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Disclaimer

This blog was created for Rima Alkassas for the class ENVS 3000 at the University of Guelph. 

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

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

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My Ethics as a Developing Nature Interpreter

Nature, to me, inspires awe, makes me wonder, and causes me to reflect. It touches me deeply, quite often, in ways I cannot explain through words. For many people, myself included, connecting with nature is an experience you have to learn, a journey that requires guidance along the way to fully appreciate the difficulty behind the natural world. This is where nature interpreters can help. Nature interpreters are people who can help others engage with and understand the natural world around them. They can provide education and insight into the ecosystems, wildlife, and landscapes that surround them. Nature interpreters have an important role in encouraging a sense of appreciation for the environment. However, being a nature interpreter is not only about sharing knowledge you have, being a nature interpreter comes with an ethical responsibility. This responsibility involves having respect for nature, a commitment to educating others, and a mission to inspire others to create lifelong connections with the natural world. 

As I think about what it means to be a nature interpreter, a few core concepts help me determine my personal ethics. These core concepts lead to creating a deep, more meaningful relationship between people and nature, not just providing fact-based information or pointing out interesting species. 

Most importantly, regarding my approach as a nature interpreter is to have respect for nature. Nature is not just something to be admired or observed from a distance; it’s a complex living system in which we, as humans, even play a role. Every plant, animal, rock and stream has its own place within this difficult system and has value, no matter its size or significance. Respecting nature, to me, means acknowledging the inherent value of nature without trying to control it. As an interpreter, one of my goals would be not to make visitors see from my perspective but rather to guide them toward their own appreciation and understanding. My hope is for visitors to understand that nature is not something to be overtaken but something to be respected and learned from. This respect is not only about awe but also understanding that we, too, are a part of this system. This respect would come through how I communicate with visitors in practice. I would avoid describing nature or presenting it as something overly sentimental. However, I would share the emotional aspects of connecting with nature; I would also provide scientific understanding, from explaining how ecosystems function, how species evolve, and how everything has a role to play in maintaining balance. 

As a nature interpreter, I could see myself connecting the gap between the natural world and those who know nothing about it. This role comes with a sense of responsibility. It is not enough to only point out an animal or plant species and explain its role in an ecosystem. My responsibility would be to help people understand the broader environmental issues that species and habitats that receive the impacts. My goal is to not only educate about biodiversity but also to motivate a sense of stewardship. In my opinion, visitors should leave with a better understanding of how their actions can impact the natural world. This can mean bringing up climate change, conservation efforts, and the importance of sustainable living in ways that are accessible and applicable to visitors during discussions. Nature interpretation is not only about information but also action. The knowledge I can share would hopefully help people to think deeper about their relationship with the environment and inspire them to become active participants in conservation. For myself, education is not only about fact-sharing but also about creating a sense of action. I would like visitors to leave with not just a deeper understanding about nature but also with the motivation to protect it. 

Nature belongs to everyone. However, the way we experience it can be different depending on a person’s background, abilities, and experiences. To me, an effective nature interpreter would be able to understand that people come to the outdoors from different types of lives, and they would be able to make their approach meet diverse needs. Another important aspect of my personal ethic is inclusivity. Nature interpretation is not an exclusive experience; it should be accessible to everyone. My goal is to create an environment where people from all different aspects of life can feel comfortable and valued. Whether that is through providing accessible trails for individuals with mobility challenges, providing programs in multiple languages, or bringing nature interpretation to others rather than them coming to it. Something else I believe is that everyone has something different to bring to the table. Some visitors may have a deep knowledge of a specific ecosystem, while others may have a connection to nature through their cultural heritage. I see my role as a nature interpreter as a helper for people creating connections. My job would not be to just provide information but rather create an environment where visitors feel comfortable to share their experiences and learn from one another. I hope to ensure that every person I meet feels that their connection to nature is important and valid. If I were a nature interpreter, I believe it is important that I bring my personal connection to the environment where I am working. When I am speaking about nature, I want visitors to know that I am speaking from a place of personal experience and respect.

In conclusion, being a nature interpreter is about way more than just telling simple stories or sharing facts with visitors. Nature interpreters are there to help create a deeper, more meaningful connection between people and the natural world. To me, being a nature interpreter requires respect for the environment, holding a deep sense of responsibility to educate and empower others, ensuring inclusivity for all, and having the ability to help others build personal connections with the natural world. By using these ethics in the job of being a nature interpreter, we will not only interpret nature to visitors but also help them fall in love with it, and in turn, they will help them protect it for generations to come. 

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Hi Sarah! The concepts from Chapter 6 about making interpretation accessible to everyone really seemed to connect with our class! It is inspiring to see this responsibility highlighted in all the blog posts I read! Do you think this is emphasized because we often encounter so many barriers within this field such as physical, linguistic, and cultural obstacles? Your blog post provides a thoughtful exploration of these issues, especially your focus on inclusivity, which is such a key part of creating meaningful connections in nature interpretation.

I also appreciate how you emphasize respect for nature, highlighting its inherent value rather than seeing it as something to be controlled. This ties in beautifully with the ethical responsibilities you've outlined especially the idea of guiding people toward their own understanding and connection with the environment rather than imposing your own perspective. The point you make about not sentimentalizing nature while still building emotional connections is an interesting balance to achieve! Thank you for writing such an insightful blog post!

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Unit 10: Nature Interpretation's Role in Environmental Sustainability

Hey everyone 😊,

I can’t believe it’s our last blog post! I’m so proud of the progress I have made as an interpreter through this course so far, and am excited to see where all this knowledge 📚 will take me. Without further ado, let's get into our last blog post! 

For me, I’ve found that nature interpretation is more than just relaying facts, but that it's about creating meaningful experiences that connect people to the natural world 🌳. As I develop my skills as a nature interpreter, I recognize that my personal method is shaped by my deep appreciation for beauty, my commitment to emotional connection♥️, and my responsibility to make nature accessible and engaging for all. My beliefs, responsibilities, and preferred approaches all intertwine to form the foundation of my interpretive style!

One of my core beliefs is finding beauty in everything. Whether it's a huge oak tree 🌲 or a tiny insect 🪲 crawling along its bark, I believe that every part of nature has something to offer us! This perspective aligns with the principle from our textbook in Chapter 5, that “The effective interpreter will use the tangible elements of the place—plants, rocks, streams, wildlife—to advance intangible meanings associated with them” (Beck et al., 2018). I see interpretation as a way to help others uncover the hidden beauty in nature 🌸, even in the smallest details. By highlighting the connections between the physical world and the emotions or values we attach to it, I hope to develop a deeper appreciation for the environment 🌺! Another belief I bring is the importance of emotional depth 🧠 in interpretation. Facts and figures are valuable, but they don’t always leave a lasting impact. Instead, people remember how something made them feel ♥️. Do you think emotional connection or scientific knowledge is more important in nature interpretation? Why? I strive to recognize the mental models that visitors bring with them and present information in a way that resonates with their personal experiences. As noted in Chapter 6 of our textbook, “To best relate to and serve visitors, the interpreter must strive to recognize the mental models that visitors possess and to present information in those terms” (Beck et al., 2018). For me, this means I need to be adaptable and open-minded 😊, tailoring my approach to each audience! Whether it’s evoking wonder in a child seeing their first frog 🐸 or sparking nostalgia in an older visitor recalling childhood hikes, emotional connections make interpretation more meaningful! Journaling ✍️ is another significant part of my interpretive thinking. I have always loved to document my experiences in nature, whether through writing, sketching, or collecting observations 🍂. This habit helps me slow down, notice details I might have otherwise missed, and reflect on what I’ve learned. Journaling is also an excellent tool for others. As Chapter 9 of the textbook explains, “Participants go beyond merely seeing to making deeper, more detailed observations. Journaling causes people to notice things. And it appeals to natural curiosity, love of drawing, and joy of discovery” (Beck et al., 2018). By encouraging others to journal, I hope to help them develop a stronger, more personal connection to the natural world 🌍!

