Journal Guide

Expanded Routledge Psychoanalysis Coverage in PEPBeginning in the final two decades of the 20th century, the study of gender and sexuality has been revived from a variety of directions: the traditions of feminist scholarship, postclassical and postmodern psychoanalytic theory, developmental research, and cultural studies have all contributed to renewed fascination with those powerfully formative aspects of subjectivity that fall within the rubric of "gender" and "sexuality." Clinicians, for their part, have returned to gender and sexuality with heightened sensitivity to the role of these constructs in the treatment situation, including the richly variegated ways in which assumptions about gender and sexuality enter into our understandings of "normality" and "pathology." Studies in Gender and Sexuality is a response to the excitement attendant to recent research and writing by scholars and clinicians alike. It provides a forum for examining gender and sexuality that is both multidisciplinary and interdisciplinary; in this way it seeks to broaden the purview8212;theoretical, clinical, and cultural8212;of all its readers and to promote constructive exchanges among them. As clinicians and scholars who have written and practiced at the intersection of feminist theory and clinical psychoanalysis for the past two decades, the Editors are particularly interested in those areas of controversy that invite the divergent perspectives and insights of different disciplines. The primary goal of Studies in Gender and Sexuality is to promote dialogue on these and other timely topics among clinicians, researchers, and theorists. Consonant with this goal, the journal also publishes related work from the humanities, social sciences, and natural sciences, where questions involving gender and sexuality are currently in lively debate. SGS is directed equally to clinicians (psychoanalysts, psychiatrists, psychologists, and social workers), developmental researchers, and academics working in cultural anthropology, family history, feminism, gender studies, queer studies, social history, sociology, and women' studies, all of whom share an interest in contemporary perspectives on gender and sexuality. The journal is open to a variety of theoretical clinical, and methodological approaches to these broad topics consistent with its goal of promoting interdisciplinary dialogue among contributors and readers.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Studies in Higher Education welcomes research-based empirical, reflective or synoptic articles dealing with higher education, approached from any perspective or discipline. We also welcome policy articles as well as those focused on teaching and learning and the policy implications of teaching and learning research. A key criterion for publication is that articles should be written in an accessible, but rigorous, style. As Studies in Higher Education is an international journal, it is essential that authors explain the national context for their research, and, where appropriate, engage with relevant literature from other countries. Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees. Disclaimer for Scientific, Technical and Social Science publications: Taylor & Francis and the Society for Research into Higher Education makes every effort to ensure the accuracy of all the information (the 'Content') contained in its publications. However, Taylor & Francis and the Society for Research into Higher Education and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis and the Society for Research into Higher Education.

Studies in Political Economy is an interdisciplinary journal committed to the publication of original work in the various traditions of socialist political economy. Researchers and analysts within these traditions seek to understand how political, economic and cultural processes and struggles interact to shape and reshape the conditions of people's lives.

Established in 1979, SPE has, as a Political Economy Journal, become a major forum for people who identify with the struggles to overcome exploitation, exclusion and oppression in Canada and abroad. SPE is especially interested in work by, for and about Canadians, but it aims to be an international Political Economy journal. It welcomes contributions in every field of political economy and within all the traditions of socialist scholarship, including those which question established paradigms. Those who pursue progressive work within different frameworks will find SPE a venue for communicating with a wide and diversified audience. In addition to articles, Studies in Political Economy publishes interviews, short essays on contemporary political issues, review essays and comments on articles it has published.

The central aim of Studies in Science Education (SiSE) is to publish review articles of the highest quality which provide analytical syntheses of research into key topics and issues in science education. In addressing this aim, the Editors and Editorial Advisory Board, are guided by a commitment to: maintaining and developing the highest standards of scholarship associated with the Journal. publishing articles from as wide a range of authors as possible, in relation both to professional background and country of origin. publishing articles which serve both to consolidate and reflect upon existing fields of study and to promote new areas for research activity. Studies in Science Education will be of interest to all those involved in science education including: science education researchers, doctoral students and masters students; science teachers at elementary, high school and university levels; science education policy makers; science education curriculum developers and text book writers. Articles are made available to Studies in Science Education either by invitation from the Editors or through potential contributors offering pieces. Given the substantial nature of the review articles, the Editors are willing to give informal feedback on the suitability of proposals, though all contributions, whether invited or not, are subject to full peer review. A limited number of books of special interest and concern to those involved in science education is normally reviewed in each volume. Peer Review Policy:All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.Disclaimer for Scientific, Technical and Social Science publications:Taylor & Francis makes every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis.

Founded in 1997 by Tim Youngs, Studies in Travel Writing is an international, refereed journal dedicated to research on travel texts and to scholarly approaches to them. Unrestricted by period or region of study, the journal allows for specific contexts of travel writing to be established and for common or enduring features to be identified. It welcomes contributions from within, between or across academic disciplines; from senior scholars and from those at the start of their careers. It also publishes original interviews with travel writers, special themed issues, and book reviews. Disclaimer Taylor & Francis makes every effort to ensure the accuracy of all the information (the 'Content') contained in its publications. However, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis.

