ckenvs3000

[ckenvs3000]

Hi Jasmine, I really enjoyed reading your final blog post. You did a great job of reflecting on what you have learned in this course. As you mentioned, learning about climate change can be draining. I experience the same feelings as you when learning about this topic, how couldn’t you when you are discovering the amount of damage that humans have done to the planet? However, it gives me optimism to know that there are so many like-minded people out there who want to see a change in the way we handle climate change. Similar to you, I am very passionate about preserving the planet and all the natural beauty it holds. I agree, education is critical if we want there to be a change. There is so much false information spread through social media and other platforms that gives people the wrong idea about climate change. Therefore, it is imperative that people with a background in this complex issue are sharing their knowledge with the world. 

Eventually, I want to pursue a career that contributes to climate change research. The things that I have learned throughout my undergrad in marine and freshwater biology have inspired me to study how anthropogenic impacts can alter freshwater systems. I took a fourth-year research course in the fall semester, and my study focussed on the impact of dams on zooplankton diversity. This topic was interesting because it demonstrated the consequences that human habitat alterations have on the organisms living in these ecosystems. So to answer your question, when I grow up I want to be a researcher and gain a better understanding of how anthropogenic activities can disrupt aquatic ecosystem stability.  

Congrats on your job this summer, teaching fishing skills sounds like a dream job to me! Working outside in the summer is the best, I was lucky enough to work at Algonquin Park for a few summers and it was an amazing experience. 

Good luck with the rest of your semester and exams!

Cassie

The end... of the beginning

To me, this course and it’s timing has been pretty significant. It has been a sort of coming home to me to get back into the outdoor world and teaching after being on the backburner while I have thought of pursuing different careers. The two main moments in this course that struck a chord are the differentiation between a job and work, and what climate activism can look like.

image: a photo of a quote written inside the canoe hut at Camp Edgewood. “Look for the little miracles”. Photo taken by me.

I’m not sure that everyone has experienced what “work” feels like compared to a “job”, but I was lucky enough that one of my first jobs was working as a camp counsellor, among other things, at Camp Edgewood in Eden Mills. I worked there for two summers before, devastatingly, the camp had to shut down because of a lack of funding to replace our sewage system. Can you believe it? Working there meant giving up you whole summer, besides Saturdays to work 24 hours around the clock, anyone who works at camp knows this, but to me it never felt like a job and I remember saying this at the time. This place was so special, no matter someone’s background, it gave them a chance to connect with others and the nature around them. When you’re disconnected from the rest of the world, the news, and social media, social norms kind of go out the wind and you’re allowed to be as goofy and weird as you want because people are accepting. I remember a camper saying to me that the one week a year that they got to spend at camp weas the only time that they felt like they belonged and that they weren’t the outsider or the “weird one”. This setting and this community’s commitment to fostering these relationships is something that I seek for my work in the future. Lately, I’ve kind of thrown away the idea of “career” and I am committed to focusing on “work”. So, what makes it work for me? Making a difference.    

image: graphics of a melting earth with blue rings around it. Image taken from https://www2.deloitte.com/us/en/insights/topics/strategy/impact-and-opportunities-of-climate-change-on-business.html. 

This year I have really struggled with learning about climate change. It is so essential, yet draining, and leaves me without hope. In chapter 5 of Interpreting Cultural and Natural Heritage, a huge wave of relief washed over me when they explain how fostering relationships with nature is a way to help with climate change. This idea made me realize what my approach to solving climate change must be, to educate and excite people about the world that we live in. I know that as someone who knows about climate change, I need to lead a life that makes a difference, but the idea of having to think about and face this complex challenge every day in a job has been weighing on me and I hadn’t even started this mystery job! During this semester I have decided to apply to the Queen’s Outdoor and Experiential Education Teaching Program after I graduate from my Undergrad. This is the outlet that I can use to encourage stewardship for other people and do my part to help tackle the climate change challenge. Here is a link to an interview with one of my high school teachers talking about the OEE program: Queen’s University Outdoor & Experiential Education Program.

Throughout my BA in Geography I have been learning about the complex relationships between people and places and the details about those people and those places. What I have learned in taking this course is that part of my work needs to be on the frontlines of those relationships between people and spaces, particularly in the outdoors. I would like to teach in some sort of an outdoor setting. I hope that in doing this I can include different aspects of interpretation from science, art, history, education, and sustainability. Personally, I have always been a generalist, meaning that there are a lot of things that I am okay at, but there’s no one thing that I am an expert at. In this field, I can use this to my advantage because it required a lot of skills to interpret/teach.  

image: a photo of me at my cottage in Temagami, crouching under the old growth forest, picking blueberries. Photo taken by my sister

A direct application to what I have learned in this course will be the job that I landed this summer. I put myself out there and sent an email to the rental cottages around the area of my cottage asking if I could teach swimming lessons at their sites. I was answered right away and will be teaching swimming lessons, fishing skills, canoeing skills, and leading hikes just a short canoe ride from my cottage. I am so excited to learn more about the area so that I can teach it. Mostly, I am excited that I can be outside all day and help other people enjoy the outdoors. This type of job is something that I have been dreaming of since working at camp, but had deemed it as not a “career” job and had assumed that I would not make enough money at a job like this. I was wrong, no both fronts. Like I said before, I’m not worried about a job that looks good on a resume because it matches my degree, a so called “adult job”. I sought out the job that I know will make me happy and that at the end of the day I will be able to say that I did a good day’s “work”.  

If you’ve made it this far, thanks for reading along with my realizations, hopes, and dreams. What do you want to be when you grow up (not your adult job, your real job)?  

Goodbye for now.

Jasmine

image: a photo of me holding one of my custom jeaote bags, another passion that I have been investing in. In the fall I started making bags out of old jeans and fabric to reduce textile waste. Here is a link to my Instagram in case you want to check it out! https://www.instagram.com/jeaote/ Yes, this is a shameless plug.

[ckenvs3000]

Hi Diego! I really enjoyed reading your final blog post. I think you did a great job reflecting on what we have learned in this course. I enjoy how you incorporated quotes by David Attenborough into your posts this semester. I grew up watching the BBC nature series that he narrates, which inspired me to pursue marine biology. I think he has a great perspective on the natural world and I appreciate his efforts to communicate the urgency of climate change to the world. I think it is great that you incorporate your faith into your work for this course. After all, nature interpretation is quite subjective and thus your beliefs have a major influence on how you perceive nature. As you mentioned, creation is both a gift and humanities common inheritance. Nature is a perfect example of this because to a certain extent it belongs to all and is meant for all to enjoy. For example, parks, nature trails and beaches are available for the public to connect with nature. I think it is interesting to read about nature interpretation from a religious perspective because it provides a different outlook on things and makes you reconsider what you are looking at. When I am in nature I feel connected and closer to God, and I am often in awe of the complexity and yet simplicity of it all. It inspires me to protect nature for all to enjoy. We are both Christians and our beliefs on faith and nature are aligned, but how do you think other faiths relate their beliefs to nature?

Congratulations on your acceptance into the Environmental Visual Communication program at the ROM, that sounds like it’s going to be an amazing experience.

Good luck with the rest of your semester and exams!

Cassie

Week 10/11: Nature Interpretation, ethics, and learning

Beginning this course, my outlook on nature interpretation was purely scientific, because that’s largely what interested me… or so I thought.  One tends to perform/do as they are taught.  Growing up watching countless nature documentaries, I thought what spoke to me was the science behind it all; Attenborough explaining how toads survived in the Australian outback and why caribou migrated every year.  While that was certainly a large part of it, I failed to see the other aspects of nature interpretation that were going on. The narratives created for each animal, the excellent and artistic cinematography, even the accompanying music, all played a role in nature interpretation, teaching me, and eventually how I would teach others.  Throughout this course, I’ve learnt the importance of all these aspects of nature interpretation, but I’ve also identified what responsibilities I have as an interpreter, and what beliefs I hold regarding it.

I don’t think my ethics as a nature interpreter have changed from what they were prior to the course but I have had the opportunity to elaborate upon them.  We maintain a moral obligation to safeguard the natural world.  Sir David Attenborough once said “It seems to me that an understanding of the natural world is crucial for all of us – after all we depend upon it for our food, for the air we breathe and, some would say, for our very sanity” (Attenborough 2009). We must protect the environment out of necessity for its instrumental value to us, as stated by Attenborough, but also for its intrinsic value.  For me, there is a spiritual/religious aspect to nature’s intrinsic value.  We have been tied to Creation, the environment, the physical universe since our genesis.  

Faith and nature interpretation could be a post of its own, so I’ll try to keep this brief. I’ve received some criticism in the past for incorporating my faith into these posts and my work.  I don’t think I need to reason why I am talking on this subject matter when the point of these posts is to express our own views, opinions, and experiences in the courses.  As a person of faith with natural intelligence, my faith and experiences in this course, and nature in general, will be inevitably interact.  The same is true for my ethic.  In Pope Francis’ Laudato Si, he stated that  “The entire material universe speaks of God’s love, His boundless affection for us.  Soil, water, mountains – everything as it were a caress from God” (Pope Francis 2016). Creation is a gift.  Not only is Creation a gift and demonstration of God’s affection, it is humanity’s common inheritance.  As a common inheritance it belongs to all and is meant for all; our duty is to ensure this by preserving it.  This dogma forms a large part of what motivates my ethic.  

