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Looking Ahead

This is my last semester of my undergraduate degree. I have switched majors three times, going from a BA in English, to International Development, and finally to a BSc in Wildlife Biology and Conservation. I have spent the last five years studying and taking courses from all of these disciplines, and I truly feel like I have accumulated vast amounts of knowledge from all three areas. And out of all the courses I have taken (trust me, there's a lot), Nature Interpretation was by far the most inspiring and meaningful, and I'm grateful to finish my degree with this course in my final semester.

As someone in STEM, I'm used to looking at facts. Whether it's completing my own experiments, or reading other's research, I am drawn to conclusions and results. I'm lucky that I have been given the resources to understand scientific literature and apply these facts to the world around me. Five years ago, in my first year as an English major, I don't think I would be able to say that. Learning the ins and outs of Nature Interpretation has allowed me to fully grasp how important this is, but it has also allowed me to gain an appreciation for scientific accessibility. Nature interpretation offers a pathway of accessibility to scientific information that otherwise might not be readily available. Nature interpreters have such an important role in the scientific world, as they are the ones who convey the science to others. This exchange of information allows for collaboration that could improve society's relationship with the natural world. This course has made me appreciate this, and I'll carry this appreciation with me after I graduate.

Reminding myself of the importance of accessibility in STEM helps me to establish my personal ethics. I know how it feels to be so interested in a topic and yet know nothing about it, and feel like it's too difficult to learn. I am lucky that my university education has helped me in this aspect, but I know that not everyone has this opportunity. Reaching as many people as possible to spread scientific awareness of our natural world is important to me, and I hope that as an ethic this will remain an important part of my life and career. Learning about the importance of nature interpretation has established this ethic in the foundation of who I am as an interpreter.

As I enter this next chapter of my life post-graduation, I have to remind myself of my responsibilities as a nature interpreter going forward. Outside of university life, I will have the opportunity to reach more people and share more knowledge and experiences. I am looking forward to working jobs and volunteering in spaces that give me these opportunities.

I talked about the responsibility of keeping STEM accessible, but there is more to the story. I am privileged to be able to go outside and hike in nature, or two buy a plane ticket and travel to a new location. I know this privilege does not extend to everyone, and it is my responsibility to help others establish these connections with nature in any way that they can. I want everyone to find a space in nature that they can connect with- something that is special just to them.

My childhood best friend, Maya, works as an educational guide in Ontario. She often tells me stories about high school students that she takes on guided hikes, who have spent so many of their teen years inside, partly due to COVID and partly due to technology. It makes her so sad to see these teenagers bored by nature, and unable to connect with it, as they would rather spend time on their phones. I feel sad as well. And I feel like I have a responsibility to help that generation form connections with nature. We were all teenagers once, and teenagers are stubborn, but I haven't given up hope. When people like Maya and I, and you (my fellow nature interpreters) work together to help people experience the natural world, I think we can heal the world around us by forming connections.

Maya and I, 2019

When I think about how I will approach my role as a nature interpreter, I think it comes down to encouraging people to find out what fascinates them. I want to encourage curiosity and for people to be eager to learn. I want to bring people outside and show them just how much we depend on the natural world so they can connect and develop their own fascinations. What I'm interested in may have no impact on someone else, but maybe it will spark an inquiry elsewhere. When people are curious, they observe their surroundings more in depth, and are constantly coming up with thoughts and ideas. From a nature interpretation standpoint, curiosity could allow people to actively engage with the natural world, instead of just being in it. By approaching interpretation as a way of fostering this curiosity in people, I hope to spark creativity in those around me.

When people are encouraged to learn more about their natural surroundings, they are also more confident in their ability to conserve them (Merenlender et al. 2016). This is an important step towards environmental conservation, and this confidence can be achieved at any age. While it is important to start teaching people about the importance of our environment at a young age, we should not neglect those in high school or older, as it is not "too late" to spark their interests.

In conclusion, I hope that I am able to use my personal ethics as a route to actively pursuing my responsibilities as an interpreter. Throughout this course, I have been able to reflect on what being a nature interpreter means to me on an individual level, and it boils down to these three points:

I want to be someone who conveys scientific information in a way that is accessible to people of all ages/ backgrounds

I want to encourage curiosity and spark interest in others, in the hope that they will find something they are passionate about and pursue it

I not only want to share information and experiences with others, but I also want people to share things with me. We all have so much to learn from one another, and every day we interact with new people. I want to learn from these interactions.

I have truly enjoyed reading everyone's blog posts this semester. I have learned a lot, and have much to reflect on going forward. I wish you all good luck with your schooling and future endeavours!

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

lgmenvs3000w23

Hey,

What a unique perspective! I love the way you were able to view this course through a ‘bifocal’ lens. Science communication and making STEM accessible is something I’m really passionate about. Although admittedly, it’s still something I need some practice at. But you’re right, this course really allowed us to delve into bridging the gap between science and the public through nature.

Sometimes I forget, as someone who’s never had a specific aptitude for science, but has always been drawn to it at least, that although I think science seems inviting, the vast majority of people don’t. I’m reminded of this when my animal biology roommate and I discuss our day’s learnings in front of our other roommates. But it’s afforded us the opportunity to practice using inclusive language and do our best to make sure everyones on the same page.

Sometimes I forget that most people don’t take science courses beyond grade 11. This is something we focused on, in a very different way, in my science fiction first year seminar. A lot of people get their science beyond highschool from things like science fiction. An example is how many people watched Contagion at the start of the pandemic. I think nature interpretation is a unique way to get people outside and do some great scientific communication.

Overall, I think you have a really unique perspective on it, and am excited for where you’ll take these learnings post-degree!

Cheers,

Lauren

kalenvs3000w23

My Future as a Nature Intepreter

Until this semester I had honestly never heard the term “nature interpreter”. I read the course description for this course and I thought it sounded interesting. I wanted to try something different and did not know what to expect. I have been very pleasantly surprised by how much I have enjoyed this class, and I now do feel that I have a thorough understanding of what it means to be a nature interpreter and how I would personally approach nature interpretation.

