How did the earth look in prehistoric times? Our images of the remote past, museum displays of dinosaurs and book illustrations of exotic plants and animals, are based on fragmentary evidence, yet these depictions are realistic enough to suggest that we can know exactly what the earth looked like millions of years ago. Today depictions of the earliest stages of the earth - deep time - are so common that we take them for granted, but less than 200 years ago no such pictures existed. In Scenes from Deep Time, Martin J. S. Rudwick traces the earliest attempts to reconstruct the past no one has ever seen. With over 100 stunning lithographs and engravings from the eighteenth and nineteenth centuries, many reproduced here for the first time since their original publication and accompanied by portions of the original explanatory texts, Rudwick argues that scientists and artists made earth history visually compelling as evidence from nature supplanted the biblical view of the distant past. Until 1820, the only pictorial reconstructions of earth history were illustrations of the biblical creation story. During the following decades, geologists and biologists gathered and interpreted fossil evidence that suggested the earth was millions of years old. Fossil finds inspired a new collaboration between scientists and artists, and as they became more confident in their visions of the past, they produced increasingly realistic portrayals of deep time. By 1870, the prehistoric past was depicted in the same style as the scenes we see today, and these representations continue to reflect and often shape scientific as well as public views. Because we can never completely know what life was like in deeptime, these images fascinate scientists and laypeople alike.

These proceedings contain selected papers from the Special Symposium, organised by the Argentine Association of Geomorphology and Quaternary Studies in October 2017. This Symposium was held within the frame of the 20th Argentine Geological Congress in Tucuman, Argentina. The papers describe detailed research on quaternary stratigraphy and geochronology, paleontology (diatoms, mollusks, foraminifera, palynology, phytoliths, paleobotany, vertebrates), dendrochronology, climate change, paleoclimate, pampeano quaternary paleolimnology, paleomagnetism, environmental magnetism, hydrogeochemical processes, geoarchaeology, geomorphology, structural geology and neotectonics, paleosurfaces, volcanism, risks, assets, geomorphosites, and digital mapping. This book follows the precedent book "Advances in Geomorphology and Quaternary Studies in Argentina" on the 6th Argentine Geomorphology and Quaternary Studies Congress, which was edited by Jorge Rabassa and published by Springer in 2017. It precedes a similar volume on the 7th Congreso Argentino de Cuaternario y Geomorfologia, "Geocuar 2018", as organized by Argentine Association of Geomorphology and Quaternary Studies (AACG). This conference was held in Puerto Madryn, Chubut, Argentina, from 18 to 21 September 2018.

This book offers extensive information on the course of sedimentation in the Proterozoic Vindhyan Basin and the potential record of ancient life stored within the rocks. It covers topics ranging from facies analysis to sequence-building, from carbonates to siliciclastics, and mixed lithology and life records from microbial to potentially eukaryotes, along with the basin evolutionary history. Further, the book includes 75 color photographs and accompanying hand-sketches to help readers grasp key aspects of Vindhyan Geology. Vindhyan rocks are well known for their excellent preservation of microbial record of earth. Offering a student-friendly field guide containing detailed route maps, geological maps and a wealth of visual examples, it is also extremely useful in terms of understanding the microbe-dominated environments on Mars.

Highlighting the latest research on Actualistic Taphonomy (AT), this book presents the outcomes of a meeting that took place in Montevideo, Uruguay, in October 2017. Its respective chapters offer valuable insights into South American archaeology, invertebrate and vertebrate fauna, and flora. In recent years, there has been a surge of new research on AT, as evidenced by numerous papers, talks, theses, etc. However, there are still very few AT books or even dedicated journal articles. Reflecting the discipline's newfound maturity, this book, written by South American authors, offers a unique resource for academics and students of Paleontology, Geology, and Biology around the world.

