Biology International The News Magazine of the International Union of Biological Sciences (IUBS)

CONTENTS (No 20,1990)

1. Editorial

FEATURE ARTICLES

3. "Reproductive Biology in Aquaculture: An Outline of an IUBS Programme Proposal", by P.G.W.J. van Oordt.

8. "Biotechnology in the Curriculum", by W. V. Mayer.

NEWS HIGHLIGHTS

18. IUBS Commission for Biological Education: Progress Report 1989 19. Report of the 3rd International Polychaete Conference 20. International Symposium on Traditional Use of Natural Resources

in Tropical Mountain Ecosystems

22. Publications Review

26. Calendar of Meetings

EDITORIAL

With the present issue, marking ten years of existence of Biology International and seventy years of existence of the IUBS, one cannot resist the temptation of looking at the past, attempting to identify the major events, learn from the past lessons and experiences, and also to pay tribute to a number of individual scientists who have contributed their time, efforts and goodwill to the life of the Union.

Until the end of the seventies, with the exception of the 'International Biological Programme (IBP)', initiated by the IUBS in 1966, and carried out by ICSU, the main task of the Union was to organize, through its scientific members, the major international biological congresses, providing a useful forum for discussion and contact among scientists from various parts of the world. However, these congresses, held at 4 to 6 year intervals, and becoming larger and larger due to the rapid advance in scientific knowledge and the increasing facility of travel, did not provide the appropriate mechanisms to develop and promote international cooperative research programmes. Considering this, and responding to the need for a change in the Union's structure, which was expressed during the General Assembly in Helsinki, Finland, 1979, the IUBS adopted the proposa1 made by a Review Committee to have a new, more flexible and less bureaucratic structure, which was felt imperative if the Union was to play a more active role in fulfilling its own goals and objectives.

As a result, the eighties saw the development of a number of IUBS scientific initiatives of multidisciplinary and intersectorial nature. The 'Decade of the Tropics' programme, aiming to study some of the key biological questions and issues that sustain developmental efforts in the tropical regions, was very successful in bringing together ecologists, botanists, zoologists, soi1 biologists, human biologists, plant physiologists, biology educators, and other specialists from the Social Sciences. It also succeeded in promoting IUBS cooperation with the International Governmental Organizations such as Unesco, UNEP, the Commission of the European Communities, and attracted substantial financial support from the donor agencies and foundations.

The 'Bio-Indicators' programme, launched in 1982 and terminated in 1989, brought together a large number of scientists from various disciplines and

Biology International No 20 ( 1 990)

backgrounds to share their interest in the study of biological monitoring of the state of the environment. This programme resulted in the establishment of an international network of scientists and laboratories active in the area of bio-indicators research.

The most recent IUBS programmes on 'Biological Complexity', 'Biological Diversity' and 'Biological Nomenclature' al1 have in common, an emphasis on the unity of biology and a relevance to al1 biological disciplines. Bio- complexity, and particularly the study of emerging properties and self- organization, concern al1 biological processes and systems; Biodiversity should be considered at al1 levels of organization, from cells to ecosystems; and the Improvement .of Stability of Biological Names represents a major service to al1 biologists and to al1 those working with living beings.

Also at this time, 1 would miss out on a most pleasurable duty by not acknowledging the dedication and excellence of the many prominent scientists who have voluntarily contributed to the success of the Union. If, in the sixties, the IUBS bore the mark of C.H. Waddington, the eighties will undoubtedly be marked by the contributions of Sir Otto Frankel, who initiated the review process, Professor Otto Solbrig for initiating the IUBS scientific programmes, and Professor Paolo Fasella for broadening the scope of the Union at the interface with other disciplines such as chemistry and physics.

With this issue, coming out at the conclusion of a year full of great events announcing the end of political, economical and social sequels of World WarII, and at the eve of a decade full of hope and promises for the whole world, 1 would like to express the wish that the IUBS will bring its conîribution, no matter how modest, to help improve the well being of human kind.

Tala1 Younés Executive Secretary, IUBS

Biology International No 20 (1 990)

Reproductive Biology in Aquaculture

An Outline of an IUBS Programme Proposa1

P.G.W.J. van Oordt

Department of Experimental Zoology, University of Utrecht, P.O.BOX 80.058, 3508 TB Utrecht, The Netherlands

A Scientific Basis for Aquaculture

Fish and aquatic invertebrates. such as certain molluscs and crustaceans. form an important part of the protein rich components of the food-parce1 for the rapidly increasing family of man. Most of the fish, molluscs and crustaceans that reach the market have been caught in open water. Indeed, ancient principles of collecting food in nature still prevail when it comes to . water animals. The increasing demand for aquatic food and the augumenting pollution of open water make it necessary to promote the culture of edible fish, molluscs and crustaceans.

Aquaculture is an old tradition in certain parts of Asia and Europe. It has been successfully developed in Oceania, Australia and North America, and is being introduced in Africa and Latin Arnerica. In trying to improve culture methods, aquaculturists. however, regularly meet with technical and biological problems. This has led to the establishment of aquaculture laboratories and institutes providing regional assistance in coping with practical problems. There are also important structures for international cooperation in aquaculture. These include the UNDP/FAO Interregional Network of Aquaculture Centers and the regular European International Aquaculture Conferences. Generally speaking. these are mainly dealing with applied research and short term projects aiming at solving practical problems. They do not pretend to focus on fundamental aspects of aquaculture.

Aquaculture is not different from agriculture in that it cannot flourish without a proper scientific basis. Fundamental research needs to be the never drying source for applied research, also in aquaculture. There are several centers of fundamental aquacultural research, especially in zoophysiological institutes of biological faculties. Most of these have contacts with regional aquaculture centers, but there is no formal network of research groups studying fundamental aspects of aquaculture. The establishment of such a network would stimulate fundamental aquacultural research itself. and would help to bridge the existing gap between basic and applied aspects of aquacultural research.

Fundamental aquacultural research is a very wide field. It comprizes the taxonomie, morphological and ecophysiological study of many different species of fish, molluscs and crustaceans that might be suitable for human

3

Biology International N o 20 (1 990)

consumption. It also includes reproduction. feeding and growth, as well as prevention of diseases, under farm conditions. Each of these aspects would be more than sufficient for an IUBS scientific programme. During the IUBS' 23rd General Assembly in Canberra. October, 1988, the idea was born of an international network on Reproductive Biology in Aquaculture (RBA). either as a full IUBS programme or as part of a compound programme on Reproduction and Resources. A first draft of an. outline for such an RBA programme was discussed during a meeting of a small international group of experts in Utrecht. August. 1989. The meeting agreed upon the aims and rationale of the programme. its organization and the work that needs to be done.

Aim and Rationale of the RBA Programme

The aim of the programme is the world-wide promotion of application directed. fundamental research dealing with reproductive biology in invertebrates and vertebrates of aquacultural importance. In this formulation "reproductive biology" includes reproductive physiology (e.g., reproductive endocrinology and ecophysiology, and (neuro-) ethology of reproduction), physiology of gametes and fertiliztion. as well as genetic engineering and early development.

