Emma

nature interpretation

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Disclaimer

This blog was created for the ENVS 3000 course at the 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.

Emma

2 notes

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Unit 10 Blog Post

As I develop as a Nature Interpreter, my personal ethic entails having immense respect for nature and helping others foster the very same respect but through an engaging manner. Nature interpretation serves beyond providing facts but rather encouraging others to have the same emotions I feel when I view nature and help guide them to understand our duties and responsibilities to this planet.

One belief I bring is the understanding that everything in nature is interconnected. Now at this point you guys must be sick of me ALWAYS talking about the interconnectedness of nature but it is so vital to us. Understanding that everything in nature is interconnected, from the wildlife to the ecosystems to the environment helps us see the significance and beauty of how everything works together to create our planet, our nature. As humans, it may seem hard to understand the complex webs of relationships that exist within nature (human-wildlife, human-nature) but it helps us see nature more holistically as well. 

Another belief I would like to touch on as referenced earlier, is our responsibility to the planet. As the current generation, it is our responsibility to ensure our future generation is able to live sustainably on the planet. In order to do so we must protect and preserve our resources. As a nature interpreter our responsibility to protect this planet extends into our jobs as well, because we have the ability to speak on environmental issues and bring awareness and also inspire others to help take action by just helping them engage with nature. 

I believe accessibility to resources is crucial to society regardless of their socioeconomic status, age, race, gender, disability, etc. As a nature interpreter it is important to make sure our work should be accessible to others regardless of their abilities because our ability to help others invoke the feelings we want them to feel can be done even through something simple as story-telling as long as it is accessible to a diverse audience and can be engaging at the same time. 

Another belief that aligns much with me as a nature interpreter is providing an open space for conversation. Often some treat nature interpretation as a “TED talk” where we talk a lot but there is no necessary area for conversation or questions. As a nature interpreter, it is crucial to provide an engaging experience which includes allowing others to have questions and to ensure they are answered. This allows us to build connections with the audience and also provides a comfortable area for everyone to learn from each other which is something they can take away into the real world as well!

As a nature interpreter, my primary responsibility is providing factual information. Providing misinformation goes against the very ethics and responsibilities I have as a nature interpreter and can be very harmful especially when it comes to issues such as conservation and climate change because it can discredit the entire movement and its significance to the general public, bringing down the overall support. It is also important to continue updating our “database” while more information becomes available because new information can invalidate certain facts very easily. 

One belief of mine is that a nature interpreter’s key goal is to create an engaging experience but also to inspire. The interactive and engaging experiences I create with my audience should inspire them to form connections with nature and should help them feel open to fostering connections with those around them in order for the audience to share and pass on the knowledge they took away from this to take home as well. 

Another core belief of mine is ensuring my experiences as a nature interpreter should not cause harm or damage to the settings around me. For example, if I give a presentation as a nature interpreter in a wildlife park, my work can be engaging such as opening up the floor to the audience to have questions, or allow them to pet some animals that are allowed. In no way should my work cause harm to any animals or would it involve breaking rules simply to give my audience a fun experience. It is very important to help preserve the habitats our wildlife live in and in no way should the well-being of wildlife or environment be under harm. 

There are many different approaches I have already explored as a nature interpreter but I will reinforce them again. 

One approach as a nature interpreter that truly resonates with me is storytelling. As a child I loved reading because it allowed me to escape reality for a while and simply feel the perspectives of others. I especially loved to read books outside in the summer because it was warm, I always had a drink to refresh every few minutes and there was always a slightly cool breeze that followed to help me warm. As a nature interpreter, we always want to help our audience feel how we feel when we view nature. To me story telling is not only engaging, it is accessible to all audiences and it allows me to incorporate my personal experiences with nature as well as different cultural concepts in order to create an emotional connection between nature and my audience because it helps personalize the experience to them. 

Another approach I like to use as a nature interpreter is incorporating different settings to create an engaging experience. My previous blog posts referenced going to places such as museums and parks and I believe that hands-on experiences helps the audience learn through different methods. Visual learners will appreciate having the ability to view nature through hikes or natural artifacts (fossils) from museums tours and auditory learners can appreciate the guidance that we provide as we help the audience understand each portion of the experience (facts on certain birds during hikes) and tactile learners can also benefit from hands-on experiences through safe contact with different artifacts and wildlife. 

Question: I truly rambled a lot today but If you had your own approach to nature interpretation how does it differ from mine?

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Hi!

My approach to nature experience, while containing some of the same components (responsibility and accessibility), focused significantly more on my belief that to successfully interpret is based on fun. But I really enjoyed learning about your approach and take on interpretation. I feel like I got a very good understanding of what was important to you from your blog post and how that affects your interpretating.

I really appreciate how much emphasis you place on doing no harm. I think that is definitely the most important part of being a successful nature intepretor, I also like how you bring that approach to some of your other beliefs as well. Providing factual information as well as open conversation is important for the experience and enjoyment of your participants. Allowing them to communicate as well is something I haven't seen touched on in other posts and it slipped my mind as well. I love how you put emphasis on open dialogue because it opens the door to accessibility. I also like how you talked about different learning styles and how hands-on learning in different places can be beneficial. I totally agree; being a hands-on learner who struggles with auditory instructions, I struggle when there is only one way of learning presented.

Overall, I really enjoyed your post and feel like you did an incredibly thorough job at summarizing what beliefs as an interpreter are important you. I do wonder, are there any experiences that you have been a part of that make you feel so strongly about your core beliefs? And as an interpreter, what activities do you feel are best for reaching the newest generation?

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10: Interpretation ethics

As an ex-Catholic, I spent a good amount of time in my teens thinking about how my personal ethics and rules on morality both differ from and sometimes agree with Catholicism. However, I haven’t really taken the time since  then to extend my personal ethics past post-Catholic discourse and relate it to my environmental values. I think it’s very valuable to be aware of your own ethical stances in terms of interpretation. Our ethics are the filter that shapes how we interpret nature, whether or not we acknowledge it. And that interpretation is then past on to our audience.

The first belief I bring to nature interpretation is kindness. Showing kindness to the nature around us means walking lightly and respectfully as we explore. Showing kindness to each other means creating a space where everyone feels able to ask questions and learn. I believe that kindness is one of the key elements that goes into creating a welcoming environment. And welcoming environments set up the possibility for growth and learning.

