tag:blogger.com,1999:blog-48283861443482077942024-03-05T20:26:24.521-05:00Neurobics: Keeping the Mind ActiveThoughts on psychology, creativity, and lifeDeborah C. Stearnshttp://www.blogger.com/profile/10293517108313679115noreply@blogger.comBlogger265125tag:blogger.com,1999:blog-4828386144348207794.post-39471478502292635502016-03-13T14:02:00.003-04:002016-03-13T14:02:51.348-04:00Explorations in Photography: Black and WhiteA few weeks back, the weekly photo challenge in Ricky Tims' class was Black and White. We took photos and transformed them to black and white using Lightroom (the same effect can be created in Photoshop). I went out with the intention of taking a photo of some lion statues in downtown Bethesda, MD. Yet again, though, <a href="http://deborahstearns.blogspot.com/2016/02/explorations-in-photography-keeping.html" target="_blank">my vision didn't materialize</a>. From every angle, the lions had cluttered backgrounds that I thought would be distracting. <br />
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So instead, I took a photo of the ever-patient Q. I liked the way the line of benches stretched into the distance. This photo isn't quite as clean in a black-and-white format, though -- there are a lot of medium values that make the photo look busy, and the dark lines of the window frames pull the eye away from the main subject. I think using a slightly desaturated or tinted version of the photo would probably be more visually compelling<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0SDbmW5PNXwt_euYWmhoBxrqpq0INHtwv16-Rk6XcqEUmt7b9XDxQ9H1HNoXemMBQPtcs4hMuvzNCYIwikizBPHDy1C4cORWSiRDCUNPkEvs55QDAX1SQFISlgrbntEG7ISFbrFHXzNo/s1600/BlackandWhite-52-revfw.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="263" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0SDbmW5PNXwt_euYWmhoBxrqpq0INHtwv16-Rk6XcqEUmt7b9XDxQ9H1HNoXemMBQPtcs4hMuvzNCYIwikizBPHDy1C4cORWSiRDCUNPkEvs55QDAX1SQFISlgrbntEG7ISFbrFHXzNo/s400/BlackandWhite-52-revfw.jpg" width="400" /></a></div>
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We then walked further into the downtown area and found a nice spot in front of the bookstore. Q offered to be a model, sitting on the sidewalk with a marble block at his back. This pose, particularly in black and white, seems to speak of sadness and hopelessness. (Of course, Q at the time was neither sad nor hopeless -- though holding this position was a bit of a strain after a while.)<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-I2QKh78DmHL4KBObu3CIxWbepLr8rmTWgGXEAENEwSgGy3z5__tM321UVpfXXQujGcbYMWlrv03dwiVwPlNE3gL6f5dzF5O11KHTSG40E3zMgqbZnw4J3kK4aehzszl7VUNmAxo4TrE/s1600/BlackandWhite-81_fw.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-I2QKh78DmHL4KBObu3CIxWbepLr8rmTWgGXEAENEwSgGy3z5__tM321UVpfXXQujGcbYMWlrv03dwiVwPlNE3gL6f5dzF5O11KHTSG40E3zMgqbZnw4J3kK4aehzszl7VUNmAxo4TrE/s400/BlackandWhite-81_fw.jpg" width="400" /></a></div>
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Then I was struck by his hands and took some close-up shots. I like this photo best. Hands tell such a powerful story. The sunlight and shadows provide beautiful contrast, further clarified by desaturating the photo. <br />
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One of the reasons I like photography is that it allows me to see the world differently. Examining the photos brings out new details and realizations. When I look at this photo, I realize afresh: Q's hands are beautiful. <br />
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What makes black and white photos so emotionally evocative? Perhaps it is that removing the color helps us focus on value. Or is it their historical appearance (calling back to the era before color film) that gives them extra weight? As <a href="http://deborahstearns.blogspot.com/2011/03/color-junkie.html" target="_blank">someone who loves color</a>, I am surprisingly moved by black-and-white photos.Deborah C. Stearnshttp://www.blogger.com/profile/10293517108313679115noreply@blogger.com1tag:blogger.com,1999:blog-4828386144348207794.post-12486550869707807202016-02-27T10:17:00.000-05:002016-02-27T10:17:28.827-05:00Explorations in Photography: Keeping things in focusIn yet another of Ricky Tims' weekly Photo Challenges, we were to take photos that were "tack sharp", meaning that the entire photo was in crisp focus. For an image that involves some depth (with some parts of the image being close and some further away), this typically involves using a high f-stop on the camera. Accompanied by the ever-patient Q, I tramped out in the snow to our local playground to find some shots. <div>
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My original vision had been to take a photo of an empty swing, but that didn't work out. First of all, swings move, which makes it very hard to get a crisply focused image. Second, no matter what angle I shot from, there were always distracting elements in the background. So much for my original vision. </div>
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But Q suggested taking a photo of this springy duck. The duck is somewhat creepy-looking, but with my shadow cast over it, the expression seems more frightened than menacing. Putting the duck in the left edge of the photo gives room for the implied line-of-sight . . . what is it looking at?<div>
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(Did you know that there are quite a few <i>unusual</i> examples of playground equipment out there? A Google search for "creepy playground equipment" brings up a startling array of images, such as <a href="http://www.buzzfeed.com/patricksmith/i-love-you-disturbing-three-headed-dragon#.fm09j43QmR" target="_blank">these</a>.)</div>
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I also took some close-ups of the merry-go-round. I don't think this is "tack sharp", though -- the front seems in focus, but the back is somewhat less sharply focused.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjpjgCW6aN9wzGyx5EsgjYDwG2sq2BER6Sc5LnFFqFxK5cL_0lIJDgSMkIq_tlPeXEeFHNwFMKaFHX-XLpByvhEHeuDswqMEtPEF8SVSB4gL5pHbz3usCMmbjdZbaGFwNeABTb6nTGSE1M/s1600/Playground-21_fw.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjpjgCW6aN9wzGyx5EsgjYDwG2sq2BER6Sc5LnFFqFxK5cL_0lIJDgSMkIq_tlPeXEeFHNwFMKaFHX-XLpByvhEHeuDswqMEtPEF8SVSB4gL5pHbz3usCMmbjdZbaGFwNeABTb6nTGSE1M/s400/Playground-21_fw.jpg" width="400" /></a></div>
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I took some shots of the jungle gym and the steps up to the slide, too, but nothing emerged as a strong composition. Finding good photos can be challenging! After being out in the snow for over an hour, my socks and the knees of my pants were soaked, my feet were cold, and I packed it all in for the day. </div>
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Lessons learned: Your original vision may or may not work out; be open to other ideas. And dress for the weather. </div>
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Deborah C. Stearnshttp://www.blogger.com/profile/10293517108313679115noreply@blogger.com2tag:blogger.com,1999:blog-4828386144348207794.post-67736834757043486602016-02-26T15:44:00.000-05:002016-02-26T15:44:30.297-05:00Explorations in photography: Finding linesAs I mentioned in <a href="http://deborahstearns.blogspot.com/2015/12/rediscover-joy-of-learning.html" target="_blank">an earlier post</a>, I am taking <a href="https://www.photoclassforyou.com/" target="_blank">Ricky Tims' online Photo Challenge class</a>. Work has been keeping me pretty busy, so I haven't managed to complete all of the weekly challenges. Even so, I have been learning a lot about photography and composition. One of the weekly challenges involved finding a line. I wandered around my father's house one Sunday afternoon, taking photos that explored line. (You can click on the photos to enlarge them.)<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOSPj9kIDvzQttUxh6z92HsiXs1p5owVXW2bEnQ2yrgAO4v1I87ozFqliSftTZ3Kh6sDrEdnnjrvgduodZpCbBTYV7zVOaxuQz7JDGPy0UfbLXPjGWHiVZHXEUjq1hpYU5oZ77D6L-w6c/s1600/dstearns_findaline2_fw.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOSPj9kIDvzQttUxh6z92HsiXs1p5owVXW2bEnQ2yrgAO4v1I87ozFqliSftTZ3Kh6sDrEdnnjrvgduodZpCbBTYV7zVOaxuQz7JDGPy0UfbLXPjGWHiVZHXEUjq1hpYU5oZ77D6L-w6c/s400/dstearns_findaline2_fw.jpg" width="400" /></a></div>
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This is a close-up of an African mask (the twigs create the hair & beard on the face). I liked this photo best -- the lines have a lot of wonderful movement.<div>
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This is a close-up of a spinning wheel made by paternal grandfather's grandfather (my great-great grandfather). This is the photo I submitted for the challenge, as line is the dominant feature, though I'm not completely happy with it. While the composition is simple and clean, I don't find it that interesting. <div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXyonO5rKfMcI_J5q0NFh4MDDk112O_EJeCLnJgqscq0aK9DttKlphvA8e9Zu2jW3p1Gd7e6WSmI_7cN4aZSCLEf8spDRAlbSRkZW6vRX9yHFFzgUbHLNTVbImTVVhhA-Agrm2PkJO9gc/s1600/FindALine-34_fw.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXyonO5rKfMcI_J5q0NFh4MDDk112O_EJeCLnJgqscq0aK9DttKlphvA8e9Zu2jW3p1Gd7e6WSmI_7cN4aZSCLEf8spDRAlbSRkZW6vRX9yHFFzgUbHLNTVbImTVVhhA-Agrm2PkJO9gc/s400/FindALine-34_fw.jpg" width="400" /></a></div>
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This is a glass art vase. Here I was exploring the idea of an edge as a line, though I think the colored shapes on the vase draw the eye more than the edge of the vase. I love the beautiful color and sheen of the glass.</div>
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Again, I was looking at edges in terms of line, as well as the lines on the mask itself. I like the composition and the way it frames the eyes and motifs on the mask. Again, though, the composition seems less about line and more about shape, so it didn't seem to fit the challenge. I think I could have gotten the focus a bit crisper, as well. I have a lot to learn about working with my new camera. My previous camera was a superzoom, but this class required a DSLR camera; I'm still figuring out how it works. </div>
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This approach to photography is quite different from what I have done before. Typically I take photos of things that interest me (such as vacation shots) -- I try to do a good job with composition and quality of the photo, but my motivation is to capture an experience or record something for future memory. The photo challenges require that I go out to look for images to shoot that fit the challenge theme. I'm finding that somewhat difficult -- it's hard to find inspiration at times. I'm hoping that I'll get more ideas for photos as I go along. I think the class will help me train my eye to look for interesting compositions. </div>
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I'm linking this post up to Nina-Marie's <a href="http://ninamariesayre.blogspot.com/2016/02/a-naked-lady-toilet-art-off-wall-friday.html" target="_blank">Off the Wall Friday</a>. </div>
Deborah C. Stearnshttp://www.blogger.com/profile/10293517108313679115noreply@blogger.com5tag:blogger.com,1999:blog-4828386144348207794.post-72547431143836645622015-12-29T21:57:00.000-05:002015-12-29T21:57:07.051-05:00Rediscover the Joy of Learning<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgyts3DM-whWKLpVqdgflsyWjq2VkWAwmRlueox8j8LqkzWYWSclAnh_l5T0hbvweovcWEGjlG6a1HlqMNd9nmUaRe08AXtJ_PpnN47vAHYgUs_6valUfNlgbOt3l6p6MwFRjA18WGnFe4/s1600/eyes_wonder3revfw.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgyts3DM-whWKLpVqdgflsyWjq2VkWAwmRlueox8j8LqkzWYWSclAnh_l5T0hbvweovcWEGjlG6a1HlqMNd9nmUaRe08AXtJ_PpnN47vAHYgUs_6valUfNlgbOt3l6p6MwFRjA18WGnFe4/s320/eyes_wonder3revfw.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://deborahstearns.blogspot.com/2013/03/inspiration-series-stuff-your-eyes-with.html" target="_blank">Stuff Your Eyes with Wonder</a> (Deborah C. Stearns, 2013)<br />
Trying something new, I began my Inspiration Series.</td></tr>
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I love to learn new things. In fact, I positively <i>deliciate</i> in learning. <br />
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* Deliciate = to enjoy or indulge oneself, luxuriate, revel, to take one's pleasure. </div>
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Did you feel a little zing as you learned that word? A <a href="http://www.cell.com/current-biology/abstract/S0960-9822(14)01207-X" target="_blank">recent study</a> found that learning new words stimulates the ventral striatum, the part of the brain that is associated with reward and pleasure. In other words, learning a new word seems to <a href="http://www.iflscience.com/brain/learning-new-words-activates-same-brain-regions-sex-and-drugs" target="_blank">activate the same part of the brain as gambling, sex, and tasty food</a>. (One could say that this means you probably deliciate in learning the word "deliciate.")<br />
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I suspect that this is not just limited to learning new words, but is true of learning more generally. There is pleasure in acquiring knowledge and mastering new skills. One <a href="http://www.tandfonline.com/doi/abs/10.1080/03004430.2010.545124" target="_blank">recent study</a> of elementary school children found that:<br />
<blockquote class="tr_bq">
joy arrives when the child surmounts a series of difficulties to achieve a goal. One of the authors’ videos shows seven-year-old Esko, tapping himself proudly on the chest and announcing, “Hey, I figured out how to do math!” A desire to master the material leads to more joy than a desire to simply perform well, Rantala and Määttä add: joy often accompanies “the feeling of shining as an expert.” (from <a href="http://www.creativitypost.com/education/wheres_the_joy_in_learning">http://www.creativitypost.com/education/wheres_the_joy_in_learning</a>) </blockquote>
Sadly, I think we often lose sight of the joy of learning. I remember one student in my General Psychology class some years ago who insisted that there was <i>nothing</i> he wanted to learn -- nothing at all. It made me unutterably sad. Learning can be a wonderful experience, and yet many of us forget its pleasures, thinking of it only as joyless labor. <br />
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I am fortunate to work in a profession that is committed to lifelong learning. Higher education is not only in the business of providing access to learning for our students, but also recognizes the importance of ongoing learning for faculty and staff. For example, I was able to spend last year on sabbatical so that I could learn more about the flipped classroom approach and the science of teaching and learning. <br />
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But you don't need to be an academic or take a sabbatical to experience the joys of learning. Want to learn something new? Here are some suggestions.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjM5tLvyzJ2IS5UGj-2lQxe4Xm8jBD1V60Uw2reci3EyhvNP60tJXWAhBnXI260VCt9X8wV-5xCnFusY-2N94Q7VfD9LRvhhz_dQ8KhlnJ20DZctvBPAU1OdOkGbOfUbYirRNpAR0nIc0M/s1600/02_grayscale_fw.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjM5tLvyzJ2IS5UGj-2lQxe4Xm8jBD1V60Uw2reci3EyhvNP60tJXWAhBnXI260VCt9X8wV-5xCnFusY-2N94Q7VfD9LRvhhz_dQ8KhlnJ20DZctvBPAU1OdOkGbOfUbYirRNpAR0nIc0M/s320/02_grayscale_fw.jpg" width="249" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">I've been reading for as long as I can remember.</td></tr>
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<blockquote class="tr_bq" style="text-align: center;">
<i>Books are the bees which carry the quickening pollen from one to another mind. </i>~James Russell Lowell</blockquote>
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<li><b>Read. </b>I read voraciously, learning from science writers, biographers and scholars of all types. I find new ideas in speculative fiction and memoir. I read online articles, physical books and magazines, and enjoy the occasional audiobook. Reading is accessible in any number of formats, and can be enjoyed without cost through libraries and the internet. If you are a bibliophile, definitely head over to <a href="https://www.brainpickings.org/" target="_blank">Brain Pickings</a>, one of my favorite blog finds this year. </li>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigd2xQrut17PhWSW9Jm_7CZdP8gfjbR1R7BJ0MSLtNuJ7eIMkenGP8zHakvypLLGjgFQYICJESE6RuJfGQlRODAS34DOTkcU4uUvSn2KZFGzht2vY8gd69eqT0QStc2kgEw-C5D1L6rL4/s1600/IMG_5724-revfw.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigd2xQrut17PhWSW9Jm_7CZdP8gfjbR1R7BJ0MSLtNuJ7eIMkenGP8zHakvypLLGjgFQYICJESE6RuJfGQlRODAS34DOTkcU4uUvSn2KZFGzht2vY8gd69eqT0QStc2kgEw-C5D1L6rL4/s320/IMG_5724-revfw.jpg" width="258" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"> Baining Night Dance Mask (Kavat)<br />
made of bark cloth by the Central Baining people <br />
from Papua New Guinea, New Britain<br />
(from the <a href="http://www.metmuseum.org/" target="_blank">Metropolitain Museum of Art</a>, NYC)</td></tr>
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<i>The art and science of asking questions is the source of all knowledge.</i> ~Thomas Berger</div>
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<ul>
<li> <b>Ask questions. </b>Opportunities for learning are everywhere for those who are curious about the world. When we ask questions, we open ourselves to new learning. Ask questions of your friends and family to learn more about their lives and experiences. Ask questions of experts to learn from their expertise. Ask questions of yourself to learn more about your inner world. If you can't find someone to answer your questions, go find the answer yourself! (I'm still working on finding out more about the art of Papua New Guinea, for example.)</li>
</ul>
<div>
<b> </b> </div>
<div>
<ul><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_w4w-dJLcSsio9PP_u36nexsNecfCmsFdwvSzhsRffqOCNaZv7d4AZwxKEwpOMH_XQo6rcTjJUxCTQj1Gm5a-RkuFmMIKymGjK3pfHf-W7rJedH0R5mtOUzNUVBuiXP2gsIwtPkL6JSs/s1600/elephant%2527s-child-001-revfw.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="193" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_w4w-dJLcSsio9PP_u36nexsNecfCmsFdwvSzhsRffqOCNaZv7d4AZwxKEwpOMH_XQo6rcTjJUxCTQj1Gm5a-RkuFmMIKymGjK3pfHf-W7rJedH0R5mtOUzNUVBuiXP2gsIwtPkL6JSs/s320/elephant%2527s-child-001-revfw.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">We all have an <a href="http://www.boop.org/jan/justso/elephant.htm" target="_blank">Elephant's Child</a>, full of insatiable curiosity.<br />
Drawing by Kate Reed (used with permission of the artist)</td></tr>
</tbody></table>
<br />
<li><b>Research.</b> When you find a topic that interests you, pursue your curiosity. Explore it in depth. Follow links, look for additional readings, ask questions and find answers. Become an expert. I spend many hours researching to prepare for my presentations and it has led me to all kinds of interesting learning -- from the science of happiness to <a href="http://deborahstearns.blogspot.com/2010/02/how-to-build-satisfying-long-lasting.html" target="_blank">successful relationships</a> to all corners of human sexuality (check out my posts on <a href="http://deborahstearns.blogspot.com/2012/09/linguistic-lacunae-what-our-sexual.html" target="_blank">sexual language</a>, <a href="http://deborahstearns.blogspot.com/2015/04/the-sexual-double-standard-elusive-and.html" target="_blank">the sexual double standard</a>, and <a href="http://deborahstearns.blogspot.com/2012/06/what-same-sex-marriage-represents.html" target="_blank">same-sex marriage</a>, for example). </li>
</ul>
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjaR_tOQTtr3ZPK4Kx0sRgTdscttAqdDI8rS57zg-qYAlMWHiVz3OJJAGxcz1ggySiye055O0chTHJK85XLw8Z3f_RDJ_fRN_VmsiijPocDsJq5WIfU8Sk-1tCed9LBShFOAG_rT5J3oUE/s1600/IMG_7640-revfw.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjaR_tOQTtr3ZPK4Kx0sRgTdscttAqdDI8rS57zg-qYAlMWHiVz3OJJAGxcz1ggySiye055O0chTHJK85XLw8Z3f_RDJ_fRN_VmsiijPocDsJq5WIfU8Sk-1tCed9LBShFOAG_rT5J3oUE/s400/IMG_7640-revfw.jpg" width="330" /></a></td></tr>
