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Synthetic Communications presents communications describing new methods, reagents, and technology pertaining to synthetic organic chemistry with sufficient experimental detail to permit reactions and sequences to be repeated by a chemist reasonably skilled in the art. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Now Publishing with Taylor & Francis: Free Online access to Volume 8 Issue 1 Systematics and Biodiversity is devoted to whole-organism biology. It is a quarterly, international, peer-reviewed, life science journal, without page charges, which is published by Taylor & Francis for The Natural History Museum, London. The criterion for publication is scientific merit. Systematics and Biodiversity documents the diversity of organisms in all natural phyla, through taxonomic papers that have a broad context (not single species descriptions), while also addressing topical issues relating to biological collections, and the principles of systematics. It particularly emphasises the importance and multi-disciplinary significance of systematics, with contributions which address the implications of other fields for systematics, or which advance our understanding of other fields through taxonomic knowledge, especially in relation to the nature, origins, and conservation of biodiversity, at all taxonomic levels. Each issue contains a main section devoted to formal peer-reviewed original research papers, and a shorter, more informal 'Perspective' section. As well as taxonomic discovery, description, revision and recording, the research section carries studies of adaptation, anatomy, biodiversity patterns in time and space (including response to environmental and human factors, and to global change), biogeography, coevolution, conservation biology, development, evolutionary biology, functional morphology, growth and form, molecular science, phylogenetics, cladistics, speciation, and systematic ecology. State-of-knowledge reviews and papers on the theory and practice of systematics are also welcome. There are no restrictions on the geographical location of authors, their material and study areas, or on the institutional locations of their studied collections. The 'Perspective' section covers a similar range of subjects to the main section, but gives scope for debate and comment as well as reviews of books. Disclaimer The Natural History Museum 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 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 Society or Taylor & Francis.

Systems Biology in Reproductive Medicine, SBiRM, publishes Research Articles, Communications, Applications Notes that include protocols a Clinical Corner that includes case reports, Review Articles and Hypotheses and Letters to the Editor on human and animal reproduction. The journal will highlight the use of systems approaches including genomic, cellular, proteomic, metabolomic, bioinformatic, molecular, and biochemical, to address fundamental questions in reproductive biology, reproductive medicine, and translational research. The journal publishes research involving human and animal gametes, stem cells, developmental biology and toxicology, and clinical care in reproductive medicine. Specific areas of interest to the journal include: male factor infertility and germ cell biology, reproductive technologies (gamete micro-manipulation and cryopreservation, in vitro fertilization/embryo transfer (IVF/ET) and contraception. Research that is directed towards developing new or enhanced technologies for clinical medicine or scientific research in reproduction is of significant interest to the Journal.

Systems Science & Control Engineering is a world-leading fully open access journal covering all areas of theoretical and applied systems science and control engineering.

The journal encourages the submission of original articles, reviews and short communications in areas including, but not limited to:

Proposals for special issues are encouraged, and should be discussed with the Executive Editor.

All submitted manuscripts are subject to initial appraisal by the Executive Editor, and, if found suitable for further consideration, to rigorous and rapid peer review by independent, anonymous expert referees. All peer review is double blind and submission is online via ScholarOne Manuscripts.

As part of the  Taylor & Francis Open Access programme authors receive immediate, universal access to articles; rapid online publication; flexible licensing options; high-quality production values; fair pricing and discounts and waivers for authors in low-income countries.

To support Open Access, accepted articles will be subject to an article publishing fee of $750 (GBP £470, EUR €625).

Queries regarding submissions can be made by contacting the Executive Editor, whose decision is final.

Taylor & Francis is a member of the Committee of Publications Ethics (COPE) . Taylor & Francis is committed to peer review integrity and upholding the highest standards of review in our journals. To help us maintain these high standards, we provide guidelines for ethical publishing. Click  here for more details

Teacher Development is a fully refereed international journal publishing articles on all aspects of teachers' professional development. It acts as a forum for critical and reflective attention to practice in teacher development and aims thereby to contribute to the quality of professional development. The journal takes a 8216;whole-career' view of teacher development, and work from both international and inter-professional perspectives is welcome. Articles may deal with teacher development in varying political and professional contexts, and may be in a variety of styles, in keeping with the diversity of activity in professional development. The journal carries accounts of personal experience, evaluations of teacher development policies and practices, research reports and theoretical discussions. Articles in the form of major postion papers and academic analyses are not expected to be less than 5000 words but should not exceed 8000 words. This is an innovative journal in an expanding and diversifying field and contributions are welcome from professional teachers, and those who support them, in every sector of education and training. All submitted articles are scrutinised by at least two independent referees. The Book Reviews Section draws attention to important new publications in the field. Review articles (up to 4000 words) discuss major work from a critical perspective. Shorter book reviews (up to 1000 words) bring new work to attention and highlight implications for policy and practice. Review articles and book reviews are commissioned by the Editor, but unsolicited articles for this section are also welcome.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 referees, one of whom will be from a country other than the author(s) to ensure an international viewpoint is given on all articles.Disclaimer for Scientific, Technical and Social Science publications:Taylor & Francis and Teacher Development make every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis and Teacher Development 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 Teacher Development.