(If you are interested in nature interpretation through a Christian lens I recommend you look into Laudato si; Image source)

How to execute this?  Sir David Attenborough explains how “No one will protect what they don’t care about; and no one will care about what they have never experienced” (Attenborough 2009). Attenborough is alluding to the transformative value of nature and touches upon a key threat to it.  Experiencing nature can lead to a lifelong compassion for it, however, “If people lose knowledge, sympathy and understanding of the natural world, they’re going to mistreat it and will not ask their politicians to care for it” (Attenborough 2009).  It’s clear that education is crucial to securing the future of nature.  As I’ve developed during the course of this class I’ve added to this ethic, realizing the importance of diverse accessibility to information and incorporation of indigenous knowledge.

Knowing the different facets of nature interpretation are useful when trying to make your interpretation accessible to different audiences and learners.  I am a visual learner and so it makes sense that I’ve been drawn to nature documentaries, while an experiential learner might rather be fully immersed on a nature walk.  Beyond different learning styles, it’s also important to keep in mind how accessible the service you’re providing is to different groups.  If our goal is to spread awareness of environmental issues and increase society’s appreciation for nature as it is, we should strive to spread this to as many people as possible. Asking questions like if a trail/tour is accessible to those with mobility disabilities or affordable to average families is key in spreading our message and fulfilling our goal.  As I highlighted in my discussion post about privilege, environmental racism runs rampant across urban ethnic communities within Canada and the US.  But this issue isn’t restricted to a national scale; even globally, the minority “developed” countries extract resources from the majority “developing” countries without regard for human or environmental well-being, while they profit form it without experiencing nor witnessing any of the detrimental outcomes. As a part of my personal ethic, I want to reach as many people as possible. Someone who can’t afford to attend an interpretive program at a park might be able to watch a YouTube video on the same topic, receiving nature education this way. Chapter eight of the textbook discussed how to interpret to the masses and reach a wider audience via radio, social media and other outlets online (Beck et al. 2018).  All this to say, it’s important to keep in mind how you are interpreting and how to share it best according to your strengths and how to get it to your target audience (through music, art, literature, social media).  

(A TedTalk on the connectedness of indigenous Amazonians with nature and spirituality; source)

As I mentioned above, Western dominance over other countries has led to the exacerbation of environmental racism.  Alongside this has been the suppression and marginalization of indigenous forms of interpretation.  As a part of my ethic, while I might not always be able to perform traditional interpretation, I want to educate others on these indigenous forms of interpretation because each has value in it’s own right, for their traditional practitioners  but also for foreign audiences who might experience some sort of transformative value. If anyone is interested, in a previous post titled Week 7: A Yoik in Nature, I delve deeper into the musical tradition of the Joik for the Sami people.  Incorporating traditional knowledge presents us with a new was of knowing and relating to the land (Hooykaas 2021).

(Filming of a nature doc; source)

Moving forward, I intend to continue this mission of preserving the planet by trying to connect as many people as I can to it.  Continuing on my nature interpretation journey, I’ve been accepted to start the Environmental Visual Communication program at the ROM.  I’m grateful for the solid base in nature interpretation that this course has given me and I look forward to continue sharing my passion for nature with others and helping others make their own connections.

Questions:

*     How does your ethic affect your nature interpretation? Have you added to it during the course?

*     How do you think you’ll continue to interpret beyond this course?

Best,

- Diego

References:

Beck, L., Cable, T.T., & Knudson, D.M. (2018). Chapter 8: Interpreting to the masses. Interpreting cultural and natural heritage for a better world. (pp.165-182). Sagamore Venture.

Catholic Church., & McDonagh, S. (2016). On care for our common home: The encyclical of Pope Francis on the environment, Laudato Si’.

Hooykaas, A. (2021). Unit 7: Nature Interpretation through Music [Course Website]. University of Guelph Courselink. https://courselink.uoguelph.ca/d2l/le/content/666945/viewContent/ 2590559/View.

Shariatmadari, H. (Director & Producer); Attenborough, D. (Presenter). (2009). Can the Earth cope? - Horizon: How Many People Can Live on Planet Earth? [Video file]. Retrieved April 3, 2021, from https://www.youtube.com/watch?v=_zHcX9gGCHc&ab_channel=BBCStudios.

[ckenvs3000]

Final Blog Post

This week’s blog post is very important, as it requires us to reflect on what we have learned in this course and consider how this has shaped our beliefs as a nature interpreter. Writing this final blog post is a bittersweet task. I have thoroughly enjoyed this course because these blog posts have given us the opportunity to communicate our personal opinions on course themes, and they have allowed us to interact with each other and share our views on nature interpretation. Whether you are leading an interpretive hike or discussing ancient artifacts, this course has given us many tools that will be useful in the broad field of nature interpretation.

Brandywine Falls Provincial Park, British Columbia. Photo taken by me.

Ethics are defined as “moral principles that govern a person's behaviour or the conducting of an activity” (Oxford Dictionary, n.d.). Each individual has a set of ethics that influence the decisions that they make in life. One's ethics can change as they mature and encounter different experiences. It is important that nature interpreters acknowledge their personal ethics, and consider how their ethics may influence the delivery of their programs. Personally, I think it is important that my programs are inclusive and accessible to everybody who is interested in them, regardless of what their “invisible backpack” may hold. According to Peggy McIntosh, privilege is an “invisible knapsack of unearned assets” (McIntosh in Noel, 2000, p. 116). In unit three we learned about the role of privilege in achieving environmental education and how interpretative programs aren't always accessible to everyone (Hooykaas, 2021). In the setting of nature interpretation, privilege can govern the experiences you have access to, the destinations you can travel to, and your level of comfort while participating. Thus, it is important to me that everyone who is in my interpretive program has access to the same experiences, regardless of their privilege. The role of a nature interpreter is to share their knowledge of the natural world with their audience, and this experience should not be affected by an individual's age, race, gender, class, education, etc. 

Photo Retrieved from https://hbr.org/2021/03/implementing-inclusive-policies-across-a-global-organization

One way to make nature interpretation more accessible to a wider audience is by using different methods of delivery. For example, someone who does not have the resources to attend an interpretive program at a provincial park may be able to watch a youtube video on the same topic and receive nature education this way. Chapter eight of the textbook discussed how to interpret to the masses and reach a wider audience via radio, social media and other outlets online (Beck et al., 2018). Additionally, the current pandemic has forced interpreters to come up with new ways to reach their audience, which has made the online delivery of nature interpretation more prominent. Thus, alternative methods of delivery (such as social media, podcasts and online videos) have the benefit of being accessible to a bigger audience and being accessed remotely. 

Different methods of delivery are also advantageous because they can cater to different learning styles. In unit two, we learned about the diversity of learning styles and how to cater to audiences with different learning styles (Hooykaas, 2021). Personally, I am an auditory and tactile learner and I benefit from listening to someone explain a concept or idea. However, I think one of the major responsibilities of a nature interpreter is to acknowledge your audience's learning style and adapt your programs to fit their needs (Hooykaas, 2021). In order to achieve this, it is helpful to use multiple learning theories in your programs to make your program suitable to a large diversity of learners (Beck et al., 2018). Approaches that I would include in my programs are items and artifacts that the audience can interact with, visual aids (such as diagrams) , auditory aids (such as a discussion) and activities that the audience can participate in. These approaches cater to auditory, visual and tactile learners (Hooykaas, 2021). According to Beck et al. (2018), multisensory learning is beneficial because it engages more senses which enhances learning. I think it is important to consider these things while developing interpretive programs in order to ensure that all participants can synthesize the information you are presenting. 

My friend and I on a hike in Algonquin Park. Photo taken by me. 

There are many responsibilities that come with being a nature interpreter. Primarily, I think it is important that you have all the first aid and safety qualifications required for your programs. For example, if you are leading a canoe trip it is critical that you have wilderness first aid training, ORCKA training, bear safety training, etc. As the trip leader and guide, you are responsible for the health and safety of your participants and need to be prepared for any situation. It is important that you can act well under pressure and know how to adapt to various dangers that may be encountered. Another major responsibility that interpreters have is to share accurate information with their audience. There is a lot of false information that circulates in the media, online platforms and social media. Thus, it is important that interpreters ensure that their audience is receiving correct information. When collecting information for my programs, I would use primary literature, and peer reviewed journals and have colleagues review my work to prevent the spread of false information. 

A photo of me collecting water samples in Algonquin Park. We are always required to wear PFDs while working near water and we receive extensive training before starting field work (WHMIS, Bear safety training, Workplace health and safety training). Photo taken by my co-worker. 

One of the elements of nature interpretation that I find particularly important is education on environmental conservation. It has been made evident that climate change is progressing, and this involves the simultaneous enhancement of environmental degradation. Therefore, it is critical that we, as interpreters, communicate accurate information regarding climate change to the largest audience possible, regardless of their “invisible backpack”. I have strong beliefs about how anthropogenic activities accelerate climate change, and environmental conservation is a topic that I am passionate about. Due to my beliefs, I will try to incorporate environmental education into my nature interpretation. As climate change proceeds, it becomes progressively important that environmental education and science education are synergistic (Wals et al., 2014). As a marine and freshwater biology student, it is my goal to spread awareness on climate change and how it impacts the health of aquatic ecosystems. This course has taught me how to use social media as an outlet to communicate my knowledge on climate change, and encourage my peers to get involved in making a difference.

My friend and I collecting zooplankton samples from the Woolwich Dam. This was used for our research project on the impact of dams (anthropogenic disturbances) on zooplankton alpha diversity in riverine systems. Photo taken by my group member.

Thank you for reading my post! 

