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The Comprehensive Sourcebook of Bacterial Protein Toxins, 2nd ed.
Joseph E. Alouf and John H. Freer (ed.). Academic Press, San Diego, Calif., 1999, 718 p., $159.95.
After an eight-year hiatus, the second edition of the Sourcebook of Bacterial Protein Toxins is considerably more comprehensive and explicit than the first edition in regard to the coverage of toxins and the molecular details of their structures, genetics, activities, and interactions with host cells. The new and completely revised chapters provide well-written, up-to-date, thorough, and detailed information with substantive reference lists. The resulting increased understanding and insight into toxins and their mechanisms of action is also reflected in the greater details depicted in the figures and diagrams provided in many of the chapters, and particularly the color inserts. Loosely organized into four sections, the chapters are authored by a broad international cadre of experts, many of whom were contributing authors for the first edition.
Particularly timely is the inclusion of the first chapter, which introduces one of the more significant and exciting developments in the field that has emerged since the first writing. This chapter eloquently imparts the recent recognition of the connection between pathogenicity islands, mobile genetic elements, and horizontal transmissibility of toxin and other virulence genes between different organisms. This topic is then revisited in a number of subsequent chapters on specific toxins. By far the most comprehensive topic covered is that of the membrane-damaging toxins. Here, the Sourcebook really shines, with one introductory chapter and 14 detailed chapters covering different members of this toxin family. On the other hand, the chapters on toxins with intracellular targets generally do not go into enough structural or mechanistic detail. While these toxins have received considerable coverage in other reviews and texts, for this book to be truly comprehensive they should have been given more detailed coverage here.
The fourth section almost resembles the first edition, with what appears to be just an odd collection of papers on various subjects thrown together. Toxin modulation of immune responses, therapeutic uses, and vaccine development are not covered adequately. Enormous strides have been made in our understanding of these topics, and grouping them along with other odd toxins into one miscellaneous section diminishes their impact on the field. At 718 pages, it is understandable why the editors might choose to limit the number of chapters covering these topics. But, then it would have been beneficial to provide chapters with a more general overview of these subjects. Perhaps by the time of the next edition, the editors will be forced to expand the book into more than one volume and more justice could be given to these areas. Maybe next time a more comprehensive index will also be provided. It is difficult to find many keywords using the index. This was also a shortcoming of the first edition.
These minor points aside, the Sourcebook is an excellent and valuable reference work that is a must for any microbiology library. Not only is this book one of the most comprehensive information resources for established toxin researchers, it is also a particularly useful introduction and review for advanced students and recent entrants to the toxin field, as well as for other researchers interested in toxins, their effects on eukaryotic cells, and their roles in bacterial pathogenesis.
Brenda Anne Wilson
University of Illinois at Urbana-Champaign
EDUCATIONAL MATERIALS
Conquering an Invisible World
Videotape. Produced by Herve Martin Delpierre, Rigand Productions, Belgium, 1999, distributed by Films for the Humanities and Sciences, 52 minutes, $129 (purchase), $75 (rental).
Target Audience: The target audience includes introductory microbiology or public health students, as well as young professionals. It also targets general education students and the general public interested in the impact of viral diseases and scientific advances on human health and welfare and on global and social history during the last century.
Description: Beginning with the outbreak of yellow fever in 1893 during the building of the Panama Canal, the video brings the viewer through time culminating with the emergence of AIDS in the 1980s. The survey of the flu virus pandemic during World War I included dramatic scenes of the impact on humans from the home front to the battlefield. The difficulties in the successful adaptation of the electron microscope to biological investigations and its resulting discovery of the first viruses in 1939 were nicely and briefly demonstrated. The 1950s discovery of the polio vaccine by Dr. Jonas Salk also included scenes demonstrating the range of human suffering and the indiscriminate nature of the viral onslaught. The industrial preparation of millions of embryonated eggs to grow the virus and a problematic processing error that resulted in infection of vaccinated individuals was also dramatized, along with the subsequent development of the Sabin vaccine. The collaborative global efforts behind the eradication of endemic smallpox included incredible historical footage of both young and older victims, as well as the last person to have suffered from naturally-acquired full- blown smallpox infection.
