Journal Guide

Parliaments, Estates & Representation - Parlements, Etats et Representation is the journal of the International Commission for the History of Representative and Parliamentary Institutions (ICHRPI) - Commission internationale pour l'histoire des Assemblees d'Etats (CIHAE). The aims of the journal, as of the Commission, are to promote research into the origin, growth and development of representative and parliamentary institutions throughout the world in all periods. In particular, it encourages the study of the development of representative institutions in a wide and comparative way. It facilitates the international exchange of bibliographical information. It is concerned with the political theory and institutional practice of representation as well as with the internal organization, political culture and the social and political background to parliaments and assemblies of estates. Representative urban institutions and international parliamentary organizations also fall within its remit. The journal publishes scholarly articles covering the whole spectrum of the history of representative institutions up to the present day. The journal welcomes all contributions which fall within its field of interest, including papers presented at conferences of the ICHRPI. Articles may be submitted in English, French or German. Disclaimer The International Commission for the History of Representative and Parliamentary Institutions (ICHRPI) and Taylor & Francis make every effort to ensure the accuracy of all the information (the 'Content') contained in its publications. However, the Commission 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 Commission or Taylor & Francis. Routledge History Promote Your Page Too.

Membership of the National Association for Pastoral Care in Education includes a subscription to Pastoral Care in Education. To become a member complete the membership form for 2011.Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development is directed at all teachers, professionals, researchers and academics who are concerned with the personal, social development, education and care of all pupils across the curriculum. The journal tackles important contemporary issues such as current developments in the curriculum - citizenship, health, social and moral education; managing behaviour; whole school approaches; school structures; as well as issues of care - school exclusion, bullying and emotional development. Approaches to personal/social education; pastoral care and the counselling and care of students all come within its remit.Contributions are encouraged which include analysis of existing practice, methods and programmes; critical discussions and accounts of new ideas and methods; developments and controversial issues; reports on research. The Editor also welcomes proposals for special issues.Book ReviewsAnyone who has a book they wish to review or who wishes their own publication to be reviewed should contact the Book Review Editor, Max Biddulph, via email at: Max.Biddulph@nottingham.ac.uk. A date for submitting reviews will be negotiable with the Book Review Editor. Disclaimer for Scientific, Technical and Social Science publications:Taylor & Francis and NAPCE make every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis and NAPCE 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 NAPCE.Peer Review Policy:All articles in this journal have undergone rigorous peer review based on initial editor screening and anonymized refereeing by two anonymous referees from a panel of international scholars and researchers. The editorial board are used and other scholars who have expertise in the appropriate areas.

Patterns of Prejudice provides a forum for exploring the historical roots and contemporary varieties of social exclusion and the demonization or stigmatisation of the Other. It probes the language and construction of 'race', nation, colour, and ethnicity, as well as the linkages between these categories. It encourages discussion of issues at the top of the public policy agenda, such as asylum, immigration, hate crimes and citizenship. As none of these issues are confined to any one region, Patterns of Prejudice maintains a global optic, at the same time as scrutinizing intensely the history and development of intolerance and chauvinism in the United States and Europe, both East and West. Patterns of Prejudice is a peer reviewed journal published five times a year. The views expressed in its pages are those of the individual authors. Contributions The editors welcome the submission of articles for publication in Patterns of Prejudice. These should be between 4000 and 7000 words. In exceptional cases, longer articles will be considered. All articles must be the original work of the author/s. In the first instance, please address all submissions to: Barbara Rosenbaum Patterns of Prejudice PO BOX 52456 London NW3 9BE UK Email: b.rosenbaum@dsl.pipex.com. They may be sent either as hard copies by post (please send three copies) or as e-mail attachments. Peer Review Policy: All articles published in this journal have undergone initial editorial screening and anonymous double-blind peer review. 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.