This volume combines 10 years of accomplished research at the Pilauco site. The studies are focused on a variety of scientific areas including geological, sedimentological, geomorphological and paleobotanical topics, as well as paleontology of vertebrata and invertebrata, micropaleontology, archaeology, biochemistry, taxonomy, taphonomy, astrophysics and the development of some particular touristic aspects. In 18 chapters a variety of authors describe the excavation and investigation of this unique location. The book presents Pilauco as an example for the natural laboratory which can be found in South America, a testing ground for many of the hypotheses regarding migrations of animals and humans. In this context the study of topics, such as the paleozoography, the role of megafauna species for the architecture of the forests, the animal extinctions or the early human settlements, is extremely important on a global scale. The Pilauco site features paleontological and archaeological evidences and is contemporaneous with the Monte Verde site (~ 15,000 cal. yr AP). It is located 100 km north from Monte Verde and lies within the Intermediate Depression in northwestern Chilean Patagonia. It was discovered by chance in 1986 and has been excavated and investigated since 2007.

Breathtaking in scope, this is the first survey of the entire
ecological history of life on land--from the earliest traces
of terrestrial organisms over 400 million years ago to the
beginning of human agriculture. By providing myriad insights
into the unique ecological information contained in the
fossil record, it establishes a new and ambitious basis for
the study of evolutionary paleoecology of land ecosystems.
A joint undertaking of the Evolution of Terrestrial
Ecosystems Consortium at the National Museum of Natural
History, Smithsonian Institution, and twenty-six additional
researchers, this book begins with four chapters that lay out
the theoretical background and methodology of the science of
evolutionary paleoecology. Included are a comprehensive
review of the taphonomy and paleoenvironmental settings of
fossil deposits as well as guidelines for developing
ecological characterizations of extinct organisms and the
communities in which they lived. The remaining three
chapters treat the history of terrestrial ecosystems through
geological time, emphasizing how ecological interactions have
changed, the rate and tempo of ecosystem change, the role of
exogenous "forcing factors" in generating ecological change,
and the effect of ecological factors on the evolution of
biological diversity.
The six principal authors of this volume are all associated
with the Evolution of Terrestrial Ecosystems program at the
National Museum of Natural History, Smithsonian Institution.

This volume celebrates the contributions of Dr. Eugene Gaffney to the study of turtles, through a diverse and complementary collection of papers that showcases the latest research on one of the most intriguing groups of reptiles. A mix of focused and review papers deals with numerous aspects of the evolutionary history of turtles, including embryonic development, origins, early diversification, phylogenetic relationships, and biogeography. Moreover it includes reports on important but poorly understood fossil turtle assemblages, provides historical perspectives on turtle research, and documents disease and variation in turtles. With its broad scope, which includes descriptions of material and new taxa from Australia, Asia, and Europe, as well as North and South America, this work will be an essential resource for anyone interested in the morphology and evolution of turtles. "This volume's breadth of time, geography, and taxonomic coverage makes it a major contribution to the field and a 'must have' for all vertebrate paleontologists.", James F. Parham, California State University, CA, USA "A comprehensive and sweeping overview of turtle evolution by the top experts in the field that will interest everyone curious about these unique reptiles." Jason S. Anderson, University of Calgary, Canada "An invaluable addition to the literature that covers the full spectrum of approaches toward understanding the evolution of these noble creatures." Ann C. Burke, Wesleyan University, CT , USA "A truly comprehensive volume that both the student of fossil turtles, as well as the general reader interested in these enigmatic creatures, will find fascinating." Tyler Lyson, Yale University, CT, USA

"A rich historical pastiche of 17th- and 18th-century philosophy, science, and religion."--G. Y. Craig, "New Scientist "
"This book, by a distinguished Italian historian of philosophy, is a worthy successor to the author's important works on Francis Bacon and on technology and the arts. First published in Italian (in 1979), it now makes available to English readers some subtly wrought arguments about the ways in which geology and anthropology challenged biblical chronology and forced changes in the philosophy of history in the early modern era. . . . [Rossi] shows that the search for new answers about human origins spanned many disciplines and involved many fascinating intellects--Bacon, Bayle, Buffon, Burnet, Descartes, Hobbes, Holbach, Hooke, Hume, Hutton, Leibniz, de Maillet, Newton, Pufendorf, Spinoza, Toland, and, most especially, Vico, whose works are impressively and freshly reevaluated here."--Nina Gelbart, " American Scientist
"