The main rationale of the programme is to provide a scientific basis that can be used in studying and solving problems of reproduction in aquatic farm animals. There are two aspects. The one concerns pure, fundamental research, airning a t the development of models for reproduction in fish and other vertebrates. in molluscs and in crustaceans. The other deals with application oriented, and often species directed, basic research. The first aspect forms the bottom, the second the top of the foundation of applied research concerning reproduction in aquaculture and of the daily practice of reproducing edible fish. molluscs and ' crustaceans.

The RBA programme will coordinate the work of leading research teams studying fundamental aspects of reproductive biology in aquatic farm animals and related species. In doing so it will enlarge the effort and the outcome of this field of biological research. At the sarne time it wili assist in bridging the gap between pure and applied aspects of reproductive biology in aquaculture. That means that it will draw the attention of pure scientists to practical problems of reproduction in aquatic farm anirnals, and will stimulate international cooperation in projects directly or indirectly concemed with scientific questions of reproductive biology in aquaculture. The programme itself will not deal with technical and purely applied aspects of reproduction in aquaculture. Such aspects are sufficiently covered by the FA0 and other national and international organizations. Good contacts with such organizations, a s well a s with any related IUBS programmes that might be developed in the near future, will be of mutual advantage.

Biology Internatfortal No 20 (1990)

Organization and Execution of the RBA Programme

A number of over one hundred is no doubt a careful estimate of the number of smaller and larger research groups dealing with fundamental and application oriented RBA research. A programme including al1 these groups is unmanageable. It may, however, be possible to divide it in an inner circle and a n outer circle. The inner circle would be restricted to the very best groups concentrating on a lirnited number of well defined research topics. Such research groups should be selected on criteria of scientific quaiity only from among those focusing on a modem, multiple approach of fundamental, long-term RBA research topics, and involved in international cooperation. The inner circle should have the shape of an international network. Its members should

- have frequent contact, including workshops and syrnposia, - exchange research methods and data, and - cooperate in various international projects.

The outer circle would consist of other groups actively involved in RBA research and related research groups that may benefit from the RBA programme. This, with a probably much larger number of research teams, should be given the possibility to participate in symposia of the RBA programme, and to profit from other educational aspects of the programme. These educational aspects will include the exchange of research methods, the organization of special training courses, and the publication of research data. Groups within the outer circle may also wish to form clusters of research teams cooperating on any topic within the field of reproductive biology in aquaculture. not covered by the inner circle. Thus, there will in fact be a core programme for a lirnited number of highly qualified research tearns and a probably much larger number of ampliwng groups that will be able to directly benefit from the programme.

The research teams of the inner circle and al1 other groups actively participating in the RBA programme will report annually, and these reports will be distributed among the members of the IUBS and reach biologists in general and those specializing in reproductive biology in aquaculture in particular. It will get the attention of colleagues involved in technical and applied aspects of aquaculture on the one hand, and of politicai as well as scientific planning organizations on the other. In doing so, it will increase the awareness of the public regarding the contribution of biology to solving an important issue of world food supply.

Sub-programmes and Projects of the RBA Programme

Within the inner circle there will be three subprogrammes, each dealing with fish, molluscs and crustaceans of aquacultural importance and related species relevant for the various projects. These three topics are: (a) Central Regulation of Reproduction; (b) Gonads; (c) Gametes, Fertilization and Early Development.

5

Biology Intematfonal No 20 (1990)

There is a wealth of important research subjects that need to be covered in international cooperative projects. These include:

- Sex differentiation and maturation in eels (a); - Multiple regulation of gonadotropin secretion in fish (a); - Neuro-endocrine regulation of reproduction in molluscs (a); - Neuro-endocrine regulation of reproduction in crustaceans (a); - Reproductive behaviour and pheromones (a); - Environmental control of reproduction (a, b); - Regulation of puberty (a. b); - Problems of domestication (a. b); - Strain identification of fish species (a, b); - Regulation of germ ce11 differentiation, growth and maturation

(b); - Sex reversa1 (b); - Gamete interaction and fertilization (c); - Gamete viability and ageing (c); - Early development (c); - Transgenic fish (c).

International cooperation already exists on several of these topics. It may be asked what is gained by incorporating existing international projects in an IUBS programme. The answer is that on the one hand the general trend moves towards a formalization of international cooperation in scientific research, and it is important for the IUBS and for Biology that the IUBS becomes the main international non-governmental platform for the entire field of biological research. Moreover, for the projects fonning part of its programmes this IUBS platform will provide:

- a quality status, based on expert evaluation of the programme; - IUBS funds for meetings; - IUBS seed money for any new international projects; and - IUBS support in applying for international funding of projects.

Preparatory Steps and T h e Limits

A small preparatory group has accepted the invitation of contacting colleagues working in the field of reproductive biology in aquaculture and of taking al1 steps necessary for preparing a programme proposal for the 24th General Assembly of the IUBS in Amsterdam in September 1991. This group consists of Professors R. Billard (Paris), Y. Nagahama (Okazaki), R.E. Peter (Edmonton), P.G.W.J. van Oordt (Utrecht), and Dr. T. Younès (IUBS, Paris). Professor van Oordt will act a s coordinator of the preparatory work. and Dr. Younès will aid with the international organizational aspects.

Colleagues who wish to join the programme should infonn Prof. van Oordt, with the following information, which should not exceed 2 pages:

- name and full address of research group (including telefacsimile number);

- names of senior staff members; - numbers and function of permanent. non-permanent, scientific

and technical staff;

Biology International No 20 (1 990)

- titles and short research topics; - information on possible international cooperation; - bibliographie data of three recent. major publications; and - any other important information.

Al1 applications should be in the hands of the coordinator no later than the end of February, 1990. They will be evaluated by the members of the preparatory group, and applicants will in turn be informed of the group's decisions as well a s progress of the prepartory work. That work will include an international workshop in late l990/early 199 1 and an evaluation by a Reviewing Cornmittee on behalf of the IUBS Executive in rnid- 199 1.

The definite programme proposa1 will be discussed and decided upon by the IUBS 24th General Assembly in Amsterdam. September, 1991. Upon its acceptation, the programme will need two three-year periods, Le., until the 26th IUBS General Assembly in 1997. The 24th General Assembly will therefore be asked to accept the programme for three years, allowing the participants to request an extension of a three-year period. provided there is a positive scientific evaluation of its progress. The programme is meant to stimulate research concerning reproductive biology in aquatic farm animals. A stimulation of six years should be sufficient for the participants to fonn long lasting cooperation, and by the positive results of their work, to And stable anancial support.

Bblogy International No 20 (1 990)

Biotechnology in the Curriculum By William V. Mayer*

Introduction

The design of curricula seems to follow physical laws. Jus t as a gas expands to fil1 every available space. so the topics of the curriculum. be they many or be they few, expand to fiil al1 the time available. Unlike a house with extra empty rooms that can be utilized as needed, a curriculum is already fully occupied with neither time nor space for additional topics. However, every new biological advance seems somehow to be wedged into the already full curriculum sometimes in a manner completely inadequate and not cornmensurate with its importance. There seems to be almost a content seniority in structuring a curriculum wherein al1 of the topics previously taught continue to receive attention with reduction in coverage only grudgingly given. Frequently textbooks are written with a concluding chapter with a title sirnilar to Recent Advances in Biology in which new discoveries and new data are briefly discussed. Unfortunately, the last chapter of the text is often never assigned because previous ones have taken up al1 the time. To some extent this is true of al1 the sciences so that recent advances in chemistry, physics, geology, etc., are frequently consigned to a few paragraphs in the last text chapter.

