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Clinical trials on qinghaosu and its derivatives
700 in a section of public health of critical importance in malaria endemic areas. Whilst manv would believe that we already have the tools to combat fhis continuing scourge, one of the ‘fathers’ of modern day malariology, Lou Miller, emphasizesthat the problem of malaria todav still revoives around the need lo develop better mean; to fight this devastating diseasewhich can result only from continued research efforts. May this forum be the prototype of many more to come! Geoffrey Pasvol volume 1. Li Guo Qiao, -GGo Xing-Bo & Yang Fu (editors). Guangzhou, People’s Republic of China: Guangzhou College of Traditional Chinese Medicine, SanyaTropical Medicine Institute, 1990. ix+90 pp. Price not stated. This small naner-backed book contains a collection of ‘the main rese’arih papers from many vears of clinical research on qinghaoiu &d its derivati% in the treatment of malaria’ from the Sanva Tronical Medicine Institute. The ultimate aim is to ‘promote the development of research into qinghaosu and its derivatives’. The Institute, the role of which is to ‘studv the practice of Traditional Chinese Medicine in the p&phyiaxis and treatment of tropical diseases’, became operational in July 1989 and was formally opened on 9 August 1990. There are 20 caners (all of them clinical). and all complete in themsehes; the) range in length f&m half a page (abstract) to 9 pages. Presumably all have been published previously, although in only 4 casesis a reference to that actually given. In 6 contributions only is a list of references provided, and several of these aie in Traditional Chinese journals. The topics covered vary from the use of different routes of administration of the compounds under review (suppositories included), to side effects and safety in pregnancy-in both complicated and uncomplicated Plasmodium falciparum infection. The policy of republishing collections of papers in book format is overall a more attractive enternrise for authors, and possibly readers, than publishers; the financial reward is limited. A hieh nronortion of oublished contributions to the Chinese medical literature fails to receive the attention of medical scientists in the ‘western’ world. In this casetherefore, it is useful to have this collection brought together between 2 covers; the target audience will nresumablv be limited. but should include all those inter&ted in these newer agents to counteract Plasmodium sp. infection-from bench workers to physicians. Clinical trials on ainnhaosu and its derivatives.
G. C. Cook Vector Bionomics ,in the Epidemiology and Control of Malaria. Part II: The WHO European Region and the WHO Eastern Mediterranean Region. Vol. 2 (applied
field studies), section 3 (vector bionomics, malaria epidemiology and control by geographical areas: B, Asia west of India). A. R. Zahar (compiler). Geneva: World Health Organization, 1991 (VBC/90.3, MALi90.3). 352 pp. Price not stated. Dr Zahar has set himself a Herculean task: to review, for each WHO region in turn, all the literature on malaria entomology that has appeared over the last 2 or 3 decades. His round-the-world tour began in 1984, with 4 documents constituting part 1 of the series, covering the African Region. The first (VBCi84.6) offered general information on the vectors, the malaria situation, and control problems, while the next 3 (VBCi85.1, VBC/85.2, and VBC/85.3) dealt in detail with the sub-regions of the continent. The same format was used for Part 2, which covered the European and Eastern Mediterranaean Regions, and comprised the documents VBCi88.5, VBCl90.1, VBCl90.2, and VBCl90.3. Some previous
issues have already been reviewed in the Transactions (1991: vol. 85, pp. 413-414), and this latest addition is very much in keeping with the rest. Dr Zahar has divided this huge body of literature first by region, then by species, and finally by aspect of biology-breeding site, host choice, longevity, etc. Under these headings he reviews each paper one by one, always quoting the author’s interpretation and often the original data. Occasionally he makes a comment of his own, but his intervention is generally restricted to a linking sentence or two. This leads, inevitably, to a text that is almost impossible to read. It lacks a unifying narrative thread, bulges with half-digested detail, and is totally incomprehensible to a non-specialist. For those engagedin field researchon malaria vectors, however, these reviews are indispensable. As the preface to Part 1 points out, workers and students in developing countries often find it difficult to get accessto publications, and even to know what has been published. This is the need that Dr Zahar has been striving to meet, and he has produced a careful and comprehensive catalogue of a very broad field. Of course, others will also benefit: with these documents, and a bit of eye-strain, a visitor can build up a complete picture of what is and is not known about the vectors of a particular country. Indeed, if there were any more room on the title page,,the whole enterprise could be given yet another sub-title: ‘How to learn from history and avoid re-inventing the wheel’. In my opinion, it is a great achievement. Dr Zahar is to be congratulated-not only for his successin summarizing so much literature so exhaustively, but also for having the courage to undertake this monumental task in the first place. J. Lines Basic Malaria Microscopy. Part I: Learner’s Guide; Part II: Tutor’s Guide. Geneva: World Health Ortzaniz-
