#botanical geography

[ellanmwebb2]

A few illustrations from a new zine I’m working on with a friend. We’ve chosen five words which we both have to create illustrations for. These illustrations are for the word mountain. I’m hoping to illustrate flowers of the mountains from a particular region and collate them into an illustration.

[greenambient]

[literaryvein-reblogs]

Worldbuilding Worksheets

Worksheets & Templates Geography; World History; City; Fictional Plant

GEOGRAPHY

Major…

Geographical features:

Geographical events:

Climate / flora zones:

Landscapes:

Resources:

Boundaries:

Routes:

Questions to consider…

How does the geography change over time?

What lies outside the boundaries of the world?

Are there unexplained geographical phenomena?

How does geography affect transport?

Are there cycles of change?

How do people interact with the landscape?

How do their activities alter the landscape?

How well are people adapted to the landscape?

How do people study and record their world's geography?

How well do people know the geography of their world?

What are some misconceptions about their landscapes?

Does the landscape provide enough resources?

How does the landscape change people?

Are there unreachable or unexplored places?

How do people feel about the landscape?

How does geography inform science?

How does geography inform art?

Settlement:

Resources:

Features:

Borders:

Geographical Features:

How was it formed?

When was it formed?

How do people use it?

Draw a map of your world (or settlement).

Doodle of a landscape.

WORLD HISTORY

Major...

Eras:

Cultures:

Wars/Cultures:

Events:

Movements:

Disasters:

Leaders:

Alliances:

Polarisations:

Advances:

Regressions:

Discernible Patterns:

Questions to consider...

How is history recorded?

How far back do records date?

Is any history lost and forgotten?

How biased are different cultures' historical accounts?

Is historical knowledge available to everyone?

How seriously do cultures take the study of history?

What are some points of contention?

Are there "natural" historical records?

What is considered the purpose of recording or studying history?

CITY

What is the city’s name?

What defines the settlement as a city?

Who lives here and what are they called?

Why do they live here?

What do the inhabitants do?

What are the city’s resources?

What resources need to be imported?

What is the main source of income?

Where is the city?

Who are its closest neighbours?

Why was the city built here?

How large is the city?

What do the dwellings look like?

Why do they look the way they do?

Are there threats to the city?

If yes, how has the city adapted?

What is the prevalent architectural style?

Who are the city leaders?

Who are the outsiders?

Where do they live?

Is there crime?

If yes, what do the criminals want?

Is there a large rich-poor gap?

How are the thoroughfares arranged?

Where do the inhabitants work?

What are the modes of travel?

How has transportation shaped the city?

Is it easy to leave & re-enter the city?

Are there many foreigners?

How are religions and rites accommodated?

What are the main districts?

What other factors might have affected the city’s development?

What are its landmarks?

What is the air like?

Does the city create its own microclimate?

How is the city regarded by its inhabitants?

How is the city regarded by outsiders?

How old is the city?

Have parts been redeveloped?

Has the city been planned?

How are resources distributed?

How are dwellings laid out?

What materials are used in construction?

What flora and fauna live in the city?

What is characteristic of the citizens?

How does the city reflect the tastes of its inhabitants?

Is the city famous for anything?

What is the city’s emblem / mascot / coat of arms?

What language is spoken?

Do the citizens have a distinct dialect / accent?

FICTIONAL PLANT

Who or what planted this plant?

What does this plant see or sense?

How does this plant get on with its neighbours?

How is this plant adapting to its environment?

What is at the root of this plant?

Who was this plant’s last visitor?

Where are this plant’s parents or progeny?

How did this plant look when it was younger?

Follow this plant through the seasons.

If this plant could talk, what would it tell you?

What makes this plant unique?

Look up the botanical description of this plant.

What makes this plant perfect?

What makes this plant imperfect?

What is this plant’s greatest desire?

What is this plant’s greatest fear?

How does this plant defend itself?

How does this plant deal with adversity?

What will happen after this plant dies?

What is this plant’s favourite memory?

What does this plant think about itself?

How does this plant move?

What do you feel when you touch this plant?

What can this plant sense that you can’t?

How is this plant like you?

What can you learn from this plant?

Source Writing References: Worldbuilding ⚜ Plot ⚜ Character

[becausegoodheroesdeservekidneys]

Prynhawn da Elanor,

I'm a student in the US currently applying to universities for next year, and I have a couple of questions about Welsh universities if you have the time. I'm looking at both schools in the US and one in Wales (I managed to visit over the summer and it seemed great, loved the town and the university, and the degree that I'm interested in is very solid there), and the teaching style/expectations of students are an unknown factor. I've been taking college classes while still in highschool so I'm familiar with college-level instruction in the states, and it's not ideal for what I'm interested in studying. For example, at one of the schools I visited that is supposed to be a decent research university, the faculty were surprised that I had questions about research as an undergrad, and according to current students, the hardest part of their studies were quizzes on botanical taxonomy. So, I'm curious, what are the general academic expectations for students (especially in ecology or wildlife biology-related courses)? It seems like assessments are more practical or long-form and less quiz/multiple choice.

This got long-winded, so my apologies, and thank you for your time!

Shwmae! Happy to answer.

SO, I shall caveat this with saying that I don't really understand how higher education works in the US; it's a very different system to the UK in many ways. I'm therefore not entirely sure how to explain the exact differences. So, I'll just tell you about how it works over here rather than trying to do a comparison, if that makes sense? It means some of this will definitely feel like Water Is Wet stuff, but hopefully there'll be an exact answer in there that you can extract. Also, if you're comfortable doing so (and want to), I'm happy to talk over DM if you want slightly more specific advice involving you revealing details that otherwise might doxx you.

(Also second point, because I have danced this dance before and I know what Some Of You Lot are like when my posts start gaining traction beyond my circle of followers: in places where I do explain something that's different between the two systems, I am not saying one is better or worse than the other. Don't be a cunt about this. Work on your defensiveness and ego in your own time. I'm too busy and important for your feelings.)

Third point: I'm snipping this for length. On with the answer!

