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Prompt 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? 

Throughout this course I have learned the importance of nature interpretation. As established in the textbook, nature interpretation is the process of taking information related to the environment and translating it into easy-to-digest and engaging material (Beck et al., 2018). With this in mind, it is necessary to consider the demographic information of your audience when presenting information relating to the environment. Depending on the demographic background of your audience, you may need to change your approach to presenting the information.  

What is the age group of my audience? What level of education has been achieved by members of my audience? What is the cultural background of my audience? Does my audience have experience with nature interpretation? If so, how many years of experience? Has my audience been immersed in natural experiences? 

What type of learners are my audience? Are they tactile, auditory or visual learners? All of these questions are essential to ask yourself when devising educational and engaging content pertaining to the environment and nature.  

As a nature interpreter, I think that my personal ethic has significantly developed in terms of environmental awareness. Environmental awareness can be defined as the understanding that anthropogenic activities have a significant effect on the environment. This effect can be both positive and negative, depending on which perspective you consider. It is our actions that determine whether the outcome is positive or negative. In other words, our actions can hinder the environment, or they can better the environment; the choice lies in our hands.  

When starting this course, I would say that my knowledge of environmental concepts and awareness of environmental issues was very limited. However, throughout the course of this semester and by reading weekly blogs, I was able to learn much about the issues that pose as a threat to environmental conservation and sustainability. For instance, had I not taken this course and created a podcast relative to bats I would not have learned about zoonotic viruses and diseases. More specifically, I would not have learned that bats themselves are not responsible for the spread of zoonotic diseases.  

Anthropogenic and human activities are a major contributor to the development of emerging infectious diseases among wildlife (Daszak et al., 2001). This includes diseases such as Nipah virus and West Nile virus which are emerging at an alarming rate among amphibians, marine invertebrates and marine vertebrates (Daszak et al., 2001). Through the development of my understanding of the concept pertaining to emerging infectious diseases, my awareness has been broadened.  

I possess several different beliefs that I think will aid in my journey as a developing nature interpreter. First and foremost, I believe in sustainability and conservation. Environmental sustainability encompasses using resources efficiently and in a manner that will not cause depletion nor negatively affect biodiversity. Whereas environmental conservation refers to the implementation of specific measures to preserve and protect the environment. As a nature interpreter, I would like to root my lesson plans in the understanding of sustainability and conservation. It would be my hope that my audience would be able to take away a few key concepts about how to live a sustainable life that is actively aiming to conserve the environment and ecosystems around them.  

In terms of the approach that I would like to take as a nature interpreter, I would like to prioritize the interests of the audience and provide them with the opportunity to lead the discussion. The reason I would like to do this is because by letting the audience take the initiative, they are able to build meaningful and personal connections with nature. I want to ensure that the interactive activities which I plan are reflective of the audience whom I am accompanying. For instance, let us envision that I am hosting a group of grade eight students from a local elementary school and am taking them for a nature walk through a conservation area. One student notices the moss growing on the north side of the tree and is very intrigued by this observation. To foster a personal connection between the student and nature, I would like to develop a new plan of action so that this student can continue to make observations about the moss. By considering the interests of the students and allowing them to lead the discussion, a personal connection is created between nature and the individual. As a result, the student will better understand the integration of sustainability and conservation.  

Additionally, I would like to take a scientific approach to the way I conduct my activities. Through this scientific approach, I would like to include engaging activities that will interest all different learning styles. This includes tactile, visual and auditory learners. By exploring the science behind specific naural concepts, the audience is better able to draw conclusions and form connections from environmental phenomena.  

Furthermore, another approach I would like to take is to immerse younger audiences in nature. As stated in the textbook, children are the future of environmental governance and are the driving factors behind instilling certain perspectives about the environment into our adult population (Beck et al., 2018). By immersing younger audiences in nature and science, a strong foundation of environmental knowledge is fostered. This will inspire many of our audience members to become leaders within the fields of environmental conservation and sustainability. I remember as a child being very curious, my family always provided me with the opportunity to explore this curiosity, especially in terms of nature. By providing children with the opportunity to explore the curiosity and interests about nature, we do not only teach them the basic foundational knowledge of scientific observation, but we enable them to develop their own connections with the natural world.  

Altogether, I would like to be a nature interpreter who explores conservation and sustainability practices.  

References: 

Beck, L., Cable, T.T., Knudson, D.M. (2018). Interpreting Natural and Cultural Heritage for a better world (1st ed.). Sagamore Publishing.  

