Emily Thouless (She/They)

Fourth-year Zoology Student, UoG 2023 🐙 Research Assistant/Work Study Student in Dr. Alex Smith's Lab, Integrative Biology Department 🐜 Scientist By Day Creative Writer By Night ♠️

[cmuenvs3000w23]

Environmental Sustainability and My Role as a Nature Interpreter (Unit 10)

Nature is unequivocally important and I believe our role as interpreters is to communicate, demonstrate and connect our target audiences to support and follow in that belief. I postulated at the beginning of this course that everyone has the capability to be an interpreter, because of the transitive nature of our medium we are able to instil motivation, direction, and motivation to our audiences. My own personal ethics about nature interpretation resides heavily alongside environmentalism and ecocentric viewpoints. The reasoning behind my stance that ties into the theme of this final blog post, is that nature is unable to advocate for itself, and therefore deserves to have a voice on its behalf because of how much of our world is possible because of it.

Through my personal development as a student of nature and an interpreter from this course, I think the most important techniques to bring with me into the future of nature interpretation are the inclusive communication tools regarding learning styles, managing diverse audiences, appealing to the masses, and the strength of the written word in interpretation as expressed in Beck et al. (2018). Other supplementary materials that are worthy of note in my development as an interpreter are the activities and cultural barrier awareness provided by Gallavan (2015) in address of our "invisible knapsacks". The incorporation of the arts and music from Gary et al. (2001) and van Boeckel. (2015), in providing techniques for audience connectivity that transcend the complexities of verbal and physical categories by evoking emotions and experiences within our own personal identities. The final approach I think is significantly notable is the use of science, technology and citizen analytics to invigorate, diversify and intensify environmentally sustainable strategies, surveys and concepts as explained in Merenlender et al. (2016).

The responsibilities and duties I bring to the role of nature interpreter is to motivate, educate, communicate, and direct my target audiences to become more knowledgeable, involved, passionate and conscientuous of their decisions, lifestyles, communication, and promotion of environmentally sustainable, conscious, and supportive concepts for current and future generations. These challenges when applied to us as interpreters, requires us individually to be educational "chameleons", a term I use to describe our capabilities to act, behave and conduct ourselves to the respective situation and demonstrate the key principles I have outlined irrespective of the variability of who we are addressing. All of the photos I have attached throughout this post are to give you a semblance of the world, how we have come to exist, and why it is so important to prioritize and preserve it for those now and those to come. I feel it is my responsibility as an individual who has chosen to pursue environmental studies that I must to the best of my abilities been an advocate for the voiceless aspect of nature as it has provided safe and successful life to myself and those I care for. A reciprocative mindset I hope to promote within anyone and everyone in the world.

Overall, my personal ethics in nature interpretation are to advocate on behalf of nature because its voice is drowned-out, its important ignored and misunderstood. I aim to bring a realistic and raw viewpoint to interpretation, because nature has become romanticized and we can no longer rely on that stance as our singular major foothold. Instead I want to bring attention to its indisputable strength to progress without failure, perseverance despite the adversity of humanity, greed, and ignorance. Humans possess the ability to be better than nature and should be incentivized to consciously make the decisions that facilitate its success. When the world thrives, we all thrive as a by-product and we become more connected to the planet as a result. As described by Beck et al. (2018), the proper result of good nature interpretation is reflective in the ability of the interpreter to transfer their passion for the environment to their respective audience so that they leave with a reinvigorated and elevated mindset in their approaches and perspective towards nature. The goal is to educate through scientifically credible information, and personal motivation, so that the conflict and ignorance is no longer an option. The political, societal and natural climate of the world need to be aligned for the betterment of our planet and it starts with us as interpreters, so I choose to be the change I wish to see in the world. I hope that those of you have followed along with me do the same, and we begin to or already have begun to effect change for the single most important aspect of our lives. Our earth!

Interpret for those you love, so they can spread it further and beyond, to the point where we have a collaborative and sustainable perspective on nature and that it never has to be point of tension ever again. The difference starts with all of us!

References

Beck, L, Cable, Ted T., Knudson, D. M. (2018). Interpreting Natural & Cultural Heritage. Sagamore-Venture Publishing. 2018

Gallavan, N. P. (2005). Helping teachers unpack their "invisible knapsacks". Multicultural Education, 13(1), 36. https://link-gale-com.subzero.lib.uoguelph.ca/apps/doc/A137921591/AONE?u=guel77241&sid=bookmark-AONE&xid=9fe2f151

Gray, P. M., Krause, B., Atema, J., Payne, R., Krumhansl, C., & Baptista, L. (2001). The Music of Nature and the Nature of Music. Science, 291(5501), 52. https://link-gale-com.subzero.lib.uoguelph.ca/apps/doc/A69270354/AONE?u=guel77241&sid=bookmark-AONE&xid=fb9366a8

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.subzero.lib.uoguelph.ca/10.1111/cobi.12737

van Boeckel, J. (2015). At the heart of art and earth: an exploration of practices in arts-based environmental education. Environmental Education Research, 21(5), 801–802. https://doi.org/10.1080/13504622.2014.959474

[etenvs3000w23]

Hi Cameron!

I really appreciate the approach you took for your final blog post. I initially got into science for the same reasons everyone else did, that being that science is super cool and has so many fun facts for me to learn about. However, I stayed in science because like you said, nature is unable to advocate for itself, and needs a voice, or in most cases many voices, to speak and act on it’s behalf. There was only so long I could stand on the sidelines while nature fell apart around me, and I dove into science to understand what I could do to help stop the pain inflicted on the environment every day.

Like you, the biggest lesson I took away from this course was that of the “invisible knapsacks” presented by Gallavan (2015). Ensuring that a diverse audience not only has access to nature but also has the ability to utilize tools of understanding is crucial in helping nature heal in the long run, as the more people we get on the same page about what needs to be done, the more we can do to help heal nature, and in the end heal many problems effecting humans as well.

The responsibilities you listed are also very close to mine, motivation and communication are extremely important to nature interpretation as without understanding no lesson can ever be truly learned. I really liked the pictures you posted with your prompt, it really solidified the message you were trying to tell and added a personal touch to an already great end to a semester of blof posts. I hope you have a great rest of your semester and lead a wonderful future in nature interpretation!

[etenvs3000w23]

Unit 10: Nature Interpretation's Role in Environmental Sustainability

If I were to be totally honest with myself, the only reason I took this course to begin with was to fulfil a credit required to earn a certificate of environmental conservation when I graduated. There were very few options as to what credits I could take, and this one was available so I jumped at the chance. But I could not have been more lucky in taking that chance. That is because from the start of my university career I have consistently asked myself ‘what if I went the other way?’ I ask myself this because when I graduated highschool I was at a pretty big crossroads. I had spent my years in highschool volunteering as a student journalist in addition to taking the required science credits to go on one of two career paths: that of the scientist or that of the journalist. I of course took the route of the scientist, but again, what if I had gone the other way? This thought persisted, and as a result I have always valued the chance at learning how to integrate what I learned in science with that of communication, unfortunately I haven’t had as many chances to build these skills as I would have liked. Enter: this course.

In taking this course I unknowingly received the perfect opportunity to do what I’d always wanted, interpret what I’d learned in my zoology major and gain the skills to present it to a larger audience. Over the course of this semester I have learned way more about nature interpretation than I could have predicted, and I am definitely leaving this class a better communicator than when I began. So then, what have I learned?

I think one of the most important things I learned within this course was the importance of ethics while communicating. I’ve always tried my best to consider my audience when creating a project, but at the end of the day I am just one person with one point of view. Something that stood out to me while taking this course was the emphasis placed on privilege and the part it plays in experiencing nature and the lack of opportunities faced by those who lack it. In my own personal ethic I have always strived to be empathetic, honest, and responsible for my actions. But, what this course has allowed me to do is see the ‘invisible backpack’ described by Gallavan (2005) that many people carry with them. In considering my own code of ethics I need to be responsible in not making assumptions about certain groups, and know that not everyone has had the same opportunities as I have. Like many people I have felt the guilt of having these opportunities when others don’t, but rather than continue to think that simply feeling bad about my place in our society is enough, I know I have to strive to do better and make personal goals for myself. In other words, in order to be a good communicator I can’t just provide for one audience, but all audiences. It is so easy to tell people that if they want to experience nature then they should just go outside and touch the grass as they say, but this is not as easy as people think. There are hundreds of invisible barriers people with privilege who perceive their norm as the cultural norm simply cannot see. Economic barriers, cultural barriers, communication barriers, and so much more. It is learning about these barriers, and working with the people who face them that we can find ways to overcome them and provide less privileged people with interpretation catered to their needs rather than the same run of the mill experience that may be equivalent to others experiences, but not nearly as impactful.

