Journal Guide

Drugs and Alcohol Today journal is committed to bringing together scientific research as well as practitioner and policy reports on the social, economic, and political aspects of alcohol and other drugs.

Dynamics of Asymmetric Conflict (DAC) is a pioneering interdisciplinary journal that publishes original papers and reviews that contribute to understanding and ameliorating conflicts between states and non-state challengers. These conflicts too often lead to violence, sometimes to the extremes of terrorism or genocide. Understanding the trajectory to violence requires examination of conflicts that do not escalate to violence as well as those that do. This means studying individuals, groups, and movements who challenge the state without violence, as well as those who turn to radicalism and terrorism. Similarly, it is necessary to study state agents, agencies, and policy makers who respond to challenge without violence, as well as those who turn to torture, ethnic cleansing and genocide.It follows from this multi-level and dynamic perspective that every social science is welcome in the journal. Scholars from anthropology, communications, criminology, economics, geography, history, political science, psychology and sociology are invited to join in a new subculture that includes policy makers, analysts, and officers of police, military and intelligence services, as well as officers of non-governmental organizations and foundations interested in peace and conflict. DAC aims to support an academic-practitioner community that will learn how to prevent and ameliorate violence between states and non-state challengers.The form of contributions is open, and may include interview reports, case histories, survey research, experiments, text analyses, formal modelling, empirical or theoretical reviews, notes identifying new directions of research needed or in progress, and media reviews.Contributions may be between 1,000-5,000 words; acceptance will be based on value per page such that longer contributions must make larger contributions.Special IssuesThe editors will occasionally invite related papers on a special topic, with the aim of publishing these papers as a special issue of the journal. Special issue authors are encouraged to offer their papers together as a panel presentation at a conference or annual meeting that can provide feedback and context in relation to the topic of interest.KeywordsActivism; conflict resolution; conflict transformation; dehumanization; ethnic cleansing; ethnic conflict; extremism; fanaticism; globalization; insurgency; negotiation; political violence; peacebuilding; protest; radicalization; rebellion; repression; social movement; state terrorism; transitional justice; torture.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.Disclaimer NoticeTaylor & 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 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 Taylor & Francis.

DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: DYSLEXIA is a forum in which a knowledge of these developments can be shared by readers in all parts of the world. The scope of the journal includes relevant aspects of.

ELT Journal is a quarterly publication for all those involved in the field of teaching English as a second or foreign language. The journal links the everyday concerns of practitioners with insights gained from related academic disciplines such as applied linguistics, education, psychology, and sociology.ELT Journal provides a medium for informed discussion of the principles and practice which determine the ways in which the English language is taught and learnt around the world. It is also a forum for the exchange of information among members of the profession worldwide.The Editor of ELT Journal is supported by an Editorial Advisory Panel whose members referee submissions. Their decisions are based upon the relevance, clarity, and value of the articles submitted.

Early Child Development and Care is a multidisciplinary publication that serves psychologists, educators, psychiatrists, paediatricians, social workers and other professionals who deal with research, planning, education and care of infants and young children. The periodical provides English translations of work in this field that has been published in other languages, and original English papers on all aspects of early child development and care: descriptive and evaluative articles on social, educational and preventive medical programs for young children, experimental and observational studies, critical reviews and summary articles. In addition to scientific papers, the periodical will contain book reviews, reports on conferences and other items of interest.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.

Educational programs serving very young children have become increasingly complex, diverse, and comprehensive. Early Childhood Education Journal is a professional publication for early childhood practitioners, such as classroom teachers, child care providers, and teacher educators, all of whom are dedicated to the education and care of young children, ages birth through eight. The journal publishes peer-reviewed articles covering curriculum, child care programs, administration, staff development, family-school relationships, equity issues, multicultural units, health nutrition, facilities, special needs, employer-sponsored care, infant/toddler programs, child development, advocacy, and more. Articles analyze issues, trends, policies, and practices, as well as offering well-documented points-of-view and practical recommendations.Areas of Emphasis: International studies:Educational programs in diverse settings:Projects demonstrating inter-professional collaboration:Qualitative and quantitative research and case studies:Theory, research, and practice relating to professional development:Family support and community action programs.

For over twenty years, Early Childhood Research Quarterly (ECRQ) has influenced the field of early childhoodeducation and development through the publication of empirical research that meets the highest standards of scholarly and practical significance. ECRQ publishes predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice (Birth through 8 years of age).The journal also occasionally publishes practitioner and/or policy perspectives, book reviews, and significant reviews of research. As an applied journal, we are interested in work that has social, policy, and educational relevance and implications and work that strengthens links between research and practice.Topics of interest include, but are not limited to:• Children's social, emotional, cognitive, behavioral, language, and motor development applied to early childhood settings.• Childcare, program quality, and children's transition to school• The efficacy of early intervention and prevention programs• Public policy, early childhood education, and child development• Best classroom practices and effective early childhood curricula• Professional development and training for early childhood practitioners• Multicultural, international and inclusive early care and educationEarly Childhood Research Quarterly is the scholarly journal affiliated with the National Association for the Education of Young Children (NAEYC).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

