Chayse Enright

Wildlife type stuff

[kdgenvs3000w25]

Final Blog Post

Over the course of this semester, I have learned that being a nature interpreter is not just about relaying facts. It is about fostering meaningful connections between people and the environment. As I reflect on my journey, I realize that my personal ethic as an interpreter is rooted in accessibility, emotional connection, and a deep sense of responsibility.

Beliefs That Shape My Interpretation

At the core of my approach is the belief that nature should be accessible to everyone. Throughout this course, we have discussed the barriers that prevent people from engaging with natural spaces, whether due to privilege, cultural exclusion, or lack of exposure (Beck et al., 2018, p. 137). I firmly believe that interpretation should dismantle those barriers. As we explored in Unit 3, privilege plays a role in who gets to experience and feel comfortable in nature. My goal is to make environmental interpretation welcoming and relevant to a diverse audience, whether that means incorporating multiple cultural perspectives, designing programs that acknowledge different learning styles, or simply recognizing that not everyone comes to nature with the same background or comfort level.

Another key belief I hold is that emotion plays a powerful role in interpretation. Unit 7’s discussion of music and nature resonated deeply with me because it reinforced how sensory engagement strengthens emotional ties to the environment. Similarly, Jacob Rodenburg (2019) emphasizes the importance of wonder and discovery in environmental education. His approach to helping children build relationships with nature rather than bombarding them with environmental statistics aligns with my belief that interpretation should be engaging first, informative second. I also believe that interpretation is an evolving process. Just as the environment changes over time, so must our approaches to engaging with it. One of the major themes of this course has been the need for flexibility in interpretation. As we learned in Unit 6, historical interpretation must be dynamic, adapting to new research and perspectives. The same applies to nature interpretation. Science is constantly expanding our understanding of ecosystems, and our methods must grow alongside it.

Responsibilities as a Nature Interpreter

With these beliefs comes responsibility. One of the biggest takeaways from this course has been the ethical obligation interpreters have to present accurate and truthful information. Unit 6 emphasized that historical and environmental interpretation must be well-researched and transparent. The case study on Fort Snelling (Beck et al., 2018, p. 335) showed how storytelling choices can shape public understanding. As an interpreter, there is a duty to ensure that our work does not reinforce misconceptions or spill inconvenient truths. There’s also a sense of responsibility for us to not only provide truth and facts but inspire action as well. Rodenburg (2019) writes about how overwhelming environmental crises can be and how people believe they cannot do anything against it. It’s the job of interpreters to make environmental issues tangible and show people how their actions matter. In practice, this could mean shifting from passive education to hands-on activities, giving people small, achievable steps they can take to make a difference. This connects with Unit 2, where we explored different roles within environmental interpretation. I have realized that my ideal role is one that encourages direct engagement, leading hikes, or creating interactive storytelling experiences.

Another responsibility I hold is making environmental education more inclusive. This course has reinforced that nature interpretation has historically been limited in its perspectives, often prioritizing Eurocentric narratives over Indigenous and marginalized voices. As an interpreter, I need to acknowledge and address this bias. The discussion in Unit 3 about representation (Beck et al., 2018, p. 137) made it clear that if people do not see themselves reflected in nature programming, they may feel disconnected from it. This means I have a responsibility to amplify diverse perspectives and ensure that all individuals feel included in discussions about the environment.

Approaches That Fit My Personality and Strengths

Throughout this semester, I have gravitated toward approaches that emphasize personal storytelling and experiential learning. Unit 4 highlighted the power of art in interpretation, and I love the idea of incorporating creative elements, whether through music, photography, or narrative-driven experiences, to make environmental messages more impactful. Like the students who became invested in a single killdeer because they followed her story (Rodenburg, 2019), I believe that storytelling fosters deep emotional investment.

I also recognize the importance of adaptability. One of the challenges of interpretation is meeting people where they are, both physically and mentally. As we discussed in Unit 3, privilege affects who participates in nature-based programs. Some people may already have an appreciation for the outdoors, while others might feel disconnected or even intimidated. A good interpreter adjusts their approach accordingly, whether that means emphasizing sensory experiences for younger audiences, providing historical context for those interested in cultural heritage, or creating a judgment-free space for newcomers. Additionally, I know that my strengths lie in fostering curiosity. Rodenburg (2019) talks about how discovery-based learning is essential for young children, and I believe this extends to all ages. People are naturally more engaged when they feel they are part of the learning process rather than just being given information. In my future work, I want to encourage questions, exploration, and hands-on experiences. Rather than simply pointing out a species of tree, I want to encourage people to look at its bark, touch its leaves, and wonder about its role in the ecosystem. This approach makes interpretation more immersive and personal.

As this course comes to an end, I find myself reflecting on my first blog post about my personal connection to nature. My mother’s garden was my introduction to the natural world, and my early experiences taught me that nature is something deeply personal. That sense of place was disrupted as I grew older, but it was rekindled through education and exposure. Now, as I think about my future as a nature interpreter, I realize that my goal is to help others form their own personal connections, whether through storytelling, direct experience, or simply by making nature feel like a space where they belong. Looking ahead, I hope to continue developing my interpretive skills by seeking out opportunities that challenge me. I want to work in diverse environments, learn from different cultural perspectives, and continue to adapt my methods based on the latest research. One of the key lessons from this course has been that interpretation is never static. It evolves with time, audience, and context. My job is to remain flexible, informed, and passionate. In the end, my ethic as a nature interpreter is about making the environment feel relevant, accessible, and inspiring. If I can achieve that, even in small ways, I would consider it a success!

Thanks for a great semester, everyone!

References

Beck, L., Cable, T. T., Knudson, D. M. (2018). Interpreting Cultural and Natural Heritage: For a Better World. Sagamore Publishing LLC. https://sagamore.vitalsource.com/books/9781571678669

Rodenburg, J. (2019). Why environmental educators shouldn’t give up hope. (June 17, 2019) Clearing Magazine. https://clearingmagazine.org/archives/14300

[wildlifechayse]

I really appreciated reading your final blog post this week! I can tell by reading this post, that you care a lot about inclusivity and connection with those that you interpret to, which is an incredibly important attribute to have as an interpreter. In your first paragraph, you discuss some of the possible barriers to nature that exist based on privilege, I think this can be connected to what you discuss later in the post about historically limited perspectives. Many of the different barriers to nature are discussed in chapter 7 of the textbook, and as you mentioned- people may feel disconnected from nature if they do not see themselves connected in it (Beck et al., 2018). Most academic fields have unfortunately been filled with Eurocentric narratives; therefore the field of interpretation is no different. It is essential that more diverse perspectives are introduced into interpretive activities not only to engage diverse audiences, but also to improve the interpretive experience of every person involved. I believe that by not accessing every possible perspective, we limit ourselves as educators AND as learners. This belief has been deepened this semester as I have been taking my capstone course “natural resource policy analysis” and conducting a case study on the role of knowledge in natural resource management. This case study has had large components where I had to engage local, science and indigenous knowledge holders and explore these knowledge systems in relation to the species I am focusing on. The reason I bring this up, is that this case study has really outlined the importance of engaging multiple perspectives for the best result. By integrating various knowledge systems into our interpretation in a similar fashion is a way to involve more diverse perspectives into our interpretation and allow more people to resonate with our message.

I had a similar experience that you did in unit 7 while discussing music in nature, while engaging with the content of that unit I really uncovered how deeply connected some of my experiences with nature and music are. I like that you emphasize the sensory engagement aspect of including music in interpretation, as I too think this would be extremely beneficial for interpreting to kids. I think that music is also incredibly engaging for adults when interpreting; a good example of this is the song that introduced us to the tragedy on the Timiskaming. In unit 3, before the story of the Timiskaming was told in words, a video was presented to us that featured a song about the tragedy (Raffan, 2013). Personally, I found this to be an incredibly engaging way to present the information, as I already felt like I had a more personal connection to the story when I went to read more details on the unit webpage.

I think that the strategies for interpretation that you have outlined in your post all fit great with your “engaging first, informative second” approach to interpretation, and I also believe that this is an amazing way to approach interpretation! This idea aligns with a quote from our textbook suggesting that “no person is educated by another, but must do it individually or it will never be done” (Beck et al., 2018, pg. 92). Like your ideal approach to interpretation, this quote suggests that the most important part of your interpretation is the engagement with your audience. As an interpreter, you will be sharing information regardless, therefore your audience will always have the CHANCE to learn. The job of the interpreter, I think, is to engage your audience in a way that gives them the DESIRE to learn. When someone is engaged and interested, they will go out of their way to seek more information and take more meaning from the information that is being presented to them.

Overall, I think all the ideas you have presented in your blog are indicative of a bring interpretive future! I wish you all the best!

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

Raffan, J. (Producer). (2013). "The Last Place: A song about the 1978 Temiskaming Tragedy [Video recording]. https://www.youtube.com/watch?v=khyN4y7f8qw

[bsenvs3000w25]

Embracing Nature Interpretation: A Journey of Growth and Discovery

Hi everyone,

I can't believe we've already reached the final week of our blog posts this semester! This course has been more than just an academic experience; it has transformed how I perceive, appreciate, and engage with nature. Throughout this journey, I have developed a deeper connection to the natural world and discovered new ways to share its wonders with others.

