In 1898, an Austrian microbiologist Heinrich Winterberg made a curious observation: the number of microbial cells in his samples did not match the number of colonies formed on nutrient media (Winterberg 1898). About a decade later, J. Amann qu- tified this mismatch, which turned out to be surprisingly large, with non-growing cells outnumbering the cultivable ones almost 150 times (Amann 1911). These papers signify some of the earliest steps towards the discovery of an important phenomenon known today as the Great Plate Count Anomaly (Staley and Konopka 1985). Note how early in the history of microbiology these steps were taken. Detecting the Anomaly almost certainly required the Plate. If so, then the period from 1881 to 1887, the years when Robert Koch and Petri introduced their key inventions (Koch 1881; Petri 1887), sets the earliest boundary for the discovery, which is remarkably close to the 1898 observations by H. Winterberg. Celebrating its 111th anniversary, the Great Plate Count Anomaly today is arguably the oldest unresolved microbiological phenomenon. In the years to follow, the Anomaly was repeatedly confirmed by all microb- logists who cared to compare the cell count in the inoculum to the colony count in the Petri dish (cf., Cholodny 1929; Butkevich 1932; Butkevich and Butkevich 1936). By mid-century, the remarkable difference between the two counts became a universally recognized phenomenon, acknowledged by several classics of the time (Waksman and Hotchkiss 1937; ZoBell 1946; Jannasch and Jones 1959).

From the reviews: "...is a "must" for serious field novices, and for seasoned middle-career and senior practitioners in hydrogeology, mainly those people who answer a calling to offer honest and accurate hydrogeological approximations and findings. Any engineering geologist or groundwater geologist who claims capability as a "Hydrogeologist" should own this book and submit it to highlighting and page tabbing. Of course, the same goes for those who practice in karst terranes, as author LaMoreaux is one of the pioneers in this field, worldwide..." (Allen W. Hatheway)

This book explores evidence-based practice in college science teaching. It is grounded in disciplinary education research by practicing scientists who have chosen to take Wieman’s (2014) challenge seriously, and to investigate claims about the efficacy of alternative strategies in college science teaching. In editing this book, we have chosen to showcase outstanding cases of exemplary practice supported by solid evidence, and to include practitioners who offer models of teaching and learning that meet the high standards of the scientific disciplines. Our intention is to let these distinguished scientists speak for themselves and to offer authentic guidance to those who seek models of excellence. Our primary audience consists of the thousands of dedicated faculty and graduate students who teach undergraduate science at community and technical colleges, 4-year liberal arts institutions, comprehensive regional campuses, and flagship research universities. In keeping with Wieman’s challenge, our primary focus has been on identifying classroom practices that encourage and support meaningful learning and conceptual understanding in the natural sciences. The content is structured as follows: after an Introduction based on Constructivist Learning Theory (Section I), the practices we explore are Eliciting Ideas and Encouraging Reflection (Section II); Using Clickers to Engage Students (Section III); Supporting Peer Interaction through Small Group Activities (Section IV); Restructuring Curriculum and Instruction (Section V); Rethinking the Physical Environment (Section VI); Enhancing Understanding with Technology (Section VII), and Assessing Understanding (Section VIII). The book’s final section (IX) is devoted to Professional Issues facing college and university faculty who choose to adopt active learning in their courses. The common feature underlying all of the strategies described in this book is their emphasis on actively engaging students who seek to make sense of natural objects and events. Many of the strategies we highlight emerge from a constructivist view of learning that has gained widespread acceptance in recent years. In this view, learners make sense of the world by forging connections between new ideas and those that are part of their existing knowledge base. For most students, that knowledge base is riddled with a host of naïve notions, misconceptions and alternative conceptions they have acquired throughout their lives. To a considerable extent, the job of the teacher is to coax out these ideas; to help students understand how their ideas differ from the scientifically accepted view; to assist as students restructure and reconcile their newly acquired knowledge; and to provide opportunities for students to evaluate what they have learned and apply it in novel circumstances. Clearly, this prescription demands far more than most college and university scientists have been prepared for.

This book considers the provisional nature of cities in relation to the Anthropocene – the proposed geological epoch of human-induced changes to the Earth system. It charts an environmental history of curfews, admonitions and alarms about dwelling on Earth. ‘Provisional cities’ are explored as exemplary sites for thinking about living in this unsettled time. Each chapter focuses on cities, settlements or proxy urbanisations, including past disaster zones, remote outposts in the present and future urban fossils. The book explores the dynamic, changing and contradictory relationship between architecture and the global environmental crisis and looks at how to re-position architectural and urban practice in relation to wider intellectual, environmental, political and cultural shifts. The book argues that these rounder and richer accounts can better equip humanity to think through questions of vulnerability, responsibility and opportunity that are presented by immense processes of planetary change. These are cautionary tales for the Anthropocene. Central to this project is the proposition that living with uncertainty requires that architecture is reframed as a provisional practice. This book would be beneficial to students and academics working in architecture, geography, planning and environmental humanities as well as professionals working to shape the future of cities.

For high school science teachers, homeschoolers, science coordinators, and informal science educators, this collection of 50 inquiry-based labs provides hands-on ways for students to learn science at home safely. Author Michael Horton promises that students who conduct the labs in Take-Home Chemistry as supplements to classroom instruction will enhance higher-level thinking, improve process skills, and raise high-stakes test scores."