Engaging New Chapter
Case Studies
The new case study feature that opens each chapter will
immediately encourage student interest in the content of the
chapter. Each story unfolds at the chapter’s beginning and
continues throughout the chapter. Accompanying each
introduction are photographs that effectively compliment the
story. These case studies present real-life scenarios related to
each chapter’s content, and each is designed to appeal to
every learner. In addition, the case studies will have additional
appeal to specific disciplines. For example, students
in African American studies and women’s studies will find
the special health needs of African American women
described in the case study of Louise Hairston (Chap. 5). The
topic of special education is addressed through the story of
Jeremy Callen, a young man with fragile X syndrome
(Chap. 20). The work of Andrew Scott and Jamie Barrett
(Chap. 22) details the discipline and hard work of field
anthropologists. Further, case studies dealing with sports
themes and those addressing modern wellness issues (e.g.,
heart disease, diabetes, obesity, and cancer) will interest both
students and their professors.
The “Thinking Critically About the Concepts” feature
completes each chapter, and once again chapter case studies
are incorporated to continue the learning process. Questions
combine case concepts with chapter content. Students are
challenged to thoughtfully integrate these ideas. The answers
to the questions are given in Appendix A.Updated and Reorganized
Chapters and New Applications
Changes to this eleventh edition of Human Biology has been
undertaken with several goals in mind. Constantly improving
student involvement in the text is a primary aim. Equally
important, this revision seeks to provide accurate, timely
information. As you enjoy the book, you will notice:Cutting Edge Data
The factual content for each chapter has been edited to reflect the most current findings available, so that professors
can rely on the text to provide up-to-date information. Information
about different forms of contraception presents
all options—both existing and new—available to couples
(Chap. 16). Treatments for Alzheimer disease describe the
actions of modern drugs (Chap. 17). Data from the American
Cancer Society reports the latest statistics on the types
and incidence of the disease in both men and women
(Chap. 19). These examples and many others show ongoing
dedication to reporting state-of-the-art technologies
and information.Infectious Diseases Supplement
The AIDS supplement has been reorganized and titled “Infectious
Diseases Supplement.” The goal of this effort was
two-fold. Recent findings regarding the AIDS epidemic were
necessary to provide students with information critical to
their health and safety. In addition, descriptions of new and
emerging diseases will enable classroom discussion of present-day health concerns. The return of tuberculosis is explained,
along with the symptoms and epidemiology of the
disease. Antibiotic resistance will inevitably affect most, if
not all, present and future populations. Its evolution, as well
as strategies to overcome resistant organisms, is also addressed
in this supplement.Have You Ever Wondered . . .
A new feature has been added. Reading and studying new
information, especially in the health sciences, often leads
students to wonder about their bodies and how they work.
HAVE YOU EVER WONDERED, presents the type of impulsive,
off-the-cuff questions that might be asked in a typical
human biology classroom. Questions can be sober and
serious or comical and silly:
HAVE YOU EVER WONDERED
. . . How do lungs stay open and keep from collapsing? (Chap. 2)
. . . How do you use an automatic external defibrillator, like
the ones you see in the airport? (Chap. 5)
. . . Can you drink through your nose? (Chap. 8)
. . . Why does that annoying song you hear seem to replay
in your head all day? (Chap. 14)
Inquiries like these are asked and answered several times in
each chapter throughout the text. Each will capture attention—
informing, entertaining, and educating at the same time.New Boxed Readings
All boxed readings have been revised and updated. Many
are new to this edition. All topics were chosen for relevancy
and interest to students.
• Science Focus readings, which pertain to biological topics
of interest, remain a popular feature of the text. New
Science Focus readings include a discussion of the genetics
of breast cancer (Chap. 3), recent news of a face transplant
(Chap. 4), and the problem of diminishing
honeybee populations (Chap. 24), among others.
• Health Focus articles discuss topics of disease and wellness
that are important to all students. New Health Focus
articles describe how to determine trans-fat content in
food (Chap. 8), and how to obtain help for a disabled
child (Chap. 18).
• Bioethical Focus issues present modern ethical concerns
regarding health, culture, and the environment. For
example, a new article, “Male and Female Circumcision:
Medical Option, Cultural Practice, or Child
Abuse?” (Chap. 16) addresses female circumcision as
both a legal and moral issue. “Guaranteeing Access to
Safe Drinking Water” (Chap. 23) will help students to
think about the moral responsibility to provide potable
water to all nations.
• Historical Focus, a brand-new feature of this text, will
allow students to enjoy human biology in a historical
context. This unique highlight will appeal to learners
in all disciplines: history, philosophy, sociology,
women’s studies, African American studies, and many
others. Individuals such as Vivien Thomas, who helped
to develop modern cardiac surgery (“Heart Surgeon
Without a Degree,” Chap. 5) and Ignaz Semmelweis,
who made safe childbirth possible (“An End to Laudable
Pus,” Chap. 17) will interest and inspire students.
Sports fans will discover the story of Lou Gehrig
(“The Iron Horse,” Chap. 12). Those interested in
European history will enjoy “Hemophilia: The Royal
Disease” (Chap. 20).Excellent Pedagogical Features
“ During my career as an educator, I discovered very early
that students’ attention was captured quickly when the topic
was themselves: how their bodies worked, how to keep
them healthy, and how they can occasionally malfunction.”
Sylvia MaderCheck Your Progress features end each section in every chapter.
The questions function as a “mini-quiz,” testing student
understanding before the student moves on to the
next section. Check Your Progress questions are answered in
Appendix A. Chapter Summaries An extensive review is organized
according to the major sections of the chapter. Brief
statements, lists, and tables help students re-examine the
important topics and concepts. Artwork is included to provide
a visual reminder of the important ideas presented. Key
terms give students a working vocabulary for the chapter.
Finally, a complete set of objective questions is a self-test that
will allow the student to determine where further study
might be needed. Thinking Critically About the Concepts Each chapter’s case
study provides a framework for critical thinking. Students
are first prompted with factual questions, then asked to
consider future implications for the individuals described
in the case study. For example, Chapter 5 presents the case
of Louise Hairston, an African American woman who
suffers a heart attack. Critical Thinking questions then ask
the reader to furnish the not-so-typical symptoms often
seen when a woman suffers a heart attack. Additional
questions focus on ways to avoid a second heart attack. Answers
to this style of question are presented in Appendix A.
Subjective inquiries with no right or wrong answer prompt
learners to form opinions about a health or wellness issue.
Chapter 21 first describes recombinant growth hormone,
then asks the reader to reflect on situations when the hormone
should be used. Homeostasis and Working Together Illustrations Because of
their popular appeal, we have retained the homeostasis
sections that include an illustration demonstrating how systems
work together. These five sections make use of real-life
situations to show how homeostasis is maintained in the
body. As an example, see Section 6.6.
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.
2010 McGraw-Hill Higher Education