With these beliefs in mind, I recognize that I have important responsibilities as an interpreter. One of my primary responsibilities is to show others how amazing the world is. People won’t care about protecting nature 🌳 if they don’t first appreciate it, and it’s my job to facilitate that appreciation 😊! Chapter 7 states, “Interpreters are guided by the understanding that if audience members have not learned, seen, or felt something, then interpreters have been talking to themselves” (Beck et al., 2018). This reminds me that my work isn’t just about what I find interesting, but about what resonates with my audience. If I’m not making a connection 🌐 with them, I need to adjust my approach. Another key responsibility is to make nature’s beauty ♥️ digestible and accessible for everyone. Not everyone has a background in ecology 🕸️ or an innate love for the outdoors, and that’s okay. My goal is to present information in a way that is engaging and easy to understand, regardless of someone’s prior knowledge 📖! This might mean telling a story to make a scientific concept more relatable, incorporating hands-on 🤝 activities for those who learn best by doing, or simply making sure that my tone is welcoming rather than intimidating 😊!

As I continue developing as an interpreter, I recognize that my personal style will be shaped by my strengths 💪 and preferences. One approach that suits me well is telling stories 📖! People are naturally drawn to stories, and I find that weaving information into a narrative makes it more memorable! Instead of simply stating that a certain plant 🌱 has medicinal 💊 properties, I might tell the story of how Indigenous communities have used it for centuries or share a personal anecdote about the first time I saw it in the wild. Another approach that I have enjoyed is hands-on engagement! I’ve always learned best by doing, and I know many others do too! Encouraging others to touch, smell 👃, and interact with nature makes the experience more immersive! Additionally, I like to use beauty, and being appreciative of it, to guide me. Sometimes, the best way to inspire people is simply to let them experience the magic 🔮 of nature. This might mean stepping back and allowing others to observe 👀 a breathtaking sunset or idea! By fostering moments of pure wonder, I hope to leave lasting impressions that extend beyond the moment of interpretation! Lastly, relating nature to my life is another key 🔑 strategy for me. Many people feel disconnected from the environment because they see it as something separate from their daily lives. However, nature is everywhere, even in urban settings 🏡! I want to help people see these connections, whether it’s pointing out the pollinators 🐝 that make their morning coffee ☕ possible or explaining how trees improve air quality in their neighborhood! What methods have you found most effective in engaging others who are not naturally interested in nature?

As I grow as a nature interpreter, my personal ethics will continue to evolve, but my core values will remain the same. How do your personal values or background shape the way you interpret nature for others? I believe in finding beauty in everything, creating emotional connections, and encouraging deeper observations through journaling. I recognize my responsibility to make nature accessible, engaging, and meaningful for all audiences 😊. I embrace approaches that emphasize telling stories 📚, connecting with others, and real-life relationships♥️. Ultimately, my goal as an interpreter is not just to share knowledge, but to inspire curiosity, appreciation, and a sense of wonder! If I can help even one person see the world differently, then I will have done my job well!

I’ve had such a blast these last couple weeks reading everyone’s thoughts and ideas! I’m so excited to read what everyone has written this week.

Maia 😊

References

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

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Hi Maia! Reading your post, I realized that we have very similar approaches when it comes to presenting information. I also love using storytelling and interactive engagement to make nature interpretation more meaningful. Storytelling, in particular, is such a great way to connect with people on a personal level and make complex concepts more relatable. Hands-on activities are another approach I really value because they allow people to experience nature in a way that feels tangible and engaging.

I also found your thoughts on journaling really interesting. I’ve learned great things about it as a tool for observation and connection, but I’ve never personally tried it myself. Your perspective makes me curious to give it a shot. I can see how it would encourage a deeper appreciation for the details we might otherwise overlook. Do you have any tips for someone who’s new to nature journaling?

To answer your question, I think emotional connection is more impactful than just scientific facts. I believe that retaining scientific information is a learning skill that most people develop and use in academic settings. The average person in nature will most likely remember how an experience made them feel rather than the specifics of a scientific fact. That said, I think the best interpretation strikes a balance between the two. How do you decide when to lean more into emotion versus scientific explanation?

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Unit 10

Wow, we’ve made it to our final blog posts. As I write this, I reflect on my journey as a nature interpreter, how my understanding of nature and my connection to it have evolved. Before this course, I thought my relationship with nature was simple: I just had to go somewhere secluded, surrounded by nothing but trees and green leaves to feel connected to nature. But blogging and engaging with course content showed me that my connection with nature is much deeper than that. I don’t have to be in the middle of a forest to connect with it. I can engage with nature right where I am and inspire others to do the same!

As a biological sciences major, I never considered working in environmental science, but this course sparked my interest in environmental education. As I’ve explored opportunities to work in environmental education organizations, I can now imagine myself taking on a role that involves advocating for sustainability, community building, and environmental justice. My work would focus on building connections between youth and their local ecosystems, offering educational programs that are hands-on and impactful, aiming to inspire future leaders in environmental stewardship.

My Ethics

When navigating my ethics as an interpreter, I inevitably step into the role of an educator. Interpretation does more than cultivate personal appreciation for nature; it creates a ripple effect, inspiring others to see and share that beauty as well. By helping others form meaningful connections with the natural world, I empower them to inspire and educate others in turn. In my role within environmental organizations, I would focus on helping young people see the importance of sustainable living and environmental advocacy.

Beck and Cable’s concept of the “gift of beauty” reinforces this idea, emphasizing that interpretation should not only communicate knowledge but also promote a deep appreciation for the beauty around us (Beck et al., 2018, Chapter 5). This could mean helping youth appreciate their local green spaces and understand the importance of protecting urban ecosystems, even in areas that don’t immediately appear ‘wild.’

A major part of my ethics also involves recognizing privilege. Privilege, whether tied to race, socioeconomic status, education, or physical ability, shapes how we connect with nature and with each other (Beck et al., 2018, Chapter 6). If we ignore this, we risk making interpretation exclusive rather than inclusive. Acknowledging privilege means making a conscious effort to ensure accessibility for all audiences. This could involve creating programs that engage youth from diverse backgrounds and offering them opportunities to take leadership roles in sustainability projects.

