Journal Guide

The first independent journal of its kind in the world, New Writing publishes both critical and creative work - offering a forum for debate, as well as an avenue for the publication of the best stories, poems, works of creative non-fiction or works for the stage or for the screen, in all its contemporary varieties. New Writing investigates the nature of Creative Writing practice and practice-led research in Creative Writing. It publishes key articles about Creative Writing, specifically relating to Creative Writing activities in universities and colleges, articles on the processes of creative writers, and about the "footprints" left by Creative Writing practice throughout history, and in various cultures. And it bridges the gap between Creative Writing in the university and Creative Writing in the wider world. It links Creative Writing pedagogy with key investigations in Creative Writing knowledge. Since its launch, the journal has attracted great support from a wide range of those involved in Creative Writing throughout the world, and has already included contributions from leading experts and prominent creative writers, including Robert Pinsky and Anthony Minghella. In 2006, the journal warmly welcomed the Poet Laureate of Great Britain, Andrew Motion, to its Board. New Writing offers an international forum for Creative Writing of the highest quality and a platform for debates about Creative Writing teaching and practice in universities and colleges.The Editor and Editorial/Peer Review Boards invite submissions of critical articles and creative work in any of the areas mentioned above, and in all genres. Articles should be between 2,000 and 5,000 words in length; creative work should be not be more than 5,000 words in length. Refereeing proceduresAll submissions to New Writing are subject to peer review.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.

New Zealand Economic Papers publishes research of the highest quality from leading international scholars in all areas of economics, both theoretical and empirical. At the same time the journal also expects to serve as the primary outlet for world class research on important issues relevant to New Zealand, Australia and the Asia-Pacific. The journal also publishes survey articles, book reviews and welcomes articles that explore important policy initiatives affecting the region and the implications of those policies.

Nineteenth-Century Contexts is committed to interdisciplinary recuperations of 8220;new8221; nineteenth centuries and their relation to contemporary geopolitical developments. The journal challenges traditional modes of categorizing the nineteenth century by forging innovative contextualizations across a wide spectrum of nineteenth century experience and the critical disciplines that examine it. Articles not only integrate theories and methods of various fields of inquiry 8212; art, history, musicology, anthropology, literary criticism, religious studies, social history, economics, popular culture studies, and the history of science, among others 8212; but also test and open up the very limits of disciplinary boundaries. Scope of interest is not confined to any single regional or cultural area, and the relevance of the nineteenth centuries we read about to contemporary political flashpoints around the world remains a top priority. Interdisciplinary, international and innovative, Nineteenth-Century Contexts is leading debate about where the next nineteenth centuries will occur.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.

Nordic Journal of Music Therapy NJMT is published in collaboration with GAMUT - The Grieg Academy Music Therapy Research Centre (Uni Health and University of Bergen), with financial support from Nordic Board for Periodicals in the Humanities and Social Sciences and in co-operation with university programs and organizations of music therapy in the Nordic and Baltic countries.The Nordic Journal of Music Therapy serves the international community of music therapy by being an avenue for publication of scholarly articles, texts on practice, theory and research, dialogues and discussions, reviews and critique. Publication of the journal is based on the collaboration between the music therapy communities in the five Nordic countries of Denmark, Finland, Iceland, Norway and Sweden and the three Baltic Countries of Estonia, Latvia and Lithuania. This international but still regional foundation offers a platform for development of communication with the broader international community of music therapy. Scholars from all over the world are welcomed to write in the journal. Any kind of scholarly articles related to the field of music therapy are welcomed. All articles are reviewed by two referees and by the editors, to ensure the quality of the journal. Since the field of music therapy is still young, we work hard to make the review process a constructive learning experience for the author. The Nordic Journal of Music Therapy does not step aside from active engagement in the development of the discipline, in order to stimulate multicultural, meta-theoretical and philosophical discussions, and new and diverse forms of inquiry. The journal also stimulates reflections on music as the medium that defines the discipline. Perspectives inspired by musicology and ethnomusicology are therefore welcomed. In addition to scholarly articles we will look for other ways of facilitating the music therapy discourse, and we put effort into presenting interviews and dialogues that can stimulate this, as well as reviews of important books in the field. Disclaimer The Grieg Academy Music Therapy Research Centre 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 expressed or implied to the maximum extent permitted by law. Any views expressed in this publication are not the views of the Society and Taylor &Francis.