<tr><td class="tr-caption">Dr. Sun Yat-Sen Classical Chinese Garden in Vancouver (2012),<br />
where I learned about traditional Chinese garden design</td></tr>
</tbody></table>
<div style="text-align: center;">
<i><br /></i>
<i>All the world is a laboratory to the inquiring mind.</i><i> </i>~ Martin H. Fischer</div>
<span style="text-align: center;">
</span>
<br />
<ul>
<li><b>Travel.</b> Travel offers us the opportunity to learn more about history, architecture, art, science, language and culture. Explore the environment and notice what is different. Talk to the people who live there. Try new foods and have new experiences. Read guidebooks to find out more about the places you visit. Go to the local sights and visit the museums. I always learn a lot from traveling, as you can tell from my extensive travelogues (such as my blog posts on <a href="http://deborahstearns.blogspot.com/2014/10/old-town-krakow-poland.html" target="_blank">Krakow</a>, <a href="http://deborahstearns.blogspot.com/2014/11/the-art-deco-imperial-hotel-prague.html" target="_blank">Prague</a>, and <a href="http://deborahstearns.blogspot.com/2015/10/reykjavik-iceland.html" target="_blank">Iceland</a>).</li>
</ul>
<br />
<ul>
</ul>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVWQ7gLhrxghCmpMLngxbiQTawcdsV8zSTvddOtbR6YbJdWrAlye8WyOK9TKKH2R5hiOCoIOZBz2OZmAZL0xw40PByQO49BhVjs3geA6NODuWayqg_PqRzg71zEy6LvdEOH29LhneU5Uc/s1600/1000px-Podcast-icon.svg.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVWQ7gLhrxghCmpMLngxbiQTawcdsV8zSTvddOtbR6YbJdWrAlye8WyOK9TKKH2R5hiOCoIOZBz2OZmAZL0xw40PByQO49BhVjs3geA6NODuWayqg_PqRzg71zEy6LvdEOH29LhneU5Uc/s200/1000px-Podcast-icon.svg.png" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://commons.wikimedia.org/wiki/File:Podcast-icon.svg" target="_blank">via</a></td></tr>
</tbody></table>
<ul>
<li><b style="text-align: center;">Listen to podcasts.</b><span style="text-align: center;"> There are so many great podcasts out there -- free and full of learning potential. I listen to podcasts on long drives and while I'm cooking or filing. Podcasts like </span><a href="http://www.thisamericanlife.org/" style="text-align: center;" target="_blank">This American Life</a><span style="text-align: center;">, </span><a href="http://www.radiolab.org/" style="text-align: center;" target="_blank">Radiolab</a><span style="text-align: center;">, </span><a href="http://www.npr.org/podcasts/510307/invisibilia" style="text-align: center;" target="_blank">Invisibilia</a>, and <a href="http://www.npr.org/podcasts/510298/ted-radio-hour">The TED Radio Hour</a> have given me insight into all kinds of topics I knew little about. <span style="text-align: center;">I'm looking forward to getting into </span><a href="http://www.npr.org/series/423302056/hidden-brain" style="text-align: center;" target="_blank">Hidden Brain</a><span style="text-align: center;">, as soon as I have some time, as I have really enjoyed </span><a href="http://www.npr.org/people/137765146/shankar-vedantam" style="text-align: center;" target="_blank">Shankar Vedantam</a><span style="text-align: center;">'s pieces on NPR.</span></li>
</ul>
<br />
<ul>
</ul>
<ul>
<li><b>Watch documentaries. </b>No matter where your interests lie, there is sure to be a documentary for you.<b> </b>I favor historical and cultural documentaries, and I'm always finding new ones to watch through Netflix. (I haven't even finished all of <a href="http://www.pbs.org/kenburns/" target="_blank">Ken Burns</a>' documentaries yet!) Make sure it is a reputable source, of course -- not all of the "documentaries" on YouTube are accurate. So check out your PBS station or other credible media sources. Beyond documentaries, you can also watch educational videos at <a href="http://ed.ted.com/">TED-Ed</a> and <a href="http://www.learner.org/">learner.org</a>. </li>
</ul>
<ul>
</ul>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4s_K6Q6EggtPRpATlnIlgMHxOoSe5C99TspnhDaMxsMJv0SNwxoWH4AW6unw9I-_YB_eAx8Vm_BGSwGteBRWiYlCV3WdgYZqtMF-JXUSpz1CabzBxABX1ZVkAhbMXEezJMTmWLt3RneM/s1600/photo_10692_carousel.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="256" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4s_K6Q6EggtPRpATlnIlgMHxOoSe5C99TspnhDaMxsMJv0SNwxoWH4AW6unw9I-_YB_eAx8Vm_BGSwGteBRWiYlCV3WdgYZqtMF-JXUSpz1CabzBxABX1ZVkAhbMXEezJMTmWLt3RneM/s320/photo_10692_carousel.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">I learn from my students, too.<br />
(Photo by Sanjay Suchak)</td></tr>
</tbody></table>
<ul>
<li><b>Take a class. </b>This gives you a chance to do more in-depth learning and connect with other learners.<b> </b>Classes are available everywhere -- the local recreation center, community college, art/dance/writing centers, and other community resources. Check out retail outlets, too, as you can find cooking classes at your local kitchen store, jewelry classes at the bead store, and ceramics classes at the art store. If your local area doesn't have the class you want, there are plenty of online classes; you can study with experts all over the world without ever leaving your home. I generally prefer face-to-face classes (such as the <a href="http://deborahstearns.blogspot.com/2015/04/we-who-believe-in-freedom.html" target="_blank">television/video classes</a> I took last year), but I've also enjoyed several <a href="http://www.craftsy.com/" target="_blank">Craftsy</a> classes and I'm looking forward to an online <a href="https://www.photoclassforyou.com/" target="_blank">photography class with Ricky Tims</a> that starts in January. </li>
</ul>
<ul>
<li><b>Get private lessons.</b> If you know what you want to learn and can find someone to teach you, you might want to invest in private lessons. These can be a bit more expensive than classes, but you get to focus on what you want to learn at your own pace and in your own time. If you have a local expert, face-to-face lessons are a great option, but you could also consider distance learning via video calls (Skype, Google Hangout, etc.). Over the last year, I've been studying pattern fitting with the fabulous <a href="http://www.sarahveblen.com/" target="_blank">Sarah Veblen</a>, and watching her figure out the right shape for a sleeve or rotating a dart has definitely expanded my understanding of how to engineer clothing that fits well (though I still have much to learn).</li>
</ul>
<div class="separator" style="clear: both; text-align: center;">
</div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKT1Q71ZKavdzoWUXfkkqxLbg63oqIIEKfIRj3qaFl9Qg4zCrNXWI2q4RDo3-XPXI25FJ3CNaklM6R40zcRt3LhfCI2Yhe2iV7CDqllC6gw_NYRwjNIqZ9KQRU2le30qkuWjqRdeWNFRs/s1600/eyes_quilted.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="231" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKT1Q71ZKavdzoWUXfkkqxLbg63oqIIEKfIRj3qaFl9Qg4zCrNXWI2q4RDo3-XPXI25FJ3CNaklM6R40zcRt3LhfCI2Yhe2iV7CDqllC6gw_NYRwjNIqZ9KQRU2le30qkuWjqRdeWNFRs/s320/eyes_quilted.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://deborahstearns.blogspot.com/2007/06/many-pictures-no-title.html" target="_blank">What Would Your Eyes See If They Were Newly Bloomed?</a><br />
(Deborah C. Stearns, 2007, made as a class assignment)</td></tr>
</tbody></table>
<ul>
<li><b>Try something new. </b>We often think of learning only within formal contexts, but we can learn anytime and anywhere. Walk a different route and take note of what you see and hear. Use a recipe you've never made before or tweak an old recipe -- what worked well and what didn't? Explore unfamiliar types of music, art, performance, or athletics. Try something new and see where it takes you.</li>
</ul>
<ul>
</ul>
Start off your year by rediscovering the joy of learning. You know that learning is good for you -- it keeps your mind engaged and helps you grow and develop your capabilities. But don't forget that it is also pleasurable. So go ahead and deliciate in learning. I'll be deliciating, right along with you. </div>
Deborah C. Stearnshttp://www.blogger.com/profile/10293517108313679115noreply@blogger.com0tag:blogger.com,1999:blog-4828386144348207794.post-51651584907999064312015-12-26T21:02:00.000-05:002015-12-26T21:02:34.769-05:00Christmas Traditions (weird and wonderful)<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEJxVHZWG9FZMpnGJWwnnq0rOYD2epX8FeP-UXPg5pGuZofzImk7QeJAUoQzLvAGxiUZIDcAY38TH3BOlFer4xDkqVfHvn2nRlgR3BVK9oes7hMLF0Cf6p8OtmoL8Lx5mpuAIZHOvNQN0/s1600/IMG_1210-rev2fw.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEJxVHZWG9FZMpnGJWwnnq0rOYD2epX8FeP-UXPg5pGuZofzImk7QeJAUoQzLvAGxiUZIDcAY38TH3BOlFer4xDkqVfHvn2nRlgR3BVK9oes7hMLF0Cf6p8OtmoL8Lx5mpuAIZHOvNQN0/s400/IMG_1210-rev2fw.jpg" width="237" /></a></div>
<br />
Holidays are often imbued with tradition -- personal traditions, family traditions, cultural traditions. My Christmas traditions involve family gathering to enjoy good food and opening gifts in front of the tree, as well as, of course, <a href="http://deborahstearns.blogspot.com/2013/01/continuity.html" target="_blank">copious cookie baking</a>. But I'm always intrigued by other cultural traditions. Here are a couple of interesting Christmas traditions I discovered in recent years.<br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6keICMGTr9NwJyxTbs9pv86I3z3pSS3Vk5M67Sickc04EhVENyYorMY6LKgVMVDnogBDSMmWTHTjdieowaf8pSGrRJcC86mUK69UI4HH_qcs7QnT3mW_0rxHBS8jmRC3BkZhdM3lwScE/s1600/IMG_1636-revfw.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="280" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6keICMGTr9NwJyxTbs9pv86I3z3pSS3Vk5M67Sickc04EhVENyYorMY6LKgVMVDnogBDSMmWTHTjdieowaf8pSGrRJcC86mUK69UI4HH_qcs7QnT3mW_0rxHBS8jmRC3BkZhdM3lwScE/s400/IMG_1636-revfw.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption">Íslendingabók, the Book of Icelanders</td></tr>
</tbody></table>
<br />
<br />
<ul>
<li>In Iceland, <a href="http://www.npr.org/2012/12/25/167537939/literary-iceland-revels-in-its-annual-christmas-book-flood" target="_blank">books are traditionally given as Christmas eve gifts</a>, and people often stay up late into the night reading and eating chocolate. (I wrote about the Icelandic literary tradition <a href="http://deborahstearns.blogspot.com/2015/10/more-to-see-in-reykjavik-iceland.html" target="_blank">here</a>.)</li>
</ul>
<br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-cHabpIkWYtOqbwLDLD0N8-IZVuJJY-w74Mj2Bg6drUH6E5jtTyz0DiGYWpvQ9oI-2RCVlgRLn_w0A9xj19075AzLv3unZw21n1O5rJytkkoj0ZFNzAe3BL5I7vLj-L6p3dqfzwyHG_c/s1600/caganer.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-cHabpIkWYtOqbwLDLD0N8-IZVuJJY-w74Mj2Bg6drUH6E5jtTyz0DiGYWpvQ9oI-2RCVlgRLn_w0A9xj19075AzLv3unZw21n1O5rJytkkoj0ZFNzAe3BL5I7vLj-L6p3dqfzwyHG_c/s400/caganer.jpg" width="252" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://toscapetheserpentstongue.blogspot.com/2013/12/caganerwatch-what-is-caganer.html" target="_blank">via</a></td></tr>
</tbody></table>
<ul>
<li>When we traveled to Barcelona, I learned that Catalan nativity scenes include a <a href="https://en.wikipedia.org/wiki/Caganer" target="_blank">Caganer</a> ("the crapper"), a figurine of a peasant engaged in the act of defecating. </li>
</ul>
<ul><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjw2Xe1xTwbNmrbkvRmJEa_KczxzwDAI2QRYvS3jIPGOxlALi8PN4DC_yg1bqvL4THwgINGKjjVh3r9qx5mvaBV1f7VhT-ah0lqUAhaQ02agfMk8U7n4XRbTszwsTnqKnN0n2YZpZGMpCM/s1600/krakowsak_szopka.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjw2Xe1xTwbNmrbkvRmJEa_KczxzwDAI2QRYvS3jIPGOxlALi8PN4DC_yg1bqvL4THwgINGKjjVh3r9qx5mvaBV1f7VhT-ah0lqUAhaQ02agfMk8U7n4XRbTszwsTnqKnN0n2YZpZGMpCM/s400/krakowsak_szopka.jpg" width="268" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://www.polishheritagerochester.org/inner/szopka.aspx" target="_blank">via</a></td></tr>
</tbody></table>
</ul>
<ul>
<li>I'm still totally in love with the Polish <a href="http://en.wikipedia.org/wiki/Krak%C3%B3w_szopka" target="_blank">szopka</a> -- beautiful and colorful Christmas cribs made of foil-covered cardboard. I have a tiny smidgen of regret that I didn't buy one while <a href="http://deborahstearns.blogspot.com/2014/10/old-town-krakow-poland.html" target="_blank">we were visiting Krakow</a> last year. </li>
</ul>
<br /><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg71aHVmE0cu_UJ-S67X0t4SzK7t_SjF1cUq5uRN3bANWwrgfqAd4yEGvOtJk_kUNbN2Hi6bss3amyot35af0Z48IPMTNkd6tcOtIoE2uQAviWMiaAYXwEyi4jaQFD-yG71DjIaiz4iau4/s1600/IMG_0858-revfw.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg71aHVmE0cu_UJ-S67X0t4SzK7t_SjF1cUq5uRN3bANWwrgfqAd4yEGvOtJk_kUNbN2Hi6bss3amyot35af0Z48IPMTNkd6tcOtIoE2uQAviWMiaAYXwEyi4jaQFD-yG71DjIaiz4iau4/s400/IMG_0858-revfw.jpg" width="276" /></a></div>
<br /><ul>
<li>I wrote about <a href="http://deborahstearns.blogspot.com/2014/11/czech-holiday-costumes-customs-musaion.html" target="_blank">some of the Czech Advent traditions</a>, including the Lucys, who bang on your door wearing creepy stork-like masks, and Perchta, who threatens to slit open greedy children's bellies and stuff them with pea plants. </li>
<li>Speaking of scary Christmas stories, I always enjoy <a href="https://www.youtube.com/watch?v=NYdpte1W0vk" target="_blank">David Sedaris' essay on Dutch Christmas traditions</a>. His experience <a href="http://www.thisamericanlife.org/radio-archives/episode/47/christmas-and-commerce?act=1" target="_blank">working as an elf at Macy's department store</a> also says a lot about American Christmas traditions. </li>
</ul>
However you celebrate winter holidays, I hope you have enjoyable and interesting traditions. <br /><br />
<br />
<div class="separator" style="clear: both; text-align: center;">
</div>
Deborah C. Stearnshttp://www.blogger.com/profile/10293517108313679115noreply@blogger.com0tag:blogger.com,1999:blog-4828386144348207794.post-64496867409944777942015-12-13T13:51:00.000-05:002015-12-13T13:51:50.883-05:00Last Looks, Landscapes, and Lichen (West Iceland)The last leg of our Icelandic journey took us through West Iceland on the way toward Keflavik. <br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjloQEMeh0V746iDk2pRJVm-j4HO1-IYr3k4BUpI5mxLXmpkrcB0NefEIKnGqFp9b6Ztk8xm_XwFKp8H8vqvElJwVYTFk0WVObNzOUlOcBPX0YCTrDZFl4bmfldqh0IkzMc9WGoeGiCGAg/s1600/IMG_2346-revfw.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="275" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjloQEMeh0V746iDk2pRJVm-j4HO1-IYr3k4BUpI5mxLXmpkrcB0NefEIKnGqFp9b6Ztk8xm_XwFKp8H8vqvElJwVYTFk0WVObNzOUlOcBPX0YCTrDZFl4bmfldqh0IkzMc9WGoeGiCGAg/s400/IMG_2346-revfw.jpg" width="400" /></a></div>
<br />
We saw these large, round, white puffs on farms all over Iceland -- I guess they grow really enormous marshmallows there! Actually, these are bales of hay, wrapped in plastic to allow the grass to ferment (a practice called "haylage"), which apparently retains more of the nutrition in the hay.<br />
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One of the things I found most interesting about Iceland is how varied the landscape is. We'd be driving through lush farmland, and then suddenly, it would turn into a barren, rocky plain. In some cases, there were fields of lava rocks with nothing growing on them, almost like moonscapes. At other times, the rocks would be covered with carpets of Icelandic moss (actually a lichen). Here you can see the transition, where there are still some green plants, but just beyond is lichen-covered rocks.<br />
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Here you can see the lichen-covered rocks. (I don't know for sure what kind of plant this is, but it looks like lichen.)<br />
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A close-up of the lichen reveals an elegant and interesting structure, but one which is also fragile. Tourist foot traffic often damages the Icelandic moss; it can take years to re-establish itself.<br />
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Just off the ring road (Rt. 1), there is a hiking trail up to the Grabrok crater (Mt. Grabrok). We didn't have time to hike the trail, but stopped to take in the view.<br />
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That wraps up our Iceland journey -- we stayed overnight in Keflavik and caught an early flight home the next day. Thanks for reading! I hope you enjoyed this Iceland travelogue. If you missed any of the earlier posts, you can start with the first one <a href="http://deborahstearns.blogspot.com/2015/10/reykjavik-iceland.html" target="_blank">here</a> and follow the links through the travelogue. You might also enjoy my travelogue for our trip to Krakow and Prague last fall; the first post is <a href="http://deborahstearns.blogspot.com/2014/10/old-town-krakow-poland.html" target="_blank">here</a>. <br />
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Deborah C. Stearnshttp://www.blogger.com/profile/10293517108313679115noreply@blogger.com1tag:blogger.com,1999:blog-4828386144348207794.post-59688381113374053992015-12-07T20:43:00.000-05:002015-12-13T14:02:10.447-05:00Museum of Icelandic Sorcery and Witchcraft (Westfjords, Iceland)Our last stop in the Westfjords was <a href="http://www.westfjords.is/en/inspiration/towns-1/holmavik" target="_blank">Holmavik</a>, where we enjoyed a delicious meal of carp and potatoes and then visited the <a href="https://www.galdrasyning.is/" target="_blank">Museum of Icelandic Sorcery and Witchcraft</a>.<br />
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In its early history, Iceland almost faced civil war over the split between pagans and Christians. The issue came to a head in 1000 at the yearly gathering of chiefs (Althingi). The law speaker, Þorgeir Þorkelsson Ljósvetningagoði (himself a pagan), pondered the matter for a day and a night, and came to the decision that Iceland should embrace Christianity, but that pagans could still pursue their religion in secret.<br />
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But later, even secret pagan practices became outlawed and during the witch-hunts of 1625-85, twenty-one Icelanders were executed under accusations of witchcraft. Iceland's history of witch trials differed somewhat from those in other countries, in that men were accused more often than women. Most were poor, living in hardscrabble conditions in the Westfjords, and sometimes the accusations were based merely on knowing runes or staves or owning forbidden texts. (One man was accused based on his writings about medicine.) Accusations of witchcraft might be prompted by the presence of illness or misfortune in the village. One woman's illness served to instigate accusations against 6 different men over the course of several years.<br />
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The museum included details of the various trials, including a genealogical chart showing the family connections of many of those involved in the cases. There were also descriptions of spells and runes ostensibly used by witches and sorcerers. The spells ranged from acts of destruction (bringing storms to those at sea) to spells bringing prosperity (transforming a human rib into a <a href="https://en.wikipedia.org/wiki/Tilberi" target="_blank">tilberi</a> who steals milk from other people's sheep and delivers it to the witch's churn). The necropants in the above photo are a prosperity spell. According to the museum, one creates the necropants in the following manner:<br />
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"If you want to make your own necropants (literally; nábrók) you have to get permission from a living man to use his skin after he is dead. After he has been buried you must dig up his body and flay the skin of the corpse in one piece from the waist down. As soon as you step into the pants they will stick to your own skin. A coin must be stolen from a poor widow and placed in the scrotum along with the magical sign, nábrókarstafur, written on a piece of paper. Consequently the coin will draw money into the scrotum so it will never be empty, as long as the original coin is not removed. To ensure salvation the owner has to convince someone else to overtake the pants and step into each leg as soon as he gets out of it. The necropants will thus keep the money-gathering nature for generations."</blockquote>
