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Brief Contents
Preface xv
About the Authors xxii
From the Authors xxiii
Learning Skills xxiv
Humans and Sustainability: An Overview
1 The Environment and Sustainability 2
Ecology and Sustainability

2 Science, Matter, Energy, and Systems 26
3 Ecosystems: What Are They and How Do They Work? 44
4 Biodiversity and Evolution 68
5 Species Interactions, Ecological Succession, and Population Control 88
6 The Human Population and Urbanization 106

7 Climate and Biodiversity 134
Sustaining Biodiversity
8 Sustaining Biodiversity: Saving Species 166
9 Sustaining Biodiversity: Saving Ecosystems 192
Sustaining Resources and Environmental Quality

10 Food Production and The Environment 224
11 Water Resources and Water Pollution 260
12 Geology and Nonrenewable Mineral Resources 300
13 Energy Resources 326
14 Environmental Hazards and Human Health 376
15 Air Pollution, Climate Change, and Ozone Depletion 404
16 Solid and Hazardous Waste 448

Sustaining Human Societies
17 Environmental Economics, Politics, and Worldviews 472
Glossary G1
Index I1
v

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Contents
Preface xv Tying It All Together The Hubbard Brook

Forest Experiment and Sustainability 40
About the Authors xxii
Chapter Review 40
From the Authors xxiii
Learning Skills xxiv Critical Thinking 41
Doing Environmental Science 42

Humans and Sustainability: An Overview
Global Environmental Watch Exercise 42
1 The Environment and Sustainability 2
Data Analysis 43
Key Questions 3
Core Case Study Learning from the Earth 4

3 Ecosystems: What Are They and
1.1 What Are Some Key Principles of Sustainability? 5 How Do They Work? 44
Individuals Matter 1.1 Janine Benyus: Using Key Questions 45
Nature to Inspire Sustainable Design and Living 9 Core Case Study Tropical Rain
1.2 How Are We Affecting the Earth? 10 Forests Are Disappearing 46
1.3 What Causes Environmental Problems? 14 3.1 H

ow Does The Earth’s Life-Support System
Work? 47
Science Focus 1.1 Some Biomimicry Principles 19
3.2 W
hat Are The Major Components of an
1.4 What Is an Environmentally Sustainable Society? 21 Ecosystem? 48
Tying It All Together Learning from Science Focus 3.1 Many of the World’s Most Important
the Earth and Sustainability 22 Organisms Are Invisible to Us 51
Chapter Review 22 3.3 What Happens to Energy in an Ecosystem? 53
Critical Thinking 23
3.4 What Happens to Matter in an Ecosystem? 56
Science Focus 3.2 Water’s Unique Properties 57

Individuals Matter 3.1 Thomas E. Lovejoy—Forest Researcher
Global Environment Watch Exercise 24
and Biodiversity Educator 62
Ecological Footprint Analysis 24 3.5 How Do Scientists Study Ecosystems? 62
Science Focus 3.3 Planetary Boundaries 63

Ecology and Sustainability Tying It All Together Tropical Rain Forests and
Sustainability 64
2 Science, Matter, Energy, and Systems 26
Key Questions 27 Chapter Review 64
Core Case Study How Do Scientists Learn about Critical Thinking 65

Nature? Experimenting with a Forest 28
2.1 What Do Scientists Do? 29 Doing Environmental Science 66
Individuals Matter 2.1 Jane Goodall: Chimpanzee Global Environment Watch Exercise 66
Researcher and Protector 30
Data Analysis 67
2.2 What Is Matter and What Happens
When It Undergoes Change? 31
4 Biodiversity and Evolution 68
2.3 What Is Energy and What Happens
When It Undergoes Change? 35 Key Questions 69
Core Case Study Why Are Amphibians Vanishing? 70

2.4 What Are Systems and How Do They
Respond to Change? 38 4.1 What Is Biodiversity and Why Is It Important? 71
vi
Science Focus 4.1 Insects Play a Vital Role
in Our World 72
Individuals Matter 4.1 Edward O. Wilson: A Champion

of Biodiversity 73
4.2 What Roles Do Species Play in Ecosystems? 74
CASE STUDY The American Alligator—A Keystone Species

That Almost Went Extinct 75
CASE STUDY Sharks as Keystone Species 76
4.3 How Does the Earth’s Life Change Over Time? 77
Science Focus 4.2 Causes of Amphibian Declines 78
4.4 What Factors Affect Biodiversity? 80
Science Focus 4.3 Geological Processes Affect

Biodiversity 81
CASE STUDY The Threatened Monarch Butterfly 83
Tying It All Together Amphibians and

Sustainability 85
Chapter Review 85
Data Analysis 87
5 Species Interactions, Ecological Succession,

and Population Control 88
Key Questions 89
Core Case Study The Southern Sea Otter:

A Species in Recovery 90
5.1 How Do Species Interact? 91
Science Focus 5.1 Threats to Kelp Forests 92
5.2 How Do Communities and Ecosystems Respond to

Changing Environmental Conditions? 95
5.3 What Limits the Growth of Populations? 97
Science Focus 5.2 The Future of California’s

Southern Sea Otters 101
Tying It All Together Southern Sea Otters

and Sustainability 102
Chapter Review 102
Contents vii
Data Analysis 105
6 The Human Population and Urbanization 106
Key Questions 107
Core Case Study Planet Earth: Population

7.4 Billion 108
6.1 How Many People Can the Earth Support? 109
6.2 W
hat Factors Influence the Size of the Human
Population? 109
Science Focus 6.1 How Long Can the Human
Population Keep Growing? 110
CASE STUDY The U.S. Population—Third Largest

and Growing 110
6.3 H
ow Does a Population’s Age Structure Affect
Its Growth or Decline? 113
CASE STUDY The American Baby Boom 114
6.4 How Can We Slow Human Population Growth? 115
CASE STUDY Population Growth in India 116
CASE STUDY Slowing Population Growth in China 118
6.5 W
hat Are the Major Urban Resource and
Environmental Problems? 119
CASE STUDY Urbanization in the United States 119
CASE STUDY Mexico City 124
6.6 H
ow Does Transportation Affect Urban
Environmental Impacts? 124
6.7 H
ow Can We Make Cities More Sustainable and
Livable? 126
CASE STUDY The Eco-City Concept in Curitiba, Brazil 128
Tying It All Together Population Growth,

Urbanization, and Sustainability 130
Chapter Review 130
Data Analysis 133
viii Contents
7 Climate and Biodiversity 134 8.3 H
ow Do Humans Accelerate Species Extinction and
Degradation of Ecosystem Services? 173
Key Questions 135
Core Case Study African Savanna 136 Science Focus 8.2 Honeybee Losses: A Search for
Causes 180
7.1 What Factors Influence Climate? 137
Science Focus 7.1 Greenhouse Gases and Climate 138 Individuals Matter 8.1 Juliana Machado Ferreira:
Conservation Biologist and National Geographic Explorer 182
7.2 What Are the Major Terrestrial Ecosystems and How
Are Human Activities Affecting Them? 140 CASE STUDY A Disturbing Message from the Birds 183
Science Focus 7.2 Staying Alive in the Desert 144

Individuals Matter 8.2 Çağan Hakkı Sekercioğlu:
Protector of Birds and National Geographic
Science Focus 7.3 Revisiting the Savanna: Elephants as
Emerging Explorer 184
a Keystone Species 146
8.4 H
ow Can We Sustain Wild Species and the
Individuals Matter 7.1 Tuy Sereivathana: Elephant Ecosystem Services They Provide? 184
Protector 147
CASE STUDY The U.S. Endangered Species Act 185
7.3 What Are the Major Types of Marine Aquatic Systems
and How Are Human Activities Affecting Them? 152 Tying It All Together Honeybees and
Sustainability 189
Science Focus 7.4 Coral Reefs 156
Chapter Review 189
7.4 What Are the Major Types of Freshwater Systems and
How Are Human Activities Affecting Them? 157 Critical Thinking 190
Individuals Matter 7.2 Alexandra Cousteau: Environmental Doing Environmental Science 191
Storyteller and National Geographic Explorer 162
Tying It All Together Tropical African Savanna