One of the first blog posts that we did in this class had us reflect on our privilege. This was a really eye opening experience for me. I knew that I held a lot of privilege in the sense of my ability to get a good education and live in a nice place etc… However I had never really thought about how privileged I am to live in a place where I can frequently immerse myself in nature, as well as the privilege I have to be able to travel and experience new places. Also the privilege that I have the time and can afford to take time to go outside for hikes or go to my cottage. This is not something that can be a part of everyone's lifestyle, and this is a privilege. In the textbook they discuss the importance of getting to know your audience as much as possible in order to maximize their experience (Beck, 2018). This includes information regarding the audience members privilege as this may impact the approach that you need to take. Privilege covers a wide scope of things ranging from gender to race to income to even geographic location (Beck, 2018). Personally if I get a chance to go forward as a nature interpreter one of the main things I will take from this class is I need to try and learn about my audience so I can cater the experience to their needs. This is a very important aspect of my personal ethics in regards to nature interpretation.

I need to not just know my audience for the sake of taking into consideration varying privilege, but also in regards to audience members' age and varying learning styles. I have learned a lot from trying to make two podcasts with the same topic for two different age groups. I have learned that age is a huge factor when considering how you want to go about talking to your audience. The textbook discusses the need for balance when presenting to an audience (Beck, 2018). There needs to be a balance between the information that is being given and the fun aspects that will keep your audience engaged and the information (Beck, 2018). This balance is going to be different for children vs adults and this is crucial. Also it is important to recognise that different people have different learning styles (Beck, 2018). Personally going forward I will try and incorporate aspects that benefit people who are hands-on learners, learn audibly, and learn visually (Beck, 2018). I think with a little bit of creativity this can be done in most settings.I was not able to have a visual component in my podcast but I do feel that we made sure to have parts supporting the other two learning styles. It is important to my personal ethics that all people with all learning types can take something away from the experience.

I also think as a nature interpreter I will hold a lot of responsibility. First of all I think that I am able to effect change with my role as a nature interpreter, and I need to try and take advantage of this to make a positive impact. In the textbook it says, "By following the guiding principles of interpretation the recipients of the interpretation are more likely to be moved by their experiences and will recognize, more deeply, both their privileges and obligations toward the planet, therefore making it a better place"(Beck, 2018). I am personally very passionate about the environment and trying to make small changes to help our environment. I think that as a nature interpreter I have the responsibility to try and help educate people on what is going on with our planet, and what small changes we can all do to help our environment. I also think as a nature interpreter that is leading a group of people I hold the responsibility of making sure that everyone feels comfortable. The article that discusses unpacking our invisible backpack goes into detail regarding the importance of making sure that everyone from all cultures and all backgrounds feels welcome (Gallavan, 2005). It is my responsibility to treat all members of my audience equally and with kindness. It is also my responsibility to ensure that this is the standard within my audience members as well. Both of these responsibilities are in line with the personal ethics I value and want to hold myself to.

Overall I think that the idea of bringing a group of people together to hopefully inspire them and have them take something away from our time together is a really beautiful thing. I hope that as a nature interpreter I can adequately account for varying privileges and make everyone feel comfortable and welcome, as I would say this is what is most important to me as far as my ethics go. I also hope that I can inspire people to have an open mind and truly be impacted from the experience. Perhaps audience members will even be inspired to make changes regarding the health of our planet. I hope that I can create an environment where my group feels open to share experiences and stories, so that I too can learn and grow.

References:

Beck, L., Cable, T.T., & Knudson, D.M (2018). Interpreting Cultural and Natural Heritage for a Better World (1st ed). Sagamore Venture.

Gallavan, N. (2005). Helping teachers unpack their “invisible knapsack”. Multicultural Education. 13(1): 36. Retrieved from https://go-gale-com.subzero.lib.uoguelph.ca/ps/i.do?p=AONE&u=guel77241&id=GALE|A137921591&v=2.1&it=r&sid=AONE asid=9fe2f151

lgmenvs3000w23

Hey,

Great final post! I feel like you did a really good job summarizing what we learned this year. More specifically, the aspects applicable to how we approach the job. In hindsight, I think it was wise we read the ‘invisible knapsack’ article early on. I feel a lot of things in this course, and a lot of the concepts you mentioned fit this analogy. You’re right, it’s important we acknowledge these things on the job and otherwise in life. A lot of my big takeaways have been related to this topic. I can only speak for myself, but I am not from a historically marginalized or underserved group. I have had every advantage in life, and so sometimes it’s good I take a step back and consider how things could be different if I weren't. In terms of nature interpretation, it affects everything, from how people use interpretation, read signs, and approach parks and outdoor spaces or activities. It translates into different things we should all be doing to make everyone feel comfortable. Beyond the invisible knapsacks, we should also remember how to accommodate different learning styles and age. These are honestly a lot of complicated things to keep in mind while we’re actively delivering interpretation. I think that’s part of why the course was so useful; it’s given us the time and place to consider these things for the future. I hope you’ll get to use your learnings to make some positive change!

Cheers,

Lauren

Values in Interpretation

Although I think in a lot of ways kids like me have always been interpreting nature to those around us, whether they solicited it or not, I have my first official nature interpretation job this summer. I’m really happy I had the forethought to take this course. Despite it being full, I made sure to sign the forms and send the emails to get in, as I knew in the long run it would be a really relevant course to my success in the workplace. And not to toot my own horn, but I was right.

I think as I’ve gotten older and busier, the value I’ve placed on being outside has increased. For me at least, I know the more time I spend outside, to a certain extent really influences my wellness. However, in combating the younger generation's potential 'nature deficit disorder', I have to keep in mind that the way I feel about being outside does not necessairly apply to everyone (Beck et al., 2018, chapter 3). Before this course, I would probably have made a blanket statement that everyone would be better for spending more time outside. But I feel like one of the big things I learned was about considering people’s ‘invisible knapsacks’ (Gallavan, 2005). Although I will always encourage others to get outside and step a bit out of their comfort zone, some people I encounter may have good reason to be apprehensive. I now have been reminded that certain marginalized or underserved groups wouldn’t feel the same as me when going to a national park. That they may have more to worry about than I, like discrimination, being able to read signs, or not being accommodated in other ways. In the same vein, Professor Hooykaas described an outdoor trip she led with youth where she eventually had to come to the conclusion that this was less in the youths best interest, and more what adults in their lives thought they needed (Hooykaas, 2023). Although I have to live my values, I have to remember to lead by example and others may match me, instead of bestowing my values upon others.