I mentioned before how I once wanted to become a journalist rather than a scientist, and how I am still striving to be a better communicator. Communication is a broad term that has many different definitions. If I wanted to communicate with someone, I could do so using visuals, or music, or writing, or even through dance. Over history, different cultures have found different ways to interpret nature and communicate lessons learned from it to the next generation. For me, my skill set lends itself to utilising writing as the best approach to nature interpretation. Not only am I more confident in the written word, I am creative as well, or at least I try to be. Both the textbook and Strauss (1996) describe the importance of anecdotes and imagery to engage the audience. I know that throughout my life the lessons I have remembered the most were the memorable ones that had a great story behind them. It's part of the reason I can recount twenty hours of lore for major sci fi franchises and yet can barely remember my first year chemistry class. What sticks with people are experiences, and if you can engage people with nature through an immersive and creative experience, they will take that lesson and repurpose it for themselves.

Next year I plan to take a year off science and pursue a graduate certificate course in creative writing. I am in no way giving up science, but what I am doing is trying something new, and something I have always wanted to do. I have learned that influencing people to learn science through media such as fiction and other forms of creative writing can be just as impactful if not more so than discovering the facts in the first place. I hope to one day use what I have learned in this class and the rest of my undergrad to not only continue to be a responsible scientist, but a scientist who can communicate creatively with the next generation and inspire them to consider not just their own needs, but everyone's needs when it comes to nature.

Beck, L., Cable, T. T., & Knudson, D. M. (2018b). Chapter 5: Guiding Principles of Interpretation. Interpreting cultural and natural heritage : for a better world. (pp.81-101) Sagamore Venture.

Beck, L., Cable, T. T., & Knudson, D. M. (2018c). Chapter 7: Serving Diverse Audience. Interpreting cultural and natural heritage : for a better world. (pp.105-123) Sagamore Venture.

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

Strauss, S. (1996). The passionate fact : storytelling in natural history and cultural interpretation. North American Press.

[mthenvs3000w23]

Hey Emily,

Great post, you have a very interesting perspective. I really enjoyed reading about you're crossroads between science and journalism. In high school, the one class we must take every year is English. This is because no matter what you do, or what career path you choose, proficiency in English will find its place. Once you take your course in creative writing, having that background will likely be relevant no matter what you do, including if it's in zoology.

I know you ended up choosing the science route, but I always wonder about the 'cross-over' factor when people have a major in one topic and a minor in something completely different. What jobs are out there that combine their two topics of expertise? But for you, I think interpretation is the best crossover of all (other than perhaps writing about animals in the news or something). You get to use your knowledge about nature and convey it to listening ears, what's better than that?

I'll leave you with two questions, I'm curious about what your final push was to choose science over journalism? Do you think it was the right choice after taking this course that merges the two?

Best,

Megan

[etenvs3000w23]

Hi Megan!

To answer your question, unfortunately the final push for me choosing science over journalism was my cynical uncle telling me that there was no jobs in English and I wouldn't be able to get a job in the field after graduation. For a long time I thought I might have made the wring choice, after all there are only so many stressful exams and projects you can go through until you start questioning your life choices, however I've come to realize that had I stayed in English I would have been asking the same questions and having the same crisis. In the end, I'm happy with my choices and I've learned that I have a lot more time than I think and maybe one day I will end up in journalism, or maybe I'll keep with science. It will really depend on what opportunities present themselves and when. In the end it's a waste of energy to be disappointed when the unfairness of life gets the timing wrong. All you can do is make the best of your situation and I intend to while striving to improve myself and others.

[tgenvs3000w23]

My Role in Interpretation: Nature and the Environment

For me, as a developing nature interpreter and a growing human, there are a lot of values and ideals that are important to stay true to when I’m out there in the world, observing and interpreting. I’ve discussed and reflected throughout this course about who I am as an interpreter, so it’s only fitting to share that as I sign off for my final blog.

I remember mentioning in my first blog post how I felt this field of conservation and interpretation is where I was meant to end up. I wanted to talk more to that and why I chose to pursue this type of work. 

First off, I was an anxious kid when I was younger, not that that changed very much. I remember learning about climate change in science class, and it blew my mind when I found out this isn’t how it’s always been. There was a time when people didn’t worry about their emissions, or fret over a hole in the ozone layer, or talk about tipping points and irreversible damage and the ocean levels swallowing us whole. 

Not every generation was told they were the last hope. 

I had originally wanted to become a vet. I always say I changed majors from Animal Biology to Wildlife Biology and Conservation because I didn’t want to be doing the same spays and neuters for the rest of my life. The truth is, when I first heard about WBC, I was drawn in and it felt like I had this “aha moment” where I realized my purpose and where I would excel. Since then, I’ve learned just how to fulfill this purpose. I’ve heard over and over that it’s hard to make a career out of animal/environmental care and conservation. But that’s not why people rally to make these big movements for conservation, raise awareness, and advocate through their interpretation. So what drives us, what drives me?

I’m not in it for the money. I know I’m selfless and honest and respectful and empathetic. But these aren’t the values I want to describe just me, I want these ideals to be associated and intertwined with my interpretation, to guide and direct it.

Selfless

Selflessness means putting others before yourself. When I say I think it’s important to be selfless as an interpreter, what I mean is that you constantly have to be thinking about the audience you are providing your interpretation to. Interpreters aren’t doing this service just to hear themselves talk or just to cash a cheque. I became an interpreter because I cared about getting important messages out to people that want to listen. You can’t disregard your audience because they are the reason we interpret, and they are how our interpretation will spread.

Honest 

As an interpreter, I never lie to an audience, and I will always stick by this. I won’t make an issue bigger than it is, but I also won’t sugarcoat it to lessen the sting of reality. People are seeking interpretation and its services because they want to learn. I want my interpretation to be meaningful and relevant. We discussed in Unit 6 the importance of integrity, mostly in regard to historical interpretation, but this ideal is applicable to interpretation as a whole. It’s my job to make my message entertaining by itself, not add useless, half-true, or distracting filler for the sake of entertainment. An interpreter’s role is to lay out the facts, and move people to make them care about the message.

Respectful 

I feel this one is pretty self-explanatory, but the idea behind this is that people copy what they see. Of course, we want to practice respect all the time, but sometimes people forget that applies beyond human-human interactions. I think it’s not only important to be respectful of the people I talk with, but also of the animals I may handle to demonstrate messages, or the plants I pass on a nature hike, or just the way I talk about my appreciation for the environment around me. I think it’s especially important to verbalize to an audience the respect I am showing when demonstrating appreciation for something because it encourages mutual respect between them and me, and also them and their environment.

Empathetic

I want to be mindful of other people and how my interpretation may be further perceived based on different privileges. I think this was an important topic we reflected on in the course earlier, and moving forward something I will be (and already have been) conscious of when designing my approaches for interpretation. I think being empathetic can make me a better and more effective interpreter this way since I am constantly thinking about how to be more inclusive by changing my message, delivery, target audience, etc.

I aim to inspire people with my passion and enthusiasm for wildlife and environmental conservation. Sometimes I want to inspire action and change, other times I just want to make someone care. Not all of us interpreters will be reaching the same audience, so it’s important to work together so that we can rally everyone together for a common goal, a positive experience that can one day lead to positive change.

Art, science, technology, and teaching are the approaches I tend to gravitate toward as an interpreter, and I think are best suited to me as an individual. I like to use these four in combination because they can have different effects on how your message is presented and interpreted. Teaching is personable and unique, but so is art. Art doesn’t require much talking sometimes and can lead to deep reflection. Science is cool and fascinating, and also empowering for audiences. Technology is becoming more accessible and can elevate interpretation.

I didn’t leave myself very many words to summarize my post, but I hope some people out there relate to some things I’ve said and have more to add themselves. I definitely could go on, so if we meet on the other side of this screen, let’s chat about nature interpretation! You can tell me what you learned and I will share what I have too. Cheers to a good semester, best of luck.

