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Social Science Research publishes papers devoted to quantitative social science research and methodology. The journal features articles that illustrate the use of quantitative methods in the empirical solution of substantive problems, and emphasizes those concerned with issues or methods that cut across traditional disciplinary lines. Special attention is given to methods that have been used by only one particular social science discipline, but that may have application to a broader range of areas.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

Social Studies Research and Practice is a peer-reviewed, electronic journal that focuses on providing a venue for P–16 social studies research and practice manuscripts, lesson plans, reviews, and issues related to higher-level learning outcomes.

Social Work Education publishes articles of a critical and reflective nature concerned with the theory and practice of social care and social work education at all levels. It presents a forum for international debate on important issues and provides an opportunity for the expression of new ideas and proposals on the structure and content of social care and social work education, training and development.In this way, the journal makes a vital contribution to the development of educational theory and practice in relation to social work and social care, promoting a set of standards in relation to the written presentation of ideas and experience which reflects the needs and requirements of both practice and education.It is most important that all contributions demonstrate and promote anti-discriminatory and anti-oppressive approaches to training and practice.Promoting Equality and Anti-Oppressive PracticeEditorial Board position statementThe journal aims for the highest standards in its published material. All material submitted to the journal is subject to a process of assessment and evaluation through the Editor, Board members and a group of assessors drawn from a wide range of expertise.The composition of the Editorial Board encompasses diverse perspectives, and vacancies are filled through open recruitment promoting equality of access.In addition, the assessors and reviewers are actively sought who bring a wide range of perspectives, and in particular the perspectives of oppressed groups, to their assessment of submitted material.The journal will publish material that reflects the wide constituency of social work education and training. Writings demonstrating and illustrating anti-oppressive approaches to training, education and practice are actively sought. All writings must demonstrate a permeation of these issues. Articles from writers bringing the perspectives of oppressed groups are actively encouraged. The journal will not knowigly publish material that is oppressive in content or style.The Editorial Board will monitor the implementation of this statement.The Editorial Board welcomes responses to this statement and comments on published material in relation to this position statement.Statement of PurposeTo publish an interesting, lively and readable journal of a high standard which reflects the wide constituency of social work education and training.In order to achieve this the journal seeks:TO ENSURE that all contributions will demonstrate and promote anti-discriminatory and anti-oppressive approaches to training and practice.TO PUBLISH articles of a critical and reflective nature concerned with the theory and practice of social care and social work education at all levels.TO PROVIDE an opportunity for the expression of new ideas and proposals on the structure and content of social care and social work education, training and development.TO CONTRIBUTE to the development of educational theory and practice in relation to social work and social care.TO ENCOURAGE and PROVIDE a forum for debate on important issues concerning social care and social work education, training and staff development.TO PROMOTE a set of standards in relation to the written presentation of both ideas and experience which reflects the needs and requirements of both practice and education.Peer Review IntegrityAll research articles in this journal, including those in special issues, special sections, or supplements, have undergone rigorous peer review, this generally involves initial editor screening and anonymized refereeing by at least two independent reviewers. 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 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 and Francis.

Social Work with Groups is a unique quarterly journal of community and clinical practice, and an important reference publication for those in the social work profession who value and seek to understand the small group. The journal addresses the issues of group work in psychiatric, rehabilitative, and multipurpose social work and social service agencies; crisis theory and group work; the use of group programs in clinical and community practice; and basic group competencies for all social work professionals. The contributions reflect a sophisticated knowledge of the use of the group as a learning medium and a highly developed understanding of instructional technology in the teaching of social group work knowledge and skills. Peer Review Policy: All research articles in this journal have undergone editorial screening and blind peer review, most often by at least two or three reviewers.

Sociology of Education (SOE), published quarterly, provides a forum for studies in the sociology of education and human social development. SOE publishes research that examines how social institutions and individuals' experiences within these institutions affect educational processes and social development. Such research may span various levels of analysis, ranging from the individual to the structure of relations among social and educational institutions. In an increasingly complex society, important educational issues arise throughout the life cycle.