I see myself less as a lecturer of the early days, or a camp counselor running games (Beck et al., 2018, chapter 1). There is definitely a place for those roles in nature interpretation; these interpreters were present in some of my fondest interpretation memories as a kid. But I see myself thriving on trail walks back home. Where we don’t go to see one specific, grand thing; like to a canyon or waterfall. I’m great at finding the magic. Maybe we stumble upon a banana slug. As a kid, my mom always had us do this fun thing where we gently touch it with one finger, and then pick up pebbles by just touching that finger to them. Perhaps we flip a log and find a termite. But it’s not just simply a termite. It’s a social insect, like a bee. And it has special creatures in its gut that lets it eat wood. It’s not just a bug; nothing is. Perhaps a liquorice fern is growing on a rock, and we pull off a piece of the rhizome, and get to smell why it’s named as such.

And this role I see myself in is truly aligned with my values as an interpreter. The only places with value are not the few grand national parks. They’re small parks in your neighbourhood, or the corner of bushes in your schoolyard.

People love and want to protect what they know. If they don’t get outside and see these places, they won't feel the need to stand up for them.

I think a lot of people can wrap their head around the grandeur of major natural processes, like migrations. They’re tangible, easy to see. Like that of monarch butterflies, or salmon. But it’s exposing people to the small that I find myself driven to do. The things I need my glasses for. Or the things I can’t see at all; the soil, groundwater, insects. There are things that a few months ago, I didn’t even know to look for. Until someone pointed them out to me, I’d pass them by. This is where I see myself going in terms of my interpretation. There are things that often only locals, or dedicated naturalists know to seek. But I want to pay it forward, and share these things with everyone I can, because if everyone can experience the magic of small things, maybe they’ll learn to care more for their surroundings. There may be magical things there too that you just didn’t know how to find.

My other prominent outdoor value is leaving no trace. In outdoor school, this is a value that was really central to the program. It manifested in minimum impact camping. This meant being really persistent about everyone using the same greywater hole, packing out toilet paper, and not leaving a single grain of rice on the trail as food scraps. This is because going outside in the way we do, venturing into less disturbed areas, wouldn’t be sustainable if we were desecrating them with each visit. When possible, outdoor areas should be left better than you found them. If this means picking up a wrapper on a trail, or cleaning up someone’s whole campsite, it’s my opinion you should pick up the slack to safeguard the privilege of being there for everyone.

Overall, this course has been really eye opening. It has made me recognize my privilege, and what others bring to the table. It has made me consider discrepancies in access to the outdoors and interpretation. It has also given me a lot of tools to plot me on a better course to sharing and communicating environmental science with others.

I’ve really enjoyed sharing this process with the class, and hope you enjoyed my final blog post!

Cheers,

Lauren

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

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

Hooykaas, A. (2023). Unit 3: Risk versus Reward Interpretation. Courselink content. https://courselink.uoguelph.ca/d2l/le/content/791355/viewContent/3306928/View

acmenvs3000w23

Unit 09: Sense-Making of Nature Interpretation

“Fire is the devils only friend” is one of the lines in Don McLean’s song American Pie. First off, I love this song. Secondly, I think that line is partially wrong. Fire is the devil’s favourite friend. His other friend being humans. Humans do the work for the devil. By this I am referring to the fire suppression paradox. The fire suppression paradox is explained in the following:

The fire suppression paradox can be a good thing if it is used properly. For example, we supress fires that are in national and provincial parks for the safety of its visitors. Another example is supressing fires around farmland. Farmers cannot risk the loss of their crops. They need the crops to have an income and survive. However, with the fire suppression paradox in mind will this result in a build-up of uncontrolled fires that will have a larger affect in the future then letting fires take their natural course. On the other hand, many people also think that we should never interfere with fires. What are your thoughts on the use of fire suppression? When should we use it? When not?

Furthermore, the fire suppression paradox depends on forest type. It was found that fine fuels (twigs, branches, needles, grasses) determine the intensity of the flaming front. However, fine fuels only increase in abundance every 25 years. The problem is that levels of fine fuels in stands versus downed stands were very similar. Meaning as forest age they are not becoming more flammable. Instead, forests are maintained by fire. Forests that have an open canopy allows for more seeds and species to germinate and survive on the forest floor. This results in more grazing which creates more surface fuels leading to surface fires. While closed canopy forests that have little understory vegetation and more prone to creating latter fuels which allows for fires to climb trees. However, this can vary depending on the different age canopy classes. As a result of this the fire suppression can only be used in open forests. Would other forest types differ?

The use of fire is more ancient than one may have thought. Aboriginal cultures in western Washington have used fire for more than one thing. First off, they used fires to creates the perfect foraging lands for elk and deer (Norton, 1979). However, more interestingly is that they used fire to create starch and fibre (Norton, 1979). Most starches and fibres cannot survive fires. However, Bracken is a fern that dies back in the fall and when fire does occur the root system is not harmed by fire (Norton, 1979). The root systems can then be used as a flour substitute in cakes and breads (Norton, 1979). It was a major part of aboriginal cultures in western Washingtons dietary needs. Aboriginal cultures learned how to both create fires and supress them when needed. If we can control fires, I believe that we can still use the fire suppression paradox, but we need to still consider forest type and duration of the fires to prevent the build-up of fuels. What are your thoughts?

Aaron

Norton, H. H. (1979). Evidence for Bracken Fern as a food for Aboriginal peoples of Western Washington. Economic Botany, 33(4), 384–396. https://doi.org/10.1007/bf02858334

lgmenvs3000w23

Hey, Aaron, I really liked your post this week!

You definitely caught my attention with the American Pie lyrics. But where you went from there I couldn’t have anticipated. I’ve never seen any information like this about forest fires before. I wasn’t really sure what factors added to the severity or likelihood of the fires. And I thought the figure was really helpful!