Early Education and Development (EE&D) is a professional journal for those involved in educational and preschool services and research related to children and their families: early education supervisors, school psychologists, daycare administrators, child development specialists, developmental and child clinical psychologists, and special education administrators. It is designed to emphasize the implications for practice of research and solid scientific information. The age range focused upon is preschool through the primary grades.EE&D is a connecting link between the research community in early education and child development and school district early education programs, daycare systems, and special needs preschool programs. It is a publication established as a continuing forum for research and general policy articles in the rapidly growing area of early education services for the preschool child.The scope of Early Education and Development includes: children with disabilities, preschool and childcare programs, research on remedial programs, instructional and developmental techniques, school district and community policies, kindergarten screening, assessment devices and approaches, parental role and competencies, staff competencies, social and physical environment, school readiness, and early education and intervention. Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by at least two anonymous referees. Insofar as authors follow our instruction to completely blind their submissions, all review is double-blind. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

The importance of early childhood education and care in providing the foundations for lifelong learning is now widely acknowledged. Early Years: An International Journal of Research and Development aims to broaden the international debate about the best provision for young children by representing a wide range of perspectives from different countries, different disciplines and different research methodologies.As the official journal of TACTYC (Association for the professional development of early years educators), Early Years publishes up-to-date papers on all issues associated with early years education.There is a growing diversity of approaches to training early years practitioners for complex and demanding work within multi professional teams and with families from diverse social and cultural backgrounds. The editors welcome original, rigorous and clearly written contributions, in English, which: relate to the training, education and continuing professional development of all early years practitioners including managers, support staff, qualified teachers and higher education academics teaching on early childhood courses and specialisms compare the experiences, development needs and responsibilities of children, parents and practitioners in different kinds of setting and contexts report on research projects review work across an area of research present a detailed analysis of the experiences of individuals or small groups explore new approaches to the publication of knowledge about working with children Since 1978 TACTYC has sought, through its Journal and related activites, to provide a voice for all educators who work with young children. As a professional association with its own membership, TACTYC lobbies for the raising of standards in early years provision and promotes discussion of all issues associated with the training and development of early years practitioners.Membership of TACTYC includes a subscription to Early Years. For further information on how to join TACTYC, please visit www.tactyc.org.ukPeer 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 TACTYC make every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis and TACTYC 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 TACTYC .

Eating Behaviors is an international peer-reviewed scientific journal publishing human research on the etiology, prevention, and treatment of obesity, binge eating, and eating disorders in adults and children. Studies related to the promotion of healthy eating patterns to treat or prevent medical conditions (e.g., hypertension, diabetes mellitus, cancer) are also acceptable. Two types of manuscripts are encouraged: (1) Descriptive studies establishing functional relationships between eating behaviors and social, cognitive, environmental, attitudinal, emotional or biochemical factors; (2) Clinical outcome research evaluating the efficacy of prevention or treatment protocols.While theoretical orientations are diverse, the emphasis of the journal is primarily empirical. That is, sound experimental design combined with valid, reliable assessment and evaluation procedures are a requisite for acceptance. Uncontrolled clinical demonstrations and case studies are not accepted for publication. A limited number of reviews are published.

Peer Review Protocol As the incidence and awareness of eating disorders continues to rise, it has become apparent that there is a need for a comprehensive source detailing the multidisciplinary approaches to the treatment and education of this growing problem. Eating Disorders places itself in the epicenter of this innovative work. Now in its fifteenth year, Eating Disorders is contemporary and wide ranging, and takes a fundamentally practical, humanistic, compassionate view of clients and their presenting problems. You'l find a multidisciplinary perspective that considers the essential cultural, social, familial, and personal elements that not only foster eating-related problems, but also furnish clues that facilitate the most effective possible therapies and treatment approaches. A distinguished international editorial board ensures that Eating Disorders will continuously reflect the variety of current theories and treatment approaches in the eating disorders arena. From anorexia nervosa to bingeing to yo-yo dieting, editors and contributors explore eating disorders from a number of exciting, sometimes unexpected, and always thought-provoking angles. Regular features of the journal include: * Q & A * Book Reviews * How I Practice * The Last Word Peer Review Policy: All review papers in this journal have undergone editorial screening and peer review. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Eating and Weight Disorders. Studies on Anorexia, Bulimia, and Obesity (EWD) is a quarterly international e-only journal for research and treatment of eating disorders and obesity. The months of publication are March, June, September and December.   EWD publishes peer-reviewed articles and is intended to provide an interdisciplinary forum devoted to the sectors of eating disorders and obesity and the significant interrelationships between them. Topics covered include also over and under-nutrition, obesity surgery.The journal publishes editorials, review articles, clinical research, psychometrics, pharmacological studies, basic science and animal research, technical innovations, brief and case reports, new concepts and hypotheses, historical notes, medico-legal issues, guidelines, meeting abstracts, letters to the editor, correspondence, invited commentaries and book reviews.The journal benefits psychiatrists, psychologists, internists including endocrinologists and diabetologists, nutritional scientists, bariatric surgeons, nurses, dietitians and others dealing with eating disorders and obesity. 

This unique journal publishes original articles that contribute to the understanding of psychological and behavioral processes as they occur within the ecological constraints of animal-environment systems. It focuses on problems of perception, action, cognition, communication, learning, development, and evolution in all species, to the extent that those problems derive from a consideration of whole animal-environment systems, rather than animals or their environments in isolation from each other. Significant contributions may come from such diverse fields as human experimental psychology, developmental/social psychology, animal behavior, human factors, fine arts, communication, computer science, philosophy, physical education and therapy, speech and hearing, and vision research. Peer Review Policy: All review papers in this journal have undergone editorial screening and peer review. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.