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Human Biology

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Chapter 11 on the Respiratory System where, for example, the nasopharynx is incorrectly said to be flanked by the conchae (they flank the nasal cavity) and the laryngopharynx is said to conduct air (not unless one is swallowing air). I didn’t find anything culturally insensitive. Like most biology textbooks, this text could include more inclusive material. For example, highlighting contributions of diverse scientists or using more culturally diverse examples.

Dr. Sylvia Mader's succinct, precise writing style. Sylvia's writing is what has earned her a reputation as one of the most successful introductory biology textbook authors ever, and it is the most compelling feature of this text. Chapter 16 on the Skeletal System figures the "metaphysis" of long bones but leaves this important structure out of the text. This book is quite modular in that the chapters can stand by themselves. The sequence that systems are taught in a particular course could readily use most chapters in a different arrangement. Content is least accurate in the realm of Anatomy. There are a number of minor errors that are perhaps just more distracting than of major impact. However, these are most noticeable in:There are minor technical issues with text consistency. The references to figures in the various chapters vary. Some chapters have only "figure" to designate call-outs while other chapters have numbered figures. In one case a chapter (Chapter 8) had "objectives. The other chapters did not. Some chapters had a summary of what a student would learn, roughly tantamount to objectives. Others did not. Questions at the end of chapters were usually "review" questions but some chapters had "critically thinking questions." A complete set of chapter learning aids includes a listing of chapter concepts, brief concept summaries within the chapter, boldface key terms, summary, and objective questions. Students value tools within the text that help them grasp the concepts.

Although not technically "grammar," I noted a few typographical errors, the most obvious of which was "Antidiuretic Hormone" misspelled in section 13.3. It is also worth noting for correction in section 9.1 that "kardia" is Greek, not Latin. The book covers basic introductory cell biology concepts such as metabolism, and cell division and then does a system-by-system discussion of the human body. Sylvia S. Mader has authored several nationally recognized biology texts published by McGraw-Hill. Educated at Bryn Mawr College, Harvard University, Tufts University, and Nova Southeastern University, she holds degrees in both Biology and Education. Over the years she has taught at University of Massachusetts, Lowell; Massachusetts Bay Community College; Suffolk University; and Nathan Mayhew Seminars. Her ability to reach out to science-shy students led to the writing of her first text, Inquiry into Life, which is now in its fifteenth edition. Highly acclaimed for her crisp and entertaining writing style, her books have become models for others who write in the field of biology. The topics that are covered can be uneven. For example, there are in-depth details given on the Scientific Method, on Myocardial Infarction, and in lengthy topic boxes on selected careers in health care, while many applications to contemporary research issues in Human Biology, normal heart innervation in physiological adaptation, and other career options that also draw upon Human Biology are not included.Reviewed by Jessica Daniels, Biology Instructor, Minnesota State Community and Technical College on 6/28/21 I thought it was comprehensive. I teach Anatomy & Physiology and the textbook gets into enough detail for my Human Biology class. Personally, I would have liked to have more on diseases.

As an educator, Dr. Michael Windelspecht has taught introductory biology, genetics, and human genetics in the online, traditional, and hybrid environments at community colleges, comprehensive universities, and military institutions. For over a decade he served as the Introductory Biology Coordinator at Appalachian State University where he directed a program that enrolled over 4,500 students annually. He currently serves as an adjunct professor of biology at ASU where he teaches nonmajors biology and human genetics in the online and hybrid formats. He was educated at Michigan State University and the University of South Florida. Dr. Windelspecht is also active in promoting the scientific literacy of secondary school educators. He has led multiple workshops on integrating water quality research into the science curriculum, and has spent several summers teaching Pakistani middle school teachers. As an author, Dr. Windelspecht has published five reference textbooks, and multiple print and online lab manuals. He served as the series editor for a ten-volume work on the human body. For years Dr. Windelspecht has been active in the development of multimedia resources for the online and hybrid science classrooms. Along with his wife, Sandra, he owns a multimedia production company, Ricochet Creative Productions, which actively develops and assesses new technologies for the science classroom. Instructors consistently ask for a human biology textbook that helps students develop an understanding of the main themes of biology while placing the material in the context of the human body. Mader Human Biology was developed to fill this void. ISBN: 9781260547603 is an International Student Edition of Human Biology 16th Edition by Sylvia S. Mader, Michael Windelspecht I like that it is spaced out well. I like the bold words, pictures, videos, tables, etc. I believe a student could follow along and read it without difficulties. The Human Biology course that I teach mostly consists of non majors so that is my lens.Updated Boxed Readings Throughout --Human Biology features three different types of boxed readings. Theses readings have been thoroughly updated by Dr. Mader, as well as experts in the field, throughout the book to remain current. Detracting from the writing is detail level, inconsistent bolding of words, and references in the text that should either have a picture to illustrate what's being talked about. For example, in the vestibular module of the special senses unit, the semi-circular canals are the only bolded word. Why not otoliths or utricle and saccule? Also, while the action of the vestibular system is described quite well, there is not diagram or animation link to show how these structure work to provide balance. If I were a visual learner, a picture would really help me here. The text is not culturally insensitive, but I don't see examples that are inclusive of variety of races, ethnicities, gender identity (and genetics). A section on human evolution and/or inheritance/genetics could make the text more inclusive.

There is a logic to the organization of organic levels in the text, particularly the initial chapters on molecules and cells which are clearly the simplest levels. The rationale of why the digestive system is the first system to be discussed (Chapter 5) is less obvious but each system is largely treated by itself so the sequence of systems was probably considered not of great concern. I was surprised somewhat to come upon a chapter on Mitosis and Meiosis (Chapter 13), at the the cellular level, in between chapters on the Urinary and Reproductive organ systems, until I realized there was a reproductive connection. Organized around the main themes of biology, Human Biology guides students to think conceptually about biology and the world around them. Just as the levels of biological organization flow from one level to the next, themes and topics of Biology are tied to one another throughout the chapter, and between the chapters and parts through the concept of homeostasis. Chapter 9 on the Heart where, for example, the legend to Figure 1 contradicts the figure by confusing the base of the heart with its apex; the three layers of the pericardium are misidentified; and the cardiac veins are misidentified as "coronary" veins (confusing them with coronary arteries). Even though many topics generally considered to be encompassed in Human Biology are included here, the treatment of them is generally unintegrated into the larger contexts of evolutionary biology, ecology, human life cycle adaptation, and normal physiological adaptations. Areas that are left out of this text include:Reviewed by Noel Boaz, Professor of Anatomy, Emory and Henry College, School of Health Sciences on 3/9/19 Most body systems are covered sufficiently for a non-major’s biology class. However, the anatomy may need to be supplemented if using for a lab class (i.e. bone or muscle labeling/identification). A brief chapter on tissues would be helpful for understanding organs and systems. Although there are chapters on DNA and gene expression and meiosis, it does not have a chapter on human inheritance. A section (or chapter) on cancer with cell cycle would be helpful. It is also missing the integumentary system. Would like to see even a short section on human evolution. As well, I don't see coverage of integumentary system or development. Lymphatic system is with immune system, which is fine but perhaps change title for Ch 20 to "Immune System and Lymphatic System." Each chapter starts with an introduction, followed by short sections/units. Each section or subunit is divided into short subsections. Each section is followed by review questions and answers, a glossary of terms. Some sections have links to animations or videos. I really liked that there were Art Connections (describes some of the more complex illustrations and concepts), Careers in Action (exactly what it sounds like), and there were some tutorials available. I do try to relate to everyday or real life and this textbook does do that. I may need to add a few more examples.

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