So, degrees over here are fairly fixed in terms of content and duration. Some offer a specific, set array of modules that make up the degree; others have essential core modules, and then you can choose from a small number of options until you get the required credits. But part of choosing the course for you over here is looking at the modules that make up the degree to make sure you're getting the exact focus you want; the one I teach on, for example, has a focus on practically applying environmental science, with the result that it has a very high post-graduation employment rate across a variety of environmental disciplines. Others might focus more on human geography, or environmental engineering, or climate science, or whatever else.

The reason for this is the quality assurance system in the UK. Courses have to be validated as being the right quality in terms of content, level of study, assessment practices, etc. Let's say you get a BSc from UWTSD in Environment, Sustainability and Climate Change; that comes with a quality assurance for a future employer that you have learned a specific set of skills, a specific knowledge bank, and are capable of using both in a specific way. There shouldn't be a risk, for example, that they hired someone from the same course the year before who had the same qualification as you, but turned out to not understand the dynamic processes behind sand dunes and couldn't write an official report to save their life, meaning you get passed over for the job the following year because they can't trust that your education actually means anything; if both of you have the same qualification, then the course should be meeting sufficient quality standards to ensure that you both therefore have the same knowledge and skillset.

So that's point one!

Where this works in your favour is point two: assessment. Assessment is also rigidly quality-checked, but it means you can ask a course director and immediately get an outline of what the assessment procedures are (not the precise assessment tasks, obviously; but, report vs exam vs lab practical etc will be known).

But also, yes, assessment in the UK is extremely rarely what I understand to be 'quizzes' in the US, and extremely rarely multiple choice. Rightly or wrongly, there is a definite perception in academic circles over here - even at high school level, much less university - that a multiple choice quiz is too easy to pass by guessing, and they're very looked down on as a method to assess learning.

What you'll have instead varies between modules and courses, but I can give you an idea with a couple of mine:

Level 4: Biodiversity and Ecosystem Services

No exams: two reports based on practical field/lab work, both worth 50% of the final mark

First: dissect owl pellets in the lab from two sites. Evaluate what the findings mean for the biodiversity on each site, and suggest some future site management prescriptions. 2000 words.

Second: fieldtrip to nearby woods to take allometric tree measurements and calculate carbon sequestration. Evaluate the ecosystem service provided by the woodland, and comment on site management and conservation. 2000 words.

Level 5: Coastal, Marine and Wildlife Conservation

One assignment, one exam, each worth 50% of the final mark

Assignment: Ramsey Island has far less biodiversity than neighbours like Skomer, Grassholm, etc. Research why, what was done to fix it, how well it's recovered, and suggest what should be done in the future to aid further recovery. 2500 words.

Exam: First half is a selection of short form questions to test baseline knowledge. Second half is a 50 mark essay question; choice of two topics to answer.

Level 6: Habitat Management and Building Resilience

No exams: two assignments, one before Christmas worth 30% of the mark, one in May worth 70%

First: choose a species reintroduction project of your choice, and find the habitat feasibility study carried out for it. Critique that habitat feasibility study. Put your findings into an academic poster and present it. 15 mins.

Second: using teachings from across the year, produce a habitat management plan for a site of your choosing. You need to actually visit and assess your site. 3500 words.

(L4, 5 and 6: first, second and final year of undergrad)

The idea in each case is not just to test knowledge; it's to test applied knowledge, and to teach real-world skills needed in the industry after you graduate. If you go into land management, for example, the ability to guess the right answers based on the multiple choice pattern is useless; the ability to assess a site and write up a management plan for it, on the other hand, is literally the job you're hired to do.

So, as far as research is concerned... if you mean carrying out your own research on a topic of your own choosing, the main place that happens is your dissertation in third year. But, you can start that earlier if you want. In our department, we also encourage and support any independent research a student may choose to do, even if they don't end up using it for their degree directly.

If you mean general research skills, though, those are vital to every assignment. If you only repeat back whatever papers or knowledge the lecturers have given you, and don't research independently, you will barely scrape a pass. We actively push you to learn those skills.

And then lastly, expectations for students! In higer ed, you are now an adult, and you are choosing to be here: this means that the expectation is that you're meeting the lecturers halfway, as it were. It's a mistake a lot of new students make, if they've come straight from high school - uni is just The Next Thing to do, but to them it's basically like school, so the teachers have to keep trying to teach them even if the student barely shows up or makes any effort.

But that is not so! They are no longer pupils, and I am not a teacher.

If I say to a class "Look up these papers and be familiar with the arguments before next session because we're going to have a seminar", and then someone doesn't bother because "Whoops I went out drinking and forgot to do my homework teehee", then they can get out. They are adults paying for a particular service. I have offered that service. If they think of it as homework and choose not to do it because they wanted to go out clubbing instead, then... okay. That's the choice they can make. But the consequence is, I'm not chasing after them, because I'm not a teacher, and that's not my job. Now they aren't having that session. This will have a knock-on effect for their understanding of the topic; but that's the choice they made.

(Again, before the Pissing On The Poor crowd arises: I am, very obviously, not talking about students who have other struggles that impact their academic performance. I am, very literally and clearly, talking about the 18-year-old school leavers who are still in the school mindset, and think of missing lectures as 'skiving', and on a lizard brain level think there won't be consequences to that because so far in their life, education systems have not been allowed to fail them for that behaviour.)

So, basically... you're expected to want to learn and improve, and to put the work in to do that. Not to just be there to get the degree, but to be there to learn. Adult education is collaborative between lecturer and student. We guide you, but it's your journey to take.

Anyway! I hope that is at all useful. Let me know if you want clarification on anything, or have any other questions!

[dame-de-pique]

By E.M.C. Edited by Charles Daubeny - Popular geography of plants; or, A botanical excursion round the world. Imprint: London, L. Reeve, 1855

[dfastback68]

Here’s some more post-canon Mihawk’s Home for Displaced Pirates, which continues to be very funny to me, except this time not from the POV of a Displaced Pirate. Now that I’ve got a boyfriend for King, I can throw in Katakuri. If I write more of this (as in, King and Katakuri actually interacting lmao) maybe I can consider it a whole fic and post it on AO3. Until then, please enjoy Katakuri getting flustered by the most beautiful man he’s ever seen under the cut 😊

—

Having been born and raised in the New World, Katakuri hasn’t spent much time in Paradise, or any of the other four seas. He’s certainly made it his business to understand the geography of the rest of the world, and this has served him well in the years since he took stewardship of Totto Land. What the now-defunct World Government once considered a lawless operation is now the largest global exporter of flour and grain. They’d had the infrastructure; once Mama’s appetite was out of the equation, they were well primed to fill a considerable vacuum in world trade.