Rationale for Curriculum Revision

For effective curriculum revision something is needed similar to what is known as zero-based budgeting wherein every business or governmental department, instead of merely adding to the previous year's budget, must start off with the assumption that the departmental budget is zero and requests for every dollar must be substantiated a t every budget period. If we had zero- based curriculum revision, where the assumption is that nothing has previously been taught, and, therefore, al1 content needs to justiQ its place in the curriculum, there would a t least be a chance to compare content points within the curriculum and justify the inclusion of each. For the expenditure of government and commercial monies, a cost/benefit analysis is frequently performed which ranks the expenditure against its positive effects in order to ascertain whether a sufficient benefit results to justify the requested appropriation. Such a technique applied to a curriculum as a content/benefit analysis would provide data on what should constitute the curriculum and what would be expected from its inclusion.

In the beginning it should be stated categorically that al1 knowledge is good. It may be put to less than good uses. but data, itself, has no intrinsic evil. The question becomes not what is "good" in the curriculum, but rather a relative degree of "goodness". If one assumes that a t the school level knowledge should have a value to students and be applicable to their lives a s future citizens, one has a criterion against which to measure content value. One can then rank such topics a s crayfish anatomy and the names of parts of its

Bblogy International No 20 (1 990)

appendages against. for example, knowledge of the human menstmai cycle. The parts of a flower can be evaluated against knowledge of the structure of the gene, or orders of insects against environmnetai degradation.

In the nineteenth century the content of biology was basically morphological and systematic in nature. The structure and identification of organisms formed a central core of knowledge which was taught not so much for its intrinsic benefit to the student. but rather because it was practically the entire sum of biological knowledge of the time. However. with the exponential increase of biological knowledge within the twentieth century, the curriculum has become like nature itself - a system limited by time and space and suffering from over population. Schools have allocated specific space within the educational continuum for science and have further assigned spaces to particular disciplines. In the United States, for example, this assignment has resulted in a sequentiai ordering of topics such as geology, biology. chemistry, and physics. Further, this is a temporal ordering with time assigned for each discipline. One is then faced with apparently violating a basic physical principle. We know that two bodies cannot occupy the same space at the same time, but an already full curriculum besieged by the dernands of ever increasing knowledge competing for both space and time faces this dilemma.

In the past. new knowledge has been assigned to the end of the course after the "regular" work of the year has been completed. An alternative measure has been to stick bits and pieces of new information in the interstices existing in the curriculum. resulting in an inadequate and disjunct presentation of modem data. If new information is'considered as valid as past data. and an argument can be made that some of it may, indeed, be more valid and valuable, it cannot be treated in such a cavalier fashion. Topics such as genetics, molecular biology, ecology, biochemistry and biophysics cannot be comprehended by being presented as an after thought to the "real" content of biology.

Curriculum designers are faced with the difficult task not just of adding to an already swollen curriculum. but rather of thinking in terms of replacing content of the past with content of the present and future. Just as in the Aladdin story where new lamps are offered for old, so in curriculum development new content must replace old.

Let us retum to the concept that al1 knowledge is good, but a t a given point some has greater applicability than others. We must resign ourselves to the concept of inert knowledge, knowledge that is not bad, wrong or valueless, but rather knowledge that must be ranked against other data for its value in the twenty-first century. In our homes there is frequently an attic, basement. or a storage shed which we consign household items far too good to throw away. yet they have been replaced with newer appliances or furniture. Ultimately. however, even storage place becomes cramped and the difficult decision must be made to sel1 or give away items with a nostalgic value for which there is no longer space. Al1 of its items are active and in use during a given period, unless one regards a library as an intellectuai attic storing items for occasionai retrieval. A curriculum is like a busy kitchen where every pot.

pan and ingredient is placed frequently in use. A curriculum is not an entombment of knowledge, but rather a structure wherein knowledge is communicated and used.

Criteria for Curriculum Development

Once the idea is accepted that newer data cannot simply be added to a curriculum, but rather replaces something already in a cuniculum, then a pattern of change emerges. Jus t as organisms compete in the natural world for the requirements of life, so curriculum elements compete within the classroom for their own viability. Among the criteria for entrance into the curriculum answers to the following questions need to be considered:

1. Is it accurate? 1s the content a reflection of experiment and observation? Has it been tested and accepted by the scientific community? Realizing that al1 science is but the best explanation at a given point, is the content valid a t the time of its presentation?

2. Dose the content illuminate the processes of science? Does the derivation of the content reflect experiment and observation, repetition. and does it possess a high degree of credibility? Will a student gain an understanding of how science operates from a consideration of a given content point?

3. Is it contributory? 1s this content simply inert in terrns of the current state of the discipline? Would it have a value in the lives of students? Does is have some application to their futures? What are the possibilities of it being useful information for future citizens?

4. 1s it basic? ~ a s i c , like beauty, may well be in the eye of the beholder, but basic knowledge is that which provides a foundation for the comprehension of a variety of problems. The names of the bones of the human wrist, for example, are highly specific to the human wrist and nontransferable beyond a limited number of mammals. The structure of DNA, on the other hand, is basic a s DNA is pervasive throughout the organic world. DNA structure is almost universal. It is obvious that basic knowledge is a more versatile intellectual tool than that which is specific to a single situation only. Preference should be given in curriculum design to knowledge that has more than one use just a emphasis in language is on words that are frequently used rather than those one might contact but a few times in a lifetime.

5. Is it necessay? While "basic" is used a s pervasive, "necessary" is used a s essential for its own sake or for the comprehension of additional information. 1s the knowledge of insect borne diseases necessary? It certainly is in areas where malaria, sleeping sickness. and similar diseases is more than simply necessary, it is life saving. The knowledge that carbon has four bonds with which it can combine with other elements may not. in itself, seem necessary. or a t least not necessary in the same way that a knowledge of insect borne diseases may be. However, if one is to understand organic chernistry. the fact that carbon has four bonds is necessary if one is to understand a structure such a s a benzene ring. The more necessary a curriculum element, the more

10

Biology Intemationai No 20 (1990)

rationale there is for its inclusion in the curriculum.

6. Does it support a concept? Almost everyone agrees that concepts and principles are more important than individual facts. The great theories of science such as relativity, evolution, the germ theory of disease. the chromosome theory of heredity, etc.. are the overriding explanations that not only synthesize individual facts and make them comprehensible, but have a predictive value that directs the discipline. There can be no question that these explanations should be prominent within a curriculum supported by content that illuminates the big ideas and serves to explain them. Diversity, for example, is a concept in itself. but becomes explicable only when the theory of evolution is made comprehensible. Diversity and adaptation may be considered as individual concepts, but are synthesized and related by the theory of evolution.

7 . Is it appropriate? If the role of school science is to acquaint students with the scientific enterprise. the curriculum must be appropriate for the students at the grade level to which the curriculum is directed. Many times a curriculum either contains material beyond the capacity of the student to comprehend, or material presented in such a way as to lose its appropriateness for the target population. The age, background and degree of intellectual maturity of the target audience must be taken into account by curriculum designers in order that students can profit by comprehensible materials on which they can build at a later date.