I also believe that curiosity and discovery lead to caring. It’s very difficult to care about something that you don’t know much about. But by encouraging questions, sharing facts/stories, and pointing out the beauty all around us, a nature interpreter can create connections between their audience and nature. In tandem with curiosity and discovery, is the power of awe. I want to get people excited about that cliff, that leaf, that creek. Wonder is a very powerful tool.

Spent a very long time staring at this view awestruck when I visited Vancouver last summer

Interpretation also comes with many responsibilities. When you act as a nature interpreter, people are putting their trust in you to act responsibly in your role. The basis of this trust is safety. Like we learned from the Timiskaming Tragedy, a lot of things can go wrong in outdoor education spaces. Physical safety means being prepared for hazards, natural disasters and changing weather. But emotional safety also play an important role. Words have power. And that power can be used to harm others if wielded carelessly or irresponsibly. Sensitive topics have to be addressed with care and nuance. Your audience should feel welcome and included in the space you create, through the language used and interpretation employed.

I also think that nature interpreters have a responsibility to convey accuracy whenever possible. This is especially important when interpreting for children, who may not have the skills to properly fact-check your claims. Adult audiences also deserve access to well researched and meaningful information. Working as a nature interpreter means positioning yourself as an expert, and your audience is placing their trust in you to know what you are talking about. I believe in putting in the time and effort to research a topic fully before you share it with others.

There are several interpretation approaches that work best for me as an individual. And those approaches vary greatly by age group. For kids, who often have short attention spans, I think that exploration and games work best. Exploration allows kids to experience nature on their own terms and form a more personal relationship with the world around them. It also allows for the reintroduction of unstructured play that is missing from many kids lives. Giving kids a magnifying glass and a simple objective (eg. “Find as many colour as you can!”) gives them the opportunity to look closer at their surroundings and discover something new.

Games are also a powerful tool for interpretation. Minds often wander during lengthy explanation, but games keep kids focused and their attention on the task at hand. They can also help simplify complex topics and break them down into bite sized pieces. As an example, at my summer job last year, I ran a workshop for 10–12 year-olds who were planting a pollinator garden at their school. I wanted to convey the importance of building new pollinator habitat and introduce them to the concept of habitat fragmentation. So, I created a game that was kind of a mashup of musical chairs and shrinking islands. I placed picnic blankets (“habitats”) on the floor and told the children to pretend to be their favorite pollinator. As the music played, they could fly around, and when it stopped, they needed to find a habitat to stand on. As the game progressed, the habitats kept getting smaller and smaller as I folded down the picnic blankets to represent habitat destruction. Near the end of the game, we added another picnic blanket to represent the new habitat the students were creating. The game showed the students the importance of their garden, while also engaging them with the power of fun.

For adults, I think the best approaches for me to use are storytelling and writing. Stories have staying power, and also allow people to come to their own conclusions in a very fluid way. If I tell you about how I tried (and failed) to stop a park tree from being cut down when I was in the second grade, the take home message can be very different depending on how I spin the story and your own personal beliefs. You might walk away thinking about the importance of urban trees, the emotional bonds kids form with nature, or how privilege impacts how people engage with activism.

Article from The Stoney Creek News

From a personal standpoint, I think that writing is an approach that I am very drawn to. I enjoy the act of writing and like that I can fine-tune my words until I am satisfied. Evocative language can really come alive on the page, and writing allows lots of space for larger ideas to be explored. And, as a creative writing and ecology student, writing about nature in an interpretive way seems like the natural way to blend my two areas of study.

I know that my personal ethic will continue to develop and change as I grow as an interpreter. I’m looking forward to adding more nuance and challenging my own perspective.

[ermenvs3000f24]

Hi!

I really enjoyed reading your post. It was so reflective, and I love how you were vulnerable and shared how your former catholicism shaped your personal ethics in interpreting. Your point on acknowledging our own ethical beliefs and how that affects everyone's personal approach to interpreting is something I couldn't quite put my finger on in my own reflections, but I totally agree, and you explained it well. Your post is very introspective and self-aware, which I admire a lot.

You balance the importance of kindness with accuracy and safety, which is a fantastic way to approach interpreting. Making a space for all and encouraging kindness towards each other and the environment is critical, especially now when there seems to be so much negativity all the time. When you discuss wonder, you describe it viscerally, and it communicates your points and personal views, making this post a fascinating read.

I like how you differentiated the approaches that an interpreter has to take when working with adults vs children but also encouraged wonder in both groups. I'm curious if you think there would be any activities that would overlap in both groups and bring out the child-like wonder in adults, as well as a sense of importance and almost scientific approach that makes kids want to explore and learn.

This was such an interesting post and you touched on so many important aspects of interpretation especially when acknoweldging the necessary mindset to encourage safety!

A great read!

Emma

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Blog Post 10

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?

My core beliefs as an environmental educator stem from the concept of fun and equality. Reflecting throughout my growth in this course and how I’ve been able to define my experiences in environmental interpreting, I realized that what is important to me is how we can use enjoyment to build deeper connections with nature. Initially, when I started this course, I always assumed I would continue my role as a nature interpreter, working with summer camp-age kids and taking them to national parks to experience the beauty of nature and hard work or simply getting them outside and being active. However, while learning more about the different ways to interpret nature and the various challenges presented to other individuals, my goals have changed. 

I have always had an incredibly strong opinion of what is fair. When I was younger, I struggled because so many inherent aspects of life simply weren’t fair. As an adult and a nature interpreter, I realize now that I can use that sense of fairness to bring about change. I was always aware of my privilege when I was younger, but only in growing up did I realize I was so much more privileged than I previously thought. I grew up in a house with a backyard, a park nearby, a ravine within walking distance, and parents who encouraged my siblings and me to explore nature and ask questions. Even more so, I realized my privilege in attending a summer camp where I was required to go to Algonquin Park and take a canoe trip. It taught me fundamental skills and beliefs like the ability to swim, the mindset that I can do hard things and that physical and emotional discomfort is often temporary and rewarding. 

These experiences shape who I am and how I approach problems in life. It was also incredibly fun. This is a part I often forget when sharing my experiences in nature. Not only did I learn a lot about myself and the environment, but I did so because I was having fun. This realization made me realize that the most important lessons I’ve learned in nature have stayed with me because they are tied to memories of joy and laughter. I am so incredibly grateful for these experiences and now want to be able to bring them to more kids. Most of my peers I experienced nature with were financially stable, white, and from emotionally stable and supportive homes. Not everyone has those blessings, but that shouldn’t prevent them from experiencing nature like I did. 