My Responsibilities

There are several responsibilities highlighted for nature interpreters in our course. Beck and Cable say it is our responsibility to be peacemakers (Beck et al., 2018, Chapter 20). By interpreting cultural and natural heritage, we can help eliminate prejudice, promote appreciation for diverse cultures, and encourage stewardship. This ability to bridge differences makes interpreters agents of peace, helping create a more connected world. In a role where I work with communities and youth, I would be responsible for fostering inclusive programs that connect diverse groups with nature, promoting both environmental and social awareness.

I also have a responsibility to consider different learning approaches. Not everyone processes information the same way, so as a nature interpreter, I have to accommodate diverse learning styles (Beck et al., 2018, Chapter 6). In practice, this could mean using storytelling, hands-on activities, art projects, and even community gardening to make environmental education more engaging. Connecting new information with participants’ prior experiences helps deepen their understanding and appreciation of the natural world, encouraging them to apply these lessons in their daily lives.

My Approach

For me, the most suitable approach to nature interpretation is one that blends storytelling with interactive learning. I connect best when I hear things from others, and I know I’m not alone in that. That’s why I believe in using stories to help people see themselves in nature and relate to it on a personal level. Whether it’s through spoken narratives, visual art, or community-based storytelling events, this approach would make interpretation more memorable and emotionally resonant for youth and community members alike (Beck et al., 2018, Chapter 6).

At the same time, I want to make learning active. I’ve learned that people engage best when they can interact with what they’re learning—whether that means participating in clean-up efforts, starting community gardens, or working on sustainability projects. By making interpretation immersive, I can encourage people to take what they’ve learned and apply it beyond the program—whether in their homes, schools, or local communities.

This approach is reflected in Rodenburg’s article, which suggests that nature interpretation should not only focus on the “what” but also on the “why” and “how” of nature (Rodenburg, 2020). For example, I envision helping youth explore local environmental challenges like waste reduction or climate change and guide them through the process of finding community-driven solutions. Rodenburg (2020) stresses that the act of engagement, not just observation, stimulates empathy and care for the environment—something that aligns perfectly with my mission in these organizations.

References

Beck, L., Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: For a Better World.

Rodenburg, K. (2020, December 1). What makes great nature interpretation? CLEARING: Environmental Education Curriculum Clearinghouse. https://clearingmagazine.org/archives/14300

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Snapping Turtles

Imagine a creature so ancient that it watched the dinosaurs come and go, yet it still glides silently through Ontario’s wetlands today. The snapping turtle, a living fossil, embodies resilience and adaptation in ways that seem almost mythical.

For over 200 million years, snapping turtles have barely changed. Their rugged shells, jagged tails resembling a dinosaur’s, and powerful jaws make them look like prehistoric survivors. But beneath their tough exterior lies a more incredible story.

This is G, a Common Snapping Turtle that was surrendered to the RBG. Due to living his life in captivity, he has not developed the skills he needs to survive in the wild and sadly can not be released.

One of the most remarkable things about snapping turtles is their ability to survive in conditions that would doom most other animals. In the winter, when ponds and lakes freeze over, and oxygen levels drop dangerously low, snapping turtles enter a state called brumation which is a form of hibernation. They slow their heart rate to just one beat every ten minutes and absorb oxygen directly through their skin and cloaca. Yes, they breathe through their butts!

Even more astonishing is their ability to survive without oxygen entirely. For weeks, sometimes even months, they can switch to anaerobic respiration, producing energy without oxygen. However, this comes at a cost, it floods their bodies with lactic acid, the same stuff that makes our muscles burn after intense exercise. But snapping turtles have a secret weapon. Their shells act like giant antacids, neutralizing the acid and keeping them alive until spring.

Their resilience isn’t just physical, it’s reproductive too. A female snapping turtle can store sperm for several years, waiting for the right conditions to fertilize her eggs. When she finally does, she might travel over a kilometer from her wetland home to find the perfect patch of sandy soil to lay her eggs. It’s a risky journey, crossing roads and avoiding predators, all to give her young a better chance at survival. Even after hatching, the odds are stacked against baby snapping turtles. Raccoons, skunks, birds, and even fish are all eager to make a meal of them. Only about one in a hundred will survive to adulthood, but those that do could live for over a century, quietly patrolling their watery domains.

Pictured here are Snapping Turtle hatchlings emerging from a protected nest. This nest contained around 40 healthy turtles!

What’s even more fascinating is the role snapping turtles play in their ecosystems. They are nature’s cleanup crew, feasting on carrion and keeping wetlands healthy by preventing the spread of disease. They’re both predator and scavenger, balancing aquatic food webs with each powerful bite.

Yet despite their toughness, snapping turtles face an uphill battle against habitat loss, road mortality, and poaching. Wetlands are drained for development, roads slice through their ancient migratory paths, and people misunderstand them as aggressive. In truth, they prefer to avoid conflict, only snapping when cornered or picked up, a last-ditch defense as they can’t retreat into their shells like other turtle species’.

The next time you pass a pond or marsh, imagine the snapping turtle beneath the water’s surface, a creature older than the dinosaurs, built to survive the impossible, and still fighting for its place in the modern world. The snapping turtle isn’t just an animal, it’s a living legend, quietly reminding us that nature’s most amazing stories are often the ones hidden in plain sight.

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Hi Isabella, I really enjoyed reading about the snapping turtle’s incredible adaptations! Their ability to undergo anaerobic respiration is interesting. It immediately made me think of humans when we switch to anaerobic respiration while sprinting. That burning sensation in our legs from lactic acid buildup must be nothing compared to what these turtles endure over months! It makes me wonder what they physically look like when they are in this state, do they appear sluggish, or do they show any visible signs of stress? The comparison of their shells acting like giant antacids to neutralize acid buildup is amazing. It’s a great example of how animals evolve physiological adaptations to survive extreme conditions. This made me think about how nature interpretation can be used to help protect them. According to Beck et al. (2018), effective interpretation makes scientific concepts personal and relevant to the audience. Perhaps framing their struggles with road mortality as a challenge that people can actively help solve. For example, supporting conservation efforts or building turtle crossings could encourage more public action. Your mention of their role as nature’s cleanup crew also stood out. This ties into the idea that every species plays a critical part in its ecosystem, and protecting one species ultimately benefits many others. Interpretation focused on this interconnectedness could shift public perception of snapping turtles from "scary" to essential. Their resilience is inspiring, and I hope more people learn to appreciate them as much as you clearly do!

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

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Unit 9

Growing up in Qatar, I learned a lot about pearls as they make up a major part of Qatar’s culture and history. Pearl diving was one of the first industries in Qatar, long before oil was discovered. It shaped the economy and lives of many families who relied on the treasure of the Arabian Gulf for their livelihood. Today, pearls continue to hold cultural significance and are a key part of nature interpretation, as seen in places like The Pearl Island, an entire development named in their honor. Even in the old streets of Souk Waqif, you’ll find pearl shops that have stood for generations keeping the tradition alive. In school, we had field trips to Souk Waqif, where we learned about pearl diving and its impact on Qatari society. We visited museums like Qatar’s Museum of Islamic Arts where pearl exhibitions were held, and pearl diving boats circled the museum. It was during these trips that I became fascinated with how pearls are formed in nature. This incredible natural process, happening deep underwater in oysters and mussels, is one of the most amazing things I know about nature.