Level of Presentation: The video begins and ends in a university lecture hall with a French-speaking professor presenting his sage views on conquering the invisible world of viruses. When my microbiology students witnessed the video, their contagious enthusiasm in response to the historical footage was most evident. Their amazement and new-found insight into actual viral symptoms, tragic viral epidemics, and landmark research helped me to not notice the translator's mispronunciations of certain common and scientific words that so irritated my ears when I had previously viewed it solo.
Recommendations: This video includes incredible historical footage of major events affected by viral pandemics and also a nicely developed integration of the pioneering scientific research and technology that uncovered and enhanced the study and control of viruses during the 20th century. Much of the footage was obtained from the archives of authoritative multimedia and library resources, such as the World Health Organization, UNICEF, the BBC, the UCLA film and television archives, the Panama Canal Society, and the European Commission of Science, Research and Development. I recommend it for purchase by an educational institution or as a part of a community or institutional library collection.
Teresa (Terry) Thomas
Southwestern College, Chula Vista, Calif.
Safe Science: Lab Safety Awareness
Videotape. Films for the Humanities & Sciences, Princeton, N.J., (800) 257\N5126, http://www.films.com , 1998, $79.
Type: Safe Science is an 18-minute video that provides a basic introduction to laboratory safety.
Target Audience: This video is intended as training material for precollege to first-year college students, or anyone who is going into a laboratory for the first time. It would most effectively be used as an adjunct to classroom material.
Description: The video very pleasantly goes through the basics of lab safety. High school students going through numerous routine lab procedures present the material. In these examples the presentation is straightforward. A potential fault is that in the examples only the safety feature being discussed is highlighted. For example, after a discussion about safety glasses is a discussion regarding gloves. In the demonstration, the use of both gloves and glasses would be appropriate, however, the student is only wearing gloves and not safety glasses. This would have to be worked into a lesson plan.
Recommendations: The use of students to make this video is very appealing. However, the presentation of unsafe "safety examples" is a serious drawback. In situations where I needed to introduce lab safety I would look for alternative supportive material.
Heather Koshinsky
Plant Gene Expression Center
Albany, Calif.
The Scientific Method: Understanding Scientific Reasoning
Videotape, teacher's guide, and student worksheets. Cambridge Educational, Charleston, W.V. (800)-468\N4227, 1999, $79.00.
Target Audience: This video training film is designed primarily for the high school, and perhaps middle school, science student; however, given the applicability of the scientific method to everyday life, it is quite suitable for this grade level, regardless of whether the student envisions a future career in science. The video, with its accompanying teacher's guide and student worksheets, would serve as either a free-standing class lesson or as an adjunct to other classroom material.
Description: This 20-minute video presentation covers the scientific method in a step-wise fashion, explaining how it is used to solve problems ranging from basic and applied research to everyday situations. Each part of the method is delivered separately with definitions of key terms and illustrative examples of the steps. Important basic concepts are explored, e.g., the difference between dependent vs. independent variables, the hypothesis-data-theory relation, and the criteria for deriving scientifically valid data. Throughout the film are helpful interviews with working scientists demonstrating the sundry uses for the scientific method in understanding basic phenomena, improving products, and making discoveries. There is reference to the need for an interdisciplinary approach to problem solving when employing the scientific method. In addition to the video itself, the training materials include a teacher's guide, both pre- and post-viewing questions, a hidden word puzzle, experimental design activities, and answer keys. The training package is directed towards encouraging teacher-student, as well as student-student, interaction; the lessons could foster independent studies by students such as science fairs, class experiments, etc.
Level of Presentation: Inasmuch as the scientific terms and concepts used in the training material are clearly explained and well-defined, with numerous examples in both research and everyday life, the subject matter should be easily understandable by individuals with no formal science training.
Strengths/Weaknesses: The presentation is a good educational tool for introducing students to the scientific method and does so with the aid of both video and textual materials. The steps of the method are given in a clear, concise manner; unfamiliar terminology is explained, important concepts are nicely illustrated, and practical, everyday applications are aptly reinforced. The cost seems slightly inflated, given the primary audience.
Recommendations: For teachers desiring a focused, practical means to introduce the scientific method to their students in middle and/or high school, this training package would be a very useful educational resource. It would be a nice addition to one's library.
Arthur J. Meyers
Eastman Chemical Company Kingsport, Tenn.
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