When I think of my responsibilities as an interpreter, I believe it is essential to acknowledge that we deal with kids who have been denied the same experiences we have. They spent their formative years in a pandemic surrounded by screens and the anxiety of being outside. They also have to fight with the dopamine addictions that screens bring in comparison to the joy of being outside. That is where I believe you have to work with kids and not against them. For them to want to be outside, it has to be fun. My responsibilities as a nature interpreter is to facilitate fun activities they can do while they learn: scavenger hunts and games where they learn about nature but can still compete. Sneaking in lessons while they learn new skills. Prompting them to think and reflect about nature while doing outdoor activities you know they enjoy. 

Reflecting on the times I’ve been acting as a nature interpreter for kids, I haven’t fully reflected on how my experience differs from there. When I worked with kids who were born in the pandemic, I didn’t consider the deficits they would have. Many were terrified of being dirty, and some didn’t even know how to play tag. It was a baffling experience but an important one. At the time, I was simply shocked by the fact that they didn’t know tag, a game that I don’t even remember learning but made me run around in nature. Now, thinking on that, it makes me reflect even further on how to almost “dumb down” my basic approaches to getting kids involved in nature. 

Looking back now, my style of interpretation has been very much focused on kids with a similar background as me. Many kids don’t know how to swim especially if they live in lower-income areas in the city. They don’t have access to similar experiences to my own, like going to Algonquin Park, and potentially don’t have parks or nature around them. In the future, I am going to tailor my interpreting with a more basic approach that explains more of the fundamentals of nature instead of what I assume they already know.

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Unit 9 Blog #1

If you were anything like me as a kid, I bet you spent some time flipping over rocks and logs to discover tiny animals hidden beneath. Maybe you found salamanders, worms, and beetles, maybe something even more exciting for a young mind investigating nature for the first time. I can almost guarantee that something you found while doing this was a hectic, bustling colony of ants. I know when this used to happen to me, I would jump backwards, startled and somewhat unsettled by the squirming pile of tiny bugs, but as I became accustomed to this sight, I would notice how organized these insects seemed to be, gathering up the larvae and eggs and marching them into the tunnels to remove them from this newly exposed section of their home. After a while, I began to have an appreciation for these tiny workers.

As a group that is often overlooked and found to be more of a nuisance than anything else, ants aren’t usually the target of discussions promoting insects, although I hope some of this perspective can be changed eventually. It is much easier to sell a crowd on what we call the “charismatic megafauna” of insects. Things like praying mantises, monarch butterflies, and the large and colourful beetles of the world are easier to convince people to care about than flies, ants, or biting and stinging insects that people are predisposed to dislike. I believe that this could go into a deeper discussion about how we place more value on things that are more visually appealing or clearly benefit us, but that is another topic.

I’m going to delve into a couple of aspects of ant life that many people wouldn’t know about in hopes of instilling that just because these creatures are tiny and may be seen as a nuisance to us, they have been evolving and living their own complex lifestyles for such a long time, and deserve at the minimum respect (because despite my endearment for these little insects, I know this isn’t realistic to expect from others). I bet you never would’ve guessed that ants engage in agriculture! Some ant species keep other insects as livestock in the same way we keep cows. A group that can often be found in these livestock roles are Hemipterans, common name “true bugs”, funnily enough. Aphids are one example of Hemipterans often kept as livestock, and ants will feed them, take honeydew they produce for their own food (much like us milking cows), and even cull their population for protein when it is large enough. Other ant species are known to keep gardens of fungus or plants, some even going to the extent of producing herbicides to maintain these gardens and co-evolving with the gardened plant species.

Ants are so complex, and I truly encourage anyone interested to look into them more, and for everyone, perhaps consider why it is that we value those “charismatic megafauna” insects more than smaller, less visually appealing ones.

[ermenvs3000f24]

I love your take on this prompt. When I was younger, I also loved to go hunting under logs and rocks to find things. However, I was only looking for salamanders and snakes. Even then, I never really thought of ants beyond a household pest. I learned a lot from your post! I never even considered the concept of “true insects,” even after knowing that there is so much variation within the category. I also very much agree with your statement that they do deserve the minimum of respect. Not only because of there intrinsic value in the food chain but also because they are super interesting. I have literally never heard that ants keep livestock, that is one of the coolest things to me. Breeding livestock is a sign of a true society and I think we as humans often dismiss other animals contributions in there colonies or tribes because we see ourselves and select primates as the only ones making a true society. I really enjoyed this post and I feel like you really understood the prompt because your excitement about ants makes me feel excited about ants!

Great work ! Emma

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Blog Post 09

The most amazing thing to me about nature is that trees can communicate with each other. The basics can be generally assumed considering that roots naturally will entwine underground simply due to the proximity but the roots systems of trees are actually two to four times the size of the tree itself (Fotheringham, 2017). These intertwined roots and underground network of fungi are comparable to the neuronal networks in the brain (Davies, 2021).  They can communicate dangers like if one tree is injured by insects it appears they can send chemical warning signs to other trees to produce defense enzymes (Davies, 2021). 

Trees form relationships with the trees around them, they can even tell which trees the other roots belong too, they share nutrients, they fight for light, and they fight back when theyre under threat. The big element of tree communication is mycorrhizal networks, which are webs of fungus that form symbiotic relationships with the trees, the filaments of fungi break down minerals in the soil so the trees can uptake them, and then the fungi get a steady stream of sugar from the trees (Pappas, 2024). 

This fact is fascinating to me: These huge beings that I always knew were alive but that I never really considered sentient beings to communicate with one another. They compete for territory, they share knowledge, and they live and die. That really got me thinking but trees don’t die in the same way that we do. Their detioration happens because of injury or disease or the nutrients available cannot meet their needs anymore so the average species has a lifespan of 300-400 years with the oldest trees being able to live beyond 2000 (Loehle,1988).

I cannot emphasize how crazy this is to me. My brain almost refuses to understand it. Trees are such underrated beings for research, we simply take their presence for granted. Having beings around that on average live for longer then any human is something that never ceases to amaze me. And the fact that such large and stationary creatures are alive and are to some degree sentient is so very cool. 

