Microbiology with Diseases by Body System Plus MasteringMicrobiology with eText -- Access Card Package

1. A Brief History of Microbiology

2. The Chemistry of Microbiology

3. Cell Structure and Function

4. Microscopy, Staining, and Classification

5. Microbial Metabolism

6. Microbial Nutrition and Growth

7. Microbial Genetics

8. Recombinant DNA Technology

9. Controlling Microbial Growth in the Environment

10. Controlling Microbial Growth in the Body: Antimicrobial Drugs

11. Characterizing and Classifying Prokaryotes

12. Characterizing and Classifying Eukaryotes

13. Characterizing and Classifying Viruses, Viroids, and Prions

14. Infection, Infectious Diseases, and Epidemiology

15. Innate Immunity

16. Adaptive Immunity

17. Immunization and Immune Testing

18. AIDS and Other Immune Disorders

19. Microbial Diseases of the Skin and Wounds

20. Microbial Diseases of the Nervous System and Eyes

21. Microbial Cardiovascular and Systemic Diseases

22. Microbial Diseases of the Respiratory System

23. Microbial Diseases of the Digestive System

24. Microbial Diseases of the Urinary and Reproductive Systems

25. Applied and Environmental Microbiology

• The disease chapters (Chapters 19-24) present diseases according to the human body systems (e.g., “Microbial Diseases of the Respiratory System”) rather than by taxonomy, or type of microbe (e.g., “Pathogenic Gram-Negative Cocci and Bacilli”). Each disease chapter begins with an overview illustration of the anatomy that helps students place diseases and their effects in the context of the human body.
• A groundbreaking art program engages as it teaches and works hand in hand with the text:
  • Half-micrograph, half-illustration cell art illustrates microbial structures in a three-dimensional, visually striking way to draw students’ interest while teaching them what cell structures really look like. (See examples in Chapter 3.)
  • Orientation figures and step-by-step diagrams break complex processes into smaller, more manageable pieces for students. Step numbers in the text are color-coded to correspond with step numbers in the illustrations for seamless text/art integration. (See examples in Chapter 5.)
  • Figure legend questions engage students by asking them to use what they have learned in the text to answer questions about topics featured in the art.
  • Color-consistent icons and figures are used throughout the text to make it easier for the student to recognize structures and processes from chapter to chapter.
• Disease at a Glance boxes feature representative diseases in each of the disease chapters (Chapters 19-24). These boxed “snapshots” summarize a disease’s cause, portal of entry, symptoms, incubation period, susceptible populations, treatment, and prevention. Many of these boxes include full-body illustrations and photos that show routes of transmittal and clinical symptoms to give students a deeper understanding of the disease.
• Clinical Application boxes appear throughout the text and ask students to apply material they have learned in the text to clinical scenarios.
• The Beneficial Microbe boxes emphasize the practical and benevolent nature and uses of microbes and help students overcome the common misconception that most microbes are damaging and cause disease.
• Highlight boxes focus on interesting topics in microbiology, e.g., what causes that “fishy” smell in fish markets, what allows some organisms to glow in the dark, how microbes are used for gold-mining, and which cutting-edge molecular techniques are used in microbiology.
• Critical Thinking questions, located throughout the text and at the end of each chapter, encourage students to apply what they have just read to an additional scenario or case study.
• End-of-chapter practice goes beyond a check of comprehension to check students’ applied understanding, visual understanding, and conceptual understanding. End-of-chapter review questions provide students with the basic practice all books offer but then additionally support students who are motivated by case-based material, learn visually, and/or understand concepts better via concept maps.
• Student-focused pedagogy includes:
  • Learning Objectives integrated throughout the chapters, at the beginning of each new section, to give students a preview of topics to be covered.
  • Integrated pronunciation and etymology guides that help students with pronouncing and remembering the terminology.
  • Micrographs that include rule bars and TEM/SEM designations to give students a context for the size and scale of structures in the art.
  • End-of-chapter summaries and review questions that help reinforce the material.
  • Answers to all end-of-chapter review questions at the back of the book, except answers to Short Answer and Critical Thinking questions, which are in the Instructor’s Manual. The answer section is tabbed for easy reference.

Robert W. Bauman holds a Ph.D. in Biology from Stanford University, an M.A. in Botany from the University of Texas at Austin, and a B.A. in Biology from the University of Texas at Austin. He is a full professor of biology in the Department of Biological Sciences at Amarillo College in Amarillo, Texas, where he previously served as department chair. He has been teaching microbiology and human anatomy and physiology since 1988. In 2004, the students of Amarillo College selected Dr. Bauman as the recipient of the John F. Mead Faculty Excellence Award.

His research interests have included the morphology and ecology of freshwater algae, the cell biology of marine algae (particularly the deposition of cell walls and intercellular communication), and environmentally triggered chromogenesis in butterflies. His dissertation research at Stanford was on intercellular and cell growth in red algae at the Hopkins Marine Station.

Robert Bauman is the author of another microbiology textbook at Benjamin Cummings, Microbiology with Diseases by Taxonomy, Third Edition (Copyright 2011). He is an active member of the American Society of Microbiology (ASM) and Texas Community College Teacher’s Association (TCCTA).

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