Discovering My Relationship with Nature

When I first enrolled in this course, I wasn't sure what to expect regarding my relationship with nature or how it might change over time. Growing up, my connection to nature was limited. With busy working parents, I had few meaningful opportunities to explore the outdoors. However, that began to change as I got older. Friends introduced me to activities like hiking and camping, and environmental science courses helped broaden my perspective on the natural world. These experiences have been pivotal in shaping my environmental ethics, and I now realize how important interpretation can be in helping others develop their connections to nature.

Reflecting on my journey, I realize that nature's interpretation goes beyond facts and figures; it's about emotion, experience, and connection. I now view nature through a different lens, allowing me to appreciate its scientific significance and profound beauty. By engaging with nature on a deeper level, I have become more aware of its intricacies, from the smallest insects to the vast landscapes surrounding us.

Photo of me enjoying a beautiful sunset in my home town Responsibilities of a Nature Interpreter

As a nature interpreter, I see my role as more than just sharing information; I want to inspire others. Nature is an incredible gift, yet it is often overlooked in the rush of daily life. I aim to raise awareness of its beauty and significance, making it accessible and engaging for all audiences.

One of the most important aspects of interpretation is understanding your audience (Beck et al., 2018, Chapter 4). Engaging with children requires a different approach than speaking with adults. For younger audiences, I plan to use hands-on activities and games to make learning more fun. When interacting with adults, I will take a more detailed and analytical approach, offering historical and scientific insights. Regardless of age, storytelling will be a key element in my interpretations. Personal stories make nature more relatable and engaging, helping audiences form meaningful connections to the environment (Beck et al., 2018, Chapters 6 & 10).

It’s also important to recognize that not everyone has the same access to nature. Economic and social barriers can make it difficult for some individuals and communities to engage in outdoor experiences (Beck et al., 2018, Chapter 21). I firmly believe that nature should be accessible to everyone. Our responsibility as nature interpreters is to ensure that all individuals can enjoy the benefits of nature, regardless of their background or circumstances. This means actively working to remove barriers by providing affordable programs, ensuring accessibility in outdoor spaces, and creating inclusive experiences that welcome diverse communities.

A key responsibility of a nature interpreter is to act as a peacemaker (Beck et al., 2018, Chapter 20). A peacemaker promotes harmony not only among people but also between people and the environment. It is essential for individuals to respect one another and to extend that same level of respect toward nature. Part of my role will involve guiding others to recognize the importance of treating the natural world with the same care and consideration they would show another person.

Future of Nature Interpretation 

As generations progress, people are becoming increasingly disconnected from nature. The rise of technology, urbanization, and a fast-paced lifestyle has led many individuals, especially younger generations, to have limited interactions with the outdoors. This disconnection affects their ability to form meaningful relationships with their environment.

As a nature interpreter, my goal is to bridge this gap by providing experiences that allow individuals to rediscover the beauty and importance of the natural world.

Reconnecting with Nature and Self by Disconnecting from the World - A Sustainably Simple Life

The world is a noisy place. And life has its own noisiness to it too. It’s a rare thing to be able to escape all of this and hit reset, but

Final Notes This class has been such a unique experience, allowing me to develop a more meaningful connection with nature. I often find myself reminiscing about its beauty and feeling a strong desire to share it with others. Now that the weather has warmed and the days are getting longer, I find myself spending more time outdoors, appreciating the little things in life. Thanks for reading!

-Biona🌸🌅

References: Beck, L., Cable, T. T., & Knudson, D. M. (2018). Chapter 6: How People Learn. In Interpreting cultural and natural heritage: For a better world (pp. 3-16). Urbana, Illinois; Sagamore-Venture Publishing.

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Chapter 10: Arts in Interpretation. In Interpreting cultural and natural heritage: For a better world (pp. 127-161). Urbana, Illinois; Sagamore-Venture Publishing.

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Chapter 20: Global Interpretation. In Interpreting cultural and natural heritage: For a better world (pp. 457-478). Urbana, Illinois; Sagamore-Venture Publishing.

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Chapter 21: The Bright Future of Interpretation. In Interpreting cultural and natural heritage: For a better world (pp. 457-478). Urbana, Illinois; Sagamore-Venture Publishing.

[wildlifechayse]

Hi Biona, I loved reading your final post this week, and you bring up a lot of insightful points that really resonate with me. I too have noticed my relationship with nature and my ability to share what I know with others change throughout my time taking this course. I think as I got deeper into university, environmental topics became very “school-coded” to me so I would always be thinking and talking about them in a very analytical, matter-of-fact way. Throughout this semester, while taking this course and blogging, I have found myself communicating in much more of a personal way and viewing nature through a more artful lens. Enos Mills (1920) is quoted as saying “A nature guide… is not a teacher. At all times, however, he has been rightfully associated with information and some form of education. But nature guiding, as we see it, is more inspirational that informal.” (Beck et al., 2018, Chapter 3). I think this is reflective of the experience that I, and many of us had this semester through this learning experience. As students studying science, it is important that we learn to share what we know in a more inspirational/interpretive way, as we have began doing through taking this course.

I really appreciate the approach that you plan on taking with your interpretation, as it is very similar to the way I find I interpret best. I have noticed just through blogging that I am able to interpret most effectively by using personal anecdotes- this allows me to “place” the person I am interpreting to within the topic that I am interpreting. I have personally found that this is effective for interpreting, although I have only really been officially interpreting in this way to fellow adults, through my blogs this semester. Thankfully, this approach is also suggested to be beneficial for children too, as “kids connect best to places through stories and faces” (Rodenburg, 2019). This implies that the method of connecting kids through stories is indeed beneficial, furthermore, your idea for implementing activities is an additional great idea. Through my own experience working as a camp counsellor in my teenage years, I could tell you from experience this is a fantastic way to get kids to listen to you, understand what you are saying, and have a good time. I also think that this is a great example of what Rodenburg (2019) means by “kids connecting through faces”- when you give kids a memorable experience, such as immersive activities, they will build a stronger connection with a place and have a more valuable interpretive experience.

I like that you’ve brought the topic of accessibility to nature back up closer to the end of the post, because I truly believe that this is one of the most effective ways to have more people access interpretive experiences. It is easy to overlook the struggles of accessibility to nature, especially if you have had the privilege to access nature throughout your whole life. As we learned in week three of this course, there are many different barriers to accessing nature whether it be distance, transportation, funds, comfort level, etc… however, there are many ways to overcome these barriers. I think the simplest way to overcome this, is through reframing the idea of what nature is. In David Suzuki’s conversation with Richard Louv at the AGO, Louv brought up the idea that nature can be defined differently by every individual when answering the question “what is nature” (David Suzuki Foundation, 2012). In his response, Louv discusses how differently urban or rural kids define nature- an urban kid may view a small park or garden as nature, while a rural kid might think of the swamp or a forest as nature. The importance of this, is that nature is accessible by everyone, everywhere, if you have the right mindset. I think by accepting that you don’t have to climb a mountain or go thru-hiking to be considered “enjoying nature”, more people will utilize more unconventional natural spaces nearby and increase their time in nature, which will always be beneficial!

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

Rodenburg, J. (2019, June 17). Why Environmental Educators Shouldn’t Give Up Hope. Clearing Magazine. https://clearingmagazine.org/archives/14300

David Suzuki Foundation (Producer). (2012). David Suzuki and Richard Louv @AGO [Video recording]. https://www.youtube.com/watch?v=F5DI1Ffdl6Y&t=46s

[wildlifechayse]

Unit 10- The final blog!

When I think of my personal development as a nature interpreter, I am brought back to the first blog post that I wrote in January, where I discussed how my relationship with nature has changed over my lifetime. As I develop as a nature interpreter, it is important to me to give those that I interpret to the opportunity to develop their relationship with nature in the same way. As a recap for those who haven’t been taking notes on my blog posts this semester, I have spent lots of time in nature throughout my life and in this time, I have noticed my relationship with nature changing. As a child, most of my time in nature was focused around playing and learning but as I got older I was able to start appreciating more of the artistic and therapeutic aspects of nature. I think that one’s relationship with nature is comparable to any relationship that they have with a person; when you watch the relationship grow and change over a long period of time, it allows you to appreciate it in a deeper way. I want to be able to give this experience to every person I interpret to, and I the interpretive methods that I have learned over the past few months will be the key to accomplishing this goal.

The approach to interpretation that I think will work best for me and my goals is to be highly immersive. I think to develop a close relationship with nature, it is important to really get into nature. This might seem easier said than done, as there are many people that aren’t privileged to have immediate access to nature, however, the David Suzuki video from this week made a good counterpoint to this idea. In the video, Richard Louv answers the question “what is nature?” by outlining how different every person’s concept of nature is. If I were to be asked this question, my mind would immediately go to a forest or a lake because this is where most of my experiences in nature have been (David Suzuki Foundation, 2012). Many people, especially those who live in urban areas don’t have access to this, therefore they would have a much different definition of nature (David Suzuki Foundation, 2012). Whether you consider a forest to be nature or a garden to be nature, the bottom line is that everyone can access it if they want to. My goal as an interpreter is to provide a meaningful experience that empowers others to develop a sense of place in nature- whatever that may be to them.