Cassie

References 

Beck, L., Cable, T.T., & Knudson, D.M. (2018). Chapter 6: How people learn. Interpreting cultural and natural heritage for a better world. (pp.105-111). Sagamore Venture.

Beck, L., Cable, T.T., & Knudson, D.M. (2018). Chapter 8: Interpreting to the masses. Interpreting cultural and natural heritage for a better world. (pp.165-182). Sagamore Venture.

Hooykaas, A. (2021). Unit 3: Risk Versus Reward in Interpretation [Course Website]. University of Guelph Courselink. https://courselink.uoguelph.ca/d2l/le/content/666945/viewContent/2590559/View

Hooykaas, A. (2021). Unit 2: Teaching Learners [Course Website]. University of Guelph Courselink. https://courselink.uoguelph.ca/d2l/le/content/666945/viewContent/2583079/View

McIntosh, P. (2000). White privilege: Unpacking the invisible knapsack. In J. Noel's (Ed.). Notable selections in multicultural education (pp. 115-120). Guilford, CT. Dushkin/ McGraw-Hill.

Oxford Dictionary. (n.d.). Retrieved March 28, 2021, from https://languages.oup.com/google-dictionary-en/

Wals, A., Brody, M., Dillon, J., & Stevenson, R. (2014). Science education. Convergence between science and environmental education. Science (American Association for the Advancement of Science), 344(6184), 583–584. https://doi.org/10.1126/science.1250515

[ckenvs3000]

I really enjoyed reading your post! I have heard about these giant tube worms in a few of my courses, and have recently learned a lot more about them in my marine ecological processes class (ZOO*4570). These tube worms are fascinating because they live in one of the most extreme environments on our planet. As you mentioned, they were discovered in 1977 near the Galapagos and researchers were amazed when they realized what they had stumbled upon. They used an Alvin submersible and were drawn to the hydrothermal vents because they noticed a very unusual temperature anomaly and smoke. The discovery of hydrothermal vents led to a paradigm shift, and made researchers rethink what they knew about nature and the ocean. In 1979, another hydrothermal vent system was discovered near Baja California. One of the most amazing features of these hydrothermal vent ecosystems is the tube worms. These worms have been classified numerous times, but they are currently considered annelids. As you mentioned, these tube worms lack a digestive system and obtain nutrients through their symbiotic relationship with chemosynthetic bacteria living in their tissues. Their blood is also red because it contains hemoglobin. Hemoglobin is a respiratory pigment that has a strong oxygen binding affinity, thus it allows these giant worms to carry oxygen through their body for sulphide oxidation. Another interesting adaptation is their branchial plume. This branchial plume can open to increase their respiratory surface, which increases the exchange surface for dissolved gasses. Thus, they likely open their branchial plume when they need to take up H2S from the surrounding water.

An image of tube worms with an extroflexed branchial plume. Retrieved from https://en.wikipedia.org/wiki/Riftia_pachyptila 

Thank you for your post!

Cassie

The Giant Tubeworm in the Deep Sea

        Over one thousand meters below the surface, where light cannot be found, and strange creatures lurk, lives an organism that does not eat, grows up to two metres in length, and has red blood flowing through its body…

Photo by Nico Smit on Unsplash

        The year was 1977, and near the Galapagos Islands in the Pacific Ocean, scientists had set out into the deep sea to find hydrothermal vents (Young, 2018). These vents form on the ocean floor at mid-ocean ridges, also known as spreading-ridges (National Geographic, 2013). Mid-ocean ridges form when tectonic plates spread apart, allowing magma to rise and cool as it touches the cold ocean water. Near these ridges, water may travel through cracks in the ocean floor. It is then super-heated by the magma below the earth’s surface, eventually reemerging from the surface as a vent (National Geographic, 2013). These vents release water that is over 320°C, hot enough to melt lead. As the ultra-hot hydrothermal fluid escapes from the vent, it interacts with the cold, oxygenated ocean water. This results in minerals from the hydrothermal fluid, such as sulfur, coming out of solution, and solidifying to produce metal-rich chimneys. These vents may take on different forms based on the minerals, temperatures, and flow rate of the fluid (National Geographic, 2013).

A deeper look at how hydrothermal vents are formed - Video by WORLD BOOK on YouTube

        The scientists found what they were looking for; they discovered the hydrothermal vents deep in the ocean that had never been seen. However, they found something else too. They discovered the wealth of life that existed in this hostile environment, and among it, colonies of Giant Tubeworms (Young, 2018). These tubeworms are only found near hydrothermal vents, in fact, they need them to survive (Fulton-Bennett & Dalit, 2017). When a hydrothermal vent stops flowing, as it sometimes does due to changes below the seafloor, an entire colony of giant tubeworms may die out. But not to worry, the larvae can colonize new hydrothermal vents that emerge hundreds of miles away (Fulton-Bennett & Dalit, 2017).

        So what are these strange creatures? Giant tubeworms, Riftia pachyptila, are marine invertebrates found on the Pacific Ocean floor (Young, 2018). They belong to the Siboglinidae family. These invertebrates grow up to two metres in length and are characterized by a white tube anchored to rocks, and a red plume-like structure at the top (Fulton-Bennett & Dalit, 2017). The red colour of the plume-like structure comes from the blood flowing through the worm that is transporting oxygen and minerals through the body (Young, 2018). However, what really makes this creature so strange is that it doesn’t eat. It has no mouth, or a gut, or a way to excrete its waste (Young, 2018).

A look at these strange creatures, Giant Tubeworms - Video by Monterey Bay Aquarium Research Institute (MBARI) on YouTube

        So how does the giant tubeworm live if it has no way of obtaining nutrients through food? Well, it gets its nutrients in a different way. By a process known as chemiosmosis which, unlike photosynthesis that converts sunlight into energy, converts chemicals into energy (Young, 2018). But the tubeworms themselves do not do this. Instead, they have a symbiotic relationship with bacteria that live in a part of their body known as the trophosome. The bacteria within the trophosome use hydrogen sulphide as an energy source. This hydrogen sulphide comes from the thermal vents, and passes through the red plume-like structure that acts as a lung to breathe it into the trophosome (Young, 2018). From there, the bacteria feed on the hydrogen sulphide, excreting sulfur and organic compounds that the giant tubeworm can use as energy. To protect its red plume-like structure, the tubeworm can quickly retract it when it senses a nearby creature (check out the video above to see this!) (Young, 2018).

Image by Natlaya Zahn on I Contain Multitudes

        Of course, this is only one of the many strange creatures that live among the ocean floor; others such as the Bobbit worm (Eunice aphroditois) or Wobbegongs (Orectolobidae) exist. Have you heard of any of these amazing creatures?

References Fulton-Bennett, K., & Dalit, M. (2017). Giant tubeworm. Monterey Bay Aquarium Research Institute. https://www.mbari.org/products/creature-feature/giant-tubeworms-landing-page/.

National Geographic. (2013). Deep sea hydrothermal vents. National Geographic Education. https://www.nationalgeographic.org/media/deep-sea-hydrothermal-vents/.

Young, E. (2018). How giant tube worms survive at hydrothermal vents. Public Brodcasting Station. https://www.pbs.org/video/how-giant-tube-worms-survive-at-hydrothermal-vents-cpms1j/.

[ckenvs3000]

Week 9: Cephalopods and Camouflage

As a marine and freshwater biology student, I find everything in the ocean amazing. One of my favourite shows is the blue planet because I love the way it captures the intriguing organisms and ecological processes that occur in the ocean. I am grateful that through my education, I have had the opportunity to learn about the incredible things that happen in the ocean. It is hard to pick one amazing thing that I know about the ocean, but I am particularly amazed by cephalopods. 

Retrieved from: https://bbcearth.ca/

Cephalopods are a class of molluscs that include octopus, cuttlefish, squid and nautilus. The evolution of cephalopods is very interesting. A snail is more closely related to an octopus than some may think. Which is crazy when you consider how morphologically different these two animals are. Snails are slow moving grazers with a prominent shell and hardly any appendages (the only appendages they possess are their sensory antennae), whereas octopus are highly active pursuit predators that are known for their plethora of appendages (Hakim et al., 2020). 

Retrieved from: https://eartharchives.org/articles/500-million-years-of-cephalopod-fossils/index.html

The most amazing thing that I know about cephalopods is the camouflaging ability of the cuttlefish. These animals have a very unique morphology, they have eight arms that grow out of their head, three hearts that pump blue blood through their circulatory system, and have been said to have an “alien-like appearance”. Cuttlefish have been referred to as the “kings of camouflage” because they have the ability to change the colour, texture and shape of their skin within seconds (PBS, 2007). Their skin is very unique because it can produce both colour and pattern. This is made possible by the specialized layers of skin that contain pigment cells known as chromatophores. The top layers are the pigmented cells, and the deeper layers contain the iridescent reflecting cells. They have up to 20,000,000 pigment cells in their skin, and due to the diversity of pigments in their integument there is no limit to the colours that cuttlefish can produce on their skin (PBS, 2007). They use their camouflage to protect themselves from predators and to sneak up on prey. If this fails, they can utilize another mechanism where they create mesmerizing patterns on their skin to essentially hypnotize their prey. 

Examples of cuttlefish producing hypnotizing patterns to stun their prey.

Cuttlefish have one of the biggest brain to body ratios found in invertebrates, which leads researchers to believe that they are highly intelligent, much like their octopus relatives (PBS, 2007). Early studies have identified that cuttlefish possess a high level of cognitive complexity because they have demonstrated the ability to learn and memorize patterns and mazes (Bowers et al., 2020). We still do not know how smart cuttlefish are because researchers are constantly discovering new things about them. Learning about their ability to hide and form memories is a very interesting field of research, and one that I will continue to follow. 