Paleoethnobotany offers powerful tools for reconstructing past cultures by examining the interaction of human populations with the plant world. Plant remains from archaeological sites can provide information for a number of disciplines: archaeologists may use such remains to examine how plants were used, how agriculture changed over time, or how plant offerings in burials signaled social status; ecologists and botanists may use them to study morphological changes in plants due to domestication.
Combining case studies and theoretical discussions, Current Paleoethnobotany presents the first full discussion of the major stages and problems of paleoethnobotanical research, from designing and testing equipment, such as flotation machines, to quantification and interpretation. The volume explores a wide range of issues concerning collection techniques, analytical procedures, and interpretive models that will provide accurate information about past human societies from plant remains. The contributors offer data on specific regions as well as more general background information on the basic techniques of paleoethnobotany for the nonspecialist. Throughout, they explicitly examine the assumptions underlying paleoethnobotanical methods and the ways in which those assumptions affect anthropological and ecological research questions.
Based on a symposium presented at the 1985 meeting of the Society for American Archaeology, Current Paleoethnobotany moves beyond a technique-oriented view of paleoethnobotany to successfully integrate current thinking about both procedures and research goals. The contributors demonstrate the potential value of the field of paleoethnobotany and open the way for further discussion and improvement.

Historical sciences like paleontology and archaeology have uncovered unimagined, remarkable and mysterious worlds in the deep past. How should we understand the success of these sciences? What is the relationship between knowledge and history? In Scientific Knowledge and the Deep Past: History Matters, Adrian Currie examines recent paleontological work on the great changes that occurred during the Cretaceous period - the emergence of flowering plants, the splitting of the mega-continent Gondwana, and the eventual fall of the dinosaurs - to analyse the knowledge of historical scientists, and to reflect upon the nature of history. He argues that distinctively historical processes are 'peculiar': they have the capacity to generate their own highly specific dynamics and rules. This peculiarity, Currie argues, also explains the historian's interest in narratives and stories: the contingency, complexity and peculiarity of the past demands a narrative treatment. Overall, Currie argues that history matters for knowledge.

One of the first interdisciplinary discussions of taphonomy (the study of how fossil assemblages are formed) and paleoecology (the reconstruction of ancient ecosystems), this volume helped establish these relatively new disciplines. It was originally published as part of the influential Prehistoric Archeology and Ecology series. Taphonomy is plainly here to stay, and this book makes a first class introduction to its range and appeal.--Anthony Smith, Interdisciplinary Science Reviews

Tracking initial ocean (de)oxygenation is critical to better constrain the coevolution of life and environment. Development of thallium isotopes has provided evidence to track the global manganese oxide burial which responds to early (de)oxygenation for short-term climate events. Modern oxic seawater thallium isotope values are recorded in organic-rich sediments deposited below an anoxic water column. An expansion of reducing conditions decrease manganese oxide burial and shifts the seawater thallium isotope composition more positive. Recent work documents that thallium isotopes are perturbed prior to carbon isotope excursions, suggesting ocean deoxygenation is a precursor for increased organic carbon burial. This Element provides an introduction to the application of thallium isotopes, case studies, and future directions.

The practice of paleontology has an aesthetic as well as an epistemic dimension. Paleontology has distinctively aesthetic aims, such as cultivating sense of place and developing a better aesthetic appreciation of fossils. Scientific cognitivists in environmental aesthetics argue that scientific knowledge deepens and enhances our appreciation of nature. Drawing on that tradition, this Element argues that knowledge of something's history makes a difference to how we engage with it aesthetically. This means that investigation of the deep past can contribute to aesthetic aims. Aesthetic engagement with fossils and landscapes is also crucial to explaining paleontology's epistemic successes.

The 'detective' power of stable isotopes for processes that occurred in the past, and for elucidating mechanisms at the molecular level, has impressed researchers over the past 100 years, since the time when isotopes of elements were first discovered. While most are interested in the normalized abundance ratios of two isotopes of an element, further power was unleashed when researchers investigated the relationship of three or more isotopes of the same element, e.g. 16O, 17O, and 18O for oxygen. This Element focuses on the history of discovery of triple isotope effects, the conceptual framework behind these effects, and major lines of development in the past few years of triple oxygen isotope research.