Being from Vancouver, we’re not generally in danger from forest fires. But they definitely occur close by. At least a few days each summer, we’re completely socked in with smoke from interior BC. Elders and the immunocompromised are told to stay inside, and fieldwork is cancelled for health concerns. It’s strange; we know the fire is happening, devastating people's homes and communities, and yet it’s cold out where we are. The smoke is so thick it blocks the summer sun. In the interior, away from the rainshadow of the mountains and Pacific Ocean, it’s much drier. Trees become few and far between, it’s mostly dry grasses, and elk and deer roam. In 2021, a town burned down so fast the firetrucks couldn’t even pull out of the station. And so as a biologist, and as a resident, I feel myself doing a kind of mental gymnastics. On one hand, I know forest fires are natural. Certain things depend on them, and to a certain degree, there’s a cyclic nature to it. But I also know that maybe the rate at which they’re occurring, and why they're starting, isn’t. As a scientist, I’m intrigued. And as a citizen, I’m horrified. Going forward, I’d like to educate myself on the topic more, and I plan on using this as a diving off point!

Thanks,

Lauren

The Magic of Salmon

As I always start these, ‘being from coastal British Columbia’, I think salmon are some of the most powerful and important things in nature. We always learned about them growing up - through interpretation at outdoor camps and in school - we learned how important they are not only to the entire ecosystem, but to our culture. Even without the scientific component, salmon are able to travel so far inland on their return migration, they’ve been feeding entire communities all over the province for as longer than stories have been passed down.

Inland riparian ecosystems have a big issue with nutrient deficiency. Naturally, gravity drives the process of moving things downstream. This pertains to water and debris, and in the same vein, nutrients. You can imagine this like throwing a handful of sand into a river. That sand is, at some point, going to make its way downriver and eventually, in our case, to the Pacific ocean. This is the same of different chemicals like nitrogen. Habitats near rivers tend to lose a lot of their chemicals to this process. Part of what’s so powerful about salmon migrations is how their death post-spawn brings a lot of these nutrients back. Salmon are semelparous, meaning they spawn once in their lifetime. But their death is nowhere near the end. Their bodies bring a surge of nutrients and energy back to these ecosystems so starved of them. And the benefits don’t stop at fauna; they just radiate out from here. Carnivores, from bears, wolves, eagles, and raccoons, often pull the carcasses into the forest to eat. With such a plentiful food source, they often choose just the most energy dense parts to eat, the brain and ovaries, and leave the rest. This is where the magic happens. Salmon put on 99% of their mass at sea. The mass left behind by the carnivores is packed with marine nutrients. Sitka spruce take 87 years to grow 50 cm in diameter near a salmon stream, whereas those far away take over 300 years to grow the same amount (Naiman et al., 2002). We can find stable isotopes that are only derived from the sea in the trunk of these trees.

Another exciting thing is although millions and millions of dollars have been spent on salmon research, there’s still a lot we don't know. One of the biggest mysteries is tied to tracking them. Salmon on the West coast of North America all hatch in their natal stream in the winter, and on their first or second spring, they migrate out to the ocean. This might be a short track out to the ocean, or a long journey, before their next multi-month migration toward Alaska.

We have found in studies that certain salmon swim in a counterclockwise circle in the space between Alaska and Russia, but that's about all we know. It’s extremely challenging to do research in a tumultuous place like the Bering Sea. This means simple trawl surveys are generally off the table. Many people would then assume tracking devices could be used. But the problem with this is trackers have to ‘ping’ off something. And the salt water majorly decreases the distance that can be between the tracker and the buoy. Mark recapture studies have been done - where you visually tag a salmon in some way and then note where they are captured again. But this is really all we’ve got! Science also doesn’t quite know how they find their natal stream, or how they know when to leave so they all arrive at once. Theories have to do with magnetic fields in the earth's core, and length of day. At this point, salmon are just a force of nature, and I love all that comes with it.

Naiman, R. J., Bilby, R. E., Schindler, D. E., & Helfield, J. M. (2002). Pacific Salmon, Nutrients, and the Dynamics of Freshwater and Riparian Ecosystems. Ecosystems (New York), 5(4), 399–417. https://doi.org/10.1007/s10021-001-0083-3

*note - most of this comes from learning in elementary/high school over the years and therefore is not specifically cited

mecenvs3000w23

Unit 07: Nature Interpretation Through Music

Music can be defined as “patterns of sound varying in pitch and time for emotional, social, cultural and cognitive purposes” (Gray et al., 2001). When paying close attention to our surroundings, music can be found just about anywhere including in nature. For me, the obvious comes to mind first like the sound of birds chirping, waves splashing, fish jumping, and the wind blowing around us. When I reflect more specifically on my relationship with nature, the music I hear includes the sound of a canoe paddle slapping the water, my hammock blowing in the wind, a fire crackling, the creaking of the dock as waves pass below, and the sound of a loon call across the lake. All of these sounds essentially make a beautiful song that reminds me vividly of being outside in nature and enjoying the things I love. Additionally, we must not forget about the calming sound of rain, a thunderstorm passing overhead, and even the sounds of various insects. Many, if not all, of those sounds I listed can be found on a common streaming platform like Spotify or Apple music so that they can be enjoyed in the comfort of your own home, or maybe even as you fall asleep at night.

Furthermore, we can often find nature within the music. There are several songs that come to mind that discuss nature; for example, Feels Like Summer by Childish Gambino. Within the song, there is a set of lyrics which states,

“Every day gets shorter than the one before

Running out of water, it's about to go down

Go down

Air that kills the bees that we depend upon

Birds were made for singing, wakin’ up to no sounds

No sound”.

Although this song is not necessarily discussing the ‘good’ parts of nature, rather it’s portraying global warming, it includes aspects of nature within its lyrics. This is only one example of nature being included in ‘popular’ music.

To end, I would like to discuss one song that takes me back to nature, which is Canyon Moon by Harry Styles. Although this might not be an obvious choice as it was not written to be about nature, but rather a past love, when I hear this song it immediately takes me back to nature. Specifically, it takes me back to canoeing down the Barron Canyon in Algonquin Provincial Park with two of my friends. I first heard this song while we were on a backcountry canoe trip in Achray, exploring the Barron Canyon for the first time and I vividly remember the three of us lying back in the canoe taking in the sun and our surrounding while Canyon Moon was playing. I would love to hear what songs take you back to nature!

References

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

lgmenvs3000w23

Hey,

I really liked your post this week! I feel like it's evident you put a lot of thought into it. When thinking about nature sounds, I only thought about pure nature. But for most of us, those aren't things we hear as often. I like that you considered how the biotic interacts with the abiotic; the natural world and the outdoors. Like the way the wind interacts with a hammock, or a canoe paddle and a lake.