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Runes or <a href="https://en.wikipedia.org/wiki/Icelandic_magical_staves" target="_blank">staves</a> might be written on paper or a scrap of leather, or they could be carved into wood, as with this protective sign.<br />
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It was a small but fascinating museum -- the poor lighting made it hard to get good photos, unfortunately, so you'll just have to go visit the museum yourself to see the exhibits. In the meantime, you can find out more about the museum in this video:<br />
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There are more videos about the museum <a href="https://www.galdrasyning.is/index.php?option=com_hwdvideoshare&Itemid=100058&lang=en" target="_blank">here</a>.<br />
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Next up: <a href="http://deborahstearns.blogspot.com/2015/12/last-looks-landscapes-and-lichen-west.html" target="_blank">Last looks, landscapes and lichen in West Iceland</a><span class="text_exposed_show" style="background-color: white; color: #141823; display: inline; font-family: "helvetica" , "arial" , sans-serif; font-size: 13px; line-height: 18px;"><br /></span>Deborah C. Stearnshttp://www.blogger.com/profile/10293517108313679115noreply@blogger.com4tag:blogger.com,1999:blog-4828386144348207794.post-62838037820580020942015-12-06T12:41:00.000-05:002015-12-07T20:48:18.020-05:00Litlibaer (Westfjords, Iceland)<br />
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Just up the road from the seal colony is Litlibaer, a historical 19th century farmstead. Not only is it a charming home with historic photos and tools, but they serve coffee and waffles! Just the restorative lunch we were looking for after a long drive.<span style="background-color: white; color: #141823; font-family: "helvetica" , "arial" , sans-serif; font-size: 13px; line-height: 18px;"><br /></span>
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Here you can see the traditional turf roof on the farmhouse. It also included both stone and wood construction.<br />
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The rooms were quite small, with low ceilings -- very cozy. We ate at the table by the window and enjoyed looking at the photos of family members who had lived at the farmhouse over the years.<br />
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A small pantry area next to the stairs included a variety of historic kitchen tools.<br />
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Q is enjoying his coffee and waffles. (Not being a coffee person, I had hot chocolate.) The waffles were heart-shaped and topped with jam and whipped cream -- quite delicious!<br />
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A ladder to the attic revealed two more (small) rooms, each with tools and materials presumably from the 19th century work at the farm. Wool is a major Icelandic product, so spinning would have been a common activity.<br />
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More antique tools were displayed under the attic window.<br />
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And, of course, I had to take a photo of this beautiful antique sewing machine. It's all set up with thread and everything! I managed to resist the temptation to do some sewing.<br />
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Next up: <a href="http://deborahstearns.blogspot.com/2015/12/museum-of-icelandic-sorcery-and.html" target="_blank">The Museum of Icelandic Sorcery and Witchcraft </a>Deborah C. Stearnshttp://www.blogger.com/profile/10293517108313679115noreply@blogger.com0tag:blogger.com,1999:blog-4828386144348207794.post-60880980286997654832015-12-05T14:35:00.000-05:002015-12-06T12:41:47.564-05:00Ísafjarðardjúp (Westfjords, Iceland)<br />
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After our stay in Ísafjörður, we drove back toward Reykjavík. The drive along the northern coastline of the Westjords (around Ísafjarðardjúp) included some gorgeous views.<span style="background-color: white; color: #141823; font-family: "helvetica" , "arial" , sans-serif; font-size: 13px; line-height: 18px;"><br /></span>
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The waters of the fjord were still and calm, perfectly reflecting the mountains.<span style="background-color: white; color: #141823; font-family: "helvetica" , "arial" , sans-serif; font-size: 13px; line-height: 18px;"><br /></span>
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<span style="background-color: white; color: #141823; font-family: "helvetica" , "arial" , sans-serif; font-size: 13px; line-height: 18px;"><br /></span>We stopped to see the colony of harbor seals that lives in Ísafjarðardjúp. They were hanging out on the rocks and little islands in the fjord.<span style="background-color: white; color: #141823; font-family: "helvetica" , "arial" , sans-serif; font-size: 13px; line-height: 18px;"><br /></span>
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From the shore, it was hard to see the seals clearly -- another moment I wished I had brought binoculars -- but every once in a while, they would look up or flap a flipper.<span style="background-color: white; color: #141823; font-family: "helvetica" , "arial" , sans-serif; font-size: 13px; line-height: 18px;"><br /></span>
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After a lunch break at Litlibaer (more about that in my next post), we hiked out to a different part of the shoreline to look at the seals again.<span style="background-color: white; color: #141823; font-family: "helvetica" , "arial" , sans-serif; font-size: 13px; line-height: 18px;"><br /></span>
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<span style="background-color: white; color: #141823; font-family: "helvetica" , "arial" , sans-serif; font-size: 13px; line-height: 18px;"><br /></span>There were birds, too, quarreling on a nearby island.<span style="background-color: white; color: #141823; font-family: "helvetica" , "arial" , sans-serif; font-size: 13px; line-height: 18px;"><br /></span>
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As we stood on the rocks at the edge of the water, one seal swam past us.<span aria-live="polite" class="fbPhotosPhotoCaption" data-ft="{"tn":"K"}" style="background-color: white; color: #141823; display: inline; font-family: "helvetica" , "arial" , sans-serif; font-size: 13px; line-height: 18px; outline: none; width: auto;" tabindex="0"><span class="hasCaption"><br /></span></span>
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The little seal swam back and forth, disappearing underwater and reappearing. It was clearly curious about us, as it periodically poked up its head and looked at us.<br />
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It was quiet and peaceful on the shore. Watching the birds and seals on the calm waters, with snow-covered mountains in the distance, we enjoyed a long moment of communing with the fjord. <br />
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A little too long, actually, as the tide came in while we were out there, and we had to wade back a bit, getting our shoes and socks soaked. A minor price to pay, truly, and I can now say that I walked through a fjord in Iceland. </div>
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Next up: <a href="http://deborahstearns.blogspot.com/2015/12/litlibaer-westfjords-iceland.html" target="_blank">Litlibaer</a></div>
Deborah C. Stearnshttp://www.blogger.com/profile/10293517108313679115noreply@blogger.com0tag:blogger.com,1999:blog-4828386144348207794.post-68662822816894581232015-12-04T21:03:00.000-05:002015-12-05T14:36:06.107-05:00Adventures with seabirds (Westfjords, Iceland)<br />
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On the drive back from Súðavík to Ísafjörður, I was on the lookout for more birds. Iceland hosts many different species of birds, particularly in the spring and summer, so I wanted to be sure to see as many different varieties as I could. Q spotted this lovely bird while we were driving and pulled over so I could get a photo.<br />
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Alas, the moment I got within 100 meters of the creature, it flew away. And that was how it went -- I could see birds at a distance, but had trouble getting close enough to get a good look (or a good photo). *sigh* Oh, for binoculars and a telephoto lens!<br />
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Still searching for birds, we caught sight of a large flock of Arctic terns. Q pulled over so I could get some photos. I was immediately identified as a threat by some of the terns, who circled above and screamed a challenge. Unnerved, I moved away. They followed, hovering just over my head and uttering threat-calls. Heart pounding, I fled into the safety of the car. I guess I should just be grateful they didn't dive-bomb me, as terns are wont to do.<br />
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Q wasn't willing to leave without getting me a chance to get close-up photos of the birds. "We'll feed them," he said, "just like the seagulls at the beach in New Jersey who went crazy for Stella D'Oro cookies!" So he grabbed a granola bar and got out of the car. There he stood, braced against the chilly wind coming off the sea, throwing chunks of granola into the air and crying out "Come get it! Nice fish for you!" <br />
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That is true love.<br />
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Sadly, though, the birds weren't really all that interested in granola. (I'm pretty sure they knew it wasn't fish.) But I did get a few shots of Arctic terns, in amongst all the blurry photos.<br />
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Next up: <a href="http://deborahstearns.blogspot.com/2015/12/isafjarardjup-westfjords-iceland.html" target="_blank">Ísafjarðardjúp</a><br />
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Deborah C. Stearnshttp://www.blogger.com/profile/10293517108313679115noreply@blogger.com0tag:blogger.com,1999:blog-4828386144348207794.post-69158688824076857842015-12-03T22:28:00.002-05:002015-12-04T21:06:14.448-05:00Súðavík and the Arctic Fox Center (Westfjords, Iceland)<br />
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The Arctic fox is the only indigenous land mammal in Iceland. Arctic foxes came to Iceland across the frozen sea during the last ice age. The Arctic Fox Center in Súðavík has a small museum exhibit about Arctic foxes as well as an outside pen with orphaned foxes they care for. (There is also a cafe which smelled so good!) In addition, the Arctic Fox Center (along with the Arctic Fox Research Station in Hornstrandir) conducts research related to the Arctic fox.<br />
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There are two Arctic fox color morphs: the blue and the white. The blue morph is dark throughout the year, though their fur gets bleached in late winter so they look almost white in spring. The white morph is white in winter, but brown dorsally and light gray ventrally in summer. Most of the Arctic foxes in continental parts of the world are the white morph, while the blue morph is more common in coastal areas. Most of the Arctic foxes in the Westfjords region of Iceland are the blue morph. <br />
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I included the trip to the Arctic Fox Center so that I could see an Arctic fox, as my guidebook assured me that it would be very unlikely that I would see one in the wild. Yet, late one night as we were driving to our hotel, we did see one. It was dark. We had been driving with care to avoiding hitting sheep and birds that were on the roadway, and we saw something small, low and dark dash out in front of the car. It ran ahead of us on the road for a while, and then went off into the field again. Given its size and movement, it could only have been an Arctic fox.<br />
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We were surprised that one of the foxes in the pen came right up to us. It seemed to have no fear of humans. When we asked the staff about it, one woman said that they were kind of bratty, always begging for food. Sadly, we weren't allowed to feed them. <br />
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In tundra areas, the Arctic fox largely eats lemmings and voles, and their numbers vary depending on the lemming population. In coastal areas (including Iceland), Arctic foxes eat birds, eggs, berries, and have even been known to follow polar bears to eat their leftovers. Sheep farmers in the Westfjords saw the Arctic fox as a danger to their livestock, as well (I'm assuming the foxes went after lambs).<br />
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While we were visiting the Arctic Fox Center in Súðavík, we noticed that there were bright blue balloons (and plastic cups and plates) decorating the buildings and gardens. We even came across these two blue figures behind someone's house. What is up with the blue decorations, we wondered? A quick internet search reveals that it was the <a href="https://www.facebook.com/Bl%C3%A1berjadagar-Westfjords-International-Blueberry-festival-201769046524004/?hc_location=ufi" target="_blank">International Blueberry Festival</a>. Blueberries are the only sweet fruit grown in Iceland (everything else is imported) -- so I guess they deserve a festival!<br />
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Next up: <a href="http://deborahstearns.blogspot.com/2015/12/adventures-with-seabirds-westfjords.html" target="_blank">Adventures with seabirds</a>Deborah C. Stearnshttp://www.blogger.com/profile/10293517108313679115noreply@blogger.com0tag:blogger.com,1999:blog-4828386144348207794.post-4550255067449170782015-12-02T22:04:00.000-05:002015-12-03T22:43:23.694-05:00Ísafjörður (Westfjords, Iceland)<br />
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Ísafjörður is the largest town in the Westfjords and is situated on a spit of land that is surrounded by water on three sides. There are also tunnels on every roadway into town. Q really liked the tunnels we went through -- they were mostly rough-hewn rock, rather than the more finished concrete or tile versions we've seen in the U.S. At times, the tunnels narrowed to one lane, which was a bit unnerving, as we had to hope that cars would be able to use the pull-off enclaves and take turns without accident. I couldn't get any decent photos in the darkness of the tunnel, but you can see what they look like <a href="https://fulbrighticeland.wordpress.com/2012/09/20/into-the-belly-of-a-mountain/" target="_blank">here</a> (you can even watch a <a href="https://www.youtube.com/watch?v=yk-McyHhLHw" target="_blank">video of driving through the tunnel</a>).<br />
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We found a nice bakery in Ísafjörður that featured this classic car right outside. The poor woman who served us had to stretch her English skills to describe every item so that we could pick out our sandwiches. <br />
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"And it also has -- what is it called?" <br />
"Cucumber?" I suggested.<br />
"Yes, cucumber." <br />
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It wasn't too hard to guess, as cucumbers were served at every breakfast buffet. They are one of the few vegetables that aren't imported, as they can be grown indoors year-round in Iceland.<br />
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We also got some tasty desserts at the bakery: A chocolate cake flavored with cinnamon and a chocolate-covered, strawberry-creme filled, gingerbread cake (which was really delicious and very sweet).<br />
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As we came out of a shop in Ísafjörður, we heard an odd noise. Looking up, we saw this pair of ravens perched on the shop building. We got to hear a number of different vocalizations -- do you know that scientists have identified up to <a href="https://www.allaboutbirds.org/guide/Common_Raven/sounds" target="_blank">33 different vocalization categories</a> among ravens? These two really seemed to be "talking" to each other. Ravens mate monogamously for life, so perhaps these were a mated pair.<br />
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Ravens have a prominent place in the <a href="https://en.wikipedia.org/wiki/Cultural_depictions_of_ravens" target="_blank">folklore and mythologies of many cultures</a>. In Norse mythology, the god Odin was depicted with two ravens (perhaps a mated pair?), Huginn (Thought) and Muninn (Memory). Every day, they flew forth to see and hear everything going on in the world, returning to whisper the information they had gathered to Odin. In this way, they were his eyes and ears.<br />
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There were a number of cloudy days on our trip, but the clouds were so often striking and sculptural that the sky just became another stunning landscape.<br />
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As we walked around the residential area of Ísafjörður that evening, we saw a pussycat across the street. As always, Q made appropriate cat-welcoming sounds (he wants to pet every cat we find). With no hesitation whatsoever, the cat ran right over to me. I wasn't even making cat-sounds! Without waiting to be petted, the cat then skittered around us, moving up the street. </div>
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If we turned onto another block, the cat turned with us, running until it was ahead of us, but looking back every once in a while to make sure we were still there. In this way, we were leading and following this cat for quite some while. She clearly wanted to be near us, but not too near us. Her path was circuitous, weaving under and around parked cars, moving across the street and back again. There was something mysterious about the persistent, ambivalent attentions of this creature in the twilight hours of an unfamiliar city. Where did she want to lead us and why? </div>
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We walked with her all the way out to the water's edge, but finally thought we should walk back to where we first saw the cat, so that she would be close to home. When we did, we met a woman who said this was her sister's cat. We were glad to lead the cat back home safely, though still perplexed by her behavior. </div>
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Next up: <a href="http://deborahstearns.blogspot.com/2015/12/suavik-and-arctic-fox-center-westfjords.html" target="_blank">The Arctic Fox Center in Súðavík</a><br />
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Deborah C. Stearnshttp://www.blogger.com/profile/10293517108313679115noreply@blogger.com0tag:blogger.com,1999:blog-4828386144348207794.post-71808663605193347322015-12-01T23:05:00.000-05:002015-12-02T22:04:57.592-05:00Dynjandi Waterfall (Westfjords, Iceland)<br />
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After our stay in Flókalundur, we drove up the west coast to Ísafjörður. On our way, we passed by this roadside sculpture. I don't know what it is meant to represent, but I found it intriguing.<br />
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Our next stop was the Dynjandi waterfall, which was my favorite of the waterfalls we saw in Iceland. It was beautiful, with lots of lovely falls and a nice hike up to the top.<br />
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We were able to get quite close to the falls. It was refreshing to be able to interact with its natural beauty without the various barriers I'm used to in the natural tourist attractions in the United States. <br />
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We could get *really* close to the falls -- if you look carefully, you can see Q in the lower right corner, right next to the water.<br />