8. Is it challenging? 1s the point simply passive or does it contribute to general understanding? Does it pose some sort of challenge to the student either through its own intrinsic contribution or in revealing or explicating related data? Isolated knowledge with no relevance either to the student or within the discipline tends merely to be an intellectual hurdle rather than an intellectual challenge.

9. Can it be used to demand analysis, synthesis, or evaluation? In a way. this is a subset of the challenge of item 8. Knowledge that allows for evaluation of data or varying co.nclusions can be considered active rather than passive. If the implications for a statement permit analysis of an "if-then" variety, the student must interact with the material rather than merely serving a s a passive receptor. If a new content point can be put together with previous learned information to derive a new conclusion, this synthesis, that involves the student. makes such information meaningful, credible and contributory.

10. Does it demand critical thinking? In what way does curriculum content allow itself a critical appmisal? When a statement such as "Human populations are outstripping the planet's resources" is made ,the possibility of critically analyzing such a statement exists. In terms of the world's resources such a statement exercises the critical facility that lies dormant in so rnany students.

These ten questions. directed toward curriculum content selection, do not exhaust the possibility of criteria for curriculum development. Rather, they serve to direct the attention of curriculum developers away from the prosaic

inclusion of materials that are there because they have always been included. Curriculum design is largely based on what has been done rather than what should be done. Questions that direct curriculum developers to rethinking curriculum content are valuable but are not the exclusive determiners of curriculum content.

Biotechnology in the Curriculum

When curriculum content is subject to the type of analysis mentioned above it becomes easier to clarify and rationalize why certain items are consequential and why others need not be covered. In the development of new curriculum outlines biotechnology meets the criteria mentioned above and deserves inclusion in the curriculum not merely as an addendum, but a s a consistent thread throughout the curriculum outline.

In terms of the ten curriculum questions posed above. where would biotechnology rank as a cuniculum component?

1. 1s the information accurate? While biotechnology, particularly genetic engineering and its related activities, is relatively new and knowledge about it rapidly accreting, the basics of biotechnology are well established from both the classical standpoint and in terms of modem discoveries. As with any rapidly advancing field. one can expect change. A feature of the scientific enterprise is that students should be prepared for change and recognize that science in general is valid at a given point. A s new knowledge accumulates and positions are refined one expects change. It would not only be unscientific but intellectually dishonest to indicate to students that the classroom content with which they are presented constitutes truth for al1 times. Science is a growing and changing enterprise and we have seen our interpretations of genetics change over the decades, and never more rapidly than now. Rom the concept of genes inhabiting chromosomes in a manner similar to beads on a string we advanced to elucidating the one gene, one enzyme. one reaction hypothesis. to delineating the structure of DNA itself and elucidating the code that constitutes specific instruction in the hereditary pattern. With the caveat that the fleld is rapidly expanding and researchers in it are at the cutting edge, the conclusions and practices of biotechnology have a degree of accuracy cornmensurate with the data from other branches of experirnental science.

2. Does biotechnology illustrate the processes of science? The history of genetics, itself, is an almost classic study of the way in which science works. Prior to Mendel there were various hypothesis conceming heredity, among which was the ingenious but erroneous explanation of Charles Darwin that involved pangenesis. The fact that the work of Mendel was virtually ignored, primarily because of its quantitative nature and the inability of those who read it to comprehend its significance, typifies the resistance or apathy that has greeted so many scientiflc discoveries. The rediscovery of Mendel at the turn

Biobgy International No 20 (1 990)

of the century led to the chromosome theory of inheritance. The work of Watson and Crick in elucidating the structure of DNA itself is another classic example of scientists working away at a puzzle a piece at a time until the entire picture becomes clear;

Today there are many fascinating examples of experimental approaches withln the field of biotechnology that illuminate science at work. A specific case involves muscular dystrophy research. The disease itself was first recognized in 1858 and subsequently the defect was found to be due to a protein that affected the muscles. But it was this missing or defective protein whose isolation so long proved frustrating. It was K.E. Davies and her colleagues at the University of London who, in 1981, used genetic probes to examine the X chromosomes of muscular dystrophy children and found that the locus of the muscular dystrophy gene must lie somewhere between two unique segments on the upper shorter arm of the X chromosome. Ti-iese genetic probes, short laboratory produced segments of DNA, cling to their exact counterparts in the chromosomal DNA. By manipulating the probes biologists can examine a chromosome and spot segments of DNA (genes) that seem to be linked to genetic diseases.

The interesting development subsequent to Dr. Davies' discovery involved an al1 out search for the MD gene. Instead of waiting for proposals. the Dystrophy Association allocated five million dollars to teams that apparently had strong motivation and great enthusiasm to uncover the MD gene. Three tearns were selected. One was Dr. Davies' group in London. A second one was headed by Dr. Kunkel in Boston, and a third was headed by Ronald A. Worton in Toronto, demonstrating the international nature of research and cooperation among scientists working toward a specific goal.

To avoid a competitive race to be the first to isolate the gene and to keep the competitors from hiding data, the Association requested that the scientists it was backing regularly brief one another on their efforts. To produce, as it was indicated by Dr. Woods, research director of the Association. science a t its best - friendly competition. Kunkel's Boston group developed new and precise probes that needed to be tried out as quickiy as possible. Should any one of the probes detect a DNA gap existing in every muscular dystrophy patient, the probe could irnrnediately be put to use as a diagnostic test. Many anxious young women with muscular dystrophy in their farnilies could learn whether they carried the DNA defect and were likely to pass on the disease to their offspring.

In order to test the new probes right away on hundreds of muscular dystrophy patients, the probes had to be made available to other laboratories. If some other scientist actually did find the MD gene through the use of the Boston made probes, that person could publish the findings and go down in medical history as the discoverer of the gene for muscular dystrophy and, in so doing, rob the Kunkel group of credit. As an example of scientific cooperation. the Boston group made the probes available to twenty centers in Europe, the United States and Canada.

Biology International No 20 (1990)

Initial results detected gaps in the DNA of rnany muscular dystrophy patients, but the location of the gaps varied widely among the patients. Initially. it appeared that deletions at various locations on a surprising long segment of DNA seemed capable of causing muscular dystrophy. This meant that there was either a mutation that was affecting the gene a long ways away or there was more than one gene involved. which would be unprecedented, or that the MD gene was larger than any previously seen.

By returning to normal DNA, the researchers in Boston began pulling out the bits of DNA that were lacking in the patients and testing them for marks of a gene. In the late spring of 1986, the Boston team found two bits of normal DNA that appeared to be part of a gene, but they constituted ultimately only 1/16th of it which was, in fact, longer than any known gene. By September the Boston group was convinced that they had found the MD gene and they announced the discovery in October. The Toronto team was only weeks behind and the London group hit the gene with DNA probes shortly afterwards, thus providing independent confirmation of the discovery of the gene for muscular dystrophy.