One of the main focuses of the content in this unit was the importance of reintroducing kids to nature. Throughout the David Suzuki video, the harm of disconnection from nature is mentioned. I think this is why I am so passionate about helping others find a sense of place in nature through my interpretation - for me, time in nature is medicinal in a way. On a bad day, some time outside can turn everything around and on a good day, make everything even better. As an interpreter, I want to share this experience with others so that they can reap the same benefits that I do when I spend time in nature. In addition to this, I think sharing meaningful environmental experiences with others increases the amount of people that advocate for important environmental issues. If someone is disconnected from nature, they likely do not have the same passion to advocate for environmental issues as a person that has a sense of place in nature.

Although discussing environmental issues is an important way to get people to care, it can sometimes be an overwhelming topic, especially for a younger audience. The opening paragraph of Jacob Rodenburg’s article that was assigned this week mentions this in a way that really resonated with me. There are so many issues to be worried about that it can begin to feel very overwhelming- I want to do something to help every little problem but obviously that is just not feasible. This is something that I have dealt with for a very long time; I remember one time when I was probably about 5 or 6, I saw a diorama at the Toronto zoo that depicted the deforestation in the Amazon Rainforest. Ever since seeing that diorama, I had incredible anxiety about the environment and constantly wondered if there was anything that I could do to help. This one experience I had as a child stuck with me, and I still believe that this is one of the main reasons I am so passionate about conservation. Although that experience was a net positive because it encouraged me to get involved in conservation, it was still incredibly distressing to have so much climate anxiety at such a young age. As an interpreter, it is important that I can inform others about important issues to empower people to get involved, however I don’t want to cause distress for others. I think that the best approach for this is to provide information about conservation while teaching about environmental issues. For example, rather than just telling people that there is deforestation in the Amazon Rainforest, I can also tell people about restoration projects and initiatives that could allow them to personally get involved.

I believe that everyone’s sense of place in nature changes to some extent throughout their life, I think that this is natural as people grow and change constantly throughout their life. Rodenburg explains this well when he tells the story of an interpreter asking kids if they think a view is beautiful while they focus in on an anthill instead. As a child, nature is all about play and learning- the appreciation for natures beauty tends to come with age. Just because children experience nature in a different way doesn’t mean that they aren’t having meaningful experiences! Through tailoring each interpretive experience to the I am interpreting to I will be able to increase the number of people that have a meaningful experience with me. This is the ultimate goal; at the end of the day I want as many people as possible to feel empowered by their experiences in nature and to continue developing their own personal relationship with nature.

It has been a pleasure blogging for you all throughout this semester! I have loved reading everyone else’s posts and having discussions with you through responses. I have also loved the chance to express myself here and get to read all your responses, I wish I could show you all how excited I get when I get a notification for a blog response that I get to read! Good luck to you all with any of your future academic and interpretive endeavors!

David Suzuki Foundation (Producer). (2012). David Suzuki and Richard Louv @AGO [Video recording]. https://www.youtube.com/watch?v=F5DI1Ffdl6Y&t=46s

Rodenburg, J. (2019, June 17). Why Environmental Educators Shouldn’t Give Up Hope. Clearing Magazine. https://clearingmagazine.org/archives/14300

[kkenvs3000w25]

The most amazing thing about nature!

Hey everyone, it’s been a while! Welcome back to my blog.

Today I want to talk about something really fascinating to me. Not sure how fascinating you all will find it but it really blows my mind to think about. 

I learned this fascinating thing while I was studying for my DAT test this summer. While studying for the biology section, a fact popped up about how dark the very deepest depths of the ocean are – like pitch black! Which then led me to a deep dive where I learned a crazy fact (that may be super obvious to most of you, but I just never thought about it).

The DEEP SEA ANIMALS who live in these pitch black areas, have evolved WITHOUT EYES…because they don’t even NEED them! These animals live in COMPLETE DARKNESS! This complete darkness begins at the Midnight Zone (1000-4000 meters deep) of the ocean and below (Scott, 2024). 

Some of these animals (who have eyes) evolved bioluminescence to be able to see which is also super cool. 

Check out this link to learn more!

The big-picture super fascinating takeaway about nature that I gathered from this wormhole I got sent into is how insane our adaptability and evolution is depending on our environment. 

Yes, I know, there are full courses on this and this maybe shouldn’t be a big realization for me at this age…but it totally was! I had never thought about it this much until this summer! A fish with no eyes, living in complete darkness!!! 

Anyway, back to interpreting this though…

When I hear something like this, it truly opens my eyes about nature itself. For example, just humankind. Comparing a bicyclist to someone who isn’t very active, the cyclist would probably have really strong quads, because they need to! Someone who’s mainly sedentary likely wouldn’t, because they don’t really need those super muscular quads. 

My roommate's family is full of marathon runners and just long distance runners in general. Since that’s the environment she grew up in, she also took part and has incredible endurance when she runs. Me on the other hand, people in my family actually liked to do sprints and quick paced sports like basketball. 

Though both of these examples aren’t necessarily evolutionary adaptations, it's just an example of how your environment can impact the way you are and act. 

Then I start thinking about how this also affects the way we interpret things. Depending on what experiences one has accumulated, this changes their perception and interpretation of what is around them. 

Not to bring up the whole nature vs. nurture debate, but I think they both truly interact with each other in a very complex way. 

If you put someone who’s whole family for generations has lived in a climate that doesn’t have much sunlight, and has lots of cold weather, and suddenly moved them somewhere tropical, it would likely take their bodies a long time to get used to it, and vice versa. 

But eventually, our bodies would be able to adapt to it. The same way the fish in the deep sea, because of its environment, adapted by using bioluminescence or even evolving without eyes to have their energy used elsewhere rather than on unnecessary sight. Crazy!!!!

These differences that we all share, even between human beings (even though we are the same species) are such an advantage. It is amazing that we have so many different perspectives and ways we interpret based on our personal upbringing and experiences. In Chapter 21 of the textbook it is stated that “we need to become more proactive in making an interpretative approach an integral part of tourism experiences” (Beck et al., 2018, p. 459). Though the context of this was that tourism is a powerful driver for the economy, I think this also ties into the fact that being able to explore a new place with a very different set of perspectives as a local person really adds new levels of depth that the locals probably hadn’t even thought of! The textbook said it well: “taking into account diversity is critical to success” (Beck et al., 2018, p. 461).

Anyways, that is all from me this week. Sorry if I sent you into a million different directions in this post. The way we are so diverse in nature and really change based on our environments is truly so fascinating, I could talk about it forever! 

Take care,

Kattrina 

References

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: For A Better World. SAGAMORE Publishing, Sagamore Venture.

Scott, K. (2025, January 10). Animals of the ocean depths. Oceana. https://oceana.org/blog/animals-of-the-ocean-depths/ 

[wildlifechayse]

Hi Kattrina, I really enjoyed reading your blog this week, as I often too am in awe of how cool evolution can be! My major is wildlife biology and conservation, and I am in my final semester right now, therefore I have learned a lot of cool evolution facts that have honestly been so interesting to me that I’ve done my own research on certain topics in my free time. One of those topics that your post reminded me of was “Foster’s rule”. Foster’s rule is an evolutionary trend where animals on islands tend to exhibit either dwarfism or gigantism. So, large animals on islands tend to be smaller than their mainland relatives, and small animals on islands tend to be larger than their mainland relatives (Benítez-López et al., 2021).  The reason I bring this up, is that deep sea communities share many ecological characteristics of islands, and this trend has been observed in some deep-sea species, such as gastropods (Welch, 2010). The point of me responding isn’t to take over your post talking about something completely different, but since I find this topic really interesting, so here is a short video that explains the topic a bit more if you're also interested!

I really found it interesting how you were able to tie in a discussion of the importance of diversity in human beings into the topic of evolution. I really do think that studying biology has allowed me to have a different perspective on life in this way; I find that I am much more of a realist, and I I am very open minded because I know how crazy the animal kingdom is, and at the end of the day we are all just animals as well. One of the reasons why nature is so amazing is the amazing biodiversity that we have on this planet, so I think it is important that we as humans don’t forget that we are also part of nature, so diversity within our own culture is also important.

Benítez-López, A., Santini, L., Gallego-Zamorano, J., Milá, B., Walkden, P., Huijbregts, M. A. J., & Tobias, J. A. (2021). The island rule explains consistent patterns of body size evolution in terrestrial vertebrates. Nature Ecology & Evolution, 5(6), 768–786. https://doi.org/10.1038/s41559-021-01426-y

Welch, J. J. (2010). The “Island Rule” and Deep-Sea Gastropods: Re-Examining the Evidence. PLoS ONE, 5(1), e8776. https://doi.org/10.1371/journal.pone.0008776

[wildlifechayse]

Unit 9 Blog Post - Interpreting my Favorite Insect Identifications!