Teachers and Teaching: theory and practice provides an international focal point for the publication of research on teachers and teaching, in particular on teacher thinking. It offers a means of communication and dissemination of completed research and research in progress, whilst also providing a forum for debate between researchers. This unique journal draws together qualitative and quantitative research from different countries and cultures which focus on the social, political and historical contexts of teaching as work. It includes theoretical reflections on the connections between theory and practice in teachers' work and other research of professional interest.The journal includes work which focuses on:teachers' beliefs, thoughts, conceptions, practical theories teachers' biographies, life histories, 'voice', personal practical knowledge teachers' intentions, thought processes and cognitions * teachers' understanding of subject matter teachers' thinking as a part of professional action teachers' thinking and action as influenced by contextual factors in their structural, cultural and social environmentsPeer Review Policy:All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least three anonymous 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.

The Teaching Artist Journal (TAJ) provides an authoritative, timely, ongoing professional development resource to clarify, enrich, and advance Teaching Artist research and practice. Teaching Artists--professionals with skills in both teaching and the arts--have uniquely powerful perspectives, practices, and skills. They make significant contributions and are a crucial resource to arts-in-education programs, to arts education and general education, and to the future of the arts as a whole. Until Teaching Artist Journal, there has been no national professional forum for their learning and development, no vehicle for their voices to be heard.The mission of the Teaching Artist Journal is to support and intensify the professional development of Teaching Artistry by advancing the practice of Teaching Artists; by increasing Teaching Artists' understanding of the background, contexts, and potentials of their work; and by expanding the recognition, appreciation, and support of their contributions. TAJ also seeks to enhance collaboration between Teaching Artists and classroom teachers, school arts specialists and other arts providers; to develop a sense of identity and purpose, to foster common language; and to foster illuminating research in the field.Neither a traditional scholarly journal (although it includes scholarly articles) nor a traditional professional publication (although it includes articles describing practice), TAJ is a broad, jargon-free, imaginative, direct, and heartfelt peer-reviewed publication addressing the fullest range of practice, research, theory, opinion, and issues related to Teaching Artists. It seeks to include a wide representation of artistic disciplines, of Teaching Artist approaches, of audiences involved, and of cultural contexts. TAJ includes a variety of sections. Submissions for all sections are invited: Submissions, questions and comments should be directed to Nick Jaffe, Chief Editor, TAJ at: TAJournal@colum.edu, 773-793-4643. Practice, Research, Theory: Original articles in standard journal article format. Suggested length: 2000-4000 words. Medley: Some Teaching Artists are disinclined to write articles; to include their voices TAJ will include original poems, artworks, transcripts of dialogs or interviews about teaching artistry, and other alternative presentation forms. Suggested length: 1500-3000 words. In My Opinion: Opinion pieces about an issue in the field. Suggested length: 1000-2000 words. News Break: Information on changes in the field, conferences, grant opportunities, and advocacy occasions that Teaching Artists should know about. This section will serve as the "one place to go" for Teaching Artists to keep up with their field. Submit information for this section to Laura Reeder: laura@arts4ed.org Research Review: Information on new research studies, reports, and resources that will be of value to the Teaching Artist community. Submit information for this section to Judy Hornbacher: horn0017@umn.edu. Resource Roundup: Key information to help Teaching Artists design their own ongoing learning, to provide reliable information on which to strengthen programs and improve advocacy, and to help them increase their knowledge and skills--including reviews of books, workbooks, study units, software, and Web sites that are of value to the Teaching Artist community. Submit information to this section to Becca Barniskis: beccabarniskis@visi.com Letters to the Journal: A forum for readers to interact and respond to articles; letters may be edited. Artwork: TAJ wants to showcase images and artwork that capture aspects of Teaching Artists'experience. Please submit any photographs, artwork, or other images with permission to use for publication. Peer Review Policy: Articles that appear in the Practice, Theory, Research section (with the exception of solicited and commissioned work) are reviewed by two or more referees who are established specialists in the field. The review process is blind and anonymous.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Teaching Education is an interdisciplinary forum for innovative practices and research in teacher education. Submission of manuscripts from educational researchers, teacher educators and practicing teachers is encouraged. Contributions are invited which address social and cultural, practical and theoretical aspects of teacher education in university-, college-, and school-based contexts.The journal's focus is on the challenges and possibilities of rapid social and cultural change for teacher education and, more broadly, for the transformation of education. These challenges include: the impact of new cultures and globalisation on curriculum and pedagogy; new collaborations and partnerships between universities, schools and other social service agencies; the consequences of new community and family configurations for teachers' work; generational and cultural change in schools and teacher education institutions; new technologies and education; and the impact of higher education policy and funding on teacher education.Manuscripts are considered for four sections: (1) Research and Scholarship: critical and theory-based research, and scholarly reflections and debate on contemporary issues related to teacher education; (2) Course Descriptions: papers that describe innovative approaches in undergraduate and graduate teaching; (3) In the Field: innovative practices in K-12 classrooms linked to collaborations between college/university and schools; (4) Resource Review: annotations or reviews of scholarly works; print, multi-media, and web-based instructional and professional resources for teaching education. Papers should attempt to present research, course descriptions, innovative theoretical and/or practical insights in relevant current literature and debate.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 School of Education, The University of Queensland makes every effort to ensure the accuracy of all the information (the Content ) contained in its publications. However, Taylor & Francis and the School of Education, The University of Queensland 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 School of Education, The University of Queensland.

