Journal Guide

The "Journal of Medical Internet Research" (JMIR; ISSN 1438-8871, Medline-abbreviation: J Med Internet Res) (founded in 1999, now in its' 22nd year!) is a leading health informatics and health services/health policy journal (ranked first by Impact Factor in these disciplines) focussing on digital health, data science, health informatics and emerging technologies for health, medicine, and biomedical research. JMIR was the first open access journal covering health informatics, and the first international scientific peer-reviewed journal on all aspects of research, information and communication in the healthcare field using Internet and Internet-related technologies; a broad field, which is known as "eHealth" [see also What is eHealth and What is eHealth (2)], or now also "digital health", which includes mHealth (mobile health). This field also has significant overlaps with what is called "consumer health informatics", health 2.0/medicine 2.0, or participatory medicine. This focus makes JMIR unique among other medical or medical informatics journals, which tend to focus on clinical informatics or clinical applications. As eHealth/mHealth is a highly interdisciplinary field we are not only inviting research papers from the medical sciences, but also from the computer, behavioral, social and communication sciences, psychology, library sciences, informatics, human-computer interaction studies, and related fields.

Diaspora, Indigenous, and Minority Education: An International Journal (DIME) 8211; a quarterly peer-reviewed journal focused on critical discourse and research in diaspora, indigenous, and minority education 8211; is dedicated to researching cultural sustainability in a world increasingly consolidating under national, transnational, and global organizations. It aims to draw attention to, and learn from, the many initiatives being conducted around the globe in support of diaspora, indigenous, and minority education, which might otherwise go unnoticed. DIME invites research from a variety of theoretical and methodological perspectives that emphasize the centrality of marginal voices and a peripheral gaze, and which draw attention to the complex interrelations between political, economic, historical, and social contexts, as well as the ways in which these various contexts shape educational policies, practices, curricula, and outcomes. The journal welcomes articles that ground theoretical reflections in specific empirical research and case studies of diverse locations and peoples as yet underrepresented within scholarly research and literature, as well as action or participatory research studies of exemplary or 8220;best8221; practices. Intended to bridge arbitrary disciplinary boundaries in which such research and theorizing are currently conducted, DIME encourages cutting-edge work from around the world to enhance understanding of the relationships between home and school cultures; educational development, curriculum, and cultural change; local, regional, national, and/or transnational forces or institutions; culture, ethnicity, and gender in identity construction; migration and educational change; and societal attitudes and cultural variation.Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by two anonymous referees.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Professional Development in Education is a fully refereed international journal that publishes original contributions on the subject of continuing professional development in its widest sense: initial preparation as it affects induction; mentoring and coaching; professional learning; management and leadership of continuing professional development; the analysis of local, regional and national policies relating to CPD; and the work of Higher Education, advisory services and training and development organisations in supporting and promoting CPD. Contributions comprise scholarly discussion of new issues, reports of research in particular areas, reports of developments and contributions to debate on continuing professional development. Although the main focus of articles in the Journal is likely to be teacher education, we welcome contributions which discuss the policy and practice of CPD in other professions where the focus of the article is professional learning. The Journal began its life as British Journal of In-service Education (ISSN 0305-7631) before changing to Journal of In-service Education (ISSN 1367-4587) in 1998. From 2009, the Journal has been renamed Professional Development in Education (ISSN 1941-5257). Peer Review Policy: All research articles appearing in this journal have undergone a rigorous blind peer review system carried out by members of the editorial board. Disclaimer for Scientific, Technical and Social Science publications: Taylor & Francis and IPDA make every effort to ensure the accuracy of all the information (the 'Content') contained in its publications. However, Taylor & Francis and IPDA 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 IPDA.

The Australasian Journal of Engineering Education (AJEE) is published under the auspices of the Australasian Association for Engineering Education (AaeE), a technical society of Engineers Australia. The journal is offered as a means of exchanging current work and ideas, predominately from Australian engineering education faculties and as a resource for Continuing Professional Development for our community. The journal is open to members and non-members of Engineers Australia.

It is the policy of the AJEE to publish a variety of contributions on the scholarship and practice of engineering education. Major fields of interest include

• teaching and learning styles, methods, practices and philosophies in engineering
• assessment
• ethics
• inclusivity
• sustainability
• student issues
• online and laboratory learning
• professional practice.