Studies in the Education of Adults is an international journal for theorising and critically examining the education of adults in all contexts. The journal seeks to foster and stimulate a global community of academics and researchers with a broad interest in research in the education of adults. It is equally focused on adult learning, the nature of adult curriculum and on the role of the educator. Adult learning may occur in institutional, professional and community settings including colleges, universities, the workplace, trade unions and voluntary organisations. Adult learning may also occur in a wide variety of contexts such as the home, public spaces, through leisure activities, social movements and virtual media. We encourage submissions that examine learning in these various contexts. The Editorial Board is also keen to promote the role of adult learning and education in social justice.

We encourage writers from a broad range of ideological interests, theoretical positions and research traditions and we especially welcome multidisciplinary research. We will promote the thematic exploration of specific areas as well as the exploration of new territories for adult education. We invite readers with an interest in developing a themed issue to submit outline proposals for consideration to the editors.

Studies... selects papers for publication that:

      •   Provide a clear theoretical rationale for the work discussed;
      •   Demonstrate familiarity with adult education literature and research;
      •   Engage in policy critique where appropriate;
      •   Concentrate on analysis, as opposed to purely descriptive accounts;
      •   Contextualise the writing so that it is understandable by an international readership;
      •   Use an accessible styling of writing, concentrating on clarity and avoiding unexplained jargon;
      •    Recognise the professional and academic experience of the journal’s readership.

You can submit your paper directly to k.orr@hud.ac.uk; or c.a.jarvis@hud.ac.uk.

All submitted manuscripts are subject to initial appraisal by the Editors and, if found suitable for further consideration, to peer review by independent, anonymous expert referees.

For more information on submitting your paper, please refer to the Instructions for Authors.

Peer Review Policy:

Studies in the History of Gardens & Designed Landscapes addresses itself to readers with a serious interest in the subject, and is now established as the main place in which to publish scholarly work on all aspects of garden history. The journal's main emphasis is on detailed and documentary analysis of specific sites in all parts of the world, with focus on both design and reception. The journal is also specifically interested in garden and landscape history as part of wider contexts such as social and cultural history and geography, aesthetics, technology, (most obviously horticulture), presentation and conservation. From time to time issues are centered around themes, for example, the Anglo-Dutch garden in the age of William and Mary, eighteenth-century gardens of the Chesapeake, gardens of the Ancient Mediterranean, or rediscovering the British garden. The Journal publishes reviews and review essays of important literature. Peer Review Policy: All research articles published in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing. Disclaimer for scientific, technical and social science publications: Taylor & Francis makes every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis.

There is still a far from complete understanding of the complex ecosystems in the Neotropics, although they have been studied since the first expeditions of the old world naturalists Marcgrave, Humboldt, Spix, Darwin, Bates and Muller. The aims and scope of the Journal are, besides taxonomic and zoogeographic surveys, analyses of animal communities and their relationship with biotic and abiotic environmental conditions. This includes the fauna of both terrestrial and fresh water ecosystems in the Neotropics. Contributions that represent original research and mini-reviews are welcome. All published research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by independent expert referees. Disclaimer for Scientific, Technical and Social Science Publications Taylor & Francis make every effort to ensure the accuracy of all the information (the 'Content') contained in its publications. However, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis.

Studying Teacher Education is an internationally refereed journal that welcomes papers from authors who have an interest in research and practice in teaching and teacher education. The main purpose of the journal is to foster research and dialogue in self-study of teaching and teacher education practices, with a view to encouraging and widely disseminating such research and dialogue. In so doing, the journal is a forum for educators who work in a wide variety of settings and who are seeking to make substantial contributions to:self-study research, design and practice the knowledge base of teaching and teaching about teaching enhanced understandings of learning to teach the nature of teacher education the professional development of teachers and teacher educators.The journal seeks to create opportunities for teachers and teacher educators to publish empirical and conceptual research that advances our understanding of the complex work of teaching and teacher education.Peer Review Policy:All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.Disclaimer for Scientific, Technical and Social Science publications:Taylor & Francis make every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis.

For over 40 years, Substance Use & Misuse has provided a unique international multidisciplinary environment for the exchange of facts, theories, viewpoints, and unresolved issues concerning substance use, misuse (licit and illicit drugs, alcohol, nicotine, and caffeine), "abuse", and dependency, eating disorders, and gambling.Substance Use & Misuse features original, peer-reviewed articles, notes, and book reviews, as well as special issues devoted to single topics. The journal also publishes proceedings and symposia that describe and analyze the latest research; and information on clinical prevention, training, law enforcement, and policy efforts.Topics covered include:measurements, instruments, scales, and testsfailure and drug use interventionstudent substance usegender and substance useissues, credos, caveats, and unresolved issuessocial pharmacologyclassical-historical articles, reviews, and documentsprevention programsartificial sciences and substance use/misuse interventionethnicity and substance abusetopic-focused bibliographies.