Retrieved from: https://biologydictionary.net/cuttlefish/

My question to you:

Do you watch the Blue planet? If yes, what is your favourite episode or the most interesting thing you learned while watching the show?

Thank you for reading my post!

References

Bowers, J., Nimi, T., Wilson, J., Wagner, S., Amarie, D., & Sittaramane, V. (2020). Evidence of learning and memory in the juvenile dwarf cuttlefish Sepia bandensis. Learning & Behavior, 48(4), 420–431. https://doi.org/10.3758/s13420-020-00427-4

Hakim, A., Bagaskoro, B., Mashar, A., Farajallah, A., & Wardiatno, Y. (2020). Morphology and molecular identification on octopus (Genus Octopus Cuvier, 1798) caught in Palabuhanratu, Sukabumi, West Java. IOP Conference Series. Earth and Environmental Science, 420(1), 12011–. https://doi.org/10.1088/1755-1315/420/1/012011

Kings of camouflage (2007). Retrieved March 17, 2021, from https://www.pbs.org/wgbh/nova/nature/kings-of-camouflage.html

[ckenvs3000]

Hi Sanchi, I enjoyed reading your post this week! I love the quote that you included from Beck et al. (2018). It provided a great description of art. Art provides us with an escape from reality and art forms, such as music, can transport you to a different location and allow you to relive memories. As you mentioned, experiencing both music and nature can provide you with a very peaceful feeling. Listening to birds chirping while on a hike or the sound of waves crashing against the boat while fishing are moments that provide me with peace. I appreciate the music created by nature and by humans. Since I spent a lot of my time in dance lessons growing up, music has always been a major part of my life. Music, dance and nature are all art forms that allow me to escape reality and provide me with an outlet to destress. Similar to you, I love going to music festivals! Music festivals are great because you can enjoy being outside while listening to music with your friends. My favourite festival that I’ve been to is probably Osheaga in Montreal. I would love to go again one day so hopefully we can start going to music festivals again soon!

To answer your question, I use a few of the things you mentioned to help me sleep and relax. When I have a really stressful day, I usually put lavender essential oil in my diffuser and listen to rain noises to fall asleep. I find that these things have a calming effect on me and allow me to get a good sleep regardless of the challenges I faced that day. 

Thank you for your post! :)

Cassie

Week 7: Majestic Markings of Art

     Music and nature are both forms of art. They create heartwarming emotions, which can help build and strengthen relationships within yourself, and with others. Music can be heard and found in nature endlessly. Such as the sound of birds chirping in the morning as the weather starts to warm or the sound of crickets outside late at night. Music can be heard within the leaves rustling through a windy autumn day or even through the echo of a pebble skipping across a pond. Music is whatever heals your soul and makes you feel at peace. There are so many examples and forms of those sounds of harmony within nature; it is almost impossible to write it all out in one post. 

     According to Beck et al. (2018), “Music is a form of art and the arts move our minds from the ordered and sequential logic into the deeper, more cyclical world of imagery, values, metaphor, and symbolism.”  When I think of music and nature, I think of the serenity that I can find when I can feel both. For example, merely watching a sunset while listening to the ocean waves or listening to the sound of a bonfire crackling on a warm summer night - is enough to create peace within my soul. Don’t get me wrong; I love listening to actual music! I am one of those people who have different playlists for different moods. I love music so much; it has helped me overcome many hurdles in my life, mostly when I have felt alone. However, in my opinion, relating (back) to the quote, there is nothing more calming than associating those beautiful sounds of nature with those beautiful images, such as sunsets, sunrises, mountain tops, seasonal changes, ocean views, and so on. On that note, I feel I should mention that is also why I am that person who lives for outside music festivals! I have been to multiple outdoor concerts in Wasaga Beach, Toronto, Guelph, Kitchener and I attend Boots and Hearts music festivals every summer! I love being able to dance, sing, and enjoy myself outside in the sun! 

(PERSONAL PHOTO: LOCATION: Boots & Hearts Music Festival, Oro-Medonte, Ontario. DATED: August 11th, 2017, 2:38 pm). 

(PERSONAL PHOTO: LOCATION: Boots & Hearts Music Festival, Oro-Medonte, Ontario. DATED: August 12th, 2018, 7:47 pm). 

(PERSONAL PHOTO: LOCATION: Bingemans, Kitchener, Ontario. DATED: September 8th, 2017, 7:56 pm). 

     Now moving onto nature in music, where is nature found in music? I believe nature is found in music naturally. It is located within talent, lyrics, music videos, and so on. I do not mean that nature is found in everything related to music; I just mean that there are deeper meanings behind the art of both music and nature. 

     One of my favourite songs to listen to within adventures outside is Sleep On The Floor by The Lumineers! This song reminds me of the saying, “seize the day.” The lyrics express how people move on to bigger and brighter things in life to fulfill their dreams. This song moves me in a certain way because I also feel that once I complete my degree, I will have to pack up my things and start my life outside Canada; an exhilarating but nerve-wracking experience! Also, if you have never heard of this song before, I will place a youtube link below in case you guys wanted to have a listen! :)

SONG LINK →  https://youtu.be/v4pi1LxuDHc (The Lumineers, 2016). 

QUESTION FOR YOU GUYS:

Have you ever thought to yourself why some of us sleep better through a thunderstorm or rainstorm? Or why some of us find calmness in nighttime playlists like rainforest sounds and ocean waves? Or why smells like lavender help some of us feel relaxed? There are just some things that are stronger together, and music and art are one of them. 

QUESTION → Do any of you use any of the examples I provided above to help you with anything? Whether that be for sleep or relaxation purposes. Let me know! I would love to see if I have some relatable followers :) 

References:

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

The Lumineers. (2016). Sleep On The Floor. [Recorded by The Lumineers]. On Cleopatra [YouTube]. Decca Division, Universal Music Operations LTD. URL: 

[ckenvs3000]

Nature and Music

Music arises from many natural processes that occur in the environment. Both biotic and abiotic factors can produce noises that can be considered music. These noises that we perceive as music may have evolved to act as survival strategies, such as mating calls or alarm calls. These noises can also be a result of abiotic processes that keep life on earth viable, such as the water cycle. We as humans can identify these noises as music and often associate them with the emotions that they induce. For example, flowing water often has a calming effect whereas an alarm call may invoke stress. These noises can also inspire musicians when creating their music, which is why nature and music are strongly interconnected. 

Photo retrieved from http://www.ontarioparks.com/parksblog/top-waterfalls-in-ontario-parks/

According to Gray et al. (2001), people who live in closer proximity to nature identify a broader range of sounds compared to people living in a more industrialized location. I have encountered this through my personal experiences. I grew up in Toronto, which is a rather large city. Growing up, I spent most of my summers on camping trips with my family. We would usually go on a few trips each summer for a couple of weeks, but did not go on very long trips. When I was 18, I started a summer job working with Ontario Parks which required me to live in Algonquin Park. While I was here, I started to notice more of nature's music than when I would go on short term camping trips. I think that this can be attributed to being fully immersed in nature for an extended period of time and becoming familiar with the processes that create these noises. I also noticed that I was able to associate these sounds with their sources. 

Algonquin Park. Photo taken my me.

Many species in the animal kingdom use unique sounds for intraspecific communication. Two examples that were given in the reading for this week by Gray et al. (2001) were birds and whales. There are many correlations between the sounds produced by humpback whales and music (Gray et al., 2001). Humpback whales use rhythms when they sing which are analogous to the rhythms found in our music, they also use phrases in their songs that are similar in length to ours (Gray et al., 2001). I also found it interesting that humpback whales use structures in their songs that are comparable to human compositions. Much like whales, bird songs have many features that make their songs similar to human music. Bird songs use rhythmic variations, pitch relationships, permutation, and combinations of notes. This is equivalent to the musical compositions used by composers (Gray et al., 2001). It is astounding that these animals have the ability to produce such complex songs. As humans we take inspiration from the sounds we hear in nature and put a modern twist on it, turning it into music. This demonstrates the intrinsic relationship between nature and music. 

Photo retrieved from https://oceana.ca/en/marine-life/marine-mammals/humpback-whale

My question to you:

Music is often associated with memory recall. Is there a specific song that is associated with one of your favourite memories? 

Thank you for reading my post!

References 

Gray, P.M., Krause, B., Atema, J., Payne, R., Krumhansl, C., & Baptista, L. (2001). The Music of Nature and the Nature of Music. Science (American Association for the Advancement of Science), 291(5501), 52–54.

[ckenvs3000]

There is no peculiar merit in ancient things, but there is merit in integrity, and integrity entails the keeping together of the parts of any whole, and if these parts are scattered throughout time, then the maintenance of integrity entails a knowledge, a memory, of ancient things. …. To think, feel or act as though the past is done with, is equivalent to believing that a railway station through which our train has just passed, only existed for as long as our train was in it.

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

This took me so long to fully understand what Edward had meant and from what I understood  was historical events that have happened in the past should not be forgotten. As long as there were people to experience such events then we should never forget them. But because some ancient things are passed down through time we can loss some detailed information but as long as we have a hold on to the important information.   

