6

History is not a station. It's a train that keeps moving whether we notice it or not. However, we often treat history as if it were frozen in time, a collection of isolated moments that exist only when we pay attention to them. Hyam points out how ridiculous this is. It's like saying that a train station only exists while we're standing in it. What if history is the train itself? What if we're not only passengers, but also track layers and conductors too?

This is exactly why interpretation is important. It's not just about retelling what happened. It is about molding people's understanding of the past and how they relate to it in the present. Nature functions in the same way. We look at a landscape and perceive it for what it is now, whether it is a park, a forest, or a river, but do we consider the stories that shaped it? Do we acknowledge how human actions have impacted ecosystems, how the land looked before highways and roads were constructed through it, and how climate change has pushed species further north? If we don't, we're just passengers, watching the scenery go by without wondering how we got here.

However, interpretation is more than just selecting which details to draw attention to. It also matters what we leave out. Interpreting Cultural and Natural Heritage emphasizes that good interpretation connects people both emotionally and intellectually (Beck et al., 2018). But it is equally necessary to acknowledge the missing voices and story gaps. Consider how national parks are frequently portrayed as untouched wilderness, conserved for future generations. That narrative is comforting, but it ignores the fact that many of these sites were home to Indigenous communities who were forced to move to make space for conservation initiatives. If we overlook this, we are not only delivering an incomplete story. We choose to overlook the whole truth. It's like pointing out a landmark from a train window but failing to say who built the tracks.

Writing is its own form of interpretation. It's easy to get into the habit of just listing facts, but that's not what makes people care. Interpretation should encompass more than just information. It should evoke a sense of connection, making individuals feel the weight of what they're learning. That is why Silent Spring altered the public's perception of pesticides. Rachel Carson did not simply discuss the science behind DDT. She helped individuals picture a world without birdsong and experience the silence of a toxic landscape (Beck et al., 2018).

If history is a train, the real question is where we're headed. This is the responsibility of interpretation. It reminds people that they play a role in molding the future, and that the stories we tell shape how people perceive the world. Whether it's a forest, a battlefield, or a blog post, how we tell a story influences whether people pay attention or let history pass them by. We can choose to watch from the window or take control of where the tracks head next.

Unpacking this quote really made me think. Edward Hyam puts it in a way that takes a second to process, but he’s right. History and nature don’t just sit still. They keep moving, and so do we. It’s kind of a wild thing to realize.

References

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

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Hello Jasmine, it was a pleasure to read your thoughts this week as we unpack this Edward Hyams passage. I wanted to reply to your post as I felt you touched on things I had not yet delved into.

Appreciating history, and by extension nature, of the world around us is of great importance. As you say, if we do not stop to consider the stories involved in their creation, their existence, and how they interact, then we are merely “passengers” along for the ride. Philosophically, in this manner I do think the interpretation of our history and nature is fundamentally a part of our humanity. We have the benefit and privilege of not merely moving through life out of necessity and survival, but with the cognition and ability to think through these bigger pieces spatially and temporally in relation to one another. This is a beautiful thing.

While beautiful, it is also daunting and at times overwhelming. If all natural history is significant and important, how do we choose what to carry forward? We are limited by our own time and resources, as well as any gaps in our current understanding, and so it is impossible to address it all. As with Hyams’ train analogy, we are also ever moving forward, and history and nature is being shaped around us as we speak, creating new stories all the time.

I choose to move forward in interpretation with optimism that we are each choosing aspects of the world that we are most passionate about to interpret and share with others. And, I have hope that by continuing to share these stories, that we can shape what our future history will hold with informed knowledge of our past.

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Interpreting through History - Unit 6

Edward Hyams put forth a passage that is both insightful and thought-provoking. Even his first words, referring to a lack of merit in ancient things, gave me pause. I attribute intrinsic worth to history, out of deference and respect for what has transpired, and for how it has led the world to be what we live in today. This particular quote reminded me though that there is no specific value or quantification we can put on history, and that as individuals our respect and care for it may vary widely. This may affect our role as interpreters, as we are naturally more inclined to see value in this and want to share it with others. Our audience though may be more diverse in their initial views on the past, and this could pose challenges with conveying our stories - or, more optimistically, be seen as an opportunity to share ours and create value for others.