Nordic Social Work Research aims to promote and disseminate high quality research on social work in the Nordic countries by publishing peer reviewed original articles, with social work understood in a broad sense, including practices as well as conditions and policy.

Nordic Social Work Research promotes critical and pluralistic perspectives from an interdisciplinary standpoint and welcomes contributions from researchers in different social science disciplines. A variety of methodological approaches are represented and contributions include both empirically based and theoretical articles. Studies with a comparative perspective on Nordic countries are of interest. Articles that present studies of Nordic social work or help mediate between Nordic and international scholarly discussions are especially encouraged.

Northern History was the first regional historical journal. Produced since 1966 under the auspices of the School of History, University of Leeds, its purpose is to publish scholarly work on the history of the seven historic Northern counties of England: Cheshire, Cumberland, Durham, Lancashire, Northumberland, Westmorland and Yorkshire. Since it was launched it has always been a refereed journal, attracting articles on Northern subjects from historians in many parts of the world. It aims to stimulate and encourage serious research, professional and amateur alike, on the history of all parts of the North, including the Borders, from Roman times to the twentieth century. Archaeological reports are not accepted, but papers which use archaeological evidence and articles based on all kinds of historical sources and methods of research are welcome. The journal includes articles on topics treated regionally, and on the history of particular localities set in a wider context; it seeks to publish contributions which examine historical topics in different parts of the North, or which draw comparisons between different areas and explain the historical distinctiveness of particular districts. Northern History also includes papers which discuss general Northern subjects or which compare the history of the North with that of other parts of the country.

Norwegian Archaeological Review published since 1968, aims to be an interface between archaeological research in the Nordic countries and global archaeological trends, a meeting ground for current discussion of theoretical and methodical problems on an international scientific level. The main focus is on the European area, but discussions based upon results from other parts of the world are also welcomed. The comments of specialists, along with the author’s reply, are given as an addendum to selected articles. The Journal is also receptive to uninvited opinions and comments on a wider scope of archaeological themes, e.g. articles in Norwegian Archaeological Review or other journals, monographies, conferences. The journal will also present review articles and book reviews to enhance the international visibility of current research in the Nordic countries. All articles are peer-reviewed.

View a list of the latest free articles available from Norsk Geografisk Tidsskrift-Norwegian Journal of Geography The essential journal for Norwegian geographical research: encompasses physical and human geography. Norsk Geografisk Tidsskrift-Norwegian Journal of Geography, published since 1926, is a continuation of Norsk Geografisk Aarbog (1889-1921) and is associated with the Norwegian Geographical Society. The editors are: * Michael Jones (editor-in-chief) - special responsibility for human geography. * Ivar Berthling - special responsibility for physical geography. * Anders Lundberg - special responsibility for environmental geography. * Ragnhild Lund - Department of Geography, Norwegian University of Science and Technology (NTNU), Trondheim, Norway The journal reflects the many facets of geography and tries to take an all-round geographical view, both regionally and thematically, by striking an equal balance between physical and human geographical material. The journal aims at presenting geographical research directed towards problems and areas of interest to Norwegian researchers. Themes related to the geography of Norway, the Nordic countries and adjacent regions, including polar environments, are of special interest, but relevant topics dealing with other parts of the world are included. In addition, research notes, short articles, including some of special interest for teachers of geography, reviews of Norwegian doctoral theses in geography, and other book reviews are published in a separate section of the journal. All articles are refereed by two independent reviewers.