By July of 1987. the Boston researchers had uncovered the entire MD gene, consisting of sixty separate bits of DNA, and we now know that 65% of muscular dystrophy patients have one deletion or acother in the gene. With this knowledge prenatal testing was extended to 123 women, 50 of whose fetuses were males who might othenvise have been aborted on the 50/50 chance that they had inherited muscular dystrophy. The probes had revealed that. defying the odds, just seven of these particular male fetuses actually had inherited the defect. Net result: 43 healthy boys were bom. not aborted. The protein has subsequently been identified a s dystrophin, which is lacking in boys with the severe type of muscular dystrophy. The Toronto and Boston teams are still working to answer the question as to how the lack of dystrophin leads to muscular deterioration and perhaps other proteins will be able to be used to replace dystrophin. This is but one example of genetic technology illustrating the processes of science with actual examples of research in progress.

3. 1s it contributory? In a classical sense. biotechnology of a contributory nature is almost as old a s mankind itself. Fermentation, the baking of bread, the making of cheese and yogurt. and other similar applications were well known to those who first reported on human history. Those who early on practiced artificial selection of plants and animals were dealing with biotechnology, even though how the process worked was beyond them. Plants and animals more useful to humans were developed and human profited by hens that laid more eggs, cows that gave more rnilk, sheep with longer wool. and increased strength and size of horses, oxen and other beasts.

With the advent of bioengineering, not only is the nature of inheritance better understood. but it is controllable. What normally would take generations of artificial selection can now be accomplished within the span of a single generation. Bacteria can now be used to produce such enzymes as insulin, growth hormones, antibiotics and a whole host of products directly usable by humans. In practically every aspect of human life, biotechnology' has made

Bioiogy International No 20 (1990)

and is continuing to make contributions.

4. 1s it basic? As basic as heredity itself. The ability to reach into the gerrn plasm and alter the genetic message is about a s basic a s one can get. This, in addition to the contributions of biotechnology to medicine, agriculture. waste disposal, and a host of similar fields where biotechnology has provided more food. laid to rest diseases and improve the general health and well being of individuals. Comprehension of biotechnology is essential to understanding many problems as the data it provides pervades all branches of biology.

5. 1s it necessary? Planning for the future makes it imperative that current and potential future discoveries in the areas of biotechnology be taken into account. While food resources on the planet are finite in nature. increased yields can offer temporary respites until such time a s population outstrips the resources available to it. One cannot really understand living processes without knowledge revealed through biotechnology.

6. Does it support a concept? Biotechnology supports a variety of concepts such a s the chromosome theory of inheritance, the germ theory of disease, evolution, organismic diversity, and the ce11 theory. It impinges upon and underlies most of biology as we know it today.

7. 1s it appropriate? Children in elementary school can understand the role of yeast in fermentation or baking of bread, the phenomena of artificial selection, the improvement of plant and animal varieties, and the hereditary patterns seen in living organisms. As children grow older their knowledge of biotechnology can become more sophisticated and detailed a s the nature of the heredity substance itself is revealed. There is almost no level in school a t which the varying concepts of biotechnology cannot be addressed.

8. 1s it challenging? The future of biotechnology is itself a challenge. Various technologies conflict with social mores, religious beliefs, and persona1 preferences. Biotechnology has challenged cherished beliefs and has elecited questions not only about the technology itself, but about our basic understandings of life. The ability to manipulate the genetic constitution of organisms poses a whole series of scientific, moral and ethical questions. Biotechnology has the challenge' of any new frontier whose potential is limited only by the ability of humans to manipulate the genome for the benefit of all. Comprehension of biotechnology is essential if the consistent body of nay- sayers is to be silenced. Knowledge is power, and power can be used for the benefit of mankind.

9. Does it demand analysis, synthsis or evaluation? Unequivocally the answer is yes. The putting together of data from a variety of discoveries has synthesized the entire field of biotechnology and analysis of cost/benefit ratios leads one to problems that require solutions. The evaluation of various courses of action with and without the contributions of biotechnology further provides opportunities for active involvement with data derived from biotechnology.

10. Does it demand critical thinking? Yes it does. in the sense that one must consider the implications of unfettered biotechnological reseach against the possible positive contributions that such research can make.

Conclusion

Very few other topics in the curriculum provide so many opportunities for the involvement of students with data that directly affects them as individuals and have an application for their lives in the future. In a way, biotechnology is as revolutionary as the industrial revolution itself. One might consider that we are in an age of biotechnological revolution and future history will talk of the pre-biotechnological age as contrasted with the post-biotechnological age, just as we today speak of pre- and post-industrial revolution society. In view of the long history of contributions of biotechnology and the modern rapid and exciting contributory advances within the field. to deny students the knowledge of biotechnology is to deny them understanding, of what the future may be like.

Citizens need to have impressed upon them the limits that even biotechnology has in providing unlimited food and unlimited continuing increases in health and well being. When contrasted to the inert and passive content that is currently within much of the curriculum. biotechnology offers students meaningful data that relates to themselves at al1 stages of life. It holds promise for a better tomorrow. Within the finiteness of planetary resources, even biotechnology is not a panacea as human populations increase and demands for a quality life likewise increase. The inclusion of biotechnology within the school curriculum allows the students to be active obsenrers of science in progress. its contributions. its credibility and its limitations.

There are not many content points that can be so meaningful to the student as a knowledge of biotechnolgoy where possibilities range al1 the way from something as simple as fermentation to something as complex as mapping of the human genome. It is conceivable that an entire course in science could be developed around the theme of biotechnology alone in which one would develop al1 of the basic scientific concepts normally illustrated by a diversity of subject matter but now rendered more coherent and unified by the use of a single thematic core. There are many arguments that can be made in favor of the intercalation of biotechnology within the curriculum. The classic arguments against such an inclusion, namely, that the curriculum is already full, that the demands are for in the inclusion of different subject matter. that the work is too difficult for the student. and countless others of the same ilk. simply do not stand up to serious scrutiny.

Curriculum redesign is an imperative. When such redesigning is undertaken. whatever meaningful criteria are selected for yardsticks as to what shall and shall not be in a curriculum, it will be found that biotechnology has a high degree of validity not only for itself but as a mechanism to reach the objectives that most educational systems claim they are seeking.

16

Professor William V. Mayer, Boulder, Colorado, U.S.A.

William V. Mayer, born 25 March. 1920. in Vancouver. British Columbia, died on 30 June, 1989. in Boulder, Colorado. U.S.A. He was survived by his wife Margaret, a son William Laud, a daughter Ann Elizabeth, and four grandchildren.

Professor Mayer attended Sacramento Junior College and earned his bachelor of science degree from the University of California in Berkeley. His doctorate was received from Stanford University.

hofessor Mayer taught biology at the University of Southem California for 10 years, and also worked at Wayne State University in Detroit for 10 years where he was the chairman of the biology department and later became an associate dean. Moving to Boulder Rom Detroit in 1967, Professor Mayer taught biology at the University of Colorado until his retirement in 1982. and was also the Director of BSCS at the university.

Professor Mayer was president and a lifetime honorary member of the National Association of Biology Teachers (NABT) in the U.S.A. In 1981. he became a member of IUBS/CBE where he substantially wntributed to the irnprovement of biology teaching with many papers and publications. The 1 s t project under hi was concemed with the introduction of biotechnology into biology teaching. Bill Mayer was strongly engaged in promoting a scientific attitude in young people. and believed honestly in the particular role biology has within the sciences as weii as in Our public life.