Data Analysis 191
Chapter Review 163
9 Sustaining Biodiversity: Saving Ecosystems 192
Key Questions 193
Doing Environmental Science 165 Core Case Study Costa Rica—A Global Conservation
Leader 194
9.1 W
hat Are the Major Threats to Forest
Data Analysis 165
Ecosystems? 195
Science Focus 9.1 Putting a Price Tag on Nature’s
Ecosystem Services 196
Sustaining Biodiversity
CASE STUDY Many Cleared Forests in the United States
8 Sustaining Biodiversity: Saving Species 166
Have Grown Back 198
Key Questions 167
9.2 How Can We Manage and Sustain Forests? 201
Core Case Study Where Have All the European
Honeybees Gone? 168
9.3 How Can We Manage and Sustain Grasslands? 204
8.1 What Role Do Humans Play in the Loss of Species 9.4 How Can We Sustain Terrestrial Biodiversity? 205
and Ecosystem Services? 169 CASE STUDY Stresses on U.S. Public Parks 207
Science Focus 8.1 Estimating Extinction Rates 170

CASE STUDY Identifying and Protecting Biodiversity in
8.2 Why Should We Try to Sustain Wild Species and the Costa Rica 208
Ecosystem Services They Provide? 170
Contents ix
Science Focus 9.2 Reintroducing the Gray Wolf to 10.6 How Can We Improve Food Security? 252
Yellowstone National Park 209
Science Focus 10.1 Perennial Polyculture and the Land
CASE STUDY Ecological Restoration of a Tropical Dry Institute 253
Forest in Costa Rica 212
Individuals Matter 10.2 Jennifer Burney: Environmental
9.5 How Can We Sustain Aquatic Biodiversity? 213 Scientist and National Geographic Explorer 254
Science Focus 9.3 Ocean Acidification: The Other CO2 Tying It All Together Growing Power
Problem 214 and Sustainability 256
CASE STUDY Upsetting Marine Ecosystems: Jellyfish Chapter Review 256

Invasions 215
Individuals Matter 9.1 Sylvia Earle—Advocate for the

Oceans 218
Tying It All Together Sustaining Costa Rica’s Global Environment Watch Exercise 258
Biodiversity 220
Ecological Footprint Analysis 259
Chapter Review 220
11 Water Resources and Water Pollution 260

Key Questions 261
Doing Environmental Science 222 Core Case Study The Gulf of Mexico’s Annual
Dead Zone 262
11.1 Will We Have Enough Usable Water? 263
CASE STUDY Freshwater Resources in the United
States 265
Sustaining Resources and Environmental CASE STUDY The Colorado River 268
Quality
11.2 How Can We Increase Freshwater Supplies? 269
10 Food Production and the Environment 224
CASE STUDY Overpumping the Ogallala Aquifer 269
Key Questions 225
Core Case Study Growing Power—An Urban CASE STUDY How Dams Can Kill a Delta 272
Food Oasis 226
CASE STUDY The Aral Sea Disaster: An Example
10.1 W
hat Is Food Security and Why Is It Difficult of Unintended Effects 275
to Attain? 227
10.2 How Is Food Produced? 228
11.3 H
ow Can We Use Freshwater More
Sustainably? 276
CASE STUDY Industrialized Food Production in the United
States 232
Individuals Matter 11.1 Sandra Postel: National Geographic
Explorer and Freshwater Conservationist 280
10.3 W
hat Are the Environmental Effects of Industrialized
Food Production? 233 11.4 How Can We Reduce Water Pollution? 280
10.4 H
ow Can We Protect Crops from Pests More CASE STUDY Is Bottled Water a Good Option? 287
Sustainably? 242
CASE STUDY Lead in Drinking Water 288
CASE STUDY Ecological Surprises: The Law of Unintended
Consequences 244 Science Focus 11.1 Treating Sewage by Learning
from Nature 295
10.5 How Can We Produce Food More Sustainably? 247
Tying It All Together Dead Zones and
Individuals Matter 10.1 David Tilman—Polyculture
Sustainability 296
Researcher 252
x Contents
Chapter Review 296
Data Analysis 299
12 Geology and Nonrenewable

Mineral Resources 300
Key Questions 301
Core Case Study The Real Cost of Gold 302
12.1 W
hat Are the Earth’s Major Geological Processes
and What Are Mineral Resources? 303
12.2 H
ow Long Might Supplies of Nonrenewable Mineral
Resources Last? 305
CASE STUDY The Crucial Importance of Rare
Earth Metals 306
12.3 W
hat Are The Environmental Effects of Using
Nonrenewable Mineral Resources? 309
12.4 H
ow Can We Use Mineral Resources
More Sustainably? 312
Individuals Matter 12.1 Maria Gunnoe: Fighting to Save
Mountains 313
12.5 W
hat Are the Earth’s Major Geological
Hazards? 314
Science Focus 12.1 The Nanotechnology Revolution 315
Individuals Matter 12.2 Yu-Guo Guo: Designer of

Nanotechnology Batteries and National Geographic
Explorer 316
Individuals Matter 12.3 Robert Ballard, Ocean Explorer 318

Tying It All Together The Real Cost of Gold and
Sustainability 322
Chapter Review 322
Data Analysis 325
Contents xi
13 Energy Resources 326
Key Questions 327
Core Case Study Using Hydrofracking to Produce Oil

and Natural Gas 328
13.1 What Is Net Energy and Why Is It Important? 329
13.2 W
hat Are the Advantages and Disadvantages
of Using Fossil Fuels? 330
CASE STUDY Oil Production and Consumption in the
United States 332
Science Focus 13.1 Environmental Effects of Natural

Gas Production and Fracking in the United States 336
13.3 W
hat Are the Advantages and Disadvantages of
Using Nuclear Power? 339
13.4 W
hy Is Energy Efficiency an Important Energy
Resource? 345
Science Focus 13.2 The Search for Better Batteries 349
13.5 W
of Using Renewable Energy Resources? 352
Science Focus 13.3 Making Wind Turbines Safer for
Birds and Bats 363
Individuals Matter 13.1 Andrés Ruzo—Geothermal Energy

Sleuth and National Geographic Explorer 366
13.6 H
ow Can We Make the Transition to a More
Sustainable Energy Future? 367
CASE STUDY Germany Is a Renewable Energy
Superpower 369
Tying It All Together Energy Resources

Chapter Review 371
14 Environmental Hazards and Human Health 376
Key Questions 377
Core Case Study Mercury’s Toxic Effects 378
14.1 What Major Health Hazards Do We Face? 379
xii Contents
14.2 H
ow Do Biological Hazards Threaten Individuals Matter 15.1 James Balog: Watching
Human Health? 379 Glaciers Melt 430
CASE STUDY The Global Threat from Tuberculosis 380 CASE STUDY Alaska: A Preview of the Effects
of Climate Change 432
Science Focus 14.1 Genetic Resistance to Antibiotics 381
15.6 How Can We Slow Climate Change? 433
Individuals Matter 14.1 Hayat Sindi: Health Science
15.7 H
ow Have We Depleted Ozone in the Stratosphere
Entrepreneur 382
and What Can We Do About It? 441
CASE STUDY The Global HIV/AIDS Epidemic 383 Individuals Matter 15.2 Sherwood Rowland and Mario
Molina—A Scientific Story of Expertise, Courage,
CASE STUDY Malaria—The Spread of a Deadly and Persistence 443
Parasite 384
Tying It ALL Together Melting Ice in Greenland
14.3 H
ow Do Chemical Hazards Threaten and Sustainability 444
Human Health? 385
Chapter Review 444
Science Focus 14.2 The Controversy over BPA 389
14.4 H
ow Can We Evaluate Risks from Chemical Critical Thinking 446
Hazards? 390
CASE STUDY Pollution Prevention Pays: The 3M
Company 394 Global Environment Watch Exercise 447
14.5 How Do We Perceive and Avoid Risks? 395 Data Analysis 447
CASE STUDY Cigarettes and E-Cigarettes 396

16 Solid and Hazardous Waste 448
Tying It All Together Mercury’s Toxic Effects Key Questions 449
Core Case Study Cradle-to-Cradle Design 450
Chapter Review 400
16.1 W
hat Environmental Problems Are Related to Solid
and Hazardous Wastes? 451
CASE STUDY Solid Waste in the United States 451
CASE STUDY Ocean Garbage Patches: There Is
Global Environment Watch Exercise 402 No Away 452
Data Analysis 403 CASE STUDY E-Waste—A Serious Hazardous

