Environment The Science Behind the

Stories Second Canadian Edition with

MyEnvironmentPlace Canadian 2nd
Edition Withgott Solutions Manual
Visit to download the full and correct content document: https://testbankdeal.com/dow
nload/environment-the-science-behind-the-stories-second-canadian-edition-with-mye
nvironmentplace-canadian-2nd-edition-withgott-solutions-manual/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...

Environment The Science Behind the Stories Second

Canadian Edition with MyEnvironmentPlace Canadian 2nd
Edition Withgott Test Bank

https://testbankdeal.com/product/environment-the-science-behind-
the-stories-second-canadian-edition-with-myenvironmentplace-
canadian-2nd-edition-withgott-test-bank/

Environment The Science Behind the Stories 6th Edition

Withgott Test Bank

https://testbankdeal.com/product/environment-the-science-behind-
the-stories-6th-edition-withgott-test-bank/

Environment The Science behind the Stories 5th Edition

Withgott Test Bank

https://testbankdeal.com/product/environment-the-science-behind-
the-stories-5th-edition-withgott-test-bank/

Essential Environment The Science behind the Stories

5th Edition Withgott Test Bank

https://testbankdeal.com/product/essential-environment-the-
science-behind-the-stories-5th-edition-withgott-test-bank/
Environment The Science Behind The Stories Canadian 3rd
Edition Whitgott Solutions Manual

https://testbankdeal.com/product/environment-the-science-behind-
the-stories-canadian-3rd-edition-whitgott-solutions-manual/

Environment The Science Behind The Stories Canadian 3rd

Edition Whitgott Test Bank

https://testbankdeal.com/product/environment-the-science-behind-
the-stories-canadian-3rd-edition-whitgott-test-bank/

Essential Environment The Science Behind the Stories

5th Edition Whitgott Test Bank

https://testbankdeal.com/product/essential-environment-the-
science-behind-the-stories-5th-edition-whitgott-test-bank/

Context of Business Understanding the Canadian Business

Environment Canadian 1st Edition Karakowsky Solutions
Manual

https://testbankdeal.com/product/context-of-business-
understanding-the-canadian-business-environment-canadian-1st-
edition-karakowsky-solutions-manual/

Discovering the Lifespan Canadian 2nd Edition Feldman

Solutions Manual

https://testbankdeal.com/product/discovering-the-lifespan-
canadian-2nd-edition-feldman-solutions-manual/
7
Soils Resources

Chapter Objectives
This chapter will help students

Delineate the fundamentals of soil science, including soil-forming processes

Describe some important properties of soil

Characterize the role of soils in biogeochemical cycling

Identify the causes and predict the consequences of soil erosion and soil
degradation

Outline the history and explain the basic principles of soil conservation

Lecture Outline
I. Central Case: Mer Bleue: A Bog of International Significance
1. Mer Bleue is a conservation area just east of Ottawa in an
old channel of the Ottawa River.
2. The bog has a number of unusual plant species that are
specially adapted to moist, boggy acidic conditions.
3. It is representative of the peat bogs of Canada.
4. Canada’s peatlands are among the most extensive in the
world.

II. Soil as a System

A. Soil is a complex, dynamic mixture
1. Parent material is the base geological material in a location.
It may be composed of volcanic deposits, glacial deposits,
sediments from wind or water, or bedrock.
B. Soil formation is slow and complex

Copyright © 2013 Pearson Canada Inc. 7-1

 1. The weathering of parent material is the first step in the
formation of soil.
2. Weathering takes place through the physical, chemical, and
biological processes that break down rocks and minerals.
3. Erosion, the process of moving soil from one area to another,
may contribute to the formation of soil in one locality even
as it depletes topsoil from another.
C. A soil profile consists of layers known as horizons
1. Soils from different locations differ, but soil from any given
location can nonetheless be divided into recognizable layers,
or horizons.
2. The cross-section from bedrock to surface is the soil profile.
3. Many soil profiles contain an uppermost layer consisting
mostly of organic matter; this layer is designated the O
horizon (O for organic).
4. Just below the O horizon in a typical soil profile is the A
horizon (topsoil), which consists of mostly inorganic
mineral components with some organic matter and humus.
5. Unsustainable agricultural practices can cause degradation
and loss of topsoil. This depletes the soil’s fertility over time.
6. Beneath the A horizon is the E horizon, also known as the
zone of eluviation.
7. Leaching picks up particles in the soil and transports them
elsewhere, generally downward.
8. Materials leached from the A and E horizons are carried
down into the layer beneath them, the B horizon (subsoil).
9. The C horizon, beneath the B horizon, contains rock
particles that are larger and less weathered than the layers
above.
10. The C horizon sits directly above the R horizon, which is
also known as the parent material, or bedrock.
D. Soils vary in colour, texture, structure and pH
1. Canadian soil scientists have classified soils into 10 major
groups, based largely on the processes thought to form them.
2. Soil colour is an indicator of soil composition and
sometimes soil fertility.
3. Soil texture is determined by the size of particles and is the
basis on which the USDA assigns soils to one of three
general categories:
a. Clay consists of particles less than 0.002 mm in
diameter.
b. Silt consists of particles 0.002–0.05 mm in
diameter.
c. Sand is particles 0.05–2 mm in diameter.
d. Soil with an even mix of these particle sizes is
called loam.
4. Soil structure is a measure of the arrangement of sand, silt,
or clay particles into clumps, or aggregates.

