PrefaceA SAMPLING OF CLIPS FROM HEADLINE STORIES AFTER 9/11/01
“The FBI and U.S. Postal Service are offering a $2.5 million reward for information that helps solve the case labeled “Amerithrax.” Investigators have interviewed more than 5,000 people and spent more than $13 million on scientific testing.”
“In June, the FBI drained and searched a pond in Frederick, Md., but found no evidence. Frederick is the home of the Army Medical Research Institute of Infectious Diseases, one of the nation’s main anthrax research centers.”
“Five people died, all from inhalation anthrax, between Oct. 5 and Nov. 21, 2001. Seventeen others were sickened by inhalation or cutaneous anthrax. At least three of those are postal workers who continue to recover and have not returned to work.”
“The consequences of a successful biological attack, especially if the infection were readily communicable, could far exceed those of a chemical or even a nuclear event,” the medical council said. Given the ease of travel and increasing globalization, an outbreak anywhere in the world could be a threat to all nations.”
“Smallpox, anthrax, bubonic plague—a smart terrorist could use any of these deadly diseases to wreak havoc on thousands or even millions of Americans. Yet there aren’t enough antibiotics and vaccines in stockpile, public-health facilities can’t handle a “surge,” and most law enforcement agencies have no idea how to cope with a crisis. “I do not believe it is a question of whether a lone terrorist or terrorist group will use infectious disease agents to kill unsuspecting citizens; I’m convinced it’s really just a question of when and where.”
Microbiology in a New Age
In the fall of 2001, at about the time the previous edition of this textbook was going to press, shattering events occurred that have swept microbiology into the spotlight with a vengeance. The possibility of using microorganisms as weapons was no longer mere speculation. One effect of these revelations has been a heightened awareness of microorganisms unlike any in past memory, especially among the students in my classes. On many occasions, my colleagues and I have had to spend a significant portion of class time in discussions relating to this topic, separating fact from fiction, and expanding on the latest potential “threat” from news reports. Many sessions were spent answering questions such as “What is anthrax and how is it treated? How could smallpox come back after all these years? Are the vaccines for preventing infections safe? What is the chance I can get SARS, or how did West Nile Valley Fever get to North America?” Giving voice to these concerns has been a bittersweet educational experience. Of course, it has been gratifying to observe the high level of interest in this subject and to be able to use real life circumstances to teach basic concepts—for example, how to sterilize mail to destroy anthrax spores, the kind of treatments available for biological agents, or exploring the epidemiology of the “pathogen of the week.” My other, conflicting, reaction has involved the unfortunate and somewhat overblown fears about microbes these happenings have instilled in many people. More than ever before these small, ubiquitous, mostly beneficial organisms are the subjects of misunderstanding and anxiety.
At such an extraordinary time, there is a serious need for useful, accurate information about microorganisms and their activities, so the public can operate from a basis of knowledge and understanding rather than fear or rumor. Part of this education must help maintain a balanced view of the infectious nature of microbes alongside their undeniable importance in the functioning of the earth. This has been our primary goal for the past four editions, and we have undertaken this fifth revision from that same point of view. Once again, we want our students—all of you—to come away from a course of study prepared for any personal or professional challenges, to develop in your thinking from the unknown to the known, and to be the voices of reason during trying times.
As you will see, microbiology is a complex interdisciplinary subject that covers a broad scope of information, from the basic biology of cells and their function to the roles of microbes in the global ecosystem, in industrial production, and—yes—in disease. It truly does offer something for everyone, whether your purpose is to prepare for a health profession, to gain skills for technical work, to become informed about practical applications in your daily life, or to improve your knowledge of these smallest inhabitants of the biological world.
A Message to Students
Most of you are probably taking this course as a prerequisite to a health science program such as nursing, dental hygiene, medicine, pharmacy, or physical therapy. Because you are preparing for a career in a profession that involves interactions with patients, you will be concerned with infection control and precautions, which in turn requires you to think about microbes and how to manage them. This means you must not only be knowledgeable about the characteristics of bacteria, viruses, and other microbes, their metabolism, and primary niches in the world, but you must have a grasp of disease transmission, the infectious process, disinfection procedures, and drug treatments. You will also need to understand how the immune system interacts with microorganisms and the effects of immunization. All of these areas bring their own vocabulary and language—much of it new to you—and mastering it will require time, motivation, and preparation.