Fotheringham, N. (2017, March 16). It turns out that trees can talk. HuffPost. https://www.huffpost.com/archive/ca/entry/trees-can-talk-see-and-even-fight_b_15390928  

Davies, D. (2021, May 4). Trees talk to each other. “mother tree” ecologist hears lessons for people, too. NPR. https://www.npr.org/sections/health-shots/2021/05/04/993430007/trees-talk-to-each-other-mother-tree-ecologist-hears-lessons-for-people-too  

Loehle, C. (1988). "Tree life history strategies: the role of defenses." Canadian Journal of Forest Research 18(2): 209-222.Pappas, S. (2024, May 2). Do trees really support each other through a network of fungi?. Scientific American. https://www.scientificamerican.com/article/do-trees-support-each-other-through-a-network-of-fungi/#:~:text=Research%20has%20hinted%20that%20these,them%20as%20a%20parent%20might

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Unit 07: Music is Nature. Nature is Music.

Merriam-Webster Dictionary defines music as, “vocal, instrumental, or mechanical sounds having rhythm, melody, or harmony” or “the science or art of ordering tones or sounds in succession, in combination, and in temporal relationships to produce a composition having unity and continuity”. One might have expected these definitions to be much more anthropocentric—but they aren’t. That is because music is everywhere. Music does not only fills concert halls, school classrooms, car stereos, and headphones. Music fills the forests, oceans, lakes, rivers, deserts, grasslands, tundra—and every crevice in between. As per its definition, music is simply a collection of sounds that come together to form composition. The idea of “composition” may be subjective (and a bit of a human construct), but nonetheless, it is found in nature. The roar of rapids, the rustling of leaves, the whistled notes of a songbird, the repetitive ticking of an insect. All of this is music. As I write this, I have my window open. Amongst the sounds of distant construction (itself music?), are the sounds of nature. This "biophony", a natural orchestra, reminds me that these harmonies will continue forever.  There is also never a moment free from music. Even on the stillest, coldest of winter nights, there is music. Silence is music. But how could this be? Doesn’t that go against the very definition of music? Well, I direct you towards John Cage’s 4’33”.

            Now that we can understand that there is music in nature, where is nature in music? The simplest (and most comprehensive) answer would also be “everywhere”. I truly believe that they are one in the same. There are many examples of this—musical compositions that are directly inspired by or even incorporate nature.  These music compositions work to invoke feeling from their listeners. In this sense, composers and interpreters have a lot in common! There are many famous examples of pieces inspired by nature, such as Vivaldi’s “The Four Seasons”, which captures how the world changes throughout the year. Other compositions from the same period follow suit. There are contemporary examples of artists incorporating natural sounds (both replicated through instrumental means and actual recordings) into their works—which ties their music back to a very “primitive” feeling felt by people of appreciating the natural world. Tapping into this feeling is also a key part of why music is such an important and powerful interpretive tool. Every human culture has music, so therefore music is relatable to every person. Of course, Indigenous music must also be mentioned, which is and will continue to be essential in learning about indigenous history and culture. This music is so closely intertwined with nature it is difficult to see where the delimitation between the two starts and stops—and it likely doesn’t. Music is nature. Nature is music.

            While I appreciate most music, I have a particular soft spot for folk music. I think it is a good analog for nature. Under its “simple” appearance, there are many complexities. There are many examples of songs that might move me in this sort of way, but the one that jumped to mind is “Waltz With the Woods” by The Wakami Wailers. The song is about Algonquin Park (a place I hold dear on so many levels), but I think can be applied more broadly across the entire landscape. Here it is if you’d like to listen to it: https://www.youtube.com/watch?v=_dYmREnlRM0

[ermenvs3000f24]

Hi!

I really enjoyed your take on this prompt. You took a lot of time to research it, which made it a really enjoyable read. Your point about silence being music made me reflect as someone who interprets music as a source of comfort. Silence on occasion is incredibly comforting. I also wrote about Vivaldi's "The Four Seasons," but I never considered how that tied into the more basic return to the sounds of the natural world being included in contemporary music.

I also think how you talked about the essentials of discussing Indigenous history and nature in music is a really important thing to remember in this week's prompt and in this course all around. It made me think of my privilege in this concept, where Indigenous artists really should be credited with the first incorporation of nature into music, because my first thought was a classical composer and not to research indigenous artists.

I really liked your post this week! Keep up the great work :)

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Blog Post 07

Based on the blog posts I’ve read in this course, I sense that all of the posts for this week will have the same general theme with unique experiences. But I think that’s because many of us have a deep and personal connection with nature and can appreciate the multidisciplinary aspects of nature and how it impacts the arts. 

I find music in nature in rhythm and patterns. I find it in the sound of rain against a tin roof and the sound of waves crashing against the beach. I hear it in bird songs, crickets chirping, and mostly in noises I find soothing.  I believe how people interpret music in nature indicates how music affects them and how they relate to nature. Music affects me intensely and can change my mood depending on the song playing. So, I often search for songs that will calm me down and bring me joy. The nature sounds I associate with music are sounds that I associate with positive memories. Rain on a tin roof, bird song, and crickets chirping all remind me of my childhood at summer camp. The waves on the beach remind me of family vacations and making sand castles with my younger brother. One of the key things I’ve learned about myself over this course is that I appreciate nature because of the positive memories I have been lucky to experience in nature. 

Nature in music is very much about the artist's inspiration. Songs are, for the most part, based on experiences or emotions that the artist has felt. When I first saw this part of the prompt, I thought of Antonio Vivaldi's song " The Four Seasons.”  My third-grade music teacher showed me the piece while teaching us about what inspired composers. It was my earliest memory of having a piece of music that showed the composer's intention. When I listen to the song, I can only describe it as the music making me feel the seasons and their transitions. I’d highly recommend listening if you want to feel the transition because it is awe-inspiring. 

Finally, when I think of the songs that bring me back to a natural landscape, I think of Home by Phillip Phillips and Good Riddance by Green Day. These are both songs that my CIT group would sing by the campfire, and even though I don’t work at the same summer camp or spend all my summers with them, it still takes me back to sitting by the fire with them. 

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Unit 6 Blog Post

Hi everyone!