Edward Hyams had mentioned “ integrity entails the keeping together of the parts of any whole, and if these parts are scattered throughout time, then the maintenance of integrity entails a knowledge, a memory, of ancient things” 

The way I interpreted this was Hyams was emphasizing the importance of maintaining history throughout the years. Simply just having an artifact isn’t enough but we need to understand it to know its value. The past can not detach itself from the present. Ancient objects can not be given any meaning unless a person gives it integrity. 

Photo of statues at the Museum of Cairo in Egypt, Cairo, 2013. Photo taken by my dad. 

Nature interpretation and history are related in many ways. Interpretation is what allows us to pass down information from the past to the future. Modern day’s technology is what allows us to discover the Earth’s past, for example  findings buried, extinct species and events that occurred. Learning nature’s past and truly understanding it like Hyams implied allows us to learn and prepare for the future. For example, knowing the past climates, we are able to indicate if climate change is happening or if there are any usual changes. 

I believe that Hyams used the train as a metaphor, explaining that certain events should still be remembered even once they have passed or in his words left the “railway station”.  History does not only exist in the moment or when the train is only on the railway but persists in a memory or a physical form even if there are not any people around to remember the event. 

Overview of the Egyptian Museum in Cairo, 2013. Photo taken by my dad.

It took my family and I about 4 hours to go through all the art and facts in this Museum and we still didn’t learn everything! It is our job as interpreters to pass on historical knowledge and continue to tell stories of the people who lived before us so that the future knows of it too. In our textbook, it mentions that integrity is a major role in nature interpretation because certain concepts and meanings can differ between different people and their personal opinions. 

Quoted by Beck and Cable (2011)  “the beauty of human integrity commemorated in events of the past and the beauty of the intricacies of nature give rise to hope”.  

I found this quote explaining that past events need to be told to hope for a better future. Learning from the past allows us to prevent any repetitive mistakes that were done and improve the future.  

How did you interpret Hyams’ quote? How important is it to know historical events in your opinion? I hope my post inspire some of you to know more about historical events! 

Dana 

Reference:

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

(via ddenvs3000)

Hi Dana, 

I enjoyed reading your post this week, it was interesting to hear your interpretation of the quote. I think that you unpacked this quote beautifully, and I agree with your take on it. As you mentioned, it is important to understand the history behind ancient objects. In your post you voiced that simply having an artifact isn’t enough, and we must understand the artifact. Doing this ensures that history is maintained throughout the years, and the significance of the artifact is understood. When considering this, it makes me wonder how many artifacts have been overlooked because their history was not understood. As you explained in your post, ancient artifacts do not have meaning unless someone gives them integrity. This is where interpretation can play a major role in communicating the story behind artifacts to an audience. 

To answer your question, my interpretation of Edward Hyams quote was that ancient things (such as artifacts and other objects of historical value) are important; however, knowledge and understanding of the historical context that this ancient object represents is of greater value. In my opinion it is important to know historical events, particularly the events behind an artifact you are viewing or a place you are visiting. Knowing the history allows you to put things into context, which enhances your experience and gives you a greater appreciation for what you are observing.

Visiting the Egyptian Museum in Cairo must have been an amazing experience. Thank you for including the photos taken by your dad! The only museum that I have been to is the ROM in Toronto, but I would love to visit more museums in the future when we can finally travel again. 

An exhibit at the ROM. Photo taken by me.

Thank you for your post! 

Cassie

[ckenvs3000]

History and Interpretation

“There is no peculiar merit in ancient things, but there is merit in integrity, and integrity entails the keeping together of the parts of any whole, and if these parts are scattered throughout time, then the maintenance of integrity entails a knowledge, a memory, of ancient things. …. To think, feel or act as though the past is done with, is equivalent to believing that a railway station through which our train has just passed, only existed for as long as our train was in it.”

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

It took me quite a long time to “unpack” this quote and understand the message that Edward Hyams was trying to convey. People can take different messages from this quote depending on their perspectives and how they interpret it. Personally, I think that this quote is making the point that ancient things (such as artifacts and other objects of historical value) are important; however, knowledge and understanding of the historical context that this ancient object represents is of a greater value. This is related to nature interpretation because interpretation provides context and information on artifacts, past events, and architecture (Hooykaas, 2021). As an audience, it is important to understand the history and the significance that is associated with these artifacts and locations. This enhances one's experience when looking at art in a museum or enjoying a historical hiking trail, as it gives you a greater appreciation for what you are perceiving. 

Me at the ROM this past summer. Photo taken by my mom

This quote reminded me of a family heirloom that I currently have possession of. I was ten years old when my grandma gave me a necklace from Macedonia. At the time, I thought it was just like any other piece of jewelry, then my grandma told me what this necklace represents. I’m sure many of you are familiar with the symbolism of the evil eye, especially if you have travelled to the Balkan region of Europe (it is also present in many other regions of the world). Essentially, the evil eye is a malevolent glare that is believed to bring bad luck and misfortune to the individual that it is directed towards. The evil eye symbol is a talisman that is supposed to protect you from these evil spirits. In Greece, the symbol is referred to as “mati”, and it dates back to 6th century B.C. where it appeared on Chalicidian drinking vessels (Gubbins,1946). Primitive versions of the symbol were made with ceramic or clay. Once glass beads became popular in the Mediterranean in 1500 BC, this symbol appeared on jewelry and amulets (Gubbins,1946). Learning about the historical context and meaning behind this heirloom that I possess has given me a greater appreciation for this necklace and connected me to my Mediterranean heritage. 

Evil eye amulets. Photo retrieved from https://flymetothemoontravel.com/evil-eye-greece/

My question to you:

Do you have any heirlooms with an interesting history? If so, what is the story behind it?

Thank you for reading my post!

References 

Gubbins, J. (1946). Some Observations on the Evil Eye in Modern Greece. Folklore (London), 57(4), 195–198. https://doi.org/10.1080/0015587X.1946.9717836

Hooykaas, A. (2021). Unit 6: Nature Interpretation Through History. Lecture Notes Retrieved, February 24, 2021 from https://courselink.uoguelph.ca/d2l/le/content/666945/viewContent/2592718/View

[ckenvs3000]

Hi Janieka! 

I really enjoyed reading your post, it offered great insight on the experiences you had working at an organic vegetable farm. Similar to you, my family has always had a vegetable garden. I love being able to get fresh produce from your backyard, it is one of my favourite things about the summer. I agree, everyone should try growing a vegetable garden once in their lives. It gives you a greater appreciation for the process that goes into farming, even though a backyard garden is a much smaller operation than a large scale farm. As you mentioned, an organic farm is particularly costly. The points you brought up about how maintaining an organic farm can be more expensive demonstrated the importance of supporting local farmers. My family and I have always tried to purchase local / organic produce, so reading about your experiences working at an organic farm was very interesting. You also brought up some great initiatives that we can incorporate into our daily routine to help reduce our footprint. Personally, I try to tackle the current climate crisis by shopping locally and sustainably. There are many great stores in Toronto that allow me to do so. One store is called the Big Carrot, it is a natural food market that is committed to providing its customers with local, organic and sustainable food. They have been open since 1983, and sell produce, grocery items, beauty products, and they have a take out counter. 

Thank you for your post and sharing your experiences! 

Cassie

Support Local. Eat your veggies. Protect the Earth.

This summer I had the amazing opportunity to work at a local organic vegetable farm called Edible Acres Homestead. This job was unlike any “outdoor” experience I have previously encountered, however, I was eager to learn!

Although my family has been growing their own organic vegetables for years, this was the first time I was involved in every stage of the growing process. Growing a vegetable garden is something everyone should try at least once in their lives as you learn a great deal from nature, plants, and how everything interacts. The most rewarding accomplishment is witnessing your hard work of planting endless rows of vegetables come to fruition.

Here are some photos taken of one of the back fields at Edible Acres showing the heads of lettuce growing. These rows stretch 50ft long and use irrigation tubes to water the plants. Photo taken by my boss, L. Ahrens, 2019. Retrieved from: https://www.edibleacres.net/

Working at Edible Acres has shown me the importance of supporting your local farmers. So much time, money, and energy goes into maintaining a farm, especially an organic farm. When you omit the use of pesticides and herbicides, you have to manage pests and weeds in a natural way. This may entail days on end where all you do is weed. From spending 8+ hours a day sweating in the direct sun weeding to tediously preparing logs for shiitake mushrooms on rainy days, the grind never stops.

This is a photo taken by my boss in their back bush of the growing process of the shiitake mushroom logs. We took old logs and drilled holes into them and filled the holes with a mushroom mixture and covered it with a wax coating. The logs remain in the bush for a year before new growth forms. Photo taken by C. Ahrens, 2019. Retrieved from: https://www.edibleacres.net/

As consumers, we rarely factor in everything that goes on behind the scenes. How often do we go to our local grocery store or farmer’s market and simply purchase a fresh bundle of carrots without stopping to consider the time and effort that went into planting, growing, weeding, picking, washing and packaging those carrots?

Here is a photo of a customer's order. It shows the wide variety of produce that we grow on the farm from eggplants and leeks to pumpkins and jalapeño peppers! Photo taken by my boss, L. Ahrens, 2019. Retrieved from: https://www.edibleacres.net/

Caring for the gardens at Edible Acres has shown me how we have to be the caretakers and stewards of this earth. The earth is not ours to exploit, pillage, and strip of its finite resources for our own benefit. As we are collectively confronted with a catastrophic climate crisis, we must radically care for the Earth and act with urgency through more sustainable habits and ethical consumption.

During my research I found many great resources to inform us on how to be better caretakers of the earth. Here are some easy ways we all can work harder to help save the earth (Aleteia.org, 2020).

Reduce meat consumption.