Teagan :)

[etenvs3000w23]

Hi Teagan!

First off I want to say how much I enjoyed reading your final post. I related heavily with your reasons for joining a major focused on conservation biology. Similar to you, when I started my university career at Guelph, like most people I started out wanting to be a vet. But, I also knew I wanted to focus more on the animal side of things and less on fussy parents and their pets. So, in the end I went with Zoology as my major instead of animal biology. However, as my program went on my dream of becoming a wildlife vet started slowly drifting away from me. I never had any interest in joining the vet clubs or doing dissection labs that would eventually teach me about surgical anatomy, instead I just really liked being outside.

My fondest memories of first year was taking part in the outdoor seminars for BIOL1070 Discovering Biodiversity. Similar to how you had a “blow your mind” moment learning about climate change, I had my mind blown learning about ecosystem dynamics and species diversity. And all it took was some application based teaching by Doctor Shoshannah Jacobs and some hands-on field experience in the Dairy Bush. I decided pretty early on that I wasn’t cut out to be a wildlife vet, but my new dream replaced it fairly quickly, that of being a field researcher who finds solutions to the biggest problems facing our planet.

In discussing our own personal ethics as an interpreter I appreciate the detail you went into describing the importance of honesty and empathy in communicating with others. In my own personal opinion, one cannot work with nature unless they feel a sort of empathy for what they are working with. Everything in nature is alive, and if some things are still not alive in the literal sense, they are still contributing to the ecosystem in some major way. A rock formation may seem like just an inanimate bunch of minerals, but those minerals may contain nutrients that leach into the soil and allow plants to grow. What I’m really trying to say is that everything in nature has a purpose, and it's only in understanding and empathising with that purpose and how it affects others that we can fully communicate openly and honestly with others about why something is worth learning about, and most importantly, worth conserving.

By the way I love the photos you posted with your blog post this week! Especially the two showing the difference in campus between the winter and summer seasons, absolutely gorgeous! I hope you have a great rest of your semester!

Emily

[etenvs3000w23]

Unit 10: Nature Interpretation's Role in Environmental Sustainability

If I were to be totally honest with myself, the only reason I took this course to begin with was to fulfil a credit required to earn a certificate of environmental conservation when I graduated. There were very few options as to what credits I could take, and this one was available so I jumped at the chance. But I could not have been more lucky in taking that chance. That is because from the start of my university career I have consistently asked myself ‘what if I went the other way?’ I ask myself this because when I graduated highschool I was at a pretty big crossroads. I had spent my years in highschool volunteering as a student journalist in addition to taking the required science credits to go on one of two career paths: that of the scientist or that of the journalist. I of course took the route of the scientist, but again, what if I had gone the other way? This thought persisted, and as a result I have always valued the chance at learning how to integrate what I learned in science with that of communication, unfortunately I haven’t had as many chances to build these skills as I would have liked. Enter: this course.

In taking this course I unknowingly received the perfect opportunity to do what I’d always wanted, interpret what I’d learned in my zoology major and gain the skills to present it to a larger audience. Over the course of this semester I have learned way more about nature interpretation than I could have predicted, and I am definitely leaving this class a better communicator than when I began. So then, what have I learned?

I think one of the most important things I learned within this course was the importance of ethics while communicating. I’ve always tried my best to consider my audience when creating a project, but at the end of the day I am just one person with one point of view. Something that stood out to me while taking this course was the emphasis placed on privilege and the part it plays in experiencing nature and the lack of opportunities faced by those who lack it. In my own personal ethic I have always strived to be empathetic, honest, and responsible for my actions. But, what this course has allowed me to do is see the ‘invisible backpack’ described by Gallavan (2005) that many people carry with them. In considering my own code of ethics I need to be responsible in not making assumptions about certain groups, and know that not everyone has had the same opportunities as I have. Like many people I have felt the guilt of having these opportunities when others don’t, but rather than continue to think that simply feeling bad about my place in our society is enough, I know I have to strive to do better and make personal goals for myself. In other words, in order to be a good communicator I can’t just provide for one audience, but all audiences. It is so easy to tell people that if they want to experience nature then they should just go outside and touch the grass as they say, but this is not as easy as people think. There are hundreds of invisible barriers people with privilege who perceive their norm as the cultural norm simply cannot see. Economic barriers, cultural barriers, communication barriers, and so much more. It is learning about these barriers, and working with the people who face them that we can find ways to overcome them and provide less privileged people with interpretation catered to their needs rather than the same run of the mill experience that may be equivalent to others experiences, but not nearly as impactful.

I mentioned before how I once wanted to become a journalist rather than a scientist, and how I am still striving to be a better communicator. Communication is a broad term that has many different definitions. If I wanted to communicate with someone, I could do so using visuals, or music, or writing, or even through dance. Over history, different cultures have found different ways to interpret nature and communicate lessons learned from it to the next generation. For me, my skill set lends itself to utilising writing as the best approach to nature interpretation. Not only am I more confident in the written word, I am creative as well, or at least I try to be. Both the textbook and Strauss (1996) describe the importance of anecdotes and imagery to engage the audience. I know that throughout my life the lessons I have remembered the most were the memorable ones that had a great story behind them. It's part of the reason I can recount twenty hours of lore for major sci fi franchises and yet can barely remember my first year chemistry class. What sticks with people are experiences, and if you can engage people with nature through an immersive and creative experience, they will take that lesson and repurpose it for themselves.

Next year I plan to take a year off science and pursue a graduate certificate course in creative writing. I am in no way giving up science, but what I am doing is trying something new, and something I have always wanted to do. I have learned that influencing people to learn science through media such as fiction and other forms of creative writing can be just as impactful if not more so than discovering the facts in the first place. I hope to one day use what I have learned in this class and the rest of my undergrad to not only continue to be a responsible scientist, but a scientist who can communicate creatively with the next generation and inspire them to consider not just their own needs, but everyone's needs when it comes to nature.

Beck, L., Cable, T. T., & Knudson, D. M. (2018b). Chapter 5: Guiding Principles of Interpretation. Interpreting cultural and natural heritage : for a better world. (pp.81-101) Sagamore Venture.

Beck, L., Cable, T. T., & Knudson, D. M. (2018c). Chapter 7: Serving Diverse Audience. Interpreting cultural and natural heritage : for a better world. (pp.105-123) Sagamore Venture.

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

Strauss, S. (1996). The passionate fact : storytelling in natural history and cultural interpretation. North American Press.

[mecenvs3000w23]

Unit 09

Since we don’t have a specific prompt this week, I will write about something I find amazing in nature which is the night sky. As a reminder, I have spent four years working seasonally in Algonquin Provincial Park and am looking forward to going back for my fifth year. Something I love to do in the summer is walk down to the staff docks at night and stare up at the night sky. I remember one night vividly when my friend and I were down at the docks and saw many shooting stars very clearly, the most I had ever seen. Throughout this post, I have included some pictures of the night sky that I took last summer on Canoe Lake. So now, let’s talk about shooting stars!

Shooting stars can be defined as “a piece of rock or metal that burns very brightly when it enters the Earth’s atmosphere from space, and is seen from Earth as a bright star travelling very fast across the sky” (Shooting start definition and meaning, n.d.). Shooting stars may also be termed meteors. Generally, meteors become visible when they are approximately 97 kilometres away, and some large meteors can be heard and be brighter than the planet Venus; these are referred to as fireballs (Dobrijevic, 2022). ‘Normal’ meteors travel through the atmosphere at a speed of 48,280 kilometres per hour and reach extreme temperatures of 1648°C (Dobrijevic, 2022). Meteors are common with approximately two to seven meteors being visible to observers every hour of the night (Reddy, n.d.). Additionally, it is possible to have dozens to hundreds of meteors in the sky and when this occurs, it is termed a meteor shower (Dobrijevic, 2022). Meteor showers are more common at specific times of the year and can be predicted. Furthermore, meteor showers are given names based on where they appear to be originating from; specifically, which constellation (Dobrijevic, 2022). For example, meteor showers that originate from the Orion constellations are named Orionids (Dobrijevic, 2022). For viewing purposes, it is recommended to look out for them during pre-dawn hours from a location facing the direction of Earth’s orbit (Dobrijevic, 2022). As well, hopefully, the shower occurs on nights when the moon is less bright as this makes the meteor shower more noticeable (Dobrijevic, 2022).