Waste Problem 453
15 Air Pollution, Climate Change,
16.2 How Should We Deal with Solid Waste? 453
and Ozone Depletion 404
16.3 W
hy Are Refusing, Reducing, Reusing, and
Key Questions 405
Recycling So Important? 455
Core Case Study Melting Ice in Greenland 406
Individuals Matter 16.1 William McDonough 456
15.1 What Is the Nature of the Atmosphere? 407
15.2 What Are the Major Air Pollution Problems? 407 Science Focus 16.1 Bioplastics 458
15.3 How Should We Deal With Air Pollution? 417
16.4 W
15.4 H
ow and Why Is the Earth’s Climate of Burning or Burying Solid Waste? 459
Changing? 420 16.5 How Should We Deal with Hazardous Waste? 461
Science Focus 15.1 Using Models to Project Future CASE STUDY Recycling E-Waste 462
Changes in Atmospheric Temperatures 426
CASE STUDY Hazardous Waste Regulation
15.5 W
hat Are the Likely Effects of Climate
Change? 427 in the United States 464
Contents xiii
16.6 How Can We Shift to A Low-Waste Economy? 465 CASE STUDY U.S. Environmental Laws 486
CASE STUDY Biomimicry and Industrial Ecosystems: CASE STUDY Managing Public Lands in the United
Copying Nature 466 States—Politics in Action 487
Tying It ALL Together The Cradle-to-Cradle Approach

Individuals Matter 17.1 Xiuhtezcatl Roske-Martinez 492
17.4 W
hat Are Some Major Environmental
Chapter Review 469
Worldviews? 494
Critical Thinking 470 Science Focus 17.1 Biosphere 2: A Lesson in
Humility 495
17.5 How Can We Live More Sustainably? 496
Individuals Matter 17.2 Juan Martinez—Reconnecting People
Ecological Footprint Analysis 471 with Nature 498
Tying It All Together Greening College Campuses and
Sustaining Human Societies Sustainability 501
Chapter Review 501

17 Environmental Economics, Politics,
and Worldviews 472 Critical Thinking 503
Key Questions 473
Core Case Study The Greening of American
Campuses 474 Global Environment Watch Exercise 504
17.1 H
ow Are Economic Systems Related
to the Biosphere? 475 Ecological Footprint Analysis 505
17.2 H
ow Can We Use Economic Tools to Deal with Glossary G1
Environmental Problems? 478
Index I1
CASE STUDY Microlending 483
17.3 H
ow Can We Implement More Sustainable and Just
Environmental Policies? 484
xiv Contents
Preface
We wrote this book to help you achieve three important ■■ New Core Case Studies for 8 of the book’s 17 chapters
goals: first, to explain to your students the basics of envi- bring important real-world stories to the forefront for
ronmental science; second, to help your students in using use in applying those chapters’ concepts and principles.
this scientific foundation to understand the environmental ■■ A heavier emphasis on data analysis, with new questions
problems that we face and to evaluate possible solutions added to the captions of all figures that involve data
to them; and third, to inspire them to make a difference graphs, designed to get students to analyze the data
in how we treat the earth on which our lives and econo- represented in the figure. These complement the exer-
mies depend, and thus in how we treat ourselves and our cises we provide at the ends of chapters.
descendants.
■■ A new feature called Econumbers, which highlight key
We view environmental problems and possible solu-
statistics that will be helpful for students to remember.
tions to them through the lens of sustainability—the inte-
grating theme of this book. We believe that most people ■■ New treatment of the history of environmental conserva-
can live comfortable and fulfilling lives and that societies tion and protection in the United States.
will be more prosperous when sustainability becomes one
Sustainability Is the Integrating Theme of This Book
of the chief measures by which personal choices and pub-
lic policies are made. Our belief in a sustainable future is Sustainability, a watchword of the 21st century for those
foundational to this textbook, and we consistently chal- concerned about the environment, is the overarching
lenge students to work toward attaining it. theme of this textbook. You can see the sustainability em-
For this reason, we are happy to be continuing our phasis by looking at the Brief Contents (p. v).
partnership with National Geographic Learning. One result Six principles of sustainability play a major role in
has been the addition of many stunning and informa- carrying out this book’s sustainability theme. These princi-
tive photographs, numerous maps, and several sto- ples are introduced in Chapter 1. They are depicted in
ries of National Geographic Explorers—people who are Figure 1.2 (p. 6), Figure 1.7 (p. 9), and on the inside back
making a positive difference in the world. With these cover of the book and are used throughout the book,
tools, we continue to tell of the good news from various with each reference marked in the margin by (see
fields of environmental science, hoping to inspire young pp. 47 and 314).
people to commit themselves to making our world a We use the following five major subthemes to inte-
more sustainable place to live for their own and future grate material throughout this book:
generations. ■■ Natural Capital. Sustainability depends on the natural
resources and ecosystem services that support all life
What’s New in This Edition? and economies. See Figures 1.3, p. 7, and 7.16, p. 152.
■■ An emphasis on learning from nature: We establish this in ■■ Natural Capital Degradation. We describe how
the Core Case Study for Chapter 1, Learning from the human activities can degrade natural capital. See
Earth, which introduces the principles of biomimicry. Figures 6.3, p. 111, and 10.11, p. 236.
We further explore the principles and applications of ■■ Solutions. We present existing and proposed solutions
biomimicry in a Science Focus box and a feature arti- to environmental problems in a balanced manner and
cle on biomimicry pioneer Janine Benyus later in the challenge students to use critical thinking to evaluate
chapter. In our research, we have found that biomim- them. See Figures 9.12, p. 202, and 13.23, p. 346.
icry presents a growing number of opportunities for ■■ Trade-Offs. The search for solutions involves trade-
using nature’s genius, as Benyus puts it, to make our offs, because any solution requires weighing advan-
own economies and lifestyles more sustainable. tages against disadvantages. Our Trade-Offs diagrams
■■ A new feature called Learning from Nature—a set of located in several chapters present the benefits and
brief summaries of specific applications of biomimicry drawbacks of various environmental technolo-
in various industries and fields of research—appearing gies and solutions to environmental problems. See
in most chapters. Figures 10.18, p. 242, and 16.10, p. 458.
■■ An attractive and efficient new design with visual ele- ■■ Individuals Matter. Throughout the book, Individ-
ments inspired by National Geographic Learning to uals Matter boxes and some of the Case Studies de-
capture and hold students’ attention. scribe what various scientists and concerned citizens
xv
(including several National Geographic Explorers) science topics are explored in depth in Science Focus
have done to help us work toward sustainability (see boxes distributed among the chapters throughout the
pp. IM 1.1, p. 9, IM 7.1, p. 147, and IM 15.1, p. 430). book (see pp. 19 and 76) and integrated throughout the
Also, a number of What Can You Do? diagrams book in various Case Studies (see pp. 76 and 83) and in
describe how readers can deal with the problems we numerous figures.
face (see Figures 8.11, p. 178, and 11.20, p. 279). ■■ Global Coverage. This book also provides a global
Eight especially important ways in which individuals perspective, first on the ecological level, revealing
can live more lightly on the earth are summarized in how all the world’s life is connected and sustained
Figure 17.24 (p. 499). within the biosphere, and second, through the use
of information and images from around the world.
Other Successful Features of This Textbook
This includes more than 30 maps in the basic text and
■■ Up-to-Date Coverage. Our textbooks have been available on the Learning Path. At the end of each
widely praised for keeping users up to date in the chapter is a Global Environment Watch exercise that
rapidly changing field of environmental science. Since applies this global perspective.
the last edition, we have updated the information ■■ Core Case Studies. Each chapter opens with a Core
and concepts in this book using thousands of articles Case Study (see pp. 28 and 90), which is applied
and reports published between 2013 and 2017. throughout the chapter. These applications are in-
Major new or updated topics include biomimicry, dicated by the notation (Core Case Study) wherever
fracking, the growing problem of lead poisoning in they occur (see pp. 9 and 74). Each chapter ends with
public water supplies, ocean acidification, and a Tying It All Together box (see pp. 64 and 163), which
developments in battery technology. Other such connects the Core Case Study and other material in the
topics include synthetic biology; threats to the chapter to some or all of the principles of sustainability.
Monarch butterfly; Chinese, Indian, and U.S. popula-
■■ Case Studies. In addition to the 17 Core Case Studies,
tion trends; African Savanna; elephants as keystone
more than 40 additional Case Studies (see pp. 76, 83,
species; climate change and species extinction;
and 110) appear throughout the book (and are listed
wildfires in the western United States; jellyfish popu-
in the Detailed Contents, pp. vi – xiv). Each of these
lations explosion; marine protected areas and marine
provides an in-depth look at specific environmental
reserves; effects of overfertilization; aquaculture
problems and their possible solutions.
effects on mangroves; organic no-till farming; deep-
sea mining; costs of producing heavy oil from tar ■■ Critical Thinking. The Learning Skills section (p. xxiv)
sands; increased natural gas production in the United describes critical thinking skills, and specific critical
States; methane leaks from natural gas production; thinking exercises are used throughout the book in
coal burning and air pollution in China; shared several ways:
(community) solar power; C. diff superbug; Ebola virus; ■■ In dozens of Thinking About exercises that ask stu-
effects of smoking and e-cigarette use; deaths from air dents to analyze material immediately after it is
pollution in China and India; case study on climate presented (see pp. 31 and 121).
change in Alaska; and the overall drop in coal use. ■■ In all Science Focus boxes.
■■ Concept-Centered Approach. To help students focus ■■ In dozens of Connections boxes that stimulate critical
on the main ideas, we built each major chapter section thinking by exploring often surprising connections re-
around a key question and one to three key concepts, lated to environmental problems (see pp. 53 and 122).
which state the section’s most important take-away
■■ In the captions of many of the book’s figures (see
messages. In each chapter, all key questions are listed
Figures 1.11, p. 14, and 3.10, p. 53).
at the front of the chapter, and each chapter section
begins with its key question and concepts (see pp. 3 ■■ In end-of-chapter Critical Thinking questions (see
and 89). Also, the concept applications are highlighted pp. 41 and 164).
and referenced throughout each chapter. ■■ Visual Learning. With a new design heavily
■■ Science-Based. Chapters 2–7 cover scientific principles influenced by material from National Geographic
important to the course and discuss how scientists work and new photographs, many of them from the
(see Brief Contents, p. v). Important environmental archives of National Geographic, this is the most
xvi Preface
visually interesting environmental science textbook biomimicry applications (see pp. 53 and 77). The text of
available (see Figure 1.6, p. 8; chapter-opening photo, each chapter concludes with three Big Ideas (see pp. 39
pp. 26-27; and Figure 5.10, p. 98). Add in the more and 129), which summarize and reinforce three of the
than 130 diagrams, each designed to present complex major take-away messages from each chapter. Finally, a
ideas in understandable ways relating to the real world Tying It All Together section relates the Core Case Study
(see Figures 3.12, p. 54, and 7.8, p. 141), and you also and other chapter content to the principles of sustain-
have one of the most visually informative textbooks ability (see pp. 22 and 85). These concluding features
available. reinforce the main messages of the chapter along with
■■ Flexibility. To meet these diverse needs of hundreds of the themes of sustainability to give students a stronger
widely varying environmental science courses, we have understanding of how they all tie together.
designed a highly flexible book that allows instructors to Each chapter ends with a Chapter Review section con-
vary the order of chapters and sections within chapters taining a detailed set of review questions that include all the
without exposing students to terms and concepts that chapter’s key terms in bold type; Critical Thinking questions
could confuse them. We recommend that instructors that encourage students to think about and apply what they
start with Chapter 1, which defines basic terms and have learned to their lives; Doing Environmental Science—an
gives an overview of sustainability, population, pol- exercise that will help students experience the work of var-
lution, resources, and economic development issues ious environmental scientists; a Global Environment Watch
that are discussed throughout the book. This provides exercise taking student to Cengage’s GREENR site where
a springboard for instructors to use other chapters in they can use this tool for interesting research related to chap-
almost any order. One often-used strategy is to follow ter content; and a Data Analysis or Ecological Footprint Analysis
Chapter 1 with Chapters 2–7, which introduce basic problem built around ecological footprint data or some other
science and ecological concepts. Instructors can then environmental data set (see pp. 102–105 and 256–259).
use the remaining chapters in any order desired. Some
instructors follow Chapter 1 with Chapter 17 on envi- Supplements for Instructors
ronmental economics, politics, and worldviews, before
■■ MindTap. MindTap is a new approach to highly per-
proceeding to the chapters on basic science and ecolog-
son-alized online learning. Beyond an eBook, home-
ical concepts. Instructors whose students have access to
work solution, digital supplement, or premium website,
MindTap have a second level of flexibility in the supple-
MindTap is a digital learning platform that works along-
mental information, maps, and graphs provided there.
side your campus Learning Management System (LMS)
Examples include basic chemistry (Supplement 3), maps
to deliver course curriculum across the range of elec-
and map analysis (Supplement 4), and environmental
tronic devices in your life. MindTap is built on an “app”
data and data analysis (Supplement 5).
model allowing enhanced digital collaboration and de-
■■ In-Text Study Aids. Each chapter begins with a list of livery of engaging content across a spectrum of Cengage
Key Questions showing how the chapter is organized (see and non-Cengage resources. Visit the Instructor’s Com-
p. 107). Wherever a new key term is introduced and panion Site for tips on maximizing your MindTap course.
defined, it appears in boldface type and all such terms
are summarized in the glossary at the end of the book. ■■ Instructor’s Companion Site. Everything you need for
In most chapters, Thinking About exercises reinforce your course in one place! This collection of book-specific
learning by asking students to think critically about the lecture and class tools is available online via www.cen-
implications of various environmental issues and solu- gage.com/login. Access and download PowerPoint pre-
tions immediately after they are discussed in the text sentations, images, instructor’s manual, videos, and more.
(see pp. 13 and 121). The captions of many figures con- ■■ Cognero Test Bank. Available to adopters. Cengage
tain similar questions that get students to think about Learning Testing Powered by Cognero is a flexible,
the figure content (see pp. 14 and 53). In their read- online system that allows you to:
ing, students also encounter Connections boxes, which
briefly describe connections between human activities ■■ author, edit, and manage test bank content from
and environmental consequences, environmental and multiple Cengage Learning solutions;
social issues, and environmental issues and solutions ■■ create multiple test versions in an instant; and
(see pp. 53 and 122). New to this edition is a set of deliver tests from your LMS, your classroom, or
Learning from Nature boxes that give quick summaries of wherever you want.
Preface xvii
Help Us Improve This Book or Its Supplements Allen-Gil, Ithaca College; James R. Anderson, U.S.
Let us know how you think this book can be improved. If Geological Survey; Mark W. Anderson, University of

