在关于维基百科上关于 Mountain Research ( 山地研究 ) 的词条中专门列出了全世界关于山地研究的期刊（ Mountain Research Journals ）以及这些期刊被索引数据库收引的情况以及期刊的主页，希望向山地研究方向的期刊投稿的作者有参考价值。 我们的期刊Journal of Mountain Science(JMS) 列在Mountain Research and Development (MRD)之后，MRD于1980创刊，1983年被SCI收录,现为双月刊。JMS 2004年创刊，2007年被SCI收录，现为月刊，影响因子1.016。 Mountain Research and Development · indexed in SCOPUS , Web of Science · articles in English official website Journal of Mountain Science · indexed in SCOPUS , Web of Science · articles in English official website Journalof Alpine Research / Revue de géographie alpine · indexed in SCOPUS , Web of Science · articles in English , French , German , Italian , Spanish official website eco.mont · indexed in SCOPUS , Web of Science · articles in English official website AppalachianJournal · indexed in SCOPUS , Web of Science · articles in English official website Pirineos · indexed in SCOPUS · articles in English , Spanish official website Histoiredes Alpes – Storia delle Alpi – Geschichte der Alpen · indexed in SCOPUS · articles in French , Italian , German official website Bulletinde l’Institut français d’études andines · indexed in SCOPUS · articles in Spanish , French official website HIMALAYA · indexed in SCOPUS · articles in English official website HimalayanJournal of Sciences · articles in English official website RevistaAndina · articles in Spanish · official website L’ItaliaForestale e Montana / Italian Journal of Forest and Mountain Environments · articles in English , Italian official website Beskydy – The Beskids Bulletin · articles in English official website Устойчивоеразвитие горных территорий / Sustainable Development of Mountain Territories · articles in Russian official website Journalof Mountain Agriculture on the Balkans · articles in Bulgarian , English official website Source: https://en.wikipedia.org/wiki/Mountain_research
在美国有“西太平洋大学”等野鸡大学，也有一些被美国知名教授 Jeffrey Beall称为的“掠夺性”期刊的“野鸡期刊”。一些朋友从事科研的朋友在发表学术论文的时候，往往由于疏忽或者信息不准确，被这些期刊所迷惑。Jeffrey Beall教授在其个人网站上列出了这些的“掠夺性”期刊的目录，可供参考： Academic Exchange Quarterly Academy of Contemporary Research Journal (AOCRJ) Acta de Gerencia Ciencia (CAGENA) Acta Advances in Agricultural Sciences (AAAS) Advances in Forestry Letter Al Ameen Journal of Medical Sciences (AJMS) Aloy Journal of Soft Computing and Applications (AJSCA) American International Journal of Contemporary Research (AIJCR) American International Journal of Contemporary Scientific Research American Journal of Advanced Agricultural Research (AJAAR) American Journal of Advanced Drug Delivery American Journal of Advances in Medical Science (ARNACA) American Journal of Engineering Research American Journal of Pharmacy and Health Research (AJPHR) American Journal of PharmTech Research (AJPTR) American Journal of Phytomedicine and Clinical Therapeutics American Journal of Scientific Research American Journal of Social issues and Humanities American Research Journal Anglisticum : International Journal of Literature, Linguistics Interdisciplinary Studies Archives Des Sciences Journal ARNACA American Journal of Advances in Medical Science Asia-Pacific Journal of Research Asian Journal of Biomedical and Pharmaceutical Sciences Asian Journal of Health and Medical Sciences Asian Journal of Humanities and Social Sciences Asian Journal of Business and Management Sciences (AJBMS) Asian Journal of Pharmaceutical and Health Sciences Asian Journal of Pharmacy and Life Science Asian Journal of Pharmaceutical Research and Health Care (AJPRHC) Australasian Journal of Herpetology Australian Journal of Basic and Applied Sciences Australian Journal of Business and Management Research (AJBMR) Ayupharm: International Journal of Ayurveda and Allied Sciences Bioinformation The Bioscan Bioresearch Bulletin Bioscience Discovery Biosciences, Biotechnology Research Asia (BBRA) British Biomedical Bulletin British Journal of Economics, Finance and Management Sciences British Journal of Science Bulletin of Mathematical Sciences Applications Bulletin of Pharmaceutical Research Bulletin of Society for Mathematical Services and Standards Calodema Canadian Chemical Transactions Canadian Journal of Pure and Applied Sciences Case Studies Journals Chemical Science Transactions Computer Science Chronicle Computer Science Journal The Criterion: An International Journal in English Current Biotica Current Discovery Current Trends in Technology and Sciences (CTTS) The Dawn Journal Direct Research Journals E-Library Science Research Journal ExcelingTech Publishing Company, Ltd. 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http://eca.state.gov/education/engteaching/pubs/BR/5111PRE.htm Introduction It has become increasingly obvious that little in language can be understood without taking into consideration the wider picture of communicative purpose, content, context speaker/writer, and audience. Sentence-based intuitions and analyses wither in the face of empirical studies made possible by concordances using corpora of millions of words. In fact, as Celce-Murcia states in this volume, only a handful of grammatical features can be understood by looking at the sentence alone. Research in the field of psychology, particularly in the field of reading (see Grabe, chapter 1) provides considerable support for the teaching of textual awareness, particularly for expository prose. Teaching text structural awareness has also had positive effects on students' writing (see Johns and Paz, chapter 3 for a review of some relevant research). The title of this volume reflects the assumption that form follows function. Several themes run