In historical times, meteors and anything else seen in the night sky created superstitions and were most commonly associated with gods and religion (Dobrijevic, 2022).  For example, shooting stars were thought to be sent down by angels as a gift to Earth (Dobrijevic, 2022).  However, others believed shooting stars was how gods displayed their anger (Dobrijevic, 2022). These superstitions lasted for a long time in Earth’s history because most scientists simply did not think that stones could just fall from the sky. Oftentimes, scientists simply ignored accounts of this happening (Dobrijevic, 2022).

I hope you learned something new from this post and would love to know what you find fascinating in nature!

References

Dobrijevic, D. (2022, August 11). Meteor showers and shooting stars: Formation and history. Space.com. Retrieved March 13, 2023, from https://www.space.com/meteor-showers-shooting-stars.html.

HarperCollins Publishers Ltd. (n.d.). Shooting star definition and meaning: Collins english dictionary. Shooting star definition and meaning | Collins English Dictionary. Retrieved March 13, 2023, from https://www.collinsdictionary.com/dictionary/english/shooting-star.

Reddy, F. (n.d.). Meteors and Meteor Showers. Astronomy.com. Retrieved March 13, 2023, from https://astronomy.com/observing/observe-the-solar-system/2010/04/meteors-and-meteor-showers#:~:text=Under%20a%20dark%20sky%2C%20any,of%20the%20inner%20solar%20system.

[etenvs3000w23]

Hi there!

I really enjoyed reading your post this week. It is always great to read about something someone is really passionate about, and I can tell from the pictures alone how much you love to look at the night sky. Your photos are gorgeous and make me want to visit Canoe Lake myself. Growing up in an urban area I never got the chance to see the nightsky in all its glory, but that didn’t stop me when I was younger from wishing on the brightest star in my window and looking at the moon every night to catch details I had never seen before.

I am still fascinated by the night sky as well as space in general, and had I been better at physics I probably would have gone down that route as it was that interest that got me into science to begin with. However, something I still plan to do one day is fulfill my dream of seeing the Northern Lights. That is a nightsky phenomenon that I would do anything to achieve, and hopefully one day I can make it a reality. Have you ever seen the Northern Lights?

Emily

[etenvs3000w23]

MUDSKIPPERS!!

After four years of being a zoology major, it is very difficult for me to come up with just one thing that excites me about nature. I could talk about my thesis, which studies thermal tolerance in ants and how it has made me realise how incredibly diverse just one family can be in the animal kingdom. Or I could talk about cryptid species and how before DNA barcoding we had no idea just how many species there actually were as it turns out in many cases what is thought to be one species is actually ten that look the same. Or I could talk about the incredible work done at yellowstone park and how the reintroduction of wolves changed the very geography of the park due to how much the natural dynamics of the ecosystem changed. I could go on and on, but instead, I’m going to talk about something I learned very recently in one of my other courses I took this semester. So, did you know that many fish can breathe outside of water??

I cannot believe I went my whole life not knowing this, but it turns out there are many fish that not only come onto land for brief periods of time, but come onto land for most of their life. And yet they are still considered fish. These fish are referred to as “amphibious fish” and like other amphibious animals such as frogs and salamanders, they breathe on land not through gills but through lunglike structures or cutaneous (skin) respiration.

My favourite amphibious fish has got to be the mudskippers, which live almost their entire life out of water in the muddy flats in the low tidal areas of Japan. I like them primarily because of how strange and bizarrely cute they look, but because they also have some super interesting behaviours, which can be seen in this BBC Earth video narrated by David Attenborough:

There are many species of mudskipper, but all of them maintain moisture by rolling around in the wet mud or digging holes for themselves to keep shelter from the sun. Their fins are very strong and rigid compared to other fish, and that's because they not only breathe on land but they walk on land too! Their protofeet pulls them along the mud flats, where they feed, mate, and maintain their territories. Something else super interesting is their eyes, unlike most fish, mudskippers are able to do a type of blinking very similar to amphibians and mammals. They have a water filled sac right beneath their eyes that allow them to periodically pull water to moisten their eyes. Their vision is excellent on land but terrible underwater as a result of their lifestyle. Perhaps their most bizarre behaviour is the fact that they can not only walk but jump extraordinary heights as a mating display to attract their partners.

The mudskipper fascinates me because it is such a strange and unusual creature full of fun facts to talk about. It is the perfect case study for why I got into studying nature in the first place, which is to say that I got into nature because it is super cool and exciting to learn about. That, for me, is the key to the importance of interpretation, if you can find something fun in what you are learning, you will never forget it, and you’ll never want to.

[lgmenvs3000w23]

Music in Nature

I had never really thought about music in nature in this context before. Of course I hear music in nature; from birds chirping to the quiet rhythmic rumble of waves while I lay floating on a surfboard between sets. But I had anyways assumed we were anthropomorphizing nature; projecting the human concept of music onto nature. I was elated to read that whales, through some form of convergent evolution, have their own music (Gray et al., 2001). Whale songs follow a similar pattern to ours, are similar lengths, indicating they have a similar attention span, and are horizontally transferred amongst populations (Gray et al., 2001). I had always assumed when animals made sounds, it was for mating purposes, alerting other of danger, resources, etc., and never that it could simply be for pleasure. I guess the way I quietly sing to myself on a long vacant walk back to my car, why couldn’t something else do the same. I also appreciate that different cultures in both whales and humans share music and adopt others songs. Whereas in whales, Gray et al., (2001) a whole population may adopt the song of a newcomer, humans also pass their teachings to new cultures through song (Mallarach, 2012). Anecdotally, through my own life and friends playing songs that I shazam from the backseat, I can say humans share music as well. 

Even as we stray from nature and ways of life more connected to nature, it still creeps into our music. Often my taste in music does not match that of my peers. However, Objects in the Mirror by Mac Miller is one of the few songs both I, and others my age, collectively like. The reason I love it so much is because the intro to the song has what I can only describe as night-time jungle sounds. You can hear birds, what I have always perceived as primates throughout the intro.  

Other well-loved songs describe nature. In invertebrate zoology this semester, we put together a playlist of songs that mention invertebrates. Said playlist is nine and a half hours long. One of my favorites is Dirty Paws by Of Monsters and Men. Although people argue about what the song really represents, on paper, it’s about dynamics in nature, with lines like

 “The bees had declared a war

The sky wasn't big enough for them all

The birds, they got help from below

From dirty paws and the creatures of snow”. 

To me, the sound of spring isn’t baby birds or bees buzzing, it’s hearing Fine by Mae Moore. The song is admittedly obscure; I’ve never met someone outside my family who’s heard it, and my parents can't remember where they got the album from. But every time I hear it, it’s 2008, the back doors are all open (we do that in coastal BC all summer - no bugs!), the lawn is just getting green again and it’s just warm enough to be outside without a long-sleeve. During spring of 2020, I’d listen to it on repeat during my covid walks as I passed the now highly-used parks, everyone having distanced picnics on the fresh spring green grass. Nothing says spring to the Mitchell’s like that album. 

Gray, Patricia M., et al. "The Music of Nature and the Nature of Music." Science, vol. 291, no. 5501, 5 Jan. 2001, p. 52. Gale Academic OneFile, link.gale.com/apps/doc/A69270354/AONE?u=guel77241&sid=bookmark-AONE&xid=fb9366a8. Accessed 26 Feb. 2023.

Mallarach, Josep-Maria (ed.). Spiritual Values of Protected Areas of Europe: Workshop Proceedings. Bonn, Germany: Federal Agency for Nature Conservation, 2012. 170 pp. ISBN: 978-3-89624-057-6.

Miller, M. (2013). “Objects in the Mirror”. Watching Movies with the Sound Off. 

Moore, M. (1995). “Fine”. Dragonfly. 

Of Monsters and Men. (2011). “Dirty Paws”. My Head is an Animal. 

[etenvs3000w23]

Hi Lauren!