Not that it had been an entirely seamless transition. Their territories had suffered not just attacks from other pirates and the Navy, but significant flooding as well. Komugi had come out unscathed, but the smaller, low lying islands were not as lucky. Cacao Island took near catastrophic damage, and they lost almost all of their cocoa crop. What survived continues to struggle, and a number of rare strains are lost to them. They may be able to recover or replicate some of them, but the fruition of that process won’t happen in his lifetime.

Still, laying down the groundwork for full recovery is half of his job, and he takes it seriously. Despite the losses, there is some hope thanks to the meticulous record keeping of his brother, Mont-d’Or. Because of that, he’s been able to track down numerous exports and trades over the decades. There’s a particular type of cocoa tree they lost to the flooding, and their records show six of them were purchased and transported out of their territory within the last decade.

The actual receipt was harder to find, but ultimately he found the customer: Dracule Mihawk, located on Kuraigana Island. It’s lucky enough that Hawkeyes still lives there, moreso that he confirmed the trees are intact, and a mercy that he’s agreed to let Katakuri even come look at them. He hadn’t sounded thrilled about the entire affair, but Katakuri thinks that’s just how he normally sounds.

Kuraigana is a gloomy, dark island that fits the general aesthetic and demeanor of Hawkeyes. Katakuri understands the original kingdom here fell to ruin, and Hawkeyes had simply taken up roost. Now the castle grounds are meticulously kept, and the surrounding land is dense pine forests and freshwater lakes. The rest is sprawling farmland, both food and botanicals, tended by a curious army of monkeys.

He’s impressed. It takes a lot of work to achieve this sort of operation. Given the misty, cloudy nature of the island, there’s a lot to take into consideration to get anything to bloom around here.

The cocoa trees are in good company, though, growing in the dappled shade of towering oak trees. They’re mature, but Kakakuri still has to bend to one knee to inspect them. The leaves are vibrant and healthy, and the earth is rich and loomy, perfect for their roots. Hawkeyes, who barely comes up to his knees when he’s standing, is next to him.

“I can pay,” Katakuri says. “Extraction, transport and delivery.”

Mihawk frowns. “I was unaware you wanted the entire tree.”

Katakuri sighs. “We’re not going to get a lot of production out of just six trees. Back home, we can clone and reproduce them. Replenish the strain.”

“I understand that,” Mihawk says. “But they’re not mine to trade away. You’ll have to speak with Perona.”

This surprises Katakuri. He’d assumed everything here was under the purview of Mihawk himself. He’s not familiar with Perona’s name.

They walk back towards the castle. He keeps his pace slow to match Mihawk’s, which gives him time to admire the scenery. Everything about this place has been restored beautifully; cobblestone walkways, brick archways and wrought iron gates and trellises heavy with blooming vines. In the context of the island’s inherent gloom and mist, it makes for a very serene, peaceful landscape.

His pace slows when they pass an adjacent courtyard. Through the stone moon gate is a garden full of every color and variety of hydrangea, every one of them in full bloom. The enormous blossoms create a riot of pastels and whites and greens, woven around statuary and a bubbling water feature. Katakuri stops dead in his tracks when among all that beauty sits an angel.

He isn’t an angel, of course, but Katakuri knows who it is: King the Wildfire, once right hand man to Kaido and a rival to his own position among pirate crews. Katakuri has never seen him unmasked in person. After Kaido’s fall and King’s escape from the World Government, his bounty had been reissued and doubled, if only because the thought of a lunarian on the loose has been an affront to the Navy. His new bounty had been blurry, poorly angled, but obvious enough.

The picture didn’t do him justice at all. He’s stunningly handsome, the picture of masculine beauty even while he just sits there, head bent slightly as he reads from the book in his lap. He’s traded in the studded and spiked leather for jeans and breezy, cream colored shirt that’s open down nearly to his navel. It’s a perfect contrast against his dark skin, same as his white hair, which falls in a long braid over one shoulder. His wings are tucked close, black feathers glossy, nearly iridescent, though the right one is half gone.

King pauses halfway through turning the page of his book and looks up, red eyes landing directly on Katakuri, who immediately loses his nerve. Face blazing as he ducks his chin deeper into his scarf, he hurries to leave, catching up to Mihawk in only a few long strides. He can feel King’s piercing gaze on him until he’s out of his line of sight. His heart is pounding.

Mihawk doesn’t appear to have noticed anything amiss, but he does say: “I assume you recall the rules about fighting here?”

“I have no quarrel with him,” Katakuri says, a little too quickly. Mihawk has misunderstood his staring, which is a relief.

“Perona will be back later tonight. In time for dinner, at least,” Mihawk continues. “You’re welcome to join us.”

He hadn’t wanted to spend more than a day here, but he also hadn’t planned on needing to negotiate with anyone except Mihawk himself.

When he hesitates, Mihawk arches one brow, and says: “Alber will be there.”

Alber. Of course King isn’t his real name. And if that’s his given name, given so freely by Mihawk, what else can be learned about such an enigmatic figure? It’s likely the only chance he’ll ever get. He’s not even thinking about the cocoa trees anymore.

A bit belatedly, he also realizes Mihawk had not misunderstood his staring at all. He feels his face burn hot again. He should have known. Their mastery of Observation Haki might manifest differently, but they weren’t considered the best for nothing.

“If it’s no trouble,” he says, regretting it almost immediately. Agreeing to dinner is the same as eating in front of strangers, something he’s spent most of his life carefully avoiding. He’s not sure how he’ll pull it off without offending the host.

”None whatsoever,” Mihawk says. They stop at the doors. “Feel free to explore the grounds. Don’t mind the ghosts.”

Hawkeyes disappears inside before Katakuri can ask: what ghosts? Then he decides it’s probably a joke, judging by the look of this place. Given free reign, he looks back towards where the courtyard is, frozen to the spot with indecision. Eventually, he heads back towards the docks, to let the crew know they’ll be staying the night, at the very least.