I’d like to begin this blog post by saying that I think acknowledging historic events is truly the only way we can grow and learn as a society. I feel like the Edward Hyams quote presented really hones in on this notion and does a great job at expressing the importance of value in knowledge and not necessarily in objects. It’s true, “There is no peculiar merit in ancient things”, rather, there is merit in the ways that we interpret the ‘thing’ and how we can communicate how it has impacted history via nature. For example, the removing of colonial statues in Toronto allowed a good opportunity to learn and truly understand how much weight an object can hold. In the context of Canada, a colonial statue is not just a person made of metal; it represents the takeover of certain demographics and cultural genocide that still effects our society to this day. I would have liked to see them integrated into a museum display with plaques that properly address the harm that these figures have played a role in. Public art is a great way to educate passerby’s and we can mould these negative figureheads into a learned experience through writing. 

In the American History TV interview with Robert Sutton he mentions layering the interpretation experience for guests. When discussing the Pea Ridge battle and Cherokees, he explains that the Trail of Tears falls into the middle of a National Park. The park has a guided tour that immerses guests into the history, but they also recommend that guests visit the capital of the Cherokee nation of Tahlequah; which is not far from the park. The goal of nature interpretation is to leave guests with a lasting impact. By recommending they visit different sites to learn more, it can enhance their experience. This does not have to take away from the nature or draw customers away. Perhaps Tahlequah will have public art, museums, or personal anecdotes that a scenic park might not convey in the same manner. 

Writing is oftentimes the best method of information permanence. We tend to forget spoken word, mix up details of a story, or have trouble recalling events chronologically. While writing does not address every learning style, the ways that we can reflect that writing into different mediums, does. If we were to all disappear from the planet, what information could we convey? Words and images seem to be the primary source of developing past historical events, and we can still use these techniques to ensure that our own present life is well-documented. Back to the colonial statue example…a tourist could see that statue and think that Torontonians feel positively about a specific historical figure, when that might not be the case. Words in combination with an image can help to place merit into the object and set the scene. Without words and information, a park is just a park and a statue is just an old figure. It is our duty as nature interpreters to leave accurate information before it does turn into an ancient memory. 

Thank you for reading :)

[ermenvs3000f24]

Hi Emily,

I really loved the example you incorporated into this prompt! When I analyzed the quote "ancient things," I immediately thought of fossils and relics, but I never considered how it applies to statues honouring historical figures. You took the quote differently than I did, and it's super interesting. An object is just an object until you assign merit and acknowledge the effect of its presence. Having a controversial figure memorialized so permanently assigns so much value to the statue and its presence in the park and Canadian history. I also really enjoyed how you talked about the merit of the plaque underneath the statue and how much storytelling gives context to the objects we assign merit to. Providing context to a statute by assigning a plaque gives the reader knowledge about the individual and assigns significant importance to what that person did throughout their lifetime. This is slightly off-topic, but your post made me think about it, and I would love to know your opinion. Do you think statues and other relics stolen from their homeland require an addendum to their plaque discussing where they came from, or do you think they must be returned to where they were taken from? Let me know! I really enjoyed your post :)

Emma

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Unit 06

"There is no peculiar merit in ancient things, but there is merit in integrity, and integrity entails the keeping together of the parts of any whole, and if these parts are scattered throughout time, then the maintenance of integrity entails a knowledge, a memory, of ancient things. …. To think, feel or act as though the past is done with, is equivalent to believing that a railway station through which our train has just passed, only existed for as long as our train was in it."

I feel like this quote has a lot to unpack within it so I want to break it into what I feel are its three separate parts. Starting with “ There is no peculiar merit in ancient things”. This statement can be debated but I believe it to be true because there is truly no value in objects unless we assign it. Ancient things especially as they are not in use anymore or are outdated to the point of being useless. I think this is a powerful way to start the statement because initially I wanted to argue that there is value in ancient things but I recognize that is because I assign them values and what they represent is much more important then the physical object itself. A fossil is just a fossil but to so many it is there lifes work as it represents history and what came before us. 

The importance of what came before us is well summed up in my second segment of the quote “ but there is merit in integrity, and integrity entails the keeping together of the parts of any whole, and if these parts are scattered throughout time, then the maintenance of integrity entails a knowledge, a memory, of ancient things”. Integrity is defined by the Cambridge dictionary as “ the quality of being honest and having strong moral principles that you refuse to change”. Being honest about our past is a necessity for a forward thinking society, choosing to forget the value of an object simply because its not physically useful anymore is dishonest. When we choose to forget the past out of laziness we lose valuable knowledge about the lessons already learned. It is however one of the faults of humanity to try and erase the shameful elements of our past. History is written by the victors but ancient things can directly disprove that. Reemphasizing the importance of honoring and maintaining those ancient things out of memory and respect for the events that happened there. 

The final portion of the quote is what I believe is most important to remember when discussing the importance of ancient things and interpreting the environment through history. “ To think, feel or act as though the past is done with, is equivalent to believing that a railway station through which our train has just passed, only existed for as long as our train was in it.” Things, and experiences don’t simply cease to exist because we are no longer using or experiencing them. The human experience is meant to include our history. Personal and societal history is what makes humans and civilizations what they are and if we choose to ignore the psat simply because it is over we erase our own personal legacy. While there is a human nature element to hide the parts of ourselves we are ashamed of or simply refuse to acknowledge that it happened, that is how history repeats itself. You can look at countless examples, the continued rise of dictators, each using similar rhetorics of fear and blame to take power. 

As interpreters, our role is to acknowledge history in our environment in the appropriate context and in an accurate way. We do not have to force the perfect understanding of each and every event but it is important to share the lessons learned from these events and give context. Thinking about more modern examples, we can look at the case of Jeremiah Perry, a 15 year old boy who drowned in Algonquin park on a school trip. We don’t have to share the story of every drowning but we can share these stories with the individuals on the trip to remind them if they can’t swim they should use flotation devices. 

The Canadian Press. (2021, October 6). Toronto teacher found not guilty of negligence in teen student’s drowning | CBC news. CBCnews. https://www.cbc.ca/news/canada/toronto/nicholas-mills-jeremiah-perry-drowning-tdsb-verdict-1.6201341 

Integrity | english meaning - cambridge dictionary. (n.d.). https://dictionary.cambridge.org/dictionary/english/integrity  

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Unit 5 Blog Post

You could definitely call me an observer! Ever since I was a toddler, I've been hearing stories about how I'd always point out the most random things about nature. As I grew older, I never stopped noticing or observing those little details, but I did stop announcing them to everyone around me (I'm sure it got annoying oops!).