Great post this week, but especially great job on your song recommendations! Like you I am a bit of an audiophile and I especially connect to music when I’m either on the back porch with my family in the summertime or when I am belting out tunes on my way home from Guelph. I gave a listen to the songs you said connected you to nature, and all of them were not only an enjoyable listen but definitely interpreted the world in such an interesting and evocative way. I specifically enjoyed Dirty Paws by Monster and Men a lot and it is definitely going on some of my main playlists. It reminds me a lot of some of the work by The Oh Hellos, specifically their song On The Mountain Tall which almost made my blog post this week.

All of the music from this band evokes feelings of being around a campfire and making music together with those closest to you, one of the more meaningful experiences that a lot of people can relate to. Also, I know you said the sound of springtime to you isn’t the songs of birds and bees, but next time you're out on a springtime walk I suggest you record some of what you hear and put it through the Merlin app. This app really changed the way I experienced nature as the songs it can filter through its audio systems to identify at a species level really broadened my perspective on how much wildlife is invisible to me on a daily basis. Great job and be sure to check out the music playlist I’m making for this class as people make their posts! If you see anything that hasn’t been added yet please feel free to add to it.

[etenvs3000w23]

Class Spotify Playlist!

This week's prompt was so fun I thought I'd create a Playlist for all of us to add our songs! I've already added some songs that have already been posted this week but if you see this feel free to add yours! It's already shaping up to be a cool Playlist! 😊

[etenvs3000w23]

The first thing that comes to mind when I am asked where to find music in nature is birds. It may be the most obvious answer, but it's true. But I don’t think it really hit me just how true it was until a few months ago. 

Last semester I was required to take an environmental science course called “Introduction to Environmental Stewardship”. One of the most time consuming portions of this class was a project in which I had to choose a local area to conduct an inventory of. This included any biotic, abiotic, or cultural components we found during our survey. This project was very time consuming and took me multiple trips to complete. Oftentimes to get it out of the way I would take early morning walks in the trail by my house to complete my survey. I had never done this before, and what I had found astounded me. There were SO MANY bird species in my suburban trail in the early mornings, way more than I thought, and the craziest thing was I didn’t even see most of them. After I realised how difficult it was to photograph the birds for identification purposes, I realised that their songs were so distinct that there had to be a way to identify them, and I was right! I quickly discovered a revolutionary app named Merlin which changed the game for me. I was identifying birds in my area I had never even seen through music! Gray et al. (2001) said that bird songs are incredibly similar to human music, using repeated rhythms and combinations as many human composers, with many being able to produce their songs through instruments instead of their vocal tract! This didn’t surprise me, as every morning I heard similar songs being sung back and forth to individual birds in completely separate areas of the trail I was surveying. This experience enhanced the natural area I found myself in, and has changed the way I experience nature forever as every time I am out for a nature walk now I will have my phone ready to record any song I hear so I can identify it later. 

The question: where is nature in music? Is a much more complicated question to answer. Personally, I think nature is in music inherently. The oldest musical instruments ever discovered are all bone flutes that date back over 60 000 years in human history. Wind instruments, something I can imagine being created to emulate sounds made in nature by wind passing through hollow trees and rock crevices. Additionally, up until very recently most instruments were all made of materials harvested directly from the earth. Drums made of animal hide, pianos carved from ivory and wood, and of course, the natural human voice. It can be hard to remember this in our modern age of music, where anyone can produce a million different sounds with the push of a button.

Trying to choose just one song that takes me back to a natural landscape is really difficult. Music has always been associated with car rides for me, as I drove a lot with my family when I was younger and still drive by myself listening to music really consistently. But the two songs I’ve chosen bring about clear and distinct images of nature. 

First is Ontario by Novo Amor and Ed Tullet. I don’t remember where I found this song, I think it must have been on a study playlist I discovered sometime last year. The name itself evokes a sense of home for me, Ontario of course, but the song itself is incredibly abstract. Within the softly sung harmonies I can barely make out the lyrics, however, the feelings this song evokes are very much how I feel when I am alone in nature, hearing the wind pass through the trees and birds and insects sing, as well as its grandness compared to myself.

The second song I’ve chosen is Age of Man by Greta Van Fleet. This song lyrically and musically tends to remind me just how small humans are in comparison to the world. The initial lyrics “In an age of darkness light appears and it wards away the ancient fears” really cements in my mind how the only real difference between us and nature is the fact that we were able to invent flame and change the rules for ourselves. Further lines such as “To wonder lands of ice and snow in the desert heat where nothing grows” also evokes images of the cruelty of the wilderness and how hard it is to survive. And finally, the chorus, “And as we came into the clear, To find ourselves where we are here, who is the wiser to help us steer? And will we know when the end is near?” makes me feel very sombre, but also gives a sharp reminder that as custodians of this earth we are responsible for how we treat nature, and no one except ourselves can decide how to treat it.

I would love to make a Playlist of everyone's chosen songs, if I don't catch yours send me a message in my inbox or comment on this post!

Gray, Patricia M., et al. "The Music of Nature and the Nature of Music." Science, vol. 291, no. 5501, 5 Jan. 2001, p. 52. Gale Academic OneFile, link.gale.com/apps/doc/A69270354/AONE?u=guel77241&sid=bookmark-AONE&xid=fb9366a8. Accessed 13 Feb. 2023.

Neanderthal flute. NMS. (n.d.). Retrieved February 13, 2023, from https://www.nms.si/en/collections/highlights/343-Neanderthal-flute#:~:text=The%20oldest%20musical%20instrument%20in%20the%20world%2C%20a%2060%2C000%2Dyear,and%20has%20four%20pierced%20holes. 

[etenvs3000w23]

Unit 7

So I accidentally posted this before reading week because I got my units confused 😅

Enjoy 😊

[fbenvs3000w23]

On the Importance of History

“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.” (Edward Hyams, Chapter 7, The Gifts of Interpretation)

I find this quote relates well to another from chapter 14 of our textbook:

"We are deceiving ourselves if we think that when we stand in front of a case of medals, or guns, or photographs of mutilated bodies, we are looking at the past. We are looking also at the present and the future. If interpretation is to be a source of social good, then it must recognize the continuity of history and alert us to the future through the past.” –David Uzzell (Beck et al., 2018)

The first portion of the first quote says: “there is no peculiar merit in ancient things…”. Here, I assume “ancient things” refers to historical things, being circumstances or objects, that no longer exist in today’s society. Additionally, I define “merit” as the quality of being particularly good or worthy. Thus, “ancient things” in the first quote parallels the use of “medals, guns, or photographs” in the second. And “merit” could be understood to relate to the second quote’s description of “source of social good”. Therefore, “there is no peculiar merit in ancient things…” can be understood as that the worth of historical artifacts is not the items themselves.

The next part of the first quote: “… but there is merit in integrity, and integrity entails the keeping together of the parts of any whole…” correlates with the part of the second quote: “If interpretation is to be a source of social good, then it must recognize the continuity of history…”. Here “integrity” encompasses the importance of acknowledging “the continuity of history.” So now we have the worth of historical artifacts is not in the items themselves but in the acknowledgement of the lessons, pertinence and impacts they continue to have. Interpreting history helps us understand how to better navigate present and future challenges; moreover, it provides us with context to help us better understand the feelings, trauma or subjugation of certain groups of people. As the first quote states, to ignore these historical happenings or act as if the “past is done with”, is akin to “believing that a railway station through which our train has just passed, only existed for as long as our train was in it.”

There are many examples that aptly exemplify this concept. One that is important to me, is the treatment of indigenous peoples by white colonizers. Many non-indigenous people are quick to put the subjugation and mistreatment of these people in the past, however these communities continue to feel the impacts and trauma from this part of history. Just because we may believe something is in the past, does not mean that it is for everyone. When we interpret historic items and occurrences while upholding the integrity of historic contexts, we become advocates for social justice and responsible citizenship.

References

Beck, L., Cable, T. T., Knudson, D. M. (2018). Interpreting Cultural and Natural Heritage for a Better World. Sagamore Venture.

[etenvs3000w23]

Hi there!

Similar to you I also found the best way to interpret this quote was to relate it to another quote I was much more familiar with. That being the phrase "Those who don't learn from the past are doomed to repeat it." Which is very similar to the quote you provided here. In my opinion the whole point in learning history is not just the enjoyment of learning new facts and seeing how different life used to be (although that can be fun) but to learn from that history. Learn how morals have changed and why they have changed. If we don't learn from history, then there is no point in learning it at all.