He has no idea if he’ll leave with the trees by this time tomorrow, or any kind of agreement. It should be the first and only thing on his mind.

Instead, as he walks the path down to the docks, shiny cobblestone bordered by blooming rows of lavender, his thoughts circle back to a lunarian surrounded by hydrangeas.

[fatehbaz]

It's a big mess of hubris; the manipulative use of scientific language to legitimate/validate the status quo; Victorian/Gilded Age notions of resource extraction; the "rightness" of "land improvement"; and the inevitability of empire.

This was published in the United States one year before the massacre at Wounded Knee.

This was the final year-ish of the so-called "Indian Wars" when the US was "completing" its colonization of western North America; at the beginning of the Gilded Age and the zenith of power for industrial/corporate monopolies; when Britain, France, and the US were pursuing ambitious mega-projects across the planet like giant canals and dams; just as the US was about to begin its imperial occupations in Central America and Pacific islands; during the height of the "Scramble for Africa" when European powers were carving up that continent; with the British Empire at the ultimate peak of its power, after the Crown had taken direct control of India; in the years leading up to mass labor organizing and the industrialization of war precipitating the mass death of the two world wars.

This was also the time when new academic disciplines were formally professionalized (geology; anthropology; archaeology; ecology).

Classic example of Victorian-era (and emerging modernist and twentieth-century) imperial hubris which implies justification for its social hierarchies built on resource extraction and dispossession by invoking both emerging technical engineering prowess (trains, telegraphs, electricity) and the in-vogue scientific theories widely popularized at the time (Lyell's work, dinosaurs, and the geology discipline granting new understanding of the grand scale of deep time; Darwin's work and ideas of biological evolution; birth of anthropology as an academic discipline promoting the idea of "natural" linear progression from "savagery" to imperial civilization; the technical "efficiency" of monoculture/plantations; emerging systems ecology and new ideas of biogeographical regions).

While also simultaneously doing the work to, by implication, absolve them of ethical complicity/responsibility for the cruelty of their institutions by naturalizing those institutions (excusing the violence of wealth disparities, poverty, crowded factory laboring conditions, mass imprisonment, copper mines, South Asian famine, the industrialization of war eventually manifesting in the Great War, etc.) by claiming that "commerce is a science"; "pursuit of profit is Natural"; "empire is inevitable".

This tendency to invoke science as justification for imperial hegemony, whether in Britain in the 1880s or the United States in the 1920s and such, might be a continuation of earlier European ventures from the sixteenth to eighteenth centuries which included the use of cartography, surveying/geography, Linnaean taxonomy, botany, and natural history to map colonies/botanical resources and build/justify plantations and commercial empires in the Portuguese slave ports, Dutch East Indies, or the Spanish Americas.

Some of the issues at play:

-- Commerce is "A Science". Commerce is shown to be both an ecological system (by illustrating it as if it were a landscape, which is kinda technically true) and a physiological system (by equating infrastructure/extraction networks with veins) suggesting wealth accumulation is Natural.

-- If commerce/capitalism are Natural, then evolutionary theory and linear histories suggest it is also Inevitable (it was not mass violence of a privileged few humans who spent centuries beating the Earth into submission to impose the Victorian/Gilded Age state of things, it was in fact simply a natural evolutionary progression). And if wealth accumulation is Natural, then it is only Right to pursue "land improvement".

-- US/European hubris. They can claim to perceive the planet in its apparent totality (as a globe, within the bounds of extraterrestrial space as if it were a laboratory or plantation). The planet and all its lifeforms are an extension of their body, implying a justified dominion.

-- However, their anxiety and suspicions about the stability of empire are belied by their fear of collapse and the simultaneous US/European obsession at the time with ancient civilizations, the "fall of Rome", classical ruins, etc. At this time, the professionalization of the field of archaeology had helped popularize images and stories of Sumer, Egypt, the Bronze Age, the Aegean, Rome, etc. And there was what Ann Stoler has called an "imperialist nostalgia" and a fascination with ancient ruins, as if Britain/US were heirs to the legacy of Athens and Rome. You can see elements of this in the turn of the century popularity of Theosophy/spiritualism, or the 1920s revival of "classical" fashions. This historicism also popularized a sort of "linear narrative" of history/empires, reinforced by simultaneous professionalization of anthropology, which insinuated that humans advance from a "primitive" state towards modernity's empires.

-- Meanwhile, from the first decades of the nineteenth century when Megalosaurus and Iguanodon helped to popularize fascination with dinosaurs, Georgian and later Victorian Britain became familiar with deep time and extinction, which probably contributed to British anxiety about extinction, imperial collapse, lastness, and death.

-- Simultaneously, the massive expansion of printed periodicals allowed for sensationalist narrativizing of science.

-- The masking of the cruelty in a euphemism like "land improvement". Like sentencing someone to a de facto slow death and deprivation in a prison but calling it a "sanatorium" or "reformatory". Or calling the mass amounts of poor, disabled, women, etc. underclasses of London "unfortunates". Whether it's Victorian Britain or early twentieth century United States: "Our empire is doing this for the betterment and advancement of all mankind."

-- If an ecosystem is conceived as a machine, "land improvement" actually means monoculture, high-density production, resource extraction, concentration.

-- The image depicts the body is itself is also a mere machine (dehumanization, etc.). And if human bodies are shown to be also systems, networks, machines like an ecosystem, then human bodies can also be concentrated for efficiency and productivity (literal concentration camps, prisons, factories, company towns, slums, dosshouses, etc.). This is the thinking that reduces humans and other creatures to objects, resources, to be concentrated and converted into wealth.

And so after the rise of railroads and coal-power and industrial factories in the earlier nineteenth century, the fin de siecle and Edwardian era then saw the expansion of domestic electricity, easier photography, telephones, radio, and automobiles. But you also witness the spread of mass imprisonment, warplanes, and machine guns, etc. And in the midst of this, the Victorian/Gilded Age also saw the rise of magazines, newspapers, mass media, pop-sci stuff, etc. So this wider array of published material, including visual stuff like maps and infographics could "win over" popular perception. This is nearly a century after the Haitian Revolution, so more and more people would have been able to witness and call out the contradictions and hypocrisies of these "civilized" nations, so scientific validation was important to empire's public image. (Think: 100 years prior, everyone witnessed widespread revolutions and slave rebellions, but now the European empires are still using indentured labor, expanding prisons, and growing even more powerful in Africa, etc. An outrage.)