Daszak, P., Cunningham, A. A., & Hyatt, A. D. (2001). Anthropogenic environmental change and the emergence of infectious diseases in wildlife. Acta tropica, 78(2), 103–116. https://doi.org/10.1016/s0001-706x(00)00179-0 

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Unit 9

The most interesting thing I know about nature is echolocation! Echolocation is the process of emitting and receiving small soundwaves (Salles et al., 2020). The location and proximity of objects is revealed to the animal by the speed at which the responsive wave returns (Salles et al., 2020).  

There are several different mammalian, avian and aquatic species that use echolocation as a tool. Animals who use echolocation use the ability for three primary reasons which include navigation, hunting and communication (Salles et al., 2020).  

Animals, such as bats are able to compute variations in these sound waves by changing their duration and frequency (Jones, 2008). Echolocation is especially important among bat species as they are nocturnal and have very poor vision. Using echolocation allows bats to become actively aware of their location and surroundings in addition to knowing where nearby prey is. Furthermore, bats use echolocation to communicate to members of the same flock, especially those of the opposite sex. Echolocation is especially important for reproduction.  

It is a common stereotype that echolocation is endemic to bat species. Although, it is most commonly associated with bat species, it exists in several species and in several distinct contexts.  

I know that when I think of echolocation, I think of a fuzzy brown creature with fangs and two large wings. Usually, this creature (the bat) is hanging upside down from within a cave. Although this image is not wrong, it is not the complete picture of echolocation.  

So, what other contexts does echolocation exist within?  

Echolocation also exists among aquatic species. For instance, whale and dolphin species use echolocation for migration. This migration typically takes place year-round and when the species migrate south for the winter months.   

Echolocation also exists among avian species. For instance, oilbirds and swiftlets use echolocation because they are unable to see in the dark and are nocturnal.  

It is truly incredible to think that animals are able to navigate without using their eyesight! I could not imagine trying to navigate my house with my eyes closed. I would simply crash into everything around me.  

Let us try an activity to see how important our sight is for our navigation. Find a safe and spacious area to close your eyes. Select a starting point and a target for what you want to reach. This might be an adjacent wall or an object across the room. Now close your eyes and try and navigate your way to the objected you had selected. Not easy, right? 

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Blog Seven: Where is music in nature? Where is nature in music?

Upon reading this prompt, I immediately think of birds singing. It is very fascinating to understand that each and every single species of bird has its own unique call. Some birds have loud and short chirps, while others have quiet and long chirps.  

With this prompt I am taken back to several years ago to when I visited my cousin in Whitby, Ontario in the early springtime. My cousin and I visited Lynde shores, which is a piece of protected land along the shore of Lake Ontario. While walking through this piece of protected land, there were several species of birds which we encountered. Geese, blue jays, chickadees and cardinals are only a few of the avian species which caught my eye. I remember feeding the chickadee's out of the palm of my hand.  

Do you have a favoruite species of bird? If so, have you ever had the opportunity to feed that avian species with your hands?  

Upon writing about my previous experiences with chickadees, I am reminded of various encounters at my cottage where I could hear the family of loon’s communicating to one another. When you start to think about it, there really is music everywhere in nature!  

If you take a second to really think (beyond birds) there really are plenty of examples of music in nature.  

For instance, it might be the sound of the chipmunk as they call to their mate or taunt your dogs after they have tried to capture said chipmunk. Additionally, it could be the sound of the waves crashing against the rocky shore of your lake house on Lake Ontario.  

Just as music is everywhere in nature, nature is also everywhere in music.  

Most of the music we listen to is inspired by the nature around us. Just as Taylor Swift might have written various songs about heartbreak, there are dozens of other artists that have written about the environment around them.  

One of the most common environmental themes within music that I can think of is that of changing seasons. There are countless songs I can think of that express their change over time (and over the course of seasons). These songs make reference to leaves falling, which eventually became snow falling instead.  

One of the songs that takes me immediately back to a natural landscape is ‘Somewhere only we know” by Keane. I originally heard this song when watching a Grey’s Anatomy episode and immediately fell in love with it. The song tells the story of two people walking through a forest and knowing an exclusive spot. Only the two of these individuals know this exclusive spot (it is hidden to everyone else). This spot, in the forest, is a testament to their love for one another. A place where only the two of them are aware of. A place where they can freely love one another. This takes me back to a forest in Guelph where my partner and I had walked through. Eventually, we found ourselves very deep in the woods. There were various man-made structures and wildlife. I remember seeing a deer in the distance. I think of this song every time I pass this forest in Guelph because it reminds me of the place that only “we” know. “We” being my partner and me.  