Supply Chain Forum: an International Journal (SCFIJ) is a peer reviewed periodical providing a broad international coverage of subjects relating to the management of the supply chain. It focuses on the integration of supply, production, distribution and sales. It is concerned with the management of the global supply chain from primary supplier to final customer. It provides in-depth research articles and company case studies that enrich both the knowledge of the discipline and the practices of supply chain management.

SCFIJ is designed to appeal to managers and researchers concerned with supply chain management, inter-firm relationship and organization and new technologies. Its aims are:
·       to present the latest thinking, research and emerging
concepts of supply chain management
·        to explore the overall philosophy of supply chain
management
·        to further first class supply chain practices 

It includes original material concerned with all facets of supply chain management in the form of:
·        articles with a fundamental basis and research papers presenting results and practical applications
·        papers providing experiences and practical features of supply chain management
·        commented case studies illustrating international application problems

Supply Chain Forum: an International Journal welcomes research papers based on new and innovative supply chain management practices. Any appropriate research methods may be used and each paper should justify the method applied. Case studies are also welcome where they illustrate international application problems and generate discussion about supply chain policies, practices and methods. 2-3 managers or researchers, experts in the field, are invited to comment the case studies. Authors should relate their work to the existing knowledge in the field, and have impact on the SC operations in companies, setting the agenda for future research.

Contents of Supply Chain Forum: an International Journal are targeted to academics (professors, researchers), students and practitioners (supply chain managers, consultants). It is not the appropriate journal for theoretical papers without any managerial implications. 

All submitted manuscripts are subject to initial appraisal by the Editor, and, if found suitable for further consideration, to peer review by at least two independent, anonymous expert referees. Reviewers are drawn from the Editorial Board and a list of occasional reviewers who have been nominated for their expertise. Reviewers’ comments are based on relevance to the field, particularly applicability in industry, besides originality and scientific rigor. All peer review is double blind and submission is online via ScholarOne.

Subjects covered by SCIJ include:

Supply chain management, Supply chain strategies, collaboration, logistics pooling, purchasing, outsourcing, risk analysis, innovations, logistics services, service provider, global supply chain, sustainable supply chain, reverse supply chain, healthcare supply chain, supply chain performance, supply chain finance, supply chain control, performance measurement, knowledge management, sourcing strategies, decision-making, e-commerce, traceability, process modelling, inventory planning, city supply chain, supply chain risk management, humanitarian supply chain, information systems, new technologies, service provider, networks, physical internet, big data.

Supramolecular Chemistry welcomes manuscripts from the fields and sub-disciplines related to supramolecular chemistry. From crown ethers to calixarenes, supramolecular modelling studies to the modification and assembly of artificial DNA, as well as inorganic-based systems, we interpret supramolecular chemistry in the broadest sense. Interdisciplinary manuscripts are particularly encouraged. These include communications, which are given high priority in review and production, and full papers. Accounts, reviews and highlight articles are also welcomed. We aim to publish papers in a timely fashion and as soon as a paper has been accepted and typeset it will be published in electronic form on the iFirst section of the website.The two most important review criteria are that the paper presents high-quality work that fits generally into the broad spectrum of activities in the supramolecular chemistry field.All published research articles in Supramolecular Chemistry have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by at least two independent expert referees.DisclaimerTaylor & Francis makes every effort to ensure the accuracy of all the information (the "Content") contained in its publications. However, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis.

Seismica publishes original, novel peer-reviewed research in the fields of seismology, earthquake science, and related disciplines. Seismica is a community-driven, diamond open-access journal. Articles are free to publish and free to read, without a subscription. And authors retain full copyright.

New IISS-Routledge website! Search IISS Publications in one place: visit - www.iiss-routledgepublications.com Free article to access from Volume 51, Issue 1 Free article to access from Volume 51, Issue 4 Survival, the Institute's bi-monthly journal, is a leading forum for analysis and debate of international and strategic affairs. With a diverse range of authors, thoughtful reviews and review essays, Survival is scholarly in depth while vivid, well-written and policy-relevant in approach. Shaped by its editors to be both timely and forward-thinking, the journal encourages writers to challenge conventional wisdom and bring fresh, often controversial, perspectives to bear on the strategic issues of the moment. Survival is essential reading for practitioners, analysts, teachers and followers of international affairs. Each issue also contains Book Reviews of the most important recent publications on international politics and security. 'Survival has always been a source of knowledge and wisdom in strategic matters. It still is, but it also has become an exciting and rich guide to the complexities, contradictions and contentions of the post-Cold War international political system.' Professor Stanley Hoffmann, Harvard University Disclaimer The International Institute for Strategic Studies and Taylor & Francis make every effort to ensure the accuracy of all the information (the 'Content') contained in its publications. However, the Society and Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not necessarily the views of the Editor, the Society or Taylor & Francis.