We are also endeavouring to produce special themed sets of papers each year. The editors and editorial panel would be pleased to accept suggestions for these themes.

Publication categories:

AJEE aims to publish reviewed technical papers on all aspects of engineering education. Papers that are submitted follow an autonomous peer review process, with two independent reviewers as required by the DEST review guidelines. The following paper categories are accepted for review:

• Research paper – a paper making an original contribution to engineering education knowledge.
• Special interest paper/project report – report on significant aspects of a major or notable project.
• Review paper for specialists – an overview of a relevant area intended for specialists in the field covered.
• Review paper for non-specialists – an overview of a relevant area suitable for a reader with a relevant engineering education background.

The following submission categories are accepted on the editor's discretion:

• Tutorial paper – a paper which explains an important subject or clarifies the approach to an area of design or investigation.
• Technical note – a technical note or a letter to the editor, which is not sufficiently developed or extensive in scope to constitute a full paper.
• The expected length of acceptable contributions will vary considerably, but 5000 to 6000 words or equivalent for papers would be the norm. Technical notes should not exceed 1500 words.

Expanded Routledge Psychoanalysis Coverage in PEPPsychoanalytic Psychotherapy publishes original contributions on the application, development and evaluation of psychoanalytic ideas and therapeutic interventions in the public health sector and other related applied settings. The Journal aims to promote theoretical and applied developments that are underpinned by a psychoanalytic understanding of the mind. Its aims are consonant with those of the Association for Psychoanalytic Psychotherapy in the NHS (APP in the NHS) in promoting applied psychoanalytic work and thinking in the health care system, across the whole age range.We welcome submissions from mental health professionals and researchers from all relevant professional backgrounds. We are interested in a range of papers: clinical and single case studies used to illustrate the development of a specific theoretical point, or the application of analytic work in particular settings and/ or with a specialist patient group; systematic reviews and empiriral evaluations of the application of psychoanalytic ideas and of innovative therapeutic interventions; rigorous theroretical papers; papers addressing policy issues that impact on the practice of psychoanalytic therapy and/ or the applied work of analytically informed practitioners, or papers that make a contriibution to the development of mental health policy. We especially welcome submissions that engage in constructive debates within and between the diverse traditions within psychoanalysis. Similarly we welcome papers that develop dialogues between psychoanalytic practitioners and colleagues practicing within other therapeutic modalities.Peer Review IntegrityAll research articles in this journal, including those in special issues, special sections or supplements, have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two independent referees.DisclaimerThe Association for Psychoanalytic Psychotherapy in the National Health Service and Taylor & Francis makes every effort to ensure the accuracy of all the information (the 8220;Content8221;) 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 expressed 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 the Society and Taylor & Francis.

Access to selected top articles from Educational Media & Technology JournalsComputer Science Education aims to publish high-quality papers with a specific focus on teaching and learning within the computing discipline that are accessible and of interest to educators, researchers, and practitioners alike.Depending on their special interests, those working in the field may draw on subject areas as diverse as statistics, educational theory and the cognitive sciences in addition to technical computing knowledge.Papers may present work at different scales, from classroom-based empirical studies through evaluative comparisons of pedagogic approaches across institutions or countries and of different types from the practical to the theoretical.The journal is not dedicated to any single research orientation. Studies based on qualitative data, such as case studies, historical analysis and theoretical, analytical or philosophical material, are equally highly regarded as studies based on quantitative data and experimental methods.It is expected that all papers should inform the reader of the methods and goals of the research; present and contextualise results, and draw clear conclusions.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 and Francis makes every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor and Francis and its agents and licensors make no representations or warranties whatsoever of 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 by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor and Francis.