With hi death, the IUBS, and particularly the Commission for Biological Education has lost a very active and successful mernber, and a sincere friend to whom al1 looked up to with great expectation. The Commission will always remember Bill Mayer with appreciation for not only the work he accomplished but the traces of humanity he has left behind.

Professor Gerharat Schaefer Chairman, IUBSICBE Hamburg, Augw, 1989

Biology International No 20 (1 990)

IUBS COMMISSION FOR BIOLOGICAL EDUCATION Progress Report 1989

The IUBS Commission for Biological Education (CBE) organized an international seminar on "Biological Education and Future Human Needs", on 3-7 September, 1989, at the Lomonosov State University, Moscow, USSR, in cooperation with Unesco and the USSR Committee for the TUBS.

The seminar began with an introductory lecture on "Human needs: a global biological perspective" by Prof. G. Schaefer, Harnburg, FRG, followed by a general presentation of the IUBS-CBE projects in relation to Human Needs:

1) Needs of teaching biotechnology in school, by Dr. J. Mc Inemy, Colorado, USA; 2) Do we need computers in Education? by Prof. P. Kelly, .Southampton, UK; 3)The bioethical need in modern education, by Dr. R. Meyer, Sydney, Australia.

The participants discussed seven 'Country Reports' on hurnan needs from Argentina, China, Egypt, Japan, Jordan, Switzerland and USSR, before proceeding with a general discussion on "how can Biology Teaching help to understand and satisfy human needs?

At the end of the seminar, a lecture on "Biological Education and Future Human Needs: Guidelines for a World Biology Curriculum" was given by Prof. M. Gusev, Moscow, USSR.

In conjunction with the seminar. the Annual Meeting of the IUBS-CBE was held, and it was decided that the structure of the Commission be enlarged to include, in addition to the category of 'active- members;' which are selected on the basis of their persona1 merit to represent the full disciplinary and geographical spectrum within the area of biological education, a new status of 'emerited membership' for those who have maintained at least 6 years of active membership and made a special outstanding contribution to the work of the Commission, such as the organization of an Annual Meeting, publication of a major book from the Commission's work or any other particular merit.

The meeting rcviewed the progress made in the implementation of the Commission's other projects:

Bioethics Project The manuscript of the volume on Bioethics in Biological Education will be finished before the end on 1989.

Biotechnology Project A report on the Roundtable held during the week preceding the Moscow Seminar in Asendorf, FRG, was presented by J. Mc Inerny. Contributions from different authors and various countries and institutions are available, and the final manuscript for the "Handbook for Teaching Biotechnology" will be finished in April-May, 1990.

The meeting also adopted three new projects:

Taxonomy Education: Coordinator: Dr. J. Crisci, Argentina. This new project was adopted following the recommendation of the last General Assembly of the TUBS, 1988, Canberra, Australia. It will investigate the conditions of teaching systematics as an important sub- discipline of biology radiating into other subdisciplines (physiology, ecology, theory of evolution, etc.) as well as applied fields.

Bioliteracy: Coordinator: Prof. S. Selim, Egypt. The project will start with an empirical study on biological knowledge and understanding among adults called "bioliteracy". The aim of this project will be to develop ideas for improved adult and community education in biology and possibly other environmental disciplines.

Higher Education: Coordinator: Prof. P. Kelly, UK. The project will focus on the first year university courses in biology. The courses should be based on case studies done by Commission members to be carried out in their own universities or in overseas projects,

18

BLdogy International No 20 (1990)

and.should refer to the training of biologists (scientists), biology teachers and also non-biology students. Both methods and contents of the courses should be examined and modernized.

Publications

1) "The teacher training manual for field work in Tropical Biology" (editor: P.J. Kelly) has been published by Unesco in ils Science and Technology Document Series as no 30, 1989, under the title " Field Work in Ecology for Secondary Schools in the Tropical Countries" . 2) The paper on "Systems Thinking in Biology Teaching" submitted by G. Schaefer to Unesco has been published now in the Science and Technology Document Series, as no 33, 1989.

By G. Schaefer Chairman, IUBS-CBE

Report of the 3rd International Polychaete Conference Long Beach, California, U.S.A.

6-11 August, 1989

The 3rd International Polychaete Conference of the International Polychaete Association was held at the California State University in Long Beach, during the period of August 6-11th 1989. 112 scientists from 22 countries attende! the meetings. 38 lectures were given and 50 posters displayed.

On Wednesday, two excursions were carried out, one to San Diego and one to Santa Catalina Island. Following the meetings, some of the participants went to Baja, Califomia to study the polychaete fauna by diving.

On Thursday afternoon a business meeting was held. According to the constitution, a new President was elected: Dr. David George of the British Museum (Natural History) in London. Professor Donald J. Reish of California State University was re-elected as Secretarynreasurer. Mr. Marion Pettibone, Smithsonian Institution, Washington, D.C., was elected President of Honor. Some new members were elected to the Advisory Council (replacing those elected in 1986), which now consists of 13 scientists, who are geographically well-distributed over the world.

Proceedings from the Conference will be published soon by the California State University.

It was decided to hold the 4th International Polychaete Conference in Angers, France, during the summer of 1992.

Professor J.B. Kirkegaard Past President, IPA

Btdogy International No 20 (1990)

International Symposium Workshop on Traditional Use of Natural Resources in

Tropical Mountain Ecosystems 28 August- 2 September, 1989, San Salvador de Jujuy, Argentina

Within the framework of the International Project on Tropical Mountain Ecosystems of the Joint IUBSIUnesco Decade of the Tropics Programme, a symposium-workshop "Traditional Use of Natural Resources in Tropical Mountain Ecosystems" was organized on 28 August- 2 September, 1989, in the city of San Salvador de Jujuy, Argentina, in cooperation with the Argentine National Scientific and Technical Research Council (CONICET), and the National University of Jujuy, Argentina

The meeting focused on the exchange and discussion of empirical results, theoretical developments and methodological progress in two large interdisciplinary fields of basic and applied sciences: (a) the research of traditional use of natural resources in mountain ecosystems; (b) the application of popular knowledge in generating appropnate technology and planning ecologically sustainable development in such ecosystems. The meeting was also aimed at consolidating a network of groups working in different institutions and countries, especially for purposes of comparative research and training of researchers.

Twenty-four invited researchers from a wide range of disciplines took part in the workshop. Their specializations included Social Anthropology, History, Geography, Ecology and other biological disciplines, and they came from the following countries: Argentina, Bolivia, Chile, France. Peru, Spain, the Netherlands and Venezuela. In addition, fifteen professionals participated as observers from several local institutions.

Workshop activities included two days of paper presentation sessions, one day of general discussion and conclusions, and three days of field visits to the Andean forest, including parts occupied by urban Settlements, the interAndean valleys, and the upper Andean plateaus. In these visits, observations of traditional and popular use of natural resources in each ecosystem, and contacts with indigenous peasants, community leaders and local neighborhood and farming organizations were made. Visits were also made to participants' research projects.