Nature is extremely fascinating, and over the years it has taught me a lot of lessons that have become gentle daily reminders in my life. One of the biggest lessons is patience. The natural world is full of it. One of my earliest memories is waiting for a plant to grow and understanding the science behind it, but also the message; that good things take time. I also saw this in how animals adapt to the changing seasons. Nature never rushes, and there is something deeply rewarding in letting things take their time to bloom.

Adaptability is another powerful lesson from nature. Whether it's trees and grass bending with the wind, or animal adjusting their behaviours to the weather, I've learned that being flexible is essential. Life is always change, throwing unexpected challenges in our way, but embracing those changes can help us grow and thrive. I definitely went back and thought about this entering university!

Lastly, nature has shown me that small efforts can create such big impacts. I remember learning about ecosystems in elementary school and how tiny insects and bugs contribute to an entire system, or how small spiders can create huge and intricate webs. Or even how a little sunlight can completely change a plant's health, just like small as a ray of sunshine can brighten our day too! It reminds me that small things we do in life can have a larger ripple effect than we intentionally realize.

My family played a big role in teaching me how to notice and appreciate these small things we often overlook. Now, I make sure to try to keep noticing them, and I hope sharing these lesson will help some of you to see the beauty and these reminders in our natural world too!

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I love your thought process, about the lessons you learn in nature. I totally agree with nature teaching us adaptability, patience, and that small changes can turn into big changes. This made me think of the video “How the wolves change rivers”. Reintroducing wolves into Yellowstone seems like a conservation effort meant to bring back their population numbers but it ended up making such a huge change in the environment. Wolves control the elk population which had been overgrazing the valleys and the riverbanks. Mice and small rodents were unable to use the vegetation as cover and grizzlies suffered because of the elk feeding on the berry bushes. The wolves feeding on th elk changed their distribution habits and allowed vegetation to regrow. Song birds, and bees came back aswell as beavers allowing the rivers to be changed. 

It’s always such a gerat reminder that small changes have big impacts on our life both good and bad. I loved your thoughts on this open blog post!

Well done,

Emma

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Blog 5

Blog 05: My Octopus Teacher - Documentaries that shifted my view on nature

This week, going a little off-topic, I wanted to reflect on how others' interpretations of nature have impacted me. I started thinking about documentaries I have watched and how they changed my perspective and behaviour. 

My Octopus Teacher is arguably the quirkiest documentary I have ever watched. The premise is so absurd that it is one of the most unique documentaries I’ve ever seen. It’s the story of Craig Foster, a filmmaker who befriends an Octopus while swimming in 8-9 degree water. He is able to tell you the whole life cycle of the Octopus, and describing his attachment to her while making you attached to her aswell. The audience, watches the Octopus learn to trust Craig, bring him to her nest, and even plays with him. Craig films most of his interactions with a handheld camera, allowing the audience to see from his perspective the growing relationship with the Octopus. 

I being an emotional person, knew that I would probably get attached to the Octupus but I had no idea to what extent it would happen. Octopus’s only live for a year and that premise was made very clear in the documentary but at one point the Octopus gets attacked by a shark and I cried because I was so worried for her. She luckily survives but she does die at the end of the documentary and I was devastated. It was such an impactful documentary that now I no longer eat Octopus and have tried to cut back on eating red meats. 

I consider myself a rational and logical individual, I went into that documentary knowing that the Octopus was going to die at the end. But I was still so saddened by the ending that it made me reconsider my eating habits. This in itself is out of character for me, my entire life I’ve loved steak, octopus, calamari, and most meats I could get my hands on. But after watching this man form a friendship with an Octopus, watching her survive shark attacks, and watching her lay eggs was incredibly impactful.

Having been doing some thinking on my role as interpreter I started reflecting about some of the media that has positively impacted my life choices as a viewer. My Octopus Teacher was just a story about a filmmaker befriending an Octopus. There was no message discussing veganism, or environmental causes. It simply guided you through the life cycle of an Octupus and showed you her life. Allowing you to draw your own conclusions and interpretation from the film. That is how I would like to be as an interpreter, I want to guide people by giving them the experience but allowing them to make there own opinions. 

Erlich P, Reed J. 2020. My Octopus Teacher. Netflix 

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unit 04 blog post

The beauty of the Scottish Highlands, where I grew up, drew me in at an early age to the deep relationships between nature and life. As I grew up, I experienced many other instances of beauty, specifically through my portaging trips I completed through many parks as a camp consoler. These encounters come together as I try to understand "the gift of beauty," and I can view artistic expression as a story of both ecological and my personal development rather than only a representation. 

I first became aware of the complex artistry of natural processes in high school when I studied the systems of plants.  These teachings helped me to recognize the subtle artistic motifs found in everything from plants gathering dew to ecosystems recovering and flourishing after disturbance.

The Group of Seven is known for their ability to depict the Canadian environment (shown above), giving their works a distinct feeling of place and personality. Their method appeals to me because their canvases are interpretations that are filled with passion to cherish and protect these settings rather than merely representations. In my work, whether a written piece or during hands-on activities in the woods, I seek to provoke comparable feelings about the landscapes I've grown to know.

As an interpreter of the environment, I consider beauty to be a vital link that binds our experiences as humans with the larger ecological framework. It's a gift that encourages, instructs, and requires care. By combining scientific knowledge with emotional connection, I want to inspire people to value and preserve the living, breathing gallery of nature that is our planet.

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Hi Lucy,

I completely agree with your interpretation of the gift of beauty. I was also a camp counsellor and found Algonquin Park to be the place where I really understood what it was like to appreciate the gift of beauty within nature. Ironically, portaging, which I liked the least, made me appreciate the environment. When you’re walking in the woods carrying heavy packs or canoes, I was looking for anything to distract myself. I often found myself looking at different trees or trying to listen and spot various animals. It made me realize how picturesque everything is around me. I really like your approach to the interpretation of combining scientific knowledge with an emotional connection to have people realize the importance of environmental preservation. When I think of science in nature, I first think of the Fibonacci sequence in pinecones. It's so interesting to me that even nature follows a mathematical sequence, and almost every pinecone follows the Fibonacci sequence in which the bracts that make up the cone follow the sequence.  

Reich, L. (2013, February 20). Nature follows a number pattern called Fibonacci. Phys.org. https://phys.org/news/2013-02-nature-pattern-fibonacci.html 

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Unit 04: Art in Nature

Who are you to interpret nature through art? How do you interpret “the gift of beauty”?