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There were also a number of interesting plants along the hike up to the top of the waterfall. These little puffballs were all over Iceland, creating drifts of white in the fields. Apparently, this is <a href="https://en.wikipedia.org/wiki/Eriophorum_scheuchzeri" target="_blank">Eriophorum scheuchzeri (Scheuchzer's cottongrass)</a>.<br />
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Look at all the different colors of lichen and moss on this rock!</div>
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The Icelandic plants are fragile, and tourists trampling on them can damage the ecosystem. These signs and rope barriers protected the native flora from those of us hiking up the Dynjandi waterfall.<br />
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We made it to the top! Q noted that the sound of the waterfall was not constant, but varied and included a number of different sounds, depending on the flow of the water.</div>
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Gorgeously vibrant green moss lushly textured the rocks next to the main falls.<br />
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There was an intriguing vein of red rock at the top of the falls. Ah, if only a geologist had been handy to explain it to us!<br />
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After hiking back down, we walked out to the shore and watched the Arctic terns fly over the fjord and perch on the rocks.<br />
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At some point during the hike down from the top of the Dynjandi waterfall, Q managed to zip his hoodie and rain slicker together. Upon discovering it, he said that he had inadvertently invented the world's first spiral garment. "Now if I could zip the right side of the rain slicker to the left side of the hoodie, I'd be a Moebius strip!"<br />
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Next up: <a href="http://deborahstearns.blogspot.com/2015/12/isafjorur-westfjords-iceland.html" target="_blank">Ísafjörður</a></div>
Deborah C. Stearnshttp://www.blogger.com/profile/10293517108313679115noreply@blogger.com0tag:blogger.com,1999:blog-4828386144348207794.post-60347207884622982252015-11-30T21:28:00.000-05:002015-12-01T23:09:27.564-05:00Latrabjarg Bird Cliffs (Westfjords, Iceland)<br />
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After our overnight stay in Borgarnes, we drove north to the Westfjords. We stopped at a lookout point on our way through the Breiðafjörður region that included this signage. It tells the story of the <a href="https://en.wikipedia.org/wiki/Laxd%C3%A6la_saga" target="_blank">Laxdæla saga</a>, a love triangle that ends in tragedy. It was a new story for me, as I wasn't familiar with the Icelandic sagas. I couldn't figure out what this sign marked, though -- were we looking at the valley where Bolli killed Kjartan? I do quite like the idea of celebrating famous stories with roadside markers, though. It seems consistent with the <a href="http://deborahstearns.blogspot.com/2015/10/more-to-see-in-reykjavik-iceland.html" target="_blank">emphasis on books in Icelandic culture</a>.<br />
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The Westfjords are less populated and less often visited by tourists than other regions in Iceland. It was quite a bit colder there, too, as we got closer to the Arctic circle. The roads are often unpaved as they wind up and down around the mountains and fjords. It takes much longer to drive than estimated by Google maps. <br />
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But even so, we took time for some side jaunts on the way to our hotel. We drove out to <a href="http://www.westfjords.is/en/moya/toy/index/town/reykholar" target="_blank">Reykhólar</a>, a tiny town with a factory and a museum. We didn't tour the museum, but took the opportunity to sit in the cafe for coffee and a piece of decadent chocolate cake served with frozen blueberries and cream. Later on in our drive, we passed by this <a href="http://scribol.com/art-and-design/icelands-historic-turf-houses-the-eco-homes-of-the-future" target="_blank">turf house</a>. I had heard about the Icelandic turf homes and wanted a closer look, so we pulled off the road so that I could stand amidst the sheep droppings and take a picture. <br />
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Eventually, we made it to our hotel in Flókalundur in late afternoon. We dropped off our luggage and headed out again to drive to the Latrabjarg Bird Cliffs. I was committed to getting out there so that I could get a chance to see a puffin. Years ago, we visited Scotland (another country with puffin colonies), but we didn't go to the Northern Highlands where we could have seen the puffins. Ever since then, I had a long-standing (jesting) pout that we "went all the way to Scotland, and I didn't get to see a puffin." Q was going to make sure that I got to see puffins this time!<br />
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It was another long drive to Latrabjarg. The speed limits in Iceland seem slow to an American driver, but with good reason. Even on easy roads, one is likely to encounter unpredictable sheep crossings. And many of the roads, like this one, are unpaved and winding, with blind hills and sheer drops off to one side (and few guard rails!). The sharp switchbacks along mountainous roads require slow, careful driving. So we didn't begrudge the speed limits, in most cases. This fellow was reminding us as we went through a small group of homes that we should slow down to 30kph. From a distance, the figure was very realistic -- a creative way to get the driver's attention and remind them about the speed limit.<br />
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When we finally got to the Latrabjarg bird cliffs, it was evening (although given the long daylight hours, it wouldn't get dark for some time yet). The guide book recommended visiting the bird cliffs in the evening, as the birds would be returning to their nests at that time. I had heard that puffins were shy -- hard to catch a glimpse of, and even more difficult to photograph. So I feared that we would need to look around for a long time to see even a hint of a puffin. But we got out of the car, walked from the parking lot toward the cliff edge . . . and immediately, we saw a couple of puffins. We were even able to move toward them and take photos without having them fly away or pop down into their holes. <br />
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It was quite windy and cold the evening we were there. As you can see, there was only a painted line to indicate the minimum safe distance from the cliff edge -- there were no guard rails or fences, so we could see the birds clearly and even get close to them. But given the signage about the danger of falling off the cliff and the very strong wind, we stayed well back from the edge. <br />
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The cliffs were full of all kinds of different birds. I think these roosting birds are guillemot.<br />
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I'm not sure what species of bird these are -- maybe gulls or kittiwakes?<br />
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The Latrabjarg cliffs are 440 meters high and 14 kilometers long. We walked up to the top, but didn't walk the whole length of the cliff (it was just too windy and cold!). At one point, the wind shifted and we got a strong scent of rotting fish, so I guess the cold might have been a boon in some ways.<br />
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And everywhere along the cliffs, we saw puffins. <br />
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My friend Karen captioned this one, "I can't see my toes!", which makes me giggle. <br />
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Puffins are just adorable! I took a lot of photos of puffins at the Latrabjarg bird cliffs. I'm seriously puffin-obsessed.<br />
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Did I mention that there were puffins at the Latrabjarg bird cliffs? </div>
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Puffins nest in little holes on the tops of the cliffs, and since they aren't hunted here, they are not shy of people. I think the person in the green jacket is putting out seeds, and that's why so many puffins are gathered there.<br />
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<blockquote class="tr_bq">
A group of puffins has many collective nouns, including a "burrow", "circus", "colony", "improbability", and "puffinry" of puffins. <a href="http://identify.whatbird.com/obj/241/_/Tufted_Puffin.aspx" target="_blank">via</a></blockquote>
I love the idea of an improbability of puffins! Except that I guess they aren't so improbable, since I finally got to see them. </div>
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<tr><td class="tr-caption">Waterfall by the side of the road <br />
on the way back from Latrabjarg</td></tr>
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There is water everywhere in Iceland. Iceland is surrounded by the ocean. Parts of the country are covered by glaciers. Boiling-hot, sulphuric water spurts up in geysirs or puffs out clouds of steam from fissures in the rocks. And everywhere, there are waterfalls. Large and powerful, small and quiet, water streams down from the mountains. This waterfall was so beautiful that we actually turned around on the highway and drove back to take photos of it. It's not a famous waterfall or a tourist attraction -- just part of Iceland's natural beauty.<br />
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I loved the vibrant greens of the mosses growing around the waterfall. Our next day's journey would take us to a larger and even more beautiful waterfall. </div>
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Next up: <a href="http://deborahstearns.blogspot.com/2015/12/dynjandi-waterfall-westfjords-iceland.html" target="_blank">The Dynjandi waterfall</a></div>
Deborah C. Stearnshttp://www.blogger.com/profile/10293517108313679115noreply@blogger.com0tag:blogger.com,1999:blog-4828386144348207794.post-30747154521637622022015-11-29T13:13:00.000-05:002015-11-30T21:36:08.036-05:00Horses and dogs and sheep, oh my! (West Iceland)<br />
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After many hours of driving from Landmannalaugar, we finally arrived at our lodging in Borgarnes (past their check-in time, but thankfully, they were willing to stay open for us). As we unloaded our luggage, we were greeted by a Very Friendly Dog. While we were never introduced, the dog clearly loved people and wanted to play. At one point, Q said "I wish I had a stick to throw for you." The Very Friendly Dog perked up its ears, as if to say "Stick? I have a stick! Wait -- I'll go get my stick!" <br />
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The Very Friendly Dog then proceeded to teach Q how to play Stick. They had a great time playing in the meadow. <br />
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Who can resist that sweet face? The Very Friendly Dog was just one of many creatures we encountered during our travels in Iceland.<br />
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As we left the following morning, we spotted Icelandic horses in the field next to the inn. We saw lots of horses as we drove through Iceland, particularly in West Iceland. Horseback riding is an activity enjoyed by Icelanders and tourists (we didn't do any riding, but we enjoyed seeing the horses). <br />
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<tr><td class="tr-caption" style="text-align: center;">Icelandic horses in West Iceland</td></tr>
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Icelandic horses are a unique breed. They are relatively small in stature and are adapted to the harsh climate with a double coat to protect against cold temperatures. They are the descendants of the horses brought to Iceland by the original Scandanavian and Norse settlers. Horses were the only means of transport for many hundreds of years in Iceland. <br />
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<tr><td class="tr-caption" style="text-align: center;">Icelandic horses in West Iceland</td></tr>
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Icelandic horses have a wide range of coloration. Because livestock cannot be imported into Iceland, the horses are protected from most diseases and parasites. Icelandic horses, if they leave the country, cannot return.<br />
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<tr><td class="tr-caption" style="text-align: center;">Icelandic horses in West Iceland</td></tr>
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Icelandic horses have two additional gaits, beyond those of other horse breeds. In addition to walk, trot, canter, gallop, they are capable of a lateral, ambling gait called a tölt, and a fast, smooth skeið gait (or "flying pace").<span style="background-color: white; color: #141823; font-family: "helvetica" , "arial" , sans-serif; font-size: 13px; line-height: 18px;"><br /></span>
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The most ubiquitous animal we saw, though, was sheep. They were scattered across the landscape, so commonplace that we noted their absence more than their presence. We started taking bets on how long it would be before we saw another one. We announced their presence by calling out, "Sheeeeep! SHEEEEEEEP!" to each other. Some parts of Iceland have more sheep than people (a pattern we noted in the West Highlands of Scotland, as well). Anywhere that had even the barest hint of greenery seemed to sport sheep. They slept by the side of the road. They wandered out into the roadway (another excellent reason to observe the speed limits in Iceland). Sometimes, they ran at the sound of the car or stared at us as we passed by.<br />
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But mostly, they just ignored us and went about their sheep-y business. <br />
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I got this tiny felted sheep (made by Steinunni Steinars) at the Borgarnes' farmers market. Isn't it adorable? It sits on the kitchen windowsill, along with the wooden sword swallower and pig that were my mother's, so that I can see them every day as I wash dishes. And whenever I see it, I can call out:<br />
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Sheeeeeeep! SHEEEEEEEEEEP!</div>
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Next up: <a href="http://deborahstearns.blogspot.com/2015/11/latrabjarg-bird-cliffs-westfjords.html" target="_blank">The Latrabjarg Bird Cliffs in the Westfjords</a><br />
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Deborah C. Stearnshttp://www.blogger.com/profile/10293517108313679115noreply@blogger.com1tag:blogger.com,1999:blog-4828386144348207794.post-87860746183190530092015-11-28T14:31:00.000-05:002015-11-29T13:13:33.995-05:00Landmannalaugar, Iceland<br />
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Landmannalaugar is the starting point for a multi-day hike to Þórsmörk, but we just did a half-day hike from the main campground up to Breinnisteinsalda. It was chilly, overcast, and rainy, but the terrain and the views were truly spectacular.<br />
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I'm pretty sure that trolls live here. It reminded me of the stories where we think that these are just rocks, and then they start moving and talking.<br />
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You can see part of the campground from here. There aren't many amenities, but there are showers and restrooms, an information center, and sometimes a bus that sells (high-priced) food. And, of course, natural hot springs (hot pots are an Icelandic necessity).<br />
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It was the mention of multicolored mountains that drew me to this place. I drank in the sight of richly colored hills, with streaks and smears of each hue running down the sides, set off by the bright white patches of snow.<br />
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The hills are swirled with color. . .<br />
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and streaked with rainbow stripes of color.<br />
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Multi-hued stones are everywhere along the trail. I was so very tempted to take one of these colorful rocks home as a souvenir . . . but I resisted. (I saw another hiker take some rocks, but it just seemed as though it would be prohibited to remove the stones.)<br />
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I am dreaming of a rock garden made of ryolite lava stones . . . *sigh*. </div>
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Here we are at the top of Breinnisteinsalda. It was cloudy and drizzling, so perhaps the view was not as expansive as it would have been on a clear day, but it was still beautiful. (Though it is hard to get a good selfie in the rain.)<br />
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Looking down the trail from Breinnisteinsalda, the valley is full of sulfuric steam emerging from the ground. I know it's geothermal activity, but it looks like a dragon's lair to me. Surely <a href="https://en.wikipedia.org/wiki/Smaug" target="_blank">Smaug</a> will emerge at any moment to defend his hoard. <br />
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As we hiked back from Breinnisteinsalda, my hiking boots fell apart. The soles had started to split and they finally separated, leaving my feet unprotected as the sole flapped with each step. Complete shoe failure. Luckily, I had noticed the split before we started hiking and Q was willing to carry my sneakers in case they were needed. So Landmannalaugar claimed my hiking boots and I finished up the hike in sneakers. A small price to pay for being surrounded by such gorgeous scenery. <br />
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Even now, I ache a little when I think of the beauty of Landmannalaugar. I only wish we could have stayed longer. But we had a long drive to our lodging for that night, so we had to leave. <br />
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Next up: <a href="http://deborahstearns.blogspot.com/2015/11/horses-and-dogs-and-sheep-oh-my-west.html" target="_blank">Horses and dogs and sheep, oh my!</a></div>
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Deborah C. Stearnshttp://www.blogger.com/profile/10293517108313679115noreply@blogger.com0tag:blogger.com,1999:blog-4828386144348207794.post-36599988724341522612015-11-22T10:39:00.000-05:002015-11-28T14:36:35.309-05:00On the Way to Landmannalaugar, Iceland<br />
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After our Golden Circle tour, we headed off to Landmannalaugar for a day hike. It was a very long drive, along some extremely rough roads at times, but the scenery along the way was stunning and varied. We saw green pastures, rocky plains, hills and mountains, and even this rare tree farm. It reminds me of one of the jokes in Iceland that goes like this:<br />
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What do you do if you get lost in an Icelandic forest?<br />
Stand up.</blockquote>
Much of Iceland was forested before it was settled, but early settlers cut down the trees for fuel, so there are few forests in the country now. <br />
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Over and over again, new landscapes emerged. Steep, rocky cliffs jutting from the slope -- hard against soft, grey against green, growth over erosion. It tells a geological story that I can't quite read, but compels me nonetheless to look and look again.<br />
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This hill grabbed my attention, so we pulled off the road so I could take a better photo. The undulating shape and curving lines of crevasses makes it look like the head of a sleeping lizard or snake.<br />