When I read this blog prompt, I instantly knew I wanted to use this post to share some of my favourite observations on iNaturalist and use that as my way of bringing the field to you! Most of the most amazing things I know about nature about bugs, so I will interpret this to you all through photos! I also think this fits well with our unit content, as this week’s textbook reading discussed iNaturalist and other, similar, citizen science initiatives (Beck et al., 2018). I am quite active on iNaturalist because I feel like I have an insatiable thirst for knowledge, so when I see an animal that I can’t identify off the top of my head, I NEED to know what it is- and iNaturalist is perfect for that!

The first insect that I want to share with you are Woolly aphids, specifically beech blight aphids (Grylloprociphilus imbricator), which are shown in the video above! Last semester while doing field work in an arboretum pond for my limnology class, I saw a branch on a tree that seemed to be moving and fuzzy… upon closer inspection I realized that my eyes weren’t playing tricks on me… the branch really WAS moving AND fuzzy. This was my first time seeing a woolly aphid, so I honestly was having a difficult time comprehending exactly what I was looking at, nevertheless I immediately started taking a video and trying to identify the thing I was seeing. Through zooming in I could see a little amber ball on each of these moving things, instantly I knew this was some type of aphid, or at least a hemipteran. Hemipterans are ‘true bugs’, an order of insects with piercing-sucking mouthparts and two pairs of wings. The little amber ball that you see on the back of each aphid is called “honeydew”- this is a sugar-rich secretion that is produced by phloem-feeding hemipterans, such as aphids. Honeydew is a resource that is often preyed upon by other insects, especially ants. Ants use aphids as a form of livestock, carrying aphids to different plants through their lifecycle and defending them in order to use the honeydew (McVean, 2017)!

The next insect that I am going to share with you is a green-striped grasshopper! This is a photo that I took last summer in preservation park while trail running- I nearly tripped while trying to stop and take a photo of this guy when I spotted it! I run a lot on trails in the summer so that’s when I find I get the most identification done. I definitely slow myself down doing this… and miss a lot of bugs because I’m running… but it combines two things I love into one, so I don’t mind! Now, I’m sure grasshoppers are not a new thing to anybody reading this, but seeing this photo of a grasshopper made me think of a cool fact that I wanted to share!

Pink grasshopper pic is from Michelle W., @pufferchung on iNaturalist

No, this photo of a pink grasshopper is NOT photoshop, pink grasshopper morphs are real and do exist in nature! The pink colour is caused by a rare genetic mutation known as erythrism- this is a recessive gene like the one that causes some animals to be albino (Griffiths, 2023). Naturally, this makes it very difficult for the individual to properly camouflage, therefore it is generally selected against making these very rare to find.

The third insect that I am going to talk about is another hemipteran that had a very big year last year… The cicada! The cicada that is pictured above is a dog day cicada, they emerge in August, the ‘dogdays’ of summer. However, last year there was a huge cicada event that happened south of the border, featuring a different type of cicada, which I’m sure many of you have already heard of. There was a double periodical cicada emergence of brood XIII and XIX throughout some parts of the USA (Sherriff, 2024). But what does this mean? Periodical cicadas are any of the seven species from the genus Magicicada, these cicadas breed on either a 13- or 17- year cycle, where they breed, die, and their larvae go dormant underground for years before emerging and beginning the cycle again. In 2024, both the 13- and 17- year broods emerged at the same time, causing a massive and rare explosion of cicadas (Sherriff, 2024). This was a dream for insect lovers, and a nightmare for insect haters. I wished I could have been able to make it to the states to see/hear it myself, however this dog day cicada was the only one I got to see.

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

Griffiths, E. (2023, July 3). Rare pink grasshopper spotted in garden. BBC Wales News. https://www.bbc.com/news/articles/czknv1233dko

McVean, A. (2017, August 16). Farmer ants and their aphid herds. McGill Office for Science and Society. https://www.mcgill.ca/oss/article/did-you-know/farmer-ants-and-their-aphid-herds#:~:text=Several%20species%20of%20ants%20have,ants%20as%20a%20food%20source.

Sherriff, L. (2024, May 6). Cicada dual emergence brings chaos to the food chain. BBC. https://www.bbc.com/future/article/20240501-cicada-dual-emergence-brings-chaos-to-the-food-chain

[orenvs3000w25]

Unit 7

I believe that music and nature have always been intertwined. As someone who has spent a fair share of time in the outdoors, I have often found myself noticing how much the sounds of nature around me (like the wind in the trees or the flow of water) feel like their own kind of music. I think that nature in itself is full of rhythm and harmony. I have always thought that when we take the time to stop and listen, nature shows us a song that has been there all along. Often times we are just too busy, stressed and preoccupied by life to hear.

The sounds of nature, from birds singing to the sound of rain hitting the ground, all work together to display the collective music of the environment. Nature provides an endless amount of auditory stimuli, which many artists have drawn inspiration from. Beethoven had captured this essence in his composition "Pastoral Symphony", which mimicked the calm and peaceful feel of the countryside. More modern musicians have actually used recordings of natural auditory elements such as wind or rain and woven them into their music. Beyond mimicking natural sounds, music is a way for us to express the emotions that nature brings us. When we're in nature, it isn't just the sights that get to us, but also the feelings they stir up. One might feel reflective, or free when experiencing nature. Often times, music does the same, it can capture emotional highs and lows, giving a voice to the way that nature makes us feel.

One song that takes me back to a natural landscape is one that many of us are familiar with, "Take Me Home, Country Roads" by John Denver. This song instantly reminds me of a summer road trip that I took with my friends last year. We spent days driving through rural areas and passing mountains, it was really special. The song's gentle rhythm seemed to mirror the peaceful landscape that we were driving through.

In conclusion, it is undeniable that music and nature are connected. Sometimes we just need to take a moment to really listen.

[wildlifechayse]

I really enjoyed reading your post this week! I like that you started by discussing some of the less obvious sounds of music in nature. We all know that birds have a song, crickets chirp, and whales sing (as this week’s readings discussed!), however I think that the endless OTHER musical components of nature are equally as beautiful and often overlooked. Nothing can be matched by the serene feeling of a warm summer day listening to the wind rustle leaves as cicadas scream in the distance, so I really enjoyed you capturing this idea in your post! I also like that you discussed the song “Take me home, country roads”, I think that this is a common song for people to have a strong connection with, especially if they have a sense of place within nature. For me, this song takes me back to summer camp; at the final campfire every year the staff links arms and sings this song with each other as a farewell to the camp. Every time I hear the song I am transported back to that exact moment, and it honestly brings a tear to my eyes. I think that is the beauty of music and nature, beautiful memories can be created through the combination of the two, and through hearing one song you can be transported right back to the same place.

[wildlifechayse]

Unit 7 Blog Post

“Where is music in nature” is both an extremely easy and difficult question to answer at the same time, upon reading this I immediately think, music is everywhere in nature! However, trying to name the specific places music occurs in nature is more difficult, as there are so many different sources to think of it almost feels infinite. The reading from Gray et al., 2001, suggested that songs could be defined as “any rhythmic repeated utterance, whether by a frog, an insect, a whale or a human being”, which agrees that nature is filled with music, in a seemingly infinite way. It would likely be uninteresting to everyone reading if I simply sat here and listed all of the different places in nature that I can think of music originating from, therefore that is not something I intend to do. Rather, I would like to think of nature’s music in a more conceptual way… How does the music of nature compare to human music, and where do we draw the line between the two?

When I try to conceptualize the music of nature in a human way, my mind immediately goes to a symphony, a complex band of many different instruments all doing their own thing, coming together to create a beautiful sound that would not sound right if even one piece was missing. This is the essence of an ecosystem and the music that each one produces. This is a concept that was also discussed by Gray et al., 2001, stating that “each creature has its own frequency, amplitude, timbre, and duration, and occupies a unique niche among the other musicians”. This is coupled with the differences in complexities between the sounds of different creatures, some animals like birds have highly complex and melodic songs, meanwhile a bullfrog is repeating the same deep croak over and over again. This is comparable to the musical composition of an actual orchestra- the sheet music for the violins is much more melodic than the sheet music for a tuba which is there to provide bass to the song.

               Now, where is nature in music? This is another equally simple and complex answer- its everywhere! Music is an art form; therefore it is filled with symbols and metaphors that reflect the natural world. This is a pretty obvious explanation of where nature is in music, however there are ways that nature is incorporated into music besides simply using nature imagery for symbols and metaphors. The reading by Sahi, 2012 discusses how central nature is to Finnish folk music. Sahi states that folk music is developed in contact with local nature, thus reflecting the nature of the area. These songs, much like many traditional cultural songs, are reflective of the world views of the people of that culture and time. This is not unique to cultural folk music, different genres in different areas can reflect the views of their people and the nature that is present around them and can be found in some of our more modern music.

               I think a good example of this in more modern music is The Tragically Hip. When I first read that the topic of this week’s unit is music and nature I instantly knew I wanted to discuss The Tragically Hip somewhere in my blog post, as I think The Tragically Hip is a great example of nature in music, and interpreting Canadian culture. One song that specifically stands out to me is ‘Wheat Kings’, this song begins with an iconic recording of a loon call and moves on to tell the story of a saskatoon nurse who was murdered in 1969, and the 17-year-old man who was wrongly convicted to life in prison. Throughout this laid-back song there are several lines that evoke imagery of the nature of the area, like “Paris of the prairies” or “all you hear are the rusty breezes pushing around the weathervane Jesus”. This is one song that will always bring me a strong nostalgic feeling for several reasons, it brings me back to sitting by the lake with friends and family, but it also brings be back to my childhood living in the prairies. The beauty of including strong natural imagery in music is that it can evoke strong feelings for a multitude of reasons in many different people.