Copyright © 2013 Pearson Canada Inc. 7-2

 5. Soil pH is the degree of acidity or alkalinity, which
influences its ability to support plant growth.

III. Biogeochemical Cycling in Soil

A. Soils support plant growth through ion exchange
B. Soil is a crucial part of the nitrogen cycle
1. Nitrogen fixation: accomplished when air in the top layer of
soil comes in contact with various specialized nitrogen-
fixing bacteria.
2. Nitrification: process where ammonium ions are first
converted into nitrite ions then into nitrate ions. Plans can
take up nitrate ions as nutrients through their roots.
3. Denitrification: when bacteria convert nitrates in soil or
water into gaseous forms of nitrogen.
C. Soil is an important terrestrial reservoir for carbon

IV. Soil Degradation: A Global Concern

A. Regional differences in soil traits can affect agriculture
1. 1. In swidden agriculture a farmer cultivates a plot for one to
a few years and then moves on to clear another plot leaving
the first to grow back into forest.
B. Erosion can degrade ecosystems and agriculture
C. Soil erodes by several mechanisms
1. These include wind erosion and four types of water erosion:
splash, sheet, rill, and gully.
D. Soil erosion is widespread
E. Desertification reduces productivity of arid lands
1. Desertification is a loss of more than 10% productivity due
to soil erosion, soil compaction, forest removal, overgrazing,
drought, salinization, climate change, depletion of water
sources, or an array of other factors.
F. The Dust Bowl was a monumental event in North America
1. Large-scale cultivation of the southern Great Plains of the
United States, combined with a drought in the 1930s, led to
dust storms, destroying the land and affecting human health
in the Dust Bowl.
G. The Soil Conservation Council emerged from the experience of
drought

V. Protecting Soils
A. Erosion control practices protect and restore plant cover
1. Crop rotation is the practice of alternating the kind of crop
grown in a particular field from one season or year to the
next.
2. Contour farming consists of ploughing furrows along the
natural contours of the land.
3. The planting of alternating bands of different crops across a
slope is called intercropping.
4. Terracing, cutting level platforms into hillsides, is used on
extremely steep terrain.

Copyright © 2013 Pearson Canada Inc. 7-3

 5. Shelterbelts are rows of trees that are planted along the
edges of fields to break the wind.
6. With reduced tillage or no-till method, ploughing is
bypassed as an approach to soil conservation.
B. Irrigation boosts productivity but can cause long-term soil problems
1. Crops that require a great deal of water can be grown with
irrigation, the artificial provision of water.
2. Soils too saturated with water may experience waterlogging,
which damages both soil and roots.
3. An even more frequent problem is salinization, the buildup
of salts in surface soil layers.
C. Other chemicals also contribute to soil contamination
1. Nutrient depletion creates a need for fertilizers containing
nutrients.
2. Inorganic fertilizers are mined or synthetically
manufactured mineral supplements.
3. Organic fertilizers consist of natural materials.
D. Grazing practices and policies can contribute to soil degradation

VI. Conclusion
1. Many policies enacted and practices followed in Canada and
worldwide have been quite successful in reducing erosion.
2. Many challenges remain; better technologies and wider
adoption of soil conservation techniques are needed to avoid
a food crisis.

Key Terms
A horizon extensification
agriculture fertilizer
agroforestry Green Revolution
alley cropping horizon
B horizon humus
bedrock industrialized agriculture
Biological weathering inorganic fertilizer
C horizon intensification
cation exchange intercropping
chemical weathering irrigation
clay leaching
compaction loam
compost mechanical weathering
contour farming monoculture
crop rotation no-till
cropland O horizon
deposition organic fertilizer
desertification overgrazing
erosion parent material

Copyright © 2013 Pearson Canada Inc. 7-4

peat soil profile
permafrost Soil structure
permeability Soil texture
physical weathering subsistence agriculture
porosity subsoil
R horizon swidden
rangeland terracing
salinization topsoil
sand traditional agriculture
shelterbelt waterlogging
silt weathering
soil windbreaks
soil degradation

Teaching Tips
1. Bring soil samples to class on which students can conduct a soil texture “feel test.” In
general, sandy soils feel gritty, silty soils feel like flour, and clay soils are sticky
when moistened. Soils feel different because of the size of the most abundant particle
type.
Particles are categorized as follows:
Sand: 2.0–0.05 mm in diameter
Silt: 0.05–0.002 mm in diameter
Clay: less than 0.002 mm in diameter

2. For students to better grasp the differences in soil particle size, have them visualize a
barrel to represent a sand particle, a plate to represent a silt particle, and a dime to
represent a clay particle. Because most soils are a combination of sand, silt, and clay
particles, soil scientists use a more complicated method to determine the percent
composition of each type. A good addition to this soils lab would be to give each
group of students 100 g of soil from a different location. Have them run the soil
through a set of soil sieves and then weigh the fractions to determine the percent
composition of the different particle types (four or five types, depending on the soil
sieves, ranging from gravel to clay). Have students make a pie chart or a bar graph
illustrating the composition of their soil. Have students compare their results with
those of other groups that have soils from other areas.