through the chapters. First, texts, and in fact knowledge itself, are socially constructed. In other words, the meaning of texts is co-constructed by the interaction of reader and text and does not reside in the text alone. The approaches described in this volume all advocate a careful analysis of the text to understand this process more fully. Thus, we lose the somewhat artificial distinction between process and product as we study the text to discover the writer's mental models (see Kramsch, Chapter 4) or biases and presuppositions (see Huckin, Chapter 6). A second theme is that the manner in which language accomplishes the goals of communication affect the overall text from macro-organization to the choice of words. Finally, most chapters assume that texts are so rich and complicated that no single approach can tease out all of the meaning. Learners need to become aware of the richness of interaction among ideology of the writer/reader, genre, overall organization, cohesion, presupposition, and lexical choice to understand not only what is in the text but what has been omitted or presupposed. The first twelve chapters focus on expository text for two reasons. First, research seems to indicate that students experience more difficulties writing and understanding dense hierarchical expository text than narration and in fact seem to benefit more from the teaching of textual awareness of expository than narrative prose (see Grabe, Chapter 1 for a review of the literature). Secondly, although most students have had considerable exposure to reading and writing narratives, they will ultimately need to master expository prose to succeed in the workplace or in the university, even in English classes. Each chapter tries to bridge the gaps between a description of an approach, an analysis of at least one text, and pedagogical applications. Sufficient sources have been provided for those who wish to pursue reading in a particular area, while enough examples of approaches are given so that readers can decide for themselves which method warrants further consideration. Chapter 1 entitled "Discourse Analysis and Reading Instruction" anchors the text in the literature. William Grabe describes many studies which provide empirical support for teaching text structure to students of reading, particularly in expository text. Chapters 2-5 show how an awareness of text structure and strategies is reflected in the quality of student essays. Robert Kaplan's chapter on Contrastive Rhetoric presents a model for the writing process which takes into consideration the impact of author, content, audience, purpose, genre, and context and which shows how students' language and culture shape their writing in English. Claire Kramsch's chapter on Rhetorical Models of Understanding presents student summaries of a narration, while Ann Johns and Danette Paz' chapter on Text Analysis and Pedagogical Summaries deals with summaries of expository texts. Asserting that meaning is a rhetorical and not just a cognitive process, Claire Kramsch presents a model for text analysis and shows how a careful analysis of students' writing can flesh out their respective mental models. Describing Johns and Davies' (1983) topic types, Johns and Paz show what expert and novice summary writers look for when identifying the macro structure of a text. In Chapter 5 John Swales and Christine Feak describe successful and less successful strategies for describing non-verbal information. They recommend going beyond simply transforming information to writing a commentary on non-verbal data. Chapters 6-9 describe the socio-pragmatic effects that certain language, images, orientations, and organization have on the reader. In an introduction to critical discourse analysis, Thomas Huckin provides the reader with a set of strategies to unveil the assumptions and hidden messages in a text. Greg Myers in "Words and Pictures in a Biology Textbook" provides guidelines for reading visuals, showing how the purpose of visuals changes with genre. Following Myers' description of the modality of visuals is Fransoise Salager Meyer's description of hedges in written scientific discourse. Salager Meyer shows how scientists modulate the strength of their claims and provides suggestions for using hedges to join the discourse community of the scientist. Ana Maria Harvey continues Johns and Paz's and Myer's description of the difference between academic texts and popularizations, showing how science reports are really discourses about discourse. An awareness of the demands of the primary and secondary discourse helps classify texts for pedagogical purposes. Chapters 10-12 focus on genre analysis and its applications. Vijay Bhatia highlights some of the major features of genre theory and discusses how a genre-based approach can inform language teaching. Tony Dudley Evans describes some of the insights and dangers of genre analysis in academic papers and provides suggestions for a flexible approach. Finally, Tony Jappy describes a practical approach for using corpora for both research and pedagogy and shows how various language structures are used in different genres. Chapters 13-18 show how functional grammar approaches are useful not only in teaching grammar per se but in teaching other skills such as reading and writing. The first four articles deal with constructions which textbooks often ignore and which cause problems for teachers such as demonstratives, tense and aspect, and there and it-cleft constructions. The last three chapters show how concepts