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), 52–54. https://doi.org/10.1126/science.10.1126/SCIENCE.1056960

Sahi, V. (2012). Spiritual Values of Protected Areas of Europe [Workshop Proceedings #322]. 322. Ares.

[wildlifechayse]

Blog post 6: Quote response

To me, this quote and the content of this unit both outline the importance of continuously remembering history, if we don’t remind ourselves of what happened in the past, we are doomed to repeat our mistakes. Interpretation is one of the keys to ensuring the past continues to be remembered in a nuanced way; it is important for there to be people that are knowledgeable about historical events and the nuances around them to share this knowledge with the public in an interesting and condensed way.  In the textbook this week, one of the topics that stuck out was the discussion of first-person interpretation (Beck et al., 2018). This is a type of interpretive experience that I have actually been a part of; when I was a kid I lived in Manitoba and went to a summer camp at the Lower Fort Garry National Historic Site. This is a former trading post that was a part of the Hudson Bay Company which now serves as a historic site. The cast members here dress and act like they would have when the Fort was in function, and as a camper we also got to dress up and live as a pioneer for the week! This was an amazing interpretive experience for me, as I find that the more immersive an experience is, the more I remember it. This type of experience truly makes you feel like ‘the train station you passed through still exists’ as Hyams states, an immersive interpretive experience makes the information you are learning feel more real, there were actual people living like this, doing these things in the place I am many years ago.

          This is how everybody dressed at Fort Garry, including all the campers!     

Interpretive writing is also essential to the preservation of history. The textbook discusses the importance of journaling and in my opinion, this is one of the most important type of interpretive writing for the preservation of history (Beck et al. 2018). History can be preserved through things like news or documents, though these will often all be biased in a similar way. The best way to understand different historical perspectives, especially those from groups that have been oppressed, is through analyzing journals. Journals themselves are firsthand accounts of things that have happened, and include personal anecdotes and feelings that add depth to the story being told. A good example of this is The Diary of Anne Frank, I read this book in high school before travelling to Amsterdam and visited the Anne Frank house; this humanized a person from history in a unique way for me. To read about her crushes, going to school, her friends and silly normal kid thoughts made me feel connected to a historical time in a similar way to the way I felt at Fort Gary. This was a kid just like me, and she had so many of the same universal ‘kid’ experiences that we all have had.               

Though these anecdotes both refer to specifically historical interpretation, though these are still relevant to effective nature interpretation. Nature interpretation through writing can serve as an important historical documentation, creating a narrative about what was going on in the environment at a certain time. An excellent example of this is Rachel Carson’s Silent Spring. This is a book that documents the harmful effects of the pesticide DDT that was used in abundance at the time. This book is personal and poetic, giving a present-day reader a deep understanding of how dire the situation in the environment was at the time, and how important it is that we don’t let something like that happen again. I think the blog prompt this week is very relevant to this idea. If we have the mindset that the train station that we’ve already passed through has disappeared we are doomed to repeat it again. I think in a social and political climate like we are living in today, it is extremely important to understand this and to actively seek out information about past events to prevent history from repeating itself.

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

Photo: Steiner, B. (2020). [Digital |Image]. Journeys with Johnbo. https://photobyjohnbo.com/2020/01/07/lower-fort-garry/

[bbenvs3000w25-deactivated202505]

Hi Chayse,

I loved your blog post your personal experiences really brought the concepts to life! The story about your time at Lower Fort Garry is such a powerful example of immersive interpretation. I agree that those types of experiences stick with us the most. It’s incredible how dressing, acting, and living as pioneers allowed you to feel history in a tangible way. I think you captured Hyams’ metaphor beautifully interpretation ensures the “train station” doesn’t fade into the distance but remains a vivid and active part of our collective memory.

Your point about journaling as a form of interpretive writing really resonated with me. You’re absolutely right journals like Anne Frank’s provide a deeply personal lens on history that’s hard to replicate through other mediums. They humanize history in a way that’s relatable and impactful. I can imagine how visiting Anne Frank’s house after reading her diary must have brought everything full circle for you it’s like stepping into her world, even if only for a moment.

The connection you made to Rachel Carson’s Silent Spring was also thought-provoking. Her ability to blend poetic narrative with scientific urgency is a perfect example of how writing can influence change. It makes me wonder how many environmental crises might be better understood or prevented today if more stories like Carson’s were told in a similarly compelling way.

What do you think we can do to encourage more immersive and personal approaches to interpretation whether historical or environmental? Do you think technology, like VR or interactive exhibits, could replicate the emotional impact of places like Fort Garry or journals like Anne Frank’s, or is something inherently missing in digital experiences?

Thanks for sharing your reflections they’ve definitely given me a lot to think about!

[wildlifechayse]

Thanks for your response! I think you make a really good point about incorporating technology to make interactive experiences more available. I don’t think that technology should replace true immersive experiences entirely, however it would make that type of experience much more affordable and available to people that might not have tried it out to begin with!

[aaenvs3000w25]

Blog 6-  The Role of Interpretation in Preserving History

“There is no peculiar merit in ancient things, but there is merit in integrity, and  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)

At its core, this quote challenges how we perceive history. It argues that the value of the past isn’t found in its age alone but in its integrity—the ability to keep its parts connected over time. History, as a structure, loses meaning if pieces are ignored, forgotten, or misrepresented. Maintaining integrity requires an active memory, a conscious effort to acknowledge and understand the past rather than separating it from the present.

The quote also uses a railway station as an analogy, illustrating the flawed assumption that history ceases to matter once we move beyond it. Just as a train station exists before and after a train passes through, history continues to shape the present, whether or not we acknowledge it. This critique of historical amnesia- the tendency to disregard the past once it’s no longer visible- has significant implications for how we engage with history today.

This idea is particularly relevant to historical interpretation, especially in museums and cultural institutions. These spaces do not merely display artifacts; they actively connect them to contemporary understanding. Without such efforts, history risks becoming fragmented, with only select pieces remembered while others are lost. As David Uzzell (as cited in Beck, Cable, & Knudson, 2018) states, “We are deceiving ourselves if we think that when we stand in front of a case of medals, or guns, or photographs of mutilated bodies, we are looking at the past. We are looking also at the present and the future. If interpretation is to be a source of social good, then it must recognize the continuity of history and alert us to the future through the past” (p. 342). This aligns with the quote’s argument that memory is not passive: history must be actively interpreted and revealed.

Historical interpretation extends beyond archives; it influences public memory, education, and identity. When history is selectively preserved or misrepresented, it affects how societies understand themselves and their origins. The way historical narratives are constructed determines which voices are amplified and which are erased. This makes the role of interpreters and historians especially significant, they don’t just relay facts but shape how history is understood.

The quote also raises questions about who controls historical narratives. If history is preserved in fragments, who decides what’s remembered and what’s forgotten? Museums, archives, and historical sites shape collective memory, but they are not neutral spaces. Many historical objects have been removed from their original contexts, raising ethical concerns: does relocating these objects preserve their integrity, or instead sever their connection to the past? Without critical engagement, history risks becoming a collection of isolated facts rather than a meaningful continuum that informs the present.

Ultimately, the quote challenges us to rethink our relationship with history. The past continues to exist, influencing our culture and identity. Acknowledging history’s presence is not just about preservation; it is about maintaining the wholeness of knowledge, ensuring that time does not erase what still matters. Engaging with history critically allows us to better understand the present and shape a more informed future.

References

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

[wildlifechayse]

               I really enjoyed reading your post this week, and I think you bring up some insightful opinions regarding the deeper meaning of this quote. I agree that the essence of this quote is that history is something that is constantly influential on present day life, and always will be. This is why cultures can be so different from one another, there is a different stream of historical events that has influenced the way that society develops in different ways, therefore the norms in Canadian society would be different that the norms of other countries.

               Without continued learning of history, we begin to forget how different historical events have influenced others- for example, one cannot fully understand the origins and trajectory of the second world war without considering the impact that the first world war had on Europe…

               I like the point that you make later in your post about who is controlling historical narratives. This is a point that I discussed in my own post and delved more into the section of the textbook that discusses journaling. Historically, these are important interpretive works that allow us in present day to understand the perspectives of folks who may not be represented in the accepted historical narrative. This is essential for getting a full understanding of the history of oppressed groups whose history is often severed from the main historical narrative.