3. Soil formation is a very slow process, and in some cases it can take 500 years for one
inch of soil to develop. To emphasize the importance of soil conservation, use the
timeline below to demonstrate the time required to form 2.5 cm of soil:
2002: West Nile virus infects humans in Canada.
1996: The first animal, Dolly the sheep, is cloned from an adult cell.
1989: The Berlin Wall is torn down.
1970: The first Earth Day is celebrated.
1962: The Beatles, a British pop group, make their first recordings.
1945: World War II ends.
1934: Dust Bowl occurs in the Great Plains.

Copyright © 2013 Pearson Canada Inc. 7-5

 1915: Albert Einstein formulates his general theory of relativity.
1885: Canada establishes its first National Park at Banff.
1854: Henry David Thoreau publishes Walden.
1681: The dodo, a large flightless bird, becomes extinct.
1608: Native Americans teach colonists how to raise corn.
1513: Juan Ponce de León discovers Florida.
1500: The Incan empire reaches its height.

4. Demonstrate runoff and erosion. First, put a piece of grass sod on a cafeteria tray.
Have a student pour water over the sod using a watering can or a spray bottle to
simulate rain. Observe the runoff. Repeat this procedure using a pile of loose dirt on a
second tray. Compare the runoff. Repeat the procedure with each tray held at a 20- to
30-degree angle to simulate the problems on slopes.

5. Assign students to read the first chapter of The Grapes of Wrath by John Steinbeck.
This chapter of the classic novel describes the conditions of Dust Bowl Oklahoma
that ruined crops, causing massive numbers of foreclosures on farmland.

6. Contemporary agriculture occupies a large area of the Prairies that was formerly
Tallgrass Prairie. Innovations in agriculture are re-examining the capacity of this
landscape to produce biomass efficiently. Some cattle producers are removing cattle
from large feedlots and returning them to permanent pastures composed of local
native prairie grasses and wildflowers. Native prairie vegetation also has a
tremendous potential to store carbon in its root system. When compared to non-native,
cool-season European grasses commonly planted for hay and pastures, prairie species
are able to absorb and hold much more rainwater and, because of the root system,
more carbon. To prove this to students, secure seeds of common, cool season lawn
grass such as perennial rye and native prairie species such as Big Bluestem, Little
Bluestem, and Side Oats Grama. Have students plant several seeds in clay or peat
pots, place them on a windowsill, and watch the events unfold. When several inches
of growth has accumulated, gently pull the plants near the base and observe the root
system. Depending on the time of year, the prairie grasses will exhibit robust root
growth and might even be pot-bound. Prairies produce two-thirds of their biomass
underground, making them excellent carbon sinks.

7. Use signalling for concept understanding. There are several sets of concepts in this
chapter—soil horizons, types of erosion, and erosion reduction methods, for instance.
A good way to check for understanding is signalling. With the types of erosion, for
instance, give students the following keys:
• Wind erosion: Hold one hand with fingers extended, palm perpendicular to the
desk. The fingers look like a flag blowing in the wind.
• Splash erosion: Hold one hand with palm parallel to and facing the desk, fingers
spread wide apart and angling down toward the desk.
• Sheet erosion: Hold hand with palm parallel to and facing the desk, fingers
straight out and close together.
• Rill erosion: Make a small fist.
• Gully erosion: Hold hand with palm facing up as if cupping a softball or making
the shape of a gully.

Now show students a photo or ask them to decide on the type of erosion that

Copyright © 2013 Pearson Canada Inc. 7-6

 would occur in a particular circumstance. Each student, on your mark, will
indicate the answer with his or her signal. You can instantly tell which students
know the correct answer, which are uncertain (hesitating, glancing around at
others), and which have incorrect answers. This is an easy way to know if you
need to cover a concept more thoroughly or if students are ready to go on.

Discussion Questions
1. What are some of the difference between soil in North America and Sub-Saharan
Africa?

Refer to figure 7.9

2. What are some primary methods of soil erosion?

Wind, water

3. Discuss how overgrazing contributes to soil degradation.

Figure 7.18

Essay Questions
1. What are the five factors that influence soil formation?

Climate, organisms, topography, parent material, time.

2. Explain soil colour, texture, structure and pH.

Soil colour: the soil can indicate its composition and sometimes its fertility.
Black and dark soils are usually rich in organic matter whereas pale grey
to white colour often indicates a chalky composition, leaching, or low
organic content.

Texture: Determined by the size of particles and is the basis on which soils
are assigned to one of the three general categories. Examples include clay
and loam.