Pearls are created through a fascinating process called biomineralization. When an irritant, such as a grain of sand or a small parasite enters the shell of a mollusk, the animal’s natural response is to protect itself by covering the irritant with layers of calcium carbonate and organic proteins (Zhang et al., 2024). These layers gradually build up, forming the beautiful gemstone we know as a pearl. The mollusk essentially turns a threat into something valuable and stunning, a neat reflection of nature’s resilience. A key element of pearl formation is the role of matrix proteins, which regulate how calcium carbonate is deposited around the irritant. These proteins help to create the smooth shiny surface of the pearl (Zhang et al., 2024).  The quality of the pearl depends not only on the mollusk itself but also on its environment. In seawater, pearls tend to be larger and have a more prominent luster than those formed in freshwater (Zhang et al., 2024). The water’s pH, temperature, and mineral content all contribute to the color and quality of the pearl. For instance, higher levels of manganese in the water can give pearls a purple hue, while magnesium can lead to pink or orange tones (Zhang et al., 2024). Metal ions and organic pigments play significant roles in determining the final appearance of the pearl. For example, pigments like carotenoids, which mussels absorb from their food, are responsible for many of the vibrant colors we see in pearls. These pigments bond with metal ions inside the mollusk, creating shades that range from soft pinks to deep purples (Zhang et al., 2024). My interest in both biology and environmental sciences fuels my curiosity about pearl formation.  It’s incredible to think that something as simple as an irritant inside a shell can transform into one of nature’s most beautiful creations. Pearls are a reminder that even in the most unexpected places, nature is constantly working its magic. 

References

Zhang et al. (2024), Research progress on formation mechanism of pearl, Heliyon (10), e35015 https://doi.org/10.1016/j.heliyon.2024.e35015 

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Music and Nature - Unit 7

I never really thought about the connection between music and nature until this prompt. But the more I think about it, the more I realize that music and nature aren’t separate at all. Some songs carry the sounds of nature directly. For example, Limerence by Yves Tumor, which has the soft patter of rain in the background. Other songs, even without natural sounds, take you to a place where nature was part of the moment.

For me, that’s Fairuz. Her music in general brings back memories, but Ana La Habibi and Elouda L’minsiyeh specifically take me right back to family road trips across Canada. Back in 2017, we drove through Quebec, Ottawa, and Montreal, and Fairuz was always playing. Whether we were on long highways or weaving through smaller roads surrounded by trees, her voice just fit the landscape. Something about the way her music flows, almost effortlessly, made it feel like it was part of the scenery. The roads, the changing skies, the quiet moments when everyone in the car just stared out the window. Even now, if I hear those songs, I’m not just listening to music; I’m reliving those road trips.

Fairuz performing live during her USA tour - her voice, like nature itself, transcends time and place.

Fairuz’s music isn’t just tied to being in a car, though. It’s the soundtrack to home, too. I think about waking up to my mom or dad humming one of her songs while making breakfast. The sun would pour through the backyard door, and on good days, I’d take my plate outside and eat with the breeze. Those small moments are what made her music feel natural, like it belonged not just in my ears but in the environment itself.

This made me think about what the textbook says about sense of place. According to Interpreting Cultural and Natural Heritage, interpreters aim to help people develop a connection to a place that makes it more than just a physical location (Beck et al., 2018). That’s exactly what Fairuz does for me. Her music doesn’t just remind me of those trips, it makes me feel in them, even years later. It carries the feeling of sitting in the back seat watching trees blur past, the cold air hitting my face when we stopped for breaks, and the excitement of heading somewhere new.

Nature in music isn’t always about nostalgia, though. Limerence by Yves Tumor is a perfect example of how music can use nature’s sounds to create a mood. The rain in the background makes the song feel calm but also kind of lonely. It reminds me of watching rain hit the window, that feeling of wanting to stay in bed all day while the world outside keeps moving. The song itself doesn’t explicitly talk about nature, but the rain makes it feel grounded. Like it exists in a real, physical space rather than just coming from speakers.

Limerence by Yves Tumor - A track where music and nature exist in perfect sync.

I guess the biggest takeaway from all this is that nature and music are connected in more ways than we think. Sometimes it’s through sound, like rain or birds woven into a song. Other times, it’s through memory - how a song can take you right back to a place, even if you haven’t been there in years.

References

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

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Hi Jasmine, wow, I wasn’t expecting to come across a blog post mentioning Fairuz’s music as well! We can’t deny that she’s an icon who has touched the hearts of millions. I love how you mentioned that her music almost becomes part of the landscape itself. The way her songs fit seamlessly with the scenery, whether you're on a long highway or surrounded by trees, really highlights how music and nature can flow together effortlessly.

You mentioned in your post that you enjoy Fairuz’s Ana La Habibi. This song is also one of my favorites, but I never realized just how much she incorporates nature into the lyrics until I read your post and revisited the song. She mentions birds, apples, flowers, spring, winter, the sun, and more. This really shows how deeply music is tied to nature. When people view nature primarily as a resource for human consumption, music like Fairuz’s, which romantically describes nature, allows people to appreciate and connect with it on a deeper, more spiritual level (Sahi 2011). It transforms nature into more than just a backdrop and invites the listener to reflect on its beauty and significance.

Your mention of Limerence by Yves Tumor got me thinking about how nature sounds can set a mood and add depth to a song. Since the music doesn’t have lyrics, it reinforces Gray et al.’s argument that nature was the original source of music. Long before technology could record it, earlier generations recreated these sounds, capturing the essence of nature in music (2001).

Thank you for your post! I enjoyed reading your thoughts on both pieces of music and how they integrate nature in such different ways.

References

Gray, P. Krause, B. Atema, J., Payne, R., Krumhansl, C. & Baptista, L. (2001). The Music of Nature and the Nature of Music. Science. 291. 52-54.

Sahi, V. (2011). Using folk traditional music to communicate the sacredness of nature in Finland. Spiritual Values of Protected Areas of Europe, 2, 129

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Unit 07

Where is music in nature? It is in the sounds of animals that have preceded us in music making and inspired us to create the sounds that we make now. It is in Humpback whale songs, introducing the notion of rhythm, repetition, and musical scale (Gray et al. 2001). It is in the sounds of one Socorro bird singing a theme, followed by a neighboring bird echoing the same theme, creating a melodic canon (Gray et al. 2001). We learn music from nature. Where do you think humans learned drumming from? From the Palm Cockatoo using a shaped twig to drum on hollow logs to attract its mates (Gray et al. 2001).

But where is nature in music? It is embedded in lyrics, the descriptions of the sky, the stars, the landscapes, the oceans. Nature is integrated into the songs of our ancestors who immersed their lives in nature and produced music that praised it and described it beautifully for us. For example, Finnish folklore includes myths about how the world was created, as well as visualizations of forests, mires, and waterways (Sahi 2011). This kind of music reminds us of how nature has shaped human cultures and serves as a tool to spread environmental knowledge (Sahi 2011). Through these musical expressions, we gain a deeper connection to the natural world that surrounds us.