Illustrations like this ...

It's people with power (or people with a vested interest in these institutions, people who aspire to climbing the social ladder, people who defend the status quo) looking around at the general state of things, observing all of the cruelty and precarity, and then using scientific discourses to concede and say "this was inevitable, this was natural" and not only that, but also "and this is good".

Related reading:

Peoples on Parade: Exhibitions, Empire, and Anthropology in Nineteenth-Century Britain (Sadiah Qureshi, 2011); The Earth on Show: Fossils and the Poetics of Popular Science, 1802-1856 (Ralph O’Connor); "Science in the Nursery: the popularisation of science in Britain and France, 1761-1901" (Laurence Talairach-Vielmas, 2011); Citizens and Rulers of the World: The American Child and the Cartographic Pedagogies of Empire (Mashid Mayar); "Viewing Plantations at the Intersection of Political Ecologies and Multiple Space-Times" (Irene Peano, Marta Macedo, and Collette Le Petitcrops); “Paradise Discourse, Imperialism, and Globalization: Exploiting Eden" (Sharae Deckard); "Forgotten Paths of Empire: Ecology, Disease, and Commerce in the Making of Liberia's Plantation Economy" (Gregg Mitman, 2017); Imperial Debris: On Ruins and Ruination (Ann Laura Stoler, 2013)

Fairy Tales, Natural History and Victorian Culture (Laurence Talairach-Vielmas, 2014); Mining the Borderlands: Industry, Capital, and the Emergence of Engineers in the Southwest Territories, 1855-1910 (Sarah E.M. Grossman, 2018); Pasteur’s Empire: Bacteriology and Politics in France, Its Colonies, and the World (Aro Velmet, 2022); "Shaping the beast: the nineteenth-century poetics of palaeontology" (Talairach-Vielmas, 2013); In the Museum of Man: Race, Anthropology, and Empire in France, 1850-1960 (Alice Conklin, 2013); Inscriptions of Nature: Geology and the Naturalization of Antiquity (Pratik Chakrabarti, 2020)

[third-world-punks]

✦ THIRD-WORLD PUNKS ✦ INTRODUCTION

“Who are we? We are the global South, that large set of creations and creatures that has been sacrificed to the infinite voracity of capitalism, colonialism, patriarchy, and all their satellite-oppressions. We are present at every cardinal point because our geography is the geography of injustice and oppression. We are not everyone; we are those who do not resign themselves to sacrifice and therefore resist. We have dignity. We are all indigenous peoples because we are where we have always been, before we had owners, masters, or bosses, or because we are where we were taken against our will and where owners, masters, or bosses were imposed on us. They want to impose on us the fear of having a boss and the fear of not having a boss, so that we may not imagine ourselves without fear. We resist. We are widely diverse human beings united by the idea that the understanding of the world is much larger than the Western understanding of the world. We believe that the transformation of the world may also occur in ways not foreseen by the global North. We are animals and plants, biodiversity and water, earth and Pachamama, ancestors and future generations—whose suffering appears less in the news than the suffering of humans but is closely linked to theirs, even though they may be unaware of it.” — Boaventura de Sousa Santos, Epistemologies of the South: Justice Against Epistemicide.

We are THIRD-WORLD PUNKS, a blog devoted to cultivating a dark-academia aesthetic inspired by Latin America and the UK Punk Scene. I'm your host, PHILOSOPHIKA, a 33-year-old British and Colombian philosopher specialising in aesthetics (the branch of philosophy that studies concepts such as beauty and ugliness and investigates the nature of art and the senses) and anti-totalitarian ethics. Keep reading to learn more about the aesthetic's main goals, sources of inspiration, and suggested hashtags.

✦ OUR MISSION

To create a Latin American take on the 'dark academia' aesthetic from the perspective of the region's actual inhabitants. The T.W.P. aesthetic actively avoids depicting the region as a holiday destination (fruity drinks, trendy hotels, sexy pool boys, designer sunglasses, etc.) or representing the culture through a tourist's eyes (for example, as exclusively consisting of festivals or big public events). This aesthetic should provide the viewer with an intimate portrait of what it's actually like to call this region home. Images of local food, daily customs, traditional clothing, distinctive architecture, weather patterns, etc., are encouraged.

To provide a modern fusion between Latin American (principally Colombian) and UK culture that does not reproduce the aesthetics of British colonialism. To this end, the T.W.P. aesthetic steers clear of antique botanical prints, colonial uniforms, overly beige colour palettes, floral chintz wallpapers or decorative accents, leather trunks, and/or anything even faintly reminiscent of a plantation. Emphasis is placed instead on UK Punk fashion and culture (think Camden Market and Vivienne Westwood), extravagant and eclectic UK (& European) architecture and interior design, and Oxbridge academia vibes.

To challenge what traditional academia looks and feels like, as well as its core tenets (eurocentrism, US-centrism, elitism, abelism, etc.). The T.W.P aesthetic celebrates and encourages out-of-the-box thinking, ethnic and racial diversity, neurodivergent and LGBTQIA+ higher education experiences, as well as discussions of postcolonial, queer, and feminist theory, among others (think TWAIL: Third-World Approaches to International Law). Quotations, reading lists, book recommendations or reviews, and catchphrases along these lines are welcome.