[wildlifechayse]

Blog post 6: Quote response

To me, this quote and the content of this unit both outline the importance of continuously remembering history, if we don’t remind ourselves of what happened in the past, we are doomed to repeat our mistakes. Interpretation is one of the keys to ensuring the past continues to be remembered in a nuanced way; it is important for there to be people that are knowledgeable about historical events and the nuances around them to share this knowledge with the public in an interesting and condensed way.  In the textbook this week, one of the topics that stuck out was the discussion of first-person interpretation (Beck et al., 2018). This is a type of interpretive experience that I have actually been a part of; when I was a kid I lived in Manitoba and went to a summer camp at the Lower Fort Garry National Historic Site. This is a former trading post that was a part of the Hudson Bay Company which now serves as a historic site. The cast members here dress and act like they would have when the Fort was in function, and as a camper we also got to dress up and live as a pioneer for the week! This was an amazing interpretive experience for me, as I find that the more immersive an experience is, the more I remember it. This type of experience truly makes you feel like ‘the train station you passed through still exists’ as Hyams states, an immersive interpretive experience makes the information you are learning feel more real, there were actual people living like this, doing these things in the place I am many years ago.

          This is how everybody dressed at Fort Garry, including all the campers!     

Interpretive writing is also essential to the preservation of history. The textbook discusses the importance of journaling and in my opinion, this is one of the most important type of interpretive writing for the preservation of history (Beck et al. 2018). History can be preserved through things like news or documents, though these will often all be biased in a similar way. The best way to understand different historical perspectives, especially those from groups that have been oppressed, is through analyzing journals. Journals themselves are firsthand accounts of things that have happened, and include personal anecdotes and feelings that add depth to the story being told. A good example of this is The Diary of Anne Frank, I read this book in high school before travelling to Amsterdam and visited the Anne Frank house; this humanized a person from history in a unique way for me. To read about her crushes, going to school, her friends and silly normal kid thoughts made me feel connected to a historical time in a similar way to the way I felt at Fort Gary. This was a kid just like me, and she had so many of the same universal ‘kid’ experiences that we all have had.               

Though these anecdotes both refer to specifically historical interpretation, though these are still relevant to effective nature interpretation. Nature interpretation through writing can serve as an important historical documentation, creating a narrative about what was going on in the environment at a certain time. An excellent example of this is Rachel Carson’s Silent Spring. This is a book that documents the harmful effects of the pesticide DDT that was used in abundance at the time. This book is personal and poetic, giving a present-day reader a deep understanding of how dire the situation in the environment was at the time, and how important it is that we don’t let something like that happen again. I think the blog prompt this week is very relevant to this idea. If we have the mindset that the train station that we’ve already passed through has disappeared we are doomed to repeat it again. I think in a social and political climate like we are living in today, it is extremely important to understand this and to actively seek out information about past events to prevent history from repeating itself.

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

Photo: Steiner, B. (2020). [Digital |Image]. Journeys with Johnbo. https://photobyjohnbo.com/2020/01/07/lower-fort-garry/

[kkenvs3000w25]

Education is Everything: Nature Interpretation Though Science

Nature Interpretation through Science 

After completing this week’s readings, my thoughts lie with how crucial it is that we develop proper education for others for the good of society. Education is so powerful in general. In the same sense, a lack of education can be very detrimental. We see a lack of education more than ever nowadays with the quick spread of information on the internet. 

In the age where we have social media at our fingertips, it is so easy for fake news to spread quickly. If you take 5 minutes to scroll on any social media, whether it's TikTok or Instagram, and so on, you will likely be flooded with several opinions on many different matters, whether you were looking for them or not. So, now more than ever, especially regarding the current state of the environment, it is important that we spread the word to others on basic scientific and media literacy, and how to fact check what they are hearing. 

There are many current environmental issues, whether global or local to a specific region, that are crucial for a general population to understand so a change can be made! For many of you, climate change may be what comes to mind. As we know, climate change affects everyone, and we live in a time where we need scientific knowledge to collaborate with “citizen science” as referred to by Wals et al. (2014). According to Wals et al., “citizen science” refers to “community-based local monitoring of changes in the environment using simple data acquisition devices and communication tools” (2014). Ultimately citizen science can foster an engagement between the public and science in terms of environmental issues, and collaboration between the public and local/global scientists. In this way, we can translate crucial scientific knowledge and ensure community accessibility and understanding of environmental science to take action in the form of environmental stewardship. 

I am so thankful for my scientific education and ability to read and understand articles, or hear a fact and be able to look for backed up articles and trusted sources to confirm it. I know this is not the case for everybody. Environmental education and scientific education must be able to work in tandem in an accessible and public-friendly manner, and this has been proven to be effective in helping society learn about addressing "sustainability challenges” (Wals et al., 2014). 

There are many steps that can be taken in enhancing the integration of environmental and scientific education, including educated, trusted people taking to social media to describe how we can truly trust science. For me personally, learning about the scientific method helped me learn to trust science a lot, as well as truly respect the hard work that scientists and researchers put into their careers.  

Nature interpreters, as nature experts, have the power to bridge the science-environmental education gap, and promote important discussions in the public.  Of course, interpretation programs should be fun and engaging, but since the interpreters and the programs themselves have the privilege of connecting with the audience, the messages they choose to send can be very powerful and deep.

Research was done in California and Virginia, where they examined two regional naturalist programs, to get a sense of how participants took action in their communities and demonstrate environmental stewardship (Merenlender et al., 2016). As a result, it was found the participants in the programs generally “increased their content knowledge about ecosystems, had greater confidence in conserving them, and continued to engage as citizen scientists after completing the program” (Merenlender et al., 2016). This is great, and shows that passion and participation in educational programs can really inspire people to help change the world for the better. 

Everyone has the power to be environmentally responsible. Some people just may not have the education to spark that passion for science and the environment. Interpreters can play a huge role in this where they may inspire and educate the public in a way that helps them understand and feel passionate towards the environment. It would change the way they interpret the nature around them, knowing more important context about the environment backed by science, and knowing how to trust science. Knowledge is everything! 

Something that really impacted me was hearing about the “Climate Clock,” which you can learn more about by clicking this link: https://climateclock.world/

This clock encourages us to act in time to limit global warming and reach “zero emissions”. I encourage you to check it out. 

Was there any moment/something you learned that really sparked your passion for science and the environment?

Let me know,

Kattrina 

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

Wals, A. E., 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

[wildlifechayse]

I really enjoyed reading your thoughts on this week’s content in your blog post! I actually discussed a very similar topic in my own blog post this week- I guess we all have the spread of scientific misinformation on the mind… Like you, it seems, my mind is constantly blown with the constant misinformation I see and hear being spread when we are living in a time where information is so abundant! In my opinion, this comes from a growing number of people that have no thirst to know more. As scientists, we all have a desire to know more, and I know many non-science people, academics and non-academics, who have this same thirst for knowledge. These are often also the people that we find participating in programs like citizen science, if you constantly want to know more and do more, you are more likely to participate in a program that allows you to do that.

               A lack of desire to “know more” isn’t the only reason for the spread of misinformation though, I think there is a comfort in accepting certain pieces of misinformation. For example, it might be easier for someone to minimize effects of the climate crisis than to accept that it is happening and to put work in to make a positive impact on the environment.

               This is why I think effective nature interpretation is so important, the more people that access interpretive services, the more people that will be moved by the beauty of nature and grow a connection to the environment.

[wildlifechayse]

Week 5 Blog Post

The content of this week’s unit really resonated with me, especially since it was closely related to a long conversation that I was having yesterday before going through the readings. Yesterday I went to get a tattoo, over the several hours that I was sitting, I chatted with the artist about many things, but the conversation kept coming back to various environmental/conservation topics. One topic that we discussed was the importance of accessible scientific information.

               As someone that has been trained in science for many years, it is easy to overlook the importance of effective scientific communication with the general public. For myself, I feel that this is something I overlooked, especially at the beginning of my education. I never really thought about what other people think of science, and when people seemed like they didn’t care, I never spent much energy trying to get them to care. While “getting someone to care” isn’t the ultimate goal of interpretation, it is important to be able to reframe your point so that it is meaningful to the person you are interpreting to.

               Conversations like this are easy and smooth when the person you are interpreting to has a similar world view to you. For example, my tattoo artist and I both have a pretty similar world view, therefore both of us tended to agree with what the other was saying which propelled the conversation forward. At one point she had mentioned that she has a family member that was radicalized towards believing many anti-science conspiracy theories, where we then began discussing the importance of still having respectful conversation with those that disagree with you.

               It can be disheartening trying to share your worldview with someone that disagrees with it, however there is always some benefit to trying. If one is always respectful in conversations like this, and provide evidence-based conversation points, there is always the possibility that you have opened somebody’s eyes to a new worldview. While I used a rather extreme example, there is always going to be people that don’t agree with a certain part of your world view, even if they agree with you mostly. This shows the importance of being respectful and understanding in each interpretive context, because it is the only way to open the door to someone possibly seeing something from your point of view- if someone feels looked down upon by you, they are more likely to be apprehensive to exploring your world view.

               Another way to make science more accessible to the general public is to involve them through citizen science programs like the ones mentioned in this week’s readings! The Adina et al. paper from 2016 was a great reflection of this idea, they found that people who had participated in naturalist programs felt more confident about their contributions to conservation and continued to participate in citizen science. It is not just the environmental scientists and biologists that care about saving the environment, so many ‘average joes’ want to help too- we, as scientists and interpreters, just need to provide the tools people need to contribute.

[sdenvs3000w25]

Hi Chayse! 