When I think of nature in music, I immediately think of an Arabic song by the Lebanese singer Fairuz. The song is called Shayef el baher shou kbir(1975), which translates to Do you see how vast the ocean is? The song automatically takes me to a large hill where I can look out over the sea in front of me and gaze up at the sky without limits. The context of this song involves a lover telling their beloved one how much they love them, comparing the size of their love to the vastness of the sea and sky. This song captures the essence of how nature can amplify human emotions, creating an immersive experience. When listening, you can't help but reflect on how much nature is tied to love, to longing, and to human connection. I have included a translated version of the song below for anyone interested in listening! What’s beautiful about Shayef el baher shou kbir is that it encourages the listener to appreciate nature while they listen. By tying love to the boundless qualities of the sea and sky—and other natural elements you’ll discover as the song unfolds—it invites you to look around and admire every detail in the world around you. As a Lebanese song, this track also reflects the beauty of Lebanon, a country nestled along the Mediterranean Sea. The imagery it conjures transports you to the shores of Lebanon, where the vast sea meets the horizon, and where the connection between people and nature is palpable. 

In the end, music and nature are closely intertwined, reminding us of the beauty and connection that exists between the world around us and the emotions we express through sound.

References

Gray, P. Krause, B. Atema, J., Payne, R., Krumhansl, C. & Baptista, L. (2001). The Music of Nature and the Nature of Music. Science. 291. 52-54.

Sahi, V. (2011). Using folk traditional music to communicate the sacredness of nature in Finland. Spiritual Values of Protected Areas of Europe, 2, 129

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Blog Post 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."

This quote carries very heavy weight and so it is difficult for me to unpack. I think partly because I find there to be so many nuances and differing interpretations of what is meant by it and I think these different interpretations highlight the importance of this quote. “There is no particular 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 a scattered throughout time, then the maintenance of integrity entails a knowledge, a memory, of ancient things”. In my unpacking of this portion what this means to me is that truly nothing really matters, there is no great objective merit in the tree that has been here for decades. It is here and will be here and will likely not be seen by an overwhelming population and will survive longer than many of us will. So why might we ascribe a meaning to it? A tree on its own is a tree on its own. But this passage speaks to the collective. A collection of time, experience, interpretation, understandings, purpose. Objects may not be important but values, on the other hand, are. It is what distinguishes humans from other species, values, and a moral compass. Integrity is the amalgamation of values, morality, ethicality, doing what is right, honesty, and consistency. Integrity guides our relationship with nature and our interpretation of nature. As a result of these characteristics we ought to piece together the parts of the whole, which gives objective things meaning. This passage and Chapter 15 of our readings this week made me think of the concepts of Mandala art. Mandala’s are designs that are used for meditative practices to represent many aspects of the universe in many Hindu and Buddhist cultures. It is incredibly symbolic and invites one to step into joy and happiness. The particular notion that this passage makes me reflect on is that of sand Mandala’s. These are beautiful Mandala’s made of coloured sand that are then destroyed after its completion to signify the importance of remaining detached from materialism and to signify impermanence. History is often lost or waged by emotion by those involved but both this practice of the Mandala and the role of the interpreter display a detachment.

The second half of the passage ‘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.’ Stresses the importance of interpreters in history. There are many things to learn from our past as the saying goes ‘history always repeats itself’, and in documenting our history and understanding we are better able to evolve and cater to issues today. We as individuals are impermanent, but as a collective or as a society we continue to live on (perhaps not if we continue to be so exploitative of the planet). It is inevitable and to discount the histories of life around us, and not just our own is an incredible disservice. This documentation also deepens our relations with nature around us. This quote encapsulates many sentiments stressing the importance of subjectivity and objectivity in historical accounts, emphasizing the need for the good, the bad, and the ugly as opposed to our glossy versions of the past, highlighting the importance of the role of interpreters.

Questions for further discussion:

How might you view impermanence? How does it affect your view on nature?

Do you think it is important to practice impermanence and how might it benefit society?

Why might documentation be so important to humans?

References:

Nolan, A. (2023, May 18). What is a mandala? history, symbolism, and uses. Invaluable. https://www.invaluable.com/blog/what-is-a-mandala/?srsltid=AfmBOoq2ucbDT3IXYsNf-Uk6Ptfs1ZEqCY5hRp_aAefwkYjOJBz5oSht

McCarthy, K. (2020, April 16). 17 historical landmarks to see around the world. U.S News. https://travel.usnews.com/gallery/17-historical-landmarks-to-see-around-the-world

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Hey Alyssa! Thanks for writing such an insightful blog post and diving into the concept of impermanence. I really appreciate your perspective. I personally believe in impermanence too that everything, including ourselves, has a limited lifetime. It’s humbling to think that nothing lasts forever, and this awareness encourages us to treat nature and each other with more respect and care. Knowing that tomorrow isn’t promised makes every moment more valuable, and I think recognizing impermanence helps us live more intentionally. I think it’s incredibly important to embrace impermanence. It encourages mindfulness, helping us let go of attachments to material things and focus on what truly matters relationships, experiences, and values. It can benefit society by creating a greater sense of humility and gratitude. If we acknowledge that nothing is permanent, we may be more inclined to care for each other and the planet in deeper, more thoughtful ways. Impermanence also promotes resilience, as we learn to adapt and let go when things inevitably change. As for documentation, I agree with your point on its importance. It’s crucial for preserving knowledge and history accurately, especially when we, as humans, can sometimes be tempted to distort the past. Documentation ensures we don’t lose important details about our shared experiences, cultures, and lessons learned, creating a record that can guide future generations. Without it, we risk losing part of ourselves and our collective identity.

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Unit 06

A little over two months ago, my home country was liberated from a regime that ruled for 54 years, leaving behind a legacy of injustice. The feelings I experienced, along with the feelings of millions of displaced Syrians around the world, were indescribable. After 15 years of being away, where would I go first upon returning? Is it the famous sword in the middle of Damascus, the beautiful shores of Lattakia, the clock in Homs, or the mills of Hama? Or perhaps it’s my grandmother’s warm home in the city or my family’s cottage in the countryside? I wondered, will things feel the same? Will I step into the Syria I left behind, or will I find myself in a new place?

As I think about my return, I also think about the concept of authenticity in a place I once called home. There are different types of authenticity, objective authenticity, which refers to tangible artifacts and historical places; constructed authenticity, which involves reconstructed spaces and experiences; and personal authenticity, where the visitor forms a deep, personal connection with the history being presented (Beck et al. 2018). It’s not just about seeing landmarks or revisiting family homes; it’s about recognizing how these spaces have changed and how their meaning has transformed over time. 