Additionally, I liked the song lyric analysis! I had never really listened to the lyrics of Feels Like Summer - I had no clue that’s what I was about! I knew the lyrics about the days getting hotter, but that was it. I hadn't thought it was about anything pressing. I appreciate that Childish Gambino made a song like this with his platform, I just wish I’d noticed what it was sooner!

I’m super excited you talked about your memory with Canyon Moon, because it made me remember mine! I totally forgot about how around when that album came out, I was on a backpacking trip with my friends. We were just intentionally getting lost in the woods on a little island listening to the Fine Line album. I feel like music does a really good job at summoning people's emotions, as it really can immediately take you back. I’m listening to Canyon Moon now!

Thanks for reminding me of that,

Lauren :)

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, and 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.

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Unit 6

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)

This quote has many different components to it and can be unpacked in different ways. For example, defining the language used in the quote and breaking it down is one way to unpack it. Also, looking past the words and finding a deeper meaning can be another way.

We have been taught from a very young age that understanding and acknowledging history is important. Many of us have taken history courses since elementary school where we learned about important events in history. In my experience in these history courses, a personal and heartfelt story is connected to the event. I believe this is because history can be seen as just “ancient”. These stories like Anne frank, humanize the events that have occurred. I believe this is what Edward means by integrity. Humanizing and giving life to old things is a way to keep integrity. I really like how the textbook describes interpreting history. It explains history by giving it human characteristics (Beck et al., 2018). Beck et al., explains that properly interpreting ancient things “breathes life” into the past.

The second half of the quote is very interesting and speaks to the lingering effects that history has. History can include happy and triumphant memories. However, history also includes tragic and unimaginable events. These events in history carry a lot of trauma, hardships, and horrible memories. It is important that we acknowledge and understand that people are still affected by it to this day. I interpret the second half of the quote like this. Just because history is in the past, that does not mean it has to stay there. Edward uses a metaphor with a train to emphasize this. There are people that remember and feel the impacts of history.

Is there anything that I unpacked differently than you? What was your thought process?

I look forward to reading how you all unpacked this quote.

Thank you,

Makayla

Beck, L., Cable, T. T., & Knudson, D. M. (2018a). Chapter 15. In Interpreting cultural and natural heritage: For A Better World (1st ed., pp. 225–243) Interpreting cultural and natural heritage : for a better world. Sagamore Venture.

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Hey,

I feel like you did a good job infusing your own voice and story into this week's post, which is exactly what your post was about! When I was doing my response, the personal stories are not something I considered. However, I think you’re totally right. Without stories, objects are just exactly what they are. A poppy, for example, is just that, and not a symbol from the famous poem In Flanders Fields (McCrae), or something we don annually to remember the events of the past. The poppies represent not only the historical facts, but prompt the telling of stories from those who lived through these times. To humanize history helps us to feel connected with the past, and hopefully in turn to not make the same mistakes again.

Even within our textbook, the point of storytelling is repeatedly made. Every chapter opens with a story (Beck. et al., 2018). It’s this story that helps give the content meaning to me. It contextualizes my learnings. I think this is something we can all carry out in our future, whether we’re doing official interpretation or not. People connect through stories. And whether we’re working in a museum, or just going about our personal lives, we can use stories to educate about the past and inform the future.

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

McCrae, John. “In Flanders Fields”. Punch Magazine, December 8, 1915.

The Nature 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)

Interpretation endeavours to describe what exists today, and how it relates to the past and future (Beck. et al., 2018). This plays into something I’m just wrapping my head around this week; how nature interpretation can go hand in hand with historical interpretation.

The way I’ve been able to conceptualize the aforementioned quote, especially the latter part about trains in a station, is through trees. Back home in BC, we have pretty big trees. Actually, that’s quite modest; they're huge. Although our old growth trees are rapidly being logged, a handful still remain.

The way one thinks about a tree could be that it’s a natural resource. But the way I feel, as an interpreter with my own experiences and bias’, is that any tree has intrinsic value (Beck. et al., 2018). This value is rooted far beyond its commercial timber value. It stretches past its role in an ecosystem. This tree has been around for a long time; it’s ‘seen’ things, and it’s a part of history.

This tree exists now, it certainly existed in the past, and hopefully, it will continue to exist in the future. And to me, this is what links natural history to human history. We can ask questions about its own history, like why is this tree so much bigger than those surrounding it? Why did loggers leave it behind? We can think about world events that occurred while this tree has been growing, both locally, in proximity to the tree, and globally. The trees in Squamish, BC, are thought to be between 1000-1300 years old; this is almost the exact age of the British monarchy. These trees could have been around every single time the crown changed hands.

But what is the “merit in ancient things” (Hyams)? How does one endeavour to put this into words? I think recognizing the merit in things without immediate monetary value is learned. As kids, this isn’t the way we think. When we find a cool shell, we don’t wonder how much we could sell it for; it has value to us all on its own. But later down the line, things change a little. Something old; an antique kettle or a great-aunt’s broach, may be just that to you. But the main thing I feel could change one’s outlook is interpretation. Maybe in school we could be taught the value of old things, but at this time we’re young, and that lesson may be lost on us. But as adults, I think going to a museum or historical site with the right interpretation could change one’s entire outlook (Beck. et al., 2018). We might be open to learning in a different way, with different experiences under our belts. This is where interpretation could make a difference. And it’s our jobs to try.

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

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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!