Dún Aonghasa, Aran Islands. Photo by Ashley Mann

I also liked this part of Hyams’ words for forcing me to question why I value historical entities. Hyams proposed that preserving the entirety of something, including its past, helps maintain the integrity of it. While I initially rejected this idea of needing to understand something for the sake of completion, on further reflection it does ring true. I feel that individual aspects of history - be it our world’s biological, natural history, geopolitical history, architecture, or cultural items - are of value in and unto themselves, without needing to be placed upon a tapestry of history. Each has their own story to tell. And yet, when we acknowledge their importance individually, naturally the next set of questions and yearning is to understand how they fit into the context of the time, how they were shaped by the past, and how they themselves shaped the future. And so we come full circle to acknowledge that it is difficult to find something significant in isolation, as curiosity will bring us to expand into everything else that is intertwined to find meaning and connection.

Indeed, “interpretation breathes life and meaning into past events, architecture, and artifacts” and it is this strive for meaning that gives the need for interpretors (Beck et al., 2018). Without this sense of duty to preserve and tell the story of our world, our role would not exist. As we have explored this week, the benefits of our history is to not only inform and educate our lives, but to enrich them (Beck et al., 2018).

I look forward to exploring this Hyams quote in greater detail with my classmates, who undoubtedly have found their own nuances to extrapolate upon. For those still pondering, how has this Hyams quote challenged your own views on why we value history?

References

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

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Education is Everything: Nature Interpretation Though Science

Nature Interpretation through Science 

After completing this week’s readings, my thoughts lie with how crucial it is that we develop proper education for others for the good of society. Education is so powerful in general. In the same sense, a lack of education can be very detrimental. We see a lack of education more than ever nowadays with the quick spread of information on the internet. 

In the age where we have social media at our fingertips, it is so easy for fake news to spread quickly. If you take 5 minutes to scroll on any social media, whether it's TikTok or Instagram, and so on, you will likely be flooded with several opinions on many different matters, whether you were looking for them or not. So, now more than ever, especially regarding the current state of the environment, it is important that we spread the word to others on basic scientific and media literacy, and how to fact check what they are hearing. 

There are many current environmental issues, whether global or local to a specific region, that are crucial for a general population to understand so a change can be made! For many of you, climate change may be what comes to mind. As we know, climate change affects everyone, and we live in a time where we need scientific knowledge to collaborate with “citizen science” as referred to by Wals et al. (2014). According to Wals et al., “citizen science” refers to “community-based local monitoring of changes in the environment using simple data acquisition devices and communication tools” (2014). Ultimately citizen science can foster an engagement between the public and science in terms of environmental issues, and collaboration between the public and local/global scientists. In this way, we can translate crucial scientific knowledge and ensure community accessibility and understanding of environmental science to take action in the form of environmental stewardship. 

I am so thankful for my scientific education and ability to read and understand articles, or hear a fact and be able to look for backed up articles and trusted sources to confirm it. I know this is not the case for everybody. Environmental education and scientific education must be able to work in tandem in an accessible and public-friendly manner, and this has been proven to be effective in helping society learn about addressing "sustainability challenges” (Wals et al., 2014). 

There are many steps that can be taken in enhancing the integration of environmental and scientific education, including educated, trusted people taking to social media to describe how we can truly trust science. For me personally, learning about the scientific method helped me learn to trust science a lot, as well as truly respect the hard work that scientists and researchers put into their careers.  

Nature interpreters, as nature experts, have the power to bridge the science-environmental education gap, and promote important discussions in the public.  Of course, interpretation programs should be fun and engaging, but since the interpreters and the programs themselves have the privilege of connecting with the audience, the messages they choose to send can be very powerful and deep.

Research was done in California and Virginia, where they examined two regional naturalist programs, to get a sense of how participants took action in their communities and demonstrate environmental stewardship (Merenlender et al., 2016). As a result, it was found the participants in the programs generally “increased their content knowledge about ecosystems, had greater confidence in conserving them, and continued to engage as citizen scientists after completing the program” (Merenlender et al., 2016). This is great, and shows that passion and participation in educational programs can really inspire people to help change the world for the better. 

Everyone has the power to be environmentally responsible. Some people just may not have the education to spark that passion for science and the environment. Interpreters can play a huge role in this where they may inspire and educate the public in a way that helps them understand and feel passionate towards the environment. It would change the way they interpret the nature around them, knowing more important context about the environment backed by science, and knowing how to trust science. Knowledge is everything! 