Structure: A measure of the organization of the soil. Some degree of

structure encourages soil productivity, and organic matter, biological
activity, and clay help promote this structure.

pH: The degree of acidity or alkalinity of a soil influences the soil’s ability
to support plant growth. Plants can die in soils which are too acidic or
alkaline.

Copyright © 2013 Pearson Canada Inc. 7-7

 3. What are some erosion-control practices?

Crop rotation, intercropping and agroforestry, contour farming and terracing,

shelterbelts, reduced tillage.

Additional Resources
Websites
1. About the Dust Bowl, Modern American Poetry
(www.english.uiuc.edu/maps/depression/dustbowl.htm)
This website provides a brief description of the Dust Bowl, plus a map, photos, and a
timeline.
2. Soil Science Basics, NASA Goddard Space Flight Center
(http://soils.gsfc.nasa.gov/basics.htm)
This website provides information about soil formation, chemistry, microbiology,
and field characterization.

Audiovisual Materials

1. The American Experience: Surviving the Dust Bowl, 1998, PBS Home Video
distributed by WGBH (http://www.pbs.org/wgbh/americanexperience/dustbowl/)
This program looks at America’s “worst ecological disaster,” which brought financial
and emotional ruin to thousands of people in the Great Plains.
2. On American Soil, 1983, the Conservation Foundation, video distributed by Bullfrog
Films (www.bullfrogfilms.com/)
This video shows the nature and extent of erosion in America.
3. The Living Soil: The Value of Humus, 1991, distributed by Films for the Humanities
and Sciences (www.films.com)
This program is part of a series, Planet Under Pressure: Geochemistry and the Fate
of the Earth. This film examines how nutrients in the soil are replenished through
interactions between organisms and abiotic factors in the environment.

Weighing the Issues: Facts to Consider

Earth’s Soil Resources
Facts to consider: At the rate of 500 to 1000 years to produce 2.5 cm of topsoil, soil
cannot be considered a renewable resource compared with human timescales. But,
because forming new soil requires such a long time, and because good soil is essential to
the survival and well-being of humans as well as the larger environment, we should act in
ways that preserve and enhance soil. Though some soil is forming, soil is presently being
lost much more quickly than it is being gained. The best way to have the soil resources
we need is to preserve the soil that exists today. Examples of agricultural practices that

Copyright © 2013 Pearson Canada Inc. 7-8

 enhance and preserve existing soils include preserving and allowing natural flooding, no-
till farming, using compost, increasing soil biodiversity, and following practices that
encourage the growth of plant cover.

Measuring and Regulating Soil Quality

Facts to consider: Environment Canada sets standards for air and water and describes
levels of specific chemicals that are harmful to organisms. Most of these chemicals are
somewhat easily detected, and sources of these toxic chemicals are not too difficult to
determine. Soil is more difficult to characterize in this fashion. While toxic levels of
some chemicals may be easy to find in soil, the high levels of these toxic chemicals may
be naturally occurring and difficult to reduce. Perhaps, then, more useful standards for
soil quality would consider the qualities that help soil remain stable and support life.
These might include texture, structure, acidity, soil biota, and organic content, as well as
the thickness of the topsoil.

The Science behind the Story

Dark Earth: A New (Old) Way to Sequester Carbon
Observation: About 15 years ago, in the central Amazon of Brazil, Dr. Johannes
Lehmann encountered patches of unusually dark, rich, firtile soil, locallyed called terra
preta.
Question: What causes these dark patches of soil?
Hypothesis: Black soil is remnant of pre-Columbian indigenous residents of the areas,
from as long ago as 450 BCE.
Study: Dr. Lehmann began to research methods for producing the black earth. The most
promising technology for this has been pyrolysis, which is a relatively straightforward,
low temperature heating process.
Results: Dr. Lehmann’s calculations show that with low-temperature pyrolysis of
biomass it should be possible to halve the amount of carbon being released to the
atmosphere.

Answers to End-of-Chapter Questions

Testing Your Comprehension

1. Soil is a complex plant-supporting system that consists of disintegrated rock, organic

matter, water, gases, nutrients, and microorganisms.
2. Soil is formed by the weathering of rocks and minerals and by the input of organic
material. Physical or mechanical weathering breaks down rocks without changing
them chemically. For example, ice wedges can form in small cracks in a rock,
breaking it in two. Chemical weathering results from water or other substances
chemically interacting with the parent material. Biological weathering occurs when

