In recent years, ethnobotany parks have become increasingly popular as a way to explore the relationship between plants, people and culture. At ethnobotany parks, visitors can explore the traditional knowledge of Indigenous peoples, learn about the traditional uses of plants and explore the connection between plants and culture.
The concept of ethnobotany park interpretation is based on the idea that visitors can learn about the environment and Indigenous cultures in a respectful and meaningful way. This type of interpretation allows for a deeper understanding of the connection between plants, people and culture, and provides a unique opportunity for reconciliation between cultures in the forest.
Ethnobotany park interpretation is a powerful and meaningful way to connect people with nature. Through interactive activities such as guided walks, talks, and demonstrations, visitors can learn about the traditional cultures of Indigenous peoples and the traditional uses of plants. Visitors can also gain a greater appreciation of the environment and the importance of preserving traditional knowledge and species at risk.
Ethnobotany park interpretation also provides a unique opportunity for reconciliation between cultures. By exploring the shared history and culture of Indigenous peoples, visitors can gain a better understanding of the Indigenous perspectives and their connection to the land. This type of interpretation can help to bridge gaps in understanding between cultures and encourage mutual respect and understanding.
Ethnobotany park interpretation is a powerful way to explore the connection between plants, people, and culture. By providing visitors with the opportunity to learn about the traditional cultures of Indigenous peoples, visitors can gain a deeper understanding of the environment and the importance of preserving traditional knowledge. Additionally, this type of interpretation can help to foster reconciliation between cultures and promote mutual respect and understanding for environmental protections and conservation.
The ideal candidate for this stage one contract position should have a degree in education or a related field and experience in outdoor and environmental education learning experiences. You should be comfortable working in a team environment and have an eye for detail. Additionally, you should be passionate about the Saskatoon Afforestation Areas, Richard St. Barbe Baker Afforestation Area and George Genereux Urban Regional Park, and the unique cultural and environmental heritage of the region.
If you are interested in this position and think you have the qualifications and experience necessary, we look forward to hearing from you. Please submit your application and any supporting documents to the Cultural and Environmental Heritage Prairie Forest Guide App team. friendsafforestation@gmail.com
Red-Winged Blackbird. West Swale Wetlands Chappell Marsh. Richard St. Barbe Baker Afforestation Area Saskatoon, SK
Are you passionate about preserving the cultural and environmental heritage of the prairie afforestation areas of Saskatoon and area? Do you have a deep knowledge of the Indigenous and Métis communities of this area?
If so, we have an opportunity for you!
We are looking for an editor to join our team in creating an app dedicated to the preservation of the prairie afforestation areas serving Saskatoon and area. These two afforestation areas are situated on Treaty 6 territory, so we are particularly interested in applicants who have a deep knowledge of this land’s history and culture.
The app will be designed to educate users about the importance of preserving these forests, namely Richard St. Barbe Baker Afforestation Area and George Genereux Urban Regional Park, and to provide resources for those who wish to help protect and conserve them. We are looking for an editor / content creator who will be able to work with our team to edit and/or create engaging, informative content for the app.
This is an exciting opportunity for an individual who is passionate about protecting these prairie forests, and who has a deep knowledge of the Indigenous and Métis communities of Saskatoon and area. If you are interested in applying, please send us your resume and a brief description of why you would be a good fit for this position to friendsafforestation@gmail.com.
Interpretation: A Key to Ecosystem Restoration in the 21st Century
The United Nations has declared 2021-2030 the Decade on Ecosystem Restoration, a groundbreaking initiative to address the pressing global challenge of environmental degradation. To ensure the success of the Decade, many new and innovative approaches to environmental stewardship must be adopted. One such approach is the use of traditional ecological knowledge (TEK) in afforestation areas.
TEK is the accumulated traditional knowledge, practices and beliefs of indigenous and local communities that relate to their environment and the sustainable use of natural resources. It is based on generations of observation, experimentation, and adaptation to the environment, and is often deeply embedded within the cultural and spiritual values of the community. In afforestation areas, TEK can be used to identify the traditional and medicinal uses of the plants found in the area, protect species at risk, and manage the impact of invasive species.
Traditional and medicinal uses of plants in afforestation areas can be determined by tapping into TEK. Through TEK, local communities can identify the plants that grow in the area, their medicinal properties, and the traditional uses of the plants. This knowledge can be used to develop a comprehensive inventory of the area’s plant species and their uses, which can inform the conservation and management of the area.