Something that really impacted me was hearing about the “Climate Clock,” which you can learn more about by clicking this link: https://climateclock.world/

This clock encourages us to act in time to limit global warming and reach “zero emissions”. I encourage you to check it out. 

Was there any moment/something you learned that really sparked your passion for science and the environment?

Let me know,

Kattrina 

References 

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

Wals, A. E., Brody, M., Dillon, J., & Stevenson, R. B. (2014). Convergence between science and environmental education. Science, 344(6184), 583–584. https://doi.org/10.1126/science.1250515

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Thank you Kattrina for bringing up an important topic that we haven’t yet addressed this semester. We have been learning about the various methods and technologies available to us in nature interpretation, such as podcasts, blogs, and recorded videos. However, it is the reality that social media and the internet have given greater accessibility to all sorts of information. Sadly, not all of that information is scientific or factual. Some correct information based on research studies may also be taken out of context, misconstrued or made devoid of greater nuance in order to make it ‘fit’ within a digestible, “click-bait” style article for greatest views.

The Courselink material this week had us reflecting on how much science we should be including in our interpretations, versus less scientific but more approachable words. I do think it is important to use accessible language, and to speak in a memorable, audience-capturing way. However, this should not come at the expense of the science itself. By this I mean that it is okay to use more common language to describe scientific facts, but the facts themselves should remain as accurate as possible. This is especially imperative given the culture we live in, where misinformation abounds. As Kattrina alluded to in her post, even people passively using social media will be inundated with short clips and headlines. People not fully engaging with material will have still seen it, and over time unless other information is sought out, those small pieces may be accepted as truth by the public. As interpreters, we face the challenge of having less accessible scientific material to the public, and needing to bring that forward in a cohesive, interesting, palatable way.

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Interpreting through Science - Unit 5

Admittedly, I had become accustomed to having a prompt for my thoughts, so having the space for free writing this week was both exciting and a bit daunting!

However, I am inspired to write based on one of our Courselink material videos, the TedTalk “For the Love of Birds.” The feather the presenter had with him was from Arusha National Park in Tanzania, where I was fortunate enough to have visited this past August. I was in the country for a 2-week ecology course through the University of Ottawa, and so it is rather fitting that we are learning about interpretation through science, as I can now reflect on how that experience was shaped by the interpretations we received.

Arusha National Park, Tanzania. Photo by Ashley Mann

The course involved numerous safaris with specific ecology-focused guides, as well as our professors who had extensively travelled the region in past years. We also benefited from the safari drivers, who’s memorization of the parks and wildlife was wildly impressive on its own. Some places, such as Mkomazi national park where there is a rhinoceros breeding program, or Oldupai Gorge with its museum, also had specific speakers to listen to and ask questions of. Lastly, our fellow students on the course served as teachers, as we each came into the course having researched a particular topic that we could then share.

Though I didn’t realize it at the time, each of these opportunities for knowledge transfer were being done with our current ENVS 3000 course material in mind - thinking of the information, the audience, how to best convey it, and balancing the science with the storytelling. For me personally, I much prefer the use of storytelling. I find this more memorable, and so it is more likely to stay with me after the experience has finished. Also, while scientific facts or taxonomy can be looked up elsewhere, some stories or histories are best heard or experienced from the people and region that they occurred in. 

For example, climate change has impacted the snow coverage on Mount Kilimanjaro. While this is a well-known statement, it is much more profound seeing this change with your own eyes. We were able to visit a reforestation project locally, where attempts are being made to reclaim sparse agricultural farming land back for the previously existing high-density forests. This is being done to contain more water in the area, by having it trapped in the trees rather than lost as ground run off. Increased water in the area would not only benefit the surrounding communities who depend on it, but return the lost dew and precipitation on the mountain. While this is something you can read about, to be present on a site where this is occurring, to be able to physically partake in the planting process, and to then visit a nearby site from a previous year’s planting to see what our actions will lead to in future years is all much more poignant. This has a greater lasting impact. 

Fig Tree Arch, Arusha National Park. Photo by Ashley Mann

While I may not be a TedTalk speaker myself, I appreciated seeing the reminder of such a memorable, influential trip that continues to impact me and my lifestyle choices to this day. This is a reminder of the lasting effect nature interpretation can have on those involved.