In this light, it becomes clear that Syria’s landscape, much like its people, has witnessed significant changes, especially in the aftermath of the regime's downfall. This unit’s quote hits home for me: “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.” These words speak to the importance of memory and historical awareness in keeping the integrity of a place or community intact. Just as the past is fundamental to understanding the present, the story of Syria, its beauty, its pain, and resilience is tied together by its people’s collective memory. History, and the way we interpret it, is not static. It is a living process, ever-evolving, and essential to how we rebuild (Beck et al. 2018).

As we plan our return, not only are we going to visit the famous sites that the regime once showcased to claim Syria was thriving under its rule, but we are also going to acknowledge the destruction and reflect on what it represents. This isn't just about seeing the places we once loved, but about understanding the weight of the destruction that happened and how it has shaped the country we are returning to. By recognizing the damage, we allow ourselves to truly understand the scale of what we have lived through and the strength it has taken to persevere.

As we rebuild, it’s essential that we don’t just restore physical structures, but also the stories and histories tied to these places. The monuments, landscapes, and buildings are not just symbols of the past; they carry of meaning and memory. For example, working on transforming Syria’s prison sites into museums will be a chance to preserve the painful yet crucial parts of our history. These places will tell the stories of detainees, of families torn apart, and of the resilience of Syrians through one of the darkest chapters in our history. The families of detainees, many of whom will be key contributors to organizing and interpreting these sites, will play a crucial role in making sure that these stories are told with authenticity. Their involvement will ensure that these sensitive topics are addressed with knowledge and respect, carefully navigating the emotional terrain to avoid re-traumatizing those affected.

As Syrians and non-Syrians visit Syria after the downfall of the regime, they will interpret the country through its complex history. For Syrians, this journey will reconnect them with their past, while outsiders will witness the resilience of a nation that has endured pain and injustice. Historical interpretation will be key in acknowledging both the destruction and the enduring spirit of Syria, offering a deeper understanding of its cultural significance.

References

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

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We Can't Teach Someone Who Isn't There (Unit 5)

When I was in elementary school, my teacher took us all to the computer lab. We were told to read articles from a specific website, and then write a report on our findings. What did we learn?

The articles revolved around history we had just been taught, though many of the details were somewhat different from what we knew. “Napoleon used his skills as a military leader to form strong alliances across France and Western Europe,” a passage read. “He spent hours on the phone negotiating deals and establishing partnerships. In his free time, he collected Rolex watches.” 

My fourth-grade peers and I whispered hesitantly back and forth. Were phones around in the 1800’s? We didn’t think so. And Rolex watches? Dubious. Still, this was an official historical site. We were just fourth-graders. And our teacher had told us to use this site. So our reports looked something like this:

The information found on this website could be useful for someone who wants to learn history. I learned that Napoleon was a strong leader. There may or may not be some wrong information. For example Napoleon probably didn’t have a phone. I don’t think he did. 

At the end of class our teacher read one report aloud. This student had unceremoniously bashed the information on the site as blatantly wrong, and they were praised for it. This was the point of the assignment, we learned; don’t trust everything you read on the internet. Think for yourself. 

Critical thinking skills are an essential tenet of many things, including environmental education. These skills are the foundation that allows one to make their own decisions, and then take action on those decisions (Wals et al, 2014).

However, I think we’re missing a crucial component. It’s easy to realize Napoleon didn’t have a phone and therefore the information on that website is false. It’s another thing to come to terms with the realization that human activities are driving climate change. Accepting this as true is scary and uncomfortable. Many people get stuck at this step. Then, choosing to act on this realization greatly impacts one’s quality of life. Many more people get stuck on this step. They may think, ‘I am just one person. How can I help solve such a global problem?’

I believe citizen science programs can help people develop their sense of agency and affirm that they have the power to help nature. However, it can be hard to get people engaged. Merenlender et al. (2016) discusses some of the barriers to volunteering for naturalist programs, including time constraints, lack of interest, or lack of knowledge and opportunity. 

In the modern world, there are so many different wants to spend your free time, so many companies and apps vying for your attention, that going out into nature often gets passed up. If we want to encourage connection with nature and environmental education, we have to face the fact that for many, the outdoors just can’t compete with games and online entertainment.

However, people stuck inside on their phones are the ones who need the outdoors the most. We don’t want to preach to the choir. That’s why I believe in the power of apps like iNaturalist and Pokemon Go as an innovative albeit unconventional way to get people out in nature. If TikTok and Instagram are using psychological techniques to keep people engaged, in order to compete we need to use the same psychological techniques to get people outside. 

The CEO of Duolingo, Luis von Ahn, said something similar; over the years, the gamification of Duolingo is essential because ‘engagement is the key. Simply showing up is the cornerstone of actually making progress with language learning. You can’t teach someone who isn’t there’ (Patel, 2024). 

If we want to keep people engaged with environmental efforts, we need to use similar strategies as environmental educators. We can't teach someone who isn't there.

What do you think? Do you agree? 

References: 

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

Patel, N. (2024, October 14). Duolingo CEO Luis von Ahn on AI, gamification, and the power of freemium. The Verge. https://www.theverge.com/24267841/luis-von-ahn-duolingo-owl-language-learning-gamification-generative-ai-android-decoderWals, A. E. J., Brody, M., Dillon, J., & Stevenson, R. B. (2014). Convergence Between Science and Environmental Education. Science, 344(6184), 583–584. https://doi.org/10.1126/science.1250515

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Hi Serena!

Thank you for sharing your story. Funny enough, 4th grade was also a turning point for me in learning not to trust and blindly copy/paste everything I read. Your insights on engagement are spot on. I've always criticized how the Instagram and TikTok algorithms keep us subconsciously scrolling while we're inside, but I never thought about how we can have this engagement with apps while out in nature. Very good point!

One idea that came to mind while reading your post is the development of environmental apps designed with the same algorithms but tailored for the elderly. Many elders still have a passion for activities like gardening, bird watching, hiking, and nature walks. An app that engages them outside could be a fantastic tool to encourage them to spend more time outdoors. Additionally, such apps could help them bond with their tech-savvy grandchildren, making outdoor activities a shared experience.

Another great idea is to create a Community Gardening Connections app. This app could help seniors interested in gardening to find local gardens, track their contributions, share tips, and even compete with other gardeners in friendly challenges (e.g., "who can grow the biggest tomato?"). This could be a wonderful way to create a sense of community and engagement among seniors while promoting nature interpretation!

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Unit 5 blog post

Hey fellow interpreters!

Have you ever wondered how we can really inspire people to care for the environment and take action? As academics, our participation in nature interpretation often centers on learning about the environment. Our lens is frequently narrowed to solely gaining knowledge through reading and researching, with less emphasis on practical application. This aligns with what Wals et al. (2014) describe as science education: a focus on what we know about the environment in terms of facts, data, and processes, such as understanding photosynthesis and cellular respiration. However, there's another crucial sector of education: environmental education. This focuses on why we should care and how we can make a difference. Think about understanding the impact of pollution on a local river and then organizing a community cleanup (Wals et al., 2014).When engaging with this week's content, I was excited to learn about the concept of convergence – blending scientific and environmental learning (Wals et al., 2014). We need both the scientific knowledge and the passion and motivation to drive change. Imagine if every science lesson included a real-world environmental problem and a clear call to action! And what about the people who teach and guide others? This is where naturalist programs come in!