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Blog Six: Unpack this quote.

The meaning of this quote can change depending on which perspective you choose to pursue the quote. For instance, I may perceive this quote in one way while another individual might perceive it in another way. My understanding of history is very limited, so I might perceive this quote in a very general way. Whereas my grandmother who is a history buff might perceive this quote in a very literal way. Regardless of whether you perceive this quote generally or literally, the author is evoking a special message.  

For myself, I try not to take this quote line-by-line, instead I try to take the quote on its own and as it is. This quote paints a very vivid picture in my head. I think of an ancient building, such as the church in my hometown.  

This evangelical church is an ancient relic and has been around for generations within my hometown. This church has deep roots within the community and is symbolic for many residents. This church has been the place where people have mourned the loss of a loved one and the place where people have been able to better connect with God. It is also the place where people celebrate weddings and happy occasions. Essentially, this historical monument holds deep emotional value to the community. 

The quote alludes to the fact that a train station remains present even when there are no trains actively passing through its tracks. I think of this and how it applies to the ancient church in my hometown. The church, which has been present for generations, does not ‘disappear’ when someone leaves the community. The church is still there and remains an integral part of the community’s history. Just as I left the community for school, the church has not disappeared, and it still offers an array of different symbolic representations to residents of my hometown.  

With the example of the church in my hometown, I am trying to communicate that history, and its relevance does not dwindle when it is not actively being consulted. Just as the train station does not disappear when a train has passed its tracks. The train station remains present, and its relevance is still accurate. 

This quote can also be applied to an individual’s life. For instance, if you associate a person with the train, it continues on in its tracks. Despite continuing on in its tracks, it does not mean that the subsequent and upcoming stops are any more important than the stops it has already visited. The previous stops on the train’s route should not be forgotten as they hold historical significance and have contributed to the trajectory of the train (or an individual’s life).  

What does this mean for nature interpretation? I think it is important to consider the historical significance prior to interpreting nature. Just as a train station is not forgotten when a train leaves its tracks, the relevance of somewhere remains the same despite it not being thought about.  

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Blog Five: How has your ability to interpret nature evolved through science?

After reading through this week’s content pertaining to nature interpretation through science, I am inspired to blog about how my personal ability to interpret nature has been influenced by science.  

Science has always been an integral part of my life. I have always been fascinated with biology, especially plant biology. The earliest memory I have of being fascinated with plants is when I chose to bake a cake and decorate it as a plant cell for a school project in the eighth grade.  

Although I am currently a biological science major, I have shaped most of my university career around taking plant biology courses. This includes botany, ecology and horticulture courses.  

Science allows for a much clearer understanding of nature and serves as an explanation for some of the observations we make as interpreters. For instance, you might be observing a thunderstorm through the window of your house and notice that lightning is only striking the tallest trees in the area. This observation, although enough on its own, can be explained scientifically.  

Typically, the tallest trees are stricken by lightning because they are the tallest objects in the sky. These trees act as lightning rods and enable the lightning to become grounded with the path of least resistance. This is why you might not observe lightning striking smaller trees. This is because there would be greater resistance as the lightning would need to travel further in order to access the smaller tree, thus creating a greater path of resistance.  

In my personal experience, I have found myself looking at the flowers of different plant species and noting the differences. I can use my plant knowledge to understand these observations and the differences I have noted. For instance, the flowers which are long and slender, have an inferior ovary while the flowers that are shorter and wider have a superior ovary. Through my education in science, I know that the purpose for these differences in ovary location is relative to pollination success. 

I have also found myself dissecting bisexual flowers to determine the floral parts. This includes the corolla, calyx, androecium and gynoecium. The corolla is the collection of sepals while the calyx is the collection of petals. The androecium refers to the collection of stamens which are the male reproductive organs within the flower. Each stamen includes an anther and filament. Whereas the gynoecium refers to the collection of carpels which are the female reproductive organs within the flower. Each carpel includes the stigma, style and ovary.  

Prior to having the scientific knowledge that I now have, I would still be able to make observations but would lack the scientific understanding to conceptualize these observations. Science has enabled me to better interpret the observations I make about nature to the point where I can understand what I am seeing, feeling, hearing, touching or smelling. Additionally, science has enabled me to be a better teacher to my audience whom I may be trying to educate about nature.  

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

Some of the most common art forms are expressed through photography, singing, painting and dancing. It is evident that art can be presented in various forms. Similar to nature, art is unique in the sense that it is open to interpretation. The way that one person perceives an art piece might be different from how another individual perceives it. Likewise, the way one person perceives nature might be different from how another individual perceives it. For instance, one person might interpret seeing a snake as a rare sighting, whereas another person might interpret this sighting as a danger and reason to flee the scene.  