Copyright © 2013 Pearson Canada Inc. 7-9

 living things are responsible for breaking down the parent material by either physical
or chemical means—for example, root growth wedging cracks open, or organic acids
dissolving some minerals.
3. Leaching is a process in which materials suspended or dissolved in liquid are
transported through the subsurface.
4. The five factors influencing soil formation are climate, organisms, relief, parent
material, and time. Warmer and wetter climates have accelerated rates of physical
weathering. Differences in local vegetation alter the input of organic material.
Steeper slopes lead to higher rates of erosion. Soil formed from the weathering of
limestone will be different from that formed from granite. Recently formed soils will
not be as well developed as older soils.
5. Soil horizons, or distinct layers, are created by the interaction of the processes of
weathering, erosion, deposition, and organic matter generation and decay. Generally,
the degree of weathering and the concentration of organic material decrease as one
moves downward in the soil profile.
6. Erosion is considered a destructive process because local rates of erosion can greatly
exceed local rates of soil formation. Erosion is increased by the overcultivation of
fields, overgrazing of rangelands, and deforestation. Erosion by water may occur as
splash erosion, sheet erosion, rill erosion, or gully.
7. Farming techniques that can help reduce the risk of erosion include contour farming,
strip cropping, crop rotation, terracing, grazing management, reforestation, and
wildlife management. Additional techniques include establishing shelterbelts and
using conservation tillage, or “no-till” farming.
8. Terracing converts a slope into a series of stair steps, with each step or terrace being
level. No-till farming drills seeds and fertilizer into the stubble of the previous year’s
crop without first ploughing or cultivating the field. The old crop’s roots and
aboveground stubble are left in place between the harvest and the next planting to
hold the soil and protect it from splash and wind erosion.
9. Fertilizers boost crop growth if they supply required nutrients that were otherwise not
sufficiently available to the crop plants. If more fertilizer is added to a field than the
crop can take up, the excess nutrients may be leached from the soil into streams or
groundwater. Some nutrients may also be converted to a gaseous form, mostly by
bacteria. These gases may then be released to the atmosphere.
10. Overgrazing exposes the soil surface to erosion by wind and water and may cause
soil compaction that limits water infiltration, soil aeration, and plant growth. Public
land policies can be linked to the practice of overgrazing. Grazing practices are
sustainable if they do not decrease the amount and diversity of vegetation on the
grazed lands over time.

Interpreting Graphs and Data

1. Soil savings are approximately 5 Mg/ha, or 31%. Organic carbon savings are
approximately 65 kg/ha, or 34%. Nitrogen savings are approximately 7 kg/ha, or 37%.
2. Under conventional tillage, the ratio of soil lost to crop yield is approximately 4:1.
Under reduced tillage, the ratio dropped to approximately 2.75:1.
3. Reduced tillage is a step in the right direction for Nepalese farmers, since it
significantly reduced the rate of soil loss. The rate, however, is still high, and so the
system is probably not sustainable. To be certain, one would also need information

Copyright © 2013 Pearson Canada Inc. 7-10

about local rates of soil formation. In steep terrain, terracing is an excellent method
for reducing erosion rates.

Copyright © 2013 Pearson Canada Inc. 7-11

Another random document with
no related content on Scribd:
 οὐρανίου
πράγματος
130.n64.1 τὸ σωτήριον κ[ὰι\αὶ] Replaced.
ζωοποιὸν
130.n64.2 ὥσπερ τι φόβητρον Replaced.
κ[ὰι\αὶ] κακῶν
ἀμυντήριον.
148.n70.1 Εὐσεβεῖς τε κ[ὰι\αὶ] Replaced.
μόνους θεοσεβεῖς
216.n95.1 πίστει κ[ὰι\αὶ] Replaced.
καλοῖς ἔργοις
φυλαττομένην.
227.15 of her debt to the Added.
wise.[”]
232.n100.1 τίμιον εἵναι κ[ὰι\αὶ] Replaced.
τὴν κόιτην κ[ὰι\αὶ]
αὐτὸν
233.n102.1 κλίμακα κ[ὰι/αὶ] Replaced.
μόνος ἀνάβηθι εἰς
τὸν οὐρανόν
234.n103.1 κ[ὰι/αὶ] σπάνιος αὖ Replaced.
τῆς ἀληθείας φίλος.
274.14 the world- Inserted.
renow[n]ed St.
Sophia
307.12 adding to their Added.
dignity.[”]
313.136.1 θεσμὸυς ἤδη βίου Inserted.
θεῷ [πρ]έποντας
359.33 Christian marty[r]s Inserted.
*** END OF THE PROJECT GUTENBERG EBOOK CONSTANTINE
THE GREAT: THE REORGANIZATION OF THE EMPIRE AND THE
TRIUMPH OF THE CHURCH ***

Updated editions will replace the previous one—the old editions

will be renamed.

Creating the works from print editions not protected by U.S.

copyright law means that no one owns a United States copyright
in these works, so the Foundation (and you!) can copy and
distribute it in the United States without permission and without
paying copyright royalties. Special rules, set forth in the General
Terms of Use part of this license, apply to copying and
distributing Project Gutenberg™ electronic works to protect the
PROJECT GUTENBERG™ concept and trademark. Project
Gutenberg is a registered trademark, and may not be used if
you charge for an eBook, except by following the terms of the
trademark license, including paying royalties for use of the
Project Gutenberg trademark. If you do not charge anything for
copies of this eBook, complying with the trademark license is
very easy. You may use this eBook for nearly any purpose such
as creation of derivative works, reports, performances and
research. Project Gutenberg eBooks may be modified and
printed and given away—you may do practically ANYTHING in
the United States with eBooks not protected by U.S. copyright
law. Redistribution is subject to the trademark license, especially
commercial redistribution.