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As we approached Landmannalaugar, we left behind paved roads (along with a couple of impressive hydroelectric dams). The unpaved roads were very rough as we went into the Fjallabak Nature Reserve. The terrain included lava fields like this one, with only the barest hint of vegetation beginning to take hold. It is almost like suddenly finding one's self on a barren moon. <br />
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As you can see, the road was unpaved, and was the roughest road we encountered during our trip -- rocky and uneven, requiring a 4WD car. We drove very slowly, but even so, it was a bumpy ride, with fist-sized rocks to jar our passage. Yet, according to the guidebooks, this was the easiest road to approach Landmannalaugar! To be fair, it was certainly driveable, and I was relieved that we didn't have to ford any rivers or streams along the way. Visitors are seemingly not deterred by the difficulty of the approach, however, as we saw plenty of hikers and campers when we got to Landmannalaugar. And maybe the challenge of getting there served to enhance our experience -- if nothing else, through <a href="http://www.simplypsychology.org/cognitive-dissonance.html" target="_blank">cognitive dissonance</a>. <br />
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I loved the acid green vegetation on these hills, over and around the rocks. We didn't get close enough for me to tell whether this is moss or lichen or short grass or something else.<br />
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Here we stopped at a lookout-point to take in the view. It was windy, chilly, and spitting rain, but the hills were lovely.<br />
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The hills of Landmannalaugar are made of rhyolite, which is a type of mineral-filled lava that cools slowly, creating a variety of colors. It was the promise of multi-colored hills that inspired our trip to Landmannalaugar. Even with the cold and rainy weather, I was eager to hike among those hills. <br />
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Next up: <a href="http://deborahstearns.blogspot.com/2015/11/landmannalaugar-iceland.html" target="_blank">Landmannalaugar</a><br />
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Deborah C. Stearnshttp://www.blogger.com/profile/10293517108313679115noreply@blogger.com0tag:blogger.com,1999:blog-4828386144348207794.post-18802071913891414622015-11-11T06:23:00.000-05:002015-11-22T10:40:24.496-05:00The Langjökull glacier, Iceland<br />
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<tr><td class="tr-caption">On the way to the Langjökull glacier</td></tr>
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After we finished the sights of the Golden Circle, we thought we would take a little side trip to see the Langjökull glacier, which isn't that far from Gullfoss. Or, at least, it didn't seem that far on the map. A wrong turn and some pretty rough roads made it a longer trip than we expected. As you can see, though, the scenery was striking along the way, with rocky plains and beautiful skies. And at least once, some rather surprised sheep.</div>
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<tr><td class="tr-caption">At the edge of the Langjökull glacier (photo by Q)</td></tr>
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We drove the narrow, unpaved road for miles, seeing a few other cars, and one intrepid cyclist (we wondered where he was going and where he planned to sleep, as night was almost upon us). As we approached the glacier, there were no other cars on the road. We passed a building that advertised glacier tours, but it was empty (not surprising, given the late hour). We passed abandoned snowmobiles, scattered like toys left in the middle of play. And then the road ended. We were at the edge of the glacier.<br />
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: 12.8px;">Photo by Q</span></td></tr>
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It was cold, and getting dark. The glacier tour company had another office here, so we parked in front of the empty building. The ice field spread out in front of us as far as the eye could see. The Langjökull glacier is the second largest ice cap in Iceland -- the ice is up to 580m (1900ft) thick. We did not venture onto the glacier, as it is unsafe to do so without a guide. There are deep fissures and other dangers that are best managed with an experienced guide. So we just stood at the edge and took in the expansive views and the silence, broken only by the wind and our own voices.<span style="background-color: white; color: #141823; font-family: "helvetica" , "arial" , sans-serif; font-size: 13px; line-height: 18px;"><br /></span>
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: 12.8px;">Photo by Q</span></td></tr>
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Visitors to Iceland seem compelled to stack rocks. We saw numerous stacked rock piles by the side of the road as we traveled. Perhaps the visiting tourist just wants to make their mark on the country, to say "I was here" in some tangible way. But rock stacking can damage the ecosystem, killing fragile mosses and other plants. There were signs that prohibited rock stacking (it took us a while to figure out the meaning of the pyramid of circles -- what was being forbidden, exactly? Do not pile up cans?). We resisted the urge to stack rocks in Iceland, but clearly some prior visitor to the glacier did some rock-stacking.<br />
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: 12.8px;">Photo by Q</span></td></tr>
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We saw snowmobiles scattered across the snow, presumably belonging to the glacier tours company. It felt as though we were at the end of the world, with these machines the last vestiges of human presence. In the animated film, <i><a href="https://en.wikipedia.org/wiki/The_Iron_Giant" target="_blank">The Iron Giant</a></i>, the blasted pieces of the Iron Giant fall onto the Langjökull glacier. There is an interesting contrast between the expanse of ice, with its natural purity, and machinery.<br />
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: 12.8px;">Photo by Q</span></td></tr>
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We took one last look at the sun setting behind the snow-dappled mountains before leaving. We had a long way to go to our B&B and hoped to get there before they closed for the night. I didn't know what to expect from seeing the glacier, but the stillness and the vast expanse stayed with me. I'm glad we were there by ourselves.<br />
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Next up: <a href="http://deborahstearns.blogspot.com/2015/11/on-way-to-landmannalaugar-iceland.html" target="_blank">Driving to Landmannalaugar</a></div>
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Deborah C. Stearnshttp://www.blogger.com/profile/10293517108313679115noreply@blogger.com1tag:blogger.com,1999:blog-4828386144348207794.post-38263409515930115162015-11-09T15:36:00.000-05:002015-11-11T06:23:50.556-05:00Gullfoss, Iceland<br />
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The third major sight on the Golden Circle is Gullfoss (Golden Falls). When we got to Gullfoss, it was cold, grey, and drizzling. But the falls were still impressive, with a double cascade. <br />
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The falls were almost destroyed in the 1920s, when foreign investors wanted to dam the river for a hydroelectric project. The landowner's daughter walked barefoot to Reykjavik to protest, threatening to throw herself into the falls if development went ahead. The agreement was nullified (the investors failed to pay the lease), and Gullfoss was saved. It was donated to the nation in 1975 and has been a nature reserve since then.<br />
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This is the second cascade kicking up a tremendous spray of water. The falls drop 32m.<br />
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Q was clowning around at the edge of the waterfall. (As a side note, this was one of the few waterfalls we visited that had a guard rail. We were struck by how open many natural sights were in Iceland, allowing visitors to get very close to the falls in most cases.)<span style="background-color: white; color: #141823; font-family: "helvetica" , "arial" , sans-serif; font-size: 13px; line-height: 18px;"><br /></span>
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I was mesmerized by the plumes of spray.<br />
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This finished up our circuit of the Golden Circle, which was made more entertaining and surreal by our GPS. I bought a road map of Iceland and had printed out directions from Google Maps to navigate our way, but just to be sure, I got a GPS unit with our rental car. The GPS gave us a choice of voices and accents. We chose Samantha, a female voice with an American accent. But, unknown to us, there was also a preset tour of the Golden Circle, narrated by a man with an English accent. We named him "Cecil." <br />
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As we were driving, we would get some directions from Samantha ("Go North on Route 1"). Then, a few moments later, Cecil would begin telling us a story ("Wool products have a long tradition in Iceland, particularly in the town of Mosfellsbær"). In the middle of Cecil's narrative, Samantha would break in abruptly to try to update our directions ("Take the second exit in the roundabout"). There was a moment of chaos while Cecil and Samantha spoke simultaneously, often giving different directions, and then they would both fall silent.<br />
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I had no idea that a GPS could develop <a href="https://en.wikipedia.org/wiki/Dissociative_identity_disorder" target="_blank">Dissociative Identity Disorder</a>. <br />
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Next up: <a href="http://deborahstearns.blogspot.com/2015/11/the-langjokull-glacier-iceland.html" target="_blank">The Langjökull glacier</a></div>
Deborah C. Stearnshttp://www.blogger.com/profile/10293517108313679115noreply@blogger.com1tag:blogger.com,1999:blog-4828386144348207794.post-53791582474684057982015-11-08T10:38:00.001-05:002015-11-09T15:46:59.721-05:00Geysir, Iceland<br />
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<tr><td class="tr-caption">The geothermal plain surrounding Geysir</td></tr>
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The second major attraction on the Golden Circle route is <a href="https://en.wikipedia.org/wiki/Geysir" target="_blank">Geysir</a>, the geyser from which all other geysers got their name ("geysir" means to gush). As we approached the geysers, we could see steam emerging from the ground (in the above photo, you can see a small artificial structure that seems to serve as a chimney for the steam). It was a cold and grey day, windy and blustery. The plain reeked of sulphur, and yet I was tempted to stand in the odorous steam, just to get warm.<span style="background-color: white; color: #141823; font-family: "helvetica" , "arial" , sans-serif; font-size: 13px; line-height: 18px;"><br /></span>
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This geyser (Blesi) wasn't active while we were there, but look at how blue the water is -- and how hot it is, too, according to the sign. This was one of the few places we went that did have ropes to prevent visitors from getting too close to the geysers.<span style="background-color: white; color: #141823; font-family: "helvetica" , "arial" , sans-serif; font-size: 13px; line-height: 18px;"><br /></span>
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<tr><td class="tr-caption">Strokkur geyser</td></tr>
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The Great Geysir is much less active these days, but <a href="https://en.wikipedia.org/wiki/Strokkur" target="_blank">Strokkur</a> gushes quite regularly, every five to fifteen minutes or so. We got to see it three times while we were there. The first sign of the impending gush is when the water begins to "dome" in the center, as in the above photo.<br />
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: 12.8px;">Strokkur geyser</span></td></tr>
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Here is the plume of hot, sulphuric water. It can shoot up to 15-30m into the air. The crowd cheered at the impressive column of water. One visitor stood downwind, getting a face full of sulphuric steam at about this point.<span style="background-color: white; color: #141823; font-family: "helvetica" , "arial" , sans-serif; font-size: 13px; line-height: 18px;"><br /></span>
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: 12.8px;">Strokkur geyser</span></td></tr>
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Just after the gusher, there is a tremendous pull of water back into the hole in the ground, almost as if it were flushed away. Then the water comes back up to become a still pond again, until the next geyser plume.<br />
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Here is a video of Strokkur erupting:<br />
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<iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/JagzNA2oG20?rel=0" width="560"></iframe>
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And a short animated film that explains how geysers work:<br />
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<iframe allowfullscreen="" frameborder="0" height="360" src="https://www.youtube.com/embed/X4zA_YPCyHs?rel=0" width="480"></iframe>
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You can find out more about how geysers work <a href="http://geology.com/articles/geyser.shtml" target="_blank">here</a> and <a href="http://science.howstuffworks.com/environmental/earth/geophysics/geyser.htm" target="_blank">here</a>.<br />
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Next up: <a href="http://deborahstearns.blogspot.com/2015/11/gullfoss-iceland.html" target="_blank">Gullfoss</a></div>
Deborah C. Stearnshttp://www.blogger.com/profile/10293517108313679115noreply@blogger.com0tag:blogger.com,1999:blog-4828386144348207794.post-35952721744344136222015-11-07T18:07:00.001-05:002015-11-08T22:54:31.717-05:00Þingvellir National Park, Iceland<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
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<tr><td class="tr-caption" style="text-align: center;">Þingvellir National Park, Iceland</td></tr>
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After leaving Reykjavík,<span style="background-color: #f7f7f7; font-family: "georgia" , "utopia" , "palatino linotype" , "palatino" , serif; font-size: 15.4px; line-height: 21.56px;"> </span>we were off to see the Golden Circle, which includes Þingvellir, Geysir, and Gullfoss. We started in Þingvellir National Park, which is located on the boundary between the North American and Eurasian tectonic plates. In most places, these plates can just slide past each other, but here, they break apart, as much as 1mm to 18mm per year, resulting in dramatic fissures and earthquake activity. This photo is from the entrance to the park, just past the visitors center. It is actually a pretty small rock fissure, but somehow I can capture the feeling of the earth separating more on this small scale than in the larger rifts we walked through.<span style="background-color: white; color: #141823; font-family: "helvetica" , "arial" , sans-serif; font-size: 13px; line-height: 18px;"><br /></span>
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<tr><td class="tr-caption" style="text-align: center;">The Almannagjá fault in Þingvellir National Park, Iceland</td></tr>
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The path from the visitors center takes us on the Almannagjá fault toward the Lögberg, the Law Rock. This gives you a better sense of how big the rifts can get along the tectonic plates in the Þingvellir plain. It also shows you how popular this site is -- look at all the visitors!<span style="background-color: white; color: #141823; font-family: "helvetica" , "arial" , sans-serif; font-size: 13px; line-height: 18px;"><br /></span>
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I love these textured rocks -- I don't know what process gives them these striations, though. Is this the result of the lava flows from volcanic activity or the stress of the tectonic plates? (Maybe, as Q said, these were giant fingerprints!)<span style="background-color: white; color: #141823; font-family: "helvetica" , "arial" , sans-serif; font-size: 13px; line-height: 18px;"><br /></span>
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Another cool textured rock. This trip made me wish I had taken a geology course in college. Or that I just had a geologist along to explain things to me.<br />
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We stopped to take a selfie as we walked through Þingvellir.<span style="background-color: white; color: #141823; font-family: "helvetica" , "arial" , sans-serif; font-size: 13px; line-height: 18px;"><br /></span>
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And there were mysterious paths into the rocks . . . but signs forbade us from straying off the main path, as it damages the fragile plants. (We saw other visitors doing so, though, much to our annoyance.)</div>
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Of course, Iceland is full of hidden treasures. Did you know that in his book, <i>Journey to the Center of the Earth, </i>Jules Verne placed the passage leading to the center of the earth at the mountain Snæfellsjökull in western Iceland? </div>
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Þingvellir is also a key historic site. Beginning in AD 930, the Icelandic national democratic assembly (Alþingi) was held yearly in Þingvellir. (This remained the national legislative assembly until 1271, at which time governance was surrendered to the Norwegian crown, though Þingvellir continued to be used as a courtroom until 1798.) People traveled from all over Iceland to attend -- here they would pass new laws, make criminal judgments, create marriage contracts, and enjoy the opportunities for trade and entertainment.<br />
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This is the view from the Lögberg (Law Rock). Here the Law Speaker would recite from memory the existing laws of Iceland (one third of the laws were recited each year, along with the rules of the parliament). The early Icelanders re-routed the river to provide water to the site of the Alþingi -- unfortunately, this caused problems later on with flooding and made the site almost impassible in some years.<span class="text_exposed_show" style="background-color: white; color: #141823; display: inline; font-family: "helvetica" , "arial" , sans-serif; font-size: 13px; line-height: 18px;"><br /></span>
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The annual Alþingi acted as a national court, where criminal cases were heard and punishment enacted. Punishments might involve fines, outlawry, flogging, or execution. This is Drekkingarhylur ("the drowning pool"), where, up to the early 18th century, women who were convicted of adultery, incest, or infanticide were drowned. (Men convicted of capital crimes weren't drowned -- they were burned or hanged.)<span class="text_exposed_show" style="background-color: white; color: #141823; display: inline; font-family: "helvetica" , "arial" , sans-serif; font-size: 13px; line-height: 18px;"><br /></span>
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Q got to clamber on the rocks near Öxarárfoss (a waterfalll flowing from the river Öxará over the Almannagjá rift). The story is that this is where the river was redirected by the Vikings for the Alþingi.<br />
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Q gets up close and personal with Öxarárfoss.