Peabody Journal of Education (PJE) publishes quarterly symposia in the broad area of education, including but not limited to topics related to formal institutions serving students in early childhood, pre-school, primary, elementary, intermediate, secondary, post-secondary, and tertiary education. The scope of the journal includes special kinds of educational institutions, such as those providing vocational training or the schooling for students with disabilities. PJE also welcomes manuscript submissions that concentrate on informal education dynamics, those outside the immediate framework of institutions, and education matters that are important to nations outside the United States. Finally, it includes topics that are linked to the social and organizational context in which formal and informal education take place.The Editor cooperates with groups of scholars to present multifaceted, integrated expositions of important topics. A given issue of PJE may contain contributions from social scientists, historians, philosophers, attorneys, practitioners, and policymakers.Unsolicited proposals for special issues--including designation of participating scholars and an outline of articles--will be accepted for review. Additionally, the Editor cooperates with Editorial Board members to identify potential topics, Guest Editors, and contributors. PJE has the flexibility to consider publishing monographs or a series focused on particular lines of inquiry. In all cases, the Editor and the Editorial Board will ensure that each issue is carefully reviewed and its articles will comprise a high-quality contribution to understanding and practice.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Peacebuilding is a peer-reviewed international, comparative, multidisciplinary journal open to articles on contemporary and historical cases. It aims to provide in-depth analyses of the ideologies, philosophies, interests, and policies that underpin peacebuilding programmes and initiatives, and to connect with debates being held by policymakers, civil society personnel, scholars and students.

Peacebuilding is open to quantitative and qualitative methodologies, and particularly welcomes submissions that are prepared to challenge orthodox views and add new empirical insights into debates. It is interested in contributions from the 'subjects' of peacebuilding, as well as theoretical and methodological innovations (for example critical and ethnographic work, whether on or in post-conflict societies, or on donors and international actors).

Pedagogies: An International Journal brings together emergent and breaking work on all aspects of pedagogy: classroom teaching and learning in response to new communities and student bodies, curriculum and responses to new knowledge and changing disciplinarity, blends of traditional and new communications media in classrooms, and most importantly, how we might improve and renew the everyday work that teachers and students do in classrooms. Articles range from discussions, debates, and studies of the most tenacious and perennial educational problems--such as teaching to diversity and the persistent educational marginalization of specific communities--to those focusing on innovative engagements with new technologies and new forms of identity, new repertoires of teacher practice, and preparation of students for emergent forms of civic, workplace, and community life.

Pedagogy, Culture & Society is a fully-refereed international journal that seeks to provide an international forum for pedagogy discussion and debate. The identity of the journal is built on the belief that pedagogy debate has the following features: Pedagogy debate is not restricted by geographical boundaries: its participants are the international educational community and its proceedings appeal to a worldwide audience. Pedagogy debate is open and democratic: it is not the preserve of teachers, politicians, academics or administrators but requires open discussion. Pedagogy debate is eclectic and interdisciplinary: it draws on a wide range of different intellectual and practical traditions to clarify core problems and sustain deliberation. Pedagogy debate is concerned with the past, present and future: it involves thinking reflectively and critically about pedagogy policy and practice with the aid of organising concepts such as culture, politics and ideology. Pedagogy debate is culturally diverse: it involves communication between participants whose thinking is shaped by different cultural conditions ranging from the 8216;post-colonial' condition of many African and Asian countries to the 8216;post-centralised' condition of Eastern Europe and the 8216;post-modern' condition of Western liberal democracies.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 anonymous referees.Disclaimer for Scientific, Technical and Social Science publications:Taylor & Francis and Pedagogy, Culture and Society make every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis and Pedagogy, Culture and Society 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 Pedagogy, Culture and Society.

In the past three decades, following its rapid economic development, China is fast becoming one of the world’s most prosperous countries. At the same time, China has tried to construct a state administered under the rule of law. As a result of this process, Chinese and foreign scholars have made increased efforts to understand the Chinese state and Chinese society and their relationship to contemporary Chinese law. But until now these efforts have not made Chinese law sufficiently accessible to the outside world. The aim of the  Peking University Law Journal is to provide a window on Chinese law for anyone interested in the continuing development of Chinese law and society. In pursuing this aim the  Journal publishes original English-language articles written by Chinese and foreign scholars on Chinese legal traditions, and the rule of law in Chinese society. It also publishes original English-language articles which engage comparatively with Chinese law and the rule of law in China.

