dsenvs3000

[dsenvs3000]

Hey Kennedy!

Thanks for sharing your journey with us! I’m glad I could take part through the podcast.  Likewise, I’ve really come to appreciate the specialities of the different media through which we share information (art, science, music, etc).  Each appealing to different learning styles and audiences.  Thanks to which there is a nearly endless compilation of interpretive material accessible to everyone, no matter disability, economic status, or learning preference.  Reaching as wide an audience as possible really is the goal in nature interpretation, isn’t it; connecting as many people as possible to the planet.

(Image source)

This really has become a vocational journey for me too.  I’m glad to hear you’ve applied to interpretation jobs!  I’ll also be continuing on a similar path, starting the Environmental Visual Communications program at the ROM in May.  I hope to use what I’ve learnt here and what I’ll learn there to reach as many as possible.  After all “You cannot protect the environment unless you empower people, you inform them, and you help them understand that these resources are their own that they must protect.” (Wangari Maathai).  It’s a moral obligation to preserve, and having worked with you, doing so in this manner is definitely a strength of yours!  Good luck with all your future endeavours!

- Diego

Reference:

Honoring Wangari Maathai. (2014, April 02). Retrieved April 04, 2021, from https://www.climaterealityproject.org/blog/honoring-wangari-maathai

Take a Minute to Reflect

Today, I sit down on a beautiful afternoon and begin to reflect upon this semester and how my perspective on nature interpretation has evolved. I came into the course with a passion for nature, and as this journey comes to an end, it has left me with a desire to become a nature interpreter. There are various ways that an individual can interpret and connect with nature. While this semester has been an eventful one, it has been intriguing reading everyone’s thoughts and perspectives on various topics. There is a sense of individualism to nature interpretation based upon how one perceives the beauty of their surroundings.

The photo was taken by Salt and Wind from https://www.pinterest.ca/pin/AbYyZ7N66vDUWFdKAK0S2c03vIhXPR5xGytDPCBx1N85jOCJHT08PGo/

Throughout the semester, I have begun to develop a set of personal ethics to abide by as an interpreter. However, it is only fair to share with you all what the world ethics means to me: Ethics follows a set of principles that guide and govern an individual’s action. Personally, having a set of ethics allows an individual to understand the difference between what is nobly right and wrong then basing your actions accordingly. Some qualities that an interpreter can possess include honesty, positivity, respect, and equality. The personal ethic I’ve developed stems from my childhood and is influenced by my family. Thinking back to the first blog post, I realized that my admiration for the environment stems from my interactions with nature at a young age and largely shapes my ethics.

One of the most valuable lessons this semester has taught me is understanding myself and what I wish to contribute to the world. My central belief as an interpreter is that everything in nature matters, and we must respect what it has to offer. I genuinely believe that everyone should have an opportunity to witness the beauty of nature and connect with their surroundings.

illustration by Real Fun Wow taken from https://realfunwow.com/products/respect-nature-print

As an interpreter, I believe I have a responsibility to protect and share the beauty of nature with others. In this day and age, there is often a disconnect between nature and society. Instead, individuals are losing the ability to find their sense of place in nature. As our world continues to urbanize, there is less emphasis placed upon building a connection with nature. From a young age, my mother has instilled in me a sense of respect and admiration towards the environment. Spending time outdoors with my family led me to observe further and experience my natural surroundings. The importance of the natural world is far more diminished than what it would have been in previous generations. If you ask your grandparents what their relationship with nature is compared to yours, it is most likely very different. My role and responsibility as an interpreter are to instill the ability and desire to sense the beauty around us (Beck et al., 2018). Dr. Richard Louv mentioned that as animals, we need nature for our health. Every individual should have an opportunity to experience nature in some way, shape, or form. I genuinely believe nature can heal you, bringing some serenity and calmness into your life. I want to spread this knowledge to those around me to inform others about the benefits derived from nature.

On one of my family hiking trips with my sister photo taken by my mother

It is also equally important as an interpreter to use my knowledge to advocate for change surrounding environmental issues. I want to educate the public and spread awareness regarding the drastic degradation of our environment. As an interpreter, I am privileged to understand the importance of nature and how we can protect it. Much of what we can contribute as an interpreter stems from the field of study we are in (Beck et al., 2018). Nature interpretation has allowed me to bridge the gap between my education and ways to share it with society. As we distance ourselves from the natural world, we neglect to realize the damage we are inflicting. However, we can provoke public involvement and action regarding manners of environmental sustainability as interpreters serve as agents for change (Beck et al., 2018)

Illustration by Happy Mouse Studio taken from https://www.pinterest.ca/pin/155726099604203875/

Throughout this course, I have come to appreciate all the platforms that exist to share information (art, science, technology, etc.). This semester has taught me to explore the diversity of different approaches and incorporate them into my practices. Before this course, I would have never thought to utilize art or music in my interpretation approach. However, I now realize art forms allow individuals to perceive the reality of the world around us.

There is not one single approach that is most suitable as an interpreter. However, I tend to favor more creative visual forms of interpretation such as guided walks and tours. In addition, I would like to take a conservational approach to my interpretation as I find that is where my passion lies. Being passionate is an essential ingredient as an interpreter as it can elicit and encourage resource presentation (Beck et al., 2018).

Nature interpretation has had a significant role in my life as both a participant and presenter. It has left me with a passion for exploring interpretation further. I have recently started to apply to various interpretation jobs, so I’m hopeful that I will be able to further my career as an interpreter thanks to this course. To finish off this blog, I wanted to wish you all well in your future endeavors, whether as an interpreter or as something else.

Photo of me trying to show my family a monarch butterfly I found in the field taken by my sister

Now that we are finishing this semester, has this course kickstarted your future journey into interpretation?

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.

[dsenvs3000]

Hi Haleigh,

I really enjoyed reading your post this week!  I’m sorry to hear that the field you spent so much of your childhood attached to is being built over; an all too common trend in suburbia.  Where will future generations spend their time with nature?  To half answer the similar question you posed, I think the idea of turning kindergarten into an actual kinder-garten (children’s garden) is a great idea.  In the TedTalk you shared, Dr. Cosco presented more than enough reasons to implement primary care gardens (I had no idea about the skin biota, that’s so cool), but I would like to add that I think these gardens could have a transformative value for the parents/guardians of these kids.  Child-to-parent intergenerational learning may prove an effective pathway for changing attitudes and overcoming socio-political barriers.  A 2019 study reasoned that “Because climate change perceptions in children seem less susceptible to the influence of worldview or political context, it may be possible for them to inspire adults towards higher levels of climate concern, and in turn, collective action” (Lawson et al. 2019).  I think its reasonable that the same could be said for concepts of biodiversity and ecosystem services.  Two birds with one stone!  (The study, by the way, found that parents of students being taught about climate change showed significantly more concern for climate change than the control group.)  As an aside, my mom would make me go around to hug and pet trees at the park when I was like 3yo.  While I can’t conclusively prove that it’s directly correlated to my environmentalism, I like to think it helped 😂.  Just glad I’m not chaining myself to them now.

(Image source)

Thanks again for sharing, I learnt a lot!

- Diego

References:

Lawson, D.F., Stevenson, K.T., Peterson, M.N. et al. Children can foster climate change concern among their parents. Nat. Clim. Chang. 9, 458–462 (2019).

