essays in biochemistry

Essays in Biochemistry

Subject Area and Category

• Biochemistry
• Molecular Biology

Portland Press, Ltd.

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00711365, 17441358

1965, 1967-1983, 1985-1987, 1989-1992, 1994-2022

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The set of journals have been ranked according to their SJR and divided into four equal groups, four quartiles. Q1 (green) comprises the quarter of the journals with the highest values, Q2 (yellow) the second highest values, Q3 (orange) the third highest values and Q4 (red) the lowest values.

The SJR is a size-independent prestige indicator that ranks journals by their 'average prestige per article'. It is based on the idea that 'all citations are not created equal'. SJR is a measure of scientific influence of journals that accounts for both the number of citations received by a journal and the importance or prestige of the journals where such citations come from It measures the scientific influence of the average article in a journal, it expresses how central to the global scientific discussion an average article of the journal is.

Evolution of the number of published documents. All types of documents are considered, including citable and non citable documents.

This indicator counts the number of citations received by documents from a journal and divides them by the total number of documents published in that journal. The chart shows the evolution of the average number of times documents published in a journal in the past two, three and four years have been cited in the current year. The two years line is equivalent to journal impact factor ™ (Thomson Reuters) metric.

Evolution of the total number of citations and journal's self-citations received by a journal's published documents during the three previous years. Journal Self-citation is defined as the number of citation from a journal citing article to articles published by the same journal.

Evolution of the number of total citation per document and external citation per document (i.e. journal self-citations removed) received by a journal's published documents during the three previous years. External citations are calculated by subtracting the number of self-citations from the total number of citations received by the journal’s documents.

International Collaboration accounts for the articles that have been produced by researchers from several countries. The chart shows the ratio of a journal's documents signed by researchers from more than one country; that is including more than one country address.

Not every article in a journal is considered primary research and therefore "citable", this chart shows the ratio of a journal's articles including substantial research (research articles, conference papers and reviews) in three year windows vs. those documents other than research articles, reviews and conference papers.

Ratio of a journal's items, grouped in three years windows, that have been cited at least once vs. those not cited during the following year.

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Essays in Biochemistry, Volume 33

S. J. Higgins

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Essays in Biochemistry, Volume 33: Molecular Biology of the Brain

• Edited by S. J. Higgins
• Princeton Legacy Library

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The workings of the brain have long held a fascination for scientists. Yet, faced as they have been with the obvious anatomical and biochemical complexity of the brain, understanding its functions—more than superficially—has seemed an impossible goal. The authors of the essays in this volume, acknowledged experts in their specialties, have illustrated the power of molecular biology to dissect the molecular functioning of the brain. The volume has related essays on neurotransmitters and their receptors, aspects of neuronal development and neurodegeneration, the molecular biology of opiate action, and the concept of neuronal networks in the olfactory system. It continues with essays on some of the major healthcare problems that can be expected to yield to analysis by molecular genetical approaches—neurodegenerative and affective disorders such as schizophrenia, Alzheimer’s disease, spongiform encephalopathies, prion diseases, and trinucleotide expansion disorders. The volume concludes first with an exciting account of how molecular biology is beginning to explain a phenomenon as complex as memory and, finally, a thought-provoking essay on future developments in the field. Originally published in 1999. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

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A special issue of Essays in Biochemistry on current advances about CAZymes and their impact and key role in human health and environment

Affiliations.

• 1 Sorbonne Université, CNRS, Integrative Biology of Marine Models (LBI2M), Station Biologique de Roscoff (SBR), 29680 Roscoff, Bretagne, France.
• 2 INRAE, Aix Marseille Université, UMR1163 Biodiversité et Biotechnologie Fongiques, 13009 Marseille, France.
• PMID: 37070299
• DOI: 10.1042/EBC20230004