 So, how does convergence work in practice?

Citizen Science: This is where everyone can get involved! Citizen science empowers everyday people to collect data and monitor the environment. Think about participating in a butterfly count, identifying different species in your garden, and sharing your observations with a conservation organization to track population trends. You don't need a science degree to contribute. Naturalist programs often lead to volunteer opportunities in citizen science projects.

Technology: Apps and online tools make it easier than ever to share information, track environmental changes, and connect with other citizen scientists. Speaking of technology, our group's podcasts are a perfect example of how we can use it for convergence. We're targeting different age groups with children's and adult podcasts, discussing important environmental topics relevant to our university's Arboretum.

Whole-School Approaches: This involves creating eco-schools and incorporating sustainability into all aspects of the school curriculum, from school gardens and composting programs to energy-saving initiatives. The concept of eco-schools was new to me, but I was excited to discover the EcoSchools program here in Canada! EcoSchools is an environmental education and certification program for grades K-12 that helps schools develop environmental literacy and reduce their ecological impact. The program provides a framework for schools to assess their environmental performance, implement action plans, and track their progress. They also focus on student leadership, empowering kids to be environmental stewards within their schools and communities. Check out this video for a more in-depth look at how EcoSchools work:

Why is convergence so important?

By combining science and environmental education we can create informed and engaged citizens who are equipped to tackle complex environmental problems.

Participating in citizen science projects can help us develop a deeper connection with nature and a stronger sense of responsibility for protecting it. Naturalist programs can facilitate this connection through training and volunteer opportunities.

By focusing on local issues and places, we can make environmental problems feel more relevant and inspire action in our own communities.

What can you do?

Look for opportunities to participate in citizen science projects in your area. Your local conservation authority or naturalist group is a great place to start.

Encourage local schools to incorporate environmental education into their curriculum and consider becoming an EcoSchool!

Talk to your UofG friends and recommend ENVS3000 to them! (Shameless plug, I know!)

Let's bridge the gap between science and environmental education, support naturalist programs, and work together to build a more sustainable future for all!

References

Wals, A. E. J., Brody, M., Dillon, J., & Stevenson, R. B. (2014). Convergence Between Science and Environmental Education. Science, 344(6184), 583-584. https://www.science.org/doi/10.1126/science.1250515

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Unit 4 blog post

Interpretation is not simply about providing information; it is about inspiring people to see the beauty in their surroundings and to develop a deep appreciation for the environment and history. As Beck et al. emphasize, effective interpretation should instill both the ability and the desire to sense beauty, provide spiritual uplift, and encourage resource preservation (2018). One of the most powerful ways to achieve this is through the arts.

Art has the unique ability to reach people on an emotional level, delivering facts and figures to create a lasting impact. It serves as a bridge between knowledge and feeling, allowing people to connect with these topics in a meaningful way. Interpretive programs that incorporate art attract a broader audience and raise significant awareness about culture and the environment (Beck et al. 2018). Through visual arts, sculpture arts, dance, and music, people can receive a message that resonates deeply and personally.

Music, in particular, has a profound ability to move people and inspire action. I have personally experienced this power through my love of singing and playing musical instruments. One of my earliest memories of music’s interpretive power was in second grade when I learned the song Heal the World by Michael Jackson. Its message of “making the world a better place” resonated deeply with me, shaping my perspective on environmental conservation and social responsibility. The emotional connection I felt through the lyrics and melody made the message more than just words. It became a call to action, instilling a sense of duty to protect and cherish our world.

As Beck et al. describe it, "the arts are a medium for the gentle awakening of the unconscious and we desperately need more unconscious good people becoming conscious" (2018). By stirring emotions, art transforms passive observers into active advocates for conservation and preservation.

My appreciation for beauty and nature is also connected with my spiritual beliefs. As a Muslim, I believe that God is the creator of everything, and His creations are inherently perfect. This belief built my sense of admiration and gratitude for the natural world. Every day, I take a moment to verbally express my gratitude for the blessings around me, from the trees and rivers to the sky. Moreover, my faith obligates me to conserve nature, as it is both a trust from God and a responsibility for future generations. Islam teaches that humanity is a steward of the Earth, and this perspective reinforces my commitment to environmental preservation.

Incorporating the arts into interpretation not only enhances engagement but also transforms the way people view and interact with their environment. When art is used as a tool for interpretation, it does more than educate. It inspires, uplifts, and motivates people to take action in preserving the beauty of our world.

References

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

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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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Hi James, I really enjoyed reading your blog post. The variety of scenarios and personal experiences you shared helped bring your understanding of privilege to life. Linking privilege with advantage is an insightful way to define the concept. It reminded me of the video we watched in this unit, where students in a race started at different marks based on their life experiences. You broadened my perspective on educational privilege. Initially, I thought of educational advantage as simply having the financial means to pay for university courses. However, I appreciated how you highlighted the quality of the courses and the privilege that comes from the content itself, not just the physical access to resources such as ENVS courses. Lastly, I admire your honesty when discussing cultural and racial privilege. Your reflections encourage deeper thinking about how privilege manifests in different aspects of life. While reading your post, I pondered whether there are ways to minimize the effects of privilege by addressing them during childhood and providing equal learning opportunities to young children. This led me to wonder: Can early educational interventions truly level the playing field for all children, regardless of their backgrounds?

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Unit 3 - What role does “privilege” play in nature interpretation?

When I think about privilege, the first word that comes to mind is opportunity. Combining these two words leads me to define privilege as the opportunity to experience things that others cannot. In the context of nature interpretation, privilege allows individuals to connect with nature in ways that others might not have access to. It provides individuals with chances to learn, build connections with people, and create meaningful experiences that deepen their appreciation for the natural world. Factors such as race, nationality, and financial stability significantly influence who has access to these opportunities.

Today, I want to focus on privilege due to nationality because I believe it is one of the most powerful factors when it comes to nature interpretation. As a Syrian Canadian, my experiences with my Syrian and Canadian passports illustrate the impact of nationality on the freedom to travel across countries. For the first 18 years of my life, I held a Syrian passport. Most European and North American countries would deny me entry because of my nationality. Fast forward to two years ago, when I became a Canadian citizen and received my Canadian passport. Suddenly, I was granted visa-free entry to over 180 countries. To me, I am the same person with the same values and intentions when entering these countries. However, to them, my Canadian documentation makes me less of a threat.

Where you are from significantly influences your privilege to access certain parts of the world. Nationality can make or break your journey as a nature interpreter, determining whether you can visit certain countries to engage with their natural and cultural heritage. As a Canadian, I am privileged to have the connections and resources in Canada while also having the freedom to explore other parts of the world and start new journeys there. As a Syrian, my mobility was limited to countries willing to grant me permission to enter, which meant I had fewer opportunities to seek new experiences and broaden my perspective.

Understanding the role of privilege in nature interpretation highlights the inequalities that exist in accessing natural and cultural experiences. It showcases the importance of creating inclusive opportunities for everyone to connect with nature, regardless of their nationality or background.