South African Journal of Chemical Engineering, SAJCE, aims to be the principal open access journal for publication of high quality, original papers in all areas of chemical engineering. The journal is fully international with contributions encouraged from both within and outside South Africa. In addition to publishing full research articles the journal also welcomes review papers and shorter communications.

The journal has a particular interest in publishing papers on the unique issues facing chemical engineering taking place in countries that are rich in resources but face specific technical and societal challenges, which require detailed knowledge of local conditions to address.

Core topic areas are:
Environmental process engineering
• treatment and handling of waste and pollutants
• the abatement of pollution, environmental process control
• cleaner technologies
• waste minimization
• environmental chemical engineering
• water treatment
Reaction Engineering
• modelling and simulation of reactors
• transport phenomena within reacting systems
• fluidization technology
• reactor design
Separation technologies
• classic separations
• novel separations
Process and materials synthesis
• novel synthesis of materials or processes, including but not limited to nanotechnology, ceramics, etc.
Metallurgical process engineering and coal technology
• novel developments related to the minerals beneficiation industry
• coal technology
Chemical engineering education
• guides to good practice
• novel approaches to learning
• education beyond university

Submissions are not restricted to the above fields and topics and the journal is keen to receive papers covering the broad range of topics within and allied to chemical engineering. This list is to include, amongst other topics, process safety; food engineering; bioprocess engineering; sustainability, thermodynamics and energy research.

South African Journal of Education is the official journal of the Education Association of South Africa (EASA) and publishes original contributions from any of the disciplines in Education, in any of the official languages of South Africa.

14/31 (Hospitality, Leisure, Sport & Tourism) Sport, Education and Society is an international journal which provides a focal point for the publication of social science research on pedagogy, policy and the body in society and the wide range of associated social, cultural, political and ethical issues in physical activity, sport and health. The journal will concentrate both on the forms, contents and contexts of physical education, sport and health education found in schools, colleges and other sites of formal education, and on the pedagogies of play, callisthenics, gymnastics, sport and leisure found in familial contexts, various sports clubs, the leisure industry, private fitness and health studios, dance schools and rehabilitation centres. It will also consider various media (e.g., TV, film, web sites) as forms of pedagogy and report their impact on understandings of the body in society. Sport, Education and Society therefore wishes to encourage contributions not only from social scientists and educationalists studying the relationships between pedagogy, 'the body' and society but also from all professionals with interests in theoretical and empirical interests relating to policy, curriculum, social inclusion, equity and identity, and progressive educational development in physical activity, health and sport. Listen to John Evans, Editor of Sport, Education and Society introduce 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 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.

Jedes Heft enthält ein Schwerpunktthema, lesen Sie 2011 über:*Sprachverarbeitungsmodelle*Genetik und Sprachstörungen*Prosodie*Extralaryngeale Ursachen von Stimmstörungen.

Strategic Organization (SO) is devoted to publishing high-quality, peer-reviewed, discipline-grounded conceptual and empirical research of interest to researchers, teachers, students, and practitioners of strategic management and organization. SO provides an international, interdisciplinary forum designed to improve our understanding of the interrelated dynamics of strategic and organizational processes and outcomes.

Studies in Continuing Education is a scholarly journal concerned with all aspects of continuing, professional and lifelong learning. It aims to be of special interest to those involved in:continuing professional educationadults learningstaff developmenttraining and developmenthuman resource development Studies in Continuing Education publishes material which will contribute to improving practice in the field of continuing education and of bringing theory and practice into closer association. Contributions are sought on all aspects of the field. These include: accounts of new initiatives, discussions of key issues, review articles, reports of research and development, and reflections on theory and practice. Papers drawing upon any one or more perspectives on the field are welcome. Of particular interest are contributions from practitioners in any area who may wish to engage in critical reflection on their own practices. Book reviews and reviews of other published material are also included. All papers in this journal have undergone rigorous peer review, based on initial editor screening and anonomymised refereeing by at least two independent expert referees.Disclaimer: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.