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Just found this funny enough to put here - I bet all the non-birders on my course were confused as to why they had to ID the birds for themselves when the guide is supposed to help them with bird ID.
For context, this page is from an ID guide for my field course that is supposed to contain "vital information" to help students with animal and plant ID.
And almost every other page besides this had detailed notes on identifying plants and animals.
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ART 504 Special Topics - Borders in Transition
The University of Arizona School of Art offers a seminar dealing with site based research and fieldwork in the visual arts. The fall 2020 iteration of the course addresses the borderlands of Mexico and the United States as a contingent space in a perpetual state of change. Course curriculum is based on the proposition that shared experience is an essential vehicle for the creation of new knowledge and understanding. Thus, the course engages relevant topics in situ. Group and individual work hinges upon on a series of excursions throughout the semester. Readings, discussion and production are tied to thematic frameworks and selected relevant locations. At the most general level, the course revolves around issues related to space, place, history(s) and mapping. As those topics necessarily imply, the granular detail will address a much more extensive and nuanced set of concerns related to the U.S.-Mexico borderlands and serve as a starting point for individual student production. Follow us as our observations, insights and reflections accrue…
Freshwater Biology Field Course to Loch Lomond
Field Ecology, Conservation, and Restoration of Patagonian Mountain Ecosystems
During winter-session 2018, 11 University of Montana students loaded up their backpacks and headed south to Patagonia, Chile to learn about ecology, restoration, and sustainable development in one of the most remote and stunning regions on the planet.Â
The 21-day course included a 6-day service-learning research project in collaboration with CONAF (the Chilean Forest Service) followed by a backcountry trek through three river valleys that together have been a major focus of conservation. Just one week after the students completed their traverse, Chilean President Michelle Bachelet signed a decree officially designating these valleys as Patagonia National Park.Â
Highlights of the trip included discovering a rare fern outside of its known range, collecting data to create a reference model for lenga forest restoration, making detailed observation of the changes in morphology and phenology of plants, hiking to a glacier, learning to make empanadas, drinking mate, and sleeping in an historic refugio used in the past by sheep ranchers who frequented our route. According to folklore, if you eat calafate berries in Patagonia, you are bound to return. Those berries were tasty!
The Chacabuco Valley, Patagonia Park. Photo by James Q. Martin
Support LUMCON ocean scholarships, and get rural, low-income kids hooked on marine science!
from Support LUMCON ocean scholarships, and get rural, low-income kids hooked on marine science!
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Despite its name and being the theme for all non-story-mode freeplay match games, I’ve always thought of this song as the theme of your showdown against the true final boss: your level 99 partner. Having transformed from a wimp to a world champion at your side, you’re now the last person for them to beat...
writing up a field course proposal to teach next year. i need critiques. anyone wanna read over it?