One way to reduce the impact of nationality as a make-or-break factor in nature interpretation is through policy advocacy. Structural barriers, such as restrictive visa policies, limit access to meaningful interpretive experiences for people from certain countries. Addressing these barriers requires global collaboration and changes to existing policies. For example, partnerships between countries could facilitate cultural exchanges and waive visa requirements for educational and interpretive purposes. These initiatives would allow individuals from underprivileged nationalities to engage in international nature programs and share their perspectives. Such collaborations could also build mutual understanding and respect for diverse cultures and ecosystems. Additionally, international organizations could advocate for creating "nature interpretation visas" specifically designed for educational travel. These visas would prioritize access for interpreters, educators, and students, enabling them to participate in cross-border programs without facing excessive administrative hurdles. By advocating for such changes, we can work toward a world where nationality no longer dictates access to nature interpretation. 

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Ideal Role As An Environmental Interpreter - Blog 2

As an environmental interpreter, my ideal role would be to promote independent hands-on experiments. Personally, I am a visual and kinesthetic learner, with a preference for both seeing and experiencing. I feel as though that is the best way to fully understand something, because listening only helps to a certain extent. If I were to conduct an experiment for 2 hours, I believe I would focus for the entire duration, as I have something to see, think about, and do with my hands. Meanwhile, if I were to listen for 2 hours, I would have been distracted after a few minutes. I would also ask the participants to choose between group and independent work, as it allows for both active and reflective learning. The activity would help active learners retain information by doing it and explaining the information to other group members, while reflective learners can take their time and think about it quietly to themselves. 

My ideal workplace would be a research center or an education centre, where interactive experiments would be conducted. I would guide students or participants along on the hands-on experiences. For example, we could be testing a stream water’s pH level, the presence of pollutants in the water, testing different soils and their impact on plant life, etc. This would not only engage participants, but also deepen their connection with the environment. I would first teach verbally for a few minutes, on the basic knowledge needed to conduct each experiment. This would provide them with a foundation to work with, and build from. Then, I would split them into groups, or allow them to individually work, depending on what works best for them. There, they can conduct the experiment while asking me for help or any questions they may have. 

In this role, I would need a variety of skills. Firstly, a strong scientific background would be important as I am required to teach the students/participants before the experiments. I am also present to assist anyone during their work, so I would need to be prepared for all scenarios and questions. The work itself would require a meaningful design, which could only be created through the knowledge of the topic itself. Secondly, I would need to have excellent communication skills. Those who learn primarily through verbal lessons would depend on me to explain the lesson efficiently, in order to gain a solid understanding and interest. This includes the ability to explain scientific terms more simply, depending on the age group or level of previous knowledge that the participants have. Finally, being able to adapt and collaborate with all age groups, levels of skill, and learning styles is important, as everyone is unique and requires different measures of guidance. Not only is communication important with the participants, but also with the community workers, researchers, leaders, and others who would be helping with the study. Communicating the goal of the experiments is crucial to ensure the end result is our desired result. 

In conclusion, as an environmental interpreter,  I would ideally encourage active participation, whether in a group or alone. I believe applying the knowledge you have learned is one of the best ways to solidify it in your memory, as it uses almost all the learning styles.  This also provides the opportunity for each individual to use their own preferred method of learning while applying. For example, sequential vs. global learners using different techniques of undergoing the experiments. This would also leave a lasting memory in each participant and hopefully increase their love for nature.

Jungle Experiments – Amazon (II), 2017. Still from video (1:39).

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Hi Sabeen, I enjoyed reading about your ideal role as an environmental interpreter. It was interesting learning more about your learning style and applying it in an engaging manner to benefit other people. I like your combination of oral lecturing and then applying the knowledge through experimentation. I also appreciate your emphasis on experimentation, as I believe our generation did not gain enough exposure to hands-on activities that allow us to truly explore and understand concepts.

Your focus on tailoring activities to accommodate both group and individual preferences is fantastic. It recognizes the diverse ways people learn and ensures no one feels excluded or overwhelmed. Allowing participants to reflect and work at their own pace, while also providing opportunities for collaboration, is a balanced approach that I think would resonate with many learners.

I also appreciate how your proposed activities, like testing water quality or studying soil impacts, not only teach scientific concepts but also foster a deeper connection with the environment. These kinds of interactive experiences stay with people, creating lasting memories and a greater appreciation for nature.

Lastly, your emphasis on clear communication is crucial. Simplifying complex scientific ideas so participants of varying ages and knowledge levels can engage meaningfully is a skill that’s often overlooked but essential for an environmental interpreter.

Your vision is inspiring, and I think it would create an impactful and enjoyable learning experience for all participants!

[rakenvs3000w25]

Unit 2 - My ideal role as an environmental interpreter

As a Biological Sciences student, I aspire to use my knowledge to raise awareness about health, particularly among youth from all socio-economic backgrounds. My ideal role as an environmental interpreter would involve helping young people understand how to live healthier lives while connecting them with nature and creating a sense of community. A key aspect of this role would be raising awareness about oral health, something close to my heart, as I frequently visited the dentist as a child and want to help others learn about preventative dental care.

I see this role taking place at conferences, workshops, and community events, where I can engage in both listening and speaking. As an auditory learner, I absorb information best through conversation, and I enjoy communicating with others, sharing stories, and connecting ideas. This interaction inspires me to guide people toward better health, particularly by focusing on oral hygiene and the importance of maintaining healthy dental habits. I believe that spreading awareness about oral health at a young age can prevent long-term issues and improve overall well-being.

A central focus of this role would be youth, as it’s critical to educate them during an age when habits are forming. I would teach them about the interconnectedness of nutrition, exercise, mental health, and oral health, helping them adopt healthier lifestyles. This approach would target youth from all socio-economic backgrounds, recognizing that access to health information and resources can vary. By using accessible language, providing clear explanations, and offering practical tools, I aim to empower them to make informed health choices. Particularly in the case of oral health, I want to break the stigma of dental visits and make it easier for young people to understand the importance of good oral hygiene.

Collaboration would also be a vital aspect of this role. Encouraging young people to work together to achieve health goals can generate lasting friendships and peer-support networks that extend beyond the workshop setting. I believe in the power of community driven health promotion, where individuals can learn not only from experts but also from one another. In the case of oral health, peer support can be incredibly valuable helping kids understand that regular brushing and flossing isn’t just an individual responsibility, but a shared community value.

In this role, strong communication skills are essential. Whether I’m speaking at a conference, leading a group discussion, or mentoring individuals, I would need to share information in an engaging and clear manner. Additionally, problem-solving skills are crucial, as health challenges can be complex and varied. I would help young people overcome obstacles, such as fear of the dentist or lack of access to dental care and guide them toward practical solutions. Teaching them that oral health is part of a broader picture of well-being, and helping them break down barriers to good habits, would be a key part of this process.

In conclusion, my ideal role as an environmental interpreter would combine my passion for communication, storytelling, and health education to help youth lead healthier, more informed lives. Focusing on oral health, I would aim to raise awareness of dental processes and promote healthy habits.