I enjoyed reading your post this week, particularly in the section about easily understandable scientific communication. As a science minor, I often forget that my parents or friends may not know the terminology or have the same science background as me. As you noted, it's not always the case that people interact with science in the same manner that we do. I thought it was great how you connected this insight to your discussion with your tattoo artist. It's a great reminder of how daily, unexpected situations may inspire scientific interpretation. When you said “getting someone to care” isn’t the ultimate goal of interpretation, this really got me thinking as we often think when explaining scientific concepts to someone they need to care and fully understand it in order to comprehend what we were saying. This statement has really given me a new perspective! 

I think the way you and your tattoo artist discussed how important it is to have respectful conversations with people who have different opinions is a good reminder. I am happy you have someone to discuss such topics with! Especially in today’s society, there are so many opposing views, that you are never going to meet people who agree with you completely. Although I get irritated when people reject scientific data, I appreciate your reminder that it's important to interact with empathy and respect. Even if they don't change their views after one talk, it might spark an interest that will eventually blossom.

I also agree when you mention the citizen science programs are fascinating. The Merenlender et al. (2016) study truly highlights how participation in nature programs increases confidence and engagement in conservation. I too think it is our job as nature interpreters to provide the “average Joe's” tools necessary to fully immerse ourselves in nature. What do you think are the best ways to reach younger and more diverse audiences for citizen science? Also, how do we balance making science accessible without oversimplifying it?

It was enlightening to read your perspective Chayse! What kind of tattoo did you get?

[wildlifechayse]

Hey Sophie,

I really enjoyed reading your perspective on my post through your reply! I think its common for us as scientists to get caught up in our own knowledge system and forget that not everyone sees the world through the same lens, as frustrating as that can be! As I mentioned, I think citizen science is one of the best ways to open the world of science and make it available to everyone. I think one of the most powerful tools for this is Seek or iNaturalist! I'm a very active user of iNaturalist and it's such an easy, informative way to get people to start participating in environmental science! On the same coin, Seek (an app made by iNaturalist) is even more user friendly and interactive, my non-biology friends that I've showed it to all downloaded it because they said "it was like a real life pokedex"- needless to say this would be an awesome way to get more kids involved with citizen science specifically! As for my tattoo- Its a version of a classic American Traditional tattoo design called the "battle royale". The design is typically a fight between an eagle and a snake, representing the eastern and western worlds. Instead, mine is a frog and a snake (because frogs are cool lol)!

[wildlifechayse]

Week 5 Blog Post

The content of this week’s unit really resonated with me, especially since it was closely related to a long conversation that I was having yesterday before going through the readings. Yesterday I went to get a tattoo, over the several hours that I was sitting, I chatted with the artist about many things, but the conversation kept coming back to various environmental/conservation topics. One topic that we discussed was the importance of accessible scientific information.

               As someone that has been trained in science for many years, it is easy to overlook the importance of effective scientific communication with the general public. For myself, I feel that this is something I overlooked, especially at the beginning of my education. I never really thought about what other people think of science, and when people seemed like they didn’t care, I never spent much energy trying to get them to care. While “getting someone to care” isn’t the ultimate goal of interpretation, it is important to be able to reframe your point so that it is meaningful to the person you are interpreting to.

               Conversations like this are easy and smooth when the person you are interpreting to has a similar world view to you. For example, my tattoo artist and I both have a pretty similar world view, therefore both of us tended to agree with what the other was saying which propelled the conversation forward. At one point she had mentioned that she has a family member that was radicalized towards believing many anti-science conspiracy theories, where we then began discussing the importance of still having respectful conversation with those that disagree with you.

               It can be disheartening trying to share your worldview with someone that disagrees with it, however there is always some benefit to trying. If one is always respectful in conversations like this, and provide evidence-based conversation points, there is always the possibility that you have opened somebody’s eyes to a new worldview. While I used a rather extreme example, there is always going to be people that don’t agree with a certain part of your world view, even if they agree with you mostly. This shows the importance of being respectful and understanding in each interpretive context, because it is the only way to open the door to someone possibly seeing something from your point of view- if someone feels looked down upon by you, they are more likely to be apprehensive to exploring your world view.

               Another way to make science more accessible to the general public is to involve them through citizen science programs like the ones mentioned in this week’s readings! The Adina et al. paper from 2016 was a great reflection of this idea, they found that people who had participated in naturalist programs felt more confident about their contributions to conservation and continued to participate in citizen science. It is not just the environmental scientists and biologists that care about saving the environment, so many ‘average joes’ want to help too- we, as scientists and interpreters, just need to provide the tools people need to contribute.

[amblenvs3000w25]

Blog #4 Under the Northern Lights: Interpreting Nature's Gift of Beauty

When thinking about the idea of interpreting nature through art, the Northern Lights come to mind. The way their colours dance across the black sky feels like nature's perfect painting but in motion. When asked “who am I to interpret nature through art?” It genuinely got me stuck thinking of how to write about such a breathtaking phenomenon. The Northern Lights speak for themselves, how can one even possibly enhance its beauty that's already perfect? Through this week's readings, I've discovered that nature interpretation is just about enhancing nature's beauties; it's about creating deep connections for yourself and others. As stated in the textbook, interpretation is about creating new emotional connections and engagement with nature (Beck et al., 2017). My experience with the Northern Lights was more than a visual experience, it was emotional. I was starstruck and to this day still, something about the colours dancing across the sky kept me mesmerized. Therefore, it's the personal connection I have with this amazing phenomenon that makes me capable of sharing this moment with others. 

The first time I ever saw the Northern Lights was in Timmins, visiting my grandpapa. I remember it was freezing outside and the sky was completely clear when I saw the green, purple and blue lights dancing along the sky. I was so mesmerized, feeling calm and sane. Additionally, not only did I form a new connection but in that moment I felt how small I am compared to the universe, which was such a humbling experience. To this day I wish I was able to capture a photo of it but my memorie of it is so clear that I don’t need one. So, who am I to interpret nature through art? I am someone who has a deep connection to the impact that nature gives from my own experiences. I believe this connection can allow me to guide others into the same space I feel when looking at the Northern Lights. Furthermore, it's not about putting my perspective on others, but it's about creating their own moment where they feel drawn. As an interpreter, I am not aiming to speak for nature but to help the audience hear and see what it has to offer. For example the Northern lights cannot be reinterpreted, but as the role of an interpreter I would love to create that space for others to form their own connection to it and be able to witness it. 

How I interpret “the gift of beauty” is its ability to invite us to slow down, reflect and feel what nature has to offer. It's more than to see but to feel the world around us. When I see the Northern Lights, it was more than just the colours dancing in the sky; it was the unexpectedness of the emotional wave I felt and wanted to share with others. Therefore, as a role of interpreter, I would help others feel the beauty of nature, creating a safe space for them to connect and feel in awe, just as I did under the Northern Lights.

An aurora display captured just north of Kenora, Ontario. (Photo: Brandon Brown/Can Geo Photo Club)

Heres a picture I found that resembles what I saw.

Knudson, L.B.T.T.C.D. M. (2018). Interpreting Cultural and Natural Heritage: For a Better World. Sagamore Publishing LLC. https://sagamore.vitalsource.com/books/9781571678669

[wildlifechayse]

I really appreciated how personal your blog post was this week! Your story of seeing the northern lights really resonated with me, because the first time that I ever saw the northern lights I also had my breath taken away. When I first saw the northern lights it was my last year as a camper at summer camp; all of the counsellors in our section woke us campers up to go to the beach and see the aurora borealis, its such a special memory because it was a year I wasn’t sure if I wanted to go to camp anymore, but if I hadn’t I wouldn’t have ever seen the northern lights! My story, just like yours has a strong emotional connection to the natural beauty that I had the privilege of witnessing that night. Although our stories are different, I felt the same awe that you felt when you saw the northern lights, and I felt your same pain of not being able to take a photo- although, my memory is so clear that I don’t need one.

               I like that you mention the importance of allowing others to have their own experience and simply being a guide as an interpreter. I think that is the most important part of interpretation is encouraging your audience to experience their emotions in an honest and open way, rather than trying to tell them what they should be feeling.

               I find it beautiful the way that certain natural experiences are so awe-inspiring that nearly everyone that witnesses them has a shared emotional experience. Every person that has told me their story of seeing the northern lights for the first time has seen the exact same awe. To me, I find that the ‘gift of beauty’ nature gives is the emotions that can be evoked through a once in a lifetime natural phenomenon, and the power of sharing an emotional experience with all the other people that have witnessed it as well, whether I know them or not.

[wildlifechayse]

Blog 4: Who am I to interpret nature through art?

I have always felt that because I am not an artist, I don’t have the mind to properly interpret art; If I can’t make good art myself, how could I properly put myself in the shoes of the person that made that art?  I have always sought out someone that can tell me what the artist meant by a song or a painting, or someone to tell me how I’m supposed to feel when I observe the art however, this is not the job of a good interpreter.

               This unit has been very informative about how useful it can be to incorporate artistic elements into nature interpretation. Even though I sometimes feel like I don’t have the “right” to interpret through art since I am not an artist, interpretation itself is an art, one that I actually have some skill in! As stated in Tilden’s principles of interpretation, “information, as such, is not interpretation. Interpretation is revelation based upon information…” Through this thinking, each time you interpret you are putting on a performance of sorts, where information must be conveyed in a compelling way that will allow the audience to go home with a memorable experience. Providing an engaging experience allows people to feel like they have used their leisure time well, since they are likely accessing interpretive services on their free time.