you find any errors, bias, or confusing explanations, please Maine; Kenneth B. Armitage, University of Kansas; Samuel
e-mail us about them at: Arthur, Bowling Green State University; Gary J. Atchison,
Iowa State University; Thomas W. H. Backman, Lewis-
mtg89@hotmail.com
Clark State College; Marvin W. Baker, Jr., University of
spoolman@tds.net
Oklahoma; Virgil R. Baker, Arizona State University;
Most errors can be corrected in subsequent printings Stephen W. Banks, Louisiana State University in
of this edition, as well as in future editions. Shreveport; Ian G. Barbour, Carleton College; Albert J.
Beck, California State University, Chico; Marilynn Bartels,
Acknowledgments Black Hawk College; Eugene C. Beckham, Northwood
University; Diane B. Beechinor, Northeast Lakeview
We wish to thank the many students and teachers who have
College; W. Behan, Northern Arizona University; David
responded so favorably to the 15 previous editions of Envi-
Belt, Johnson County Community College; Keith L.
ronmental Science, the 19 editions of Living in the Environment,
Bildstein, Winthrop College; Andrea Bixler, Clarke College;
the 11 editions of Sustaining the Earth, and the 8 editions
Jeff Bland, University of Puget Sound; Roger G. Bland,
of Essentials of Ecology, and who have corrected errors and
Central Michigan University; Grady Blount II, Texas A&M
offered many helpful suggestions for improvement. We are
University, Corpus Christi; Barbara I. Bonder, Flagler
also deeply indebted to the more than 300 reviewers, who
College; Lisa K. Bonneau, University of Missouri–Kansas
pointed out errors and suggested many important improve-
City; Georg Borgstrom, Michigan State University; Arthur
ments in the various editions of these three books.
C. Borror, University of New Hampshire; John H. Bounds,
It takes a village to produce a textbook, and the
Sam Houston State University; Leon F. Bouvier, Population
members of the talented production team, listed on the
Reference Bureau; Daniel J. Bovin, Université Laval; Jan
copyright page, have made vital contributions. Our spe-
Boyle, University of Great Falls; James A. Brenneman,
cial thanks go to content developer Oden Connolly;
University of Evansville; Michael F. Brewer, Resources for
production managers Hal Humphrey and Valarmathy
the Future, Inc.; Mark M. Brinson, East Carolina Univer-
Munuswamy; the copy editors of Editorial Services,
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photo researcher Venkat Narayanan; artist Patrick Lane;
dleback College North; David Byman, Pennsylvania State
development manager Lauren Oliveira; and Cengage
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Learning’s hard-working sales staff. Finally, we are very
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fortunate to have the guidance, inspiration, and unfail-
Faith Thompson Campbell, Natural Resources Defense
ing support of our Project Manager April Cognato and her
Council, Inc.; John S. Campbell, Northwest College; Ray
dedicated team of highly talented people who have made
Canterbery, Florida State University; Deborah L. Carr,
this and other book projects such a pleasure to work on.
Texas Tech University; Ted J. Case, University of San
G. Tyler Miller Diego; Ann Causey, Auburn University; Richard A.