Check out Open Learning's Expert InterviewAccess to selected top articles from Educational Media & Technology JournalsThis is a leading international journal in the field of open, flexible and distance learning. Open Learning is widely subscribed to and read throughout the world by those in specialist distance education institutions, and also by those using distance, flexible and technology based forms of learning in conventional education and training contexts. Readers are drawn from all levels of education and training both in the private and public sectors and from academic, administrative and technical functions.Open Learning publishes three kinds of article: theoretical and evidence-based scholarly articles reflecting developments in open, distance and e-learning shorter practical articles describing the implementation of forms of open, flexible and distance learning likely to interest our international readership book reviews Articles are peer reviewed by an international panel of experts in the field, are accepted from contributors world wide and reflect developments in the field globally.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 and The Open University make every effort to ensure the accuracy of information (the 8220;Content8221;) contained in its publications. However, Taylor and Francis and The Open University 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 expressed 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 and The Open University.

Oxford Development Studies is a multidisciplinary academic journal aimed at the student, research and policy-making community, which provides a forum for rigorous and critical analysis of conventional theories and policy issues in all aspects of development, and aims to contribute to new approaches. It covers a number of disciplines related to development, including economics, history, politics, anthropology and sociology, and will publish quantitative papers as well as surveys of literature.Oxford Development Studies is a multidisciplinary journal. To reflect the continuation of a series, the new journal first appeared as Volume 24, 1996.

Oxford German Studies is a fully refereed journal, and publishes in English and German, aiming to present contributions from all countries and to represent as wide a range of topics and approaches throughout German studies as can be achieved. The thematic coverage of the journal continues to be based on an inclusive conception of German studies, centred on the study of German literature from the Middle Ages to the present, but extending a warm welcome to interdisciplinary and comparative topics, and to contributions from neighbouring areas such as language study and linguistics, history, philosophy, sociology, music, and art history. The editors are literary scholars, but seek advice from specialists in other areas as appropriate. OGS was founded in 1965 by Ernest Stahl, Peter Ganz, Malcolm Pasley, and Jim Reed to promote the study of German language and literature from the Middle Ages to the present day. At least one issue per volume is a collection of articles on a range of diverse subjects in the familiar format, and one is usually a themed issue addressing a particular subject, author, or period. The third issue varies between general and themed issues from year to year. .

The Oxford Review of Education is a well established journal with an extensive international readership. It is committed to deploying the resources of a wide range of academic disciplines in the service of educational scholarship, and the Editors welcome articles reporting significant new research as well as contributions of a more analytic or reflective nature. The membership of the editorial board reflects these emphases, which have remained characteristic of the Review since its foundation. The Review seeks to preserve the highest standards of professional scholarship in education, while also seeking to publish articles which will be of interest and utility to a wider public, including policy makers. Partly for that reason it dedicates a considerable number of its issues, normally two each year, to special topics; for such issues a guest editor is often invited and contributions are sought from acknowledged experts in the field under review. Papers submitted to the Oxford Review of Education are read by two referees whose comments guide the Editors towards their final decision. The editorial board meets twice a year and takes responsibility for the general development of the Journal. 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 '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.

Paedagogica Historica is undoubtedly the leading journal in the field. In contrast to a series of national journals for the history of education, Paedagogica Historica is the most international one.' Dr. Jurgen Schriewer, Berlin University, Germany A trilingual journal with European roots, Paedagogica Historica discusses global education issues from an historical perspective. Topics include: * Childhood and Youth * Comparative and International Education * Cultural and social policy * Curriculum * Education reform * Historiography * Schooling * Teachers * Textbooks * Theory and Methodology * The urban and rural school environment * Women and gender issues in EducationThe journal thrives on contributions from top class authors including specialists in Antiquity, the Middle Ages, and the Modern Period. It encourages social, cross-cultural and historical-comparative approaches and prides itself on content that displays meticulous attention to theoretical and methodological developments. Papers are published in English, French and German. Peer Review Policy: All research articles published in Paedagogica Historica have undergone rigorous peer review, based on initial editor screening and anonymized refereering by at least three anonymous referees. Disclaimer for Scientific, Technical and Social Science publications: Taylor & Francis and Stichting Paedagogica Historica make every effort to ensure the accuracy of all the information (the 'Content') contained in its publications. However, Taylor & Francis and Stichting Paedagogica Historica 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 Stichting Paedagogica Historica.