               There are several ways that nature could be interpreted through classical art mediums; the textbook mentioned the use of skits or thematic performances, songs and painting as some real-world examples. I have a personal connection to interpretation through song. Some of my fondest memories in the outdoors involve music, whether it be laying on a beach listening to a speaker with my friends, singing camp songs at summer camp or making songs up with my family while camping. My entire childhood, adolescence, and now adulthood is full of musical memories in nature, and they make the memory of enjoying the outdoors so much more special. Even though I’ve never considered myself an artist, I also have memories of making art out of things I find in nature or being theatrical when I share information with the people I hike with, the list goes on and on…

               So, who am I to interpret nature through art? I think I am more than qualified, even though I have doubted myself and my artistic qualities for so much of my life. Art is all about expression and feelings, therefore anyone can be an artist and interpret through art, if they are willing to be open, honest and empathetic, then the feelings will be conveyed.

               But how do I interpret “the gift of beauty”? There was one quote from the textbook that really stood out to me, “Discovering the beauty in the workmanship of a piece of antique furniture, in a special adaptation of an insect, or in a majestic panoramic view is neither strictly educational nor merely “fun”. It stretches the mind to something more…” (Pg 45). This quote spoke to me, as I often find myself admiring the beauty in the strangest things. I am a huge entomology enthusiast; therefore I can frequently be found obsessing over a cool little bug that most people would squish without a second thought. Some of my favourite animals are some of the least charismatic; snakes, bats, lizards, insects, spiders… the list goes on, but I love them all! I think this quality about me makes it easier to interpret the gift of beauty, since I can see the beauty in some pretty weird stuff! Often as I ‘infodump’ on my friends about some nature fact, I can explain it in a way that engages the person, even if they weren’t previously interested in the topic.

               For example, flies are generally disliked because they are an annoying pest, especially when you’re trying to enjoy food outdoors. Many people don’t realize how many types of flies there are, and that they are some of the first pollinators to emerge every year. Flies can begin flying in colder temperatures than bees and wasps, therefore for some of the beauty that you observe in emerging spring flowers, you can thank that annoying fly that you’re swatting away!

[sipenvs3000w25]

Unit 3- How Privilege Shapes Nature Interpretation

When we think about privilege, we often associate it with social or economic advantages, but have you ever considered how privilege shapes our access to the natural world? Environmental privilege is the idea that certain groups have easier access to parks, rivers, and open spaces while others face barriers that prevent them from enjoying these same resources. These disparities, though often invisible, play a significant role in shaping how people experience and connect with nature. For interpreters—the storytellers and educators of the natural world—recognizing and addressing this privilege is essential to creating inclusive and meaningful experiences.

At its core, privilege in nature boils down to access. If you’ve grown up near parks, spent summers camping, or easily afforded entrance fees to national reserves, you may take this access for granted. But for many, nature isn’t as accessible. Barriers like cost, transportation, physical accessibility, and even cultural perceptions of outdoor spaces limit participation.

For example, a family living in an urban area might not have a car to visit a national park, or they may not know such spaces exist because they’ve never been marketed to their community. Someone with limited mobility might find trails or lodges inaccessible. These barriers disproportionately affect marginalized communities, creating a cycle where only the privileged few experience nature’s benefits.

Freeman Tilden, a pioneer in interpretation, famously said, “The visitor ultimately is seeing things through his own eyes” (Tilden, 1977). Every person views the world through the lens of their experiences, values, and circumstances. This is where privilege intersects with interpretation. Interpreters must recognize that their audience is not a monolith.

Some visitors may see a pristine forest and feel peace; others might see a wilderness that feels foreign or unsafe. Some might appreciate an exhibit’s detailed scientific explanations, while others might find it inaccessible or irrelevant. Effective interpreters bridge these gaps by tailoring their messages to diverse audiences, inviting everyone to see themselves reflected in the stories of the natural world.

Addressing privilege in nature interpretation isn’t just about acknowledging it—it’s about dismantling it. This means creating opportunities that eliminate barriers. Some examples of this is limiting financial barriers. We can do this by offering donation-based programs where participants “pay what they can” allows more people to engage with nature without financial strain.We can eliminate physical barriers too by ensuring some lodges, trails, and facilities are wheelchair-accessible or designing gentle tours for older adults ensures more people can participate.

Nature should not be a privilege—it should be a right. Yet, privilege determines who feels welcome, who participates, and who benefits from these experiences. As interpreters, the responsibility lies in ensuring that nature’s doors are open to everyone. This means stepping outside our own assumptions and listening to the voices of those who feel excluded.

By addressing privilege head-on, we can transform nature interpretation into a powerful tool for equity. It’s not just about sharing facts or guiding hikes—it’s about ensuring that every person, regardless of their background, can find their place in the natural world. When we break down the barriers of privilege, we make room for everyone to connect with, care for, and advocate for the environment. And that benefits us all.

[wildlifechayse]

               You made several insightful points throughout this post that I agree with! The many factors that contribute to privilege, which I have been aware of for quite some time, weren’t something I really considered to be related to accessing nature before I interacted with the content of this unit, which is the idea you have captured in this post. One barrier you mentioned was financial, which was something I often overlooked as a barrier since nature is always outside and free, however this is a result of growing up with the privilege of having parents that provided me with easy access to nature.

               I agree with the importance of dismantling privilege in the realm of interpretation, everyone should feel comfortable accessing interpretive services if they want it or should feel comfortable in natural spaces if they feel that the interpretive services is irrelevant to them, which could be accomplished by eliminating the physical barriers in some of the ways that you’ve mentioned. Another way to eliminate financial and transportation barriers are some of the low-income transit to trails programs that were mentioned in the textbook chapter of this unit; these types of experiences can provide people with transportation and entrance to the park, and an interpreter for those who may feel anxiety about being in the wilderness.

               I really enjoyed engaging with your post, I think a future with interpreters like you that care about dismantling privilege and breaking down barriers in nature interpretation will allow so many more people to access the beauty of nature!

[wildlifechayse]

The Role of Privilege in Nature Interpretation

My privilege in nature has not always been something that I have been aware of. I feel that an awareness of my privilege began developing as I was a teenager, and my friendships evolved into deeper relationships where we shared our thoughts, feelings and life experiences. It was during this time that I became aware of how lucky I was to have been born into a family that has roots in the backcountry and valued outdoor experiences. I’m privileged to be white and middle class and to have moved around throughout my childhood, these things have exposed me to an array of outdoors experiences in many different places, which I never even considered my peers may not have had access to.

               The story that began the textbook chapter made me think of my own experience with recognizing how privileged I am to have had so many experiences in nature; the story tells of a Boys & Girls club program where kids were given a chance to have excursions in nature. It was mentioned that despite living just a few miles from the coast, many of the kids had never seen the ocean before due to accessibility barriers. I’m sure this has been the case in all the different communities that I’ve grown up in at different points of my life; although I have fond memories of exploring new wild spaces in each place that I’ve lived, many kids that I was friends with likely had lived there their entire life and didn’t have the same experience as I did.  

One common barrier to nature for communities that have not grown up surrounded by it is the real and perceived risk that comes with outdoor excursions. Some outdoor experiences have more inherent risk than others; the tragedy on the Timiskaming was an excursion with far more inherent risk than the average family’s trip to the trails, however to someone that has never left the city, the perceived risk is still likely huge! A way to alleviate this perceived risk is through effective interpretation, offering services where someone can be with a knowledgeable person while experiencing nature for the first time is valuable and can help reduce the anxiety of the visitor.

Because privilege has a large role in the ability of people to access nature, privilege is also influential on the experience of nature interpretation. As mentioned throughout this unit, there are real and perceived barriers to accessing nature and interpretive services, some folks may have had poor experiences in the past and are reluctant to return, or some people may have a fear of being judged or left out in a group lesson. These are two of the many barriers that exist in the way of accessing interpretive services, however there are many ways to break these barriers down and help others have a valuable experience in nature through interpretation. One way to break down these barriers that was discussed in the textbook is access to multilingual resources. One story told of a broken English-Spanish conversation between an interpreter and a park visitor where a woman was able to have a discussion about bears with the interpreter, and have her fears calmed through the interpreter taking time to understand and talk to her. This is something that I hope to be able to do in my future as an interpreter. As a Canadian that did not take much time to learn French in high school, I have realized how many people I will not be able to reach because I can’t speak French well. Because of this, I have decided to take up learning French again as an adult, so I will be able to broaden my future opportunities to share knowledge with more people.

               Through this exploration of privilege in nature interpretation, I have been able to formulate my own definition of what privilege means to me. I think that privilege is when a person is provided an advantage based on qualities that were likely inherited in some way. For example, no one can choose the race, sexuality, or gender that they are born as, however being a part of one group can give a person advantages in life that are not afforded to those in another group. Although this is not something a person need be ashamed of, it is important to keep it in mind, especially in the field of interpretation. The most effective interpretation is done when people can make everyone in a diverse group feel heard and seen, and this can only be done by breaking down barriers.