Scott E. Spoolman Cellarius, Evergreen State University; William U. Chan-
dler, Worldwatch Institute; F. Christman, University of
Pedagogy Contributors North Carolina, Chapel Hill; Peter Chen, College of
Dr. Dean Goodwin and his colleagues, Berry Cobb, Deborah DuPage; Lu Anne Clark, Lansing Community College;

Stevens, Jeannette Adkins, Jim Lehner, Judy Treharne, Lon- Preston Cloud, University of California, Santa Barbara;
nie Miller, and Tom Mowbray provided excellent contribu- Bernard C. Cohen, University of Pittsburgh; Richard A.
tions to the Data Analysis and Ecological Footprint Analysis Cooley, University of California, Santa Cruz; Dennis J.
exercises. Mary Jo Burchart of Oakland Community College Corrigan; George Cox, San Diego State University; John D.
wrote the in-text Global Environment Watch exercises. Cunningham, Keene State College; Herman E. Daly,
University of Maryland; Raymond F. Dasmann, University
of California, Santa Cruz; Kingsley Davis, Hoover
Cumulative List of Reviewers Institution; Edward E. DeMartini, University of California,
Barbara J. Abraham, Hampton College; Donald D. Adams, Santa Barbara; James Demastes, University of Northern
State University of New York at Plattsburgh; Larry G. Iowa; Robert L. D
ennison, Heartland Community College;
Allen, California State University, Northridge; Susan
Charles E. DePoe, Northeast Louisiana University; Thomas
xviii Preface
R. Detwyler, University of Wisconsin; Bruce DeVantier, Donald Holtgrieve, California State University, Hayward;
Southern Illinois University at Carbondale; Peter H. Diage, Michelle Homan, Gannon University; Michael H. Horn,
University of California, Riverside; Stephanie Dockstader, California State University, Fullerton; Mark A. Hornberger,
Monroe Community College; Lon D. Drake, University of Bloomsberg University; Marilyn Houck, Pennsylvania
Iowa; Michael Draney, University of Wisconsin–Green State University; Richard D. Houk, Winthrop College;
Bay; David DuBose, Shasta College; Dietrich Earnhart, Robert J. Huggett, College of William and Mary; Donald
University of Kansas; Robert East, Washington & Jefferson Huisingh, North Carolina State University; Catherine
College; T. Edmonson, University of Washington; Thomas Hurlbut, Florida Community College at Jacksonville;
Eisner, Cornell University; Michael Esler, Southern Illinois Marlene K. Hutt, IBM; David R. Inglis, University of
University; David E. Fairbrothers, Rutgers University; Paul Massachusetts; Robert Janiskee, University of South
P. Feeny, Cornell University; Richard S. Feldman, Marist Carolina; Hugo H. John, University of Connecticut; Brian
College; Vicki Fella-Pleier, La Salle University; Nancy A. Johnson, University of Pennsylvania, Bloomsburg;
Field, Bellevue Community College; Allan Fitzsimmons, David I. Johnson, Michigan State University; Mark
University of Kentucky; Andrew J. Friedland, Dartmouth Jonasson, Crafton Hills College; Zoghlul Kabir, Rutgers,
College; Kenneth O. Fulgham, Humboldt State University; New Bruns-wick; Agnes Kadar, Nassau Community
Lowell L. Getz, University of Illinois at Urbana-Champaign; College; Thomas L. Keefe, Eastern Kentucky University;
Frederick F. Gilbert, Washington State University; Jay David Kelley, University of St. Thomas; William E. Kelso,
Glassman, Los Angeles Valley College; Harold Goetz, North Louisiana State University; Nathan Keyfitz, Harvard
Dakota State University; Srikanth Gogineni, Axia College University; David Kidd, University of New Mexico; Pamela
of University of Phoenix; Jeffery J. Gordon, Bowling S. Kimbrough; Jesse Klingebiel, Kent School; Edward J.
Green State University; Eville Gorham, University of Kormondy, University of Hawaii–Hilo/West Oahu College;
Minnesota; Michael Gough, Resources for the Future; John V. Krutilla, Resources for the Future, Inc.; Judith
Ernest M. Gould, Jr., Harvard University; Peter Green, Kunofsky, Sierra Club; E. Kurtz; Theodore Kury, State
Golden West College; Katharine B. Gregg, West Virginia University of New York at Buffalo; Troy A. Ladine, East
Wesleyan College; Stelian Grigoras, Northwood University; Texas Baptist University; Steve Ladochy, University of
Paul K. Grogger, University of Colorado at Colorado Winnipeg; Anna J. Lang, Weber State University; Mark B.
Springs; L. Guernsey, Indiana State University; Ralph Lapping, Kansas State University; Michael L. Larsen,
Guzman, University of California, Santa Cruz; Raymond Campbell University; Linda Lee, University of Connecticut;
Hames, University of Nebraska, Lincoln; Robert Hamilton Tom Leege, Idaho Department of Fish and Game; Maureen
IV, Kent State University, Stark Campus; Raymond E. Leupold, Genesee Community College; William S. Lindsay,
Hampton, Central Michigan University; Ted L. Hanes, Monterey Peninsula College; E. S. Lindstrom, Pennsylvania
California State University, Fullerton; William S. State University; M. Lippiman, New York University
Hardenbergh, Southern Illinois University at Carbondale; Medical Center; Valerie A. Liston, University of Minnesota;
John P. Harley, Eastern Kentucky University; Cindy Dennis Livingston, Rensselaer Polytechnic Institute; James
Harmon, State Fair Community College; Neil A. Harriman, P. Lodge, air pollution consultant; Raymond C. Loehr,
University of Wisconsin, Oshkosh; Grant A. Harris, University of Texas at Austin; Ruth Logan, Santa Monica
Washington State University; Harry S. Hass, San Jose City City College; Robert D. Loring, DePauw University; Paul F.
College; Arthur N. Haupt, Population Reference Bureau; Love, Angelo State University; Thomas Lovering, University
Denis A. Hayes, environmental consultant; Stephen Heard, of California, Santa Barbara; Amory B. Lovins, Rocky
University of Iowa; Gene Heinze-Fry, Department of Utili- Mountain Institute; Hunter Lovins, Rocky Mountain
ties, Commonwealth of Massachusetts; Jane Heinze-Fry, Institute; Gene A. Lucas, Drake University; Claudia Luke,
environmental educator; Keith R. Hench, Kirkwood Com- University of California, Berkeley; David Lynn; Timothy F.
munity College; John G. Hewston, Humboldt State Lyon, Ball State University; Stephen Malcolm, Western
University; David L. Hicks, Whitworth College; Kenneth Michigan University; Melvin G. Marcus, Arizona State
M. Hinkel, University of Cincinnati; Eric Hirst, Oak Ridge University; Gordon E. Matzke, Oregon State University;
National Laboratory; Doug Hix, University of Hartford; Parker Mauldin, Rockefeller Foundation; Marie McClune,
Kelley Hodges, Gulf Coast State College; S. Holling, The Agnes Irwin School (Rosemont, Pennsylvania);
University of British Columbia; Sue Holt, Cabrillo College; Theodore R. McDowell, California State University;
Preface xix
Vincent E. McKelvey, U.S. Geological Survey; Robert T. West Valley College; Stephen T. Ross, University of
McMaster, Smith College; John G. Merriam, Bowling Southern Mississippi; Robert E. Roth, Ohio State University;
Green State University; A. Steven Messenger, Northern Dorna Sakurai, Santa Monica College; Arthur N. Samel,
Illinois University; John Meyers, Middlesex Community Bowling Green State University; Shamili Sandiford,
College; Raymond W. Miller, Utah State University; Arthur College of DuPage; Floyd Sanford, Coe College; David
B. Millman, University of Massachusetts, Boston; Sheila Satterthwaite, I.E.E.D., London; Stephen W. Sawyer,
Miracle, Southeast Kentucky Community & Technical University of Maryland; Arnold Schecter, State University
College; Fred Montague, University of Utah; Rolf Monteen, of New York; Frank Schiavo, San Jose State University;
California Polytechnic State University; Debbie Moore, William H. Schlesinger, Ecological Society of America;
Troy University Dothan Campus; Michael K. Moore, Stephen H. Schneider, National Center for Atmospheric
Mercer University; Ralph Morris, Brock University, St. Research; Clarence A. Schoenfeld, University of Wisconsin,
Catherine’s, Ontario, Canada; Angela Morrow, Auburn Madison; Madeline Schreiber, Virginia Polytechnic
University; William W. Murdoch, University of California, Institute; Henry A. Schroeder, Dartmouth Medical School;
Santa Barbara; Norman Myers, environmental consultant; Lauren A. Schroeder, Youngstown State University;
Brian C. Myres, Cypress College; A. Neale, Illinois State Norman B. Schwartz, University of Delaware; George
University; Duane Nellis, Kansas State University; Jan Sessions, Sierra College; David J. Severn, Clement Associ-
Newhouse, University of Hawaii, Manoa; Jim Norwine, ates; Don Sheets, Gardner-Webb University; Paul Shepard,
Texas A&M University, Kingsville; John E. Oliver, Indiana Pitzer College and Claremont Graduate School; Michael P.