Nature interpretation and its role in saving our planet

I believe that nature is an integral part of our lives, and that day by day it is being taken away from us. I wonder if the generations to come will see and experience the same things in nature that we have had the chance to.

Looking back to my very first blog in this course, I really had no clue where we were going with it, but I loved writing it. It was much different from anything I’ve had to write for any other class I’ve been in! I was able to freely think about what I wanted to write about, and what made me really happy as a kid. It was creative and imaginative writing. I had to let my thoughts sit and marinate to really put myself back in my shoes as a child. It is definitely interesting trying to remember how I used to think and feel when I was first beginning to immerse myself in and understand nature, especially forests. For me, there has always been something that has drawn me to forests. I find them to be magical.

This is a Ted Talk on the importance of nature, and why children need it when they are growing up.

After digesting the information from this course, I have come to the conclusion that my childhood experiences in nature greatly impacted the person I have become today. Even though I do not wish to pursue a career in the environmental field (I wish to pursue the medical field instead), I deeply care about nature. In my spare time the only documentaries I watch are about nature. I love watching Planet Earth because it puts me in different animals’ shoes and helps me to see life how they see it. We see their fear, their emotions, and how they survive. We also get to feel like we are in the middle of the rainforest, or floating over coral reefs, all while sitting on our living room couch. My favourite nature films of all time are all about human-nature interactions, where humans spend enough time outside that they actually develop loving relationships with wild animals. It is an eye opener that we are not all that different. Animals are very intelligent and they feel emotions just as we do. They evoke feelings of empathy and compassion, and remind us that it is our responsibility to protect these animals and their habitats.

here is a small clip about Jane Goodall. An inspiring story of a woman integrating herself into the families of chimpanzees.

Throughout this course I've learned about what makes a nature interpreter a good one, and I mean, it is a lot of things. But one thing that really stood out to me when reading about how to make a difference in the environment now, is the importance of actually telling people how they can actively make a difference (Wals, 2014). I have a personal and very recent experience that validates this idea!

I learned some information in another class about Gypsy Moths. It was great to learn about them because they are invasive all around Ontario. I learned that they lay egg masses on trees over the winter and they hatch when the trees begin to bloom, but if you scrape the egg masses off of the trees and soak them in a bucket of water and soap for a few days, you can prevent the eggs from ever hatching and thus prevent the severe damage to the trees which may have eventually killed them. I learned this a few weeks ago and ever since, every time I take my dog for a walk in my yard or forest, I am constantly looking for egg masses and scraping them off the trees. I love doing it because I know that I am actively making a difference. Every single egg mass that I scrape off, counts, and may contribute to saving a tree!

This is a photo of a few Gypsy Moth egg masses. Photo taken by me.

“Now, my tree-climbing days long behind me, I often think about the lasting value of those early, deliciously idle days. I have come to appreciate the long view afforded by those treetops. The woods were my Ritalin. Nature calmed me, focused me, and yet excited my senses.” (Last Child in the Woods). I think that this quote is very important because it highlights how much people inherently cherish nature. It brings us back to think of a magical place we once were. I remember going back into the forest, and truly thinking of it like it was how the kids in ���a bridge to terabithia” imagined their forest. Now, my imagination does not run so wild this day in age, but it once did. My memories of my imagination contribute to my desire to want to preserve nature.

here is the bridge to Terabithia trailer.

I have lived in my house for many years now. We have a luscious forest in the back, and along the side leading up to the forest there are many trees which have branches that are vine-like. I remember playing back there and making forts. I was truly so happy and amazed by the natural beauty of the forest. In the next 5 years or so, that will all be gone. Sadly the field next to my house will be completely urbanized, and many trees will be chopped down I am sure. It breaks my heart, it feels as though a person in my life is going to be taken away from me. My feelings on this are so strong, that I believe if other people had these same magical experiences as kids, they too would not dare to cut down a perfectly healthy tree or urbanize beautiful land. So that is why we need to continue to immerse kids in nature. Nature interpretation is so important!

Here is a photo of what is left of one of my childhood forts. Photo taken by me.

Many studies have been done that show how important nature is for our mental health. According to our assigned video, 30% of boys in the US rely on stimulants to focus. Nature is greatly important for our attention, academic performance, and relaxation. Biodiversity has even been shown to positively influence our immune systems. Healthy ecosystems means healthy people.

Here is a video on how to save our planet.

In the future, we can create communities that are rich in nature which can provide kids with a deep love for the systems we are immersed in and eventually these children can go on to sustain and regenerate things (A. Hooykaas, lecture notes, ENVS3000 Nature Interpretation, March 26, 2021). According to our assigned video, we can introduce kids to a place where they feel in touch with nature and let them find that connection with nature themselves. We really just need to focus on helping kids find their magic places (Rodenburg, 2019). One great idea that was mentioned in our assigned video, was that a great way to make kids feel like they’re helping to make a positive change in nature is by getting a community to plant a diversity of native plants. This could help feed a lot of different organisms and increase the presence of biodiversity in the community. This is a great way to show kids that they indeed can make a positive impact on the environment and ecosystems around them, and hopefully that idea is one that they can actively apply throughout the rest of their lives.

Questions:

What is one way you think we can each help improve the environment?

What is one way to help kids feel connected to nature?

What do you think is the most important thing about nature and its preservation?

Are there any natural places that remind you of your childhood?

References

Hooykaas, A. (2021). ENVS*3000 Nature Interpretation Course notes. Retrieved March 26, 2021, from https://courselink.uoguelph.ca/d2l/le/content/666945/viewContent/2593375/View

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

Wals, A. E. J., Broady, M., Dillon, J., Stevenson, R. B. (2014). Convergence between science and environmental education. Science, 344(6184), 583-584. DOI: 10.1126/science.1250515

[dsenvs3000]

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.

[dsenvs3000]

Hey Victoria,

Butterflies really are amazing, and I’d like to share some of what I know and what I found today on my walk.  I  First some background on myself, I’m a biodiversity student and I LOVE taxonomy and phylogenetics. So, as one does, I took an insect identification course last year where I learnt quite a bit about butterflies, so here’s a brief list of facts (you may have already come across these in your research but just in case I thought I’d share).

Your chosen butterfly, the mottled duskywing, isn’t actually a ‘true butterfly’ per se but a skipper.  Similar in appearance to other butterflies, skippers are often smaller and have wings which don’t completely fold together.  Note that the phylogenetic status of skippers is debated and might be placed within the ‘true butterfly’ clade, making them ‘true butterflies’ as well.

I thought it was pretty cool to learn that butterflies (Papilionoidea) render moths paraphyletic.  So the ancestor to all butterflies was a moth and even after butterflies had evolved, that common ancestor split off into butterflies and more moths.  In simpler terms, butterflies divide the moth family tree into two groups and butterflies are just colourful day-time moths.

Last fact, some butterflies over-winter!  Adults find tree crevices or sheltered areas to hibernate.  Below is an image of a mourning cloak butterfly I found on my walk today.  They emerge once it starts to warm enough, sometimes while there’s even still snow out!  They then lay their eggs in june-july.

I hope you enjoyed these facts!

-Diego

Blog Post #8: Float like a butterfly...