Performance Research is a specialist journal that promotes a dynamic interchange between scholarship and practice in an expanding field of performance. Interdisciplinary in vision and international in scope, its emphasis is on research in contemporary performance arts within changing cultures.Performance Research is published in English and welcomes submissions in other languages. The Editors encourage work that challenges boundaries between disciplines and media. Each issue contains articles, documents, interviews, reviews as well as illustrations and original artworks.Performance Research acknowledges support from Centre for Performance Research, University of Aberystwyth; Dartington College of Arts, Devon, UK; Institute for Digital Arts & Technology (i-DAT), University of Plymouth.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.

Person-Centered and Experiential Psychotherapies seeks to create a dialogue among different parts of the person-centered and experiential tradition, to support, inform, and challenge each other and to stimulate their creativity and impact in a broader professional, scientific and political context. The aim of the journal is thus to encourage, and disseminate worldwide, new work on person-centered and experiential therapies, including philosophy, theory, practice, training and research. The journal will not give preference to any parts of the world, nor to any philosophical or theoretical emphases within these approaches, but will instead seek to increase our awareness and appreciation of each other's contributions, maintaining a spirit of inclusiveness to the whole person-centered and experiential field of psychotherapy and counseling.

Perspectives: Studies in Translatology encourages studies of all types of interlingual transmission, such as translation, interpreting, subtitling etc.The emphasis lies on analyses of authentic translation work, translation practices, procedures and strategies. Based on real-life examples, studies in the journal place their findings in an international perspective from a practical, theoretical or pedagogical angle in order to address important issues in the craft, the methods and the results of translation studies worldwide.Perspectives: Studies in Translatology is published quarterly, each issue consisting of approximately 80 pages. The language of publication is English although the issues discussed involve all languages and language pairs.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.

Perspectives on Political Science publishes articles about political ideas and theories and encourages submissions from all disciplines that relate to the study of politics. Examples include essays on the state of the profession and on the application of social science concepts to the study of politics. Symposia are published from time to time on educational matters of interest to political scientists. Perspectives on Political Science also publishes two kinds of reviews: REVIEW ESSAYS8212; approximately 2,500 to 3,000 words8212;comparative overviews of appropriate literature on a signifcant theme; and BOOK REVIEWS8212;approximately 450 to 550 words8212;timely descriptions of recent publications in the social sciences. Perspectives on Political Science does not accept responsibility for views expressed in articles, reviews, and other contributions that appear in its pages. It provides opportunities for the publication of materials that may represent divergent ideas, judgments, and opinions.

Perspectives: Policy & Practice in Higher Education provides higher education managers and administrators with innovative material which analyses and informs their practice of management. The journal aims to: Disseminate ideas which enhance the practical aspects of higher education management and administration; Further managers' knowledge and understanding of developments within the current higher education environment; Foster debate about the implications of major external influences on the system and key issues for institutional management; Provide for the exchange and internationalization of ideas in relation to the management of higher education systems and institutions. AUA Membership: For more information on joining The Association of University Administrators please visit: http://www.man.ac.uk/aua Peer Review Policy: All papers in this journal have undergone rigorous peer review, based on initial screening by the Editor-in-Chief and Associate Editors and anonymized refereeing. Disclaimer for Scientific, Technical and Social Science publications: Taylor & Francis and the AUA 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.

Philosophical Explorations aims to publish outstanding articles in the philosophy of mind and action, with an emphasis on issues concerning the interrelations between cognition and agency.Contributions are welcomed in the area of the philosophy of mind and action and related disciplines such as moral psychology, ethics, philosophical anthropology, social philosophy, political philosophy and philosophy of the social sciences. The journal also welcomes contributions of an interdisciplinary kind, establishing bridges between philosophy and, for example, evolutionary biology, neuroscience, psychology, and political science.Peer Review Policy:All research articles published in this journal have undergone rigorous double blind peer review, based on initial editor screening and anonymized refereeing by at least two 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.