START: FULL LICENSE

THE FULL PROJECT GUTENBERG LICENSE
 PLEASE READ THIS BEFORE YOU DISTRIBUTE OR USE THIS WORK

To protect the Project Gutenberg™ mission of promoting the

free distribution of electronic works, by using or distributing this
work (or any other work associated in any way with the phrase
“Project Gutenberg”), you agree to comply with all the terms of
the Full Project Gutenberg™ License available with this file or
online at www.gutenberg.org/license.

Section 1. General Terms of Use and

Redistributing Project Gutenberg™
electronic works
1.A. By reading or using any part of this Project Gutenberg™
electronic work, you indicate that you have read, understand,
agree to and accept all the terms of this license and intellectual
property (trademark/copyright) agreement. If you do not agree to
abide by all the terms of this agreement, you must cease using
and return or destroy all copies of Project Gutenberg™
electronic works in your possession. If you paid a fee for
obtaining a copy of or access to a Project Gutenberg™
electronic work and you do not agree to be bound by the terms
of this agreement, you may obtain a refund from the person or
entity to whom you paid the fee as set forth in paragraph 1.E.8.

1.B. “Project Gutenberg” is a registered trademark. It may only

be used on or associated in any way with an electronic work by
people who agree to be bound by the terms of this agreement.
There are a few things that you can do with most Project
Gutenberg™ electronic works even without complying with the
full terms of this agreement. See paragraph 1.C below. There
are a lot of things you can do with Project Gutenberg™
electronic works if you follow the terms of this agreement and
help preserve free future access to Project Gutenberg™
electronic works. See paragraph 1.E below.
1.C. The Project Gutenberg Literary Archive Foundation (“the
Foundation” or PGLAF), owns a compilation copyright in the
collection of Project Gutenberg™ electronic works. Nearly all the
individual works in the collection are in the public domain in the
United States. If an individual work is unprotected by copyright
law in the United States and you are located in the United
States, we do not claim a right to prevent you from copying,
distributing, performing, displaying or creating derivative works
based on the work as long as all references to Project
Gutenberg are removed. Of course, we hope that you will
support the Project Gutenberg™ mission of promoting free
access to electronic works by freely sharing Project
Gutenberg™ works in compliance with the terms of this
agreement for keeping the Project Gutenberg™ name
associated with the work. You can easily comply with the terms
of this agreement by keeping this work in the same format with
its attached full Project Gutenberg™ License when you share it
without charge with others.

1.D. The copyright laws of the place where you are located also
govern what you can do with this work. Copyright laws in most
countries are in a constant state of change. If you are outside
the United States, check the laws of your country in addition to
the terms of this agreement before downloading, copying,
displaying, performing, distributing or creating derivative works
based on this work or any other Project Gutenberg™ work. The
Foundation makes no representations concerning the copyright
status of any work in any country other than the United States.

1.E. Unless you have removed all references to Project

Gutenberg:

1.E.1. The following sentence, with active links to, or other

immediate access to, the full Project Gutenberg™ License must
appear prominently whenever any copy of a Project
Gutenberg™ work (any work on which the phrase “Project
Gutenberg” appears, or with which the phrase “Project
Gutenberg” is associated) is accessed, displayed, performed,
viewed, copied or distributed:

This eBook is for the use of anyone anywhere in the United

States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it
away or re-use it under the terms of the Project Gutenberg
License included with this eBook or online at
www.gutenberg.org. If you are not located in the United
States, you will have to check the laws of the country where
you are located before using this eBook.

1.E.2. If an individual Project Gutenberg™ electronic work is

derived from texts not protected by U.S. copyright law (does not
contain a notice indicating that it is posted with permission of the
copyright holder), the work can be copied and distributed to
anyone in the United States without paying any fees or charges.
If you are redistributing or providing access to a work with the
phrase “Project Gutenberg” associated with or appearing on the
work, you must comply either with the requirements of
paragraphs 1.E.1 through 1.E.7 or obtain permission for the use
of the work and the Project Gutenberg™ trademark as set forth
in paragraphs 1.E.8 or 1.E.9.

1.E.3. If an individual Project Gutenberg™ electronic work is

posted with the permission of the copyright holder, your use and
distribution must comply with both paragraphs 1.E.1 through
1.E.7 and any additional terms imposed by the copyright holder.
Additional terms will be linked to the Project Gutenberg™
License for all works posted with the permission of the copyright
holder found at the beginning of this work.

1.E.4. Do not unlink or detach or remove the full Project

Gutenberg™ License terms from this work, or any files
containing a part of this work or any other work associated with
Project Gutenberg™.
 1.E.5. Do not copy, display, perform, distribute or redistribute
this electronic work, or any part of this electronic work, without
prominently displaying the sentence set forth in paragraph 1.E.1
with active links or immediate access to the full terms of the
Project Gutenberg™ License.