I also agree with your interpretation of the line "there is no peculiar merit in ancient things". I didn't discuss it in my post but I took this to mean that historical items, such as tools, paintings, and old clothes should have no merit, after all they are just material objects, we make new material objects every day with no merit other than there subjected purpose. However in a historical context these ancient things do have merit, as they can serve to enhance the past and connect with us on a real personal level. There's a reason so many paintings are kept in such pristine conditions thousands of years after there creation, and its because they provide the rare opportunity to view life as it was perceived long before we were ever capable of existing.

Great breakdown of the quote! Keep up the great work!

[etenvs3000w23]

Unit 6: Nature Interpretation Through History

"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."

(Edward Hyams, Chapter 7, The Gifts of Interpretation)

Unpack this quote.

The first thing that came into my mind when I read this quote, was an entirely separate quote, that quote being:

“We must learn from the past or we are doomed to repeat it.” 

Following this, I suddenly realised I had no idea who said this quote, when it was spoken, and where. So of course I googled it. According to google, this quote is credited to two separate people. The first is George Santayana who said “Those who cannot remember the past are conedemned to repeat it” in his book The Life of Reason. However, Winston Churchill is also credited with a similar quote: “Those who fail to learn from history are doomed to repeat it.” Similarly, Edward Hyams more complex quote states that “(to) 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.” What all these quotes have in common is one singular theme: history is important and we cannot simply pretend it did not happen for our own selfish needs.

I think this message is especially important now, in a day in age where so many decisions are being made by people who don’t wish to confront our history simply because it makes them uncomfortable. One of the most engaging portions of the textbook this week was the section on interpreting history titles Controversy. It's no surprise why this is the most engaging section, as controversy is everywhere these days. You can’t turn on the news, access social media, or turn on the radio without hearing some form of controversy happening around us. The textbook briefly discusses how controversy surrounding historical figures who conducted horrible actions or had problematic views are often interpreted differently based on the audience. The example they used was Christopher Columbus, but he is far from the only controversial figure discussed in modern times from new angles that puts their actions in an almost centrally immoral position, which juxtaposes their previous heroic status. 

The most recent example that comes to mind is the renaming of Toronto Metropolitan University (formerly Ryerson University) after the discussion of actions taken by the school’s former namesake clashed directly with the university’s current values and stated mission statement. The decision to change the name was not taken lightly, as the student-led initiative expectedly received pushback from those who didn’t see the point in renaming the school. Except there was a point. In refusing to acknowledge Ryerson’s actions which we now consider not just to be wrong, but immorally corrupt on every level, it shows an ignorance to learn from the past and a lack of integrity for refusing to see the whole picture as Edward Hyams suggests in his quote. When someone says we should stop teaching about the Holocaust or American Slavery because it makes some people uncomfortable or makes certain groups look bad, they are completely missing the point. If the interpreter isn't making you uncomfortable discussing these histories they are doing their job wrong. The point is not to simply learn about history, but to learn from it, specifically the moral implications of the events so we do not repeat them ever again. Even if repeating dismal histories seems to be occurring more and more lately.  

‌

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

Clairmont, N. (2013, July 31). “Those Who Do Not Learn History Are Doomed To Repeat It.” Really? Big Think. https://bigthink.com/culture-religion/those-who-do-not-learn-history-doomed-to-repeat-it-really/

‌“Those that fail to learn from history are doomed to repeat it.” Winston Churchill. (2020, May 15). Medical Confidence. https://www.medicalconfidence.com/blog/those-that-fail-to-learn-from-history-are-doomed-to-repeat-it-winston-churchill/

Toronto university changes name amid controversy over Canadian educator’s legacy. (2022, April 27). CBC. https://www.cbc.ca/news/canada/toronto/ryerson-toronto-metropolitan-university-1.6431360

‌

[etenvs3000w23]

The first thing that comes to mind when I am asked where to find music in nature is birds. It may be the most obvious answer, but it's true. But I don’t think it really hit me just how true it was until a few months ago. 

Last semester I was required to take an environmental science course called “Introduction to Environmental Stewardship”. One of the most time consuming portions of this class was a project in which I had to choose a local area to conduct an inventory of. This included any biotic, abiotic, or cultural components we found during our survey. This project was very time consuming and took me multiple trips to complete. Oftentimes to get it out of the way I would take early morning walks in the trail by my house to complete my survey. I had never done this before, and what I had found astounded me. There were SO MANY bird species in my suburban trail in the early mornings, way more than I thought, and the craziest thing was I didn’t even see most of them. After I realised how difficult it was to photograph the birds for identification purposes, I realised that their songs were so distinct that there had to be a way to identify them, and I was right! I quickly discovered a revolutionary app named Merlin which changed the game for me. I was identifying birds in my area I had never even seen through music! Gray et al. (2001) said that bird songs are incredibly similar to human music, using repeated rhythms and combinations as many human composers, with many being able to produce their songs through instruments instead of their vocal tract! This didn’t surprise me, as every morning I heard similar songs being sung back and forth to individual birds in completely separate areas of the trail I was surveying. This experience enhanced the natural area I found myself in, and has changed the way I experience nature forever as every time I am out for a nature walk now I will have my phone ready to record any song I hear so I can identify it later. 

The question: where is nature in music? Is a much more complicated question to answer. Personally, I think nature is in music inherently. The oldest musical instruments ever discovered are all bone flutes that date back over 60 000 years in human history. Wind instruments, something I can imagine being created to emulate sounds made in nature by wind passing through hollow trees and rock crevices. Additionally, up until very recently most instruments were all made of materials harvested directly from the earth. Drums made of animal hide, pianos carved from ivory and wood, and of course, the natural human voice. It can be hard to remember this in our modern age of music, where anyone can produce a million different sounds with the push of a button.

Trying to choose just one song that takes me back to a natural landscape is really difficult. Music has always been associated with car rides for me, as I drove a lot with my family when I was younger and still drive by myself listening to music really consistently. But the two songs I’ve chosen bring about clear and distinct images of nature. 

First is Ontario by Novo Amor and Ed Tullet. I don’t remember where I found this song, I think it must have been on a study playlist I discovered sometime last year. The name itself evokes a sense of home for me, Ontario of course, but the song itself is incredibly abstract. Within the softly sung harmonies I can barely make out the lyrics, however, the feelings this song evokes are very much how I feel when I am alone in nature, hearing the wind pass through the trees and birds and insects sing, as well as its grandness compared to myself.

The second song I’ve chosen is Age of Man by Greta Van Fleet. This song lyrically and musically tends to remind me just how small humans are in comparison to the world. The initial lyrics “In an age of darkness light appears and it wards away the ancient fears” really cements in my mind how the only real difference between us and nature is the fact that we were able to invent flame and change the rules for ourselves. Further lines such as “To wonder lands of ice and snow in the desert heat where nothing grows” also evokes images of the cruelty of the wilderness and how hard it is to survive. And finally, the chorus, “And as we came into the clear, To find ourselves where we are here, who is the wiser to help us steer? And will we know when the end is near?” makes me feel very sombre, but also gives a sharp reminder that as custodians of this earth we are responsible for how we treat nature, and no one except ourselves can decide how to treat it.

I would love to make a Playlist of everyone's chosen songs, if I don't catch yours send me a message in my inbox or comment on this post!

Gray, Patricia M., et al. "The Music of Nature and the Nature of Music." Science, vol. 291, no. 5501, 5 Jan. 2001, p. 52. Gale Academic OneFile, link.gale.com/apps/doc/A69270354/AONE?u=guel77241&sid=bookmark-AONE&xid=fb9366a8. Accessed 13 Feb. 2023.

Neanderthal flute. NMS. (n.d.). Retrieved February 13, 2023, from https://www.nms.si/en/collections/highlights/343-Neanderthal-flute#:~:text=The%20oldest%20musical%20instrument%20in%20the%20world%2C%20a%2060%2C000%2Dyear,and%20has%20four%20pierced%20holes. 

[amvenvs3000w23]

Make Learning Fun!

As a nature interpreter, your role is to educate people about the natural world and its conservation. This is a skill not many people have, as it takes a while to develop. At the core of interpretation is communication. It is essential to communicate your knowledge and enthusiasm for the natural world, in a way that is accessible to everyone, despite their education level. For a general rule of thumb, writing and speaking at an 8th grade level is a good way to ensure that the information being presented is understood by the widest audience possible, regardless of their background or education.