in functional grammar can be used in the reading and writing class. Several of the chapters cover the same territory with slightly different approaches. Marianne Celce-Murcia, William Rotge and Roger Lapaire, and William Vande Kopple all deal with existential there, while Marianne Celce Mureia and Kathleen Bardovi-Harlig deal with tense and aspect. William Vande Kopple, Peter Fries and James Martin all deal with issues of placement of information within clauses and its effect on the message. Fries shows how an understanding of Theme and N-Rheme can help students read and write, while Martin shows how an effective control over theme and manipulation of grammatical structures is crucial for revising compositions and therefore for mature writing. In "Describing and Teaching English Grammar with Reference to Written Discourse" Marianne Celce-Murcia focuses on demonstratives, tense and aspect, existential there sentences, and it-clefts, items which are taken up in later chapters. Celce-Murcia shows that structures are dependent on the context and genre, with some genres allowing more variation with the same grammatical structure than others. Celce-Murcia concludes by advocating more data-based analyses of authentic materials so that reference grammars and teaching materials can begin to supply teachers with guidance as to the use of grammar beyond the sentence level. In her chapter "Tense and Aspect in Context" Kathleen Bardovi-Harlig advocates using authentic texts to teach tense and aspect, showing how genre is related to the use of tense and aspect. Using a complete radio script, Bardovi-Harlig describes how past tense and aspect relate to point of view and foreground or background. Using a descriptive text, Bardovi-Harlig shows how tense can be used as temporal orientation. In a news report she shows how use of tense and aspect is related to given and new information. BardoviHarlig suggests exercises for each genre and structure. In their chapter "Towards a Psycho-Grammatical Description of the English Language," Jean-Remi Lapaire and Wilfrid Rotge describe how mental operations leave traces in the surface grammar. They describe how TH, for example, is used when an item being referred to is online (open file) contrasted to WH, which is used to refresh the reader's memory. Following the French linguist Guillaume, they argue that deep unifying principles, or core values, govern surface realizations of grammatical markers. Rotge and Lapaire advocate teaching grammar in context, beginning with more abstract psycho-grammatical explanations of grammatical features. In his chapter "Using the Concepts of Given Information and New Information in Classes on the English Language," William Vande Kopple bases his analyses on the Functional Sentence Perspective approach. Vande Kopple shows how dividing the sentence into two parts, one with given information and another with new information can explain the use of many structures. Vande Kopple shows how several grammatical structures such as the passive voice, reversals, and fronts help the writer place given before new and make it easier for the reader to identify which is which. Other patterns such as the expletive there, what-cleRs and it-cleRs help call special attention to new information. Vande Kopple suggests exercises for each structure and provides a checklist for students for using given and new strategically. In his chapter on "Theme and New in Written English", Peter Fries introduces the notion of Theme and N-Rheme using a systemic-functional perspective. Theme is associated with the initial constituent in the clause and functions to orient the reader to the message. N-Rheme is the final constituent of the clause and serves as the focus of attention and therefore the locus of new information. Using an advertisement, Fries shows how the Theme and N-rheme relate to author's purpose and to the textual structure. Fries introduces rhetorical structure theory and demonstrates how a careful analysis of linguistic features can help readers recognize the overall text structure and can help them write more effectively. In his chapter entitled "Waves of Abstraction: Organizing Exposition" James Martin shows how the notion of Theme can be used to help students revise texts. In order to package information most effectively, students must learn when to change processes, which are normally encoded as verbs, into nouns; or logical relations, which are normally encoded as conjunctions into verbs. This process, called grammatical metaphor, is necessary if the writer is to manipulate the Theme of the clause effectively and write in a mature manner. Martin uses successive re-writes of a student composition to show how effective use of Theme and grammatical metaphor improves a composition. It is hoped that the chapters in this series provide the reader with a taste of practical uses of various approaches to discourse analysis, and that the works cited can provide a basis for further reading. This volume is a compilation of two TESOL France Journals. I would like to thank TESOL France for its high standards and for its efforts to reach a wider public. I wish to thank the following for their careful reading of the manuscript: Jacqueline Queniart, Gloria Kreisher, Frank Smolinski, and Dolores Parker. Finally, I wish to thank the authors for their suggestions and contributions to this volume. Particularly, I would like to thank Ann Johns and William Grabe, whose patient guidance and generous assistance over the years have made this work possible.
