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| includes all the living and nonliving things around us with which we interact. |
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| the study of how the natural world works, how our environment affects us, and how we affect our environment. |
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| the various substances and energy sources we need to survive. |
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| renewable natural resources |
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| natural resources that are replenished over short periods of time. |
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| natural resources that are in finite supply and are formed much more slowly than we use them. |
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| the transition from a hunter-gatherer lifestyle to an agricultural way of life (began around 10,000 years ago). |
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| the shift in the mid-1700s from rural life, animal-powered agriculture, and manufacturing by craftsmen to an urban society powered by fossil fuels such as coal and crude oil. |
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| nonrenewable energy sources, such as oil, coal, and natural gas. |
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| British economist who maintained that increasing human population would eventually deplete the available food supply until starvation, war, or disease arose and reduced the population. |
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| the environmental impact of an individual or population in terms of the cumulative amount of biologically productive land and water required to provide the raw materials the person or population consumes and to dispose of or recycle the waste the population produces. |
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| a field that borrows techniques from numerous disciplines and brings research results from these disciplines together into a broad synthesis. |
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| disciplines that study the natural world. |
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| disciplines that study human interactions and institutions. |
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| an academic environmental science program that heavily incorporates the social sciences as well as the natural sciences. |
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| A social movement dedicated to protecting the natural world--and by extension, people--from undesirable changes brought about by human actions. |
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| a systematic process for learning about the world and testing our understanding of it. |
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| observational science/descriptive science |
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| types of research in which scientists gather basic information about organisms, materials, systems, or processes that are not well known or that cannot be manipulated in experiments. |
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| hypothesis-driven science |
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| research that proceeds in a more structured manner, using experiments to test hypotheses within a framework traditionally known as the scientific method. |
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| [image]A technique for testing ideas with observations. |
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a statement that attempts to explain a phenomenon or answer a specific question.
Ex: "Agricultural fertilizers running into ponds cause the amount of algae in the ponds to increase." |
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specific statements that can be directly and unequivocally tested.
Ex: "If agricultural fertilizers are added to a pond, the quantity of algae in the pond will increase." |
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| an activity designed to test the validity of a prediction or a hypothesis. It involves manipulating variables. |
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| conditions that can change. |
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| a variable the scientist manipulates in a manipulative experiment. |
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| the variable that is affected by the manipulation of the independent variable. |
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| an experiment in which the effects of all variables are held constant, except for the one whose effect is being tested by comparison of treatment and control conditions. |
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| the portion of an experiment in which a variable has been left unmanipulated, to serve as a point of comparison with the treatment. |
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| the portion of an experiment in which a variable has been manipulated in order to test its effect. |
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| information, generally quantitative information. |
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| the process by which a manuscript submitted for publication in an academic journal is examined by other specialists in the field, who provide comments and criticism (generally anonymously) and judge whether the work merits publication in the journal. |
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| a widely accepted explanation of one or more cause-and-effect relationships that has been extensively tested with a great amount of research. |
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| a dominant philosophical and theoretical framework within a scientific discipline. |
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| an ethicist who maintains that ethics do and should vary with social context. |
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| an ethicist who maintains that there exist objective notions of right and wrong that hold across cultures and situations. |
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| the criteria that help differentiate right from wrong. |
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| the application of ethical standards to relationships between humans and nonhuman entities. |
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| a human-centered view of our relationship with the environment. |
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| ascribes value to certain living things or to the biotic realm in general. |
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| judges actions in terms of their effects on whole ecological systems. |
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-Scottish immigrant to U.S.
-Settled in California's Yosemite Valley
-strongly associated with preservation ethic. |
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| the environment should be protected in a pristine, unaltered state. |
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-First professionally trained American forester.
-Helped establish the U.S. Forest Service.
-Associated with conservation ethic. |
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| humans should put natural resources to use, but also have a responsibility to manage them wisely. |
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-American scientist, scholar, philosopher, and author.
-His book "The Land Ethic" argued that humans should view themselves and the land itself as members of the same community and that humans are obligated to treat the land ethically. |
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the patriarchal (male-dominated) structure of society is a root cause of both social and environmental problems.
-worldview (women): interrelationships/cooperation, more in tune w/nature
-worldview (men): hierarchies/competition. |
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| fair and equitable treatment of all people with respect to environmental policy and practice, regardless of their income, race, or ethnicity. |
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| living within our planet's means such that the Earth and its resources can sustain us--and the rest of Earth's life--for the forseeable future. |
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| Earth's accumulated wealth of resources. |
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| Millenium Ecosystem Assesment |
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the most comprehensive scientific assessment of the present condition of the world's ecological systems and their ability to continue supporting our civilization
-completed by over 2,000 scientists from 100 nations
-completed in 2005. |
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| the use of resources in a manner that satisfies our current needs, but does not compromise the future availability of resources. |
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| the use of resources in a manner that satisfies our current needs, but does not compromise the future availability of resources. |
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