As I’ve mentioned in many of my previous blog posts, the relationship I have with nature did not come naturally to me and I never found a “sense of place” in nature while growing up, as it began to develop during my time at the University of Guelph. That being said, I believe that this course plays a major role in the constant development of my relationship with nature and the way in which I interpret it by encouraging me to learn about topics I never would have taken the time to learn about on my own. After working on our podcasts this week, I learned a lot of new and fascinating information about my species from all of my research, which was the Mottled Duskywing Butterfly. Today, I have decided to share some of this interesting information about butterflies with all of you!

This is a picture of the endangered Mottled Duskywing Butterfly (Erynnis martialis). Photo credits: https://wisconsinbutterflies.org/butterfly/species/121-mottled-duskywing

I decided to discuss the butterfly species as I slowly begin my nature interpretation journey to love the creatures that live in nature. The naturalistic type of intelligence, as mentioned in our textbook, explains that nature interpretation includes having the ability to identify and make distinctions in nature and the creatures that are a part of it (Beck et al. 2018, p. 112). It’s important for individuals to understand multiple intelligences because it will make them a better and more well-rounded interpreter (Beck et al. 2018, p. 112). I think it’s essential for an interpreter to understand multiple intelligences because it will allow them to apply their knowledge to many aspects of the world and share that knowledge with others. Now, let’s get right into those fun facts!

The most interesting knowledge that I learned from my research about butterflies is the unique way in which they consume food and liquids due to the structure of their mouths (North American Butterfly Association, 2017). They have tongues that function very similarly to a straw that they will often drink nectar from flowers with (North American Butterfly Association, 2017).

This is an image of a butterfly tongue (that acts in a similar manner to a straw). Photo credits: https://www.pinterest.ca/pin/392939136215150520/

Another fact that I learned is that a butterfly’s lifespan is dependent on several factors including the size, species, location/habitat, and the time of year that this butterfly becomes an adult (Wetherbee, 2012). The average butterfly species will live approximately two weeks as an adult (Wetherbee, 2012).

Finally, the life cycle of a butterfly consists of four life stages, which includes the egg, caterpillar/larvae, pupa/chrysalis and adult butterfly stage. Butterflies use pheromones, which are specific scents that belong to each gender of butterflies (male and female), that are used to attract each other (Mottled duskywing, 2021). Once they attract each other, the female will lay her egg on her host plant of choice and the reproduction process begins there!

Some other interesting facts that I was previously unaware of is:

1. They have four wings, rather than just two (Rothery, 2021).

2. Butterflies are very antisocial creatures. They are very solitary, and it is very rare for them to socialize (Rothery, 2021).

3. Butterflies need heat to be able to fly or move, which is why they lay in the sun to warm up their wings before taking flight (Rothery, 2021).

Have you ever heard any of these facts before reading my blog post? Which fact was the most interesting to you and why?

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References:

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

2. Kris Wetherbee | For The Oregonian/OregonLive. (2012, June 23). 7 fascinating facts about butterflies (plus a quick quiz). Retrieved from https://www.oregonlive.com/hg/2012/06/7_fascinating_facts_about_butt.html

3. Mottled duskywing (Erynnis martialis). (2021). Retrieved from https://wildlifepreservation.ca/mottled-duskywing/

4. North American Butterfly Association. (2017). Retrieved from https://www.naba.org/qanda.html#:~:text=What%20do%20butterflies%20eat%3F,matter%2C%20and%20other%20organic%20material.

5. Rothery, B. (2021, February 04). Sensational butterflies: 12 amazing Butterfly facts for kids. Retrieved from https://www.penguin.co.uk/articles/children/2019/jan/amazing-butterfly-facts-for-kids.html-butterfly-facts-for-kids.html

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Thank you so much for reading!

Victoria

[dsenvs3000]

Week 9: Imagine editing your own genes!!

There are so many cool things in nature that I wouldn’t be able to decide which I find the most amazing, but among them is definitely the coleoids’ ability to edit their mRNA (Alon et al. 2015).  I’ve noticed that cephalopods have been a hot topic this week, so I’ll join in on the trend.  Coleoidae is a sub-class which includes octopus, squids, and cuttlefish.  The group is unique for many reasons: they can almost instantaneously change their colour and patterning, change the texture of their skin, and solve puzzles!  But their unique-ness doesn’t end there, in fact it continues down to the molecular level. Coleoids have the ability to adapt through in the moment genetic editing!  Rather than relying purely on permanent DNA changes to adapt, they have the ability to make temporary changes to their mRNA to adapt quickly (Alon et al. 2015).

In evolution, adaptations are permanent.  Random heritable mutations in DNA lead to genetic variation and through natural selection, if a new variation helps the organism survive and reproduce, more of the population will have it in following generations.  But why do changes in DNA lead to new variations (aka genotypes)?  You might recall learning about molecular biology’s central dogma in school of replication, transcription, and translation.  A DNA mutation leads to slightly different mRNA which codes for a slightly different protein.  What is so fascinating about coleoids is that they essentially bypass the transcription step and edit their mRNA directly.  Because changes made to mRNA, these edits aren’t heritable.  The mRNA edits help the individual adapt to its current environment.  Typically, mRNA is dangerous and can lead to diseases and disorders.  Because of this, most species, even though they’re capable of doing so, edit very little of their mRNA; for example, we only edit about 3% of ours.  The longfin inshore squid, on the other hand, edits 60% of its nervous system mRNA!  This 2015 study came as a shock as this was the most editing ever seen in an animal, far surpassing the average.  The same study found that cephalopods have retained a very old genes that code for the mRNA editing enzymes (Alon et al. 2015).

What purpose do these temporary edits serve though? Because the edits are temporary and not all mRNA is edited, animals might use different versions of the resulting protein as it suits them.  For example, the DNA of octopus living in cold and warm environments are essentially the same; however the octopus living in a cold environment will likely be slowed down in most processes by temperature.  Garrett and Rosenthal (2012) found that octopus living in cold environments edit the mRNA that codes for certain neuronal proteins.  These edits change the structure of the protein so that it better functions in cold temperatures (Garrett & Rosenthal 2012).  Some studies have even accredited their intellect to this mRNA editing ability. It so happens that a lot of the edits made are made to mRNA that codes for neuronal proteins, most occurring in their axons.  This might be evidence that mRNA editing plays a large role in their intelligence. This theory is further evidenced when coleoids are compared to their cousins the nautiloids. Nautiloids, don’t edit their mRNA as much and have simpler brains (Yablonovitch et al. 2017).

This image illustrates the squid nervous system, were the most mRNA editing occurs. (Source: https://academic.oup.com/nar/article/48/8/3999/5809668)

I think this is such a cool feature because it forced me to expand my thinking of how adaptations occur.  Being able to adapt by self-editing your own genes on a whim sounds alien!  But in the oceans around us, these polypods have been doing it for literally millennia. I didn’t even know we did it a little too.  What do you think about this adaptations for adaptation?

 References:

Alon, S., Garrett, S. C., Levanon, E. Y., Olson, S., Graveley, B. R., Rosenthal, J. J., & Eisenberg, E. (2015). The majority of transcripts in the squid nervous system are extensively recoded by a-to-i rna editing. ELife, 4. doi:10.7554/elife.05198

Garrett, S., & Rosenthal, J. J. (2012). RNA editing underlies Temperature adaptation IN K+ channels from polar octopuses. Science, 335(6070), 848-851.