This book will help readers learn the basic skills needed to study microfossils especially those without a formal background in paleontology. It details key principles, explains how to identify different groups of microfossils, and provides insight into their potential applications in solving geologic problems. Basic principles are addressed with examples that explore the strengths and limitations of microfossils and their geological records. This overview provides an understanding of taphonomy and quality of the fossil records, biomineralization and biogeochemistry, taxonomy, concepts of species, and basic concepts of ecology. Readers learn about the major groups of microfossils, including their morphology, ecology, and geologic history. Coverage includes: foraminifera, ostracoda, coccolithophores, pteropods, radiolaria, diatoms, silicoflagellates, conodonts, dinoflagellates, acritarch, and spores and pollens. In this coverage, marine microfossils, and particularly foraminifera, are discussed in more detail compared with the other groups as they continue to play a major role in most scientific investigations. Among the various tracers of earth history, microfossils provide the most diverse kinds of information to earth scientists. This richly illustrated volume will help students and professionals understand microfossils, and provide insight on how to work with them to better understand evolution of life, and age and the paleoenvironment of sedimentary strata.

Using a series of case studies, the book demonstrates the power of dynamic analysis as applied to the fossil record. The book considers how we think about certain types of paleontological questions and shows how to answer them. The analytical tools presented here will have wide application to other fields of knowledge; as such the book represents a major contribution to the deployment of modern scientific method as it builds on author's previous book, Dynamic Paleontology. Students and seasoned professionals alike will find this book to be of great utility for refining their approach to their ongoing and future research projects.

Hands-on learning in paleontology, and geology in general, is fairly common practice. Students regularly use rocks, fossils, and data in the classroom throughout their undergraduate career, but they typically do it sitting in a chair in a lab. Kinesthetic learning is a teaching model that requires students to be physically active while learning. Students may be involved in a physical activity during class or might be using their own bodies to model some important concept. This Element briefly discusses the theory behind kinesthetic learning and how it fits into a student-centered, active-learning classroom. It then describes in detail methods for incorporating it into student exercises on biostratigraphy, assessment of sampling completeness, and modeling evolutionary processes. Assessment data demonstrates that these exercises have led to significantly improved student learning outcomes tied to these concepts.

Research on learning and cognition in geoscience education research and other discipline-based education communities suggests that effective instruction should include three key components: a) activation of students' prior knowledge on the subject, b) an active learning pedagogy that allows students to address any existing misconceptions and then build a new understanding of the concept, and c) metacognitive reflections that require students to evaluate their own learning processes during the lesson. This Element provides an overview of the research on student-centered pedagogy in introductory geoscience and paleontology courses and gives examples of these instructional approaches. Student-centered learning shifts the power and attention in a classroom from the instructor to the students. In a student-centered classroom, students are in control of their learning experience and the instructor functions primarily as a guide. Student-centered classrooms trade traditional lecture for conceptually-oriented tasks, collaborative learning activities, new technology, inquiry-based learning, and metacognitive reflection.

This authored dictionary presents a unique glossary of paleontological terms, taxa, localities, and concepts, with focus on the most significant orders, genera, and species in terms of historical turning points such as mass extinctions. The book is an accurate and up-to-date collection of the most important paleontological terms and taxa, and may be used as a resource by students, researchers, libraries, and museums. Though useful to many in professional and academic settings, the book is also aimed at general readers of scientific literature who may enjoy the material without a background in paleontology. While there are many current resources on the subject, few fully encapsulate an accurate representation of the paleontological lexicon. This book attempts to compile such a representation in a moderately comprehensive manner, and includes a list of the most important monographs and articles that have been consulted to put together this essential work.