TEK can also be used to identify species at risk and protect them from further degradation. Indigenous and local communities often have specialized knowledge on the natural environments in their area, including which species are rare or endangered. This knowledge can be used to prioritize conservation efforts and take action to protect these species.
Finally, TEK can be used to mitigate the impacts of invasive species in afforestation areas. TEK can provide information on how to identify, monitor, and manage invasive species, and on traditional methods for controlling them. For example, local communities can be engaged in efforts to remove invasive species and restore native habitats.
The 21st century must be one of environmental stewardship. The United Nations Decade on Ecosystem Restoration provides a unique opportunity to put TEK to use in afforestation areas, to protect species at risk, and to address the impacts of invasive species. By incorporating TEK into the restoration process, the Decade can be a crucial step in the global fight against environmental degradation.
Are you a Cultural and Environmental Heritage Writer with a passion for outdoor education, reconciliation between Indigenous and non-Indigenous persons, and Aboriginal knowledge, culture and ethics?
If you are an experienced Cultural and Environmental Heritage Writer who is passionate about reconciliation and cross-cultural learning, we want to hear from you for stage one of this contract position! Please send us your resume and a writing sample for consideration.
We look forward to hearing from you!
American Beaver, Porcupine, Red-winged Blackbird, Fawn, Mallard Ducks, Waxwing, Rabbit, Deer Chappell Marsh. West Swale Wetlands. Richard St. Barbe Baker Afforestation Area. Saskatoon, SK, CA
As the world continues to face environmental challenges, the United Nations Decade on Ecosystem Restoration (2021–2030) provides an important opportunity to restore and protect our planet. One key element of this effort is the inclusion of Traditional Ecological Knowledge (TEK) in virtual smartphone applications.
TEK is a culturally based body of knowledge and practices developed through generations of observation and experience within a particular region and ecosystem. It encompasses a range of information including traditional uses of plants, the protection of species at risk, the management of invasive species, and the impact of invasives.
By incorporating TEK into virtual smartphone applications, users of the app can gain a better understanding of the natural environment and how to protect and enhance it. This knowledge can be applied to afforestation projects that help to restore ecosystems. Users can learn about the different species of plants found in the area, their traditional and medicinal uses, and how to protect them from becoming extinct. Additionally, users can learn how to identify and manage invasive species and reduce the impact of their spread.
Involving users in the restoration of ecosystems through virtual applications is a powerful way to increase environmental awareness and create a sense of responsibility. By providing access to TEK and the ability to apply it, virtual apps can empower users to become more active in the protection of the environment.
Ultimately, the inclusion of TEK in virtual apps can have a positive impact on the success of the United Nations Decade on Ecosystem Restoration. By providing users with an understanding of traditional ecological practices, these apps can help to restore and protect the planet for generations to come.
This is a great opportunity to bring your knowledge, skills, and passion to the table and help create a valuable and engaging resource for the community. If you believe you’re the right candidate for this Cultural and Environmental Heritage Writer contract position stage one, please submit your resume, a cover letter, and samples of your work to friendsafforestation@gmail.com for consideration. We look forward to hearing from you!
Canada Geese West Swale Wetlands. Chappell Marsh. Richard St. Barbe Baker Afforestation Area, Saskatoon, SK, CA
interpreting and understanding the past, reconciliation in the present.
As the world continues to evolve, technology has opened up new avenues for interpreting and understanding the past. A new virtual smartphone app has been developed with the goal of illuminating the story of the West Swale and the Yorath Island Glacial Spillway and the Paleoindian lifestyle and Ice Age Mammals, utilizing both archaeological and geological concepts and theories.
The app begins by providing an overview of the Paleoindian lifestyle, examining how early inhabitants of the area adapted to survive in their environment. Through a combination of interactive maps and 3D models, users can explore the landscape of the West Swale and Yorath Island Glacial Spillway, discovering how the environment shaped the lives of the Paleoindians. The app also features a comprehensive guide to the animals of the Ice Age, from mammoths to saber-toothed cats and everything in between.
In addition to these historical elements, the app also provides users with an understanding of the geological and environmental changes that have taken place in the area over time. By combining geological data with archaeological evidence, the app paints a picture of how the environment has evolved over the years. This includes a look at the effects of glacial and post-glacial events, as well as the impact of human activity on the area.
Finally, the app offers a comprehensive look at the impact of climate change on the environment, showcasing how the area has been affected by rising sea levels and changing temperatures. Through interactive maps and visuals, users can get a sense of the current state of the West Swale and Yorath Island Glacial Spillway, and how the environment is being impacted by human activity.