Practice energy-saving techniques such as turning lights off when leaving a room.

Cut down on car transmissions by biking or using public transport.

Strive to go more zero-waste and using reusable materials

Here is another great resource illustrating 3 actionable steps to save the planet backed by science.

As I conclude my blog, I would like to pose some questions.

What are some lessons that nature has taught you?

What are some actionable ways that you contribute to tackling the current climate crisis?

Thank you for reading my blog and listening to my experience as an organic vegetable farmer!

Janieka :)

Works Cited

https://www.edibleacres.net/

https://aleteia.org/2020/01/06/10-simple-ways-to-be-a-steward-of-the-earth-in-2020/

https://www.nature.org/en-us/about-us/who-we-are/our-science/three-ways-to-save-our-planet/

[ckenvs3000]

Fast Fashion and Climate Change

I have recently noticed posts circulating on social media about fast fashion and its consequences, so I wanted to explore this further. Years of research have made it evident that the chemical composition of the atmosphere is changing, global temperatures are rising, and precipitation patterns are being altered. These conditions define climate change. There has been a clear correlation between climate change and anthropogenic activities. This indicates that as industrialization progresses, the impact these actions have on the environment will escalate. 

Photo retrieved from https://www.scientificamerican.com/article/10-solutions-for-climate-change/

As a capitalist society, we are conditioned into living consumerist lifestyles. Majority of the models behind modern markets are based on maximizing profit. In order to maximize profit, many companies rely on cheap labour and the exploitation of resources (Wainwright, 2010). In recent years, consumerism has rapidly grown in the fashion industry, and fast fashion has become more popular (The price of fast fashion, 2018). Clothing is produced faster, the online shopping craze makes it extremely accessible, and new designs are popping up every day to satisfy the desire to be wearing the latest trends. Studies have estimated that we are buying 60% more than we did in 2000. Yet, each piece of clothing is worn less prior to being discarded. This shorter lifespan is associated with a higher level of manufacturing emissions (Drew & Yehounme, 2017). This high-consumption lifestyle is encouraged in many western countries by heavily advertising the low price of these cheap garments. What they do not advertise is the burden that the production and distribution of their products has on the environment.

Photo retrieved from https://www.euronews.com/living/2020/08/20/welcome-to-the-dark-side-shein-is-the-biggest-rip-off-since-fast-fashion-was-born

The industry of textile production is one of the most significant in pollution contribution. It generates 1.2 billion tonnes of CO2 per year (The price of fast fashion, 2018). To put this into perspective, this produces more emissions than international flights and maritime shipping. Furthermore, a substantial amount of clothing manufacturing occurs overseas in China and India. These countries depend on coal-fuelled power plants, which further increases the amount of pollution emitted to produce each garment (The price of fast fashion, 2018). There has also been a shift in the materials used to produce clothing, and emissions from manufacturing are based on the type of material. Polyester has become one of the most commonly used fabrics in clothing production. The production of polyester and other synthetic materials has a much larger footprint because they are produced from fossil fuels like crude oil (Kirchain et al., 2014). 

Photo retrieved from https://www.nytimes.com/2019/09/03/books/review/how-fast-fashion-is-destroying-the-planet.html

A study conducted by Bauck (2017) stated that approximately 5% of total global emissions arise from the fashion industry. This study was conducted in 2017, and since then the fast fashion industry has blown up. Think about companies like fashion nova, prettylittlething, zaful, romwe, and shein. It is almost hard to escape their advertising. Everywhere you look online there is a pop up ad, a try on haul or an influencer on social media promoting these companies. Studies have demonstrated a correlation between materialistic values and carelessness about climate change (Klein, 2014). Thus, we must become aware of the consequences that our actions have in order to prioritize the reduction of emissions and mitigate climate change. 

My question to you is: 

What are some ways to support sustainable fashion? I understand that sustainable fashion can be expensive but there are ways to avoid the high cost. Personally, I do this by thrift shopping, and using reseller apps like depop. 

Photo retrieved from https://medium.com/@morganacarleton/the-downfall-of-fast-fashion-be47272a3b3b References 

Bauck, W. (2017). The fashion industry emits as much greenhouse gas as all of Russia. Fashionista. 

Drew, D. & Yehounme, G. (2017). The apparel industry’s environmental impact in 6 graphics. World Resources Institute.

Kirchain, R., Olivetti, E., Reed Miller, T. & Greene, S. Sustainable Apparel Materials (Materials Systems Laboratory, 2015).

Klein, N. (2014). This changes everything: capitalism vs. the climate. Simon & Schister

The price of fast fashion. (2018). Nature Climate Change, 8(1), 1–1. https://doi.org/10.1038/s41558-017-0058-9

Wainwright, J. (2010). Climate change, capitalism and the challenge of transdisciplinarity. Ann. A,. Assoc. Geogr., 100(4), 983-991.

[ckenvs3000]

Hi Victoria, 

I enjoyed reading your post! It provided great insight on the connection between nature and art. The quotation that you included at the beginning was beautiful. It is very relevant to this week's prompt and I think it is a good representation of the “gift of beauty”. I think it is great that this quote has been hanging on your wall for the majority of your life, and it has inspired you to see the beauty in art. 

I also began dance lessons at a very young age. As you mentioned, it allows you to develop a “sense of place”. I am very grateful that dance was a major part of my life because it allowed me to build my confidence and develop my passion for the arts.

I love how you made the comparison between nature and art. I agree, they provide people with the same feeling and allow one to escape reality. I'm sure you would agree that dance is a great outlet for escape. Dance has always allowed me to take my mind off things and destress, much like the feeling you get after a long hike through the woods.

As you mentioned, photography is a form of art that captures the beauty in nature. I admire how photography can transport you to another location and show you different perspectives. Photography also allows the audience to perceive it in different ways and take away different messages. Due to this, I think that photography can be a powerful tool in nature interpretation.

Thank you! 

Cassie

My Perception of Nature through the Various Forms of Art

“As all art depends on vision, so the different kinds of art depend on the different ways in which minds look at things”. – George Henry Lewes (https://allauthor.com/quotes/author/george-henry-lewes/)

This is a quote that has been hanging on the wall of my childhood bedroom since I was 3 years old. The beauty of art has been instilled in me since I was a young girl watching my mother’s eyes light up as she talked about her love for writing poetry and painting. I always admired the passion she held for these artistic mediums and wanted to experience something similar but in my own way.

This is a picture of myself at 5 years old during a dance competition. Photo courtesy of my mother.

The forms of art that have touched my life the most (and are still a part of my life) are dance, music and photography. From a young age, my parents placed me in dance classes and music classes to give me the freedom to decide which one was right for me. I wasn’t much of an athletic child; therefore, it was amazing for me to find something that allowed me to develop a “sense of place” like my peers did with sports.

A photo taken by my dad of my three high school bestfriends and I during the Christmas Santa Clause Parade in Toronto, Ontario. I played the flute.

I interpret the “gift of beauty” through passion for my chosen art forms. As mentioned in our textbook, “passion is the essential ingredient for powerful and effective interpretation”. Personally, “The gift of beauty” is a term meaning that despite all of the negative things in this world, beauty is still present, and it is truly a gift that should be appreciated. There are many amazing things in this world, and it is our job to find the “beauty” in the madness.

Who am I to interpret nature through art? I believe that art and nature provide people with the same feeling. They both allow people to express their true emotions, escape from the reality of their lives and provides them with a sense of peace, comfort and healing. They hold great power when used together and are more connected than many of us realize. One of my artistic mediums that I think would capture the true essence of nature is photography. I believe that photography is one of the only artforms that can truly capture the complexity of nature and all that it has to offer. Photography allows you to capture a certain feeling or emotion in one single image; however, the beauty of photography is that everyone will have a different interpretation of the same image. One aspect of art that always intrigued me is the fact that all art is perceived differently by everyone and there is no correct way to interpret art. As we previously learned in this course, the role of an interpreter is to take their prior knowledge and passionately deliver a story to their audience that will allow them to make their own unique interpretation. Therefore, everyone on this earth deserves to interpret nature through any of the artforms because as E. A. Bucchianeri stated, “art is in the eye of the beholder, and everyone will have their own interpretation” (https://www.azquotes.com/quote/1276019)

Some questions for you are:

1. Which art form(s) play a role or have played a role in your life and who introduced it to you? It doesn’t matter how big or small of a role they played.

2. How does your participation in these art forms make you feel and how has it changed your life?

——————————————————————————

References:

E. A. bucchianeri quote. (n.d.). Retrieved from https://www.azquotes.com/quote/1276019

George Henry LEWES QUOTES. (n.d.). Retrieved from https://allauthor.com/quotes/author/george-henry-lewes/

——————————————————————————

Thank you for reading!

Victoria

[ckenvs3000]

Nature Interpretation Through Art

The earliest documented examples of art come from 30 000 BP (Morriss-Kay, 2010). Artifacts that display art have been recovered from the later stone age of Namibia, the late late palaeolithic of Egypt and the upper palaeolithic of Europe (Morriss-Kay, 2010). It is unknown if prehistoric art was created to produce aesthetic pleasure, or if it was solely utilized for communication and tools. However, as human evolution advanced there is evidence that art was created for aesthetic pleasure (Conard, 2009). It is evident that most human cultures have an inherent relationship with art, much like they have an inherent relationship with nature. Therefore, it makes sense that nature can be communicated through art.