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Unit 4- The Art of Interpretation

Who am I to interpret nature through art? It’s a question that both humbles and motivates me. It humbles me because nature is vast, complex, and beyond any one person’s full understanding. But it also pushes me to contribute my own perspective, to engage with the landscape in a way that feels personal and meaningful.

Beauty is subjective, but how we interpret it matters. Rita Cantu once wrote, “If the songs are not sung and the stories are not told, danced, painted, or acted, our spirits will die as well.” This idea resonates with me—without creative expression, our connection to nature can fade into the background of daily life. Art, in any form, keeps that connection alive.

The Group of Seven captured this idea well, painting Canada’s landscapes with an energy that made them feel alive. Their work inspires me in my own occasional painting practice. For me, painting is more than just an artistic exercise—it’s a way to slow down and pay attention. It allows me to see nature differently, to engage with it rather than just pass through it.

I’ve always been drawn to trees, particularly how they change through the seasons. A bare winter tree standing against a blizzard isn’t just a cold, skeletal form—it’s a symbol of resilience. In spring, that same tree bursts with life, a reminder of renewal. Each season tells a different story, and painting those transformations helps me understand and appreciate them more deeply.

At its core, interpretation isn’t just about depicting beauty—it’s about helping others see it too. Whether through painting, writing, or simply noticing, we all have the ability to share our perspective and, in doing so, foster a deeper appreciation for the natural world.

So, who am I to interpret nature? I’m someone who takes the time to look, to listen, and to express what I see in my own way. And that’s all any of us can do. No single interpretation will ever capture the full essence of nature, but each perspective adds to the larger conversation.

Interpreting nature through art isn’t about getting it “right.” It’s about engaging with the world in a way that feels meaningful. Painting reminds me to pay attention, to notice the small details, and to appreciate the beauty that surrounds me. And if that appreciation inspires someone else to do the same, then the interpretation has done its job.

A recent painting of mine captures a tree in a blizzard, inspired by the current winter weather!

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Evening Sana, that was a joy to read! Thank you for your beautifully worded post. Your words resonated with me, and I felt you did a wonderful job articulating the wonder of trying to understand the natural world around us. Your post reads like poetry, a form of art itself. 

I appreciated your thoughts that interpreting in an artful manner isn’t about being ‘correct’ or ‘right’. While our historical or informative portions of interpretation should be more factual, the art and beauty aspects are open-ended, personal, and changeable as our own experiences and perspective grow. Giving space for reflection, discussion, and introspection is important. It is our job as interpreters to foster this journey, and to encourage it in others. Finding meaning in the world around us is a lifelong, fulfilling pursuit. We are fortunate to have the time and resources to be able to put energy into exploring this part of our humanity and as living beings in this vast world.

Your words that “no single interpretation will ever capture the full essence of nature, but each perspective adds to the larger conversation” also struck me. Be it a famous painting by the Group of Seven, or our own personal thoughts of a Canadian landscape on a hike, we all have a way of interpreting the nature around us. Through this course I hope we are all encouraged to share our expressions of nature, and nurture it in others. I think as students of science we can often forget to look at the ‘big picture’ or to simply appreciate the world around us, and so i'm grateful for the reminder this course gives to do so.

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Interpreting Art - Unit 4

Our course so far has encouraged self-reflection and challenged our views on concepts around nature interpretation. This week’s topic however is a deeply introspective contemplation, as we balance our scientific background with art.

It is easy to think of interpretation as primarily an educational or informative endeavor. However, art is an extremely vital, if intangible, component to this experience. This can be seen in the importance of art in welcoming a broader audience, such as through the use of music or dance. Such performances may not have been traditionally associated with the environmental site but offers an opportunity to connect to the public in a new way and serve as an invitation into further site offerings. The inclusion of both entertainment and information is a delicate balancing act though. When done well, our textbook identifies this as a “happy medium [bringing] history, art, and science alive with exciting encounters that stimulate and satisfy people.”

Serengeti sunrise. Photo by Ashley Mann

Beyond the performance aspect of art in nature interpretation, we also have the gift and beauty of art itself. This can vary greatly between people; what one considers art or beauty may not be the same for another person. I may see beauty in observing the interactions of wildlife, where someone else may only see nuisance animals. Or, perhaps we both view a painting, but each take away a different meaning and emotional reasoning behind the artist’s choices. Art is evocative, but what it evokes in each of us can be different, and shaped by our own experiences, emotions, and appreciation for the world around us.