By combining archaeological, geological, and environmental information, this virtual app is a comprehensive tool for understanding the history of the West Swale and the Yorath Island Glacial Spillway. By providing users with an interactive look at the area’s past and present, the app aims to provide a better understanding of the environment and the impact of human activity on it.
Responsibilities for the virtual app editor/writer position include:
Editing and running reconciliation, traditional ecological ways of knowing fact checks for The GPS interpretive app existing content
Developing content for the app that is both accurate and engaging
Ensuring accuracy in all content related to traditional ecological ways of knowing
Collaborating with the app developers and other stakeholders to ensure the accuracy of the app
Qualifications for this position include:
Bachelor’s degree (or higher) in Environmental Studies, Environmental Science, or a related field
Strong writing skills, with experience in cultural and environmental heritage writing
Understanding of reconciliation and traditional ecological ways of knowing
Ability to work independently and as part of a team
If you are an experienced Cultural and Environmental Heritage Writer and are interested in this stage one contract position, please send a CV and writing samples to friendsafforestation@gmail.com. We look forward to hearing from you!
West Swale and Richard St. Barbe Baker AFforestation Area wildlife Urban Forest Semi-Wilderness Area. Mountain Bluebird, White Tailed Deer Fawn. Barred Tiger Salamander or western tiger salamander. American Pelican, Mallard Duckling
Are you a Cultural and Environmental Heritage Writer with a passion for outdoor education, reconciliation between Indigenous and non-Indigenous persons, and Aboriginal knowledge, culture and ethics?
Our public park space is seeking a Heritage Writer to fact check the interpretation of the Prairie Forest Guide app. This app provides outdoor education opportunities that promote the understanding of Aboriginal knowledge, culture and ethical standards. The Prairie Forest Guide app is part of an ongoing effort to support reconciliation between Indigenous and non-Indigenous persons in our public park space.
We are looking for a Heritage Writer who is knowledgeable in Aboriginal knowledge, culture and ethical standards. The ideal candidate must be able to fact check the interpretation of the Prairie Forest Guide app to ensure accuracy and authenticity. The Heritage Writer will also be responsible for providing guidance and support to the Friends of the Saskatoon Afforestation Areas Inc. regarding cultural protocols and best practices in editing existing interpretive stories and write new stories as needed.
The successful candidate must have a background in Aboriginal studies, have a good understanding of the local Indigenous communities and cultures, and possess excellent writing and communication skills.
If you believe you have the skills and knowledge to help us in our effort to support reconciliation between Indigenous and non-Indigenous persons in our public park space, please apply today friendsafforestation@gmail.com!
Image taken by Shweetha Gopinath, eco-photographer
Are you a Cultural and Environmental Heritage Writer seeking to make a difference in the reconciliation process between Indigenous and non-Indigenous persons?
We are looking for a knowledgeable and experienced writer to fact-check the interpretation to the Prairie Forest Guide app. This app is used to provide outdoor education opportunities in public park spaces. We need someone who is familiar with Aboriginal knowledge, culture, and ethical standards to ensure the accuracy of the interpretation of the app’s content.
As a cultural and environmental heritage writer / editor of existing content, you would be responsible for researching and verifying the accuracy of the app’s content. You would be expected to be detail-oriented and have a keen eye for detail. You should also be well-versed in Aboriginal culture and have a good understanding of the ethical standards associated with it.
We are looking for a driven and passionate individual who is eager to be part of a meaningful process of reconciliation between Indigenous and non-Indigenous persons. Your work will help to create an understanding of the importance of outdoor education opportunities in public park spaces and how these can create a positive impact in the reconciliation process.
If you think you have what it takes to become part of this project, please get in touch with us with your CV and a writing sample to friendsafforestation@gmail.com. We look forward to hearing from you! This is stage one of a contract position, find out what that means.
Ethnobiology embarks on the scientific study of how human cultures interacted with the environment, and the ever-changing relationship with biota and organisms. Ethnobiologists investigate how human societies have used nature, and how do they view nature in the distant past, to the immediate present. They investigate the common lore or the folk knowledge of how humans interact with organisms. Traditional knowledge is rapidly being lost, and the field of ethnobiology is a process of knowledge acquisition and organisation for the management of useful plant and animal populations in the natural system and environment.