✦ SOURCES OF INSPIRATION

— art deco/decopunk — art nouveau — solarpunk— steampunk — gutterpunk — latin american geography, flora & fauna — latin american culture — spanish colonial architecture — pre-columbian latin america — 70's & 80's uk punk scene — elements of cyberpunk — alternative fashion — maximalism — haute boheme aesthetic

✦ RELEVANT HASHTAGS

Do you want to tag something with this aesthetic on your blog? Check out the suggestions below:

#TWP —   #TWPs —   #TWP Aesthetic —   #TWPs Aesthetic | #Third-World Punks —  #Third World Punks —  #Third-World Punks Aesthetic —

[perksofbeingpoet]

i went to my city's botanical gardens to study, feeling very dps right now 💐

(also feeling very single like AAAHH romance season is here and all the gay people are at the botanical gardens and I'm sitting here with my geography flashcards 😓 where is my girlfriend i can give pretty tulips and cuddle)

[cloudninetonine]

was kinda busy this week(end) preparing to start college again and had some thoughts.

what about some of the chain boys following reader to college (university? idk the name for this in english) and having a meltdown, especially the most curious ones.

time tagging to “keep you safe” (really, he's just curious about what can make you so distressed) and getting his mind all jumbled up trying to keep up with the concepts, all the while he maintain a stoic facade.

wild going bonkers (is that a word?) trying to understand our world technology, especially if you study something in the area. just our boy trying to grasp the concept of data, cloud computing and ai, he feels like he had it easy with the sheika technology.

i feel like warriors would like the concept of economy or anything like that, he feels like he would have had it easier during his times in war if he had things like statistics at his time, on the other hand, he'd try to accompany you and just end up burning himself out trying to understands everything. might as well throw him into some artistic course which he would, surprisingly or not, enjoy.

four and legend strike as the type to try everything you try, but more leaning into things that has a more practical side, they may not accompany you to college itself, but any other course you have? count them in.

and while four may go with you to university, i feel like he'd spend more of his time reading through your books (after you teach him how to read your language or teach him how to use a translator), than paying attention to any non practical lecture.

legend would definitely go, but he'd be such a little shit about it you'd hope he wouldn't. he's a fast learner to a fault, and would rub it in your face when he gets something quicker than you (he just want for you to ask for his help, but don't know how to offer).

sky would try to go with you, but the moment you stop paying him any attention, to nap he goes. like four and legend, more inclined to practical lessons, which can keep him entertained, but also not a guarantee he won't sleep away.

twi, oh poor sweet twilight. man's trying so hard to keep up with you, but the moment his attention shifts, out the window the new knowledge geos. please, praise him for at least trying, after all, his qualities lay elsewhere.

hyrule... as long as you don't course something who leans heavily in technology, he's able to grasps at his straws, especially if it is more botanical or biology related, but i also feel like he'd do good in artist or philosophy related ones. surprisingly, one of the best to accompany you and ask to be a study buddy. yes, i am biased.

wind, if he ever has the chance to go, he doesn't care. he's just there for the sake of annoying you, he may listen in if it's something related to geography or the sea (marine biology).

i may do something about cal, first and the cringe links when my classes end today.

— your local fungi 🍄

I would say with Sky he would be able to handle himself as the school would be similar to that of his own school, 'cept the classroom's are wayyyyyy bigger. As we know, Uni classrooms are like damn halls- he would get from that tho is that he could probably fall asleep without the professor noticing

But other than that agreed!

ALSO I WOULD LOVE THE OTHERS IF YOU DO, DO THEM FUNGI!!

[art-portraits]

Portrait of Alexander von Humboldt

Artist: Joseph Karl Stieler (German, 1781–1858)

Date: 1843

Medium: Oil on Canvas

Collection: Charlottenhof Palace, Prussian Palaces and Gardens Foundation Berlin-Brandenburg, Germany

Alexander von Humboldt

Friedrich Wilhelm Heinrich Alexander von Humboldt (14 September 1769 – 6 May 1859) was a German polymath, geographer, naturalist, explorer, and proponent of Romantic philosophy and science. He was the younger brother of the Prussian minister, philosopher, and linguist Wilhelm von Humboldt (1767–1835). Humboldt's quantitative work on botanical geography laid the foundation for the field of biogeography, while his advocacy of long-term systematic geophysical measurement pioneered modern geomagnetic and meteorological monitoring. Humboldt and Carl Ritter are both regarded as the founders of modern geography as they established it as an independent scientific discipline.

[themousefromfantasyland]

Okay, since my friend @thealmightyemprex frequently posts about their original work with the goddesses, I guess I can post about my work.

This is what I have been working these past few days instead of writing my story. I have been worldbuilding a setting for it.

Please, judge this place and give me back your feedback

Avabourg

Overview

Avabourg, officially the Princesstocratic Kingdom of Avabourg, is a sovereign city state and microstate located in the Northwest region of Nemolia. It is a semi-enclave bordered by the kingdom of Matakin to the north, east and west.

Located on the shore of Lake Rapunzel, it has a territory of 234 square miles (606 square kilometers) and a population of 2,746,388 people according to the last census, making it the most densely populated sovereign state. The official languages are Freutsch, Shier, Olu, and are spoken and understood by many residents.

The kingdom is governed under a form of electoral monarchy, with the Queen being elected by the parliament and serving a life position as head of state. The King is head of the military and is elected alongside the Queen as her vice. The Prime Princess is the head of government and is elected by the vote of the Princes and Princesses of the parliament in two turns. Elected officials of Legislative, and Judiciary, as well as trained members of the Military forces are given the title of Prince and Princess, making Avabourg the only kingdom in all Nemolia where aristocratic titles are used in government positions.

Avabourg is an international hub for culture, commerce, industry, education, technology, telecommunications, and transportation. Avabourg made noted contributions to urban planning, architecture, technology, finances, and the faeric arts, such as the Frau Holle Academy, the development of the Beautiful City Movement, the financial district of Field of Miracles, and the steel-framed skyscraper.

Avabourg is world renown for its extremely open policy of refugee rescuing and sheltering. Avabourg citizenship is also known for being extremely easy to obtain, with the only requirements being a beating heart, one foot, and a hand with more than two fingers. There are currently debates about ending the hand with two fingers requirement.

The nation’s official symbol is the orange tree.

Geography

Avamoor is at the Southwest shores of Lake Rapunzel.

The city is divided into six boroughs: Nouveau Sight, Millionaire’s Shantytown, Forevergreen, Gardenia, Riverside, and Rocky Road.

Nouveau Sight

At the center there is Nouveau Sight, the most densely populated borough and the core of the Avabourg metropolitan area. Nouveau Sight serves as Avabourg's economic and administrative center. In this borough skyscrapers and century old buildings stand side by side. Buildings with significant cultural or historical value are encapsulated in giant domes of steel and glass.

There are ornate suspended gardens and fields of flowers in every level of the buildings.

The borough is known for its huge population of Hoblings (halflings) and for being a center for Hobling culture for the last one hundred years.