This volume describes and explores the emerging discipline of conservation paleobiology, and addresses challenges faced by established and young Conservation Paleobiologist's alike. In addition, this volume includes applied research highlighting how conservation paleobiology can be used to understand ecosystem response to perturbation in near and deep time. Across 10 chapters, the book aims to (1) explore the goals of conservation paleoecology as a science, (2) highlight how conservation paleoecology can be used to understand ecosystems' responses to crises, (3) provide case studies of applications to modern ecosystems, (4) develop novel applications of paleontological approaches to neontological data, and (5) present a range of ecosystem response and recovery through environmental crises, from high-resolution impacts on organism interactions to the broadest scale of responses of the entire marine biosphere to global change. The volume will be of interest to paleoecologists, paleobiologists, and conservation biologists.

Research-led, research-oriented, and research-based teaching incorporate research into teaching to different degrees. Research-led teaching focuses on content and informs students about current research findings, while research-oriented teaching focuses on techniques and often occurs in research methods courses. In research-based teaching, students participate in research. Through this involvement, they benefit from improved content knowledge, research skills, and life skills, as well as enhanced personal development. Research-embedded courses can make such benefits available to a wide range of students. Best practices in experiential learning and the incorporation of research in teaching include intentionality, planning, authenticity, reflection, training, monitoring, assessment, and acknowledgment. In this Element, these principles of best practice are illustrated by courses with embedded student research. Guidelines are presented for how to plan and execute a semester-long course-embedded research project, as well as alternative and shorter-term approaches. Research-based teaching provides challenges for students and faculty, but the benefits for all stakeholders are strong.

This book aims at providing a brief but broad overview of biosignatures. The topics addressed range from prebiotic signatures in extraterrestrial materials to the signatures characterising extant life as well as fossilised life, biosignatures related to space, and space flight instrumentation to detect biosignatures either in situ or from orbit. The book ends with philosophical reflections on the implications of life elsewhere. In the 15 chapters written by an interdisciplinary team of experts, it provides both detailed explanations on the nature of biosignatures as well as useful case studies showing how they are used and identified in ancient rocks, for example. One case study addresses the controversial finding of traces of fossil life in a meteorite from Mars. The book will be of interest not only to astrobiologists but also to terrestrial paleontologists as well as any reader interested in the prospects of finding a second example of life on another planet.

Lecturing has been a staple of university pedagogy, but a shift is ongoing because of evidence that active engagement with content helps strengthen learning and build more advanced skills. The flipped classroom, which delivers content to students outside of the class meeting, is one approach to maximize time for active learning. The fundamental benefit of a flipped class is that students learn more, but ensuring student preparation and engagement can be challenging. Evaluation policies can provide incentives to guide student effort. Flipping a class requires an initial time commitment, but the workload associated with evaluating student work during the course can be mitigated. The personal interactions from active learning are extremely rewarding for students and instructors, especially when class sizes are small and suitable room layouts are available. Overall, flipping a course doesn't require special training, just a willingness to experiment, reflect, and adjust.

People hold a variety of prior conceptions that impact their learning. Prior conceptions that include erroneous or incomplete understandings represent a significant barrier to durable learning, as they are often difficult to change. While researchers have documented students' prior conceptions in many areas of geoscience, little is known about prior conceptions involving paleontology. In this Element, data on student prior conceptions from two introductory undergraduate paleontology courses are presented. In addition to more general misunderstandings about the nature of science, many students hold incorrect ideas about methods of historical geology, Earth history, ancient life, and evolution. Of special note are student perceptions of the limits of paleontology as scientific inquiry. By intentionally eliciting students' prior conceptions and implementing the pedagogical strategies described in other Elements in this series, lecturers can shape instruction to challenge this negative view of paleontology and improve student learning.

New online resources are opening doors for education and outreach in the Earth sciences. One of the most innovative online earth science portals is Macrostrat and its mobile client Rockd - an interface that combines geolocated geological maps with stratigraphic information, lithological data, and crowd-sourced images and descriptions of outcrops. These tools provide a unique educational opportunity for students to interact with primary geological data, create connections between local outcrops and global patterns, and make new field observations. Rockd incorporates an aspect of social media to its platform, which creates a sense of community for users. This Element outlines these resources, gives instructions on how to use them, and provides examples of how to integrate these resources into a variety of paleontology and earth science courses.