28 BIOCHEMICAL EDUCATION April 1977 Vol. 5 No. 2

intellectual isolation. One is effectively divorced from the mainstream of current research in one's chosen field. Funding for visits to international conferences is limited, so that one rarely experiences the stimulation provided by the exchange of ideas which characterises research in developed countries. This intellectual isolation is compounded by the geographical isolation. Current issues of research journals take up to 3 months to arrive, and chemicals and reagents ordered from abroad are often held up by bureaucratic problems associated with currency exchange control regulations or with an inefficient University administration. Maintenance of equipment presents problems; spare parts, and often a qualified technician to fit them, may have to be obtained from Europe or America. We seldom have the opportunity to hear invited speakers who are specialists in their particular field of biochemistry. Perhaps we should publicise within the scientific community the great natural beauty of Kenya, with its magnificent wildlife and its palm-fringed beaches!

What measures can be taken to improve the teaching and research of a Department of Biochemistry in a developing country? Firstly, as Professor Manchester rightly points out, the external examiner can have a beneficial, if at times unnerving, influence. This applies not only to the teaching at undergraduate level but also to the research, when a postgraduate thesis is being examined. Secondly, further collaboration with local research personnel might help to fill the gaps in the teaching of specialised courses. An infusion of new experience and enthusiasm often results from locally held conferences or research courses. A combined theoretical and research workshop on subceUular organisation was arranged in the Department of Biochemistry in April 1976 under the auspices of the International Cell Research Organisation, a subsidiary of U.N.E.S.C.O. The course, which attracted 20 participants from 6 African countries, was judged by all concerned to be extremely successful. Thirdly, a formal link might be considered between the Biochemistry Department of the University of Nairobi and that of a University in Europe or America with similar interests. Occasional exchanges of academic and technical staff might help to overcome the intellectual isolation and to stimulate the improvement of teaching standards and technical competence. Fourthly, the Departments of Biochemistry in developing countries should familiarise themselves with he aims of

the various organisations concerned with biochemistry teaching, such as the I.U.B. Committee on Biochemical Education and should participate in appropriate activities, such as the Biochemical Education Workshop held in December, 1975 in Zaria in Nigeria. Finally, a small word of thanks to the editorial staff of Biochemical Education. Their publication represents a forum for stimulating ideas in all aspects of the teaching of biochemistry. We have been able to put into effect a few innovations, such as Jepsonian games 5, student seminars s and model-building kits 7, developments which have been received with enthusiasm by the students but with marked indifference by most members of staff.

Professor Jepson's opinion s that biochemistry departments in developing countries should be encouraged to use audio-visual tutorial modules as part of their total educational programmes pre- supposes that there is a commitment on the part of the academic staff to consider innovations in their teaching methods. In this department at least such a commitment is confined to a small proportion of the staff, particularly as regards the teaching of biochemistry to medical students. Presumably this is not a generalised phenomenon in biochemistry departments of Universities in developing countries? In summary, until the University of Nairobi can attract the most able biochemistry graduates and involve them in a dynamic teaching and research programme, then the survival of academic standards in the future is highly problematical.

REFERENCES i Biochem. Education, 2, 63 (1974).

2 E. Afr. Agric. Forestry J. 40, 161 (1974)

3 Report of the U.S. Dept. of Agriculture (Agricultural Research Division), October 1976.

4 N. J. Mugo (unpublished observations).

s Biochem. Education 4, 3 (1976).

e Biochem. Education 4, 24 (1976).

7 Biochem. Education 2, 56 (1974).

s Biochem. Education 3, 63 (1975).

FILMSTRIP REVIEW

Asymmetric Metabolism By Wilfred Niels Arnold. Mclntyre Productions, Incorpora ted . Kansas City, Missouri. 1975. Fi lmstr ip with audio cassette (audible advance signal). 9 min. $35.00.

Asymmetric metabolism of symmetric compounds is a concept for which the beginnning student of biochemistry almost requires a visual aid. This filmstrip uses ball and stick models to explain clearly the steric difference between two like groups attached to a tetrahedral carbon bearing three different kinds of groups, and then presents an unforgettable demonstration of an asymmetric centre acting selectively on only one of the two identical groups. It is an excellent visual aid in these respects.

The filmstrip begins with a brief review of stereoisomerism arising from the presence of one asymmetric carbon atom, then moves into consideration of the tetrahedrai compound with one plane of symmetry, using the metabolic phosphorylation of glycerol as an example. This is followed by the demonstration of the asymmetric centre (an attractive student) acting selectively on a group (one of two apples forming part of a large bail-and-stick model). As an additional, detailed example the selectivity of the aconitase reaction for the carboxymethyl group contributed by oxaloacetate is clearly described, setting the stage for an instructor who wishes to present the classical story of nuclide-labelled citrate.

There are several technical flaws, both photographic and biochemical, which lead me to believe this is better suited to class- room use, where an instructor can make clarifying comments, than to self-study. Photo angles and backgrounds seemed to have been chosen with insufficient care, giving some projections less information content, or making them a bit harder to interpret, than necessary. The use of "tetravalent" for "tetrahedral" and "i'eorien- tare" for "reorient" will probably not inhibit learning. A potentially more serious problem, especially for a non-chemistry-major student of biochemistry, is the omission of an explanation of why chemically identical groups would not be expected to behave differently.

I recommend this as a useful visual aid for an introductory under- graduate biochemistry course. It could be used directly, or its approach could be adopted in a live classroom demonstration.

James Baggott Department of Biological Chemistry Hahnemann Medical College Philadelphia Pennsylvania 19102, U.S.A.

Slides from Stryer's book In response to users' requests, Messrs. W. H. Freeman and

Company have prepared a series of 50 slides taken from illus- trations in Lubert Stryer's Biochemistry and which illustrate the theme of molecular architecture. Details can be obtained from the Publishers at 660 Market Street, San Francisco, California 94104, U.S.A. The slides are not stocked by the British Office at 58 Kings Road, Reading, England but can be obtained to special order at a cost of £31.50. The U.S. price is $50.00.