Nabini Ort has also the largest number of Nabini people outside of Nabus. (African inspired land)

At the heart of the Nouveau Sight, there is the Silver Palace, which houses the Parliament, the Supreme Court, the National Library, and the National Museum. It’s also the home of the King and Queen of Avabourg and their families.

On the palace courtyard there’s the House of Glass, which abrigates a botanic garden. The largest species on the House of Glass is the giant Orange Tree, a gift from the Sanid Empire (Iran inspired land). The giant Orange Tree is the kingdom’s symbol.

Riverside

At the northeast is Riverside. It’s famous for heavily ornate gondolas that flow over the channels decorated with stone walls overgrown with evergreens.

Since the 1950s, Riverside has been known for its lively cultural life where there is a concentration of many restaurants and bars where Avabourgers artists and intellectuals would meet.

It’s where Frau Holle Academy is located. The building is five stories high and it emerges from the waters with ancient Preteric Architecture. Frau Holle Academy only started accepting male students ten years ago and there’s still disputes about making the institution fully co-ed. It’s reference in the study and research of the faeric arts and witchcraft.

It has the largest concentration of Sanid people outside of Sanidia. (Iranians)

It’s the birthplace of Javelin, a music genre that heavily uses javelins, trumpet-horns, accordions, and lyres. Its songs are both poetic and playful, varying from romantic to comedic.

Rocky Road

At the northwest is Rock Road. It’s the farthest away from Nouveau Sight and from the River Prestus. Rocky Road is known for its thin dark towers made of black stone and soil of pitch black sand. It’s also known for the Viola flowers, creeping purple flowers with an intense scent that grow at the bases of the stone towers, one of the few vegetation life that can grow there. It’s an area of intense industrial activity.

The towers serve the function of stopping any possible air or water pollution from escaping and contaminating the population or rest of the city.

The large factories of the region are moved entirely by faeritricity, a power source extracted straight from the ground with minimum emissions of carbon. Avabourg is near the crossing of two ley lines.

It’s an area of landfills, as well as recycling centers and Inferno Ovens dedicated to transforming residues into a secondary power source of faeritricity.

Millionaires’ Shantytown

At the southeast is Millionaires’ Shantytown. It’s located over the hills that border the shores of Lake Rapunzel. It corresponds to the highest property values and taxes in Avabourg. It has an ethnically and culturally diverse population of 13.2 thousand people.

It's home to many celebrities and it is noted for numerous hotels and resorts, and it’s known as the place of the rich and famous.

The Glass Beaches are a popular attraction: private beaches encapsulated by glass houses that keep a Tropical weather all year long.

The Silver Light is a neighborhood in the central region of the burrough, and it’s the film and television industry center in Avabourg. It’s also home of the Camera Heads, creatures with cameras for heads that are responsible for all the filming and recording processes.

Forevergreen

To the southwest is Forevergreen. It’s a suburban area with low traffic and a high forested area, with most properties being built under trees or over then.

Winnies, racial group originated from the Hundred Acre Wood, seem to have become the majority since 1926.

It’s home for seven of twelve largest universities of Avabourg. They are also the biggest exporters of honey.

Gardenia

To the south there is Gardenia. Gardenia consists of seven villages distant from the downtown area. Its economy is entirely agriculture and agropecuary based.

The eight villages are Boring, Humbug, Hamelin, Back-in-my-day, Trumpistania, Talkey, Malafaia, and Ruritania.

The population is mostly northist humans, and is heavily conservative.

Okay guys. What do you think?

@ariel-seagull-wings @tamisdava2 @mask131 @princesssarisa @the-blue-fairie @theancientvaleofsoulmaking @natache @thealmightyemprex

[thehorrortree]

Deadline: July 1st, 2024 Payment: Contributor's Copy Theme: Speculative poems and micro-prose (300 words max.) engaging with themes of environmentalism, climate change, technology, and more through a lens of Midwestern experience. Middle West Press LLC, an independent micro-publisher based in Central Iowa, has issued a call for human-generated poems and micro-prose (300 words max.) engaging with themes of environmentalism, climate change, technology, and more through a lens of Midwestern experience. The working title of this project is Midwest Futures: Poems from Tomorrow's Heartland. Deadline for submissions is Jul. 1, 2024. Publication is projected for Spring/Summer 2025. Submit via Submittable here at this link. This is explicitly a speculative poetry (and related micro-flash-prose) market. We are interested not only in the gritty and grounded, but also near-future science-fiction-infused visions of the possible. For inspirations and vibes, see also movements such “Solarpunk,” “Eco-modernism” and “Climate Fiction” (“Cli-Fi”), as well as these potential exemplars of eco-poetry and other writing: Field Guide to Invasive Species of Minnesota: Poems by Amelia Gorman “Botanical Fanaticism” and “Interpretation of a Poem by Frost” by Thylias Moss “8 Black Eco-Poets Who Inspire Us” - Sierra magazine “Five Indigenous Poets Explore Loss and Love of their Native Lands” - Natural Resource Defense Council Forever War by Kate Gaskin “Imagining the Future of Phoenix” - Arizona State University climate-writing exercise Special “Cli-Fi” issue of Guernica magazine Flyway: Journal of Writing and the Environment While we envision the Middle West as a renewing, evolving, and complicated place, but we are also not blind to the social and environmental challenges we face. We want to illuminate real-world problems specific to the region, including but not limited to climate change, racism, water quality, aging populations, rural/urban divide, and healthcare deserts. We want to imaginatively celebrate new possibilities, solutions, and futures. As with previous Middle West Projects, we hope to publish work that intersects in some way with the people, places, nature, and history of the terrains and cultures we inhabit, especially works stemming from the lived experiences of women, youth, poets of color, poets who identify as LGBTQ+, military veterans, and other marginalized voices. Our informal rule-of-thumb is that the modern U.S. states carved from the Louisiana Purchase, and/or states located west of the Ohio River and east of the Missouri River, safely define our intellectual playground. The Middle West is a moveable feast, however. We recognize that the “Middle West” includes themes, characters, and geographies that cannot be contained by mere borders. In fact, the Middle West may be most apparent in places where it is not—or when viewed and experienced by geographic “outsiders.” Editors of the project write: Our intent with this project is to have fun, but also to illuminate, interrogate, and challenge (via the still-human domain of poetry!!!) the ways people think about place, people, and culture. We are looking for terrain-shifting, mind's-eye-bending, firmament-rending expressions of new and future realities. Be provocative. Be poignant. Be human. Even if you write like a Giant Robot Tractor. Ideally, many of the works submitted will engage questions such as: How could we change the ways we build, grow, live, work, and travel on the land? What would be the results? How could we change the ways we interact with and honor the land (and our predecessors, ancestors, and neighbors), toward visions of a "new" Midwest? In creating and crafting their own original concepts and works, contributors might consider various modes of commenting, observing, or even inhabiting technologies, histories, mythologies, or Midwestern stories depicted in popular culture. Consider, for example: Starship captain James T. Kirk will be born in Riverside, Iowa.

