Journal Guide

'Pastoralism: Research, Policy and Practice' is a peer-reviewed open access journal published under the brand SpringerOpen. It  is an interdisciplinary journal on extensive livestock production systems throughout the world. Pastoralists rely on rangelands and livestock for their livelihoods, but exhibit different levels of mobility and market involvement, and operate under a variety of different land tenure regimes. Pastoralism publishes research that influences public policy, to improve the welfare of these people and better conserve the environments in which they live.The journal investigates pastoralism from a variety of disciplinary perspectives across the biophysical, social and economic sciences. This is not applied research in the traditional sense, but relevant research - sometimes even basic research - with the capacity ultimately to change the way practical people do business. Predicting what kind of research will fulfil this role is virtually impossible. What we can do is keep policy makers, practitioners and pastoralists talking to scientists and researchers and aware of each other's concerns. The interdisciplinary commitment of Pastoralism goes beyond the welcome routinely extended to other disciplines by specialized journals. We predict that the formative work on pastoralism in the coming decade will be situated on the interface between the biological, social and economic sciences. If this prediction is true, then this journal will be part of the process.The Editorial Board includes anthropologists, botanists, development practitioners, ecologists, economists, geographers, international agency professionals, modelers, policy-makers, and range and livestock biological scientists.

Patient Education and Counseling is an interdisciplinary, international journal for patient education and health promotion researchers, managers, physicians, nurses and other health care providers. The journal seeks to explore and elucidate educational, counseling and communication models in health care. Its aim is to provide a forum for fundamental as well as applied research, and to promote the study of the delivery of patient education, counseling, and health promotion services, including training models and organizational issues in improving communication between providers and patients.The journal welcomes unsolicited manuscripts related to the field of patient education, counseling, clinical health promotion and communication in health care.Electronic usage:An increasing number of readers access the journal online via ScienceDirect, one of the world's most advanced web delivery systems for scientific, technical and medical information.Average monthly article downloads for this journal: 42,615** Figure is an average based on full text articles downloaded monthly via ScienceDirect between August 2008 and March 2009

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.

Peace Review is a quarterly, multidisciplinary, transnational journal of research and analysis, focusing on the current issues and controversies that underlie the promotion of a more peaceful world. Social progress requires, among other things, sustained intellectual work, which should be pragmatic as well as analytical. The results of that work should be ingrained into everyday culture and political discourse. We define peace research very broadly to include peace, human rights, development, ecology, culture and related issues. The task of the journal is to present the results of this research and thinking in short, accessible and substantive essays. Each issue develops a particular theme, however, we run both on-theme and off-theme essays.Project Censored Award Winner 2000For the year 2000, Peace Review was awarded Project Censored's Top 25 Most Censored Stories for not merely one, but two of its essays. Both articles were rated in the Top 14 Stories, both of which appeared in the June 1999 issue:Ramsay Liem, "Famine in North Korea" and Yuh Ji-Yeon, "Dangerous Communists, Inscrutable Orientals, Starving Masses"Project Censored is a US media group, which for more than 20 years has been trying to highlight important national and international news stories that have either been ignored or intentionally marginalized in the mainstream media.For more information on Project Censored visit their website: www.projectcensored.org.Peer Review Policy:All review papers in this journal have undergone editorial screening and peer review.

Aims and Scope: Peace and Conflict: Journal of Peace Psychology welcomes scholarly manuscripts concerning peace, conflict, and their interaction at all levels of analysis, from interpersonal to community, regional, and international issues. The journal publishes empirical, theoretical, clinical, historical work, and book reviews on enduring and emerging issues that speak to the interests of researchers, practitioners, policy makers, and educators. The journal is international in scope and welcomes manuscripts from psychologists and scholars from kindred disciplines throughout the world. Peer Review Policy: All manuscripts undergo peer review that includes editorial screening and review by at least two anonymous referees. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

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.