Police Practice & Research - Best Paper Award Police Practice and Research is a peer-reviewed journal that presents current and innovative police research as well as operational and administrative practices from around the world. Articles and reports are sought from practitioners, researchers and others interested in developments in policing, analysis of public order, and the state of safety as it affects the quality of life everywhere. Police Practice and Research seeks to bridge the gap in knowledge that exists regarding who the police are, what they do, and how they maintain order, administer laws, and serve their communities. Attention will also be focused on specific organizational information about the police in different countries or regions. There will be periodic special issues devoted to a particular country or continent. A specific goal of the editors is to improve cooperation between those who are active in the field and those who are involved in academic research, as such a relationship is essential for innovative police work. To this end, the editors encourage the submission of articles co-authored by police practitioners and researchers that will highlight a particular subject from both points of view.Peer Review Policy:All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by two anonymous referees. DisclaimerTaylor & 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 European Journal of Psychiatry is a quarterly publication founded in 1986 and directed by Professor A. Seva until his death in 2004. It was originally intended to report "the scientific activity of European psychiatrists" and "to bring about a greater degree of communication" among them. However, "since scientific knowledge has no geographical or cultural boundaries, is open to contributions from all over the world". These principles are maintained in the new stage of the journal, now expanded with the help of an American editor.The journal also keeps to the original foundations of "an eclectic orientation in its scientific approach freed largely from ideological burdens". It invites contributions in areas related to biological, psychological and social sciences, and the aim is to communicate the research in the causes, consequences, treatment and care of all forms of mental disorder. It will be of interest to psychiatrists, psychologists, social scientists, nurses and others engaged in mental health professions, together with basic neurobiological researchers. Topics covered will include epidemiology of mental disorders, clinical aetiological research, post mortem pathological and neurochemical studies, treatment trials and evaluation of services.The over-riding criteria for publication are originality, a high scientific quality and interest to a wide audience of those concerned with all aspects of mental illness. All original papers will be refereed by independent experts in the field. Review articles and monographs designed to bring the reader up to date with research in the area will be a feature of the journal. There is a Book Review section and correspondence to the editor will be considered for publication.The articles are published in English, but a Spanish language edition was initiated in 2002. The journal is distributed to Faculties of Medicine, Departments of Psychiatry and Documentation Centres all over the world.The abbreviated title is Eur. J. Psychiat. and it should be used in bibliography.

The Journal of Research in Childhood Education, a publication of the Association for Childhood Education International, features articles that advance knowledge and theory of the education of children, infancy through early adolescence. Consideration is given to reports of empirical research, theoretical articles, ethnographic and case studies, participant observation studies, and studies deriving data collected from naturalistic settings. Cross-cultural studies and those addressing international concerns are welcome. Important to the purpose of this journal is interest in research designs that are integral to the research questions posed, as well as research designs endorsed by the scientific community. Further, the Journal seeks to stimulate the exchange of research ideas by publication of small-scale studies carried out in a variety of settings (homes, centers, classrooms, hospitals, and other community environments), and whose results are reported where appropriate with the inclusion of effect size information.Views expressed herein do not necessarily reflect the positions of the Association for Childhood Education International.ACEI mission and statement of commitment: ACEI is a global community of educators and advocates who unite knowledge, experience, and perspectives in order to exchange information, explore innovation and advocate for children. ACEI acts as a knowledge broker, sharing innovative ideas and practices from a diverse community of individuals and institutions. ACEI members take action as advocates for social change and education reform to uphold the child's right to achieve his or her full human potential.Our VisionEvery child in every nation will have access to a quality education. This education will prepare children to become responsible and engaged citizens and ready them for life in a changing world.Our MissionOur mission is to promote and support in the global community the optimal education and development of children, from birth through early adolescence, and to influence the professional growth of educators and the efforts of others who are committed to the needs of children in a changing society.Statement of Commitment To promote the inherent rights, education and well-being of all children in their home, school and community. To work for desirable conditions, programs and practices for children from infancy through early adolescence. To bring into active cooperation all individuals and groups concerned with children. To raise the standard of preparation for those actively involved with the care and development of children. To encourage continuous professional growth of educators. To focus the public's attention on the rights and needs of children, and on the ways various programs must be adjusted to fit those rights and needs.

Behaviour Research and Therapy encompasses all of what is commonly referred to as cognitive behaviour therapy (CBT). The focus is on the following: theoretical and experimental analyses of psychopathological processes with direct implications for prevention and treatment; the development and evaluation of empirically-supported interventions; predictors, moderators and mechanisms of behaviour change; and dissemination and implementation of evidence-based treatments to general clinical practice. In addition to traditional clinical disorders, the scope of the journal also includes behavioural medicine. The journal will not consider manuscripts dealing primarily with measurement, psychometric analyses, and personality assessment.The Editor and Associate Editors will make an initial determination of whether or not submissions fall within the scope of the journal and/or are of sufficient merit and importance to warrant full review.Benefits to authorsWe also provide many author benefits, such as free PDFs, a liberal copyright policy, special discounts on Elsevier publications and much more. Please click here for more information on our author services.Please see our Guide for Authors for information on article submission. If you require any further information or help, please visit our support pages: http://support.elsevier.com