The meeting began with a general presentation of the workshop, made by Prof. Mario Rabey, and a broad review of the 'Tropical Mountain Ecosystems Project', by Prof. Maxirnina Monasterio. The main paper presentation sessions were devoted to the discussion of the following topics:

1) Traditional Use of Natural Resources

The rationality of traditional systems was the focus during the discussion of four papers on 'Agro-sylvo- pastoral systems in the Andes of Bolivia', 'Plants of stockraising interest in Andean ecosystems of Northwest Argentina', 'Peasant practices in the Apure Pararno', and 'Elements for the ecological interpretation of a traditional agricultural system in the Venezuelan Andes'.

Emphasis on traditional system. and their socio-econornic contexi was made through the papers dealing with the 'Northem Chile aymaras, the effects of socio-economic articulation', 'Coffee plantation agro- ecosystem in the Venezuelan Andes', 'Transformation factors and subsequent alterations in a mountain community, the Terra valley, Spain', Utilization strategies in the Andean ecosystem of northern Mendoza, Argentina, from the pre-hispanic times to the present', 'Local and ecosystematic complementation in the Guayatayoc-Salinas Grandes basin', and Transformations in the use of natural resources in the Canary Islands.

2) Natural Resources and Development in Mountain Ecosystems

Prospects for scientijïc and technological research were discussed with particular emphasis on 'A methodology for the research and improvement of peasant production system: time and space management', 'An inquiry into the Hydrographie Basin concept'. 'Promotion of South Arnerican camelid breeding in the southern Andean region of Peru', 'Present day technological use of the Bolivian Altiplano

20

Bldogy International No 20 (1990)

and its environmental consequences', 'Farm ecology in the Merida Cordillera: state of the art and future prospects', and 'Traditional use of natural resources in the Himalayan ecosystems: a basis for comparative studies'.

At the final papers' session, based on the theme 'Bases for Development', four papers were presented on 'Structure, components and nutrients of paramo grasslands on the Colombien Andes in relation to hurnan impacts', Rationality in the management of natural resources in mountain environments: the approaches of planners and of the local people', 'Conservation of tropical and subtropical mountain environments in the northwest and center of Argentina', and 'Popular knowledge on natural resources as a basis for technology generation and development planning: the South Central Andes case'.

On the last day's closing session, a set of conclusions and recommendations were drawn up, and may be summarized as follows:

As far as the applicability of traditional knowledge is concerned, it is evident that mountain productive systems can only be fully understood if traditional knowledge and its cultural context are included in the study of such systems. Scientists can contribute, through validating and re-evaluating traditional knowledge to stimulate the peasant populations' self-appraisal, and to use peasant practices as a framework for the training of the researchers and planners themselves.

Concerning the prospects for future research, it was pointed out that mountain regions, because of their ecological and socio-cultural features, have been given a very low priority in development planning. However, they constitute an important world heritage in natural and cultural resources. For this reason, it is necessary to intensify research activities on natural resources in mountain ecosystems and their use, in order to provide the knowledge base needed for future planning.

Mountain ecosystem research should be carried out with the participation of interdisciplinary teams working with the institutions, local people and researchers. For the purpose of providing answers to disruptive environmental effects, as well as obtaining realisitic diagnosis for future planning, it will be necessary to carry out both quantitative and qualitative studies of such effects.

Both the cultural practices in these mountain ecosystems and the traditional knowledge systems should be preserved as a set of valuable resources for human heritage. Such practices and knowledge can be evaluated and updated for irnmediate or future use in the improvement of the quality of life.

It is necessary to foster and support the integration of researchers from the different countries involved in the study of mountain systems into, joint planning or into the search for cornmon objectives. To this end, the International Tropical Mountain Ecosystems Project will continue to coordinate regional projects for the training and exchange of researchers, and for mountain ecosystem comparisons. This will be made with the necessary emphasis on the research of traditional forms of resources use, as well as on the comparison of ways of using similar ecosystems located in different countries, regions and continents.

One particular result of the Workshop, in the field of international cooperation, was the canying out of preliminary work in the setting up of a tri-national Argentina-Bolivia-Chile Project. This Project, whose coordination was charged to the members of the yorkshop organizing committee, will focus mainly on the traditional use of of natural resources in the mountain ecosystems of the South Central Andes, its transformation due to the impact of factors outside the peasant societies, and its potential for application in development planning.

by Dr. Mario Rabey Facultad de Humanidades Universidad Nacional de Jujuy San Salvador de Jujuy, Argentina

BIOLOGICAL INVASIONS A Global Perspective (SCOPE 37)

Edited by J.A. Drake, H.A. Mooney, F. di Castri, R.H. Groves, F.J. Kruger, M. Rejmanek and M. Wiiliarnson. Published by John Wiley & Sons, 1989, (525 pages).

This volumerepresents the culminationof activity resulting from a SCOPE programme on the Ecology of Biological Invasions, whose primary focus was on plant and animal species that have been successful invaders in non-agricultural regions with an emphasis on those which have dismpted ecosystem function.

ACIDIFICATION IN TROPICAL COUNTRIES (SCOPE 36)

Edited by H. Rodhe and R. Herrera. Published by John Wiley & Sons, 1988, (405 pages).

This book considers the environmental impact of emissions of sizlfur and nitrogen oxides into the atmosphere through both industrial and agricultural activities. Acidification of air, rainwater, surface waters and soils and the formation of ozone in the air may occur, causing harmful effects on humans, animais, plants and building materials.

A research plan is proposed which would enable scientists to improve current knowledge about the tropical environment, and the impact of air pollution. 1f public awareness of the problem can be improved, severe acidification in the tropics may be avoidable.

BIOTECHNOLOGIES AND DEVELOPMENT

By A. Sasson. Published by Unesco and the Technical Center for Agricultural and Rural Cooperation (CTA), 1988, (361 pages).

The expansion of biotechnologies is occurring in the context of powerful economic interests. The developing countries run the risk of becoming farmore technologicaily dependent, though they can still design policies which will enable them to take advantage of biotechnologies according to their needs and specific situations.

International cooperation should help stimulate research, training of experts, promotion of con- tacts anddisseminationof specialized knowledge to adapt biotechnologies to different social and economic settings.

This book sets out to inform a wide readership of those interested in the potentiai and the promise of biotechnologies for developing countries. It also describes the difficulties and the constraints that these countries face in selecting, acquiring and adapting biotechnologies for their own use.

ECOTOXICOLOGY AND CLIMATE With Special Reference to Hot and Cold Climates (SCOPE 38)

Edited by P. Bourdeau, J.A. Haines, W. Klein and CR. Krishnamurti. Published by John Wiley & Sons, 1989, (392 pages).

The topics covered in this book include an overview of climates of the world from an eco- toxicological angle; environmental fate of che- micals determined by abiotic and biotic degracia- tion; effects of environmental chemicals on biota and ecosystems in tropical, arid and cold regions; eight case studies in different areas of the world; assessment, conclusions and recomendations.

This publication evolved from previous studies undertaken by SCOPE q d the International Programme on Chemical Safety (IPCS) on eco- toxicology as well as on environmental pro- blems in developing countries.

THE ECOLOGY OF PLANT- ASSOCIATED MICRO-ORGANISMS Basic Research Needed to Support Develop- ment of Biological Control of Plant Diseases

A Report Published by the National Academy Press, Washington, D.C. USA, 1989, (34pages).

This brochure consists of a report of a workshop organized by the National Academy of Sciences, USA, with the aim to evaluate the basic research needs and funding requirements related to plant- associated micro-organisms and their use in the biological control of plant diseases.