ation, 1991. Part I: 77 pp., part II: 64 pp. Price-(each part) SW. fr. 14 (in developing countries SW. fr. 9.80). ISBN 92-4-154430-9and 92-4-154431-7respectively. This two-part World Health Organization publication forms the basis of a training module for the oractical teaching of malaria microscopy to health workers responsible for disease diagnosis in develobine countries. The course participant uses Part I as thhleayner’s guide and Part II is intended for the course organizer/tutor. Both guides are divided into the same 12 learning units. In Part I each unit begins with the learning objectives for a particular activity. The student is guided through the activity step by step until all the objectives are achieved. In Part II, the tutor is given details of appropriate teaching methods required to ensure that the student progresses through each learning unit. The activities follow a logical sequencewith an introduction to malaria the disease?followed by such basics as cleaning slides and staming blood films, through to the more complex life cycle and recognition of malaria narasites at the end. The learning unit; are clearly set oui with good illustrations including excellent colour paintings of the different Plasmodium speciesas seenin stained thick and thin blood films. Two fiow charts to assist students in speciesdiagnosis are included in the learner’s guide. Teaching is carried out in the form of short formal lectures, laboratory demonstrations and practicals, role-playing activities, group discussion, and field work. Regular spot tests and multiple& choice quizzes are used to evaluate student progress. The tutor’s guide contains information on how to teach each of the learning units and details of how to make a simple flip chart and also a davlight slide viewing box. Surgest&s for allocation of time-to learning activities and G&etable design are included as well. Tutors are also provided with a list of reagents and equipment needed for the course and 40 examples of multiple-choice questions. These 2 guides, which form the basis of a 5 week course, have clearly been prepared by individuals experi-
G. C. Cook Vector Bionomics ,in the Epidemiology and Control of Malaria. Part II: The WHO European Region and the WHO Eastern Mediterranean Region. Vol. 2 (applied
field studies), section 3 (vector bionomics, malaria epidemiology and control by geographical areas: B, Asia west of India). A. R. Zahar (compiler). Geneva: World Health Organization, 1991 (VBC/90.3, MALi90.3). 352 pp. Price not stated. Dr Zahar has set himself a Herculean task: to review, for each WHO region in turn, all the literature on malaria entomology that has appeared over the last 2 or 3 decades. His round-the-world tour began in 1984, with 4 documents constituting part 1 of the series, covering the African Region. The first (VBCi84.6) offered general information on the vectors, the malaria situation, and control problems, while the next 3 (VBCi85.1, VBC/85.2, and VBC/85.3) dealt in detail with the sub-regions of the continent. The same format was used for Part 2, which covered the European and Eastern Mediterranaean Regions, and comprised the documents VBCi88.5, VBCl90.1, VBCl90.2, and VBCl90.3. Some previous
issues have already been reviewed in the Transactions (1991: vol. 85, pp. 413-414), and this latest addition is very much in keeping with the rest. Dr Zahar has divided this huge body of literature first by region, then by species, and finally by aspect of biology-breeding site, host choice, longevity, etc. Under these headings he reviews each paper one by one, always quoting the author’s interpretation and often the original data. Occasionally he makes a comment of his own, but his intervention is generally restricted to a linking sentence or two. This leads, inevitably, to a text that is almost impossible to read. It lacks a unifying narrative thread, bulges with half-digested detail, and is totally incomprehensible to a non-specialist. For those engagedin field researchon malaria vectors, however, these reviews are indispensable. As the preface to Part 1 points out, workers and students in developing countries often find it difficult to get accessto publications, and even to know what has been published. This is the need that Dr Zahar has been striving to meet, and he has produced a careful and comprehensive catalogue of a very broad field. Of course, others will also benefit: with these documents, and a bit of eye-strain, a visitor can build up a complete picture of what is and is not known about the vectors of a particular country. Indeed, if there were any more room on the title page,,the whole enterprise could be given yet another sub-title: ‘How to learn from history and avoid re-inventing the wheel’. In my opinion, it is a great achievement. Dr Zahar is to be congratulated-not only for his successin summarizing so much literature so exhaustively, but also for having the courage to undertake this monumental task in the first place. J. Lines Basic Malaria Microscopy. Part I: Learner’s Guide; Part II: Tutor’s Guide. Geneva: World Health Ortzaniz-
ation, 1991. Part I: 77 pp., part II: 64 pp. Price-(each part) SW. fr. 14 (in developing countries SW. fr. 9.80). ISBN 92-4-154430-9and 92-4-154431-7respectively. This two-part World Health Organization publication forms the basis of a training module for the oractical teaching of malaria microscopy to health workers responsible for disease diagnosis in develobine countries. The course participant uses Part I as thhleayner’s guide and Part II is intended for the course organizer/tutor. Both guides are divided into the same 12 learning units. In Part I each unit begins with the learning objectives for a particular activity. The student is guided through the activity step by step until all the objectives are achieved. In Part II, the tutor is given details of appropriate teaching methods required to ensure that the student progresses through each learning unit. The activities follow a logical sequencewith an introduction to malaria the disease?followed by such basics as cleaning slides and staming blood films, through to the more complex life cycle and recognition of malaria narasites at the end. The learning unit; are clearly set oui with good illustrations including excellent colour paintings of the different Plasmodium speciesas seenin stained thick and thin blood films. Two fiow charts to assist students in speciesdiagnosis are included in the learner’s guide. Teaching is carried out in the form of short formal lectures, laboratory demonstrations and practicals, role-playing activities, group discussion, and field work. Regular spot tests and multiple& choice quizzes are used to evaluate student progress. The tutor’s guide contains information on how to teach each of the learning units and details of how to make a simple flip chart and also a davlight slide viewing box. Surgest&s for allocation of time-to learning activities and G&etable design are included as well. Tutors are also provided with a list of reagents and equipment needed for the course and 40 examples of multiple-choice questions. These 2 guides, which form the basis of a 5 week course, have clearly been prepared by individuals experi-