Besides wild animals, humans have been known to value the nutritional value of these plants. In addition to people and animals, worms and insects have an affinity for the nutrition value of the rose hips, so it is best to check for worms before eating a rose hip. According to Joseph Shorthouse in his report, Galls Induced by Cynipid Wasps of the Genus Diplolepis (Hymenoptera: Cynipidae) on the Roses of Canada’s Grasslands, native rose plants “are host to insects in a variety of guilds, including leaf chewers, leaf miners, fluid feeders, stem borers, pollinators, and gall inducers.”
Rose hips with seeds and skins removed make jams, marmalades, catsup, jellies and syrups. Rose hips are tastiest for those used to a North American diet after the first frost which brings out the sweetness. This same rose hip pulp may be dried and ground into powder form as an addition to baking recipes or puddings. Young green rose hips can be peeled and cooked. Rose petals are known for their perfume.
Please be stewards of both the afforestation areas – Richard St. Barbe Baker Afforestation Area and George Genereux Urban Regional Park forest communities, do not harvest too many parts of the rose plant. Learn and check into the scientific names of plants, and make a good native rose plant identification from Part 1 | Part 2 | Part 3| Part 4 | Part 5. Nature is very diverse, and evolves and plant species may hybridize with each other. When in doubt, please leave the plant out before harvesting so that other visitors and animal foragers may enjoy the native roses. It is wise take only pictures and to leave no trace when visiting the Saskatoon afforestation areas to mitigate ecological damage. The afforestation areas are experiencing an exponential increase in the human footprint, and a little foresight will ensure that the plants are not extirpated from the greenspace. Consider where you are digging and harvesting: do you have permission? Who do you get permission from? Who owns the land, and who manages the land of the afforestation areas?
“If a man loses one-third of his skin he dies; if a tree loses one-third of its bark, it too dies. If the Earth is a ‘sentient being’, would it not be reasonable to expect that if it loses one-third of its trees and vegetable covering, it will also die?” Richard St. Barbe Baker
Buds and flowers or the soaked and boiled root cambium can be used in the making of rose water, a base for eye wash treatments. Leaves, flowers and buds can be infused in the making of teas. When using the bark of the rose bush for a tea decoction, muscles would find relief and diarrhea would be relieved. Flowers and flower buds may relieve diarrhea or stomach upset.
First Nations people sometimes smoked the inner bark-like substance of the rose bush like tobacco. There are reports that native persons ate the rosehip rinds, and left the seeds to grow again. Eating the layer of hairs around the seeds may cause irritation to the mouth and to the digestive tract. The rose hips may create diarrhea, if too many are ingested. A compress from the boiled rose roots would relieve swelling. The solution made from boiled rose roots could be gargled to relieve swelling of tonsillitis and sore throats, or mouth sores.
Besides the ethnobotanical uses of wild roses, rose wood can be fashioned into arrows and pipe stems. Rose hips would be used historically as beads before mass-manufactured beads were acquired through trade as early as the nineteenth century. The Cree called the Rosehip (singular); okiniy (plural); okiniyak ᐅᑭᓂᕀ
Do you think you would like to be an ethnobiolgist? Why or why not?
Debate the efficacy of native rose plants related to ethnobiology and health science, including developing materials to support the arguments for and against a posi៝tion. Would ethnobiological approaches contribute to mental, physical, or spiritual perspectives on health?
Do native rose plants provide any important macronutrients to maintain human, insect or animal health?
Do humans still rely on native rose plants for treating illness, disease, or to improve health and wellness? Are native rose plants a common garden plant for most city residents? How have communities and people changed historically to contemporary times? Could you purchase herbs, vitamins, essential oils from native rose plants in the local grocery store? in the health food store?
Have native rose plants contributed to traditional or indigenous rituals or ceremonies or in health care? Do native rose plants contribute in these same ways to any other culture world wide?
If a health care professional must weigh the following ethical decisions would a health care professional work hand in hand with an ethnobiologist?
What can be done for the patient? (intervention technologies)
Does the patient understand the options? (informed consent)
What does the patient want? (autonomy)
hat are the benefits? (beneficence)
Will it harm the patient? (non‐maleficence)
Are the patient’s requests fair and able to be satisfied? (justice)
Are the costs involved fair to society? (economic consequences)
When relying upon the various components of the native rose plant for health care; contrast – researching the differences, and compare -delving into the similarities through study those decisions made related to ethnobiology and health care from the various viewpoints of individuals who hold different beliefs.
How do plants – the native rose bushes, and animals – humans harvesting petals, root parts, and leafs interact to meet their basic needs?