With the awareness that art can be a personal, individual experience, it is important to me that we move away from the mindset of explaining art to one of enhancing it. While we may not have all the answers (nor should there always be answers to everything), it is important to encourage thinking and creating memories for visitors. I also feel it is important to keep art, historical and environmental sites accessible on an intellectual level. It can be easy to inadvertently withhold access by creating barriers to access, even if by perception only. The public may not seek out experiences offered if they feel it is not directed to them, or they may become disconnected if they feel the interpreter is overstepping and claiming what the art should mean for that visitor. Art does not need to be something held aloof away from anyone, or that you need a certain amount of education to understand or appreciate. Again, what we take away from art is our own personal meaning.

As an interpreter, I would like to aspire to not gatekeep the beauty of the natural site i’d be sharing. It is a privilege to share whatever knowledge I may have with others, and to not simply instruct them but to encourage their own journey of connection, introspection and appreciation for the world around them. It is with this good intention that I find myself willing to take on the challenge of interpreting art; as indeed, it is a humbling task.

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Privilege & Accessibility - Unit 3

I appreciate that this week we are exploring how privilege, accessibility and openness to all audiences affect nature interpretation. While I would like to think that I am open and inclusive, even some of the examples this week in our course and textbook were situations I had not previously considered. Working towards inclusivity is therefore not a set goal to be reached, but an ongoing, expanding outlook that will permeate through interpretative careers. We should always be striving to continually improve our approach and understanding of the audiences we may interact with.

My personal definition of privilege would mean an inherent, unearned, sometimes invisible attribute or bias that benefits that individual or group. This can include privilege due to economic, societal, physical or medical, familial, racial, or lingual factors. I acknowledge my own privilege in that I had a family that not only took interest in travel and outdoor experiences, but also had the monetary means to do so. For those with financial insecurity, spending money on adventures in nature or for interpretative experiences may be inaccessible. Likewise, transportation to and from sites that offer these learnings may not be reachable.

(Cliffs of Moher, Ireland. Photo by Ashley Mann)

Accessibility due to language is also an important factor. Living in Ontario, I have enjoyed the ease of English as my first language. However, having had a partner from Québec whose first language was French, I underestimated how difficult accessing the same services was. I incorrectly presumed that, being another official language of Canada, at least official places would have bilingual offerings. Unfortunately, even government or medical services often would not have someone readily able to offer service in French, which led to an increased need for self-provided translation. If this language barrier existed in such official locations (despite advertising otherwise), I can only imagine the lack of access in tourism and other businesses. My presumption would extend further in that other, foreign languages may also not be accommodated. I applaud some of the efforts being made by some parks to include multilingual interpreters, signage, and audio guides to help enable better access for all.

One perspective that I gained from this week’s material is that inclusive actions can benefit multiple groups of people, regardless of whether or not they are a traditionally underserved population. Audio guides as above, for example, may benefit speakers of other languages, but also children who cannot yet read, and elderly or individuals with some hearing loss. Our textbook (Beck et al., 2018) noted that we should treat disabilities “as a continuum rather than categorizing people with disabilities as a separate group.” This is an open, welcoming mindset particularly when we note that most people will, at some point in their lives, be affected by temporary or permanent health impairments. Ultimately, improved access can only benefit us all.

Lastly, I did want to comment that efforts at inclusivity should be made with authenticity, and not as a checklist item to complete for marketing purposes. Consumers appear to be increasingly aware of advertising efforts by corporations that may or may not have viable practicality behind them. As nature interpreters intent on connecting with people, it is important that genuine efforts are made, so that true accessibility and experiential learning can occur without avoidable limitations.

[bvenvs3000w25]

Hi Ashley, 

I just wanted to start by mentioning how I appreciated your reflection. The quote you selected from the textbook about “as a continuum rather than categorizing people with disabilities as a separate group.” stuck with me. This quote demonstrates that to foster a harmonious community we must have an inclusive mindset. This doesn't just mean when we’re talking about accessibility, but also about social inclusivity in general. 

When you mentioned your challenges with bilingualism in Canada I do think this topic needs to have some light shed on. Many non-English speakers face these problems in regions where bilingualism is expected. This sparks a conversation about the genuine need for language support in government and recreational areas to support inclusivity as a whole.  Furthermore, I completely agree with your comment about authenticity and it resonates with me deeply. They shouldn't just be implemented for “formality” sake but rather with genuine intentions to make a difference and allow everyone to feel welcome truly. 