Initially, this prompt left me at a sort of blank, because on first thought I genuinely did not have any initial reaction to the interpretation of nature throught art. My first few thoughts surrounding nature and art were about how to demonstrate and interpret nature through paintings, and drawings. But as I thought more about what art was, I realized that I was limiting how interpreters could share different versions of art. 

The art form I am most familiar with is story telling, when I was younger my father would make up stories for us that would teach us about nature, and science. Remembering that reframed so much of this prompt for me, because it made me realize that it just isn’t artists who can interpret nature in their lens it is everyone. Art is something that is meant to invoke emotion, or a response and I believe that nature itself fits all of those criteria. Sunrises, sunsets, and beautiful views all invoke an emotional response in me. I think as an interpreter it is essential when trying to show the innate sense of art in nature you have to be a guiding presence instead of a commanding one. Personal interpretation of art is so individual that it has to have no constraints.

The text describes the gift of beauty as “Interpretation should instill in people the ability, and the desire, to sense the beauty in their surroundings—to provide spiritual uplift and to encourage resource preservation”. My first thought on this second prompt was how when I see beauty in nature I think of the people who have passed.  

When I was 12 my bestfriends mom, passed away very unexpectedly. I was shocked by this as it was my first experience with losing a loved one and not someone I expected to lose so quickly. I’m not sure when I learned this but I was taught that when I saw a cardinal it was her visiting us. I quickly started viewing a lot of things as her visiting me. Especially pretty sunrises, or sunsets. It has always made me feel better to picture the people we lose as still around and as sending us messages through especially picturesque nature. That to me represents one of the best gifts of beauty that nature can give us. Is grounding yourself in the moment, appreciating the world around you and remembering the people important to you. 

When I was reflecting further on the gift of beauty and what it brings, I thought about how calm I feel when I’m in nature. Having the ability to just sit in a green space, with a nice blue sky and warm sun has always been something I’ve found beneficial to my mental health. Listening to the world around me without screens or distractions helps me reconnect with myself as a person and let my worries slip away. I find especially in school, if I don’t take time to reconnect with the world around me, I let me problems overwhelm me. I’m excited to see everyone’s take aways from the prompt this week! I think this prompt has a lot of variation and I’m super interested to see it. 

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Privilege in Nature Interpretation

Privilege shapes the way we navigate the world, influencing our opportunities, freedoms, and experiences. It refers to the unearned advantages or resources we possess by virtue of our identity, often invisible to those who hold them. This concept, famously described by Peggy McIntosh as an “invisible backpack” filled with unrecognized assets, highlights how certain individuals move through life with tools that others lack.

In the context of nature interpretation, privilege dictates who has access to outdoor spaces, who feels safe in them, and whose stories and perspectives are centered in environmental conversations. The ability to access and engage with nature is not distributed equally across society. Privilege manifests in the simple fact that some people have the freedom to explore nature without barriers, while others face significant obstacles. For example, growing up with easy access to parks, the financial means to participate in outdoor activities, or living in areas with minimally dangerous wildlife. 

Reflecting on my own experiences, I can see how privilege has shaped my relationship with the natural world. Having access to natural spaces within walking distance of my home, having the means to take trips for the sole purpose of nature and the freedom to roam without fear. However as a queer person there have been times when outdoor spaces and nature programs have been unwelcoming, highlighting how privilege intersects with other aspects of identity. It’s through acknowledging both the privileges I’ve enjoyed and the challenges I’ve faced that in the position of a nature interpreter I can begin to understand the complex dynamics guests may experience with nature and myself. 

Historically, privilege has shaped the environmental field in ways that exclude certain communities. For instance, discriminatory policies have long kept communities of colour out of outdoor spaces, contributing to a lack of representation in the environmental movement today. This lack of diversity extends to nature interpretation, where the voices and stories of marginalized groups; particularly Indigenous peoples, are often left out. In Canada, much of the land where nature interpretation occurs is Indigenous land, yet colonialism disrupted the deep, long-standing relationship Indigenous communities had with these environments. Recognizing the role privilege plays in whose stories are told and whose knowledge is valued is crucial if we aim to create a more inclusive approach to nature interpretation.

Privilege also plays a significant role in the systemic issues that affect nature interpretation on a broader scale. For many low-income individuals, the financial costs associated with nature; whether for transportation, gear, or park entrance fees- are very restricting. Additionally, the proximity of green spaces is often a luxury, particularly in urban areas where marginalized communities may not have access to parks or wilderness areas. Privilege, therefore, not only affects who can engage with nature but also who can afford to immerse themselves fully in these experiences.

An inclusive model of nature interpretation requires acknowledging privilege and actively working to dismantle the barriers it creates. This includes amplifying the voices of marginalized communities, such as Indigenous peoples, and incorporating their traditional ecological knowledge into mainstream environmental narratives. By doing so, we honour the original stewards of the land and create a more holistic and inclusive approach to understanding nature.

Ultimately, privilege shapes not only who can access nature but also whose stories and perspectives are centered in nature interpretation. To create a more inclusive and accurate representation of the natural world, we must recognize and address these disparities. This means expanding leadership roles in the environmental field to include underrepresented groups, ensuring that nature interpretation reflects the diverse experiences of all communities, and fostering environments where everyone feels welcome and respected. Nature, in its essence, belongs to everyone, but for too long, privilege has restricted who gets to fully engage with it. By confronting privilege head-on, we can create a future where nature interpretation is inclusive, accessible, and reflective of all.

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Hi Kaden, I really liked your post and thought it was very thoughtfully written. The analogy you included I thought was perfect to describe the situation. Discussing how you recognize your own privilege in being nearby to outdoor areas, and nature programs but acknowledging as a queer individual you are definitely more at risk for discrimination or simply being unwelcome is an important thing to highlight. I think one of the most important things as interpreters is to be able to balance the privilege we’ve experienced in life but also acknowledge the barriers we face. I personally was fortunate enough to grow up near lots of green spaces, like parks and ravines but as a woman, I’ve been aware from a young age that there are risks to being alone in nature or even walking my dog in the park at night. While I’ll never understand the individual experience of others I can empathize with the discomfort of feeling unwelcome or unsafe. I really liked your point about how privilege isn’t solely about who has access to nature but whose stories are told in nature and how that affects historically marginalized groups. Considering indigenous peoples and their perspective on nature has been so erased in Canadian culture it is a essential fact to remember. I found your post super interesting, and very insightful! Emma :)

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Blog Post 03

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

The Cambridge Dictionary defines privilege as “ the way in which people who are rich, come from a high social class, or belong to a particular race or gender have more advantages in society than people who do not belong to these groups.” I will use this as my working definition of privilege, as I find it the most accurate and comprehensive. 

