Bill Cunningham,
University of Minnesota Mary Ann Cunningham,
Vassar College Barbara Woodworth Saigo
ISBN: 0072439564 Copyright year: 2005
Preface
We face a rising epidemic of global environmental problems: global warming, diminishing biodiversity, growing shortages in freshwater supplies, long range transport of air pollutants and accumulation of persistent organic compounds in food webs, to mention just a few. To combat these problems and to find ways to prevent others from occurring, we need an environmentally-informed citizenry. The purpose of this book is to provide an interesting, accessible introduction to environmental science for students from a variety of backgrounds. Combining a broad, interdisciplinary approach that includes both natural sciences and human dimensions of environmental issues, this book integrates information from many different areas in a way that is accessible and useful to students from any field of study.Audience
This book is intended for use in a one- or two-semester course in environmental science, human ecology, or environmental studies at the college or advanced placement high school level. Because most students who will use this book are freshmen or sophomore non-science majors, we have tried to make the text readable and accessible without technical jargon or a presumption of prior science background. At the same time, enough data and depth are presented to make this book suitable for many upper-division classes and a valuable resource for students who will keep it in their personal libraries after their formal studies are completed.Sustainability
An overarching theme in this book is sustainability: can we find ways to meet our present needs without compromising the ability of future generations to meet their own needs? Can we live on renewable energy sources and the surplus produced by biogeochemical cycles without damaging the productive capacity of our environment? The concepts of inherent values, ethical rights, stewardship, and equity between generations and between people living under different conditions now all play important roles in our consideration of how natural resources should be managed. Consequently, ethics, philosophy and environmental worldviews are among the first topics we discuss in this book.Critical Thinking
Critical thinking is another central theme in this book. Environmental science is a complex field, one in which a large number of special interests, contradictory data, and conflicting interpretations battle for our attention. How can we decide what to believe when apparently equally eminent experts hold diametrically opposed opinions on controversial topics? Perhaps the most valuable skill any student can gain from the study of environmental science is the ability to think purposively, analytically, and clearly about evidence. To understand the complexity and conflicting interpretations of environmental problems, students need a number of skills. They need to be able to identify and evaluate biases, recognize and assess assumptions, and understand conceptual frameworks. They must also learn to acknowledge and clarify uncertainties, equivocations, and contradictions in arguments. Reaching satisfactory conclusions about environmental dilemmas isn't just a matter of logic and rationality; we also need open-mindedness, skepticism, independence, and an ability to empathize with others. We discuss these skills in the introductory chapter of this book and then model their application in boxed readings, case studies, and questions at the ends of each chapter. Balanced View
In every edition of this textbook, we have tried to pull together and summarize the most important current environmental information, and to explain the context and significance of scientific evidence. There's a temptation, in discussing environmental conditions to focus on extremes. While acknowledging problems, we also are careful to describe good news, progress towards sustainability, and the many ways individuals can make positive contributions toward environmental protection. Because science is always conditional, and there can be many ways to interpret data, we also present a balanced view that recognizes uncertainties and conflicting interpretations. At the same time, we stress that scientific consensus does emerge on major issues. We feel it is essential that students understand the need for differing interpretations of evidence and also recognize the value of general agreement among scholars.
We hope you will find this book a valuable source of information about our global environment, as well as an inspiration for solutions to the dilemmas we face. Everyone has a role to play in this endeavor. Whether as students, educators, researchers, activists, or consumers, each of us can find ways to contribute in solving our common problems.Global Concern
We live in an increasingly interconnected world. An awareness of international events, population trends, health conditions, and environmental quality are essential for educated citizens. The coal burned in China, the nuclear waste dumped in the ocean by Russia, or the pesticides used on farms in Central America affects all of us. This text has set the standard in the market for incorporating a worldview of environmental issues into each chapter with discussions in the text, photos, examples used, boxed readings, and data.Unique "How to Study" Chapter
Our first chapter provides information that most students need but that is rarely discussed in introductory texts: how to study, how to prepare for tests, critical thinking, concept maps, and why environmental science is exciting and important. These topics are presented in the beginning of the book so students can begin to use them immediately. This is the kind of information that most of us cover in the first lecture of a class. No other textbook goes into the depth on the fundamentals of critical thinking theory and application found here.Learning Aids
This text is designed to be useful as a self-education tool for students. To facilitate studying and encourage higher-level thinking, each chapter begins with a set of Objectives based on major concepts that students should master. The Learning Online section lists important chapter topics for which there are hyperlinks available on the accompanying website.
A short Opening Story, taken from recent news events, sets the subject in context and illuminates the importance of the material to be discussed. Key Terms, indicated by boldface type, are defined in the context where they are first used, and are also defined in the Glossary for quick reference.
New "Exploring Science" boxes focus on the science behind the story. Case Studies, "What Do You Think?" essays, many with "Ethical Considerations" attached, also give students real-life examples to evaluate. All of these boxed readings are carefully planned to build upon chapter content and encourage students to practice critical thinking skills and formulate reasoned opinions.
The "What Can You Do?" listings help students to learn that small, individual steps can make a real difference in affecting our environment.
New Three-Dimensional Art has transformed this eighth edition and raised it to a new standard, providing students with images that are more realistic and identifiable. For example, life-like images of wolves, hares, Inuit people, and other organisms involved in the artic food web allow the students to more accurately visualize the connections between these various components.
At the end of each chapter, a bulleted Summary and a set of Questions for Review provide an opportunity for students to test their understanding of the material just covered, while Questions for Critical Thinking are designed to stimulate creative, analytical thinking and to serve as a springboard for class discussions. Web Exercises make use of current data on the Internet and ask students to perform activities such as graphing data, comparing maps, and using live GIS sources to learn about environmental issues and information sources.Acknowledgments
We're indebted to all the students and teachers who have sent helpful suggestions, corrections, and recommendations for improving this book. Unfortunately, space doesn’t permit inclusion of all the excellent ideas that were provided. All have been saved, however, and will be helpful in future editions. We hope that those who read this edition will offer their advice and insights as well. Little of the vast range of material in this book represents our own personal research. All of us owe a great debt to the many scholars whose work forms the basis of our understanding of environmental science. We stand on the shoulders of giants. If errors persist in spite of our best efforts to root them out, we accept responsibility and ask for your indulgence.
We want to express our appreciation to the entire McGraw-Hill book team for their wonderful work in putting together this edition. Kathy Loewenberg oversaw the developmental stages and has made many creative contributions to the book. Joyce Berendes, as production project manager, kept everything running smoothly and has been extremely tolerant and accommodating even when some of us have missed deadlines. Cathy Conroy did an excellent job of copyediting and spotting errors/inconsistencies. Connie Mueller and Lori Hancock found superb photographs. The folks at Precision Graphics did an excellent job of composition and page layout. Marge Kemp has continued to support this project over the years with enthusiasm and creative ideas.
We especially want to thank our distinguished panel of advisors who helped select this edition's cover, and more importantly, guided the amazing new art program through development. We're very grateful for their thoughtful and timely comments on such critical illustrations. Board of Advisors:
Dawn Ford University of Tennessee
Dan Gleason Georgia Southern
Peggy Green Broward Community College
David Johnson Michigan State University (East Lansing)
Lissa Leege Georgia Southern
Stacy Smith Lexington Community College
Ed Standora Buffalo State CollegeBill Cunningham Mary Ann Cunningham
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2005 McGraw-Hill Higher Education