Anatomy in The Books Store

Questions for Jill Bolte Taylor

Amazon.com: Your first reaction when you realized what was happening to your body was one you would expect: "Oh my gosh, I'm having a stroke!" Your second, though, was a little more surprising: "Wow, this is so cool!" What could be cool about a stroke?

Taylor: I grew up to study the brain because I have a brother who is only 18 months older than I am. He was very different in the way he perceived experiences and then chose to behave. As a result, I became fascinated with the human brain and how it creates our perception of reality. He was eventually diagnosed with the brain disorder schizophrenia, and I dedicated my career to the postmortem investigation of the human brain in an attempt to understand, at a biological level, what are the differences between my brain and my brother’s brain. On the morning of the stroke, I realized that my brain was no longer functioning like a "normal" brain and this insight into my brother's reality excited me. I was fascinated to intimately understand what it might be like on the inside for someone who would not be diagnosed as normal. Through the eyes of a curious scientist, this was an absolutely rare and fascinating experience for me to witness the breakdown of my own mind.

Amazon.com: What did you learn about the brain from your stroke and your recovery that your scientific training hadn't prepared you for?

Taylor: My scientific training did not teach me anything about the human spirit and the value of compassion. I had been trained as a scientist, not as a clinician. I can only hope that we are teaching our future physicians about compassion in medicine, and I know that some medical schools, including the Indiana University School of Medicine, have created a curriculum with this intention.

My training as a scientist, however, did provide me with a roadmap to how the body and brain work. And although I lost my left cognitive mind that thinks in language, I retained my right hemisphere that thinks in pictures. As a result, although I could not communicate with the external world, I had an intuitive understanding about what I needed to do in order to create an environment in which the cells in my brain could be happy and healthy enough that they could regain their function. In addition, because of my training, I had an innate trust in the ability of my brain to be able to recover itself and my mother and I respected the organ by listening to it. For example, when I was tired, I allowed my brain to sleep, and when I was fresh and capable of focusing my attention, we gave me age-appropriate toys and tools with which to work.

Amazon.com: Your stroke affected functions in your left brain, leaving you to what you call the "la-la land" of your right hemisphere. What was it like to live in your right brain, and then to rebuild your left?

Taylor: When the cells in my left brain became nonfunctional because they were swimming in a pool of blood, they lost their ability to inhibit the cells in my right hemisphere. In my right brain, I shifted into the consciousness of the present moment. I was in the right here, right now awareness, with no memories of my past and no perception of the future. The beauty of La-la land (my right hemisphere experience of the present moment) was that everything was an explosion of magnificent stimulation and I dwelled in a space of euphoria. This is great way to exist if you don't have to communicate with the external world or care whether or not you have the capacity to learn. I found that in order for me to be able to learn anything, however, I had to take information from the last moment and apply it to the present moment. When my left hemisphere was completely nonfunctional early on, it was impossible for me to learn, which was okay with me, but I am sure it was frustrating for those around me. A simple example of this was trying to put on my shoes and socks. I eventually became physically capable of putting my shoes and socks on, but I had no ability to understand why I would have to put my socks on before my shoes. To me they were simply independent actions that were not related and I did not have the cognitive ability to figure out the appropriate sequencing of the events. Over time, I regained the ability to weave moments back together to create an expanse of time, and with this ability came the ability to learn methodically again. Life in La-la land will always be just a thought away, but I am truly grateful for the ability to think with linearity once again.

Amazon.com: What can we learn about our brains and ourselves from your experience, even if we haven't lived through the kind of brain trauma you have?

Taylor: I learned that I have much more say about what goes on between my ears than I was ever taught and I believe that this is true for all of us. I used to understand that I had the ability to stop thinking about one thing by consciously choosing to preoccupy my mind with thinking about something else. But I had no idea that it only took 90 seconds for me to have an emotional circuit triggered, flush a physiological response through my body and then flush completely out of me. We can all learn that we can take full responsibility for what thoughts we are thinking and what emotional circuitry we are feeling. Knowing this and acting on this can lead us into feeling a wonderful sense of well-being and peacefulness.

Amazon.com: You are the "Singin' Scientist" for Harvard's Brain Bank (just as you were before your stroke). Could you tell us about the Brain Bank (in song or not)?

Taylor: There is a long-term shortage of brain tissue donated for research into the severe mental illnesses. Most people don’t realize that when you sign the back of your license as an organ donor, the brain is not included. If you would like to donate your brain for research, you must contact a brain bank directly. There is also a shortage of "normal control" tissue for research. The bottom line reality is that if there were more tissue available for research, then more scientists would be dedicating their careers to the study of the severe mental illnesses and we would have more answers about what is going on with these disorders. The numbers of mentally ill individuals in our society are staggering. The most serious and disabling conditions affect about 6 percent--or one in 17--adults and 9-13 percent of children in the United States. Half of all lifetime conditions of mental illness start by age 14 years, and three-fourths by age 24 years.

For more information about brain donation to the Harvard brain bank, please call 1-800-BRAINBANK or visit them at: www.brainbank.mclean.org

If you would like to hear me sing the brain bank jingle, please visit www.drjilltaylor.com!

Often imitated, never duplicated.

• New! Lay-flat binding makes coloring easier.
• New! 8 plates have been added: Accessory Structures of the Skin, Temporomandibular Joint, Upper Limb: Shoulder (Glenohumeral) Joint, Upper Limb: Elbow Joints, Lower Limb: Male and female Pelves, Lower Limb: Sacroiliac and Hip Joints, Lower Limb: Knee Joints, Somatic Visceral Receptors.
• New! 7 additional sections: Skeletal and Articular Systems, Skeletal Muscular System, Central Nervous System, Central Nervous System: Cavities and Coverings, Peripheral Nervous System, Autonomic Nervous System, Human Development.