What are some uses of the various parts of a rose bush plant based upon the form and materials that the plant is made of?
Compare the texture, and properties of the various part of the native rose plant. How do the leaves, petals, rose hips and stems compare with hardness, smell, flexibility, etc How do the characteristics of the rose plant create a useful feature for the plant in its survival? How do these same characteristics suggest that the various parts of the rose plant might be useful for a specific function, material source or usefulness for different objects.
How do people show respect for living things such as the native rose bush plants?
Describe and evaluate the methods in which the parts of the native rose plants may be used appropriately and efficiently to the benefit of themselves, others, and the environment.
How do humans and animals take note of their senses as they interact with a native rose bush. If humans were to eat the rose hip or smell the rose flower, what are some safety considerations?
What season would be great to find a rose hip? What time of the year would people locate a rose flower? Why do roses make these adaptations?
What are the consequences of combining a professional health care approach with the ethnobiologist report? Create and debate with arguments for and against a posi៝tion or hypothesis.
Do you know of another way that humans interacted with native rose bushes?
Nîhiyawak (Cree) refers to “those who speak the same language.[*]” The etymology of the nehiyaw has two roots; it comes from Nîwo translated as four and -iyaw or miyaw meaning body or souls, four aspect, four directional beings.[*, *,*,*,*]. Wahkohtowin is a word from the Cree language meaning those acts of being in kinship. Then there is the Cree word “maskihkiwiskwewiw” which loosely translated into English would be medicine woman[*]; “maskikiwiyiniwiw” meaning medicine man[*]. To fully understand ethnobotany, one must delve into the maskihkîy or medicine inherent in the native rose bush. This would be to take on the world view of the nehiyaw to be in true wahkohtowin with the rose bush, to speak the same language as the roses.
Identify both macronutrients and micronutrients found in the various plant parts of the native rose bush. Show how these sources and the amounts found in the native rose plant are necessary for health, and how they may affect the wellness of a human or animal.
Create a through scientific investigation into ethnobiology regarding native rose plants. Start with a question, then create a hypothesis, and then design a procedure to test the hypothesis with those details needed to collect and analyze the data.
What structural or physiological adaptations and methods does the rose hip employ to defend itself against predators?
Analyze and debate how the personal beliefs, culture and understanding effects the appreciation of place based learning with the environment is influenced by personal experiences and cultural understandings.
Discuss the roles of native rose plants as providers of medicinal, spiritual, nutritional needs of Western, First Nations, Métis and other cultures.
How many native rose bushes would you need to grow to sustain healthy eating practice for various ages, sizes and types of people for their lifestyle requirements?
What is appeal from the three native rose species to animals that live in the afforestation areas? Prickly Rose (Rosa Acicularlis Lindl.) the Prairie Rose (Rosa arkansana) and Wood’s Rose, or Wild Rose (Rosa woodsii)
What is appeal from the three native rose species to humans historically? Do the rose species offer the same advantages? Prickly Rose (Rosa Acicularlis Lindl.) the Prairie Rose (Rosa arkansana) and Wood’s Rose, or Wild Rose (Rosa woodsii)
Are there any other rose species which you may see in the afforestation areas? Why or why not?
Which rose species have you seen in the afforestation areas?
What happens from over-harvesting?
What is a hori hori?
Who owns the land, and who manages the land of the afforestation areas?
Can you establish native rose plants in your own yard, or in your community garden?