Philosophical Psychology is an international journal devoted to developing and strengthening the links between philosophy and the psychological sciences, both as basic sciences and as employed in applied settings, by publishing original, peer-refereed contributions to this expanding field of study and research. Published articles deal with issues that arise in the cognitive and brain sciences, and in areas of applied psychology. Emphasis is placed on articles concerned with cognitive and perceptual processes, models of psychological processing, including neural network and dynamical systems models, and relations between psychological theories and accounts of neural underpinnnings or environmental context. The journal also publishes theoretical articles concerned with the nature and history of psychology, the philosophy of science as applied to psychology, and explorations of the underlying issues -- theoretical and ethical -- in contemporary educational, clinical, occupational and health psychology. As well as psychologists and philosophers, the journal's readers and contributors include neuroscientists, linguistics, computer scientists, biologists, and sociologists -- reporting experimental, theoretical, and clinical work which relates to underlying philosophical interests.Disclaimer for scientific, technical and social science publications: 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.

Photographies seeks to construct a new agenda for theorising photography as a heterogeneous medium that is changing in an ever more dynamic relation to all aspects of contemporary culture. Photographies aims to further develop the history and theory of photography, considering new frameworks for thinking and addressing questions arising from the present context of technological, economic, political and cultural change. Photographies investigates the contemporary condition and currency of the photographic within local and global contexts. The editors seek research papers and innovative visual essays, shorter papers engaging new debates, review essays evaluating publications, cultural events, key developments, exhibitions and conferences. Photographies aims to: - establish a sustained and dynamic forum for the development of the history and theory of photography, - consider new frameworks for thinking and addressing questions arising from digital technologies and economic, political and cultural change, - examine contemporary uses and currencies of the photographic within local and global contexts, - identify, develop and discuss emergent critical debates and practices, - publish work in the humanities and social sciences which has a bearing upon our understanding of photography thereby locating debate within a wider community. 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.

Physical Education and Sport Pedagogy is the official research journal of the Association for Physical Education. The purpose of the journal is to provide a forum for high quality educational research for a national and international readership. We intend this research to have a high impact on both policy and practice. Physical Education and Sport Pedagogy publishes research that reports educational practices in all appropriate contexts, in particular school physical education, club sport, and active leisure programs. We accept for review papers on a broad range of physical activities, including aquatics, dance, exercise, gymnastics, outdoor and adventure activities, meditative and martial arts and sport. Pedagogy in these contexts refers to the interacting and interdependent components of knowledge and curriculum, learners and learning, and teachers/coaches, teaching/ coaching and teacher/ coach education. We particularly welcome papers that consider the interactions of each of these components and their practice in specific contexts.All papers must be informed by an appropriate theoretical perspective whether they be conceptually or empirically-based. All genres of educational research will be considered. Regardless of the theoretical perspective and genre, we encourage authors to write in accessible and elegant prose. 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 Association for Physical Education makes every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis and the Association for Physical 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 Association for Physical Education.

Plains Anthropologist, publishes manuscripts with a focus on anthropological theory, method, and practice as it pertains to the Great Plains in all categories (articles, reports, short contributions, and comments) that synthesize, integrate, and interpret anthropological knowledge of the Great Plains peoples and cultures. Plains Anthropologist is one of the benefits of membership in the Plains Anthropological Society. Manuscripts concerned with areas other than the Great Plains will be considered if they are of theoretical importance or if they bear upon problems of humans in Plains settings.

Join the IPHS for 2011 and receive your copy of Planning Perspectives Planning Perspectives is an international peer-reviewed journal of history, planning and the built environment, publishing historical and prospective articles on aspects of city development anywhere in the world. Subjects covered link the interest of those working in architecture and planning; economic, social and political history; historical geography and historical sociology with those in the applied fields of public health, housing, environmental heritage and conservation, architecture and planning. Papers linking these topics to city development from within a historical framework are encouraged. The Journal had a substantial book review section that is global in its reach, covering both Europe and North America, as well as publications from the Middle East, Asia, South America and Africa. Planning Perspectives is the Journal of the International Planning History Society and contains an IPHS section devoted to shorter 'research in progress' papers, conference and research project reports as well as debates, discussions and short notices. IPHS members receive the journal as part of their membership.