State University; Mark Olsen, University of Notre Dame; Shields, Southern Illinois University at Carbondale;
Bruce Olszewski, San Jose State University; Carol Page, Kenneth Shiovitz; F. Siewert, Ball State University; E. K.
copy editor; Bill Paletski, Penn State University; Eric Silbergold, Environmental Defense Fund; Joseph L.
Pallant, Allegheny College; Charles F. Park, Stanford Simon, University of South Florida; William E. Sloey,
University; Richard J. Pedersen, U.S. Department of University of Wisconsin, Oshkosh; Michelle Smith, Wind-
Agricul-ture, Forest Service; David Pelliam, Bureau of ward Community College; Robert L. Smith, West Virginia
Land Management, U.S. Department of the Interior; Barry University; Val Smith, University of Kansas; Howard M.
Perlmutter, College of Southern Nevada; Murray Paton Smolkin, U.S. Environmental Protection Agency; Patricia
Pendarvis, Southeastern Louisiana University; Dave M. Sparks, Glassboro State College; John E. Stanley,
Perault, Lynchburg College; Carolyn J. Peters, Spoon River University of Virginia; Mel Stanley, California State
College; Rodney Peterson, Colorado State University; Julie Polytechnic University, Pomona; Richard Stevens, Monroe
Phillips, De Anza College; John Pichtel, Ball State Univer- Commu-nity College; Norman R. Stewart, University of
sity; William S. Pierce, Case Western Reserve University; Wisconsin, Milwaukee; Frank E. Studnicka, University of
David Pimentel, Cornell University; Peter Pizor, Northwest Wisconsin, Platteville; Chris Tarp, Contra Costa College;
Community College; Mark D. Plunkett, Bellevue Commu- Roger E. Thibault, Bowling Green State University; Nathan
nity College; Grace L. Powell, University of Akron; James E. Thomas, University of South Dakota; William L. Thomas,
H. Price, Oklahoma College; Alan D. Redmond, East California State University, Hayward; Jamey Thompson,
Tennessee State University; Marian E. Reeve, Merritt Hudson Valley Community College; Kip R. Thompson,
College; Carl H. Reidel, University of Vermont; Charles C. Ozarks Technical Community College; Shari Turney, copy
Reith, Tulane University; Erin C. Rempala, San Diego City editor; John D. Usis, Youngstown State University; Tinco
College; Roger Revelle, California State University, San E. A. van Hylckama, Texas Tech University; Robert R. Van
Diego; L. Reynolds, University of Central Arkansas; Ronald Kirk, Humboldt State University; Donald E. Van Meter,
R. Rhein, Kutztown University of Pennsylvania; Charles Ball State University; Rick Van Schoik, San Diego State
Rhyne, Jackson State University; Robert A. Richardson, University; Gary Varner, Texas A&M University; John D.
University of Wisconsin; Benjamin F. Richason III, St. Vitek, Oklahoma State University; Harry A. Wagner,
Cloud State University; Jennifer Rivers, Northeastern Victoria College; Lee B. Waian, Saddleback College; War-
University; Ronald Robberecht, University of Idaho; ren C. Walker, Stephen F. Austin State University; Thomas
William Van B. Robertson, School of Medicine, Stanford D. Warner, South Dakota State University; Kenneth E. F.
University; C. Lee Rockett, Bowling Green State University; Watt, University of California, Davis; Alvin M. Weinberg,
Terry D. Roelofs, Humboldt State University; Daniel Ropek, Institute of Energy Analysis, Oak Ridge Associated Univer-
Columbia George Community College; Christopher Rose, sities; John F. Weishampel, University of Central Florida;
California Polytechnic State University; Richard G. Rose, Brian Weiss; Margery Weitkamp, James Monroe High
xx Preface
School (Granada Hills, California); Anthony Weston, State Pennsylvania State University; Fred Witzig, University of
University of New York at Stony Brook; Raymond White, Minnesota at Duluth; Martha Wolfe, Elizabethtown
San Francisco City College; Douglas Wickum, University of Community and Technical College; George M. Woodwell,
Wisconsin, Stout; Charles G. Wilber, Colorado State Woods Hole Research Center; Peggy J. Wright, Columbia
University; Nancy Lee Wilkinson, San Francisco State College; Todd Yetter, University of the Cumberlands;
Univer-sity; John C. Williams, College of San Mateo; Ray Robert Yoerg, Belmont Hills Hospital; Hideo Yonenaka,
Williams, Rio Hondo College; Roberta Williams, University San Francisco State University; Brenda Young, Daemen
of Nevada, Las Vegas; Samuel J. Williamson, New York College; Anita Závodská, Barry University; Malcolm J.
University; Dwina Willis, Freed-Hardeman University; Ted Zwolinski, University of Arizona.
L. Willrich, Oregon State University; James Winsor,
Preface xxi
About the Authors
G. Tyler Miller
G. Tyler Miller has written 64 textbooks for introductory Earth Education and Research, devoted to improving
courses in environmental science, basic ecology, energy, environmental education.
and environmental chemistry. Since 1975, Miller’s books He describes his hopes for the future as follows:
have been the most widely used textbooks for environ-
If I had to pick a time to be alive, it would be the next 75 years.
mental science in the United States and throughout the
Why? First, there is overwhelming scientific evidence that we are in
world. They have been used by almost 3 million students
the process of seriously degrading our own life-support system. In
and have been translated into eight languages.
other words, we are living unsustainably. Second, within your life-
Miller has a professional background in chemistry,
time we have the opportunity to learn how to live more sustainably
physics, and ecology. He has a PhD from the University of
by working with the rest of nature, as described in this book.
Virginia and has received two honorary doctoral degrees
I am fortunate to have three smart, talented, and wonderful
for his contributions to environmental education. He
sons—Greg, David, and Bill. I am especially privileged to have Kath-
taught college for 20 years, developed one of the nation’s
leen as my wife, best friend, and research associate. It is inspiring to
first environmental studies programs, and developed an
have a brilliant, beautiful (inside and out), and strong woman who
innovative interdisciplinary undergraduate science pro-
cares deeply about nature as a lifemate. She is my hero. I dedicate
gram before deciding to write environmental science text-
this book to her and to the earth.
books full time in 1975. Currently, he is the president of
Scott E. Spoolman
Scott Spoolman is a writer with more than 30 years of Spoolman has the following to say about his collabora-
experience in educational publishing. He has worked with tion with Tyler Miller:
Tyler Miller since 2003 as a contributing editor and lately
I am honored to be working with Tyler Miller as a coauthor to con-
as coauthor of Living in the Environment, Environmental
tinue the Miller tradition of thorough, clear, and engaging writing
Science, and Sustaining the Earth. With Norman Myers, he
about the vast and complex field of environmental science. I share
coauthored Environmental Issues and Solutions: A Modular
Tyler Miller’s passion for ensuring that these textbooks and their
Approach.
multimedia supplements will be valuable tools for students and
Spoolman holds a master’s degree in science journal-
instructors. To that end, we strive to introduce this interdisciplinary
ism from the University of Minnesota. He has authored
field in ways that will be not only informative and sobering but also
numerous articles in the fields of science, environmental
tantalizing and motivational.
engineering, politics, and business. He has also worked as
If the flip side of any problem is an opportunity, then this truly
a consulting editor in the development of over 70 college
is one of the most exciting times in history for students to start an
and high school textbooks in the fields of the natural and
environmental career. Environmental problems are numerous, seri-
social sciences.
ous, and daunting, but their possible solutions generate exciting new
In his free time, he enjoys exploring the forests and
career opportunities. We place high priorities on inspiring students
waters of his native Wisconsin along with his family—
with these possibilities, challenging them to maintain a scientific
his wife, environmental educator Gail Martinelli, and his
focus, pointing them toward rewarding and fulfilling careers, and in
children, Will and Katie.
doing so, working to help sustain life on Earth.
xxii
Another random document with
no related content on Scribd:
Het werk van Raffles.
Het was de dag vóór de begrafenis van hertog Bertie Silverton. De