For me personally, I have a family member who doesn’t always enjoy going out on adventures as much because of the lack of accessible areas. Due to his limited mobility, he can’t truly participate in activities, which saddens me. It has truly been eye-opening about the real need for accessibility when planning and constructing recreational places.

I am curious to hear more about any other experiences you’ve had where inclusivity was implemented with genuine intention or lacking completely. What are some ways you think that we can improve these approaches and ensure they are genuine/heartfelt? 

Looking forward to hearing your thoughts!

Brendan

[almenvs3000w25]

Hi Brendan, it’s great to have a conversation get kick-started from these blogs. Thank you for my first question back in a reblog this semester!

While there’s a ton of unique, specific things that can be done to be more inclusive, I think my answer to your question will just be an overarching approach, which may fit more universally. My personal approach when looking at if something is inclusive or not, is to try to put myself in that person’s shoes and go through that experience with that status in mind.

This approach came about because I work at a vet clinic, and we sometimes do this exercise where we go through the process of an appointment from the client’s perspective, as we then see things from a different viewpoint and can recognize things to be changed. For example, I initially thought we were doing well for wheelchair access, until when I went to use the system myself. I realized the wall-mounted button to open the automatic door was actually located too close to the door, and that the wheelchair would be hit by the opening door before the person could maneuver backwards out of the way. If I had just walked around the clinic looking for things to improve, I don’t think I would have appreciated the nuance of this, and simply noted that we had a button.

From an accessibility standpoint, imagining ourselves going through a nature interpretation or other experience from the perspective of someone using a mobility device, another language, or with hearing or vision loss can be beneficial. This helps by allowing us to identify specific things for our exact location or business that can be changed, rather than a vague, non-specific intention that marketing sometimes communicates. Additionally, I think this does have an extra benefit in that having empathy in this manner really does force us to consider that person’s unique challenges, and we can take that consideration with us elsewhere in life. My example in my original post of my partner not being able to access French service at our local hospital carried forward with me, and I found myself evaluating different places and services for their language offerings or signage. In this way, it transcends from a ‘checklist’ item to do for your job, to a mindset of inclusivity for everyone in all areas of day-to-day life. While we can’t fix everything ourselves, there is so much room for improvement in society that improvement on anyone’s part, big or small, would be progress forwards.

[kdenvs3000w25]

What role does “privilege” play in nature interpretation? Please include your working definition of privilege.

Working Definition of Privilege: Privilege refers to unearned advantages or rights granted to certain individuals or groups, often based on aspects like social, economic, or cultural factors, that provide them with more opportunities or better treatment compared to others who may not share those same characteristics. 

When it comes to nature interpretation, privilege can influence who gets to participate in outdoor activities, who gets represented in nature narratives, and who has the resources to explore and engage with the environment in meaningful ways. For example: 

Access to Nature: People from wealthier backgrounds might have more opportunities to visit national parks, nature reserves, or go on eco-tourism trips, while those from marginalized communities may face financial, logistical, or even cultural barriers to accessing these spaces. 

Representation in Nature Narratives: Often, the dominant narratives in environmental education and nature interpretation are shaped by the perspectives of privileged groups, such as white, middle- or upper-class individuals. This can result in a lack of diverse voices or perspectives in how we interpret and value nature, excluding important cultural and historical connections to the land. 

Environmental Justice: Privilege also plays a role in how environmental issues are experienced. Marginalized groups are often disproportionately affected by environmental degradation or climate change, but they may have less agency or opportunity to influence environmental policies or participate in conservation efforts. This may leave them feeling less connected to conservation as a whole and less willing/able to participate in conservation activities. 

My connection to nature would not be as profound had I not been granted certain privileges. For example, 

Access to nature – growing up my parents were able to take me on camping trips multiple times a year, aswell as going backcountry camping in Algonquin once a year. They would also often take us on hikes/bike trips. These trips mostly occurred in the spring/summer months when my sister and I were not in school, but my parents were still working full-time. My parents' ability to take time away from work to take us on these excursions is an example of how privilege can impact our connection to nature. 

Growing up outside of the city – larger cities are often notoriously lacking in accessible green spaces. This leaves people who inhabit them, and their families, with less access to nature. This effect is exacerbated for those who rely on public transit for their means of transportation – as public transit doesn't typically go to nearby conservation areas, even if they are only a few minutes out of town (ex. Guelph lake) As someone who grew up outside of town with a forest and a pond near my house and having a family car, my access to nature was much more immediate/frictionless. 