Yablonovitch AL, Deng P, Jacobson D, Li JB. The evolution and adaptation of A-to-I RNA editing. PLoS Genet. 2017 Nov 28;13(11):e1007064.

[dsenvs3000]

Hi Melissa,

Great post this week!  I cant help but be reminded of the sweet prince Zoboomafoo when I see lemurs.  To answer your question “ What did you think of DJ Ecotones talents? Do you think this is an effective way of getting animals and nature notice? Are there better ways that you can think of?”  I think there is merit to this method.  While I personally dont really care for the genre of music that Ben Mirin is serving, I think that incorporating wildlife calls into music is a great way of raising awareness, educating, and entertaining all in one! 

A composer I enjoy more who uses this method is Cosmo Sheldrake.  He has a great album called “Wake Up Calls” and another “Galapagos” which uses animal recordings and are inspired by the environment.  Wake up calls, uses the recordings of songbirds, owls, and various of winged creatures to create an avian symphony but also combines it with some more traditional music, something I think Ben Mirin is lacking.  Sheldrake was inspired to make this album, by the disappearance of song birds in the UK due to deforestation and intensifying urbanization.  His songs are meant to raise awareness to their decrease as well as entertain.  I really recommend you have a listen!  Its great study music if you like to feel like you’re in a woodland or meadow.  

In his Galapagos album, the “Seals” track reminds me a bit of a circus but also bubbles slowly rising to the surface as seals dance in the waters below.  “Giant Tortoise Eats” and “Giant Tortoise Mates” are two more great ones, they are at opposite ends of the album but connect to each other through theme.  I am reminded of lumbering dopy beasts.

Give it a listen and let me know your thoughts!

Music and Nature

          Often when we think of nature we think more of the visual aspects of it. We think of the green foliage from trees and bushes and how in the fall they turn magnificent shades of red, orange, brown and yellow. We also think of the animals such as birds or tigers whose colours and patterns are quite unique to anything else in the world. We think of the visual appeals of flowing water in a stream or a waterfall or even the peaceful stillness of the lakes. With all the visual beauties of nature that are so easy to get swept away in, we forget about the other ways we can interpret nature: Through the sound of music.

Music embedded in nature. Credits to Adewale Ogunleye (https://www.musicestate.com/music-nature/).

           Nature is full of bustling wildlife and ecosystems that can often be easy to miss in our fast-paced lives. It’s only when we take the time to stop, and listen can we hear the whispers of nature. Sometimes these whispers are heard through the sounds of the wind bristling the leaves of trees or distant songbirds in the early morning of spring. There are also sounds in the night such as the crickets or owls even the gulls near the sea and waves crashing up on beaches. When the time is taken to observe nature around us we can see that music in nature is everywhere.

           This concept was amazingly shown by musician Ben Mirin who prides himself on manipulating recordings of nature to transform them into music through his beat-boxing talent. He is known as a “wildlife DJ” under the stage name of DJ Ecotone. In our course content this week his talents were mentioned and upon further investigating I ended up watching him perform live on the news from the link provided in our course content. All I can say with that this is an extremely creative way of interpreting nature. In his short video (Which I recommend you all to take a look at via this link: https://www.youtube.com/watch?v=kzH3fbsJwE0&t=16s), he took various recordings of Madagascar sounds such as the trees located on the small island off the coast of Africa, as well as different lemur species like the black-and-white ruffed lemur (Varecia variegate), the bamboo lemur (Hapalemur aureus), the ring-tailed lemur (Lemur catta) and the indri lemur (Indri indri).

Pictured here is the black-and-white ruffed lemur (top-left), bamboo lemur (top-right), ring-tailed lemur (bottom-left) and the indri lemur (bottom-right)

           In my own opinion, I think the most important part about this expression of nature is that it allows others to make new connections with animals they have potentially never heard of. Even more incredible is that some of these lemur species are considered critically endangered and this is an excellent way to get them noticed and broadcast these animals and their issues to the world. For instance, the ring-tailed lemur is considered an endangered species and the indri lemur a critically endangered species. Since these species are not recognized globally like other more popular animals such as the elephants, lions or rhinos, they need all the help they can get to be recognized by the world as a species under threat and transforming their cries into music is an excellent way to get them noticed. This is also an excellent way to get more visually unappealing animals’ attention. Rather than show pictures of these animals that are under threat, we can easily use their sounds as music to get them noticed.

What are some other ways we can get endangered animals notice from the general public other than broadcasting their visual appearance?  (Not all threatened and endangered animals are cute and furry like our lemurs here)

What did you think of DJ Ecotones talents? Do you think this is an effective way of getting animals and nature notice? Are there better ways that you can think of?

[dsenvs3000]

Week 7: A Yoik in Nature

“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.” (Beck et al. 2018)  With this quote in mind, I will try to answer where is music in nature and where is nature in music?

Music is found through out nature.  We know that since the dawn of humanity music has been around as even Neanderthals remains have been found with flutes!  In my research for this post I found an interesting statement from the journal Science “People who live close to nature perceive a wider range of sounds than those of us living in industrialized societies, who rely heavily on advances in sound technology” (Gray et al. 2001).  They back this claim by revealing to us how indigenous “non-industrialized” groups have incorporated sounds of nature into their cultures which the Western World have needed to develop advanced technologies for.  The first whale songs were recorded in the 1940s but Tlingit, Inuit, and other seafaring cultures have been able to hear them through the hulls of their boats for centuries (Gray et al. 2001).  Similarly, the Hutu, Tutsi and other groups from East Africa have incorporated the ultralow frequency rumbling of elephants into their songs and oral traditions (Gray et al. 2001).  Both the sounds mentioned have been made integral parts of those cultures identity through music as it evokes imagery of the landscape, and has deeper spiritual meaning unique to each cultural interpretation; also showing us that music is to be found anywhere in nature.  

I think my answer for where nature is in music is best exemplified by showing you some of my personal favourite pieces.  Antoni Vivaldi’s Four Seasons capture the values, atmosphere, action, and sounds of each season and play it back to us through the violin and the rest of the accompanying orchestra.  The Lark Ascending by Ralph V. Williams traces the songbirds flight from branch to branch, I imagine it to be early morning on a spring day in an orchard of cherry blossoms; again, communicated to us through the violin. Lastly, Cosmo Sheldrake’s “Wake Up Calls” album inspired by the feeling of being woken up by avian chorus and through the use of modern technology, incorporates the calls of many birds to create a sort of natural symphony.  Wake Up Calls reminds us that as natural woodlands decline and urbanization intensifies, we risk losing these wonderful morning alarms.  From the Baroque composer to the modern musician, music is used to translate sounds, emotion, values, and images into an artistic and spiritual dimension.

Continuing with the concept of creating imagery through music and incorporating indigenous knowledge, I want to briefly talk about the Sami people of Sapmi in Fennoscandia.  They have this amazing form of song called a ‘joik’.  The Sami have no written language, thus the exact origins and purpose of the joik are disputed among anthropologists.  This information was lost during an intense period of forced homogenization and integration into Scandinavian culture and suppression of indigenous heritage in the 19th and 20th centuries (Hämäläinen et al. 2018).  Equivalent to Canadian Residential schools.  Joiks are often sung acapella but can also incorporate drums.  They are often lyric-less, but this doesn’t take away from their meaning (Hämäläinen et al. 2018). Joiks are often sung about the landscape but rather than being about it, the joik IS the landscape (Hämäläinen et al. 2018).  This great video about the Sami which I recommend you watch, perfectly describes it as a being a portrait of the landscape, done through song.