Carbohydrate active enzymes (CAZymes) and their biochemical characterization have been the subject of extensive research over the past ten years due to their importance to carbohydrate metabolism in different biological contexts. For instance, the understanding that 'polysaccharide utilizing loci' (PUL) systems hosted by specific 'carbohydrate degraders' in the intestinal microbiota play key roles in health and disease, such as Crohn's disease, ulcerative colitis or colorectal cancer to name the most well-characterized, has led to an outstanding effort in trying to decipher the molecular mechanisms by which these processes are organized and regulated. The past 10 years has also seen the expansion of CAZymes with auxiliary activities, such as lytic polysaccharide monooxygenases (LPMOs) or even sulfatases, and interest has grown in general about the enzymes needed to remove the numerous decorations and modifications of complex biomass, such as carbohydrate esterases (CE). Today, the characterization of these 'modifying' enzymes allows us to tackle a much more complex biomass, which presents sulfations, methylations, acetylations or interconnections with lignin. This special issue about CAZyme biochemistry covers all these aspects, ranging from implications in disease to environmental and biotechnological impact, with a varied collection of twenty-four review articles providing current biochemical, structural and mechanistic insights into their respective topics.

Keywords: cazymes; intestinal disease; polysaccharide utilizing loci.

© 2023 The Author(s). Published by Portland Press Limited on behalf of the Biochemical Society.

Publication types

• Carbohydrate Metabolism*
• Carbohydrates*
• Polysaccharides / metabolism
• Carbohydrates
• Polysaccharides

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A special issue of Essays in Biochemistry on current educational developments in molecular bioscience

Luciane v. mello.

1 School of Life Sciences, University of Liverpool, U.K.

Helen R. Watson

2 Peninsula Medical and Dental Schools, University of Plymouth, U.K.

The 4th joint UK Biochemical Society and Federation of European Biochemical Societies (FEBS) education event, ‘Evolving Molecular Bioscience Education’ took place online on May 27 and 28, 2021. The event, continuing the biennial series, comprised the invited speakers’ talks, group discussions and other participants’ pre-recorded flash presentations. Although the UK dominated, there were also speakers and participants from other European countries and other continents. This special issue includes a varied collection of articles written by the speakers and other participants.

This issue of Essays in Biochemistry comprises a varied collection of articles written by bioscience educators working in higher education across the world. The idea for the issue emerged from the 4th in the series of education training events run as a collaboration between the UK Biochemical Society and FEBS (Federation of European Biochemical Societies). This event, ‘ Evolving Molecular Bioscience Education ’ held in May 2021 saw a network of educators gather online to discuss advances and challenges in bioscience education, sharing good practice and making new connections. Delegates and speakers discussed a range of important topics in higher education, including how best to deliver transferable skills training, assessment and feedback, and innovative teaching approaches including developments in online learning. Many interesting and exciting ideas were shared by colleagues from around the world, leaving us with plenty of things to try out in our own real and virtual classrooms, and eager to collaborate with new and existing contacts in educational research. We thought we would like to capture some of these ideas to share with the wider molecular bioscience education community, and this is what we have done in this special issue of Essays .

Of course the COVID-19 pandemic has had an enormous and potentially long-lasting impact on education in general. In terms of molecular bioscience higher education, perhaps the most immediately obvious challenge was how to train our students in practical laboratory skills, when they could not leave their student accommodation. Virtual labs are something that colleagues in our field have been developing for a long time now (far pre-dating COVID-19) and became even more prominent during the pandemic, to allow continuation of practical skills development. In addition, the development of other online teaching approaches has been catalysed by the need for distance learning. Online courses to teach computational skills and refinement of blended classroom approaches have been successful in engaging students working from home. The high proportion of papers on online and digital learning in this issue perhaps reflects the increased focus this theme has received in light of the pandemic. Papers by Smith and Francis [ 1 ], Pal et al. [ 2 ], Unsworth and Posner [ 3 ], Cassambai et al. [ 4 ] and Sozmen [ 5 ] in this issue reflect some of the interesting developments in this area. We hope that as normality gradually returns, some successful aspects of online and digital education will be retained and used to engage and enthuse students about our subject.

