March’s End

March had one brief little stint where it decided to fight back against the warmth, but compared to many other years, the “in like a lion, out like a lamb” adage simply does not seem applicable. As we come to the end of the month, days of 10+ degrees Celsius are the norm. I am now biking in a t-shirt, and would love to break out the shorts if it weren’t for fear that a cold spurt will arrive on that one day that I remove my pants’ legs. Some interesting pictures of the transition of the campus, though… I do love the Trent campus! It is definitely the greatest asset of the university, even beating out its small class-sizes in my mind.

Ole Bata Library, just before winter. You can see the build-up of ice around the sides of the river, and the lower sun-angle allowed for a nice shot of it shining through the upper windows.

The library again, this time nearing the end of the winter season. The sun has climbed some, and the ice is beginning to melt (as is evidenced by the water on top of the ice, not just around it.)

BL just this week. Even the light has shifted incredibly to reflect the time of year! Something about the colouration is just warmer than the first picture (the second is, unfortunately, slightly overcast.)

My favorite little rock along the path. It’s not really that little. Winter, clearly.

Early March meltdown has left the rock bare.

Once again we can see a slight difference in the lighting despite the shots being taken on the same day of the week, at the same hour approximately.

Here’s the rock’s inscription… hard to read because of the slight rust in certain letters.

A series of metal poles which I had to think about before I could figure out its use. Any guesses as to what normally sits there?

Canoes! While no one has been out on the water yet, as far as I know, they’re there and ready for the renting! And even the water is bracing itself for the season!

Here’s the water in the winter, glossed-over with a thin layer of ice (which got thicker, naturally!)

Meanwhile here’s the (almost) ice-free stream of water that runs through our campus, looking primed for those avid fans of water sports. That includes swimming — I’m sure some people have done it already! — but the fact that we are downstream from a sewage plant deters most people.

Of course, I personally also prefer to refrain from hypothermia-inducing activities, but hey, it’s a university! Just cause we’re all faceless numbers doesn’t mean that some of us aren’t slightly wonky!


That’s Bananas!

A little amusing note pointed out by a teacher in my English class:

This is a picture of bananas, no?

Of course it is. We are very familiar with the appearance of this tropical fruit. So familiar, in fact, that it is common to see this type of picture near the beginning of our educational children’s books:

B is for Bananas, much the same as A is for apples, or C is for Cat. Fun facts, and we all associate it with the picture of a banana… stem up, nice and crescentish, although you’ll have to forgive the nonexistent vocabulary.

Naturally, since we are so knowledgeable about bananas, this would appear absolutely wrong were we to put it in children’s books:

Now why would you put an upside-down banana in a book teaching kids about the facts of life? Everyone knows that bananas are always with the stems up. Oh wait… except when they are in their natural position of growth:

That’s right… it’s almost missable at first, but upon review, those fruits are undeniably upside down! Or rather, our knowledge of bananas, it would seem, is not so complete. In fact, our thought on how bananas must grow is far closer to what we know of apples, instead of bananas.

While it seems trivial, just take note that if we know so little about bananas, how little do we know about the cultures that grow them? Our teacher’s final note for the evening was that we still have a very mainstream view of what it represents to live in Africa. We take for granted that which our teachers instill in us when we are young. Maybe we should begin to think of B is for Banana as a lesson for how we should study a whole continent’s load of people?