Using clear and concise writing styles helps to simplify ideas, and makes it easier for people to grasp the concepts that you are presenting. Have you ever been to a lecture and all the material flew past your head? This is what many people experience when they listen to a presentation. Instead of a fun afternoon learning about the “Carolinian” for example, they get caught up trying to process all the technical information, which leaves the visitors exhausted. For people who want a relaxing afternoon this will make them not want to come back, and most importantly limits their ability to learn. When interpreting, ideas and jargon should be simplified so then visitors can easily listen and follow along without having to think too much about it.

Furthermore, using a more accessible language style can help to create a more inclusive environment for people who many have not had the opportunity to learn about nature in a formal setting. A huge barrier towards nature interpretation, is that many people feel left out or “not smart enough” for a nature program. For example, remember your first day of university. You may have felt as it you weren’t “smart enough” to be there as your surrounded by academics doing all sorts of interesting research. This same feeling is what some people feel when attending a nature presentation. They feel like they don’t deserve to be there, and it discourages them for attending programs in the future. If the information is presented in a simpler format, then these people will be able to understand the content and feel included in the discussions you may have. 

This doesn’t just apply to adults, many kids who attend programs have limited knowledge or vocabulary about the natural world, and simplifying your content will help them as well. It is important however to ensure that you aren’t “dumbing down” your program as this can make people feel discouraged about their knowledge, or reading levels. When creating a program, we need to simplify concepts and vocabulary, while maintaining professionalism, and focus. People like to be treated their age, a 40-year-old who had difficulty understanding concepts is still a 40 year and should be treated as one. Always maintain professionalism and never use sarcasm or act higher than the people you are presenting to.

The 8th grade level of communication is a good rule of thumb as it accompanies the majority of individuals in our population. For younger audiences, we can further adjust, and for audiences from universities or institutions we can heighten our content to better meet their needs. It is important as interpreters to always try our best to accommodate to everyone while making them feel comfortable and excited to learn. Your visitors shouldn’t feel like they are studying but rather having fun and enjoying themselves.

My "Find the Fishes" nature program where visitors and I seine netted for fish species so we could see the biodiversity in the bay. During the program I adjusted my vocabularly for the kids, adults and university students who attended.

[etenvs3000w23]

Hey there!

I really appreciate you taking the opportunity this week to educate us on the importance of communication especially in science! Science communication is a skill I am consistently trying to hone, and hope to be an expert in someday. I think one of the many problems today is how inaccessible scientific information has become due to the exact phenomenon you described in which processing technical information significantly takes away from the enjoyment of the content you’ve described. Learning to portray things not only accurately but also clearly is a skill that many people don’t seem to grasp the difficulty of. That’s one of the many reasons why post graduation I am taking a year off science to instead complete a year long graduate certificate course in creative writing before hopefully beginning my Master’s degree. I hope to one day, as you put it, “make learning fun”, in a way that any age group can enjoy. I also feel like your writing this week highlights the awesome opportunity this course has given us in that we are not just learning to communicate through writing but visuals and audio podcasts as well. For whatever reason, many people engage more with audio and visual mediums rather than written, but the only issue is that both mediums from a purely objective standpoint are harder to produce. I have thought of a million different podcast ideas to pursue, but never knew how to pursue them. Now, unexpectedly, a course I initially selected just to complete my degree is giving me that opportunity! I hope you are getting as much out of this course as I am, and continue to refine your communications skills more than you already have, because you are doing amazing!

A frog demonstrating the importance of Yoga and healthy living ❤️

[etenvs3000w23]

Unit 5

I found it surprisingly difficult this week to find a prompt to talk about. When one is given a blank slate to talk about anything they want, it sounds easy, I thought it would be, but for some reason that was not the case. Maybe I’m just tired. Maybe I’m just overwhelmed. Or perhaps my priorities have shifted. I’ve noticed that when I am outside of school I tend to not think about science and nature all that much. Which is unfortunate, seeing as I am taking a Bachelor’s degree in the subject. I told myself this semester I would be excited about my field. Learn to express the work I’m doing with the same passion that the scientists I work with do. Which is why today I will be summarising my thesis project I have been working on all summer. Not because it's easy, if I had my real free choice I’d discuss the zoology of cryptids, or the creatures of Star Wars, or the Cordyceps fungal infection of the Last of Us, but because my thesis is something real. Something tangible. And something I hope to be proud of one day.

So. My thesis. Where to begin? I suppose it all began just under two years ago. Deep in the pandemic, desperate for real experience in my field as a Zoology student and uncertain how to get it when all the optional field courses were cancelled and my labs were shifted online. So, what I did do was apply to a USRA position through ExperienceGuelph. Not just one position though, but ten, and out of those ten positions, two got back to me, and out of those two, I was selected for one. An assistant position in Dr. Alex Smith’s lab for the summer of 2021. Dr. Smith, or Alex as he prefers to be called by his students, was perhaps my favourite professor I’d had in my first two years of University. He knew how to engage with students even across the screen, and his Intro to Invertebrates class was phenomenal. 

The work he had me doing that summer was simple but rewarding, as the more time I spent in the field the more I built up my skills as an independent researcher. Eventually they trusted me to collect data on my own. Run experiments by myself. Data on the thermal tolerance limits of ants. And this data is what has built the basis of my thesis project in my final year: ‘The effect of temperature on the activity and thermal tolerance of ants (Formicidae) across a habitat gradient’. In simplest terms I am looking at the lowermost and uppermost temperature limits ants can handle, and I am comparing how they differ between two habitats in a small area of the Dairy Bush woodlot on campus.

The work I have done for this thesis started out fun, with field work and research and the joy of discovery, but I’d be lying if I didn’t say I have gotten somewhat disillusioned with my project this far into the game. I have read and reread so many articles I don’t know what my true focus is anymore. And I keep running stats that I honestly don’t know how to interpret. The more I work on it the more I feel like it's less complete. However, I know I have two months to complete this project. I know I have an amazing coworker to help me run stats. And I know I have an incredible supervisor who will cheer me on even when I am lost in the data. I know that once I reach that endgame, once I am prepping for my presentation, and finalising my paper for submission, that passion will reignite again, just like it did two years ago when I started this journey.

My poster presentation last semester!

[vdenvs3000w23]

UNIT 04

I believe that art in general is a beautiful and personal way to experience various things in our everyday lives that would otherwise be considered mundane or normal. I think that interpreting nature through art is an amazing way to view nature in your own unique way. No two people will view nature the same and that is the beauty behind interpretation. As interpreters, our goal is to engage others to experience nature in their own way that is special and meaningful to them. It is impossible to push your own exact view on others, rather, you must be gentle with your audience and allow them to come to their own conclusion about what nature means to them. The textbook states that performing and visual arts have long been counted among the tools of interpretation and both of these are important ways to engage your audience (Beck et al., 2018). A quote written by Jay Griffiths (2013) says, “art elicits sympathy, conjures empathy, and these emotions are requisite for a kind, kinned sense of society.. For the greatest artists do not make their best works of art in clay or paint or sound or words; they make them right inside us, within the heart of the reader or audience” (Beck et al., 2018). I thoroughly enjoyed this quote as it holds true for interpretation as a whole. All art that is created is made differently in each of us, with no ‘true’ meaning. It is left to the interpreter to decide how a piece of art makes them feel. 

The use of the arts in interpretation have proven to be extremely effective in attracting and serving visitors and many have recognized that this style of programming strongly attracts the “unconverted” those people who are not necessarily passionate about the environment or history (Beck et al., 2018). This shows that the gentle workings of art elicit a change in people who are otherwise uninterested in a topic. Art speaks to all individuals differently no matter what the medium is (visual art, poetry, theatre, music etc.). A friend of mine once painted me their version of a purple seascape with a sailboat in the distance. To them it was a simple painting that they did not deem to be good, however, it is my favourite painting to this day and whenever I am feeling stressed or anxious, I look at it and it calms me. It reminds me of how peaceful the ocean is at sunset and the colours create a calm atmosphere within myself. I am forever grateful for that piece of art and how it allows me to interpret the calmness of nature. 

In all, nature is best perceived through art in my opinion. It allows individuals to have their own special relationship with the medium being interpreted and also allows the individual to have their own experience within themselves. I personally love interpreting nature through various mediums whether that be through reading, painting, taking photos or viewing paintings. The beauty of nature can be seen anywhere at any time making the experience of stumbling upon a favourite pierce of art just that much more special.