Cottage life- owning a cottage (especially these days) is increasingly expensive and is more and more out of reach even for the middle class. My parents recently bought a cottage in 2021 when the market was very favorable. While it required us to move to a townhouse and rent the cottage out when we weren't there to be able to afford it, there is still an aspect of privilege to be able to afford a second property at all. 

Overall I am very grateful for the privilege i have experienced throughout my life and how it has contributed to my connection to nature.

[almenvs3000w25]

Hi Katelyn, thank you for your contribution this week! I wanted to respond to your blog post as you expanded even further than the information in our course and textbook. This was through your identification of marginalised groups being more heavily impacted by environmental degradation, and more limited in their ability to campaign or influence the factors leading to this change. I thought this was a very insightful commentary!

This recognizes the cycle that can occur when underprivileged groups are barred from having access to knowledge about, or the resources to act on, environmental decisions locally. These populations may not have had access to the natural environments around them due to limited finances or transportation, and in turn may not understand the importance and value of such places. If these sites are further damaged or destroyed, the benefits of these areas are lost, and negative ecological consequences may follow. This could affect the flood risk, wildlife, and agriculture locally, which may further negatively impact the homes, health and livelihood of these local people. Conservation efforts are important, but can take time, money and resources that they may not have. It is therefore important that we make efforts to ensure equitable access to environmental sites, and also that we diversify such efforts to include places that may not be as supported by local communities. We need these locations to survive in order to then enable access and teaching opportunities for future generations. Involving new generations in nature, along with politically addressing the socioeconomic factors leading to the initial disparity in privilege, are both key to preserving our surrounding environment.

[almenvs3000w25]

Privilege & Accessibility - Unit 3

I appreciate that this week we are exploring how privilege, accessibility and openness to all audiences affect nature interpretation. While I would like to think that I am open and inclusive, even some of the examples this week in our course and textbook were situations I had not previously considered. Working towards inclusivity is therefore not a set goal to be reached, but an ongoing, expanding outlook that will permeate through interpretative careers. We should always be striving to continually improve our approach and understanding of the audiences we may interact with.

My personal definition of privilege would mean an inherent, unearned, sometimes invisible attribute or bias that benefits that individual or group. This can include privilege due to economic, societal, physical or medical, familial, racial, or lingual factors. I acknowledge my own privilege in that I had a family that not only took interest in travel and outdoor experiences, but also had the monetary means to do so. For those with financial insecurity, spending money on adventures in nature or for interpretative experiences may be inaccessible. Likewise, transportation to and from sites that offer these learnings may not be reachable.

(Cliffs of Moher, Ireland. Photo by Ashley Mann)

Accessibility due to language is also an important factor. Living in Ontario, I have enjoyed the ease of English as my first language. However, having had a partner from Québec whose first language was French, I underestimated how difficult accessing the same services was. I incorrectly presumed that, being another official language of Canada, at least official places would have bilingual offerings. Unfortunately, even government or medical services often would not have someone readily able to offer service in French, which led to an increased need for self-provided translation. If this language barrier existed in such official locations (despite advertising otherwise), I can only imagine the lack of access in tourism and other businesses. My presumption would extend further in that other, foreign languages may also not be accommodated. I applaud some of the efforts being made by some parks to include multilingual interpreters, signage, and audio guides to help enable better access for all.

One perspective that I gained from this week’s material is that inclusive actions can benefit multiple groups of people, regardless of whether or not they are a traditionally underserved population. Audio guides as above, for example, may benefit speakers of other languages, but also children who cannot yet read, and elderly or individuals with some hearing loss. Our textbook (Beck et al., 2018) noted that we should treat disabilities “as a continuum rather than categorizing people with disabilities as a separate group.” This is an open, welcoming mindset particularly when we note that most people will, at some point in their lives, be affected by temporary or permanent health impairments. Ultimately, improved access can only benefit us all.

Lastly, I did want to comment that efforts at inclusivity should be made with authenticity, and not as a checklist item to complete for marketing purposes. Consumers appear to be increasingly aware of advertising efforts by corporations that may or may not have viable practicality behind them. As nature interpreters intent on connecting with people, it is important that genuine efforts are made, so that true accessibility and experiential learning can occur without avoidable limitations.