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Parasitic Disease, second edition remains unique in its emphasis on depictions of complete life cycles and its skillful knitting of basic and clinical information. Superbly illustrated with black and white and color photomicrographs and halftone drawings, it is an ideal text for medical, graduate, and advanced undergraduate students of parasitology and an excellent reference for physicians and researchers.

In a unique, visual approach to the depiction of parasite life cycles, this detailed atlas presents a clear, concise, and complete overview of the parasite/human host interrelationship. 75 life cycles include all the major protozoan and helminth pathogens of man with new and updated information on several organisms. The illustrations follow the route of infection from point of entry, through the developmental stages, to completion of the cycle as the parasite reinfects the next host. Precise biological anatomical and medical depiction provides reinforcement. Distinguished by its organization, continuity, and accuracy, this comprehensive work will be a valuable reference for students, clinicians and others interested in the field of parasitology.

Worldwide, the numbers of people suffering and dying from parasitic diseases are overwhelming, with more than 100 million cases and 1 million deaths each year from malaria alone. Despite the magnitude of the problem and the importance of the parasites that cause opportunistic infections among persons with HIV/AIDS, medical schools in the United States, Canada, and other developed countries consistently reduce the amount of time spent on parasitic diseases in the curricu­ lum. As a result most medical students receive limited information about these diseases, and are inadequately prepared to diagnose or treat them as physicians. This problem is too large to be resolved within the time available for parasitology in the medical school curriculum; at most, students can be acquainted with the salient features of the medically important parasites. Likewise, the traditional isolation of parasitology from the rest of the curriculum (consistent with its exclu­ sion from most microbiology texts) is another unresolved problem. In my opinion, this is why most physicians are unable to think about the differential diagnosis of parasitic diseases in the same way that they routinely balance the probabilities of malignancy, cardiovascular, renal, and pulmonary disease vs other infectious diseases. To resolve these problems, relevant paradigms from parasitology must be used in the teaching of cell biology, molecular biology, genetics, and immu­ nology.