There is an inherent privilege in nature interpretation that isn’t often discussed or considered. No one has the same experiences, but not everyone has the same access to nature. If you grew up with a backyard behind your house, you have a step up on so many individuals who don’t have that easy access to the world around them. Studies have shown that there is a disproportion in National Park attendance between white attendees and people of colour, thought to be because people of colour are three times more likely to live in places with no immediate access to nature . There is an inaccessibility to nature itself and nature interpretation, leading to more and more separation between the disadvantaged communities that don’t have the opportunities or means to seek out these activities and the communities where experiences like going camping are a regular activity. 

As an interpreter, I understand that there is inherent separation and privilege in nature interpretation, and acknowledging this is fundamental for giving all groups a good experience. You need to know your audience and their background to properly prepare activities and expectations for the experience. For example, leading a canoe trip for a school group that has never been to a national park will be very different than leading a group from a summer camp that makes trips every year. There is “basic” knowledge involved in canoe tripping that disadvantaged groups will have never learned, and it’s essential to prepare your group and yourself properly for the struggles that may accompany that and be ready to adapt to them. 

The next steps in combatting privilege in nature interpretation are educating, outreach, and creating more accessible ways for different groups to participate and appreciate nature's beauty. There are so many accessibility barriers when national parks are involved. If you are not able-bodied or experienced in camping or hiking, national parks are not an obvious choice for an activity where you can experience nature. Several national parks offer accessible options but are not well-known and can be hard to get to. Some groups provide outreach to bring people of colour into national parks, and the National Park Foundation works with groups like Black People Who Hike. Still, there needs to be more support and advertisement, especially for disadvantaged youth to get involved and have the same experiences as their more privileged peers. 

The role privilege plays in nature interpretation right now is huge. I grew up going to summer camps where I was encouraged to go into nature. I lived in an area of Toronto where I had a backyard and a ravine within walking distance. My elementary, middle and high school sat on the ravine's edge, and we had nature classes. All of these privileges gave me significantly more opportunities to understand the beauty of nature than a significant portion of the Toronto population. I have to acknowledge that as a nature interpreter, that will change my perspective. The best thing I can do for myself and others in this situation is acknowledge my privilege and keep actively learning to expand my form of nature interpretation to be more inclusive and accessible. 

Cambridge University. (2024). Meaning of “Privilege” in English. Cambridge University Press & Assessment. https://dictionary.cambridge.org/dictionary/english/privilege. 

Parks Canada Agency, Government of Canada. “Accessible Activities.” Parks Canada Agency, Government of Canada, Parks Canada Agency, Government of Canada, 29 Sept. 2023, parks.canada.ca/voyage-travel/experiences/accessibilite-accessibility/activites-activities.  

Gosalvez, Emma. “Nature Gap: Why Outdoor Spaces Lack Diversity and Inclusion.” College of Natural Resources News, College of Natural Resources News, 14 Dec. 2020, cnr.ncsu.edu/news/2020/12/outdoor-diversity-inclusion/.  Watson, Rebecca. “NPF and Subaru: Addressing Gaps in Exposure, Access, and Opportunity.” National Park Foundation, National Park Foundation, 27 June 2023, www.nationalparks.org/news-and-updates/updates/npf-subaru-addressing-gaps-exposure-access-opportunity.

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Unit 2 Blog Post

My ideal role as an environmental interpreter would be focused on working with families and children, using nature as a powerful and dynamic learning tool. As mentioned in my previous post, nature has been a huge part of my childhood and learning. For example, I learned to do basic addition with tools in nature, such as rocks and sticks.

In my experience, nature provides endless opportunities for growth, exploration, and creativity, particularly for youth. Through hands-on experiences, children can develop essential life skills, such as problem-solving, creativity, and motor skills, while also fostering a deep connection with the environment.

During my second year at the University of Guelph, I had the chance to work in the Arboretum, where I creatively used nature as a learning tool. For example, we engaged in transient art, using natural materials like stones, branches, and leaves to create temporary art pieces that also challenged fine motor skills. This activity also sparked creativity and challenges while also showing a glimpse of nature's cycles.

*Image shows Transient Art Examples from when I got to work in the Arboretum*

I would love to continue this type of work and foster it to include nature-oriented programs that emphasize the importance of environmental stewardship and growth through nature. These programs could include nature-based play, walks/hikes, and hands-on experiences designed to help children and their families connect or reconnect with the environment while gaining new skills and knowledge.

To succeed in this role, I would focus on communication skills, creativity, and a deep understanding of nature and how it can support various forms of development, including cognitive, emotional, and physical development. I also believe to succeed as an interpreter it is essential to be driven, knowledgeable, and to understand that the roles around us are not "black and white". Approaches and responsibilities can depend on your personality, passions, and goals. Success in a role requires flexibility, the ability to adapt, and the awareness that interpretation is dynamic and evolves with every step and every interaction.

Overall, my goal would ultimately be to create enriching, beautiful experiences where families can grow together while gaining an appreciation for the world around them.

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Hi! I enjoyed reading about your ideal role as an environmental interpreter working with families and children. I think your idea of using nature-based activities you can do as families to reconnect with the environment and remind people to take responsibility for protecting it. I often did family activities like hikes or nature walks with my family, and reading your post reminded me of that. I like that you’ve mentioned how not all the approaches to being an interpreter are as simple and rigid as having one role and sticking to it. I totally agree you have to be able to adapt to your environment, audience, and personal preferences. I wonder if you have any specific age range of kids/ families you would like to work with. I think your idea is wonderful, and I’m curious about what activities you’d want to do, especially since you mentioned how a hands-on approach is so helpful. Hands-on can mean so many different things depending on if the kids are young enough to be slightly independent or if they still need lots of guidance with the world around them. Overall, I've really loved your idea of working with families and I had never really considered that as an option for environmental interpretation. Thank you so much for sharing about your experiences in the Arboretum, it was so interesting to read about