TIPS ON LEARNING TO GAIN UNDERSTANDING
The challenge of this type of technical course is, “How can I best learn this information in a way to be successful in the course as well as retain it for the future?”
To begin, probably the most important consideration is how the college and instructor have organized your course. Since there is more information than could be covered in the usual course, your instructor will select what he/she wants to emphasize and construct a reading and problem assignment that corresponds to lectures and discussion sessions. Many instructors have a detailed syllabus or study guide that directs the class to the specific content areas and vocabulary words. Others may have their own website to distribute assignments and even sample exams. Whatever materials are provided, this should be your primary guide in preparing for study.
The next consideration involves your own learning style and what works best for you. To be successful, you must commit essential concepts and terminology to memory. A quick list of how we retain information comes from Edgar Dale, who prioritizes the pyramid of learning as follows: We remember about:
10% of what we read
20% of what we hear
30% of what we see
50% of what we see and hear
70% of what we discuss with others
80% of what we experience personally
95% of what we teach to someone else
It should be obvious from this list that there are many ways to go about assimilating information, but mainly, you need to use all of your senses—to read, to write, draw diagrams, do lab work, take exams, and study with others. This means you must spend the time not just to read the book but also to write down notes as you go along. It means that you attend lecture and discussion sessions to listen to your instructors or teaching assistants explain the material. Notes taken during lecture can be rewritten or outlined to organize the main points. This begins the process of laying down memory. You should discuss concepts with others—perhaps a tutor or study group—and even take on the role of the teacher-presenter part of the time. It is with these kinds of interactions that you will not just rote memorize words but understand the ideas and be able to apply them later.
A substantial way to experience the material personally is to give yourself examinations. You may use the exams in the text, study guide, or make up your own. One strategy for self-quizzing is to make a set of flash cards that goes with your notes (which is in itself a great learning exercise). Then you can use the cards to assess what you know one concept or vocabulary word at a time. A beneficial side effect of this technique is that you are getting in the frame of mind for taking an exam, which is how most of your evaluations will be given.
Another big factor in learning is the frequency of studying. It is far more effective to spend an hour or so each day for two weeks than a 14-hour cramming session on one weekend. The brain cannot commit information to memory nonstop—it needs to refresh itself. If you approach the subject in small bites and remain connected with the terminology and topics, over time you will find it all fitting together. Then the day before an exam, all you have to do is review.
FEATURES OF THE TEXT HELP YOU STUDYThis textbook has several features that facilitate learning.
Chapter Overviews are quick statements about chapter content to show you the main concepts in the chapter.
Chapter Capsule with Key Terms contain key words and concepts together in outline form. They also make for a useful guide to review the material.
Chapter Checkpoints serve as a quick “snapshot” review of the main points of a section.
End of chapter questions are varied to give you experience in answering different types of exam questions. At the end of chapter 1, there is a description of how these questions are meant to be answered. Multiple choice questions can be used to quickly test yourself on what you know (answers are in the appendix). They are chosen from random information in the text, and it is likely that if you get them correct, you have adequate preparation. The same is true for the matching questions.
The concept questions require more in-depth knowledge and will demand that you write several sentences or even paragraphs to show your mastery of a given idea.
The critical-thinking questions are “brain teasers” that give you some problem solving experience after you have learned the basics of a certain concept. Many of them involve case studies, models, interpretations of graphs, comparisons, and lab exercises. They give you experience in applying microbiology to real life situations.
In the final analysis, the process of learning comes down to self-motivation. There is a big difference between having to memorize something to get by and really wanting to know and understand it. We feel strongly about the inherent value and fascination of microbiology. It is up to you to become emotionally involved in it yourself and get caught up in the wonder of learning about this new world. Therein is the key to most success and achievement, no matter what your final goals. And though it is true that mastering the subject matter in this textbook can be challenging, it can certainly be accomplished by any students with a “can do” attitude. Millions of students who have already succeeded will attest to this fact.
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