A Disney yoik for the movie Frozen II.

Questions:

1.      If you’ve listened to any of the above artists, how do you interpret their music?

2.      If ‘illustrate’ is to describe something through images, what is the equivalent for sounds? I couldn’t find one so I’m curious to know if there is!

References:

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

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.

Hämäläinen S, Musial F, Salamonsen A, Graff O, Olsen TA. Sami yoik, Sami history, Sami health: a narrative review. Int J Circumpolar Health. 2018 Dec;77(1):1454784.

[dsenvs3000]

Hey Cassie,

I really enjoyed you post this week!  My grandmother is Greek-Chilean and I’ve seen the evil eye around the house before but just thought it was a pretty decoration but I’m glad I know the history behind it now!

I’d like to answer your question but I’m going to edit it a bit.  This heirloom isn’t just mine but a global one.  The Basilica de la Sagrada Familia has to be one of my favourite buildings and pieces of architecture in the world.  And in my religion we would say that it is a part of our collective heritage and inheritance.  The basilica was started by Josep Bocabella but is most well known for Antoni Gaudi’s work.  

Gaudi was inspired by the natural world around him and applied that to his architecture.  Covering every facade of the buildings are scenes of nature.  The interior columns and archways are modelled after trees and skeletal structure.  This is really what sets his work apart from others of his time.   He speculated that future architects would also base their work on imitating nature.  He said “It is the most rational, lasting and affordable of all methods [...]” (Blog Sagrada Familia 2020). This influence is associated with another source of inspiration in his work: the Christian message. As both demonstrated his belief that the work of the Creator is unparalleled.  Up to this point this post has been more about nature interpretation through art but Gaudi reminds us to appreciate the history that religion has played in society’s collective interpretation of nature, for better or worse.  This is a topic far to extensive to dive into right now but it must be mentioned that understanding the historical context of religion in nature interpretation is crucial to our modern understanding.  Personally, although I haven’t had the privilege to visit La Sagrada Familia, I think Gaudi has done a brilliant job of capturing the beauty of the “Christian message” through the beauty of the natural world, and their shared history.

(All images retrieved from: https://en.wikipedia.org/wiki/Sagrada_Fam%C3%ADlia)

References:

https://blog.sagradafamilia.org/en/divulgation/nature-on-the-sagrada-familia/

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

[dsenvs3000]

Week 6: The history of Biodiversity

“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 a while to form my interpretation of this quote.  Hyams uses the word integrity quite a bit in it, which got me thinking about how he was using and why that word over any others.  In its modern connotation, ‘integrity’ typically refers to someone or somethings reliability or the quality of their morality and nature.  The word came into the English language via the Old French ‘integrité’ then meaning innocence, chastity, or purity.  ‘Integrité’ evolved out of the Latin ‘integritas’ whose root is ‘integer’ meaning soundness, wholeness, or completeness.  Reading the quote again but with the connotation of ‘a whole’ in mind, Hyam began to make a lot more sense to me.  “There is no peculiar merit in ancient things, but there is merit in [completeness], and [completion] entails the keeping together of the parts of any whole , and if these parts are scattered throughout time, then the maintenance of [a whole] entails a knowledge, a memory, of ancient things [...]”. What I think Hyam is getting at is that history doesn’t make sense without context, understanding why certain actions were taken or why certain events occurred.  Its often easy to overlook historical context in favour of personal belief, but this often leads to dangerous rhetoric.  Countless times we have seen history distorted in order to target ethnic, religious, linguistic, and cultural minorities.  

Here’s an example of how languages evolve and change over time using the pronoun “I”. (Source: https://www.reddit.com/r/europe/comments/dj7rb1/evolution_of_the_pronoun_i_in_indoeuropean/)

What stood out to me in this week’s unit were the questions “Who/what benefits from this story and how might that impact them/others in the future?” and “how a community might be enhanced, it is often through the recognition of collective memories, stories” (Hooykaas 2021).  This week I want to talk about the history of biodiversity (my uni major).  

The concept of biodiversity has existed in some form for as long as the human conscious has. Aristotle made note of the differences between animals; and in its most basic sense, that is what biodiversity is, differences between organisms and their variety (Mayr, 1998). Biodiversity, the word itself, has a much shorter history, but why?  It was coined in 1985 by Walter G. Rosen for the creation of the National Forum on BioDiversity.  The forum was made to discuss the increasing demands of the human species on economic development and the potential ramifications it might have on the natural environment.  Edward Wilson, an American biologist, summarized the forum as “BioDiversity creates a systematic framework for analyzing the problem and searching for possible solutions” (Wilson, 1988).  This describes the political, economic, and scientific climate during the time of ‘biodiversity’s creation.  The public and scientific community were becoming increasingly aware of the negative impacts of human development, of air pollution, deforestation, habitat fragmentation, water pollution, etc… on the environment and the implied repercussions on the economy (Wilson, 1988).  

Image illustrates some of the main threats causing global biodiversity decline. (Source: https://www.visualcapitalist.com/biggest-threats-to-earths-biodiversity/)

Through out the century, scientists were noticing that when certain species were removed from their ecosystems trophic downgrading would occur, and, notably, the increasing the rate of extinction worldwide (Wilson, 1992; Myers, 1979).  In 1979, Norman Myers, an English ecologist, published The Sinking Ark: A New Look at the Problem of Disappearing Species.  In it, he discusses extinction but draws attention to the unexpectedly fast rate at which species were going extinct in the modern day; far greater than one would expect over the course of the process of evolution.  However, unlike the Cretaceous or any mass extinctions before, this one was not caused by natural disasters but by a single species; the cause was and is anthropogenic (Myers, 1979).  A warning call.  Wilson’s Biodiversity, a series of articles written by leading authorities  in biological and environmental disciplines, compiled from the BioDiversity Forum, further outlined the importance of diversity of species and the ecosystems that support them as well as the very species that threatens their stability (Wilson, 1986).

“The Sinking Ark” by Norma Myers (source: https://www.goodreads.com/book/show/2381140.The_Sinking_Ark)

By the late 1980s, biodiversity, used interchangeably with biological diversity, had entered the mainstream of scientific literature and public culture.  Yet the understanding of what biodiversity is and what it means was vague at best and measuring biodiversity was controversial and can be a challenging task (Franco, 2013).  With its growing popularity and the urgency felt by the scientific community, in 1992, the United Nation’s Environment Program organized and launched the Convention on Biological Diversity (CBD) to clarify what was meant by ‘biodiversity’.  The broad definition of “Biological diversity means the variability among living organisms from all sources including, inter alia, terrestrial, marine and other aquatic ecosystems and the ecological complexes of which they are part; this includes diversity within species, between species and of ecosystems” was given (CBD, 1992).

So “Who/what benefits from this story and how might that impact them/others in the future?” and “how a community might be enhanced, it is often through the recognition of collective memories, stories” (Hooykaas 2021). Knowing this story, we understand that ‘biodiversity’ is a word made for a purpose, as a defence of conservation biology.  In this sense, the two are inexorably linked.  Biological diversity had no need for a name before the 20th century because it was a constant of life.  As a community we are enhanced in our collective appreciation of it and its causes. Human development caused, and is causing, a massive reduction in native species diversities, which in turn reduces genetic diversity, and on a global scale, human development has caused the largest and fastest mass extinction on record (Wilson, 1988).  