Paul Bunyan’s companion blue ox Babe is likely the result of genetic engineering. The first binary electronic digital calculating device was constructed at Iowa State University. It was not powered by corn. George Washington Carver both attended and later taught at Iowa State University. What futures did he imagine? There are 15 nuclear power plants & unknown number of kaiju located in the New Madrid Seismic Zone. Giant. Robot. Tractors. SUBMISSION GUIDELINES: Deadline for submissions is Jul. 1, 2024. Notifications will be sent not later than Nov. 4, 2024. Target publication date for this project is Spring/Summer 2025. Submit from 1 to 3 poems in the same file (.DOC or .DOCX). Work generated using ChatGPT and similar computer-assisted word "AI" will NOT be accepted. Human-generated poems only, please. New and original work is preferred. Please note in cover letter whether specific works have previously been published elsewhere. Simultaneous submissions are accepted. Please notify the editors via Submittable if one of more poems becomes unavailable during the consideration period. Publisher requests non-exclusive, worldwide, English-language print and e-book anthology rights. Contributors will receive one complimentary print or digital (where postal delivery is not available) contributor's copy. Via: Middle West Press.

[owlask]

Oh wow a tag game!! Haven’t done one in years haha. Thanks @girlcatullus for tagging me!

1. Are you named after anyone?

Yes, but I don’t know them personally.

2. When was the last time you cried?

Last month.

3. Do you have any kids?

Not yet. Unless my plants also count as kids hahaha!

4. Do you use sarcasm a lot?

No. I dislike it.

5. What's the first thing you notice about people?

Their eyes, smile and the way they present themselves.

6. What's your eye color?

Green.

7. Scary movies or happy endings?

Happy endings cause the world is horrible enough and I would like more positivity in my life.

8. Any special talents?

A good question. I don’t think I have special talents.

9. Where were you born?

A place 80% of the world doesn’t know it even exists.

10. What are your hobbies?

Drawing my beloved OCs, listening to music playlists I find on the YT and playing games (video games, board games, cards). I am also trying to read more.

11. Do you have any pets?

My family and bf have pets that I love. I am not allowed to have any atm, but I would love to also have a cat. Preferably a senior cat that loves to snuggle.

12. What sports do you play/have you played?

When I was younger I took part in swim-racing. I kinda wanna start that again. I also played Badminton at Uni for like a year.

13. How tall are you?

I would be classified as unterlebensgroß in classical archaeology.

14. Favourite subject in school?

History and geography. I also liked the botanical parts of Biology.

15. Dream job?

There’s no real dream job for me, because the reality and expectations differ so much. I would be happy with any job that provives me to live a happy life and that is fun to do until my pension.

Tagging (but you don’t have to) @the-little-fox-in-the-box, @thoughtfulcollectivedelusion and @vaeputodeusfio

If you want to do this, consider yourself also tagged :)

[female-malice]

One of my biggest fears is the capture of key sciences such as ecology or chemistry by postmodernism. We've seen it happening with medicine. Survival of the biosphere would be much slimmer if we can't categorize deleterious exotics from native species. By the sounds of your newer posts it seems to be happening already. Are things that bad in the US?

Yes, it's starting.

A certain degree of internal criticism is healthy in any field of science. I think the argument against the current species taxonomy system is interesting. That argument criticizes the anthropocentric worldview of Carl Linnaeus. So it does ultimately help the field. But this argument could get out of hand if postmodernists co-opt it and go "don't say species!" That would get tiring. But that hasn't happened yet. For now, the point of the argument is to examine how Linnaeus's dominionism shaped biology perspectives.

But then there's Banu Subramaniam's Aliens essay and the EEB Language Project. Both have the potential to set disastrous precedents in Earth science.

It's interesting to look at the schools involved in EEB Language Project...

UC Berkeley – post-modernism think tank Harvard – conservative neoliberal capitalism think tank Princeton – liberal neoliberal capitalism think tank UC Davis – biggest agricultural university in the country and home to the CLEAR beef and dairy greenwashing project Stanford – great at protecting campus rapists

There's other schools involved but those five stood out to me.

Earth science is interesting because geography is important. There's good Earth science programs in every public university because there's always something of local interest to study. The best program at my tiny state school was the ecology program. That seems to be a common theme at a lot of small state schools. People deride these schools by calling them "party schools." But when you look at a lot of top ecologists, they spent their entire careers at "party schools"

Big names like Harvard, Princeton, and Stanford don't actually give you extra credibility in the Earth science world.

So there's a class dynamic here. You don't need to pay an arm and a leg to access the top Earth science programs. But now, through EEBLP, "prestigious" schools are talking down to the "party" schools. They're basically saying "you working class scientists are so uncultured and problematic!"

Luckily, Earth scientists have been tangoing with corporate capture and greenwashing for decades. They know what bullshit looks and smells like.

And this is still the face of botanical popular science:

So postmodernists have their work cut out for them lmao

[amrutatbrc1]

Sexual Health Supplement Market By Product Type, By Manufacturers, By End-User And Market Trend Analysis Forecast 2033

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Table of Contents 1. Executive Summary 2. Sexual Health Supplement Market Report Structure 3. Sexual Health Supplement Market Trends And Strategies 4. Sexual Health Supplement Market – Macro Economic Scenario 5. Sexual Health Supplement Market Size And Growth ….. 27. Sexual Health Supplement Market Competitor Landscape And Company Profiles 28. Key Mergers And Acquisitions 29. Future Outlook and Potential Analysis 30. Appendix

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