Learning journals

V. Ponec, Review Forty years in CATALYSIS what have we learned , Journal of Molecular Catalysis A Chemical 133, 221-239 (1998). 

Nakhleh, M. B. (1994). Chemical education research in the laboratory environment - how can research uncover what students are learning Journal of Chemical Education, 77(3), 201-205. 

Bretz, S. L. (2001). Novak s theory of education Human constructivism and meaningful learning. Journal of Chemical Education, 78, 1107. 

In the remaining chapters, key biotransformations have been identified from the recent primary literature (learned journals) and the respective authors have amplified the disclosure of their methodologies in this volume. These disclosures often contain additional equipment and experimental details to those found in the experimental section of most journals, allowing the reader to decide whether these methods are suitable for addressing their needs. 

It is worth noting that (scientific) data has intrinsic value, even if the primary purpose for which it was created, has long been fulfilled. Innovative (re-)uses of publicly available data on the internet exemplify this nicely. Scientists usually tend to produce data in the context of a specialized research project and disseminate it through the means of scientific publication in a learned journal. Once research objectives have been met or a publication has been published, scientists often lose interest in their own data as it serves no primary purpose anymore. Because of this, significant amounts of valuable scientific data either never get published and thus never become part of the knowledge commons or are rendered inaccessible to machines and thus effectively destroyed for informatics purposes. 

Huang, S.M. and Lesko, L.J. (2004) Drug-drug, drug-dietary supplement, and drug-dtrus fmit and other food interactions what have we learned Journal of Clinical Pharmacology, 44, 559-569. 

Across this range there can be no doubt that reactions resulting in either the oxidation or the reduction of a starting material are of paramount importance. In this Volume, a series of new or improved redox catalysts are featured. The catalysts have been disclosed in the recent primary literature (learned Journals) and the respective authors have amplified the disclosure of their catalysts in this Volume. Thus in each report herein, the exact method of preparation of the catalyst is described, the precise method for its use is disclosed and the breadth of substrate range is considered. A description of the equipment required as well as noteworthy safety issues form part of the description of each protocol. Finally, where potentially useful, tips and hints are appended, making these detailed recipes often more extensive than those found in the experimental sections of most Journals. 

Coppola, Brian P. (2000). Targeting Entry Points for Ethics in Chemistry Teaching and Learning. Journal of Chemical Education 77 1506-1511. 

Stip, E., Dufresne, J., Lussier, I., 8c Yatham, L. (2000). A double-blind, placebo-controlled study of the effects of lithium on cognition in health subjects Mild and selective effects on learning. Journal of Affective Disorders, 60, 147-157. 

Excerpted from Kennedy, P. J., Haertsch, P. A., Maitz, P. K. (2005). The Bali burn disaster Implications and lessons learned. Journal of Burn Care and Rehabilitation, 2(26), 125-131. 

The statement that the title should be descriptive of the matter of a communication seems to be a truism, but insufficient attention appears to be paid to the titles of papers submitted to learned journals. This is particularly true when papers are part of a series—for example, one of a series of papers may be entitled Studies in the Chemistry of X and Y, Part 47. Attempted Synthesis of Y. Suppose X and Y are complex alkaloids often such a paper deals only with the preparation of some complex ring structures—oxaazulenes, perhaps—from which the investigators hope ultimately to synthesize the subject of their main interest. Hence the paper is really about oxaazulenes and not alkaloids X and Y. The repercussions of this on indexing are serious. However, the new keyword in context indexes Chemical Titles) which are compiled by computer from titles of papers and used for awareness in the period between original publications and effective use of chemical and physical abstracts, may alter this. As special keyword indexes are compiled from titles, authors may give more thought to the relation of a title to its paper. 

C.B. Maddox, L. Rasmussen and E.L. White, Adapting cell-based assays to the high-throughput screening platform Problems encountered and lessons learned. Journal of the Association for Laboratory Automation, 13(3), 168-173 (2008). 

It should of course be emphasised that C.A.C. s fundamental and original contributions to Hiickel Theory (which could almost, perhaps, with some justification, even be called Coulson Theory ) are well documented in the learned journals from 1939 onwards. Perhaps because of this, the Professor never did set down completely, in written form, the way in which he expounded this subject, in a detailed and rather leisurely fashion, to undergraduates. It was in the Spring of 1974, after the Professor s death, that Mrs Eileen Coulson consented to the idea that, if all the 1971 tapes could be located, and if the recording quality were adequate, they should be transcribed and edited for publication. This would achieve two purposes it would preserve for posterity the way in which C.A.C. put this subject over to an undergraduate audience and, we hope, it will provide some welcome income for the Oxford University Coulson Memorial Fund. 

Reputable scientific publications of professional societies and acdemic institutions or other learned journals ... 

Chapter 11 looks at the uses of learning journals and other exploratory writing. This type of writing helps you to take a more personal approach to your learning and can help to deepen your understanding of course ideas. 

Using learning journals and other exploratory writing... 

One important kind of exploratory writing that you may be asked to do is the learning journal. Learning journals are more elaborate than most exploratory writing and are sometimes formally assessed, which may alter how you approach them. We look at this possibility at the end of the chapter, but otherwise we focus on the learning journal as a non-graded, exploratory kind of writing. 

Learning journals may be kept for different purposes - for example ... 

USING LEARNING JOURNALS AND OTHER EXPLORATORY WRITING... 

Learning journals usually begin with an account of the student s expectations of a course. Read the following extract from one student s first entry for a course about political theory. Note how the student writes about what she hopes to learn on the course and how she relates this to her own background - her arguments with her... 

At the beginning of a course or of j ust one session, write a learning journal entry about what you expect and hope to get out of it, in particular noting any questions that you hope the course or session may answer. Write in sentence form rather than notes. At the end of the course or session go back to this piece of writing to check how your understanding has increased and whether your expectations have been met. 

Although there are many different kinds of learning journal, they all have features in common. 

A learning journal is an account of your progress through a course. 

A learning journal asks for a different kind of thinking and writing from an essay. 

Different kinds of learning journal different titles... 

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