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<tr><td class="tr-caption" style="text-align: center;">Closeup of Öxarárfoss in Þingvellir National Park, Iceland</td></tr>
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The water is flowing by, but I can capture just this one moment with my camera. <br />
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One of the reasons I enjoy posting photos and travelogue is to better remember our journey. Without a story, the memories tend to fade away. But when I capture a moment in time and place it into a narrative, I get to keep the memory. (Or, as cognitive science would argue, I <a href="https://en.wikipedia.org/wiki/Reconstructive_memory" target="_blank">construct the memory</a>. Whatever. I still get a memory.)</div>
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Next up: <a href="http://deborahstearns.blogspot.com/2015/11/geysir-iceland.html" target="_blank">Geysir</a></div>
Deborah C. Stearnshttp://www.blogger.com/profile/10293517108313679115noreply@blogger.com2tag:blogger.com,1999:blog-4828386144348207794.post-44369887639292627012015-10-11T09:49:00.000-04:002015-11-07T18:13:52.192-05:00More to see in Reykjavik, Iceland(Just as a heads-up -- this post includes a discussion of phalluses, as well as some pictures of preserved animal phalluses. And ancient books. And political art. There is also mention of food and a spa.)<br />
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: xx-small; text-align: start;">Icelandic Phallological Museum (Reykjavik, Iceland)</span></td></tr>
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On our second day in Reykjavik, we headed off to see the <a href="http://www.phallus.is/en/" target="_blank">Icelandic Phallological Museum</a>, which houses preserved penises from a wide variety of animal species. The exhibit also included some phallic art and folklore.<br />
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Sigurður Hjartarson, a history teacher and principal, gradually amassed an extensive personal collection of animal phalluses, which he then turned into the world's only phallological museum. But, although he had phalluses from many different species, he lacked a "proper human" specimen. He felt that the museum would not be complete until he had a human phallus, and his quest for this specimen was the topic of the documentary film, <i><a href="http://www.thefinalmember.com/" target="_blank">The Final Member</a> </i>(which is currently available streaming through Netflix, if you wish to watch it in its entirety). <br />
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The documentary not only tells the tale of the dedicated and passionate collector of phalluses, but also explores the relationships men have with their genitalia. The public display of one's dismembered penis -- is it a moment of national pride, of sexual prowess, of fame and glory, or masculinity made visible? The museum currently has several letters from men promising to donate their genitals (post-mortem) . . . and one "proper human" specimen, as well.<br />
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<tr><td class="tr-caption" style="text-align: center;">Killer whale penis<br />
Icelandic Phallological Museum</td></tr>
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There were quite a few sea mammal penises in the museum, including this one from a killer whale. Cetaceans have a fibroelastic penis (as do deer, bulls, etc.), rather than the musculovascular type found in humans (and dogs, horses, etc.). The fibroelastic penis contains a lot of connective tissue and elastic fibers, but not much erectile tissue. Erection results from straightening the sigmoid flexure, which increases the length (but not the diameter) of the penis. Erection of the fibroelastic penis only requires a small increase in blood flow, while the musculoskeletal penis requires a much larger increase in blood flow to achieve erection. The conical tip of the cetacean penis is called the terminal cone. <br />
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<tr><td class="tr-caption" style="text-align: center;">Sperm whale penis in cross-section (Icelandic Phallological Museum)</td></tr>
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This is a cross-section of a sperm whale penis. You can see the outer vascular layer, the inner corpus cavernosum and corpus spongium.<br />
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Apparently, the blue whale has the largest penis of any species, measuring 8-10 feet. (Not that size matters, of course, but it does give a sense of scale to see the tiny penis of a shrew in the same room as an enormous cetacean penis.) If you are interested in this topic, biologists recently got all a-Twitter and started <a href="https://www.washingtonpost.com/news/speaking-of-science/wp/2015/08/28/scientists-celebrate-the-weird-world-of-animal-genitalia-with-junkoff/" target="_blank">posting photos of animal penises</a> (<a href="https://twitter.com/search?q=%23junkoff" target="_blank">#junkoff</a>). Did you know that <a href="http://www.nature.com/news/2009/091223/full/news.2009.1159.html" target="_blank">ducks have a corkscrew penis</a>? (You can watch it everting <a href="https://vimeo.com/8342932" target="_blank">here</a>.) And <a href="http://www.sjonhauser.nl/hemipenes-amazing-copulatory-organs-of-snakes.html" target="_blank">snakes have a forked hemipenis</a>? The animal world is full of interesting genitalia.<br />
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After visiting the Phallological Museum, we trekked over to view an archeological museum, <a href="http://www.minjasafnreykjavikur.is/english/desktopdefault.aspx/tabid-4206/" target="_blank">Reykjavik 871 +/-2 The Settlement Exhibition</a>. The main exhibit features an excavated 10th century Viking longhouse and explores different aspects of early Icelandic life. The date of the longhouse can be fairly precisely identified because of volcanic ash from a major eruption around the year 871 (hence the museum's name). <br />
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A second exhibit featured early Icelandic books. This is a photo of Íslendingabók, the Book of Icelanders, written 1122-1132 by Ari Þorgilsson, an Icelandic priest. The book describes the history of Iceland up to the year 1120, and it is considered a fairly accurate account by historians. This is one of two paper manuscript copies made in the 17th century, which are the only remaining copies of the vellum text from ca.1200. <br />
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Icelandic history and culture seems strongly grounded in books. Not only are these early historical texts still referenced, but Iceland tops the world in the <a href="http://www.bbc.com/news/magazine-24399599" target="_blank">number of writers, books published, and books read per capita</a>. Icelandic tradition involves <a href="http://www.npr.org/2012/12/25/167537939/literary-iceland-revels-in-its-annual-christmas-book-flood" target="_blank">giving books as gifts on Christmas eve</a> and staying up reading that night. The sagas surround and infuse the culture with the art and joy of storytelling, and I'm sure that helps while away the long, dark winter nights.<br />
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After we left The Settlement Exhibition, we continued to explore Old Reykjavik, wandering through Austurvöllur, a public square next to the main Lutheran cathedral and the parliament building (Alþingi). The square also featured this monument, entitled The Black Cone Monument to Civil Disobedience by the Spanish artist Santiago Sierra. The plaque included the following quote from the Declaration Of The Rights Of Man And Of The Citizen: “When the government violates the rights of the people, insurrection is for the people and for each portion of the people the most sacred of rights and the most indispensable of duties.” <br />
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Apparently, the artist donated this work to the city, provided it would be permanently installed at Austurvöllur. The piece is meant to commemorate the 2008-9 financial crisis protests in Iceland (along with other protests, such as the Arab Spring and Occupy Wall Street). The work has evoked <a href="http://icelandreview.com/news/2012/10/05/sierras-black-cone-causes-controversy-reykjavik" target="_blank">mixed response among Icelanders</a>, apparently.<br />
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Then of course we needed lunch, so we were off to try the classic Icelandic dish -- hot dogs! We went to the Bæjarins Beztu Pylsur ("Best Hot Dogs in Town"), the most popular hot dog stand in Reykjavik. Icelandic hot dogs differ from the American variety in that they are made predominantly from lamb (as well as some pork and beef). Available toppings include raw onions, crispy fried onions, ketchup, pylsusinnep (sweet brown mustard), and a remoulade sauce (mayonnaise, capers, mustard and herbs). I opted for just crispy onions on mine, but Q went for the full Icelandic experience and had "one with everything" (“ein með öllu").<br />
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And, of course, Q found another cat to pet as we wandered through the city. They all love him. He is the cat-whisperer. (Note the "Fish" sign in the background -- this cat has it all. Sunny wall, nice petting, and maybe later, fish-snacks.)<br />
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After exploring Reykjavik, we drove out to the <a href="http://www.bluelagoon.com/" target="_blank">Blue Lagoon</a> for some well-deserved relaxation. Hot-potting is a national pastime in Iceland, which isn't too surprising, given the cold weather and extensive geothermal activity that provides hot water. This spa features a large pool of hot, mineral-rich water (from the nearby geothermal plant) set in a field of black-lava rocks. People can daub themselves with white silica mud for exfoliating the skin, which gave the patrons a somewhat tribal-paint air at times ("They'll never take our freedom!"). The pool also has a waterfall for hydraulic massage (which felt so good on my shoulders!) and a bar (juice for Q, smoothie for me). When we went in the evening, it wasn't too crowded, so we were able to walk around to sample different water temperatures (I liked the really hot water near the vents, even with its sulfuric odor) and watch the sun set. Other than a bit of rough footing and a minor fall on my part, it was quite delightful. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJD_MnLZdHLFRZgdPVlebIlZGmyENqa2ElbuBWzitMM19NBR_9RFyMoYBEpmz2qWHA8SlPvhSodoQL3GtWJrmBRGGAWZi-FRXrjciQuBjIaLLZLPqvMNz0y-ThxJDpxY1kkTUV7RBErYY/s1600/IMG_1657-revfw.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="260" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJD_MnLZdHLFRZgdPVlebIlZGmyENqa2ElbuBWzitMM19NBR_9RFyMoYBEpmz2qWHA8SlPvhSodoQL3GtWJrmBRGGAWZi-FRXrjciQuBjIaLLZLPqvMNz0y-ThxJDpxY1kkTUV7RBErYY/s400/IMG_1657-revfw.jpg" width="400" /></a></div>
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(I didn't take pictures in the Blue Lagoon itself, for fear of damaging the camera in the water, but this is a shot from the parking lot as we were leaving.)<br />
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Next up: <a href="http://deborahstearns.blogspot.com/2015/11/ingvellir-national-park-iceland.html" target="_blank">The Golden Circle</a>Deborah C. Stearnshttp://www.blogger.com/profile/10293517108313679115noreply@blogger.com1tag:blogger.com,1999:blog-4828386144348207794.post-68923332993542304892015-10-03T15:51:00.000-04:002015-10-03T15:51:21.034-04:00Reykjavík, IcelandWhere to go for vacation this summer? We remembered the <a href="http://www.businessinsider.com/alex-cornell-iceland-trip-photos-2015-7?op=1" target="_blank">gorgeous photos</a> we had seen of Iceland, and thought that would be the perfect place to escape the urban heat and humidity of August in Maryland. So we planned a week-long trip to Iceland. It's not a very large country (about the size of Ohio), but we didn't want to have to rush through our sightseeing, so we decided to just focus on seeing the western side of the country. This turned out to be wise, since driving on the often-unpaved roads, with switchbacks up and down the mountains, took much longer than we expected.<br /><br />(Note that you can click on any of the photos to enlarge them.)<br />
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: 12.8px;">Harpa concert hall (Reykjavík, Iceland)</span></td></tr>
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Our first evening in Iceland was spent in Reykjavík. We wandered around the harbor area (near our hotel) and came across this dramatic building. It is <a href="http://en.harpa.is/" target="_blank">Harpa</a>, the new and award-winning concert hall. I loved the way the sun glinted off the glass panels.<br />
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<tr><td class="tr-caption">Harpa concert hall (Reykjavík, Iceland)</td></tr>
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Here is another view of the street side of Harpa concert hall. The design almost looks like a glass honeycomb.<div>
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<tr><td class="tr-caption" style="text-align: center;">From inside the Harpa concert hall (<span style="font-size: 12.8px;">Reykjavík, Iceland)</span></td></tr>
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From the inside of Harpa concert hall looking up through the crystalline ceiling, the effect of the light through the complex glass paneling is quite striking. It really is an unusual design. Plus, there was a very nice gift shop in the lobby.<br /><div>
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<tr><td class="tr-caption" style="text-align: center;">Harpa concert hall <span style="font-size: 12.8px;">(</span><span style="font-size: 12.8px;">Reykjavík, Iceland)</span></td></tr>
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This is the Harpa concert hall from the harbor side. Look at all the pretty colors reflected from the glass panels!</div>
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<tr><td class="tr-caption" style="text-align: center;">Troll puppets <span style="font-size: 12.8px;">(</span><span style="font-size: 12.8px;">Reykjavík, Iceland)</span></td></tr>
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Icelandic folklore is full of tales of <a href="https://en.wikipedia.org/wiki/Hulduf%C3%B3lk" target="_blank">huldufólk</a> (hidden people or elves) and other creatures, such as these larger-than-life trolls in front of one of the tourist shops. Many <a href="http://www.theatlantic.com/international/archive/2013/10/why-so-many-icelanders-still-believe-in-invisible-elves/280783/" target="_blank">Icelanders still believe in the huldufólk</a> -- there have been cases of construction work stopped or redirected so as not to disturb the elves living in that area. We saw one hill with a number of little wooden houses on it, which are often put out in Icelandic gardens for the huldufólk.<div>
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Of course, after seeing the wonderful troll puppets, we had to go into the shop, where Q found this adorable puffin hat. We resisted buying it, though it would have been quite the statement hat for him to wear to work.<br /><div>
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<tr><td class="tr-caption">Hallgrímskirkja (Reykjavík, Iceland)</td></tr>
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We walked up to <a href="https://en.wikipedia.org/wiki/Hallgr%C3%ADmskirkja" target="_blank">Hallgrímskirkja</a>, the largest Lutheran church in Iceland. The modernist design is very striking, and apparently is meant to represent the basalt lava flows in the Icelandic landscape. (You can see some amazing basalt columns from all over the world <a href="http://www.fromthegrapevine.com/nature/11-intriguing-basalt-formations-around-world" target="_blank">here</a>.) The interior of the church features an enormous, 5275-pipe organ (we didn't get to see the interior, though).<div>
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And on our way to Hallgrímskirkja, Q found a cat to pet. The cat rests on a step reading "Love and Peace" -- an invitation to be petted, surely.<div>
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Apparently, cats rule Reykjavik. At least that is what the <a href="https://twitter.com/icelandnatural/status/470916537009061888" target="_blank">t-shirts</a> claim.<div>
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One of the delightful aspects of visiting Iceland in the summer is the extended daylight hours. This photo was taken around 11:00pm -- the tail end of a long, lovely sunset on our first day in Iceland.<div>
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We took one last look at the sunset over the harbor as we walked back to our hotel.</div>
Deborah C. Stearnshttp://www.blogger.com/profile/10293517108313679115noreply@blogger.com1tag:blogger.com,1999:blog-4828386144348207794.post-52940713850979620382015-08-30T15:06:00.000-04:002015-08-30T15:06:46.368-04:00Inspiration Series: The Beauty of the Butterfly<div style="text-align: center;">
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“We delight in the beauty of the butterfly, </div>
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but rarely admit the changes it has gone through to achieve that beauty.”</div>
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-- Maya Angelou</div>
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The butterfly is a symbol of transformation, even of spiritual rebirth. We can start as a lowly, unassuming caterpillar but emerge from the chrysalis as a beautiful, winged creature. But what happens in between? It turns out that we don't entirely know. And maybe we don't really want to know. Because what happens in the chrysalis is that the caterpillar <a href="http://www.radiolab.org/story/goo-and-you/" target="_blank">turns into goo</a>. Yes. Soupy goo. And while that is really intriguing, from a scientific standpoint (<i>Wow! How does that goo become a butterfly?</i>), it is kind of, well, unappealing.<br />
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That's the problem. We love to see the transformation, to celebrate the amazing potential for change, but we don't want to know the process, particularly if it shatters our illusions. Millions of people watch the <i>The Biggest Loser</i> for its displays of dramatic weight loss, but I'm betting that fans would probably rather not be confronted with the show's <a href="http://nypost.com/2015/01/18/contestant-reveals-the-brutal-secrets-of-the-biggest-loser/" target="_blank">brutal treatment of contestants</a>. We'd rather just applaud the transformation from fat to thin than be confronted with the realities of what that entails. <i>Shape</i> magazine, for example, features "success stories" of weight loss, but <a href="http://www.buzzfeed.com/juliegerstein/shape-magazine-refused-to-let-this-woman-wear-a-bikini-on-it#.khj7boJJgv" target="_blank">refused to include a photo of one woman in a bikini</a>, presumably because her belly skin showed the aftereffects of extreme weight loss. They'd rather hide that part of her story, to present an idealized version of her weight loss. We'd rather imagine that the transformation from obese to skinny is flawless and simple -- a modest effort of diet and exercise, and the perfect trim body is revealed! But it's not true. Radical transformation is often grueling, and it leaves its mark.<br />
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When we focus solely on the before-and-after, ignoring the process of transformation, we create a fantasy that change is easy to achieve. This creates false hope . . . and crushing disappointment for those who expect to transform seamlessly and effortlessly.<br />
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We'd rather believe that someone is a "natural beauty" than acknowledge the time and money and pain that is often involved in achieving cultural beauty standards. Historically, women have been encouraged to endure <a href="http://nymag.com/thecut/2013/12/most-dangerous-beauty-through-the-ages.html" target="_blank">dangerous</a>, <a href="http://www.cheatsheet.com/personal-finance/how-much-do-we-spend-on-beauty.html/?a=viewall" target="_blank">costly</a>, and <a href="http://www.today.com/health/stop-obsessing-women-spend-2-weeks-year-their-appearance-today-2D12104866" target="_blank">time-consuming</a> procedures to become beautiful, but then also to pretend that they look this way naturally. Don't admit to coloring your hair or getting cosmetic surgery. Don't complain about the pain of high-heeled shoes or bikini waxing. Don't acknowledge the hours of effort that went into your hair and makeup and clothing. <i>Oh, I just rolled out of bed looking like this.</i> We demand not only that women transform to be beautiful but also that they then lie about it.<br />