ETHICS AND HUMAN VALUES IN FAMILY PLANNING

Edited by 2. Bankowski, J. Barelauo and A.M. Capron. Published by CIOMS, Geneva, 1989, (308 pages).

This volume contains the highlights, papers and discussionof the 22nd CIOMS conference "Ethics and Human Values in Family Planning" that took place in Bangkok, Thailand, 19-24 June, 1988.

The topics dealt with at the conference include ethical, scientific and legal perspectives;regional differences; family planning methods, infertili- ty, prenatal diagnosis; reflections about ethics and human reproduction; and perspectives of different cultural and religious settings.

EVALUATION OF BIODIVERSITY PROJECTS

A Report Published by the National Academy Press, Washington, D.C. USA, 1989, (50pages).

This booklet consists of a report of a workshop organized by the National Academy of Sciences, USA, with the aim to present guidelines for evaluation of proposed, current, and completed projects designed to protect and enhance biolo- gical diversity.

The guidelines cover 4 kinds of projects: ecosys- tems and habitats, species, habitat classification and inventory, and genetic resources.

EVOLUTION OF THE GLOBAL BIOGEOCHEMICAL SULPHUR CYCLE (SCOPE 39)

Edited by P. Brimblecombe and A. Yu Lein. Published by John Wiley & Sons, 1989 (241 pages).

This book deals with the evolution of the sulfur cycle. It has two important features: the evolu- tion of global geochemical cycles has not often been examined before, and current anthropoge- nic perturbations of the sulfur cycle can be pla- ced in context when they are related to changes that have occurred in the past.

INTRODUCTION OF RECOMBINANT DNA-ENGINEERED ORGANISMS INTO THE ENVIRONMENT

A Paper published by the National Academy Press, Washington, D.C. USA, 1989, (34 pages).

This paper was prepared for the National Aca- demy of Sciences, USA, by a committee of bio- logists representing a broad range of disciplines and experience. Its task was to assess in arational manner the concerns about possible adverse environmental effects of the introduction of recombinant DNA-engineered organisms into the environment. It presents an overview of the topic, the key issues, potential hazards and fac- tors that need to be taken into consideration.

OUR CHANGING PLANET The FY 1990 Research Plan

Published by the U.S . Global Change Research Programme- Cornmittee on Earth Sciences, July 1989, (1 18 pages with annexes).

This document presents the U.S. Global Change Research Program, its scope and goals, the key scientific questions, implementation slrategy, and priority framework for the research pro- gram. It also includes the evaluation criteria and the research programme budget for the Fiscal Year 1990.

SCALES AND GLOBAL CHANGE This bulletin includes al1 the reports presented to Spatial and Temporal Variability in the meeting of the Working Group "Integrated Biospheric and Geospheric Processes Plant Protection in Orchards", that took place on (SCOPE 35) 25-27 August, 1987, in East Maling, UK.

Edited by T. Rosswall, R.G. Woo&nansee and The volume contains 13 PaperS dealing with P.G. Risser. Published by John Wiley & Sons, "secticide resistance of the damson-hop aphid, 1988, (355 pages). Phorodon humuli, its interaction with indige-

nous predators, and integrated control methods.

This book, which represents a major contribu- tion by SCOPE to the ICSU's 'International Geos- phere Biosphere Programme (IGBP): A Study of Global Change', addresses the fundamental pro- blems encountered when linking observations from different spatial and temporal scales. It is the first to address scaling problems both within individual disciplines and between disciplines, and represents an important first step in develo- ping strategies for 'Global Change' studies.

TROPICAL SOIL BIOLOGY AND FERTILITY (TSBF) PROGRAMME Report of the 4th TSBF Interregional Workshop

Edited by J.S.I. Ingram and M.J. Swift. Published as Biology International Special Issue No 20, 1989, (41 pages).

This report combines the forma1 proceedings of the 4th TSBF Interregional Workshop, held in Harare, Zimbabwe, 31 May-8 June, 1988, with an updated statement of the TSBF Programme. Several key papers presented at the workshop are included in full, but the Programme Centre re- ports are summarized in table format. The sec- tion descnbing the TSBF Scientific Principles includes example experirnental hypotheses.

INTEGRATED PEST AND DISEASE CONTROL IN HOPS

West Palaearctic Regional Section Bulletin at the International Organisation for Biological Con- troi (IOBC/IUBS), 1988 (99 pages).

INTEGRATED CONTROL IN CITRUS FRUIT CTOPS

West Palaearctic Regional Section Builetin of the International Organisation for Biological Control (IOBCIIUBS), 1988 (108 pages).

This volume consists of the proceedings of the meeting "Integrated Control in Citrus Fruit Crops", held on March 10, 1988, at Tel-Aviv, Israel. It includes some general considerations on the present state of integrated control in citriculture, followed by studies of key pest po- pulation dynamics, entomophagous species, mo- nitoring of biological agents utilizable in practi- cal control programmes, and data from biotech- nological trials to contain important pests and plant diseases.

UNIFICATION OF EUROPEAN FOREST PATTERN RESEARCH

Edited by P. Schmidt, R.A. A. Oldeman and A. Teller. Published by Pudoc Wageningen, 1989, (138 pages).

This book consists of the proceedings of a work- shop organized by the Forest Ecosystem Re- search Network (FERN) of the European Science Foundation (ESF), Strasbourg, France, 24-26 April, 1989. It includes the key papers presented at the meeting dealing with patterns in forest research, and pattern analysis for forest ecology and sylviculture.

COMPUTATIONAL MOLECULAR BIOLOGY: Sources and Methods for Sequence Analysis

Edited by Arthur M. Lesk. Published by Oxford University Press, 1988, (266 pages)

This book treats the field of computing with protein and nucleic acid sequences. It describes what data are available, what calcualtions can be performed, sources of the data and of software, and the intelligent interpretationof results in scientific applications.

The book was written in response to an initiative from a CODATA Task Group, to bring together information of importance to a wide range of scientists working on sequence analysis in mole- cular biology.

BIOMOLECULAR DATA A Resource in Transition

Edited by Rita R. Colwell. Published by Oxford University Press, 1989, (367 pages).

This book ,is based on a CODATA workshop on 'Nucleic Acids and Protein Sequencing Data' held at the National Bureau of Standards, Mary- land, USA, on May 3-6,1987.

The book examines both the strengths and short- comings of today's databanks, and explores a variety of proposais for developing advanced database systems that will help sustain scientific progress in the future. It also addresses issues such as improving quality control of data, ensu- ring timeliness and reliability, data documenta- tion, peer review, computer education and trai- ning.

HIGHLAND-LOWLANDINTERACTIONS IN THE GANGES BRAHMAPUTRA RIVER BASIN: A Review of Published Literature

Edited by L.A. Bruijnzeel & C. N. Bremmer. Published by ICIMOD, Kathmandu, Nepal, as ICIMOD Occasional Paper No 11,1989, (136 pages).

This report, prepared following a request by the Ganges Working Group, based in Utrecht, the Netherlands, and the ICIMOD, Kathmandu, Nepal, consists of areview of the literature on the role of vegetation and land use in flooding, erosion and mass wasting in the Ganges and the Tsangpo Brahmaputra drainage basins.