As mentioned in week four’s content, it is essential for nature interpreters to be aware of risk, both positive and negative. Nature interpreters who intend on immersing their audience (and selves) in nature need to especially be aware of risk. That is why it is important to consider low-risk activities as a nature interpreter. Activities such as photography are low risk and an effective method to engaging an audience with nature.  

Photography and poetry are my own personal means of using art to interpret nature. If you were to look through my phone, you would find several poems pertaining to nature and even more pictures of nature.  

The best pieces of art, are those that evoke an emotional response within the audience. Whether that emotional response be anger or happiness, the effectiveness of an art piece is only as true as its ability to portray an emotion.  

Environmental documentaries are a prime example of using art to interpret nature. The combination of photography and instrumental music evokes a certain emotion. The audience might forget the content of the artwork, but they will never forget the emotion that they felt in that moment when experiencing the artwork. That is the beauty of art – you might not know what you are looking at, but you know how it makes you feel. For instance, a documentary might play a clip of polar bears jumping from ice block to ice block as a result of the melting iced caps. This cinematography, in conjunction with the music, evokes a response within the audience.  

Photography and poetry alike enable the audience to engage all five of their senses: taste, touch, smell, sight and hearing. In order for art to be an effective tool within nature interpretation it is essential that it captures the audience’s attention, conveys a message and evokes the “gift of beauty”.  

The textbook references the “gift of beauty” which essentially means providing the audience with the opportunity to take appreciation for the ‘full picture’ of the art. In my own personal defintion, the “gift of beauty” means appreciating the small details within the artwork. For instance, this might mean appreciating the specific hue of a flower petal and understanding that it is more than a decoration. The colour of the flower petal is what attracts pollinators which assist in reproduction for both the plant and the pollinator. This detail, although minute, is very important and often overlooked.  

The "gift of beauty" is what is at the core of nature interpretation and artwork.

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Prompt 3: What role does “privilege” play in nature interpretation?

Privilege is a difficult term to define as it can apply to several different aspects. Whether that be privilege in terms of nature interpretation or privilege in terms of culture. In its entirety, privilege is essentially synonymous with advantage. Someone who is privileged is someone who has an advantage over another individual or group of individuals. I would define privilege within nature interpretation as an individual who has the capability to better understand nature due to their exclusive experiences. This privilege may come in the form of education, culture and/or accessibility to resources.  

In terms of education, one individual (or group of individuals) may have been privy to a more immersive educational experience. It is this immersive educational experience that puts this individual at an advantage; making this person privileged. I can use myself and my closest friend as an example to better illustrate the concept of educational privilege in terms of nature interpretation. As a university student who has taken several environmental science courses, I have had access to information about nature interpretation that my closest friend has not specifically had. It is through my exclusive experiences and education, that makes me better equipped to interpret nature. I am privileged in comparison to my closest friend who has not had the opportunity to go to university.  

In terms of culture, an individual who identifies with a particular ethnic group may be privileged in comparison to another identifying ethnic individual. For instance, I am a white and cis-gendered male individual. I have not had the same experiences with cultural adversity and discrimination that my culturally and ethnically identifying friends have had. This puts me in a position of privilege as I do not experience the same adversity that my friends do as a result of being a white and cis-gendered male.  

How does cultural privilege tie into nature interpretation? Well, the colour of my skin has never held me back from being able to experience nature as it has for other people. For instance, I am a free individual. I can go outside and make observations without the fear of retribution or discrimination. Whereas individuals in other societies might not have the same privilege to do so.  

In terms of accessibility to resources, one individual might have better access to resources than another individual. These resources could be educational resources or interpretive resources. For instance, I might be teaching a group from the community about the long-term effects of climate change. I might assign a reading from a journal article which helps to better illustrate the concepts I am teaching. However, this resource might cost money. This would put the students who have the funds to spend towards the article at an advantage over the students who do not have the funds to purchase the article. Although this is a very specific example, it helps to illustrate that it is important to be aware of privilege as an individual and as a nature interpreter.  

It is essential to consider the diverse experiences of all individuals and understand that sometimes we might be coming from a place of privilege in comparison to our audience.  

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Prompt 2: Describe your ideal role of environmental interpreter. What might it entail? Where could it be? What skills might you need? 

An environmental interpreter has a distinct role in society and aims to translate concepts pertaining to the environment to different audiences using an array of different communication methods. Just as a linguistic interpreter might translate English into French for a francophone, an environmental interpreter does the same thing but uses information pertaining to nature. 