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Hey Emily,

I really appreciated the direction you took your post this week. I totally get where you’re coming from. I was just discussing this with my roommate, who’s trying to get into vet school this morning. I made the comparison that being in university, in a program related to something we’re excited about, at least deep down, has some similarities with being a college athlete. Or really anyone who’s been doing something like that for many years. When you start, you love it; it makes you happy. And for a while, you pursue it as much as you possibly can, hungry for more. But then one day down the line, when you’re a student athlete, you realize you’ve slowly come to dread going to practice. That you no longer have that spark for it anymore, perhaps because you took something you enjoyed and made it something with parameters and expectations. Often I feel they manage to get that spark back; it just takes some effort to find what they loved it for in the first place. This is, to some degree, how I feel about science and learning. I used to do it because I just had a hunger for scientific knowledge. Nothing crazy; I wasn’t reading about cell differentiation in grade 6 or anything, but I absorbed animal facts like a sponge on my own time and was eager for more science classes in school. Fast forward, and we’re all trudging through our classes and work, just trying to make it out alive. I try to jam the minimum amount of information into my brain that I need to do well, because when you multiply that amount by 5 classes, I’m in overload. And every so often I pause, and try to identify when it got like this. How am I so exhausted by something I once loved? Something I was so hungry for? But it’s in moments like when my evolution professor spoke about her intertidal research, that I get that sparkle in my eye back. Hearing her talk about something she’s so passionate about, and something I’m interested in, as opposed to something like the parsimony principle, for just a few minutes, reminded me of why I’m here, and the way I used to feel. And I believe we can feel that way again. And I'm hoping once you're out of the eye of the storm, and have a chance to slow down a little, you will!

Zooming In - Ontario

I think what drew me to tidepooling, my favourite way to get outside at home, is that if you look close enough, there’s always something there. When I arrived in Guelph, my first time living in Ontario, I saw the squirrels, skunks and birds. Although there was no megafauna other than the horses at OVC, there were lots of vertebrates to be seen. And in the summer, you didn’t have to look too hard; squirrels could be spotted eating pizza crust outside ROZ, or groundhogs on the Bullring lawn.

But something my electives have taught me is that no matter where you go or what you look at, organisms are everywhere. My first science elective was soil science. In this course not only did I gain a deeper understanding and appreciation for soil and how it forms, but the organisms that inhabit it. I had no clue when plants break down, their nutrients are not plant-available. This means other plants can’t uptake them in their current chemical form. All plants need the same few elements; nitrogen, phosphorus, potassium, and lesser amounts of others, yet it's the ratio of these that differ from species to species. That means that if you were to, say, prune your roses, theoretically if you left the clippings at the base of your daisies, the living daisies would have everything they need from the clipped roses. But that's not necessarily true; it leaves out the powerful little workers that make it all come together. Microorganisms; bacteria and fungus, and macroorganisms; like insects and worms, do the heavy lifting. They consume the plant matter, keep what they need, and excrete the rest in a new chemical form, which the living plants are able to utilize. Without these tiny creatures, nothing would ever grow (Lauzon, 2022).

My elective this semester, aside from nature interpretation, is insect diversity. I definitely see the appeal of studying insects; they’re always there. Generally, finding them isn’t even as complex as rolling a log; oftentimes you just need to look closely. They’re in the Bovey greenhouse, the basement of Alexander Hall, and active outside. In the winter, there are snow fleas, and in the spring there are tons of nymphs in ephemeral and permanent ponds in the arboretum. There are the voracious dragonfly nymphs, juveniles of which can be seen capturing stickleback (fish!), and as adults are fierce air to air predators, catching other insects in flight. The ephemeral mayflies, intuitively dubbed Ephemeroptera, can be spotted swimming around as they remain aquatic for the first year of their lives. There are even the giant water bugs, which put their hind end to the surface, trap a bubble under their wing, and as oxygen leaves this bubble more diffuses in. They use it to breathe for up to 10 minutes at a time. Additionally, I’ve learned about things I didn’t even know were insects. What I thought were just little pigment dots on my plants are actually scale insects. They find somewhere to live, and then cover themselves in wax. They then lose their legs, as they no longer need to travel, and live out their life in place. It's actually a cactus-inhabiting species of these insects whose pigment is used for red dye; not beetles (Young, 2023).

I feel what I've learned is to slow down, and zoom in. Ironically, I think to understand these factors helps one zoom out. I believe it will make me a better zoologist to understand what organisms feed on, how they work, grow and develop, and how the interact with other organsims. Learning the innerworkings also helps me step back and more carefully inspect the big picture.

Andrew Young. Various lectures. ENVS*3090, Insect Diversity. Winter 2023.

Lauzon, John. Various lectures. ENVS*2060, Soil Science. Fall 2022.

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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.

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Hey Emily,

I totally agree with how you feel about wetlands. Even within Guelph on my drive to school, I pass boggy areas every day and find myself hoping they get to stay that way for a long time.

This is similar to the way about marshes. Growing up, I never really acknowledged them; I didn’t see them as important at all. I wasn’t able to recognize their value until I began doing salmon field research in the estuarine marshes back home. Not only do I now understand their worth, but I think theyre beautiful. Spending time in the marshes we’d see dozens of great blue herons a day, flocks of endangered sandpipers would form murmurations silently above our heads, and as we trudged through the tall vegetation, we’d find all kinds of flowering hidden treasures. Like you said; I was able to spend time there, and now when I think of the place I have dozens of good memories being recalled, because I was given the time to have experiences there. Before, I’d scroll past a photo of a marsh if it came up on my phone. I probably thought all the sedges just looked like grass. Now, I find myself sending my friends marsh paintings and artwork, hoping it will maybe help them see the marsh the way I do.

An interesting addition to marsh art and media recently is the release of the film ‘Where the Crawdads Sing’. I don’t think a lot of people who didn’t appreciate marshes were willing to read the book to gain that perspective, but they might watch a beautifully shot murder mystery. When I watched the movie, the first line got me; “A marsh is not swamp. Marsh is a place of light, where grass grows in water. And water flows into the sky” (Newman, 2022). And I couldn’t help but feel hopeful that something like this will help people recognize the beauty of these spaces. And I suppose that’s this week's message; that we can write poems, take photos, make songs and do paintings, and it’s a great way to share the beauty of the places we love with others. And that our depth of connection can shine through and influence other people's perceptions (Beck et al., 2018)

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

Newman, O. (2022). Where the Crawdads Sing. Sony Pictures.

You Can Only Love What You Know

Something my grade 11 ceramics teacher said has always stuck with me;

“You can only love what you know.”

She was using it in the context of conservation and the Vancouver Aquarium. While I can’t seem to verify it online, she said it used to be their slogan. And that although we all have differing opinions on zoos and aquariums, how can we expect people to want to protect things they’ve never seen or heard of before?