grootste opwinding heerschte in de Londensche hooge kringen. En
allen bespraken de vreeselijke gebeurtenis, de vreeselijke daad, door
de hertogin bedreven.
In zijn bureau in Scotland Yard zat politie-inspecteur Baxter een

geurigen havanna te rooken. Hij dicteerde zijn secretaris Marholm,
bijgenaamd „de vloo”, een proces-verbaal.
Toen dat werk geëindigd was, zuchtte hij eens diep, geeuwde
hoorbaar en zei toen: „Marholm, we hebben vandaag hard gewerkt—
héél hard gewerkt. Ik zal nu wat gaan rusten.”
„Slaap lekker, inspecteur!”
„Slapen? Wie praat er van slapen?”
„O, vraag excuus inspecteur—ik dacht soms, het zou niet voor den
eersten keer zijn!”
„Wàt zou niet voor den eersten keer zijn!” stoof Baxter op met
woedend gebaar! „Zal ik je eens vertellen, wat voor de laatste maal
moet gebeurd zijn? Dat jij zoo’n grooten, brutalen mond opzet tegen
je chef! Hoor je, Marholm, je chef! Pas op, dat ik je niet voor ontslag
voordraag wegens insubordinatie!”
De „vloo” haalde de schouders op, snoof hoorbaar door zijn neus,

blies zware wolken uit zijn pijpje, dat gestopt was met „Amersfoorter”
en zei op uitdagenden toon, want aan Baxters dreigementen had hij
zich nog nooit gestoord:
„O chef, hoogvereerde chef, wat bent u vandaag bijzonder
prikkelbaar. Ik vond u in den laatsten tijd anders steeds in zoo’n goed
humeur! En ik had die goede luim al in verband gebracht met Raffles’
verdwijning uit Londen! Dat was een pak van uw hart, inspecteur!”
Inderdaad!
Het was een pak van het hart geweest van den braven inspecteur,
toen hij hoorde, dat de Groote Onbekende, in gezelschap van zijn
onafscheidelijken secretaris zich voor „onbepaalden tijd” naar het
buitenland had begeven.
En ditmaal was het geen grapje!
Baxter had het gehoord uit de meest betrouwbare bronnen, dat hij
vooreerst geen last of overlast zou hebben van den man, die hem
voortdurend een hinderpaal was geweest op zijn levensweg, die zijn
werklust, zóó hij dien al eens had, verlamde, zijn ijver bekoelde.
Want hoe tientallen van keeren was het niet gebeurd, dat Raffles, de
gentleman-dief den een of anderen misdadiger had opgespoord,
terwijl inspecteur Baxter op dwaalwegen zocht naar den vermeenden
boef.
Baxter dacht aan dat alles en een zucht van verlichting ontsnapte
hem.
Ja, hij was in z’n nopjes, dat die brutale Raffles niet in Londen
woonde.
„Ja, inspecteur,” herhaalde Marholm met een onnoozel gezicht, „dat

was een pak van uw hart, nietwaar?”
„Hou je brutalen mond, of je gaat er op staanden voet uit,” snauwde

Baxter.
„Maar chef!”
„Wat, maar— —”
„M’n mond houden? Ik? Maar als ik niet meer kan praten, dan heb ik
heelemaal niets meer te doen.” [31]
„Je bent de grootste luilak, dien ik ken”, stoof Baxter op.
„Op één na, inspecteur, op één na!”
„En die eene is?”
„Raad eens, inspecteur!”
Marholm had ternauwernood deze woorden gesproken, toen er aan

de deur werd geklopt.
Een kleine jongen, in blauw uniform met zilveren tressen trad binnen.
„Mr. Baxter?”
„Die ben ik!”
„Please, sir!”
De jongen overhandigde een groote, gele enveloppe.
„Van wien?”
„Weet ik niet, sir! Good bye, sir!”
De jongen boog, draaide zich om en verdween.
Baxter, vóór den brief te openen, draaide dien om en om en nog eens

om.
Toen, met een gewichtig air, en alsof hem nu te binnen schoot, dat hij
dit gewichtig epistel wachtte, zei hij:
„Juist, dat zal het schrijven zijn van den referendaris van Zijne
Majesteit!”
„Ik zie anders geen koninklijk wapen,” merkte de „vloo” droog op.
Baxter smoorde een vloek en bromde een verwensching tusschen de

tanden.
Daarna opende hij de envelop, haalde een groot vel papier te

voorschijn en begon te lezen.
Zijn oogen werden hoe langer hoe grooter, zijn mond viel open,
zweetdroppels parelden op zijn voorhoofd.
„Allemachtig,” steunde hij, „alweer die naam!”
Het papier ontgleed zijn handen en Marholm haastte zich, het op te

rapen.
Het eerste, wat „de vloo” zag, was de naam:
JOHN C. RAFFLES.
Toen las hij het volgende:
Londen, Club of Lords.
Hooggeachte Inspecteur Baxter.
Daar ben ik dan eindelijk weer eens op komen dagen—ditmaal om u te

helpen!—
Ge kunt lauweren oogsten. Ga met twee van uw beste detectives (vergeet

ook uw braven secretaris Marholm niet) naar het sterfhuis van Hertog
Silverton in Onslow Gardens. In de sterfkamer zult ge het vinden. Onder de
achttiende plank van den parketvloer, geteld van het hoofdeinde van het
ledikant, gaande naar rechts, naar den kant van de ramen.
Haast u met uw werk. Ik groet u vriendschappelijk en zal, als het weer te

pas mocht komen, niet nalaten, u danig bij den neus te nemen.
JOHN. C. R.”
De laatste zin was het, die Baxter zoozeer in twijfel bracht, dat hij
besloot, n i e t te gaan.
„Neen, Marholm,” zei hij op een toon vol overtuiging, „we gaan niet.
Raffles is in staat om mij zelfs in een sterfhuis belachelijk te maken
en een zot figuur te doen slaan!”
Marholm’s pijpje dampte als een stoomketel, vóórdat hij antwoordde:
„Als u niet gaat, inspecteur—wel—hm—ziet u—dan ga ik. Dan doe ik

dat zaakje op m’n eigen houtje, ziet u! U kunt van Raffles denken wat
u wilt, maar hij is teveel gentleman om in een sterfhuis kabaal te gaan
schoppen!”
Baxter dacht na—langen tijd. Als Baxter dacht, had hij daarvoor
steeds veel tijd noodig, omdat het denken hem nu juist niet al te vlot
af ging.
„Goed, Marholm, ik zal nog eens, maar voor het laatst in mijn leven,
je raad opvolgen! We zullen over een uur naar Onslow Gardens
optrekken!”
En aldus geschiedde!
Heel het Vereenigd Koninkrijk was verbijsterd, toen het uit de

dagbladen vernam, hoe Hertog Adelbert Silverton, die onder zulke
verdachte omstandigheden het tijdelijke met het eeuwige had
verwisseld, zich niet had ontzien, om door een laaghartige daad—de
laatste uit zijn leven—zijn geslacht te bezoedelen.
Van heinde en verre stroomden inspecteur Baxter de gelukwenschen

toe, en allerwege werd zijn speurderszin geroemd.
De hooge borst van den inspecteur van Scotland Yard zwol en zwol
—steeds hooger.
Totdat aan al die roem en eer een einde kwam op een wijze, die viel
als een ratelende donderslag aan helderen hemel.
Een week nadat Hertogin Lily Silverton haar eer en goeden naam
had teruggekregen, kon men in de groote Londensche bladen lezen:
Het werk van John C. Raffles.
Niet Baxter, den goedigen, genoeglijken inspecteur van Scotland Yard

komt de hooge eer toe, de ware toedracht van Hertog Silvertons
[32]rampzalig einde aan het licht te hebben gebracht.
Het was niemand anders dan de Groote Onbekende gentleman-dief, John

C. Raffles, die, na zich van den toestand in den Huize Silverton op de
hoogte te hebben gesteld, de afwikkeling der zaak overliet aan James
Baxter, nadat hij dezen er van had verwittigd.
Hulde aan John C. Raffles, den kampioen voor verdrukten en

onrechtvaardig bejegenden!”
In een noot had de „Times” nog aan dit bericht toegevoegd:
„Wij betreuren het, dat inspecteur Baxter geen belangrijker rol had
gespeeld in deze interessante geschiedenis dan die van—stroopop”.
Toen Baxter, in zijn bureau-stoel gezeten, dit bericht met de

toevoeging las, was hij een beroerte van ergernis nabij.
Hij smeet zijn inktpot aan stukken en kneep, van louter woede, een
handvol havanna’s aan stof.
Toen hij een beetje uitgeraasd had, wendde hij zich tot Marholm, die
rustig z’n pijpje dampte.
„Marholm,” barstte hij los, „als ik wist, dat jij—dan—dan—”
De „vloo” draaide z’n stoel een halven slag om, deed een flinken haal
en zei:
„Beste, Hollandsche tabak, chef. En—uitstekend voor de zenuwen!