A survey of 40,000 academics from many disciplines has shown that scholars overwhelmingly believe that open-access journals are good for the research community. Nearly 90% of humanities researchers and 80% of researchers in the natural sciences hold a positive view of open-access journals. However, thereare concerns among researchers over the fees that open access journals may charge. Moreover, there is a widely held view that open-access journals are not of the same calibre as top ranked traditional journals. These issues will have to be addressed by open access publishers. However, the positive views held by academics are promising for the future of open access. Daniel Broaddus, PhD Chief Physics Editor, Edanz Group China
NOTION:I ONLY LIST WHAT I'M INTERESTED IN. Journals: (SCISCIE), Data Mining and Knowledge Discovery Springer IEEE Transactions on Knowledge and Data Engineering (TKDE) VLDB Journal ， PVLDB （not sci referenced, yet i like it） IEEE Transactions on Parallel and Distributed Systems (TPDS) Data Knowledge Engineering ELSEVIER Proceedings： ACM SIGSPATIAL GIS ACM SIGKDD EDBT International Conference on Database Theory ICDE PPoPP SPAA i like ppopp much more. ICDM Ref： SCI (Science Citation Index) ： http://www.isinet.com/cgi-bin/jrnlst/jloptions.cgi?PC=K SCI-E（Science Citation IndexExpanded) ： http://www.isinet.com/cgi-bin/jrnlst/jloptions.cgi?PC=D 加我私人微信，交流技术。
http://www.aacr.org/home/scientists/publications-of-the-aacr/high-impact-science.aspx In the June issue of Cancer Prevention Research , Vogel et al . publish an update to the NSABP STAR Trial, and four leaders in the field provide Perspectives exploring the implications of the study. Update of the National Surgical Adjuvant Breast and Bowel Project Study of Tamoxifen and Raloxifene (STAR) P-2 Trial: Preventing Breast Cancer Victor G. Vogel et al . for the National Surgical Adjuvant Breast and Bowel Project Cancer Prevention Research 2010;3:696-706 Perspectives Two Good Choices to Prevent Breast Cancer: Great Taste, Less Filling Garbriel N. Hortobagyi and Powel H. Brown Cancer Prevention Research 2010;3:681-685 The Lack, Need, and Opportunities for Decision-Making and Informational Tools to Educate Primary-Care Physicians and Women about Breast Cancer Chemoprevention Peter M. Ravdin Cancer Prevention Research 2010;3:686-688 Long-Term Follow-Up in Cancer Prevention Trials (It Aint Over 'Til It's Over) Jack Cuzick. Cancer Prevention Research 2010;3:689-691. Summary The selective estrogen-receptor modulators (SERM) tamoxifen and raloxifene are both U.S. Food and Drug Administrationapproved agents for reducing breast cancer risk but have not gained wide acceptance for prevention for a variety of reasons, as will be discussed. In this issue of Cancer Prevention Research , Vogel and colleagues present an updated analysis with an 81-month median follow-up of the Study of Tamoxifen and Raloxifene (STAR) P-2 Trial . Long-term raloxifene retained 76% of the effectiveness of tamoxifen in preventing invasive disease and grew closer to tamoxifen in preventing noninvasive disease, but with lower risk of endometrial cancer, fewer thromboembolic events, and fewer gynecologic complications. Despite the positive results from the original STAR report and from other prevention trials, these agents are infrequently used by women at risk for breast cancer. Hortobagyi and Brown consider potential factors responsible for the lack of utilization. The authors speculate that women and physicians fear the rare adverse effects demonstrated by preliminary, underpowered European studies. They also attribute low acceptance and utilization to results from the Womens Health Initiative showing adverse effects of hormone replacement therapy because SERMs and hormones are considered the same by the public. Furthermore, primary-care physicians may have difficulty in assessing the complex risk/benefit ratio of tamoxifen and raloxifene. Other factors suggested by the authors include misinformation, limited high-risk predictors, lack of markers, and cost. In order to increase the use of these preventive agents, Ravdin argues that after the large investment in the definitive studies of tamoxifen and raloxifene, an investment must now be made in decision-making tools that will allow health professionals and women to understand the trials results and make informed decisions about SERM chemoprevention. These tools must easily provide baseline risks not only of breast cancer but also for other health problems as well as predict the change in risk that would result from tamoxifen or raloxifene treatment. Ravdin points out that tools to assist in the education, communication, and decision-making of patients and clinicians are emerging, but none yet exist for chemoprevention. In the final Perspective article, Cuzick highlights the importance of long-term follow-up of cancer prevention trials using several cancer trials as examples. The follow-up STAR report extended the reporting period from the original median 47 months to 81 months. The updated STAR results indicate that raloxifene became less effective than tamoxifen in preventing invasive breast cancer and grew closer to tamoxifen in preventing noninvasive breast cancer. Longer follow-up also clearly establishes lower risk of endometrial cancer and fewer thromboembolic events and other gynecologic complications with raloxifene.
全部免费医学期刊见 http://www.freemedicaljournals.com/ Free Medical Journals - Over the next years, the most important medical journals will be available online, free and in full-text. The unrestricted access to scientific knowledge - the new standard in medical publishing - will have a major impact on medical practice.
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