What do you think of the story of biodiversity?  Although not a physical artifact, certainly an important part of history.  Can you think of any other historically significant words?

 References:

Convention on Biological Diversity Article 2. Use of Terms. (CBD). (2006, November 2). Retrieved April 10, 2020, from: https://www.cbd.int/convention/articles/?a=cbd-02

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

Mayr, E. W. (1998). The Development of Biological Thinking.

Myers, N. The Sinking Ark: A New Look at the Problem of Disappearing Species. Oxford, United  Kingdom: Pergamon Press, 1979.

Wilson, E. O. Biodiversity. Washington, DC: National Academy of Sciences Press/Smithsonian Institution,1988.

[dsenvs3000]

Week 5: How do You say ‘nature’?

You can’t think freely.  Just kidding, you can, but your culture and perception of reality and concepts is influenced by what language you grew up speaking!  The diversity of languages means that there are a multitude of ways to perceive nature and the environment.  As nature interpreters, this is something we should be aware of.  Using English as the control, I’ll go over a couple examples of how different syntax, grammar, and vocabulary might influence the perception of nature.  Unfortunately, this isn’t a field that gets much attention or funding so a lot of this will be presumptions on my part.  

Beginning with a linguistic study you may have heard of by Keith Chen from 2013.  Chen hypothesised that languages which grammatically associate the future and present (futureless) foster future-oriented behaviour.  What does this mean?  Chen explains it quite simply.  A German speaker might predict rain as “Morgen regnet es” which translates to English as “It rains tomorrow”, but that just doesn’t sound right in English.  An English speaker would say “It will rain tomorrow”. English is required to distinguish between the present and future events, in this case with ‘will’; English does not grammatically associate the present and future making it a futured language. 

The study found that native speakers of futureless languages save more, retire with more wealth, smoke less, practice safer sex, and are less obese!  Why is that? Because English grammatically separates present and future events, supposing that because of this, now every time you discuss the future you dissociate it from the present; now the future itself feels far away, that might make it harder to plan ahead.  The opposite being true of futureless languages.  What could this mean for environmentalism?  When talking about Climate Change or the Biodiversity Crisis, events whose major consequences aren’t immediate, would communities that speak futureless languages be more inclined to impose environmental protection?  I think so. (To learn more about this study, here’s his great Ted Talk).

(Retrieved from: https://www.visualistan.com/2016/02/21-words-to-describe-nature-from-cultures-all-over-the-world.html)

While some languages might influence your perception of future events others might influence the way you perceive your environment.  A study by Dr. Leavitt (1995) compared English and the Wəlastəkwewiyik Algonquin dialect.  Late 20th century anthropologists posited that indigenous languages tend to reinforce the use of analogy or metaphor; thus, many objects are referred to through action-based phrases.  Please note that this may be an outdated idea and is likely influenced by racism and the idea that ‘indigenous’ communities are more primitive.  That being said, Leavitt found that for some characters of the natural world we consider objects and express using nouns, like the moon and the wind, correlated nouns do not exist in the dialect.  Rather, some of these characters are expressed as verbs; the wind translates roughly as ‘to blow’ or ‘be windy’.  If communities describe these phenomena as actions, when communicating and learning about scientific and natural concepts they might be more inclined to do so in terms of actions.  

 The language you speak influences your perception or nature as well as how you go about interpreting it to others.  Nature interpreters should keep this in mind when we communicate our ideas and even try to adopt the conventions of another language if it helps us to better communicate.  Do you know any other language rules that might influence perception of nature?

References:

Chen, M. K. (2013). The Effect of Language on Economic Behavior: Evidence from Savings Rates, Health Behaviors, and Retirement Assets. American Economic Review, 103 (2): 690-731.

Leavitt, R. (1995) Language and cultural content in Native education. In M. Battiste and J. Barman (eds), First Nations Education in Canada: The Circle Unfolds (Vancouver: University of British Columbia Press), 124-138.

[dsenvs3000]

Hi Kennedy,

Great post, you did a fantastic job of succinctly summarizing the topic!  The Biodiversity Crisis really is one of the greatest threats to humanity and the planet of our time.  You mentioned how climate change is altering the environment and its stability at a rate beyond the adaptive and evolutionary capabilities of most organisms, and how globalisation has led to the introduction and spread of invasive species across the planet.  Something I’d like to touch on is how the Biodiversity Crisis is related to global health.

Map forecasting urban expansion (source: https://www.pnas.org/content/109/40/16083)

Another contributing factor to this crisis is the fragmentation and destruction of habitat.  This come in the form of road building, infrastructure for resource extraction, and urban expansion.   Human activity has altered 75% of the Earth’s surface, forcing wildlife into an increasingly shrinking corner (UN, 2020).  This presents a problem for species who must now compete for fewer resources with each other but also with humans.  As this happens, interactions between people and wildlife that were not occurring before are increasing.  This presents the chance of transmitting zoonotic emerging infectious diseases – like SARS-CoV-2, Ebola, HIV, Bubonic Plague, rabies, and many more.  Jones et al. found that after population size and density of humans, species richness was the second-best predictor of zoonotic emerging infectious disease origin.  Jones et al. suggest that biodiversity acts as a buffer for the spread of disease, as biodiversity is lost, the more likely it is any given species is to come into contact with another hosting a pathogen which could potentially jump species (Jones et al. 2008).  This is yet another reasons for policy to be made for the protection of the environment and limiting urban expansion.

This science is often not made clear to the public. Misleading news might lead one to think all bats carry covid-19.  As nature interpreters, it is our duty to effectively communicate scientific findings to the public, in this case, promote awareness of the importance of biodiversity and the ramifications of its loss.  To answer the question you posed, one way as interpreters we can emphasize the importance of biodiversity to the public is by showing them how the biodiversity crisis is directly affecting them.  Most people are so separated from nature that the connection of knowledge is lost.  The pandemic which is inexorably linked to biodiversity has been an opportunity for that connection to be made again, for better or for worse.  Can you think of any other connections that can be made to biodiversity?

References:

Jones, K., Patel, N., Levy, M. et al. (2008). Global trends in emerging infectious diseases. Nature 451, 990–993.

UN Report: Nature's Dangerous Decline 'Unprecedented'; Species Extinction Rates 'Accelerating' - United Nations Sustainable Development. (2019, May 6). Retrieved April 16, 2020, from: https://www.un.org/sustainabledevelopment/blog/2019/05/nature-decline-            unprecedented-report/

The Looming Biodiversity Crisis

The photo was taken by me of an elephant, an endangered species in South Africa 

Many species are on the brink of extinction, and we are losing the world’s biodiversity at an unprecedented rate, do any of these statements sound familiar? The global biodiversity crisis is not a new topic, and it is one many of you are most likely aware of. For those who may not know much about this topic, it is helpful to understand what is causing it. There is no single action causing the rapid loss of species worldwide; instead, it’s a combination of anthropogenic activities inflicting the damage. The main drivers of biodiversity loss are climate change, habitat loss, and invasive species.