I think she was right. Kids may grow up to fight for, say, tiger habitat, if they saw one as a kid in captivity and had a formative experience staring at it and having it stare back at them. Or care about whales and vessel strikes if they saw one as a kid in an aquarium, and witnessed how intelligent they were.

Is this to say I agree on having whales, large carnivores, or really any animals in captivity? Not exactly, no. I grew up on the West Coast, and didn’t have to go to Sea World to see cetaceans. But I do believe that for a lot of people, they’re likely not going to have a chance to interact with - and therefore care for and build an attachment to - that animal in the wild.

This ties into chapter 3 of our textbook, in which it was hypothesized inner city kids may grow up afraid of real or perceived danger in the woods, and grow up to destroy that area of perceived threat (Beck et al., 2018).

And so perhaps having zoos and aquariums actually help preserve the natural world. Nowadays, I believe we can achieve a similar effect online. Growing up, I don’t think my parents knew what an Oregon spotted frog was. How could they? How would they find out about it? But now it’s just one instagram post and a google search away from me knowing all about BC’s endangered frog species.

This is all the reason why I share so many photos of the creatures we caught as bycatch the last two summers doing salmon research. We caught them in a patch of eelgrass, which is a wildly biodiverse habitat despite being beside a soon-expanding cargo terminal. But people can only love what they know. I felt my sharing of what exists there was a step I could personally take in order to work towards protecting that habitat. This is often a common goal of nature interpreters; outreach.

(Some of the species above include Chinook salmon, hooded nudibranch, white sturgeon, starry flounder, some kind of ctenophore (look closely!), and penpoint gunnel)

A similar approach was taken in the nineteenth century, when artists took their artwork of America's beautiful landscapes to congress, in hopes it would inspire them to protect these natural areas; and it did (Beck et al., 2018). Creating songs, writing poetry, doing paintings, and taking pictures are all art forms that can spread the message that nature is worth saving, without people needing to live in close proximity to the grandest of national parks. Even we aren’t immune to the awe of these works. In the Gulf Islands of BC, there's a special biogeoclimatic zone called Coastal Douglas Fir. I haven’t spent much time in them, but through fantastic paintings I’ve seen, and photography shared online, I personally have placed value on them, and I feel it’s a habitat we need to preserve. It is hard to encapsulate the beauty of places, things, and species, and being there is always better, but it’s our job to try.

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

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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

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Hey,

Thank you for your post! I think this was a great thing for us to spend some time recognizing, but definitely a harder mental exercise than the last 2 posts.

I really appreciated what you said about physical abilities, and having nothing specific in that realm barring you from participating when you choose to. I found the textbook readings this week very eye opening. I had definitely subconsciously noticed the trends in the demographics of who I see at the campsite next to mine, or on the trails. But it was very interesting to read about different factors that influence people’s ability to participate in nature interpretation. Not just the things that come to mind first; being hard of hearing, blind, or physically handicapped, but also things like having the signs in a language you can’t read, or being illiterate (Beck et al., 2018). It was naive of me to not know the statistic that 54% of adults in the United States can’t read above a grade 6 level, or that in 2023, 21% are illiterate (ThinkImpact). I imagine statistics in Canada are similar.

I in no way mean to call people out, but this week I’ve personally been considering a lot of the things I could do this summer to make my interpretation more accessible. Although I’ll push for things like handicap accessible trails and park buildings, because everyone deserves to be able to spend time in nature if it’s what they want, I’m not sure these are changes I’d be able to make in a summer. But I have been considering things we, as entry level interpreters, can do in terms of print media. How if I’m making signs, although I’m a science student who would probably try and jam a bunch of text in with lots of scientific language, maybe I could focus on infographics that communicate the same ideas. For the text I do include, I’d do my best to have it available in multiple languages. I think because we are privileged enough to be able to take a specific course on the topic, as you mentioned, we are armed with the knowledge of things that inhibit park enjoyment from being spread far and wide. And because of this, it’s our duty to attempt to improve it.

I definitely spun this response in a different direction, but I really appreciated that you discussed that section in your final paragraph! It stuck with me too!

Cheers,

Lauren Mitchell

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

ThinkImpact. Literacy Statistics. https://www.thinkimpact.com/literacy-statistics/#:~:text=Nationwide%2C%20on%20average%2C%2079%25,to%202.2%20trillion%20per%20year.

Askew Opportunities

ENVS*3000 Prompt 3

Biology, in my mind, inherently comes with a lot of privilege; and not just the privilege to see and study some amazing things.

A lot of privilege comes with picking a field in which I, at least, knew there was little potential to be overly financially secure. A field in which an undergrad, and often masters degree or Ph.D is required on job listings. Where positions are “paid in experience”, or where being able to spend a summer not being paid, or potentially paying, to work certain positions puts you ahead.

My mom also wanted to be a marine biologist growing up, but she grew up a lot closer to the poverty line than I. As a result, she chose a degree that led more directly into a stable, moderately paying job.

My greatest privilege was the freedom to choose; to make a choice to do whatever makes me happy, to an extent, without fear of financial failure. It’s something I think about a lot. Many people I know within my parents' age bracket really seem to live for the weekend; they don’t enjoy what they do, and it seems they never did. And I find myself wondering why they would choose to do something they weren’t passionate about in the first place; everyone I’m surrounded by at work exudes passion and enthusiasm about conservation and salmon. But then I have to take a step back and try to remember that most people can’t just pick a degree to pursue, or field to work in, because it seems exciting and interesting.

I understand to an extent it’s simply how the world works, but it’s definitely not something I’m proud of. I explicitly worked my tail off - starting my university summer fieldwork job hours before the sun rose each day, taking on as many additional responsibilities as I could - feeling like I had something to prove. Perhaps I was just proving it to myself, knowing that while I had every option and opportunity, this is what I wanted and I was willing to work for it.

