Journal Guide

Interpreting serves as a medium for research and debate on all aspects of interpreting, in its various modes, modalities (spoken and signed) and settings (conferences, media, courtroom, healthcare and others). Striving to promote our understanding of the socio-cultural, cognitive and linguistic dimensions of interpreting as an activity and process, the journal covers theoretical and methodological concerns, explores the history and professional ecology of interpreting and its role in society, and addresses current issues in professional practice and training. Interpreting encourages cross-disciplinary inquiry from such fields as anthropology, cognitive science, cultural studies, discourse analysis, language planning, linguistics, neurolinguistics, psychology and sociology, as well as translation studies. Interpreting publishes original articles, reports, discussions and book reviews.

Intervention in School and Clinic (ISC) equips teachers and clinicians with hands-on tips, techniques, methods, and ideas for improving assessment, instruction, and management for individuals with learning disabilities or behavior disorders. Articles focus on curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques that have a direct application to the classroom settings.

Interventions: International Journal of Postcolonial Studies is a specialist peer-reviewed journal focusing on the following aspects of postcolonial research, theory and politics:The histories of imperialism and colonialismThe role of culture (academic, literary and popular) in the operation of imperialism and in the formations of national resistanceLiberation struggles, past and ongoingThe role of religion and culture in new nationalismsThe contemporary politics of identity; race and ethnicity; gender and sexualityThe economics of neo-colonialismDiaspora and migrancyIndigenous fourth-world culturesThe connections between colonialism and modernity, postcolonialism and postmodernismQuestions of postcolonial literaturesLanguages and translation The assumption guiding the editorial policy of Interventions: International Journal of Postcolonial Studies is that a journal, while representing a disciplinary field, can also make effective interventions within it - interrogating, shaping and extending it without seeking to dictate. 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.

Los trabajos sometidos a publicación deben:

• Contener datos originales de calidad.
• Derivarse de investigación original y rigurosa.
• Destacar la importancia y aporte al conocimiento desde una perspectiva geográfica.
• Discutir de manera amplia las implicaciones de los resultados en el marco de una revisión exhaustiva de la literatura reciente o apropiada a la temática.
• Ser de interés para un público amplio y/o tener impacto sobre otras disciplinas.

Los estudios de caso de interés local o que sean resultado de la aplicación de técnicas y métodos no originales no serán considerados. Los autores podrán someter sus contribuciones en español, inglés o portugués. Los trabajos serán sometidos a una evaluación preliminar interna por parte del cuerpo editorial y, de ser el caso, serán sometidos a evaluación externa por parte de pares académicos reconocidos en sus respectivos campos de conocimiento.

The aim of the Directory of Open Access Journals is to increase the visibility and ease of use of open access scientific and scholarly journals thereby promoting their increased usage and impact. The Directory aims to be comprehensive and cover all open access scientific and scholarly journals that use a quality control system to guarantee the content. In short a one stop shop for users to Open Access Journals.

Iran and the Caucasus, as of volume 6 published by Brill, is a peer-reviewed multi-disciplinary journal. Published in three issues per year, the Journal promotes original, innovative, and meticulous research on the history (ancient, mediaeval and modern), culture, anthropology, literature (textology), folklore, linguistics, archaeology, politics, and economy of the region. Accepting articles in English, French and German, Iran and the Caucasus publishes lengthy monographic essays on path-breaking research, synoptic essays that inform about the field and region, as well as book reviews that highlight and analyse important new publications. Iran and the Caucasus is edited under the guidance of an editorial board consisting of scholars from the region itself, as well as from Europe and the United States. It is therefore unique in being a scholarly forum in the truest sense of the word on a region of growing importance, and a treasure-trove of information otherwise hard to get at. Iran and the Caucasus is supported by the Caucasian Center for Iranian Studies in Yerevan, Armenia.

Irish Educational Studies is an international, refereed journal. It is the official journal of the Educational Studies Association of Ireland (ESAI) and is listed in the Social Science Citation Index™. The journal is open to papers on a range of topics relevant to education, drawing on the full spectrum of disciplines that feed into educational theory and practice, including anthropology, sociology, psychology, history, economics, philosophy, politics and curriculum studies. We welcome papers that draw on a range of research methodologies. The journal is especially open to papers that have a critical edge, making links between the local and global and influences on practice across all sectors of education - from early childhood education, primary and post-primary schooling, through to Higher Education. 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 Educational Studies Association of Ireland makes every effort to ensure the accuracy of all the information (the 'Content') contained in its publications. However, Taylor & Francis and the Educational Studies Association of Ireland 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 Educational Studies Association of Ireland.