Illustration by danilotsouzart taken from https://www.momes.net/actualites/actualites-culturelles/les-emouvantes-illustrations-en-hommage-a-laustralie-ravagee-par-les-incendies-846577

While climate change in and of itself is a global crisis, it is also one of the main drivers contributing to the decline. Climate largely controls the types of ecosystems present and, in turn, the distribution of species. However, climate change places extreme pressures upon a landscape, and as a result, forces species to respond to these pressures. Species unable to cope, adapt or migrate from climatic stressors are at risk. Habitat loss directly stemming from deforestation is disintegrating millions of species’ homes, reducing the range in which they can survive. The introduction of non-natives species into an environment threatens endemic species by adding an element of competition into an environment. Endemic species are now reliant upon the same resources as the non-native species, and often non-native species can outcompete for resources.

Illustration by Matthew Flinders taken from https://conservationbytes.com/2016/10/20/cartoon-guide-to-biodiversity-loss-xxxix/

How a country can mitigate the loss of biodiversity is through the creation and implementation of effective policies. There are overarching national commitments that guide a countries policy regarding biodiversity. The primary commitment is with the Convention of Biological Diversity, a summit that sets international targets for protecting terrestrial and marine landscapes. The international policy sets the mandate, and countries can figure out how to meet global domestic policy targets. A combination of protected areas and government policy can be an effective method in reducing the acceleration of biodiversity loss. However, on countless occasions, we have seen countries fail to implement effective policies to deal with species decline. A primary example would be the lack of stand-alone species at risk legislation in British Columbia. While British Columbia has met the requirement of total protected areas, biodiversity is still threatened without a species at risk act.

Illustration by the UNEP taken from https://www.cbd.int/ibd/2008/youth/cbd/As an interpreter, it is your role to express the beauty of nature to others around you. A large part of what makes the natural world remarkable to interpret is its diversity amongst various landscapes. While interpreting the environment, it is essential to touch on difficult topics. A critical skill from my perspective to have as a nature interpreter is to remain optimistic, well addressing issues that others may perceive in a pessimistic way. While there is a crisis on biodiversity, an interpreter should emphasize a sense of reality that illustrates the situation’s truth while remaining hopeful for the future.

What are some ways interpreters can emphasize the importance of biodiversity?

[dsenvs3000]

Hi Rachel,

I really enjoyed reading your post, very relatable content.  Likewise, in this unit’s content, what really stood out to me was how the beauty and appreciation for a moment being captured in an image and is held within it. And sharing the image is extending the appreciation of that moment with others.  When you look at it that way, like you said, we really are all ‘accidental’ artists.  

To answer your question, to me, one aspect of art is the expression of ‘the gift of beauty’ and a reflection of the abstract and concrete world around us.  I hate how haughty that sounds hahaha.  In this sense too, I am discovering that I’m an ‘accidental artists’.  The doodles of honeycombs on my Honeybee Biology notes, figures of floral organs, or a Dr. Seus bear because I’m bored.  They’re a reflection of what I’m learning or how I feel and in the case of the flower figures, can be an educational tool.  It’s important to keep learning and figure out new ways to use art in nature interpretation.  I look forward to reading your future posts!

Cheers,

Diego

Nature and Art

My social media is usually full of different pictures from hikes, canoe trips and various outdoor activities. My phone wallpaper is always, without a doubt, an image of a landscape or sunrise. I never considered nature as a form of art. It was always just something to pass the time, something that to helped me de-stress and something that I enjoyed looking at. I saw nature as something beautiful, but not necessarily art.

I’ve never really considered myself an artist. When I think of an artist, I think of someone drawing beautifully detailed sketches, or of a painter creating a colorful painting. Both of which are not my strong suit. My artistic ability in that sense extends as far as stick man drawings with the occasional smiley face for added detail. It wasn’t until I read the content for this week that I began to challenge my own definition of art.

In this unit’s content one thing that really stood out for me was when the element of beauty was brought up about photographs. That when you capture an image it is because some form of beauty is held within it. Once that image is shared you are extending that appreciation and that moment with another. Seems as though I have been an artist and interpreting nature without even realising it.

As defined in the textbook the gift of beauty: “should instill in people the ability, and the desire, to sense the beauty in their surroundings - to provide spiritual uplift and to encourage resource preservation” (Beck et al. 2018). For me the gift of beauty has always been a beautiful landscape or sunrise. These things have always been something I found beautiful and provided me a sense of place and peace. Of which I described in one of my previous blog posts. It hasn’t been until going through the content of this course that I have started to explore this idea within myself further.

Questions for anyone reading this. What do you consider art and what is your personal experience with art?

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

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Week 4: Art as a tool for Nature Interpretation

Have you ever woken up early to see the sunrise over a field, been surrounded by mountains for the first time, or watched torrent of water fall off a 51m cliff and just failed to find the words to describe it.  Even the smallest scenes in nature, the synchronized movement of ants marching single file back and forth from a picnic, has some sort of ineffable quality to it.  These moments are hard to capture because they activate all our sense at once.  The fine arts attempt to capture the visual feeling.  

Who am I to interpret nature through art?  Nature has always been a huge inspiration in my life and art has been one of my modes of expression.  Nature is a common good for all to enjoy.  It has a certain intrinsic value that can be so transformative, and I believe that it’s up to us to use it as fuel for our creativity.  Creation is God’s canvas and it seems only natural to me that we would try to replicate how it makes us feel through art.  I’ve mentioned in previous posts, the transcendental of beauty.  To me, this is the Gift of Beauty.  That combined feeling of awe, ecstasy, reverence that allows you to experience God. But just as nature and art are subject to interpretation, so is the meaning of “the gift of beauty”.

In line with Beck et al. interpretation of “the gift of beauty” as when an individual has the ability to assess their surroundings through interpretation for beauty, promote preservation of resources, and provide spirituality to boost others, I think art can be a great tool for nature interpreters and the subject of many interpretation experiences.  Art can be easily transported and crosses language barriers.  Art through photography and film are also amazing and accessible forms of nature interpretation.  Art can manage to provide educational value and confer intrinsic and transformational value. As a visual learner, nature art has been a fulcrum to my spirituality and outlook on science and nature interpretation.  One of my favourite movies to watch as a kid was the 1940 Fantasia film.  It also incorporates music into its medium, but the visual representation of nature fascinated me.  When I went outside, I saw my own Fantasia in the woods: flowers dancing to Russian ballet and fish swimming to Tchaikovsky’s Arabian Dance.  

Fantasia is also a great example of film as an educational tool of nature interpretation.  The film includes a segment featuring Igor Stravinsky’s Rite of Spring ballet accompanied by an animated feature illustrating a sequence of organisms portraying the evolution of life on Earth from microbes to dinosaurs. The same time this movie was released, November of 1940, the Modern Synthesis of evolutionary biology was in its infancy and not yet widely accepted, and I have to emphasize that in fact it was very controversial.  The film was truly exceptional for its time, as it offered a publicly accessible picture interpretation of the theory of evolution.  For more info on this I recommend reading this blog that talks all about Fantasia’s role in the history of biology (link below).  Fantasia being credited with the spread of a Darwinian approach to natural history is but one example of the impact nature interpretation through art can have.

