Emphases and Changes in the Fifth Edition
We have been fortunate to have the assistance of four able specialists for this edition—three microbiologists and one physician—to support what had previously been the responsibility of just the author. These contributors include:
Barry Chess, my fellow instructor at Pasadena City College
Charles Wright of Baltimore County Community College
Marjorie Kelly Cowan of Miami University of Ohio
Steve Hecht of Grand Valley State University
They have shared the daunting task of overseeing many of the miniscule details that all revisions require. I have welcomed their help in writing new sections and feature boxes, suggesting ideas for new and improved figures, editing and updating text, and refreshing chapter overviews, summaries, and questions. Although this textbook has always been a labor of love, I found this collaboration beneficial, and it has released me to concentrate on content and illustrations without having to pore over every word.
As in previous revisions, we have strived to retain basic content that is the foundation of microbiology while introducing pertinent new developments in the many fields that are part of this science. Our aims can be summarized as:
to keep the book readable and accurate for a wide range of student levels and abilities
to introduce topics in a logical order so that early concepts and terms can be used as a foundation for later ones
to use illustrations, maps, flow charts, analogies, and tables to improve assimilation of information by students with different learning styles
to make difficult concepts accessible and understandable
to provide a background for practical applications
to inspire lifelong learning in the subject
to incite excitement and awe of this dynamic science
IMPROVED ART PROGRAM
A significant element in any science textbook is the visual program. We set our sights anew on fine-tuning the appearance and readability of the artwork and photographs.
Every figure in the text has been reviewed, and at least 60% of them have been revised or completely redone.
Consistency in presentation has been imposed so that elements are presented in the same manner from chapter to chapter.
Whenever feasible, we have moved the legends into the figure itself and placed them close to the step being described.
We have also simplified certain illustrations that were too crowded and improved the accuracy and flow of others.
Special attention has been given to the number and accuracy of labels on art and photographs.
Many hours have been spent searching for top-notch photographs, some of which were supplied by the author.
Since many users have commented on their appreciation of illustrated tables and flow charts, we have developed several new ones.
STREAMLINING PRESENTATIONS
The breadth of this discipline makes covering it something of a juggling act. Foremost, it is necessary to sufficiently cover the great variety of topics in microbiology. It is also critical to include ample descriptive background to go with the illustrations. On the other hand, we must also acknowledge that this book is generally used for a one-semester course, and that students’ time for reading is not unlimited. Given these concerns:
We have tightened the content by editing, rewording, simplifying, and removing non-essential detail, without cutting important concepts.
Being mindful to not minimize important concepts some boxes have been removed or re-positioned in the text flow, and some reference material has been moved to the appendix.
All initial references to figures, tables, and boxes have been boldfaced, and important sequential ideas or concepts have been numbered or bulleted within the text.
In recognition of the serious nature of bioterrorism, we have included new boxes and sections on this topic as well as on emerging diseases.
Other alterations to streamline the chapters include compressed chapter overviews and more abbreviated summaries. Our extensive review questions have been well received, and so we have retained the three types of questions as in previous editions. Most chapters have additional questions, including several that involve analysis of figures. As in the past, much attention has been paid to vocabulary and pronunciation, and we have added new terms to the glossary.
USING THE INTERNET
In my own Internet searches over the past two years, I have discovered hundreds of excellent websites that cover topics in a pertinent and relevant manner. A computer connected to the World Wide Web can offer dynamic experiences that a textbook cannot. It can display animations, videos, and interactive graphics, quizzes, and case studies that enhance and extend your textbook readings. Since this science advances so rapidly, events that happen tomorrow cannot possibly be found in your textbook. Also, some of these websites were located only after long searches, and I felt that if someone didn’t point the readers toward them, they would remain obscure.
Specific websites that I have found particularly useful and instructive are listed at the chapter level within this Online Learning Center.
Suggestions for exercises you can use with these URL addresses are presented at the end of each chapter.
Keep in mind that this website is dedicated to the textbook and has its own text-specific activities and study aids.
To obtain an instructor login for this Online Learning Center, ask your local sales representative.
If you're an instructor thinking about adopting this textbook, request a free copy for review.
2005 McGraw-Hill Higher Education