Ancient cave art found in Algeria. Retrieved from https://edu.rsc.org/resources/style-in-cave-paintings/1541.article

Art has many different forms, and can be interpreted many ways. Each individual has a unique perspective, and will likely interpret art based on this perspective. Who am I to interpret nature through art? Art has always had a major influence in my life. I started taking dance lessons when I was three years old, and to this day dance is still a big part of my life. For high school, I went to Rosedale Heights School of the Arts where I majored in dance. While I was here I had the opportunity to take visual arts, drama, photography and media arts as electives. Going to an art school definitely changed the way that I interpret art. It provided me with knowledge on art history, theory, and perspectives, which has given me a better understanding of what goes into creating art.

A picture of me dancing. Photo taken by my friend Taylor Debattista.

When considering nature interpretation through art, the first thing I think of is photography. One of my aunts is a photographer and travels a lot. Her house is always filled with pictures that she has taken while abroad. When I go to her house, I admire how she is able to capture such beautiful scenery through her art. Art is fascinating because it has the ability to transport you to a location and allow you to view it from the artists perspective. This is why art can be an important tool in nature interpretation. It allows an audience to see nature from different viewpoints. Van Boeckel, (2015) suggests that arts-based environmental education activities help activate the participants' interest with the natural world.

A photo taken by my aunt in Alaska.

While working at Algonquin, I visited the art gallery in the park. This gallery is influenced by the group of seven and features various types of artwork by Canadian artists. Majority of the art is inspired by Algonquin, yet each piece is unique and looks completely different from the others. This is interesting because it demonstrates how one location (Algonquin Park) can be perceived differently by each individual.

A painting of Algonquin Park by Tom Thomson. Retrieved from https://www.algonquinpark.on.ca/news/2017/celebrating_tom_thomson.php

I interpret the “gift of beauty” as the ability to view nature as art. Viewing nature as art allows one to recognize the beauty in their environment and provides spiritual uplift. Recognizing the beauty in nature generates a greater appreciation for it, and encourages its preservation. It is unfortunate that we as humans can take a pristine environment and transform it into something unrecognizable through deforestation, pollution, excess fossil fuel emissions, and many more anthropogenic processes. As climate change becomes a growing concern, it is important that we acknowledge the beauty of our planet and support sustainable initiatives to prevent further environmental degradation.

A heavily polluted beach. Photo retrieved from https://greenliving.lovetoknow.com/Solutions_for_Ocean_Pollution

References 

Conard, N. (2009). A female figurine from the basal Aurignacian of Hohle Fels Cave in southwestern Germany. Nature (London), 459(7244), 248–252. https://doi.org/10.1038/nature07995

Morriss‐Kay, G. (2010). The evolution of human artistic creativity. Journal of Anatomy, 216(2), 158–176. https://doi.org/10.1111/j.1469-7580.2009.01160.x

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

[ckenvs3000]

Hi Diego, I enjoyed reading your post! You brought up great points about how privilege can affect nature interpretation. I also grew up in a diverse neighbourhood in a large city. As you mentioned, this made me aware of my privileges and how fortunate I am to have comfortable living conditions. Your post provided insight on important issues that are not broadcasted in mainstream media. Environmental racism exposes minority groups to a greater number of environmental hazards (Godsil, 1991). This exposure influences their experiences with nature. If you can only afford to connect with nature locally, and your neighbourhood is surrounded by sources of environmental pollution, this will be your interpretation of nature. Individuals who are wealthy can afford to escape their local city and enjoy nature at remote cottages or tropical vacation homes. It is clear that these two social classes will have drastically different interpretations of nature. You demonstrated that Canada is no exception, and these issues exist closer to home than some may think. As interpreters, it is important to recognize that people in our audience come from diverse backgrounds and have different privileges. As you mentioned, TV shows, documentaries, YouTube videos, and other social media platforms are great tools that interpreters can use to connect with this audience. It allows this audience to experience an interpretive program without the extra costs associated with a vacation. I think that this is a great idea, and as social media continues to expand it will make interpretive programs accessible to a wider audience. 

Reference:

Godsil, R.D. Remedying Environmental Racism . Michigan Law Review, vol. 90, no. 2, 1991, pp.394-427.

Week 3: Societal Privilege and Environmental Racism

Privilege are special advantages or entitlements that benefit you, or group you belong to, or disadvantages others.  These advantages can be based on variables such as social class, race, religion, sex, nationality, etc.… Summed up to, how do power structures in society aid the socially privileged groups (Kimmel & Ferber 2017).  Often, as mentioned in the textbook, these power structures separate different social groups based on the aforementioned variables and label some as being underserving of whatever particular advantage.  Separation of social groups based on privilege leads to ignorance, entitlement, and apathy amongst the more privileged groups, usually to the detriment of less privileged groups (Kimmel & Ferber 2017).  

Before delving into to how privilege might affect nature interpretation and some scenarios it has forced people into, I’d like to overview my own privileges and biases.  I am a white cis male.  I speak English (as well as two more languages fluently), grew up in a middle-class family, have two supporting university educated parents.  I had pets growing up.  I have always had access to clean running water, electricity, heating, and a home. I was fortunate enough to grow up in a very diverse neighbourhood in Ottawa and learnt very quickly of my home privilege.  While we didn’t have enough money to go on exotic yearly vacations, there has been a cottage in the family for a few generations now that I got to spend my summers at and where I really got to connect with nature.

(Retrieved from IWDA)

Getting back to the influence that the separation of social groups has on nature interpretation; I grew up belonging to a white-colonial social class that allowed me the experience of connecting with nature through a relatively isolated cottage.  These same separations enforce environmental racism.  This is the way in which minority groups are burdened with a disproportionate number of hazards, often sources of environmental pollution (Godsil 1991).  This is practiced through the passing of legislation that allows pollutant sources such as coal plants and toxic waste facilities to be built disproportionately in and around low-income and POC neighbourhoods. According to a report by the NAACP, 39% of coal plants are within a 3 mile radius of POC communities in America (Scientific American 2012). Other examples include the shipment of waste, especially e-waste to developing countries to be put in their landfills or burned, and pollution of water sources, which are often sacred to indigenous communities (Godsil 1991).  In my own experience, visiting my family in Chile, I noticed that the poorer neighbourhoods were all in the centre of the city, far from the nicer parks.  I am certain that each one of these scenarios impacts how residence of these areas connect with and interpret nature.  Would someone from these communities be as interested in going on a nature walk if all the nature they know is a dirty stream and a park with a couple trees?

This barely scratches the surface of the issue, and I encourage you to do more research.  Below I’ve linked an insightful PBS interview with Robert Bullard, the “father of environmental justice”.

(Source: https://envhumanities.sites.gettysburg.edu/es225a-spring19/environmental-racism/environmental-racism-2/) 

Canada is no exception, this map outlines the proximity of toxic industries to POC communities (Source: http://sandboxproject.ca/news/2020/9/8/the-ycrh-blog-environmental-injustice-in-canada)

However, I think that different forms of nature interpretation can also be used to connect with these communities.  TV shows, documentaries, YouTube videos, TikToks, etc… are great ways for interpreters to reach this audience.  As interpreters, we must understand the unique background that people arrive at a hike, or zoo, or whatever it might be, with, while also understanding how the privilege we grew up with and continue to experience, mold how we interpret and connect with nature.  

PBS interview: https://www.youtube.com/watch?v=gU-D3YkOe-w&ab_channel=AmanpourandCompany 

Questions for you:

-  Has recognizing your privilege changed your life in some way?

-  Can you think of other scenarios that social privilege might put other groups in?

References:

Godsil, R.D. Remedying Environmental Racism. Michigan Law Review, vol. 90, no. 2, 1991, pp. 394–427.

Israel, B. (2012, November 16). Coal Plants Smother Communities of Color. Retrieved January 28, 2021, from https://www.scientificamerican.com/article/coal-plants-smother-communities-of-color/

Kimmel, M.S., & Ferber, A.L. (Eds.). (2017). Privilege: A Reader (4th ed.). Routledge.

[ckenvs3000]

Privilege and Nature Interpretation

When hearing the word “privilege”, the definition that comes to my mind is a set of traits that allows an individual who possesses them to have specific advantages in life. One’s privilege can be determined by their race, class, gender, sexual orientation, religion, education, gender identity, age, and more (Media Smarts, 2014). Privilege can easily be taken for granted and can become normalized in environments such as schools (Gallavan, 2005). Therefore, it is critical that privilege is recognized as an advantage, and education systems are constructed around the idea that each student has a different set of privileges. This applies to interpretive programs as well.

Retrieved from : https://www.theantiracisteducator.com/post/the-anti-racist-educator-white-privilege-test

Before discussing how privilege relates to nature interpretation, I would like to reflect on my personal privileges. I am a white, I speak english, my family is middle class, I have a Canadian passport, I attend university, and I have two very supportive parents. I have never been deprived of clean water, heating, or a place to live. When reflecting on this, I recognize how fortunate I am. Both my grandparents are immigrants, they left Macedonia and came to Canada to find better living conditions. My grandma immigrated to Canada when she was 12 years old, and her life growing up was much different than mine. When she was in Macedonia, they had no access to running water or heating and she was forced to work on the farm from a very young age. When she arrived in Canada, she faced discrimination due to her accent and weak english proficiency. When comparing her experiences to mine, it is clear that I have been granted privileges that she never had access to. 

A photo of my Grandma and her friends at Woodbine beach, Toronto in 1957.