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When I discuss social change movements with my students, they are often unaware of the long-term, difficult struggles that were necessary to enact change. My students will say that the United States government "gave women the right to vote," rather than acknowledging the decades of struggle by committed suffragists who marched, were harassed and arrested, facing harsh treatment in prison. Women like <a href="http://en.wikipedia.org/wiki/Alice_Paul" target="_blank">Alice Paul</a>, who went on a <a href="https://feminist.org/blog/index.php/2014/11/18/today-in-herstory-suffragist-alice-paul-kept-in-hospital-during-hunger-strike/" target="_blank">hunger strike in jail</a> and was painfully and dangerously force fed, are simply erased in the narrative that the government somehow spontaneously recognized the error of excluding women from equality under the law. Change is difficult. The process of social change can be ugly and brutal. But to ignore the realities of history is to deny the work and suffering of those who fought for social justice. <br />
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Transformation can be wondrous. But let's honor the process of transformation, as well. We can start with these <a href="http://blogs.discovermagazine.com/d-brief/2013/05/15/see-inside-a-chrysalis-as-it-develops-into-a-butterfly-video/#.VUZjgiFVhBc" target="_blank">CT scans of the development inside the <i>Vanessa cardui</i> chrysalis</a>. Yes, the inside may be unpleasantly gooey, but seen from another angle, the <a href="http://phenomena.nationalgeographic.com/2013/05/14/3-d-scans-caterpillars-transforming-butterflies-metamorphosis/" target="_blank">developing butterfly is lovely</a>.<br />
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<iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/SoMs5czRo14?rel=0" width="560"></iframe>
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Life is not a series of static before-and-after photos. Life is a process of change and development. Let science and history and psychology reveal to us the real truth of change, in all its complexity, both beautiful and ugly. I want to know the changes the butterfly went through. I think we all need to know.<br />
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Notes on making these pieces:<br />
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I started with the quote and a photograph of an Owl butterfly I took when <a href="http://deborahstearns.blogspot.com/2011/04/butterflies-and-big-bang.html" target="_blank">we visited the Butterfly Conservatory</a> at the American Museum of Natural History in New York City. The quote was an obvious fit with the photo, so that part was easy. I did a bit of clean-up of the photo in Photoshop (cropping, fixing contrast, and using the filmgrain filter, which brightened the greens and made the colors pop more). The photo and the quotation were printed on my Epson C88+ printer, using pre-treated fabric sheets. <br />
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I got three of the pieces started, but not finished, before my studio renovation, so they sat in limbo for about two years. I have been eager to get back to these and finish them, but then had a bit of trouble getting started sewing after such a long hiatus. So they have had a long mellowing process. *grin*<br />
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(Note that you can click on the photos to enlarge them.) <br />
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Beauty of the Butterfly #1 (approx 5.9 x 8")</div>
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I started with this piece, which includes improvisational crazy piecing and raw-edge applique (using fusible web) onto a base of Timtex stabilizer (which was the base used for all the pieces). I did some hand-embroidery to frame the appliqued fabrics, including back stitch (which I haven't done in a while) and french knots. As with all the pieces, the quotation was fused and then edge-stitched using decorative machine stitching, backing fabric was added, and the entire piece was machine edged with a zig-zag stitch. <br />
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Beauty of the Butterfly #2 (approx 5.75 x 8")</div>
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For this piece and the next one, I explored sliced strata: sewing strips of fabric together to create a striped unit, which is then cut at various angles and sewn back together with additional fabric strips as inserts. I was inspired by <a href="http://www.studio78.net/index.php" target="_blank">Rayna Gillman's</a> work (although only in general approach -- the final pieces don't look like her work at all). I added machine stitching (with metallic thread) and some hand embroidery (using <a href="http://artfabrik.com/artfabrik-store/threads/" target="_blank">ArtFabrik's hand-dyed thread</a>). <br />
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Beauty of the Butterfly #3 (approx 8.38 x 6.25")</div>
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This piece used the sliced strata, but with a a portrait orientation to emphasize the verticality of the insert strips (well, diagonality, I guess, since they aren't truly vertical). I also mounted the butterfly photo on a separate piece of Timtex, added fabric binding, and then sewed it down to the main piece. I wanted to try framing the photo separately as its own piece, rather than embedding it within the larger piece. <br />
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This separateness was enhanced by bead embellishment -- I created a picot edge using gold beads around the "framed" photo, and added seed beads, bugle beads, and glass leaf beads on the surface of the "frame." Doing the edging proved more difficult than I expected because I did the beading after the photo was sewn down to the main piece. Hand sewing through two layers of Timtex and four layers of fabric was challenging (I broke one needle and bent another), and I had to bring up the needle at an angle to get to the edge. Next time, I might do some of the beading before mounting the piece (although it can be hard to machine stitch without hitting the beads). I also found carrying the edging around the corners challenging (this was my first attempt at a picot edge) -- I might explore other options for the corner treatment in future pieces. <br />
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The beading around the photo needed to be carried into the larger piece, as well, so I included some seed beads on the strata. I like the dimensionality that was created through the separate photo framing and bead embellishment. <br />
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Beauty of the Butterfly #4 (approx 6.15 x 8.25")</div>
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Here I went back to improvisational crazy piecing, but using the leftover strata pieces and trying to create greater value contrast with the bright green insert strips. The fabric pieces crossed over the photograph to connect with the diagonal lines of the grass in the photo. Unfortunately, that also cut off part of the butterfly wing. So I printed out the butterfly photo on organza and fused the organza butterfly over the photo. It creates an interesting effect -- the photo is a bit blurry, but also has more depth. (The artist <a href="http://wenredmond.weebly.com/" target="_blank">Wen Redmond</a> uses organza to enhance photos on fabric, which gave me the idea.) I added machine stitching and hand embroidery (seed stitch and french knots, using <a href="http://artfabrik.com/artfabrik-store/threads/" target="_blank">ArtFabrik's hand-dyed thread</a>). <br />
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Beauty of the Butterfly #5 (approx. 6.5 x 8.25")</div>
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For the last piece, I wanted to go in a different direction, so I created a landscape -- or really, a grass-scape, I guess. I was inspired by <a href="http://www.craftsy.com/class/sketch-it-fuse-it-quilt-it/5009" target="_blank">Laura Wasilowski's Craftsy class</a> on fused collage landscapes (although I didn't strictly follow her process, nor does the piece look like her work). I used hand-dyed fabric from <a href="http://cherrywoodfabrics.bigcartel.com/" target="_blank">Cherrywood</a> -- my first time using their fabric, but certainly not the last. I love the rich color and depth of their fabrics. After prepping the fabric with fusible web, I cut out grassy shapes freehand and layered the pieces to create a field of different green grasses. I used a gray for the sky to blend in with the photo background, and fused a cloud shape from the gray fabric and one from the organza photos I had printed to create a cloud-shadow. Then I did lots of machine stitching -- I edged the cloud shapes and did lots of "grass-stitching" in the green shapes to create texture. I really like how it came out! <br />
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If you would like to be eligible for this week's Inspirations giveaway (for the card pictured at the top -- Beauty of the Butterfly #2), just leave a comment on this post by <b>Sept. 6, 2015</b>. Be sure that I have your email address so that I can notify you if you are the winner. I'll do a random draw and announce the winner during the following week.<br />
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Deborah C. Stearnshttp://www.blogger.com/profile/10293517108313679115noreply@blogger.com14tag:blogger.com,1999:blog-4828386144348207794.post-64746284468154614642015-08-15T22:03:00.000-04:002017-03-10T14:24:32.760-05:00College Is Not A Content Delivery System: Interpersonal Interactions and Student Success<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxHLGYggB94Cq2JiGIEamZhO5LYabRjTYIOwOixwM9sn0GXBAe3qCVbPpCYX4G9fyQbJ-qqFvStxd0YNFzU7U0h5r_Catyo2aM93s87OnBDKab-0a0YzjdSTpJ4O_cMz4A7kggXoyEbBI/s1600/MC+Graduation+Picture.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="265" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxHLGYggB94Cq2JiGIEamZhO5LYabRjTYIOwOixwM9sn0GXBAe3qCVbPpCYX4G9fyQbJ-qqFvStxd0YNFzU7U0h5r_Catyo2aM93s87OnBDKab-0a0YzjdSTpJ4O_cMz4A7kggXoyEbBI/s400/MC+Graduation+Picture.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Montgomery College graduates <a href="http://cms.montgomerycollege.edu/edu/department2.aspx?id=10073" target="_blank">via</a></td></tr>
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It's that time of year again, when thousands of high school students go off to college. What is it that college offers, in an era when the internet is teeming with freely available information? <br />
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All too often, we think of education, particularly higher education, as a content delivery system: College provides access to information and programs that foster the development of particular skills, such as critical thinking. This idea leads some to enthusiastically embrace technology as a replacement for the traditional college experience. After all, we can make the content and relevant assignments available online, for a fraction of the cost now incurred by college students (see, for example, massive open online courses [<a href="http://whatis.techtarget.com/definition/massively-open-online-course-MOOC" target="_blank">MOOCs</a>] and aspects of Kevin Carey's vision of the future <a href="http://www.washingtonpost.com/lifestyle/magazine/one-vision-of-tomorrows-college-cheap-and-you-get-an-education-not-a-degree/2015/02/11/7b2ed78c-8617-11e4-9534-f79a23c40e6c_story.html" target="_blank">"University of Everywhere"</a>). This would seem like an ideal way to increase access to, and reduce the costs of, higher education. Right?<br />
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Not really. The problem with this approach is that it ignores the important role of interpersonal interactions in education. <br />
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Higher education is not merely the mechanical transmission of content and skills to students. College students' success is embedded in their immersion in a broader college culture, comprised of a network of relationships with faculty, staff, and other students. Decades of research have found that positive, educational or intellectual interactions with faculty and peers, both within and outside of the classroom, are associated with students' intellectual development and academic success.<sup>1</sup> Faculty-student interactions:<br />
<blockquote class="tr_bq">
are critical for everything from building students' capacity as scholars, fostering degree aspirations and retention (especially in the sciences), and promoting the success of students from underrepresented backgrounds.<sup>2</sup> </blockquote>
One review of relevant research concludes that many of the effects of college are "mediated through the interpersonal environments they create."<sup>3</sup> In other words, higher education affects students largely through the kinds of social interactions they have in college. The authors argue that personal and academic growth emerges from interacting with those who are different from us and engaging in substantive discussions of new ideas.<sup>4</sup> <br />
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Why are social interactions and relationships important for college students' success? Here are just a few of the many factors that are potentially relevant. <br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhdtjfbAWe9Uk_vnlTQ-Rj8Uot7fTrDa6MhylUWhAxbvDeJMl8eY_Bsy35DCnaTy-oFxvKCSOpgIHICtZ8UdSL11KUPB1A6hFACutl3iYuZSO9vvLxT3UAJt8Ilc5QM8rwJF1Y1ykcWtQ/s1600/rsd14_010_0056a_0_teachingcommons_stanford.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="265" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhdtjfbAWe9Uk_vnlTQ-Rj8Uot7fTrDa6MhylUWhAxbvDeJMl8eY_Bsy35DCnaTy-oFxvKCSOpgIHICtZ8UdSL11KUPB1A6hFACutl3iYuZSO9vvLxT3UAJt8Ilc5QM8rwJF1Y1ykcWtQ/s400/rsd14_010_0056a_0_teachingcommons_stanford.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Teacher and student interaction <a href="https://teachingcommons.stanford.edu/teaching-talk/how-give-feedback-theyll-hear" target="_blank">via</a></td></tr>
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<u style="font-weight: bold;">People are sources of practical, academic help.</u><br />
Students who have good relationships with their professors and with their peers have access to a key learning resource -- other people. They can ask questions about the material or about course assignments, learn effective study skills, get extra help, and participate in study groups. Students hone their intellectual skills and deepen their understanding of course material through their interactions with faculty and other students.<sup>5</sup> As one community college student noted:<br />
<blockquote class="tr_bq">
You know, the more I talk to other people about our class stuff, the homework, the tests, the more I'm actually learning, . . . and the more I learn not only about other people but also about the subject, because my brain is getting more, because I'm getting more involved with the students. I'm getting more involved with the class even after class.<sup>6</sup> </blockquote>
Faculty and peers can also model relevant academic skills, such as critical thinking and respectful discourse. More broadly, faculty can act as advisors and mentors, providing guidance to students as they navigate their college experience (e.g., helping them choose classes and programs of study, identifying ways to pursue their academic and professional interests, suggesting effective responses to academic challenges or setbacks). Students who are assigned a faculty mentor have better academic performance and a lower dropout rate.<sup>7</sup> Faculty, staff, and even peers can also connect students with support services as well as academic and professional opportunities (e.g., study abroad, internships). <br />
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<tr><td class="tr-caption" style="text-align: center;">College classroom -- lots of smiles here! (<a href="http://www.huffingtonpost.com/sue-gober/lessons-learned-in-a-coll_b_4576269.html" target="_blank">via</a>)</td></tr>
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<b><u>Strong, positive relationships provide a safe space for teaching and learning.</u></b><br />
Learning often involves vulnerability -- we have to stretch ourselves, and in doing so, we risk failure. Learning is hard work, and we will make mistakes along the way (in fact, certain difficulties and errors can enhance learning<sup>8</sup>). Students are asked to embrace new perspectives and ways of thinking, which can be distressing.<sup>9</sup> Positive student-teacher relationships are important to creating a supportive environment for learning, as noted by this undergraduate student:<br />
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[I would learn best with a] caring relationship [with my instructor] in which honest feedback and opportunities for growth are provided. With this type of relationship I would feel free to take risks to enhance my own growth.<sup>10</sup> </blockquote>
Teaching can be risky as well. When instructors create a new class activity or assignment, it will sometimes fall flat (even a tried-and-true teaching technique can fall flat, at times -- yep, been there myself). This means that trust, empathy, and respect among students and teachers are fundamental to successful teaching and learning. <br />
<blockquote class="tr_bq">
Highly effective teachers tend to reflect a strong trust in students. They usually believe that students want to learn, and they assume, until proven otherwise, that they can. [. . .] Above all, they tend to treat students with what can only be called simple decency.<sup>11</sup> </blockquote>
Students participate more in class when instructors create a more supportive atmosphere.<sup>12</sup> Conversely, when students do not feel respected or supported, they are likely to disengage from class and/or school, hindering their ability to learn and succeed.<sup>13</sup> Both students and teachers highlight the importance of open, supportive, comfortable, safe, and respectful relations in class.<sup>14</sup> Feeling respected when interacting with faculty is a key factor in academic motivation and confidence.<sup>15</sup> <br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPgLs0u-O8GpP0nH4UWwH_J7q2SQtSMLTgB9naZ_sZoBNScJ1-frj6uGDkui-uetNZQ_jb3WESPAE8AwmJHBQEoh4QvsHNxg5NY84Ax1InpWiwvk_BBhGGh_yygUdCkpxe2L9nyJWM6xQ/s1600/o-SAD-TEACHER-facebook_huffpo.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPgLs0u-O8GpP0nH4UWwH_J7q2SQtSMLTgB9naZ_sZoBNScJ1-frj6uGDkui-uetNZQ_jb3WESPAE8AwmJHBQEoh4QvsHNxg5NY84Ax1InpWiwvk_BBhGGh_yygUdCkpxe2L9nyJWM6xQ/s400/o-SAD-TEACHER-facebook_huffpo.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Having good relationships with students is likely to reduce teachers' frustration <br />
and increase their enthusiasm (<a href="http://www.huffingtonpost.com/2014/07/24/oecd-principals-poor-students_n_5614194.html" target="_blank">via</a>)</td></tr>
</tbody></table>
<br />
<b><u>Positive teacher-student relationships can result in better teaching.</u></b><br />
When professors have positive relationships with their students, they are likely to enjoy their teaching more and be more motivated to provide high-quality instruction. The professor who has positive engagement with students will probably be more approachable and committed to going the extra mile to support students' academic development. Students report that faculty approachability, enthusiasm, and dedication are helpful to their success<sup>16</sup> and faculty are seen as more approachable when they show concern for their students.<sup>17</sup> In short, positive teacher-student relationships are likely to improve faculty job satisfaction and enthusiasm for teaching, as well as their approachability, which is likely to result in better student outcomes.<sup>18</sup> <br />
<b><u><br /></u></b>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi24606lYvCoyTf425fUpWqi7cumModteEr8Xe9OKv3LFhxk9FJ4hOKrDHMtI27JfEtwzbvD80CSZLG_RS0AawmdYKst1Z_Yo5l5rbraBcnpnitcGStAlp6FL0n3b1ujBR50QRv-rXfOFQ/s1600/motivation2.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="211" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi24606lYvCoyTf425fUpWqi7cumModteEr8Xe9OKv3LFhxk9FJ4hOKrDHMtI27JfEtwzbvD80CSZLG_RS0AawmdYKst1Z_Yo5l5rbraBcnpnitcGStAlp6FL0n3b1ujBR50QRv-rXfOFQ/s400/motivation2.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://blog.vikingdirect.nl/3-tips-voor-meer-motivatie-op-het-kantoor/" target="_blank">via</a></td></tr>
</tbody></table>
<br />
<b><u>Good relationships can strengthen students' motivation.</u></b><br />
When professors show genuine concern for their students, their students are more motivated, have a more positive attitude toward the class, get better grades, and learn more.<sup>19</sup> Similarly, more frequent student-faculty interactions outside of class are associated with stronger student motivation.<sup>20</sup> Poor relationships with faculty undermine students' motivation: Students who feel alienated or distant from their professors tend to be discouraged and unmotivated.<sup>21</sup> Faculty enhance students' motivation directly through encouragement, positive feedback, and concrete suggestions for improvement. In other words, faculty can let students know that success is possible, as well as how to achieve it, which can foster students' sense of self-efficacy and academic self-confidence.<br />
