Journal Guide

Sustainable and Resilient Infrastructure is an interdisciplinary journal that focuses on the sustainable development of resilient communities.

Sustainability is defined in relation to the ability of infrastructure to address the needs of the present without sacrificing the ability of future generations to meet their needs.  Resilience is considered in relation to both natural hazards (like earthquakes, tsunami, hurricanes, cyclones, tornado, flooding and drought) and anthropogenic hazards (like human errors and malevolent attacks.)  Resilience is taken to depend both on the performance of the built and modified natural environment and on the contextual characteristics of social, economic and political institutions.

Contributions address pressing societal issues while exploring needed solutions.  Investigating sustainability and resilience from an interdisciplinary perspective, the journal includes original articles, reviews, short communications and case studies in all areas relevant to sustainability and resilience.

All submitted manuscripts are subject to initial appraisal by the Editor and, if found suitable for further consideration, to peer review by independent, anonymous expert referees. Peer review is single blind and submission is currently via email to the Editor-in-Chief Paolo Gardoni gardoni@illinois.edu.

Symbolae Osloenses was first published in 1922 under the title Symbolae Arctoae. Its present title was established in 1924 (Vol.II), with the new subtitle added in 1997.

Symposium is a quarterly journal of criticism in modern literatures originating in languages other than English. Recent issues include peer-reviewed essays on works by Jorge Luis Borges, Bertolt Brecht, Mikhail Bulgakov, Miguel de Cervantes, Denis Diderot, Fyodor Dostoevsky, Paloma D237;az-Mas, Assia Djebar, Umberto Eco, Franz Kafka, Francis Ponge, and Leonardo Sciascia. Scholars of literature will find research on authors, themes, periods, genres, works, and theory, often through comparative studies. Although primarily in English, some issues include discussions of works in the original language.Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by two to three anonymous referees.Symposium is a member journal of the Council of Editors of Learned Journals. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Synchrotron Radiation News, a controlled circulation, bi-monthly publication, is read by scientists at synchrotron radiation facilities throughout the world. Appointed facility correspondents report on major activities and new developments at their centers, including equipment upgrades and the rapidly increasing number of new applications. SRN provides review articles on specific areas of research, project updates of new sources, meeting reports and a new product section.Instructions for Authors - Please contact the Editorial office if you have a story idea or manuscript you wish to submit. The office does not accept unsolicited manuscripts.

Synthesis and Reactivity in Inorganic, Metal-Organic, and Nano-Metal Chemistry is devoted to the rapid dissemination of original research papers of relevance to inorganic and metal-organic chemists and nano-scientists engaged in synthesis and characterization of Inorganic, Main Group, Metal-Organic and Nano-Particulate Constructs. This journal publishes syntheses and reactivity of new compounds, new classes of nanoparticles, new methods for preparation of known compounds and nanoparticles, and new experimental techniques and procedures. The journal is a publication aimed at the rapid dissemination of original research papers of particular importance to inorganic and metal-organic chemists and nanotechnology professionals. Original research articles that warrant speedy publication because of the unique scientific features and unprecedented scientific value will be given high priority in the peer reviewing process and published as a "High Priority Publication."Although the primary emphasis will be placed on original research contributions, preliminary communications containing full experimental details as well as brief reviews of general reactions or techniques presented from a critical point of view will be considered. From time to time, this journal will also publish review articles and thematic issues encompassing the areas of Inorganic, Metal-Organic, Nano-Compatible and Nano-Metal Chemistry. Active and recognized researchers will be invited to contribute to review articles. Manuscripts in English only will be accepted for publication.

Synthetic Communications presents communications describing new methods, reagents, and technology pertaining to synthetic organic chemistry with sufficient experimental detail to permit reactions and sequences to be repeated by a chemist reasonably skilled in the art. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Now Publishing with Taylor & Francis: Free Online access to Volume 8 Issue 1 Systematics and Biodiversity is devoted to whole-organism biology. It is a quarterly, international, peer-reviewed, life science journal, without page charges, which is published by Taylor & Francis for The Natural History Museum, London. The criterion for publication is scientific merit. Systematics and Biodiversity documents the diversity of organisms in all natural phyla, through taxonomic papers that have a broad context (not single species descriptions), while also addressing topical issues relating to biological collections, and the principles of systematics. It particularly emphasises the importance and multi-disciplinary significance of systematics, with contributions which address the implications of other fields for systematics, or which advance our understanding of other fields through taxonomic knowledge, especially in relation to the nature, origins, and conservation of biodiversity, at all taxonomic levels. Each issue contains a main section devoted to formal peer-reviewed original research papers, and a shorter, more informal 'Perspective' section. As well as taxonomic discovery, description, revision and recording, the research section carries studies of adaptation, anatomy, biodiversity patterns in time and space (including response to environmental and human factors, and to global change), biogeography, coevolution, conservation biology, development, evolutionary biology, functional morphology, growth and form, molecular science, phylogenetics, cladistics, speciation, and systematic ecology. State-of-knowledge reviews and papers on the theory and practice of systematics are also welcome. There are no restrictions on the geographical location of authors, their material and study areas, or on the institutional locations of their studied collections. The 'Perspective' section covers a similar range of subjects to the main section, but gives scope for debate and comment as well as reviews of books. Disclaimer The Natural History Museum 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.