Wilt u niet eens opsteken?”
[Inhoud]
Titel van het volgend nummer (117):
DE MUSEUMDIEFSTAL.
[Inhoud]
Fotografeeren verhoogt het
Reisgenot!
-camera’s Vraagt het gratis

en foto-artikelen zijn handboekje No. 3 bij
de besten.
— — E. FISCHEL Jr. — —
„IMPERIAL”
platen 88, GELDERSCHEKADE
—AMSTERDAM
zijn de snelste en
meest betrouwbare. Levering naar het Buitenland
uitsluitend tegen vooruitzending
Verkrijgbaar in
van het bedrag.
elken Foto-handel.
[33]
[Inhoud]
Veel wordt als RIJwiel aangeboden dat
eigenlijk VERKOOPwiel moest heeten.
Een rijwiel in den echten zin des woords
is een
BURGERS
E. N. R.
Het voldoet aan de
allerstrengste eischen.
Inhoudsopgave
I. Een hertogin in zicht. 1

II. O, wat een verrassing. 7
III. Van Pensionhoudster tot Hertogin. 10
IV. Een opzienbarende dood. 13
V. De chef van „het vak”. 17
VI. De vermomming. 22
VII. In de sterfkamer. 25
VIII. Het werk van Raffles. 30
Colofon
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Metadata
Titel: Lord Lister No. 116: Een drama uit de

groote wereld
Auteur: Theo von Blankensee [Pseudoniem van Info ↗️
Mathias Blank (1881–1928)]
Auteur: Kurt Matull (1872–1930?) Info ↗️
Aanmaakdatum 2023-10-25 21:19:38 UTC
bestand:
Taal: Nederlands (Spelling De Vries-Te
Winkel)
Oorspronkelijke [1915]
uitgiftedatum:
Trefwoorden: Detective and mystery stories --
Periodicals
Dime novels -- Periodicals
Codering
Dit boek is weergegeven in oorspronkelijke schrijfwijze. Afgebroken

woorden aan het einde van de regel zijn stilzwijgend hersteld.
Kennelijke zetfouten in het origineel zijn verbeterd. Deze
verbeteringen zijn aangegeven in de colofon aan het einde van dit
boek.
Documentgeschiedenis
2023-10-19 Begonnen.
Verbeteringen
De volgende verbeteringen zijn aangebracht in de tekst:
Bladzijde Bron Verbetering Bewerkingsafstand

1 EERSTE
[Niet in bron] HOOFDSTUK. 17
1 pennemeisje pennemesje 1
Passim. [Niet in bron] „ 1
2 Willebald Willibald 1
3, 3, 3, 6 [Niet in bron] „„ 2
3, 5, 6,
16, 16,
19 [Niet in bron] ” 1
4, 18 , [Verwijderd] 1
5 Crafton Crofton 1
5 Malwoord Malwood 1
6 ’? ” 2
6 ” [Verwijderd] 1
6 Simkens Simkins 1
6 Croften Crofton 1
7 verfraaiïng verfraaiing 1/0
8 soiree’s soirée’s 1/0
8 gracieuse gracieuze 1
9 Whight Wight 1
10 visite-kaartje visitekaartje 1
10 Wiliams Williams 1
10, 21 [Niet in bron] , 1
10, 15 pensioen pension 1
10 soiree soirée 1/0
11 ,„ 2
12 pas past 1
13 Clandon-street Clandonstreet 1
15 eenwige eeuwige 1
16 Rafles Raffles 1
16 vin vind 1
16 . ? 1
19 Allright All right 1
19 Boujour Bonjour 1
19, 30 Scotland-Yard Scotland Yard 1
20 Onslaw Onslow 1
20 Vossehol Vossenhol 1
20 waarop waarom 1
22 Vermomming vermomming 1
23 cosmethiek cosmetiek 1
23 vasseline vaseline 1
23 echttelieden echtelieden 1
25 tweemal tweemaal 1
25 volgslagen volslagen 1
26 observatiepast observatiepost 1
28 Annsberg Ansberg 1
28 terech-
wijzingen terechtwijzingen 1
29 Perzische Perzisch 1
29 danse Danse 1
29 ’ ” 1
29 sterk sterke 1
30 havannah havanna 1
30 insubordonatie insubordinatie 1
30 bekoelden bekoelde 1
30 Ruffles Raffles 1
31 Bascher Baxter 3
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NO. 0116: EEN DRAMA UIT DE GROOTE WERELD ***
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(Original PDF) Environmental Science

16th Edition by G. Tyler Miller

Ecology and Sustainability

6 The Human Population and Urbanization 106

Sustaining Resources and Environmental Quality

16 Solid and Hazardous Waste 448

Preface xv Tying It All Together The Hubbard Brook

Learning Skills xxiv Critical Thinking 41

Doing Environmental Science 42

Core Case Study Learning from the Earth 4

1.3 What Causes ­Environmental Problems? 14 3.1 H

Chapter Review 22 3.3 What Happens to Energy in an Ecosystem? 53

Science Focus 3.2 Water’s Unique Properties 57

Science Focus 3.3 Planetary Boundaries 63

Key Questions 27 Chapter Review 64

Core Case Study How Do Scientists Learn about Critical Thinking 65

Core Case Study Why Are Amphibians Vanishing? 70

Individuals Matter 4.1 Edward O. Wilson: A Champion

CASE STUDY The American Alligator—A Keystone Species

CASE STUDY Sharks as Keystone Species 76

4.3 How Does the Earth’s Life Change Over Time? 77

Science Focus 4.2 Causes of Amphibian Declines 78

4.4 What Factors Affect Biodiversity? 80

Science Focus 4.3 Geological Processes Affect

CASE STUDY The Threatened Monarch Butterfly 83

Tying It All Together Amphibians and

Doing Environmental Science 86

Global Environment Watch Exercise 87

5 Species Interactions, Ecological Succession,

Core Case Study The Southern Sea Otter:

Science Focus 5.1 Threats to Kelp Forests 92

5.2 How Do Communities and Ecosystems Respond to

Science Focus 5.2 The Future of California’s

Tying It All Together Southern Sea Otters

Chapter Review 102

Critical Thinking 103

Global Environment Watch Exercise 104

Data Analysis 105

6 The Human Population and Urbanization 106

Key Questions 107

Core Case Study Planet Earth: Population

6.1 How Many People Can the Earth Support? 109

CASE STUDY The U.S. Population—Third Largest

6.4 How Can We Slow Human Population Growth? 115

CASE STUDY Population Growth in India 116

CASE STUDY Slowing Population Growth in China 118

CASE STUDY Mexico City 124

Tying It All Together Population Growth,

Chapter Review 130

Critical Thinking 131

Doing Environmental Science 132

Global Environment Watch Exercise 132

Data Analysis 133

Science Focus 7.2 Staying Alive in the Desert 144

and Sustainability 163

Science Focus 8.1 Estimating Extinction Rates 170

CASE STUDY Upsetting Marine Ecosystems: ­Jellyfish Chapter Review 256

Individuals Matter 9.1 Sylvia Earle—Advocate for the

11 Water Resources and Water Pollution 260

Critical Thinking 297

Doing Environmental Science 298

Global Environment Watch Exercise 298

Data Analysis 299

1.3 What Causes Environmental Problems? 14 3.1 H

5.2 How Do Communities and Ecosystems Respond to

6.1 How Many People Can the Earth Support? 109

6.4 How Can We Slow Human Population Growth? 115

CASE STUDY Upsetting Marine Ecosystems: Jellyfish Chapter Review 256

14.1 What Major Health Hazards Do We Face? 379