1.E.6. You may convert to and distribute this work in any binary,
compressed, marked up, nonproprietary or proprietary form,
including any word processing or hypertext form. However, if
you provide access to or distribute copies of a Project
Gutenberg™ work in a format other than “Plain Vanilla ASCII” or
other format used in the official version posted on the official
Project Gutenberg™ website (www.gutenberg.org), you must, at
no additional cost, fee or expense to the user, provide a copy, a
means of exporting a copy, or a means of obtaining a copy upon
request, of the work in its original “Plain Vanilla ASCII” or other
form. Any alternate format must include the full Project
Gutenberg™ License as specified in paragraph 1.E.1.

1.E.7. Do not charge a fee for access to, viewing, displaying,

performing, copying or distributing any Project Gutenberg™
works unless you comply with paragraph 1.E.8 or 1.E.9.

1.E.8. You may charge a reasonable fee for copies of or

providing access to or distributing Project Gutenberg™
electronic works provided that:

• You pay a royalty fee of 20% of the gross profits you derive from
the use of Project Gutenberg™ works calculated using the
method you already use to calculate your applicable taxes. The
fee is owed to the owner of the Project Gutenberg™ trademark,
but he has agreed to donate royalties under this paragraph to
the Project Gutenberg Literary Archive Foundation. Royalty
payments must be paid within 60 days following each date on
which you prepare (or are legally required to prepare) your
periodic tax returns. Royalty payments should be clearly marked
as such and sent to the Project Gutenberg Literary Archive
Foundation at the address specified in Section 4, “Information
 about donations to the Project Gutenberg Literary Archive
Foundation.”

• You provide a full refund of any money paid by a user who

notifies you in writing (or by e-mail) within 30 days of receipt that
s/he does not agree to the terms of the full Project Gutenberg™
License. You must require such a user to return or destroy all
copies of the works possessed in a physical medium and
discontinue all use of and all access to other copies of Project
Gutenberg™ works.

• You provide, in accordance with paragraph 1.F.3, a full refund of

any money paid for a work or a replacement copy, if a defect in
the electronic work is discovered and reported to you within 90
days of receipt of the work.

• You comply with all other terms of this agreement for free
distribution of Project Gutenberg™ works.

1.E.9. If you wish to charge a fee or distribute a Project

Gutenberg™ electronic work or group of works on different
terms than are set forth in this agreement, you must obtain
permission in writing from the Project Gutenberg Literary
Archive Foundation, the manager of the Project Gutenberg™
trademark. Contact the Foundation as set forth in Section 3
below.

1.F.

1.F.1. Project Gutenberg volunteers and employees expend

considerable effort to identify, do copyright research on,
transcribe and proofread works not protected by U.S. copyright
law in creating the Project Gutenberg™ collection. Despite
these efforts, Project Gutenberg™ electronic works, and the
medium on which they may be stored, may contain “Defects,”
such as, but not limited to, incomplete, inaccurate or corrupt
data, transcription errors, a copyright or other intellectual
property infringement, a defective or damaged disk or other
medium, a computer virus, or computer codes that damage or
cannot be read by your equipment.

1.F.2. LIMITED WARRANTY, DISCLAIMER OF DAMAGES -

Except for the “Right of Replacement or Refund” described in
paragraph 1.F.3, the Project Gutenberg Literary Archive
Foundation, the owner of the Project Gutenberg™ trademark,
and any other party distributing a Project Gutenberg™ electronic
work under this agreement, disclaim all liability to you for
damages, costs and expenses, including legal fees. YOU
AGREE THAT YOU HAVE NO REMEDIES FOR NEGLIGENCE,
STRICT LIABILITY, BREACH OF WARRANTY OR BREACH
OF CONTRACT EXCEPT THOSE PROVIDED IN PARAGRAPH
1.F.3. YOU AGREE THAT THE FOUNDATION, THE
TRADEMARK OWNER, AND ANY DISTRIBUTOR UNDER
THIS AGREEMENT WILL NOT BE LIABLE TO YOU FOR
ACTUAL, DIRECT, INDIRECT, CONSEQUENTIAL, PUNITIVE
OR INCIDENTAL DAMAGES EVEN IF YOU GIVE NOTICE OF
THE POSSIBILITY OF SUCH DAMAGE.

1.F.3. LIMITED RIGHT OF REPLACEMENT OR REFUND - If

you discover a defect in this electronic work within 90 days of
receiving it, you can receive a refund of the money (if any) you
paid for it by sending a written explanation to the person you
received the work from. If you received the work on a physical
medium, you must return the medium with your written
explanation. The person or entity that provided you with the
defective work may elect to provide a replacement copy in lieu
of a refund. If you received the work electronically, the person or
entity providing it to you may choose to give you a second
opportunity to receive the work electronically in lieu of a refund.
If the second copy is also defective, you may demand a refund
in writing without further opportunities to fix the problem.