Systems Biology in Reproductive Medicine, SBiRM, publishes Research Articles, Communications, Applications Notes that include protocols a Clinical Corner that includes case reports, Review Articles and Hypotheses and Letters to the Editor on human and animal reproduction. The journal will highlight the use of systems approaches including genomic, cellular, proteomic, metabolomic, bioinformatic, molecular, and biochemical, to address fundamental questions in reproductive biology, reproductive medicine, and translational research. The journal publishes research involving human and animal gametes, stem cells, developmental biology and toxicology, and clinical care in reproductive medicine. Specific areas of interest to the journal include: male factor infertility and germ cell biology, reproductive technologies (gamete micro-manipulation and cryopreservation, in vitro fertilization/embryo transfer (IVF/ET) and contraception. Research that is directed towards developing new or enhanced technologies for clinical medicine or scientific research in reproduction is of significant interest to the Journal.

Systems Science & Control Engineering is a world-leading fully open access journal covering all areas of theoretical and applied systems science and control engineering.

The journal encourages the submission of original articles, reviews and short communications in areas including, but not limited to:

Proposals for special issues are encouraged, and should be discussed with the Executive Editor.

All submitted manuscripts are subject to initial appraisal by the Executive Editor, and, if found suitable for further consideration, to rigorous and rapid peer review by independent, anonymous expert referees. All peer review is double blind and submission is online via ScholarOne Manuscripts.

As part of the  Taylor & Francis Open Access programme authors receive immediate, universal access to articles; rapid online publication; flexible licensing options; high-quality production values; fair pricing and discounts and waivers for authors in low-income countries.

To support Open Access, accepted articles will be subject to an article publishing fee of $750 (GBP £470, EUR €625).

Queries regarding submissions can be made by contacting the Executive Editor, whose decision is final.

Taylor & Francis is a member of the Committee of Publications Ethics (COPE) . Taylor & Francis is committed to peer review integrity and upholding the highest standards of review in our journals. To help us maintain these high standards, we provide guidelines for ethical publishing. Click  here for more details

Textile brings together research in textile studies in an innovative and distinctive academic forum for all those who share a multifaceted view of textiles within an expanded field. Peer-reviewed and in full-color throughout, it represents a dynamic and wide-ranging set of critical practices, it provides a platform for points of departure between art and craft; gender and identity; cloth, body and architecture; labour and technology; techno-design and practice - all situated within the broader contexts of material and visual culture.

Teacher Development is a fully refereed international journal publishing articles on all aspects of teachers' professional development. It acts as a forum for critical and reflective attention to practice in teacher development and aims thereby to contribute to the quality of professional development. The journal takes a 8216;whole-career' view of teacher development, and work from both international and inter-professional perspectives is welcome. Articles may deal with teacher development in varying political and professional contexts, and may be in a variety of styles, in keeping with the diversity of activity in professional development. The journal carries accounts of personal experience, evaluations of teacher development policies and practices, research reports and theoretical discussions. Articles in the form of major postion papers and academic analyses are not expected to be less than 5000 words but should not exceed 8000 words. This is an innovative journal in an expanding and diversifying field and contributions are welcome from professional teachers, and those who support them, in every sector of education and training. All submitted articles are scrutinised by at least two independent referees. The Book Reviews Section draws attention to important new publications in the field. Review articles (up to 4000 words) discuss major work from a critical perspective. Shorter book reviews (up to 1000 words) bring new work to attention and highlight implications for policy and practice. Review articles and book reviews are commissioned by the Editor, but unsolicited articles for this section are also welcome.Peer Review Policy:All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymised refereeing by at least two referees, one of whom will be from a country other than the author(s) to ensure an international viewpoint is given on all articles.Disclaimer for Scientific, Technical and Social Science publications:Taylor & Francis and Teacher Development make every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis and Teacher Development 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 Teacher Development.

Teachers and Teaching: theory and practice provides an international focal point for the publication of research on teachers and teaching, in particular on teacher thinking. It offers a means of communication and dissemination of completed research and research in progress, whilst also providing a forum for debate between researchers. This unique journal draws together qualitative and quantitative research from different countries and cultures which focus on the social, political and historical contexts of teaching as work. It includes theoretical reflections on the connections between theory and practice in teachers' work and other research of professional interest.The journal includes work which focuses on:teachers' beliefs, thoughts, conceptions, practical theories teachers' biographies, life histories, 'voice', personal practical knowledge teachers' intentions, thought processes and cognitions * teachers' understanding of subject matter teachers' thinking as a part of professional action teachers' thinking and action as influenced by contextual factors in their structural, cultural and social environmentsPeer Review Policy:All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least three 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.

