Rosenthal, Ken S. 1951-

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ROSENTHAL, Ken S. 1951-

PERSONAL: Born July 23, 1951, in Brooklyn, NY; son of Joseph (a high school mathematics teacher and department head) and Muriel (a teacher; maiden name, Tirschler) Rosenthal; married Judy Lindner, December 27, 1975; children: Joshua, Rachel. Education: University of Delaware, B.S., 1973; University of Illinois—Urbana-Champaign, M.S., 1975, Ph.D., 1977; Harvard University, postdoctoral study, 1977-79.

ADDRESSES: Home—320 Harvest Dr., Akron, OH 44333. Office—Northeastern Ohio Universities College of Medicine, Box 95, Rootstown, OH 44272-0095; fax: 330-325-5914. E-mail—[email protected]

CAREER: Northeastern Ohio Universities College of Medicine, Rootstown, OH, professor of microbiology and immunology, 1979—.

MEMBER: American Association for the Advancement of Science, American Society for Microbiology, American Society of Biochemists and Molecular Biologists, New York Academy of Sciences, Sigma Xi, Phi Lambda Upsilon.

WRITINGS:

Ace the Boards Microbiology, Mosby (St. Louis, MO), 1996.

Medical Microbiology, Mosby (St. Louis, MO), 4th edition, 2001.

Rapid Reviews Microbiology and Immunology, Mosby (Philadelphia, PA), 2002.

Contributor to research journals.

WORK IN PROGRESS: A study of Herpes simplex virulence and anti-HSV vaccines.

SIDELIGHTS: Ken S. Rosenthal once told CA: "Writing and editing textbooks provides me with the opportunity to reach, teach, and enlighten a large number of students. As a professor in a medical school, one does not always get the opportunity to teach and, when one does get that opportunity, it is within a large lecture hall, where I present a large amount of material in a short period of time to large numbers of students. A textbook provides the opportunity to present the insights that I have gathered over the years and the excitement that I feel toward science in an intimate, one-to-one manner and still reach a large number of students.

"In developing the material for the book, I try to put myself in the reader's or student's perspective. A student is interested in learning first and then filling in the details. I try to teach, rather than just expound the facts. Difficult concepts must be described simply, with examples, illustrations, and analogies. I have the most fun with analogies because they translate uncommon concepts into common knowledge. In the end, for a student to learn from a book, the book has to be opened and used. Seeing a well-worn copy of one of my textbooks provides me with great satisfaction."

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