Brennont; et al. (October 24, 2018), Sessility (botany), Wikipedia, retrieved June 19, 2019
Britton, Nathaniel Lord; Brown, Addison (1970), Illustrated Flora of the Northern United States and Canada, Volume 2 of An Illustrated Flora of the Northern United States and Canada: From Newfoundland to the Parallel of the Southern Boundary of Virginia, and from the Atlantic Ocean Westward to the 102d Meridian, Dover Books on plants. Dover Books. Courier Corporation, ISBN0486226433, 9780486226439, retrieved June 20, 2019
Conrad, C. Eugene (July 1987), Common Shrubs of Chaparral and Associated Ecosystems of Southern California(PDF), United States Department of Agriculture Forest Service. Pacific Southwest Forest and Range Experiment Station. Berkeley, California. General Technical Report PSW-99., retrieved June 20, 2019
Coxhead, Peter; et al. (June 17, 2019), Stamen, Wikipedia, retrieved June 20, 2019
Culver, Denise; Smith, Pam (June 26, 2018), Botany Primer(PDF), Colorado Natural Heritage Program. Warner college of Natural Resources. Colorado State University., retrieved June 20, 2019
Hauser, Alan S (2006), Rosa arkansana, Fire Effects Information System (Feis) Syntheses about fire ecology and fire regimes in the United States USDA, United States Department of Agriculture Forest Service. Rocky Mountain Research Station, Fire Sciences Laborator, retrieved June 20, 2019
Rosa arkansana (Prairie Rose), Minnesota Wildflowers A field guide to the flora of Minnesota, 2006–2019, retrieved June 20, 2019
Runesson, Ulf T., Rosa acicularis Prickly Wild Rose, Faculty of Natural Resources Management, Lakehead University, retrieved June 20, 2019
Salick, Jan (1998–2014), What is Ethnobiology?, Society of Ethnobiology. partially excerpted from 2002 NSF Biocomplexity Workshop Report: “Intellectual Imperatives in Ethnobiology”, Missouri Botanical Garden, St. Louis, MO, retrieved June 20, 2019
Soltis, Doug; Soltis, Pam; Edwards, Christine (2005), Core Eudicots, Tree of Life Web Projects, retrieved June 20, 2019
Species: Rosa acicularis, Fire Effects Information System (FEIS). USDA. US Forest Service Department of Agriculture, 2019 June 10, retrieved June 19, 2019
Stevenson, Dennis William (2019), Angiosperm Plant, Encyclopedia Britannica, Inc., retrieved June 20, 2019
Taylor, Thomas N.; et al. (2019), Rosids, first published Paleobotany (Second Edition), 2009. Republished. Science Direct. Elsevier B.V., retrieved June 20, 2019
Tbhotch; et al. (April 18, 2019), Plant Reproduction, Wikipedia, retrieved June 20, 2019
Tdslk; et al. (May 28, 2019), Achene, Wikipedia, retrieved June 20, 2019
Trondarne; et al. (May 30, 2018), Vessel element, Wikipedia, retrieved June 20, 2019
Wild Rose Comparison, The Friends of the Wild Flower Garden, retrieved June 19, 2019
Wild Rose (Rosa acicularis), British Columbia Outdoor Wilderness Guide. BC Adventure, 1995 – 2018, retrieved June 20, 2019
Wild Roses, Canadian Wildlife Federation, 2019, retrieved June 20, 2019
Wood’s Rose Rosa woodsii Lindl.(PDF), Plant Guide. United States Department of Agriculture USDA. Natural Resources Conservation Service., 1995 – 2018, retrieved June 20, 2019
Richard St. Barbe Baker Afforestation Area is located in Saskatoon, Saskatchewan, Canada north of Cedar Villa Road, within city limits, in the furthest south west area of the city. 52° 06′ 106° 45′
Addresses:
Part SE 23-36-6 – Afforestation Area – 241 Township Road 362-A
Part SE 23-36-6 – SW Off-Leash Recreation Area (Richard St. Barbe Baker Afforestation Area ) – 355 Township Road 362-A
S ½ 22-36-6 Richard St. Barbe Baker Afforestation Area (West of SW OLRA) – 467 Township Road 362-A
NE 21-36-6 “George Genereux” Afforestation Area – 133 Range Road 3063 Wikimapia Map: type in Richard St. Barbe Baker Afforestation Area
Google Maps South West Off Leash area location pin at parking lot Web page: https://stbarbebaker.wordpress.com Where is the Richard St. Barbe Baker Afforestation Area? with map Where is the George Genereux Urban Regional Park (Afforestation Area)? with map
Please help protect / enhance your afforestation areas, please contact the Friends of the Saskatoon Afforestation Areas Inc. (e-mail)
Support the afforestation areas with your donation or membership ($20.00/year). Please donate by paypal using the e-mail friendsafforestation AT gmail.com, or by using e-transfers Please and thank you! Your donation and membership is greatly appreciated. Members e-mail your contact information to be kept up to date!
“The simple act of planting a tree, which is in itself a practical deed, is also the symbol of a far reaching ideal, which is creative in the realm of the Spirit, and in turn reacts upon society, encouraging all to work for the future well being of humanity rather than for immediate gain. ” Richard St. Barbe Baker
“We forget that we owe our existence to the presence of Trees. As far as forest cover goes, we have never been in such a vulnerable position as we are today. The only answer is to plant more Trees – to Plant Trees for Our Lives.” ~ Richard St. Barbe Baker
Richard St. Barbe Baker Afforestation Area. George Genereux Urban Regional Park. 