Among education journals, Cognition and Instruction's distinctive niche is rigorous study of foundational issues concerning the mental, socio-cultural, and mediational processes and conditions of learning and intellectual competence. For these purposes, both 'cognition' and 'instruction' must be interpreted broadly. The journal preferentially attends to the 'how' of learning and intellectual practices. A balance of well-reasoned theory and careful and reflective empirical technique is typical. Representative topics include: * Design experiments: Investigation of design principles for, implementation and functioning of innovative contexts for learning, including those made possible by new technologies. * The development and nurturing of interest and identity. * Teaching preparation and performance, including cultural and institutional aspects. * The nature of knowledge and meta-knowledge in the breadth of school subjects. * The relations between in- and out-of-school knowledge and performance. * Skilled performance in professional contexts. * Classroom and broader cultural practices fostering equitable access to learning. * Old and new literacies; the role of representation in individual and communal thought. * Well-motivated theoretical innovation; the development and study of empirical methods. Research at multiple levels and involving multiple methods is welcomed. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Articles in the Journal of Memory and Language contribute to the formulation of scientific issues and theories in the areas of memory, language comprehension and production, and cognitive processes. Special emphasis is given to research articles that provide new theoretical insights based on a carefully laid empirical foundation. In addition, significant theoretical papers without new experimental findings may be published.The Journal of Memory and Language is a valuable tool for cognitive scientists, including psychologists, linguists, and others interested in memory and learning, language, reading, and speech.Research Areas include:• Topics that illuminate aspects of memory or language processing• Artificial intelligence• Linguistics• NeuropsychologyBenefits to authorsWe also provide many author benefits, such as free PDFs, a liberal copyright policy, special discounts on Elsevier publications and much more. Please click here for more information on our author services.Please see our Guide for Authors for information on article submission. If you require any further information or help, please visit our support pages: http://support.elsevier.com

Under the editorial leadership of Professor Arnulf Skjennald and a distinguished international editorial board, Acta Radiologica publishes original research articles on diagnostic and interventional radiology, clinical radiology, experimental investigations in animals, and all other research related to imaging procedures but also invited review articles, short communications and technical and instrumental notes.

ANNALS OF FOREST RESEARCH is a semestrial open access journal, which publishes research articles and notes and critical review papers. Articles are peer-reviewed and should be original, of high scientific quality and of international interest. The journal scope is to cover aspects of both basic and applied research of all domain of forestry sciences and other related sciences, which contribute to forest sustainable management.

Founded in 1958, the Historical Journal publishes on all aspects of history since 1500, providing a forum for younger scholars making a distinguished debut as well as publishing the work of historians with an international reputation. The journal publishes original research in full-length articles and shorter communications and major surveys of the field in historiographical reviews and review articles. Contributions are aimed both at specialists and non-specialists.

Astrophysical Bulletin presents original and review papers in various fields of modern astrophysics. Topics covered include problems of astrophysical observations of stars and galaxies, cosmology, astrophysical instrumentation. Astrophysical Bulletin traditionally publishes the results of original research in various branches of modern astronomy and astrophysics, including observational and theoretical astrophysics, physics of the Sun, radioastronomy, stellar astronomy, extragalactic astronomy, cosmology, astronomy methods and instrumentation. It also publishes scientific reviews, chronicles, and proceedings of international conferences

Atomic Layer Deposition, international journal – ALDJ- is a diamond open access journal, and publishes peer reviewed scientific articles in all aspects of Atomic Layer Deposition and related alternating vapor phase technologies, such as Molecular Layer Deposition, Vapor Phase Infiltration, Atomic Layer Etching and more. The journal is open to literature research publications from all over the world, submitted in the English language. Articles must be original and arising from the authors’ own research. Prior to publication, they must undergo an external double blind review process.

The application and utilization of sprays is not new, and in modern society, it is extensive enough that almost every industry and household uses some form of sprays. What is new is an increasing scientific interest in atomization - the need to understand the physical structure of liquids under conditions of higher shear rates and interaction with gaseous flow. This need is being met with the publication of Atomization and Sprays, an authoritative, international journal presenting high quality research, applications, and review papers.