Works Cited

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

Here are some of my favourite ways to interpret nature through art :)

[etenvs3000w23]

Hi Victoria!

I really enjoyed reading your response! I couldn’t agree more that no two people view nature in the same way. In my own post I talked heavily about perspective and how someone who is personally connected to an area will see so many different things that go completely invisible to someone experiencing it for the first time. I also talked about how art was important in connecting to someone else’s perspective as it not only demonstrates nature’s beauty but demonstrates the artist’s perspective on nature by showing what they see as most important in that landscape. One artist may try to demonstrate the changing of the seasons, whereas another might put intense detail into the animals and plants. Both would be wonderful to see, but it is up to the artist’s own personal opinions to decide what it most important to show us the viewer. 

I really like the quote from Jay Griffiths (2013) you chose which states “art elicits sympathy, conjures empathy…” as it summarizes the exact thought process I was trying to express in my post that I couldn’t seem to find the words for. My favourite types of art are not only works that can elicit an emotional response, but can put you in the artist’s shoes so to speak. In my post I used the example of the Group of Seven’s many works, as they are so evocative of the Canadian landscape you can almost imagine the frigid or windy temperatures they must have endured for hours on end to get the image just right.

Great job on this one, it took a lot of emotional expression and that definetly came through in your explanation!

My favourite Group of Seven piece by Tom Thompson just cause ❤️

[etenvs3000w23]

Unit 04: Nature Interpretation through Art and Planning for “All” Scenarios

In my own opinion I believe it is important to acknowledge that interpreting nature through art is extremely valuable. When people hear this their mind often goes to appreciating art from a purely critical lens. They look at how difficult the piece would be to make, the production value, and even the entertainment value, but, the reason I believe art is so useful in interpreting as you say, “the gift of beauty”, is due to perspective.

Everyone perceives nature in their own way. It’s no secret that when I see a wetland I see a gorgeous natural ecosystem full of biodiversity, whereas someone else would see a pile of muck that should be drained, paved over, and made into housing lots. The two perspectives exist unanimously in regards to one plot of land despite the fact that it looks the exact same in a physical sense to each party. Similarly, any plot of land viewed by two separate people will be viewed with very different perspectives. Someone who lives on the coast will have years worth of memories to draw from to make that area look more beautiful than it already is, whereas someone new to the area has no idea what they are looking at. And that's just the people who are lucky enough to visit these areas in the first place.

This is where interpreting nature becomes extremely useful. To me, interpreting the gift of beauty holds many different purposes. Firstly, it acts as a documentation service, not just in showing the facts of what a place looked like when and where the art was made, but in how the creator felt when making the artwork, what they saw, and why they decided to document it. There could be a million things to look at in nature, but what the artist decides to focus on shows what they value most, what they believed was most beautiful, and most importantly why that place is worth preserving. Additionally, art is so personal to the artist creating it that oftentimes that personal attachment to a region bleeds through to the audience. I have never seen the areas presented in the Group of Seven’s artworks, but I can feel the hundreds of work hours they put into their paintings of Canada’s landscapes, the frigidness in their hands as they spent hour upon hour in subzero temperatures attempting to replicate the beauty of the north. And that's just in paintings. Music, dance, writing, and other forms of interpretation all display the beauty of nature through the emotions felt by the creator, and in perceiving those emotions we suddenly understand why those people chose to document these areas as they felt that way once too. 

The Passionate Fact (Strauss, 1996) lists several tips for artists trying to engage their audience through nature interpretation, and on that list one of the things that stood out to me was that you needed to show a sense of relationship and context on with the nature you are interpreting in order to provide a sense of journey. I especially liked this tip as I never understand lessons more than when I feel like I am experiencing a sense of adventure or fun. I believe that if you can translate nature through music, or story, or dance, or painting into said journey, the audience will never forget it, and as such, the message will successfully come across.

Strauss, S. (1996). The passionate fact : storytelling in natural history and cultural interpretation. North American Press.

Lawren S. Harris (1885-1970), Lake and Mountains 1928, oil on canvas, 130.8 x 160.7 cm. Gift from the Fund of the T. Eaton Co. Ltd. for Canadian Works of Art, 1948 © 2001: Art Gallery of Ontario

[hsenvs3000w23]

Privilege in Nature Interpretation : Blog 3

My working definition of privilege is an advantage that is given to a certain group. This definition applies to nature interpretation because privilege often gives a group an upper hand at overcoming barriers. The absence of privilege can make it harder for people to enjoy nature interpretation or create more barriers for those that have no privileges. After some more research I found that privilege can be a combination of five things… It is a special advantage, it is granted not earned, it is an entitlement related to status, it is exercised for its benefit and excludes others, and privilege is a status that the person possessing it is not aware of (Black & Stone, 2005).

Before this unit I never considered the role privilege plays in nature interpretation. However, after reading the course content and reflecting on my past I discovered privilege has a strong impact on nature interpretation. To start off this post I want to reflect on the role privilege has played in my past regarding nature interpretation.  My interest in nature has been present since I was a child. I spent my entire life growing up at my cottage, which I recognize is a huge privilege already. Having the opportunity to spend time outdoors with my family in such a beautiful location is not something that everyone gets to experience. I think this is like camping with my family. My parents had to put in their time and effort into taking me on outdoor trips as a kid. They spent their time and money on enforcing time spent in nature on several occasions. I recognize that there is a lot of children that did not get to experience this.  

Another privilege I recognize I have is being in university and taking classes that allow me to further my future in nature interpretation. My parents have helped me mentally and financially get to where I am today. University is an expense that I would not be able to afford if my parents didn’t help me prepare for. My savings are all thanks to past summer jobs that I could not have gotten without some help from my parents. For example, in high school I worked at Canadian Tire and my parents had to drive me to and from my shifts. In more recent jobs, my parents have helped me prepare for interviews.  I am aware a lot of students don’t have as much help from their parents that I do, and this gives me an advantage. The fact that I am in my final year of university, taking this specific course in nature interpretation is a massive advantage that so many people do not have. I am sure there are several people who want to work in a career in nature interpretation but unfortunately face a disadvantage in the work force because they did not attend university.

Lastly, I think a privilege that relates to nature interpretation is the fact that I am young and healthy. I am completely capable of participating in nature programs if I want to. A reason why some people cannot participate in nature interpretation programs could be that they want to participate, but encounter boundaries like physical impediments, such as people with physical disabilities or even the elderly population (Beck et al., 2018).

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

Black, L. L., & Stone, D. (2005). Expanding the Definition of Privilege: The Concept of Social Privilege. JOURNAL OF MULTICULTURAL COUNSELING AND DEVELOPMENT, 33(4), 243–255. https://doi.org/10.1002/j.2161-1912.2005.tb00020.x  

[etenvs3000w23]

Hey Hailey!

In my response I was very concerned with finding an accurate definition of privilege and citing very clear examples from the textbook to back up my findings, but I really appreciate that in your response you not only defined privilege but gave very clear and personal examples that related to your findings. It can be very difficult to recognize when we are better off and more privileged than others, as most people as it can often invoke feelings of guilt for things out of our control. But recognizing our privilege is the first and most important step needed to work towards providing those privileges to others, and I am glad you have done so here.

As I mentioned in my response, privilege is often unseen by those who have it, as the advantages we have over others are often seen as normative and a result of being inherently better at work or school than others (McIntosh, 1989). Many people believe that underprivileged people just need to put in the work to get where we are, despite most people being incapable of this due to the circumstances they were born into.

Like you, I am very lucky that I grew up in a family that was able to financially support my university endeavours and take me to our family cottage growing up to learn to appreciate nature. Despite this, I often have to remind myself to be grateful as I become jealous of those who can afford to go camping in far off places like Algonquin or go on trips out East to see the beautiful coastlines. When this jealousy occurs I just remind myself how lucky I am to have gotten the nature experiences I received, as even more people aren’t privileged enough to have a family cottage or even live in a city nice enough to have natural woodlots for nature walks.

Great post! I can’t wait to read more!

Emily

McIntosh, P. (1989, July/August). White privilege: Unpacking the invisible knapsack. Peace and Freedom, 10-12.