Designed for the one-semester course, Seeley's Essentials of Anatomy and Physiology is written to allow instructors the ability to accomplish one overall goal: to teach the basics of A&P while fostering the skill of problem solving. Through learning how to solve problems and think critically, students learn A&P based on two themes: the relationship between structure and function, and homeostasis.
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Clinical Emphasis has been maintained and strengthened through updating of the stories and any necessary content of the Case in Point readings, untitled Clinical Asides, and Clinical Impact features.
New information applicable to the discipline has been researched and included where appropriate.
Improved Art- The efficacy of the art has been enhanced in several ways in this edition with the overall goal of clarifying the teaching point of each revised illustration: Simplicity, Consistency, and Logic underscore the artwork. Photos have been added to enhance the art for the chapter, especially the bones chapter.
Microbes In Your Body: This feature aids students in understanding the Microbes that inhabit and many times enhance our body systems from assisting digestion to fighting acne.
Key artwork and figures are correlated to APR 3.0 allowing students to apply concepts being taught with the text and artwork within a more digitally integrated approach.
Homeostasis Figures have been revised by adding visual representations of key anatomical references and simplifying the arrows and text. The color-coding of arrows has been improved and made more consistent, making it easier to follow the events when a variable increases or decreases.
The Process Figures have been fine-tuned by highlighting and unifying the coloration of arrows. Process Figures provide well organized, self-contained visual explanations of how physiological mechanisms work. They help students learn physiological processes by combining illustrations with parallel descriptions of the major features of each process.
Changes to increase consistency and clarification were also made to art pieces in this edition, including improved wording of figure legends.
Anatomy and Physiology Revealed Icons were placed throughout the text and figures for easy linking from the e-book or to the online correlation guide.
Refined and Updated Textual Copy- Numbered headings link to learning outcomes listed within each section. They help students focus on key concepts and link to end of chapter assessments.
System Pathology boxes have an updated look and approach! These features, found in each system chapter, contain a modified case study. The goal is to show how each body system is influenced by the condition described in the case study. A newly designed System Interactions diagram explains how the described pathology impacts each body system, and a Predict Question is included to stimulate application of the concepts utilized in the case.
Homeostasis figures. These specialized flowcharts provide a summary of homeostatic mechanisms by outlining the functions of a system and the means by which that system regulates a parameter within a narrow range of values. They have been updated and clarified to enhance this key feature of enrichment of student understanding.
Clinical Impact readings. These boxed pathologies include current research, sports medicine, exercise physiology, pharmacology and clinical applications. They are designed to not only illustrate the chapter content but also to stimulate interest.
A Case in Point boxes. Each of these short essays explains how material just presented in the text can be used in understanding anatomical and physiological concepts, especially in a clinical setting. They are designed to be interesting as well as instructional because they present information as small news-like clips taken from real life scenarios. The Case in Point essays, along with Clinical Asides in each chapter are designed to be consistent with the Predict and Critical Thinking questions. All of these elements are devised to encourage students to learn to think critically. In some cases they bring information from more than one chapter together to address sample problems and encourage more than just rote memorization.
Predict questions. These critical thinking questions, embedded throughout each chapter, help convert the passive learner into an active learner by requiring students to use new information to solve a problem. The answer to this kind of question is not a mere restatement of a fact, but rather a prediction and analysis of the data, the synthesis of an experiment, or the evaluation and weighing of the important variables of a problem. Answers for the Predict questions are explained at the end of each chapter to demonstrate the process of problem-solving.
Process figures. These self-contained art pieces break down physiological processes into a series of smaller steps, allowing students to track the key occurrences and understand them as they navigate through the figure. They have been enhanced for clarity this edition.
“Diseases and Disorders” Tables – Short, beneficial descriptions of various system disorders can now be found in an easy-to-use table placed conveniently in appropriate chapters. Clinical material, like these tables, is a hallmark of this text. It combines with the “Case in Point” boxes, the “ Clinical Impact” readings, the “Systems Pathology” material, and the unique “Predict” questions to help students bridge the two worlds of academia and their future allied health careers.
Table of Contents 1. The Human Organism
2. The Chemical Basis of Life
3. Cell Structures and Their Functions
5. Integumentary System
6. Skeletal System: Bones and Joints
7. Muscular System
8. Nervous System
10. Endocrine System
13. Blood Vessels and Circulation
14. Lymphatic System and Immunity
15. Respiratory System
16. Digestive System
17. Nutrition, Metabolism, and Body Temperature Regulation
18. Urinary System and Fluid Balance
19. Reproductive System
20. Development, Heredity, and Aging
Cinnamon VanPutte, Southwestern Illinois College Jennifer Regan, University of Southern Mississippi Andrew F. Russo, University of Iowa