For over 23 years, The Anatomy Coloring Book has been the leading human anatomy coloring book, offering concisely written text and precise, extraordinary hand-drawn figures. Organized according to body systems, each of the 170 plates featured in this book includes an ingenious color-key system anatomical terminology is linked to detail illustration of the structures of the body.

Wynn Kapit graduated in 1955 from the University of Miami, Florida with honors in Business Administration and Law. He then attended Art Center School in Los Angeles and worked in New York as a graphic designer and advertising art director from 1960-66. He moved to California to pursue a painting career and was given a one-man show at the Legion of Honor in San Francisco in 1968. He then attended the University of California at Berkeley and received a Masters in Painting and worked as a portraitist and teacher of figure drawing.

While taking a class in human anatomy at San Francisco City College, he discovered a way to effectively learn the subject by coloring in drawings, diagrams and names. The teacher of the course, Lawrence Elson, Ph.D. agreed to help him produce a coloring book. Elson wrote and Kapit designed and illustrated The Anatomy Coloring Book, which was published in 1977 and has been a widely-translated bestseller ever since. The Physiology Coloring Book was published in 1987, with the assistance of two professors from Berkeley: Robert Macey and Esmail Meisami. The Geography Coloring Book was published in 1991; Kapit drew the maps and wrote the text. The Anatomy Coloring Book was published in a second edition in 1993, and second editions of Geography and Physiology Coloring Books will be published in 1997.

Lawrence M. Elson received his undergraduate degree from the University of California, Berkeley in Zoology (Pre-Med), and completed his graduate and Ph.D. work in Human Anatomy also at the University of California, Berkeley. Elson has served as an instructor in human anatomy at the City College of San Francisco, an assistant professor of anatomy at Baylor College of Medicine, and as a lecturer at numerous additional universities and professional organizations.

Elson is the founder and president of Coloring Concepts, Inc. (CCI), producer and packager of college level, educational, scientific directed-coloring texts. He is the author/co-author of the Anatomy Coloring Book, Human Brain Coloring Book, Zoology Coloring Book, and Microbiology Coloring Book.

Presently, he is principally functioning as a clinical and forensic anatomist retained as a consultant to governments, provinces, insurance and other corporations, and law firms on causation of injury issues in cases in or anticipated to be involved in litigation.

Future plans include expanding CCI by developing new titles in the physical sciences and other education-related disciplines.

Your Inner Fish is my favorite sort of book--an intelligent, exhilarating, and compelling scientific adventure story, one which will change forever how you understand what it means to be human.

The field of evolutionary biology is just beginning an exciting new age of discovery, and Neil Shubin's research expeditions around the world have redefined the way we now look at the origins of mammals, frogs, crocodiles, tetrapods, and sarcopterygian fish--and thus the way we look at the descent of humankind. One of Shubin's groundbreaking discoveries, only a year and a half ago, was the unearthing of a fish with elbows and a neck, a long-sought evolutionary "missing link" between creatures of the sea and land-dwellers.

My own mother was a surgeon and a comparative anatomist, and she drummed it into me, and into all of her students, that our own anatomy is unintelligible without a knowledge of its evolutionary origins and precursors. The human body becomes infinitely fascinating with such knowledge, which Shubin provides here with grace and clarity. Your Inner Fish shows us how, like the fish with elbows, we carry the whole history of evolution within our own bodies, and how the human genome links us with the rest of life on earth.

Shubin is not only a distinguished scientist, but a wonderfully lucid and elegant writer; he is an irrepressibly enthusiastic teacher whose humor and intelligence and spellbinding narrative make this book an absolute delight. Your Inner Fish is not only a great read; it marks the debut of a science writer of the first rank.

(Photo © Elena Seibert)

A Note from Author Neil Shubin

This book grew out of an extraordinary circumstance in my life. On account of faculty departures, I ended up directing the human anatomy course at the University of Chicago medical school. Anatomy is the course during which nervous first-year medical students dissect human cadavers while learning the names and organization of most of the organs, holes, nerves, and vessels in the body. This is their grand entrance to the world of medicine, a formative experience on their path to becoming physicians. At first glance, you couldn't have imagined a worse candidate for the job of training the next generation of doctors: I'm a fish paleontologist.

It turns out that being a paleontologist is a huge advantage in teaching human anatomy. Why? The best roadmaps to human bodies lie in the bodies of other animals. The simplest way to teach students the nerves in the human head is to show them the state of affairs in sharks. The easiest roadmap to their limbs lies in fish. Reptiles are a real help with the structure of the brain. The reason is that the bodies of these creatures are simpler versions of ours.

During the summer of my second year leading the course, working in the Arctic, my colleagues and I discovered fossil fish that gave us powerful new insights into the invasion of land by fish over 375 million years ago. That discovery and my foray into teaching human anatomy led me to a profound connection. That connection became this book.

• Includes uniquely informative drawings that allow you - and have allowed generations of students - to learn structures with confidence.
  
• Associates normal anatomy with an application of that knowledge in a clinical setting.
  
• Offers a strong selection of imaging to show you what is happening three dimensionally in the human body, the way you see it in practice.

Stretching Anatomy is like having an X-ray of each stretch, only better. Not only do you see full-color illustrations of the muscles in action, but you also find out how changes in position can alter the muscle emphasis and difficulty and how variations can improve safety and effectiveness.

Each exercise includes detailed instruction on how to stretch, when to stretch, primary and secondary muscle emphasis, and which muscles are activated for support. Stretching programs provide three levels of difficulty, including light stretching that can be used as a warm-up or to aid in recovery from soreness or injury. And summary movement tables show how to customize stretching programs to focus on key problem areas.