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\begin{document}
\title{Literature Notes}
\author{Sharon L. Sessions }
\date{\today}



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\section{Notes about document}

This document consists of a summary of various research related papers.
It serves as a memory for literature reviews needed for writing papers.
Each paper makes up its own section, labeled by how it would appear as 
an in-text reference.  The full reference is given, and cut-and-pastable 
into a references section of a paper.  The {\tt makeidx} package is 
in the preamble, and it is used to create an index.  Everywhere an 
index reference is desired, simply include $\backslash$index\{topic\}, where
``topic'' will be the actual index entry.  For sub-entries, use
$\backslash$index\{topic ! sub-topic\}.  The ``topic'' doesn't appear 
in the text.  To generate the index:

\$ pdflatex litnotes.tex

\$ makeindex litnotes

\$ pdflatex litnotes.tex

Each section also has a list of keywords that help to identify important 
topics in the paper.  These often are related to index topics.  Finally, 
{\bf location} refers to the name of the folder that I've decided to file the 
paper copy of the paper when I choose to save the paper copy.  This is 
likely to be the most in danger of being out of date, but hopefully it 
will help.


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\section{Medina 2010}

Medina, John, {\it Brain Rules: 12 Principles for Surviving and Thriving
at Work, Home, and School}, Pear Press, 301 pages, (2010).

\index{Medina, John}

{\bf location:} Learning

{\bf keywords:} Learning, teaching, optimizing brain, vision

\index{learning}
\index{teaching}
\index{brain ! how to make it work}
\index{presentations ! oral}
\index{figures ! preparation}

\subsection{Summary}

My most highly recommended book--EVER.  

In an accessible and 
entertaining way, John
Medina explains what is known about how the brain works, and how to 
use that information to optimize your teaching and learning.
 
How is it relevant to your professional life?  {\bf brain rule \#10: 
Vision trumps all other senses.}  Explains the necessecity for avoiding
``Death by power point'', an infection that is so common in 
presentations that we have just come to accept bad 
talks are a part of a professional researchers life.  It doesn't have 
to be this way.  Really.  Read this book.  Please.   

\subsection{Important points}

Use a combination of prose and bullets, whatever makes it easy for you
to integrate the knowledge in your brain and refer back to the information
you choose to include in this document.  For
example, we could list the brain rules here:

\begin{enumerate}
\item {\bf EXERCISE:} Exercise boosts brain power. ({\it Here's your excuse to 
  sign up for yoga, pilates, boot camp, or rock climbing.})  
\item {\bf SURVIVAL:} The human brain evolved, too.
\item {\bf WIRING:} Every brain is wired differently.
\item {\bf ATTENTION:} We don't pay attention to boring things.  
  ({\it Nice to know this is a scientific fact, now if only our 
    professors would acknowledge this!})
\item {\bf SHORT-TERM MEMORY:} Repeat to remember
\item {\bf LONG-TERM MEMORY:} Remember to repeat
\item {\bf SLEEP:} Sleep well, think well ({\it What?!?  I thought I 
    grad students weren't supposed to sleep!!})
\item {\bf STRESS:} Stressed brains don't learn the same way.
\item {\bf SENSORY INTEGRATION:} Stimulate more of the senses. ({\it
    Another reason why create a document similar to this helps you
    assimilate the material in your brain...and why taking notes 
    is better than just highlighting when you study})
\item {\bf VISION:} Vision trumps all other senses ({\it This is why
    my presentation had so many pictures.  Bullets mostly serve 
  to remind the speaker what they wanted to say, they don't really
help the audience.})
\item {\bf GENDER:} Male and female brains are different.
\item {\bf EXPLORATION:} We are powerful and natural explorers.
  ({\it We should really consider this when we plan our lectures.})
\end{enumerate}

\subsection{Relevance to writing}

{\bf brain rules \#5 \& \#6: Repeat to remember, and remember to repeat}

Creating this document serves several purposes.  First, by taking notes, 
you will force yourself to {\it understand} the material better (or 
at least identify what you don't understand), and you will {\it remember}
it because you are not only repeating, but you are using more of your 
senses to integrate the knowledge. Second, this will help your {\bf writing!}
This is because you are not under the false impression that you are 
trying to write a final draft.  Nobody has to see this document except 
{\it you}, so BE FREE!  Write completely uninhibited! Don't worry about 
finding the perfect word or whether you should use a comma or 
semi-colon.  Just let it flow, or as I call it: Brain dump.  


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\section{Paradis and Zimmerman 2002}

Paradis, James G., and Muriel L. Zimmerman, {\it The MIT Guide
to Science and Engineering Communication, second edition},
The MIT Press, 336 pages (2002).

\index{Paradis, James G.}
\index{Zimmerman, Muriel L.}

{\bf location:} Writing

{\bf keywords:} Preparing documents, figures

\index{writing ! journal articles}
\index{presentations ! oral}
\index{figures ! preparation}

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\section{Schultz 2009}

Schultz, David M., {\it Eloquent Science: A practical guide to becoming 
a better Writer, Speaker, and Atmospheric Scientist}, Amer.
Meteor. Soc., 448 pages (2009).

\index{Schultz, David M.}

{\bf location:} Writing

{\bf keywords:} Writing, style, presentations, preparing for publication,
reviewing

\index{writing ! journal articles}
\index{presentations ! oral}
\index{presentations ! poster}
\index{figures ! preparation}
\index{figures ! types}

\subsection{Summary}

Summarize paper here.  This can be as extensive or superficial as you 
want.  The more relevant the paper is to your work, the more extensive 
it should be.

Excellent resource for preparing manuscripts, reviewing manuscripts, and 
preparing oral or poster presenations.  Most of the content is relevant 
for all scientists, not just atmospheric scientists.  Highly recommended.

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\section{Silvia 2007}

Silvia, Paul J., {\it How to Write a Lot,} Amer. Psychological Assn.,
149 pages (2007).

\index{Silva, Paul J.}

{\bf location:} Writing

{\bf keywords:} writing, schedule

% the "!" gives a subtopic in the primary topic area for indexing.
\index{writing ! organizing time}
\index{writing ! word usage}

\subsection{Summary}

AMAZING resource for getting strategies for getting your writing done.  


\begin{quotation}
Sometimes the authors original words are perfect and you want to preserve 
them.
\end{quotation}



\subsection{Relevance to our work}

Sometimes I add a section which really emphasizes how the paper relates 
to the work I'm doing.  This not only reminds me later when I'm designing 
simulations or writing an introduction to a paper, but also helps me 
synthesize my work in the context of the bigger picture.  It helps me 
understand what I'm doing.

\subsection{Things to do}

Sometimes a paper gives me some ideas of what I should look for in my 
own analysis.  In that case, I write it down here. 












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