The Teaching Artist Journal (TAJ) provides an authoritative, timely, ongoing professional development resource to clarify, enrich, and advance Teaching Artist research and practice. Teaching Artists--professionals with skills in both teaching and the arts--have uniquely powerful perspectives, practices, and skills. They make significant contributions and are a crucial resource to arts-in-education programs, to arts education and general education, and to the future of the arts as a whole. Until Teaching Artist Journal, there has been no national professional forum for their learning and development, no vehicle for their voices to be heard.The mission of the Teaching Artist Journal is to support and intensify the professional development of Teaching Artistry by advancing the practice of Teaching Artists; by increasing Teaching Artists' understanding of the background, contexts, and potentials of their work; and by expanding the recognition, appreciation, and support of their contributions. TAJ also seeks to enhance collaboration between Teaching Artists and classroom teachers, school arts specialists and other arts providers; to develop a sense of identity and purpose, to foster common language; and to foster illuminating research in the field.Neither a traditional scholarly journal (although it includes scholarly articles) nor a traditional professional publication (although it includes articles describing practice), TAJ is a broad, jargon-free, imaginative, direct, and heartfelt peer-reviewed publication addressing the fullest range of practice, research, theory, opinion, and issues related to Teaching Artists. It seeks to include a wide representation of artistic disciplines, of Teaching Artist approaches, of audiences involved, and of cultural contexts. TAJ includes a variety of sections. Submissions for all sections are invited: Submissions, questions and comments should be directed to Nick Jaffe, Chief Editor, TAJ at: TAJournal@colum.edu, 773-793-4643. Practice, Research, Theory: Original articles in standard journal article format. Suggested length: 2000-4000 words. Medley: Some Teaching Artists are disinclined to write articles; to include their voices TAJ will include original poems, artworks, transcripts of dialogs or interviews about teaching artistry, and other alternative presentation forms. Suggested length: 1500-3000 words. In My Opinion: Opinion pieces about an issue in the field. Suggested length: 1000-2000 words. News Break: Information on changes in the field, conferences, grant opportunities, and advocacy occasions that Teaching Artists should know about. This section will serve as the "one place to go" for Teaching Artists to keep up with their field. Submit information for this section to Laura Reeder: laura@arts4ed.org Research Review: Information on new research studies, reports, and resources that will be of value to the Teaching Artist community. Submit information for this section to Judy Hornbacher: horn0017@umn.edu. Resource Roundup: Key information to help Teaching Artists design their own ongoing learning, to provide reliable information on which to strengthen programs and improve advocacy, and to help them increase their knowledge and skills--including reviews of books, workbooks, study units, software, and Web sites that are of value to the Teaching Artist community. Submit information to this section to Becca Barniskis: beccabarniskis@visi.com Letters to the Journal: A forum for readers to interact and respond to articles; letters may be edited. Artwork: TAJ wants to showcase images and artwork that capture aspects of Teaching Artists'experience. Please submit any photographs, artwork, or other images with permission to use for publication. Peer Review Policy: Articles that appear in the Practice, Theory, Research section (with the exception of solicited and commissioned work) are reviewed by two or more referees who are established specialists in the field. The review process is blind and anonymous.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Teaching Education is an interdisciplinary forum for innovative practices and research in teacher education. Submission of manuscripts from educational researchers, teacher educators and practicing teachers is encouraged. Contributions are invited which address social and cultural, practical and theoretical aspects of teacher education in university-, college-, and school-based contexts.The journal's focus is on the challenges and possibilities of rapid social and cultural change for teacher education and, more broadly, for the transformation of education. These challenges include: the impact of new cultures and globalisation on curriculum and pedagogy; new collaborations and partnerships between universities, schools and other social service agencies; the consequences of new community and family configurations for teachers' work; generational and cultural change in schools and teacher education institutions; new technologies and education; and the impact of higher education policy and funding on teacher education.Manuscripts are considered for four sections: (1) Research and Scholarship: critical and theory-based research, and scholarly reflections and debate on contemporary issues related to teacher education; (2) Course Descriptions: papers that describe innovative approaches in undergraduate and graduate teaching; (3) In the Field: innovative practices in K-12 classrooms linked to collaborations between college/university and schools; (4) Resource Review: annotations or reviews of scholarly works; print, multi-media, and web-based instructional and professional resources for teaching education. Papers should attempt to present research, course descriptions, innovative theoretical and/or practical insights in relevant current literature and debate.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 School of Education, The University of Queensland makes every effort to ensure the accuracy of all the information (the Content ) contained in its publications. However, Taylor & Francis and the School of Education, The University of Queensland 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 School of Education, The University of Queensland.