My assumption would be that a similar demographic of people, like me, would work in the nature interpretation field. That old saying comes to mind, ‘if you love your job you’ll never work a day in your life’. I can’t imagine it's a highly paying field. So similar to biology, it seems to be the kind of field you choose based on passion. You pick it because you believe you can make a difference, or because you have something to share. I’d assume that would be fulfilling enough. But it's not a job you pick if you have to support your family, or pay off a debt. So I suppose as we go forwards in the pursuit of either of these fields, we need to keep in mind who it excludes.

rhenvs3000w23

Teaching Learners: My Experience Learning How to be a Nature Interpreter

I am a visual and tactile learner, I enjoy seeing how things work and why things are as they are in real-time. For example, my work at the Outdoor School introduced me to one of my favourite plants, Jewelweed. When I was first introduced to Jewelweed, it was explained to me that it was a friend in the forest. It is named Jewelweed for the way it glistens in the rain, and nicknamed a 'touch-me-not' for the way the seed pods burst when brushed. It was vital for me to know and recognize because it could help soothe poison ivy rashes and bug bites. However, when I was told this, it was winter. The plants were covered with snow, there were no bugs to be concerned about or seed pods to pop.

When summer programming started, new kids arrived at the forest with different levels of personal connection and comfort with nature. My most memorable moment of nature connection came from a rough situation. A 10-year-old boy came to programming in one of the last weeks of summer. On a wander to a nearby creek, he went to explore up a hill and, unfortunately, stepped on a ground wasp nest. He came running back, screaming that he had been bitten by wasps. The bites were already growing and he was becoming paranoid that the wasps were following him. We ran back to camp together to get some water and cool down. I told him I knew just the thing that would help, Jewelweed. Together we crushed up the stems and talked about ways Jewelweed could be used to help itching and pain, how its leaves glimmer in the mist and its bright orange flowers that can be spotted from far away.

When he reunited with the group he took it upon himself to show them how he was able to feel better. He led them to a patch of Jewelweed and they all listened as he explained that the stems are more helpful than leaves at soothing, and how they are capable of magically gleaming.

Through this story, each aspect can connect to the stages of flow learning by Joseph Cornell (Beck et al. 2018). The first stage is awakening enthusiasm, by encouraging teamwork between the boy and I to help him, he was excited to go and look for the Jewelweed with me (Beck et al. 2018). Secondly, is focusing attention. I described to him how to use and crush the stems and mindfully and respectfully forage to protect the forest (Beck et al. 2018). The third stage is direct experience, the moment he felt pain relief from the Jewelweed, he was able to trust not only me but the land he was on to help him (Beck et al. 2018). The final step is sharing inspiration, when he told the group his own experience, they were able to bond as a group and collectively understand the power of the land around them (Beck et al. 2018).

The nature interpreter I want to combine all these stages and ensures a genuine, authentic, memorable connection to the outdoors. I've attached an image of some Jewelweed below! (Courtesy of Wikimedia Commons) For those interested, the leaves are hydrophobic so water beads rest on top and look like small gems :)

Reference:

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

lgmenvs3000w23

This is such a fantastic story, Rachel!

Of course not that the little boy was stung by the wasps, but that you were able to actively recall that information and apply it, and that it helped. I also love that we are able to follow the transmission of knowledge in your story; that your friend told you about jewelweed, you told the boy, and he told all his new friends. I’m sure a few of them will have gone home and told the story to more people. This is a great example of what we’re trying to do as nature interpreters, pass our knowledge of the natural world down. I suppose it could also be a cautionary tale that we need to have our facts straight and correct the first time; because then it becomes a game of telephone!

I like that you also took it as an opportunity to teach other things, like sustainable harvesting and respect for the forest. I suppose that is a value that most people in this course likely shares, but certainly not everyone does!

Finally, I appreciate you doing the reflection to recognize the steps of learning we read in our textbook this week. Not only was it probably very helpful to you, but to your readers as well! Being able to read about the concepts in real-life situations really helps me imagine the ways I could facilitate them in the future.

Thanks for your post,

Lauren

Life at the Edge: My Dream Interpreter Job

Next summer, I have secured a job working in what might be the most magical place I’ve ever been; Tofino BC. Tofino is on the West Coast of Vancouver Island; if you paddle straight out, the first thing you’d hit is japan. This means the marine life is different from what I see at home, where we are protected by Vancouver Island. Humpback whales return from Hawaii, large squids wash ashore from the depths, and fishermen return to port with all kinds of creatures I don't see at home in Vancouver. Tofino is rugged; the black rocks sharp and jutting out into the ocean, covered in barnacles. Surfers clad in 6mm wetsuits surf the white water waves in the cold, plankton rich waters. Tourists are warned if you fall in, you’ll be hypothermic within 10 minutes. So why do I want to live here? It’s wild. Tofino, although now busy with tourists, is at the end of the road, literally. You follow the one lane road for hours through the ancient Cathedral Grove cedars, and eventually, you hit Tofino. The ‘downtown’, with the various surf shops, extends for about a 45 second drive, and then the road ends at the sea. One of the benefits of this is that nature is generally intact. Although nowhere is safe, many ancient cedars still stand, cougars and bears roam, and kelp forests still sway in the surf. I’ve never felt more alive than when I am in Tofino.

I am excited to find ways with my job as an interpreter to get everyone excited about the intertidal zone. It’s something I didn’t appreciate, nor understand, until I was on a kayak trip in the area in outdoor school. The guide asked who wanted to wake up for low tide at 5 am, an hour earlier than everyone else, and see what we could find. He explained the layers, how the things at higher elevations are okay only being wet a few hours a month, and how it gradually changes until you hit the bottom of the intertidal zone, where things risk desiccation only for a few minutes every couple of tidal cycles. We held tiny urchins, found sea cucumbers, and observed starfish.

Ideally, I’d love to take people out and help them see what I see. Not only do I know where to look, but I also can recognize the more inconspicuous things. The untrained eye would graze over a chiton. Or perhaps miss a pinky-nail sized nudibranch. But I am lucky to have experience and know what I’m looking for.

I also wish to instill a level of safety consciousness in people who are not used to being near the ocean in this context. I grew up with a healthy fear of the ocean. The number one rule when I was a kid was never to turn your back to the waves. I knew not to swim beyond where I could easily get back, and to anticipate riptides. It wasn’t until recent years that I’ve acknowledged that caution can be balanced with competency. I’m quite good at managing group safety; always looking back and counting your group members was a well practiced skill in outdoor school. I hope that I can teach people to be cautious without scaring them off all together. Simple things a local knows, like being aware of the waves and that they will potentially get bigger, that green rocks are slippery, barnacles are sharp and mussels cut deep, to wear shoes, stay low, and move slowly are the key to having a safe and successful tidepooling experience time after time.

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