1.F.4. Except for the limited right of replacement or refund set

forth in paragraph 1.F.3, this work is provided to you ‘AS-IS’,
WITH NO OTHER WARRANTIES OF ANY KIND, EXPRESS
OR IMPLIED, INCLUDING BUT NOT LIMITED TO
WARRANTIES OF MERCHANTABILITY OR FITNESS FOR
ANY PURPOSE.

1.F.5. Some states do not allow disclaimers of certain implied

warranties or the exclusion or limitation of certain types of
damages. If any disclaimer or limitation set forth in this
agreement violates the law of the state applicable to this
agreement, the agreement shall be interpreted to make the
maximum disclaimer or limitation permitted by the applicable
state law. The invalidity or unenforceability of any provision of
this agreement shall not void the remaining provisions.

1.F.6. INDEMNITY - You agree to indemnify and hold the

Foundation, the trademark owner, any agent or employee of the
Foundation, anyone providing copies of Project Gutenberg™
electronic works in accordance with this agreement, and any
volunteers associated with the production, promotion and
distribution of Project Gutenberg™ electronic works, harmless
from all liability, costs and expenses, including legal fees, that
arise directly or indirectly from any of the following which you do
or cause to occur: (a) distribution of this or any Project
Gutenberg™ work, (b) alteration, modification, or additions or
deletions to any Project Gutenberg™ work, and (c) any Defect
you cause.

Section 2. Information about the Mission of

Project Gutenberg™
Project Gutenberg™ is synonymous with the free distribution of
electronic works in formats readable by the widest variety of
computers including obsolete, old, middle-aged and new
computers. It exists because of the efforts of hundreds of
volunteers and donations from people in all walks of life.

Volunteers and financial support to provide volunteers with the

assistance they need are critical to reaching Project
Gutenberg™’s goals and ensuring that the Project Gutenberg™
collection will remain freely available for generations to come. In
2001, the Project Gutenberg Literary Archive Foundation was
created to provide a secure and permanent future for Project
Gutenberg™ and future generations. To learn more about the
Project Gutenberg Literary Archive Foundation and how your
efforts and donations can help, see Sections 3 and 4 and the
Foundation information page at www.gutenberg.org.

Section 3. Information about the Project

Gutenberg Literary Archive Foundation
The Project Gutenberg Literary Archive Foundation is a non-
profit 501(c)(3) educational corporation organized under the
laws of the state of Mississippi and granted tax exempt status by
the Internal Revenue Service. The Foundation’s EIN or federal
tax identification number is 64-6221541. Contributions to the
Project Gutenberg Literary Archive Foundation are tax
deductible to the full extent permitted by U.S. federal laws and
your state’s laws.

The Foundation’s business office is located at 809 North 1500

West, Salt Lake City, UT 84116, (801) 596-1887. Email contact
links and up to date contact information can be found at the
Foundation’s website and official page at
www.gutenberg.org/contact

Section 4. Information about Donations to

the Project Gutenberg Literary Archive
Foundation
Project Gutenberg™ depends upon and cannot survive without
widespread public support and donations to carry out its mission
of increasing the number of public domain and licensed works
that can be freely distributed in machine-readable form
accessible by the widest array of equipment including outdated
equipment. Many small donations ($1 to $5,000) are particularly
important to maintaining tax exempt status with the IRS.

The Foundation is committed to complying with the laws

regulating charities and charitable donations in all 50 states of
the United States. Compliance requirements are not uniform
and it takes a considerable effort, much paperwork and many
fees to meet and keep up with these requirements. We do not
solicit donations in locations where we have not received written
confirmation of compliance. To SEND DONATIONS or
determine the status of compliance for any particular state visit
www.gutenberg.org/donate.

While we cannot and do not solicit contributions from states

where we have not met the solicitation requirements, we know
of no prohibition against accepting unsolicited donations from
donors in such states who approach us with offers to donate.

International donations are gratefully accepted, but we cannot

make any statements concerning tax treatment of donations
received from outside the United States. U.S. laws alone swamp
our small staff.

Please check the Project Gutenberg web pages for current

donation methods and addresses. Donations are accepted in a
number of other ways including checks, online payments and
credit card donations. To donate, please visit:
www.gutenberg.org/donate.

Section 5. General Information About Project

Gutenberg™ electronic works
Professor Michael S. Hart was the originator of the Project
Gutenberg™ concept of a library of electronic works that could
be freely shared with anyone. For forty years, he produced and
distributed Project Gutenberg™ eBooks with only a loose
network of volunteer support.

Project Gutenberg™ eBooks are often created from several

printed editions, all of which are confirmed as not protected by
copyright in the U.S. unless a copyright notice is included. Thus,
we do not necessarily keep eBooks in compliance with any
particular paper edition.

Most people start at our website which has the main PG search
facility: www.gutenberg.org.

This website includes information about Project Gutenberg™,

including how to make donations to the Project Gutenberg
Literary Archive Foundation, how to help produce our new
eBooks, and how to subscribe to our email newsletter to hear
about new eBooks.