Teaching and Learning in Medicine serves as an international forum for scholarly, state-of-the-art research on the purposes and processes of teaching and learning as they relate to the education of medical professionals. Its international scope acknowledges that there is a common challenge faced by all medical teachers--fostering the acquisition and maintenance of usable knowledge and skills in a broad, highly complex, and constantly changing clinical science--and that a common base of theory will contribute to meeting that challenge. The journal addresses practical issues and provides the analysis and empirical research needed to facilitate decision making about medical education by administrators, teachers, and learners. Its coverage includes applied educational research that is methodologically sound, practical, and useful to the teaching of medicine; editorials, analyses, and reviews of literature regarding the conduct of medical education; and basic research concerning the foundations of medical education.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Teaching in Higher Education is an international, peer-reviewed journal. The journal addresses the roles of teaching, learning and the curriculum in higher education in order to explore and clarify the intellectual challenges which they present. The journal is interdisciplinary and aims to open up discussion across subject areas by involving all those who share an enthusiasm for learning and teaching. In particular the journal: * critically examines the values and presuppositions underpinning teaching * identifies new agendas for research * introduces comparative perspectives and insights drawn from different cultures * aims to apply and develop sustained reflection, investigation and critique to learning and teaching in higher education * considers how teaching and research can be brought into closer relationship and teaching in higher education can itself become a field of research 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 from the Journal's international editorial board. 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.

Technical Communication Quarterly (TCQ) is a refereed journal published four times per year with support from Taylor and Francis, the Association of Teachers of Technical Writing (ATTW), and the Texas Tech University English department. TCQ publishes research focused on technical communication in academic, scientific, technical, business, governmental, and related organizational or social contexts. Articles published in TCQ combine theoretical and practical perspectives. All articles have a sound basis in theory, use accessible examples and illustrations, and include implications for teaching, research, or practice in technical communication. Articles cover a range of topics that include communication design, pedagogical approaches, the role of digital technologies, ethics, the rhetoric of workplaces or professions, the practices of publication management, dialogue between academics and practitioners, research methods, and connections between social practices and organizational discourse.Individuals join the Association of Teachers of Technical Writing by subscribing to Technical Communication Quarterly. For more information, please visit the ATTW website at www.attw.org. Your TCQ subscription payment secures your membership in the ATTW, which entitles you to the following membership benefits: Full access to online archive of TCQ Printed copy of TCQ delivered to you Access to online publications on the ATTW website Access to members' directory and contact information Ability to network with hundreds of like-minded teaching professionals Access to member-specific announcements, job postings, articles, and news items 20% off any combination of book(s) and journal subscriptions from Baywood Publishing Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Technical Services Quarterly is dedicated to providing a forum for the presentation of current developments and future trends concerning the technical operations of libraries and information centers. The journal aims to keep its readers informed of current developments and future trends in research, developments, and practical implementation of systems and applications of traditional and non-traditional technical services and the public operations they influence and sustain. The journal accepts original research, theoretical, and implementation articles pertaining to technical services, automation, networking, document delivery, information technology, library instruction and information literacy, reference and bibliography, case studies, cost analysis, staffing, space, organizational behavior and leadership, and collection development and management. Each issue also includes the following columns:"Technical Services Report," edited by Barry B. Baker, discusses the latest developments in library technical operations with in-depth reports from individuals attending workshops and conferences. "Tech Services on the Web,8221; edited by Marta Deyrup, provides qualitative descriptions and evaluations of the wide variety of library technical-related resources available on the Web."Reviews,8221; edited by Glenda A. Thornton, analyizes the latest software and books available in the field. Peer Review Policy: Manuscripts submitted to this journal undergo editorial screening and peer review by anonymous reviewers.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Technology Analysis & Strategic Management is an international research journal, linking the analysis of science and technology with the strategic needs of policy makers and management. The journal presents research on the analysis and assessment of technologies, their potentialities and impacts, and the development of methodological tools for the identification and analysis of key scientific and technological developments. The scope of the journal extends from technological issues and questions at the corporate and organizational level, through the intermediate levels of the firm and state/national capabilities and supranational capabilities, as far as issues of technological geopolitics. Technology Analysis & Strategic Management also promotes strategic thinking about how science and technology can be exploited industrially. Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by two anonymous referees. 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.