(Scenes from Disney’s Fantasia, 1940; Retrieved from: https://disney.fandom.com/wiki/The_Rite_of_Spring)

Questions:

-        Can you think of any other examples when nature interpretation through art has impacted a wide audience?

-        Do you believe that storytelling through art is an important aspect of nature interpretation which helps to interpret “the gift of beauty”?

 Fantasia and History of Biology blog post: http://www.extinctblog.org/extinct/2017/11/29/bringing-evolution-to-the-masses-disneys-fantasia-as-history-of-biology 

Reference:

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

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Hi Cassie,

I really enjoyed reading your blog post.  You make a great point that traditional nature interpretation can be expensive. The costs of transportation and equipment can really add up.  It’s crazy that a one-way bus ride to Algonquin park is 71$.  Making national and provincial parks as well as conservation areas accessible to all Canadians should definitely be a focus for the government.  Incorporating this into their green agenda would help as it can increase support for environmental protection.  When individuals get to experience and connect with nature there is an opportunity for them to experience its transformative value.  From a book on the perspectives on biodiversity and the different values it has “[nature] can transform our values in the sense that experiences with and knowledge of [nature] provide opportunities for self-knowledge—knowledge of our own values, attitudes, and beliefs and our place within life as a whole.”  Providing the opportunity for more people to have a transformative experience increases support for environmental protection programs and legislation (NRC 1999).

To answer your question, I think that as interpreters we can involve members of the public who can’t afford the hikes or vacations through social media. Technology is becoming increasingly important in society and the field of nature interpretation should capitalize on this opportunity.  As I mentioned in my own post this week, TV shows, documentaries, YouTube videos, and other media platforms are great ways to connect nature to audiences, giving them an opportunity learn and make their own connection.  I know personally that a lot of my appreciation for nature came from watching Zoboomafoo and BBC documentaries at home on my couch!

 National Research Council (US) Committee on Noneconomic and Economic Value of Biodiversity. Perspectives on Biodiversity: Valuing Its Role in an Everchanging World. Washington (DC): National Academies Press (US); 1999. 3, The Values of Biodiversity.

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

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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.

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Hi Leah,

I really enjoyed your post. Sounds like Bermuda was a lot of fun! Being an aquarium interpreter sounds like it would be an amazing job!  I remember going to aquariums when I was younger and being awestruck but the number and diversity of the marine life.  I think the ocean and other aquatic environments’ other worldy-ness definitely sets it apart from all others on earth.  Personally, I like when there’s an opportunity to touch/pet the animals, like horseshoe crabs.  This wasn’t at a zoo, but I loved being able to hold the sea-cucumber in ZOO*2700 labs. We had read about how it can solidify areas of its body when pressure is applied but actually feeling it was so different and definitely gave me a better understanding of it.  What are your thoughts on ‘hands on’ experiences in aquariums?  Personally, I’m on the fence.  On the one hand, as I just described, they can be cool learning opportunities, especially for kinesthetic learners. But on the other hand, it does put the animal in unnecessary stress.

With there being so much to teach about the oceans and even more left to learn still, I think being an aquarium interpreter would be a great job!

- Diego

My Role as an Interpreter

I went a long time without knowing what nature interpretation necessarily was. Even when I selected this course, I wasn’t entirely sure what it was – I thought that it sounded interesting and fit into my schedule, so why not? However, as we delve into this course, I am realizing that this may have been an excellent course for me to take and give me ideas for what I want to do after I graduate.

I am currently in my final semester of Marine and Freshwater Biology, and the graduation clock continues to tick down, but I am still not entirely sure what I want to do as a career. Over the past few years, however, I have been considering a career in institutions such as aquariums giving tours – and I have now come to realize that this is exactly what this course is about! Being an Aquarium Interpreter began as just an idea, but I hope that this course will give me a better idea of if this career path is for me!

As mentioned in my previous blog post, I was born and spent the first ten years of my life in Bermuda, which sparked my interest in marine biology. I would frequent institutions such as the Bermuda Aquarium and the Bermuda Underwater Exploration Institute (BUEI), whether on school trips or in my own free time. Although the displays and specimens were enough to capture my interest on the subject of the ocean and its organisms, I can still remember some of the tours given to me by interpreters over a decade later. A good interpreter is someone that is enthusiastic and engaging (especially when it comes to children) while also remaining knowledgeable and concise. Although I am not the best at public speaking (hopefully one day I will work past this stutter), if there is one thing that I can talk about, it’s my interests! Despite my impediments, I feel like this would benefit me in the role of an interpreter. After all, I do believe that passion plays a big role in being an interpreter.  

Family looking at an aquarium. Source

I have been a visual learner for as long as I can remember. In school, I have always benefit from seeing an example of an assignment I am to complete, and I like having diagrams to visualize things that I am learning about. Being an interpreter is about combining the various methods of learning so that everyone – whether a visual, auditory or kinesthetic learner – has something to take away from the experience. Although this is important for learners of all ages, I feel like this is especially important for children – as I mentioned earlier, a good interpreter can spark interest in a child that can stay with them for life. It would be an honour to do that for someone else, as it has been done to me!

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Week 2: Ideal Nature Interpretation Job

I briefly mentioned last week that I’d like to make documentaries.  When I think of hat I’d like to do as a nature interpreter I think of some of my environmental/science role models: Bob Mcdonald, David Suzuki, David Attenborough, Jane Goodall, etc … How did I come to know these people and who they are?  As a primarily visual and auditory learner, it was through watching and listening to series like Zoboomafoo, Heads up!, Quirks and Quarks, The Nature of Things, and Planet Earth that I got to learn about the mechanics of monarch migration to the intercut dances of birds of paradise and many more topics from around the world and required expensive equipment from the comfort of my own home.  It also inspired me to learn more and want to go out and see and do it all myself.  I want to be able to do what they did/still do.  Issues facing the climate and environment are more important now than they ever have been before.  Being able to show families the importance of protecting the environment and getting them to care and make a difference from home is my goal.

(Image retrieved from Imgur, 2020)

Ideally, I’d like to be a TV personality and interpret and communicate nature to audiences all over the world.  I’d love to make documentaries and tv shows.  I love meeting new people, going new places, and doing new things and I’d love for this career to take me all over the world to do so.  One aspect of nature I love most is its diversity, and I’d love to showcase it through the aforementioned media. These play well to my oral communication, creative writing, language, interpersonal, and scientific communication skills.  

(David talking to meerkats, Planet Earth II 2016)

More on science communication: this summer I was able to publish a short article to the Biodiversity Resilience Network (BiRN) about the relationship between COVID-19 and biodiversity (I’ll link it at the end if anyone is interested 😊).  That was a great opportunity for me to work on simplifying concepts and scientific jargon, to be able to communicate it to a wider audience.  In my quarantine boredom over the summer, I also made a nature tik tok on tardigrades, see below.  These just being a couple examples of how I love to talk to people about nature and get them interested to learn while also keeping them entertained! 

Going forward, I’ve been accepted into the Environmental Visual Communications program hosted at the ROM, where I hope to further develop my photography, curation, and science communication skills.  

Some questions for you:

1.      What up and coming media and platforms do you think could be used for nature interpretation and what sort of learners would they work best for?

2.      What skills would an interpreter in these new media or platforms require?

https://www.biodiversityresilience.com/news/biodiversity-and-its-implications-on-covid-19-and-future-pandemics