Clinical Lactation is a peer-reviewed quarterly summarizing recent advances in clinical care in the field of human lactation. The aim of the journal is to advance clinical practice for lactation specialists who work in a variety of settings: hospital, private practice, WIC, and mother-to-mother-support organizations. The articles being solicited for Clinical Lactation are concise, readable reports that summarize issues related to clinical care, treatment innovations and applications.

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Research on the mechanisms of human cognition is leading to a deeper understanding of how the processes of thinking, problem-solving, attention, perception, and memory affect learning and lead to more effective strategies to enhance learning in educational settings from pre-K to adult education. Publishing new peer-reviewed issues twice a year, The Journal of Cognitive Education and Psychology (JCEP) presents in-depth articles on theory and empirical research as well as current practice and effectiveness of cognitive assessment, cognitive rehabilitation, cognitive education, and psychology around the world. Readers include those in education, cognitive psychology, special education, adult education, educational psychology, school psychology, speech and language, and public policy.

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  Following the publication of Volume 21, The Journal of Cognitive Education and Psychology (JCEP) will be discontinued on this site. Content from back issues up to and including volume 21 will continue to be available for purchase as single issues and articles.

Clinical Scholars Review (now published as Journal of Doctoral Nursing Practice) is a biannual, peer reviewed publication focused on presenting articles that demonstrate clinical excellence in the application of evidence-based practice of doctoral nursing. Articles submitted for consideration discuss clinical practice and patient care; case studies; practice issues, including management, scope of practice, and reimbursement; ethical dilemmas, legal issues, and business practices; and innovative methods of teaching and evaluating advanced practice and profiling the scholarly nature of the clinical practice of nursing.

CONTENT FROM EARLIER ISSUES PUBLISHED UNDER THE PREVIOUS TITLE, REHABILITATION EDUCATION, MAY BE FOUND HERE.

Rehabilitation Research, Policy, and Education is a quarterly peer-reviewed journal designed to provide an international forum for the presentation and review of scientific evidence and issues related to rehabilitation, rehabilitation and disability policy, rehabilitation education and all aspects related to rehabilitation service. The journal features original quantitative and qualitative research articles, articles addressing disability policy, the education of rehabilitation professionals, and the provision of rehabilitation services.

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This landmark annual review has provided over three decades of knowledge, insight, and research on topics critical to gerontologists everywhere. The purpose of this annual review is to critically examine the full gamut of literature on key topics in gerontology and geriatrics, including social and cultural issues, medicine, psychology, economics, and end-of-life issues. ARGG continues its long tradition of professionalism under the editorship of a leading expert in the field of gerontology, Toni C. Antonucci. Over the past 35 years, ARGG has brought together internationally recognized experts in the fields of gerontology and geriatrics, and continues to deliver the highest standards of content and authoritative reviews of research for students, researchers, and clinicians.