Peggy McIntosh describes privilege as an “invisible knapsack of unearned assets” (McIntosh in Noel, 2000, p. 116). When considering nature interpretation, privilege can quite literally be demonstrated by a knapsack full of expensive equipment. Money can buy you a nice tent, hiking shoes, a kevlar canoe, and a down sleeping bag. All of these items will make a camping experience much more comfortable and affect the experience you have with nature. One major factor that influences privilege is social class. If you are wealthy, you will likely have very different experiences with nature compared to someone who is less fortunate. For example, if you can afford a cottage or vacation home, you will have a drastically different interpretation of nature than someone who can only afford to connect with nature at their local city park. Therefore, privilege plays a major role in nature interpretation. Privilege can determine the experiences you have access to, who you share these experiences with, the places you can travel, and your level of comfort while doing so.  

My friend and I on a trail at Algonquin Park, photo taken by my mom.

My question to you: 

As interpreters, how can we enable all participants to have a similar experience regardless of their privilege?  

I think that one way we can achieve this is by having cheap transportation to provincial parks. There currently is a park bus that will transport people from the city to provincial parks. However, a one way ticket to Algonquin is $71. Most people who live on a strict budget cannot afford this. Another way that we can enable all participants to have a similar experience is by collecting donations of old or broken equipment and repairing them. These items can then be used by people who can’t afford to purchase their own camping equipment. There are many equipment rental programs in existence. However, like the park bus, they are quite pricey and not everybody can afford them. 

References: 

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

McIntosh, P. (2000). White privilege: Unpacking the invisible knapsack. In J. Noel's (Ed.). Notable selections in multicultural education (pp. 115-120). Guilford, CT. Dushkin/ McGraw-Hill.

Media Smarts. (2014, August 20). Forms of Privilege. Retrieved from https://mediasmarts.ca/diversity-media/privilege-media/forms-privilege

[ckenvs3000]

Hi Melissa, I really enjoyed reading your post! I agree, life is full of twists and turns and you never know where it will take you. As you mentioned, zoos are a great place for the public to learn about the threats that have adverse effects on species across the globe. I grew up in Toronto, so going to the Toronto zoo was a regular field trip that my elementary school would take us on. I have been to the zoo numerous times, and every time I go I learn something new. The tour guides play a major role in communicating important information to visitors, and I believe that their role provides a different experience every time you visit. It is an important role because it allows the public to understand more about the species that they are seeing, and it gives them a greater appreciation for the biodiversity of different ecosystems. You brought up some very relevant skills needed to be a zoo guide. The use of props is a great way to provide a hands on experience in a presentation. The hands on experience offered by props allows the visitors to comprehend what you are trying to teach them, particularly if they are tactile learners. Another great point that you mentioned is language barriers. It is definitely a useful skill to speak multiple languages, especially when working with the public.

I think it’s really cool that you worked at African lion safari! That must have been a very interesting job. What are some of your favourite / most memorable experiences you had while working there?

Being a Nature Interpreter

          I’ll be honest, I never thought about being a nature interpreter nor do I ever plan on becoming one, however life is full of twists and turns and perhaps this class will end up changing my mind. Since starting my undergrad at the University of Guelph I have always pictured myself working at a zoo as an animal handler and not interacting with the public that much. With that being said, zoos are an excellent environment to educate the public about real world issues that are threatening the very species they may see at the zoo. Fortunately, many zoos have qualified guides whose sole jobs revolve around passing on this important information to the general public and that would be my ideal role if I had to be an environmental interpreter. I think that this is actually a very important role since the goal for many zoos is to educate the public about the animals they care for and love so that the guests may leave with a new appreciation for wildlife. In fact, part of my job was to answer guest questions visiting African lion safari (in particular questions about the elephants) and I remember how much I loved telling them all about the elephants, from their personalities to their herd dynamics and even occasionally about the problems they face in the wild.

A select few of the African lion safari Asian elephant herd (https://lionsafari.com/breeding-programmes-asian-elephant/).

           In order to be a successful zoo guide, I think it’s important to captivate the attention of the public so that they understand what you are trying to teach them. This is often done with visual aids or props. Using props is a common technique and that is because they work! They are excellent tools to help the visitors better understand what you are verbally teaching to them, but they are also able to see and interact with the items themselves. Younger audience members in particular respond very well to this type of engagement but it is also a great technique when teaching adult visitors as well. It’s so much more engaging for the guests when, for example, they can feel how pointy a tooth is or how soft/detailed a pelt is. If I were to become a nature interpreter and zoo guide I would for sure make sure to include such items in my presentations. In my case, when I would talk about the elephants with our guests I would do so outside of their exhibits so I could point out their key features and identify the elephants.

Pictured here is a zoo guide educating young visitors about tigers with visual aids including a tiger pelt and skull replica. (https://www.stlzoo.org/visit/thingstoseeanddo/safari-tours)

           Other important qualities I have found that go a long way with guest is enthusiasm, eye contact and proper enunciation. There is nothing worse than having someone try to explain something to you and you cannot understand a word they are saying. Which brings me to my next point, language barriers. It is so beneficial to be able to speak more than one language as to better communicate to all guests. This I think can be especially common in Canada given we have two national languages. Fortunately, I can speak both French and English however there are so many other languages and the more that you know the better.

           All in all, solely being a nature interpreter is probably not for me however I will always love answering people’s questions about animals that I love as well as other conservation or wildlife topics I am passionate about.

[ckenvs3000]

My Ideal Role as an Interpreter

Interpretation is a relatively new profession. However, its origins date back thousands of years. Storytellers can be viewed as interpreters, as their goal was to pass down knowledge and to connect people with resources (Lewis,1991). There are numerous roles that interpreters can fill. My ideal role as an environmental interpreter would be a wildlife guide at a nature reserve. When I was younger, I would often go to the nature programs at provincial parks hosted by the NHE (natural heritage education) team. I loved these programs because they provided you with information on the history of the park and the environment through fun activities. While working at Algonquin, I volunteered in some of these programs which made me realize that it would be an ideal career path. The role of an interpreter is very important. Interpretation enhances the experiences that tourists have, increases tourist awareness, and can influence tourist attitude and behaviours (Beck & Cable, 2011; Ham & Weiler, 2007). Additionally, interpretive programs can strengthen conservation efforts at both natural and cultural heritage tourism sites (Black, 2008). 

Canoe Lake, Algonquin Park. Photo taken by me.

Personally, I would love to work at a nature reserve somewhere in the Caribbean. I travelled to St. Lucia in 2016, and this experience had a major influence on how I view nature. Travelling has exposed me to different types of ecosystems and unfamiliar species, which I find very exciting. Through travelling, I have had the opportunity to go snorkeling, visit mountainous volcanic regions, and hike through the rainforest. These are all activities that have minimal environmental impact while providing tourists with a greater appreciation for their surroundings. While I was in St. Lucia, I noticed that many tourists do not take the consequences of their actions into consideration. It was almost rare to encounter a stretch of beach or a trail that did not have any litter. These observations motivated me to get involved in educating the public on how their actions can have major environmental impacts. 

A photo of me holding a snake in St. Lucia. Photo taken by my aunt. 

The Soufrière Hills. A stratovolcano in St. Lucia. Photo taken by me.

As an interpreter I would offer various programs, such as: rainforest hikes, wildlife education, and marine biodiversity programs. Through each of these programs I would aim to promote conservation and provide the tourists with education on the local ecosystems. Due to the amount of false information that is spread on climate change, I think education on this topic is important. When considering the Caribbean, this is a region that is projected to be greatly impacted by climate change. According to the Caribbean Tourism Organization (CTO) there are six major climate risks associated with climate change. These include: increased hurricane intensity and frequency, sea level rise, salt water intrusion into freshwater aquifers, temperature changes, altered precipitation patterns, and coral reef bleaching and mortality (CTO, 2008). Therefore as climate change progresses, this area is particularly vulnerable. Thus, it is essential to have environmental outreach programs that demonstrate the role that tourism plays in environmental degradation. This will allow the issues of climate change to be communicated to tourists through educational activities. 

A sign on the beach in Cayo Coco, Cuba. Photo taken by me. 

The west coast of St. Lucia. Photo taken by me.

Many skills are required to be a wildlife guide. To fill this role, one would need to possess a vast understanding of the species in the area. As a marine and freshwater biology major, I have taken many zoology courses throughout my undergrad. These classes have provided me with a strong background in species identification and understanding how species interact. Another skill needed for this position would be adaptability. Programs are likely to be different each time you present them. Due to this, a guide needs to be prepared to  accommodate a variety of situations. An environmental interpreter must also have great communication skills and presentation skills. This will ensure that through the program, their audience receives the information that they are intended to. 

A photo of me holding a tarantula in a zoology lab. Photo taken by my friend.

References 

Beck, L., & Cable, T. (2011). The gifts of interpretation : fifteen guiding principles for interpreting nature and culture (Third edition). Sagamore Publishing.

Black, R. (2018). Improving engagement between tourists and staff at natural and cultural heritage tourism sites: exploring the concept of interpretive conversations. Tourism Recreation Research, 43(1), 82–90. https://doi.org/10.1080/02508281.2017.1382981

Caribbean Tourism Organization (CTO). (2008). Caribbean Sustainable Tourism Policy Framework. Retrieved from https://caricom.org/documents/10910-cbbnsustainabletourismpolicyframework.pdf.

Ham, S. H., & Weiler, B. (2007). Isolating the role of interpretation of on-site interpretation in a satisfying experience. Journal of Interpretation Research, 12(2), 5–24.

Lewis, W.J. (1991). Interpreting for Park Visitors. Eastern National Park and Monument Association, PA: Eastern Acorn Press.