Just as mentioned in this week’s content, there are various different types of learners. There are visual, tactile and auditory learners; all of whom understand information using different methodologies. For instance, I am a visual learner who prefers to have information presented in the form of visuals as opposed to text.  

Despite being a visual learner myself, my ideal role as an environmental interpreter would be to ensure I am a teacher who integrates all three learning styles into their teaching methods. More specifically, this means it would be necessary to approach my teaching with the notion that individuals learn differently from one another.  

Ideally, I would need to be adaptable and ready to change teaching styles in an instance. Especially if the engagement I am receiving in response to my teaching is very minimal. This would be an indicator that my target audience is not understanding the concept I am teaching. Engagement is a substantial teller for understanding.  

An example of when I might need to adapt is if I am explaining a complex concept, such as climate change. Due to the complexity of the topic, I might need to communicate the information in an easier-to-digest fashion to ensure that my target audience is engaged. This might entail using different tools and resources.  

I would also need to be succinct and a strong communicator. Being succinct would ensure I do not overcomplicate a concept, while being a strong communicator would ensure that I am able to convey a message without needing to provide too much context.  

When picturing myself as an environmental interpreter, I see myself working at a provincial park or nature reserve within Ontario. I see myself surrounding my target audience in the nature to which we are specifically speaking about. If I were lecturing about the natural escarpment that separates Milton and Guelph, I would ensure I immerse my target audience in a trail-walk experience that provides the most context and information. I would cater to the learning styles of all individuals. For those who are auditory learners, I would lecture along the trail-walk and ensure to include very interesting facts. The use of interesting facts will help the audience to retain information. As for my visual learners, I would ensure I show very specific landmarks that are related to the concepts I am discussing. Doing so will help the audience to make self-to-world connections and will improve the retention of information. For the tactile learners, I would ensure I include lots of exploration. 

Furthermore, I see myself creating specialized sessions that are catered to different audiences. This ensures optimal retention of information. For instance, if the target audience is a group of children, I would discuss less-complex concepts. Whereas if my target audience was a group of undergraduate students, I would provide more scientific explanations of natural phenomena of the environment.   

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Interpretative Blog #1

I share a unique relationship with nature that has changed over the course of my twenty years of life. Over time my relationship with nature has deepened and my understanding of nature has broadened. When comparing my adult views of nature to my adolescent views of nature, I have gathered that with age my appreciation for nature has grown.  

For instance, I previously remember despising the winter season because it brought forth bitter cold weather which I would have to brave on my walks to school in the morning. However, in my adult life I have come to appreciate the winter season. In particular, I have developed an appreciation for snow. Snow is incredibly fascinating to me because it is in and of itself water but possesses the capability to absorb sound. Despite the business of cities, this is why it is especially “quiet” during a snowstorm.  

The observations I have made in nature through exploration have enabled me to apply my knowledge of scientific concepts. More specifically, I have been able to apply concepts such as ecology, evolution and climate change to observations I have made in nature.  

The textbook references “a sense of place” which refers to the thoughts and feelings that an individual possesses towards a specific landscape. These thoughts and feelings are multidimensional and influenced by an array of distinctive factors. These factors might involve personal experiences, cultural significance and/or spiritual significance among other factors.  

The earliest memory I have of “a sense of place” is my cottage in the Haliburton Highlands of Ontario. The rocky landscape and dark grey lake which the cottage is situated upon is especially important to me.  

As mentioned above “a sense of place” can be influenced by personal experiences. As the interpreter, my personal memories of playing with my cousins helped me to interpret this landscape as home. My “sense of place” was also influenced by historical significance as my family has owned this property for four generations; making this landscape incredibly significant to my family.  

Additionally, the cottage has spiritual significance which has contributed to its “sense of place” within my experience as the interpreter. My grandmother believes that the lonesome loon which cruises by our cottage in the summer months is her late brother that has been reincarnated. This type of thinking has led me to believe that my ancestors, although no longer alive, are still close to me. 

Oftentimes when people reference “nature” a specific landscape comes to mind. Although nature does include the landscape, it is important to remember that nature also includes the abiotic and biotic elements that interact within that landscape. 

Through my understanding of scientific concepts, my interactions with nature and interpretations of natural concepts have evolved. I am now much more connected with nature than I have ever been in my entire life. I hope to continue to nourish my unique relationship with nature.  

Through writing this blog I am curious to know if one’s “sense of place” can change throughout the lifetime? Additionally, I wonder if my sense of place will change as I continue to age?