<br />
A positive teacher-student relationship also motivates students to work harder to please the instructor.<sup>22</sup> As one undergraduate student put it: <br />
<blockquote class="tr_bq">
When you have a personal relationship, or personal interaction, it makes you want to give 100% and do your best -- you don't want to let this person down. <sup>23</sup> </blockquote>
Peer interactions also predict student motivation.<sup>24</sup> Strong relationships with peers can also foster a greater motivation and engagement with coursework. <br />
<blockquote class="tr_bq">
The more students are involved, academically and socially, in shared learning experiences that link them as learners with their peers, the more likely they are to become more involved in their own learning and invest the time and energy needed to learn (Tinto, Goodsell, & Russo, 1993). The social affiliations that those activities provide serve as a vehicle through which academic involvement is engaged.<sup>25</sup></blockquote>
In other words, students' relationships with faculty and peers have the potential to increase their motivation and effort, which is likely to result in enhanced learning and better academic outcomes. <br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEghMtGUT3BJz_WudWYTcQmcNA7PiBnsUvYivKU7vICfEk2YpQG9vdY5KnxKuw4_2g-sZHNiR9Sz1lrUFZrTO0Kvzf9HJ_n6MFLKRBOT1FO_bHyZwdCDOObHkxWJwMi_hnI4PhpZYHZr-2k/s1600/studetnstress-WP1.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="265" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEghMtGUT3BJz_WudWYTcQmcNA7PiBnsUvYivKU7vICfEk2YpQG9vdY5KnxKuw4_2g-sZHNiR9Sz1lrUFZrTO0Kvzf9HJ_n6MFLKRBOT1FO_bHyZwdCDOObHkxWJwMi_hnI4PhpZYHZr-2k/s400/studetnstress-WP1.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://www.thesite.org/work-and-study/student-life/why-i-hate-university-1156.html" target="_blank">via</a></td></tr>
</tbody></table>
<br />
<b><u>Relationships can provide emotional support.</u></b><br />
Students have emotional needs and concerns which can intrude on their academic work. A bad grade can result in feelings of hopelessness. A family crisis can cause anxiety that makes it hard to focus on studying. Feelings of loneliness, experiencing harassment or disrespect, a difficult breakup -- all of these have the potential to negatively impact a student's academic life. Students need supportive relationships with friends, family, faculty, and staff to help them weather these difficulties. While most of my meetings with students focus on course-related, academic matters, my students also discuss personal problems with me, seeking advice or a shoulder to lean on. I have reason to think these conversations are helpful academically as well as personally, as students who go to their college mentor for support and encouragement are more likely to stay in college.<sup>26</sup> Receiving sufficient emotional support (along with social companionship support) may be key to successful adjustment to college for first-year students.<sup>27</sup> <br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9uip0P0LFEBaM8HBXpfAs2-X8Ioj-oAz5PplLLGpOnoDchJEuyN3fSHmufaZ0dTa3KS74XCkIPfyQDJVgkfunrZ9GhsAM729-9yMLM2cjDohm_tCBEEuHIKOKJ-RMcR7JZepPkEZ-7pc/s1600/tumblr_n1s2hwaqxj1tucgl1o1_1280_ItooamHarvard.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="277" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9uip0P0LFEBaM8HBXpfAs2-X8Ioj-oAz5PplLLGpOnoDchJEuyN3fSHmufaZ0dTa3KS74XCkIPfyQDJVgkfunrZ9GhsAM729-9yMLM2cjDohm_tCBEEuHIKOKJ-RMcR7JZepPkEZ-7pc/s400/tumblr_n1s2hwaqxj1tucgl1o1_1280_ItooamHarvard.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Students of color often face stereotyping and discrimination<br />
that can make them feel marginalized (<a href="http://itooamharvard.tumblr.com/" target="_blank">via</a>)</td></tr>
</tbody></table>
<br />
<b><u>Positive relationships can increase students' sense of belonging.</u></b><br />
When students have warm relationships with faculty, staff, and other students, it helps them feel connected to the college community. The sense that others in the college community know them and care about them increases their commitment to their college education and makes it more likely that they will persist and achieve their academic goals.<sup>28</sup> College students' sense of belonging is also associated with stronger academic motivation and <a href="http://psychology.about.com/od/theoriesofpersonality/a/self_efficacy.htm" target="_blank">self-efficacy</a>.<sup>29</sup> Overall <a href="http://www.washingtonpost.com/local/education/new-college-data-give-fuller-picture-of-graduation-rates--and-show-challenges/2014/07/18/92578f92-0dba-11e4-8341-b8072b1e7348_story.html" target="_blank">rates of college completion</a> are lower than desirable (<a href="http://www.wsj.com/articles/big-gap-in-college-graduation-rates-for-rich-and-poor-study-finds-1422997677" target="_blank">especially for lower-income students</a>), given the financial costs of higher education and benefits of obtaining a college degree. Stronger relationships with faculty and peers are likely to increase student persistence and academic success.<br />
<br />
The sense of belonging can be precarious for first-generation and ethnic minority college students, who may feel marginalized within the college community or experience doubts about whether they belong in college at all.<sup>30</sup> So for all students, a sense of belonging is associated with positive academic outcomes, but for first-generation and ethnic minority students, strong and positive relationships with faculty, staff, and peers may be even more critical for academic success. One study of Latino students found that those who frequently discussed course content with peers outside of class had a stronger sense of belonging to the campus community.<sup>31</sup><br />
<b><u><br /></u></b>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg81PPbo_M1jWNgbcJPYygrVggIHgkwvdjdkQRetOjCDsNGtYb0KHH_2MCYKrgBmMfKMBugGgAv-Q7vwNCh9LCxpsUPbF6tIAqvjTE97Sb1deSp9ikYxnkx5-q3hCHhSnLBQ1f1lbwKd4s/s1600/118907-116958_psychologytoday.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg81PPbo_M1jWNgbcJPYygrVggIHgkwvdjdkQRetOjCDsNGtYb0KHH_2MCYKrgBmMfKMBugGgAv-Q7vwNCh9LCxpsUPbF6tIAqvjTE97Sb1deSp9ikYxnkx5-q3hCHhSnLBQ1f1lbwKd4s/s400/118907-116958_psychologytoday.png" width="396" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">College students often lack confidence in their abilities (<a href="https://www.psychologytoday.com/blog/shift-mind/201307/self-esteem-or-other-esteem-0" target="_blank">via</a>)</td></tr>
</tbody></table>
<b><u><br /></u></b>
<b><u>Students' relationships can strengthen their academic self-concept.</u></b><br />
When students get encouragement and positive feedback from their teachers and peers about their work, they begin to have greater confidence in their academic abilities. Academic self-confidence is greater among students who see their faculty members as approachable and respectful, for example.<sup>32</sup> Students need other people to provide validation that their ideas are valuable and they are worthy of being in college; college students, particularly new students, have a strong need for self-esteem and self-affirmation.<sup>33</sup> <br />
<br />
Faculty, whether as advisors or role models, can expand the students' sense of their possible future. One of my students, for example, <a href="http://deborahstearns.blogspot.com/2013/01/making-difference-whether-you-know-it.html" target="_blank">wrote me a couple of years ago</a> to let me know that taking my General Psychology course helped re-invigorate his own love of learning:<br />
<blockquote class="tr_bq">
I found I really loved the material which helped, but more than that I was really struck by how much you obviously loved what you do and that really resonated with me for a very long time. That was exactly the kind of engagement I was looking for in my life.</blockquote>
Whether encouraging students to take a particular class, apply for an internship, or consider graduate school, faculty and staff can help students see themselves as capable of achieving more than they thought possible. <br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8J4OknuB-hzir2O96l0FBWzTKzDoTU9izBzVwcQFUtRlp8ZCxXN-OWMnIJ6L0kXhDElc4wEQZgjWNoBkKWWt-ph6m_P7DnIbfPvQHlaBmBDpoKwLLcgiCm1495URF3QKQjKlwZponr8A/s1600/teamwork1.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="271" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8J4OknuB-hzir2O96l0FBWzTKzDoTU9izBzVwcQFUtRlp8ZCxXN-OWMnIJ6L0kXhDElc4wEQZgjWNoBkKWWt-ph6m_P7DnIbfPvQHlaBmBDpoKwLLcgiCm1495URF3QKQjKlwZponr8A/s400/teamwork1.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Employers are looking for interpersonal skills (<a href="http://www.thejobcrowd.com/news/top-10-skills-employers-are-looking-2015-graduates" target="_blank">via</a>)</td></tr>
</tbody></table>
<br />
<b><u>Relational skills and personal growth are important educational outcomes.</u></b><br />
College education is not just about intellectual development; it must address the whole person. Certainly intellectual growth is an important aspect of higher education, but it must be accompanied by personal growth to ready students for the challenges of work and life after college. Research has found that non-cognitive skills (e.g., perseverance, self-control, emotional stability) predict success in school and work,<sup>34</sup> so gains in relevant non-cognitive skills are another important outcome of education. These "soft skills" are also what employers are looking for in new hires. Interpersonal skills are highly ranked among those sought-after skills: <a href="http://www.forbes.com/sites/susanadams/2014/11/12/the-10-skills-employers-most-want-in-2015-graduates/" target="_blank">Employers rate characteristics such as the ability to work on a team and communicate with others as among the top skills they look for in employees</a>.<sup>35</sup> Social interactions with faculty and peers predict college students' personal development, as well as their intellectual growth.<sup>36</sup> In other words, the interactions students have with peers and faculty have the potential to help them develop skills that are vital to employment and success at work. <br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKR2rfRkDD-u7cGEr6LE-KIjBo-LkS3T65sHpdajS9cVwuXd2IUnamytY25L14rPFBXmq07q9zeEGpRHZ6qkRlgavMkL1qCfjY4_mIyrJ0IXdlfHt_d45KHq4nWMoFg4BGFi_mStKc1v8/s1600/maslows-hierarchy-of-needs.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="297" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKR2rfRkDD-u7cGEr6LE-KIjBo-LkS3T65sHpdajS9cVwuXd2IUnamytY25L14rPFBXmq07q9zeEGpRHZ6qkRlgavMkL1qCfjY4_mIyrJ0IXdlfHt_d45KHq4nWMoFg4BGFi_mStKc1v8/s400/maslows-hierarchy-of-needs.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Abraham Maslow's theory states that we have an intrinsic need for love and belongingness (<a href="https://www.saybrook.edu/newexistentialists/posts/07-22-11" target="_blank">via</a>)</td></tr>
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<br />
<b><u>Positive relationships fulfill our need for interpersonal connection.</u></b><br />
Humans have a fundamental need to have close interpersonal relationships. We need to have regular interpersonal interactions within the context of caring relationships.<sup>37</sup> When our social needs are not being met, we experience distress, making it more difficult to focus on other goals and activities. In other words, students are unlikely to learn or grow academically if they are suffering from depression and anxiety resulting from social isolation or loneliness. While students are likely to have relationships with friends and family outside of the college community, strengthening students' relationships within the college community is important, particularly for residential students, to ensure that all students can satisfy their relational needs on a regular basis. <br />
<br />
<div style="text-align: center;">
<b>Learning is Social</b></div>
<b><br /></b>Don't get me wrong -- I believe in increased access to education and I love the array of educational resources available online. But if we are serious about designing higher education, we need to understand the needs of learners. Rather than thinking of learning as an individual activity, we need to remember that learning is usually social. <br />
<br />
We are social animals. Researchers are increasingly finding evidence that virtually every aspect of our behavior -- including thinking and learning -- is influenced by our social context. Even the most minimal social connection can enhance our achievement motivation. When someone interested in math finds out that they share a birthday with a successful math student, they become more motivated to pursue math and they work longer on a math problem. Our achievement motivations are not merely our own, but are affected by our sense of social connection, or what has been termed <i>mere belonging</i>.<sup>38</sup> Our memory is also better when we are socially engaged: People remembered a list of items better when the person reading the list sat closer to them, leaned in, and engaged in eye contact (showed greater <i>immediacy</i>) than when the experimenter sat further away and didn't engage in eye contact.<span style="font-size: 13.3333330154419px;"><sup>39</sup></span> (As one student aptly says, "I learn better when I am treated as a person rather than a number"<sup>40</sup>) Conversely, the threat of future social isolation causes impairment in our capacity for intelligent thought.<sup>41</sup><br />
<br />
Can students learn from content alone, without interacting with a teacher or other students? Probably, at least in some cases. But research suggests that such learning might be less rich than the learning that is fostered through social interactions and supportive relationships within a diverse community of teachers and peers. In addition, it is clear that many, if not most students, need more than just access to online content to successfully learn. While thousands of students have enrolled in MOOCs, <a href="http://www.newyorker.com/science/maria-konnikova/moocs-failure-solutions" target="_blank">very few actually finish the course</a>, and those who do are typically those <a href="http://www.forbes.com/sites/akelly/2015/04/08/the-university-of-everywhere-isnt-for-everyone-the-future-of-learning-will-be-a-big-tent/" target="_blank">who have already completed some college</a> (indeed, one study concludes that most of those who enroll in MOOCs are <a href="http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2350964" target="_blank">young and well-educated</a>). Most students need more than just access to an online course to successfully learn the material. Further, what students gain from higher education isn't just the content learned in one class -- students immersed in the college experience learn broadly and deeply from what they do in and outside of class, including a myriad of social interactions and influences within and beyond the specifics of any one class.<br />
<br />
Rather than re-imagine college as a content-rich, but interpersonally impoverished, landscape, we should combine a content-rich learning environment with strategies to expand the social interactions that foster college students' learning and academic success.<br />
<ul>
<li>Students should be encouraged to engage with their professors and peers both in class and outside of class. (I know, I know -- you may be intimidated or think that faculty aren't interested in meeting with students, but you need to get past those concerns and take advantage of the opportunities for intellectual and personal growth that college affords.) </li>
<li>Faculty can include classroom and co-curricular activities that foster more opportunities for students to interact with each other and with their instructors. (It is clear that faculty need to do more than just post office hours if we want to encourage such interactions.) </li>
<li>College facilities can be structured to encourage intellectual interactions (student lounges could be situated near faculty offices, for example<sup>42</sup>). </li>
<li>Programs can create spaces for academic discourse, such as informal discussions that are attended by students, faculty, and staff. (That was my goal in creating the Psychology Brown Bag Series at Montgomery College.) </li>
</ul>
This is not to say that such interactions couldn't be fostered in an online or blended learning environment. Indeed, online college courses often include structures to encourage interactions with peers and/or the instructor. The online environment can also provide intellectual, interpersonal interactions, though they need to be designed with the specifics of online learners in mind. The argument for the importance of relationships is not meant to denigrate the potential of online courses. Let's just not kid ourselves -- giving students access to content alone is not sufficient for successful higher education. <br />
<br />
What higher education offers is not merely intellectual content. It is the opportunity to engage in an academic culture of diverse learners and teachers and researchers. The relationships students form in college can help them learn and motivate them to do their best work. Faculty, staff, and peers can help students dream big and make progress toward achieving their dreams. At its best, college provides a supportive interpersonal environment in which students can discuss new ideas, stretch themselves, and grow, both intellectually and personally. Content may be available freely on the internet, but students need more than access to content to succeed in college. They need strong, positive relationships with faculty, staff, and other students. They need a community. They need people. <br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIKMP4NMtnYXS27-sabJDCJCw5gObDOJdahMPO4W-3agFl-h-nggenHfW6x3oLHnD1iTphK6P3DnH-fVRWAma2yPkGuf8WstEmm2Xdv5ZclgztYuQUyfMa4b19Awe5vRY40u21CcleIoU/s1600/IMG_6444-revfw.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="310" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIKMP4NMtnYXS27-sabJDCJCw5gObDOJdahMPO4W-3agFl-h-nggenHfW6x3oLHnD1iTphK6P3DnH-fVRWAma2yPkGuf8WstEmm2Xdv5ZclgztYuQUyfMa4b19Awe5vRY40u21CcleIoU/s400/IMG_6444-revfw.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">My students clowning at the National Museum of the American Indian (2011)</td></tr>
</tbody></table>
<br />
<br />
<i><b>You might also enjoy these other posts on teaching:</b></i><br />
<i><b><br /></b></i>
<a href="http://deborahstearns.blogspot.com/2013/01/making-difference-whether-you-know-it.html" target="_blank">Making a Difference: Whether You Know it or Not</a><br />
<a href="http://deborahstearns.blogspot.com/2012/01/become-incremental-theorist.html" target="_blank">Become an Incremental Theorist</a><br />
<a href="http://deborahstearns.blogspot.com/2012/01/teaching-toward-better-world.html" target="_blank">Teaching toward a Better World</a><br />
<a href="http://deborahstearns.blogspot.com/2012/01/writing-is-life.html" target="_blank">Writing is Life</a><br />
<a href="http://deborahstearns.blogspot.com/2012/01/losing-lecture.html" target="_blank">Losing the Lecture</a><br />
<a href="http://deborahstearns.blogspot.com/2012/01/interrogating-museum-exhibits.html" target="_blank">Interrogating Museum Exhibits</a><br />
<a href="http://deborahstearns.blogspot.com/2011/04/value-of-dissent.html" target="_blank">The Value of Dissent</a><br />
<ul>
</ul>
<div style="text-align: center;">
<b>References</b><br />
<div style="text-align: left;">
<ol>
<li>Two articles that review this research are:</li>
<ul>
<li>Lamport, M. A. (1993). Student-faculty informal interaction and the effect on college student outcomes: A review of the literature. <i>Adolescence, 28, </i>971-991.</li>
<li>Terenzini, P. T., Pascarella, E. T., & Blimling, G. S. (1999). Students' out-of-class experiences and their influence on learning and cognitive development: A literature review. <i>Journal of College Student Development, 40,</i> 610-623.</li>
<li>Also see this study on the impact of peer relationships: Whitt, E. J., Nora, A., Edison, M., Terenzini, P., & Pascarella, E. T. (1999). Interactions with peers and objective and self-reported cognitive outcomes across 3 years of college. <i>Journal of College Student Development, 40, </i>61-78.</li>
</ul>
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<li>Terenzini, P. T., Pascarella, E. T., & Blimling, G. S. (1999). Students' out-of-class experiences and their influence on learning and cognitive development: A literature review. <i>Journal of College Student Development, 40,</i> 610-623.</li>
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<b><br /></b>Deborah C. Stearnshttp://www.blogger.com/profile/10293517108313679115noreply@blogger.com4