Our molecular bioscience graduates are entering an exciting, varied and demanding labor market. Long gone are the days where academics need only to train students to follow in their own footsteps to one day run their own research groups. We need to help our students discover the wide range of futures they can lead, enable them to develop the vital transferable skills they will need and, potentially most importantly, help them understand what skills they have and how they can apply and grow these over time. Enabling students to develop their skills is a vital part of higher education, and it is important that as we create and develop programmes, we put skills at the heart of our curricula. The paper by Lund and Clyne [ 6 ] in this issue discusses aspects of skills development.

Innovation in molecular biosciences education is demonstrated and evaluated in many papers in this issue, but some focus specifically on teaching key concepts in a completely different way. As we have seen, particularly over the past two years, lectures and practicals aren't the only way to teach our subject. We hope that the papers by Austin et al. [ 7 ] and Sahai and Ivanova [ 8 ] in this issue inspire colleagues to try new ways of teaching the same subjects, to enthuse both their students and themselves! Their work also illustrates ways of fostering students' creativity and skills development.

Setting fair and rigorous assessments and delivering constructive feedback are both challenges that most in higher education face regularly. Large student cohorts and online delivery are just two factors that have required us to be more creative with our assessment strategies in recent years. Ensuring that the feedback we give to students can be used to help them improve is key, and providing formative feedback is important to aid student development and feedback literacy. Papers by Menon and Clyne [ 9 ] and Ray et al. [ 10 ] in this issue discuss student perspectives on various forms of feedback.

The papers in this issue comprise Perspectives and Case Studies and are designed to appeal to a range of audiences, including educators, students and interested colleagues from outside higher education. The Perspective articles aim to inform the reader about a relatively broad topic in molecular bioscience education and we hope they will be especially useful to those coming into a new field in education, or indeed new educators, as well as well-established educators looking to learn more. The case studies are reports written by colleagues to present preliminary evaluation of an educational approach or technique that they have introduced in their own classrooms. The case studies share the advantages and potential pit-falls of various educational approaches and we hope they will be useful for readers who are looking to implement something in their own teaching, and would like to find out more about the practicalities and pick up some tips.

We hope that you enjoy this issue of Essays in Biochemistry and you are very welcome to join us at our next Bioscience education event.

Abbreviation

Competing interests.

The authors declare that there are no competing interests associated with the manuscript.

Open Access

Open access for this article was enabled by the participation of University of Liverpool in an all-inclusive Read & Publish agreement with Portland Press and the Biochemical Society under a transformative agreement with JISC.

Impact and Information

Print ISSN: 0071-1365

Online ISSN: 1744-1358

Frequency: 8  issues per year (one special Understanding Biochemistry issue published in October each year)

Total article views in 2022: 447K

Impact Factor: 6.4  2022 Journal Impact Factor,  Journal Citation Reports  (Web of Science Group, 2023)

The Impact Factor is a measure of the average number of citations an article in the journal will receive within the first 2 years of publication. It is calculated by dividing the number of times articles were cited by the total number of articles that are citable.

5-year Impact Factor: 8.5  2022    Journal Impact Factor,  Journal Citation Reports  (Web of Science Group, 2023)

Calculated as the number of times articles published in the past 5 years have been cited in the stated year divided by the number of articles which are citable.

Journal Citation Indicator: 0.65  2022 Journal Impact Factor, Journal Citation Reports  (Web of Science Group, 2023)

Journal ranking: 54 /285  (First Quartile) Biochemistry & Molecular Biology Category, Journal Citation Reports  (Web of Science Group, 2023)

Cited half-life: 5.3

The average age of articles cited by Essays in Biochemistry.

Immediacy Index: 1.1

This is the average number of times an article is cited in the year it is published.

Article influence score: 2.138

The article influence score aims to measure the influence of a journal's articles over the first 5 years following publication. It considers where articles are cited as well as how often, with a citation in a ‘higher influence’ journal weighted more than those in ‘lower influence’ journals.

An article influence score over 1.00 indicates articles published in the journal have an above-average influence.

Median time from submission to first decision in 2022 (following full peer review): 37 days

Median time from acceptance to online Version of Record publication in 2022: 18 days

Essays in Biochemistry is abstracted/indexed in:

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