Monday, 29 April 2019
What is the role of Editors in Lupine Publishers?
Editor Guidelines
The main epigram of Lupine Publishers is to spread scientific knowledge globally by publishing quality articles in their open access journals. The credibility of published articles completely depends on the effective peer review process; Hence, editors are the chief support for Lupine Publishers. The Editorial board members of Lupine are responsible to make it as quality manuscript publisher which are received from authors on various subject areas.
Roles and Responsibilities:
- Actively look for the views of associate editors, authors, readers, reviewers and editorial board members about ways of improving their journal's content.
- Reputation of our group is enhanced by the presence of eminent editors. They also must endeavor to set higher standards for the journal whenever possible.
- Sustain initiatives to educate researchers and young scholars about publication policies and ethics.
- Editorial board members are most welcome to give their valuable suggestions for organizational progress.
- Editors can review submitted manuscripts based on their feasible time, if time does not allow reviewing the manuscript, editors can suggest other reviewers.
- Editors will look after any confidential data regarding the task. If the author has used information of certain individuals, specifically in any of his medical or scientific records, the editorial Team must look for written consent from the individual, for the record to qualify for publishing.
- Grabbing editorial decisions at the right time and communicating in a clear manner.
- The validity of the scientific facts stated must be checked and the criticism of the manuscript should be left open for all to decide.
- The editorial board members must assure that published content is original. The reliability of the author's work is a must, so there must be proper citation and the original source of the content should be named.
- The final decision regarding modification, acceptance, or rejection of a manuscript rests solely with the editor.
Benefits:
- Editors can be promoted as senior editor and executive editor in the concerned journal based on their active participation and also based on their experience.
- Editors will be given highest priority in all the events that are organized by Biomedical Journal.
- Based on their kind contributions and their efficiency, there is a chance to serve as a prominent member of the advisory board.
- After one year of due course, Editor-in-Chief will be announced for every journal based on their active participation, expertise in the field, contribution towards the Journal and also their scientific contributions.
- The review comments that are given by the editors will be strictly followed after which the authors will be requested to modify their manuscript according to the editor’s suggestions.
- We promote all the articles of the Editors that are published in our journals, in various social networking groups from our end, increasing visibility for their works.
- Our journals consider Editorials as a note to the young researchers and scholars.
- Editors shall be honored in position as Chair/Co-Chair for any conferences organized by us and also the fee will be waived.
Wednesday, 13 March 2019
Lupine Publishers: Lupine Publishes : Open Access Publisher
Lupine Publishers: Lupine Publishes : Open Access Publisher: Lupine Publishers Lupine Publishers is a world’s leading Online Publishing repository, a genuine publisher with quality medical jo...
Monday, 4 February 2019
Journal of Psychology and Behavioral Sciences: Lupine Publishers
Clinical Definition and Pathophysiology of Frailty: A Brief Review by Daniel A Jaffe in Scholarly Journal of Psychology and Behavioral Sciences (SJPBS) in Lupine Publishers
With the medical field making constant and dramatic improvements in treatment and prevention of disease progression, life expectancies in the United States are increasing dramatically, with the elderly population demonstrating the greatest expansion. This substantial increase in the elderly population creates new and unfounded challenges in treating and caring for this sect of the population. In 1990, the American Medical association stated that “. . . one of the most important tasks that the medical community faces today is to prepare for the problems in caring for the elderly in the 1990’s and the 21st century” [1]. This particular study emphasized the need to develop and sustain means of special care for the growing population of the frail and vulnerable elderly Lupine Publishers.
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Monday, 28 January 2019
Behavioral Science Journal- Lupine publishers
Consider Sequestering Geniuses by Paul TE Cusack in Scholarly Journal of Psychology and Behavioral Sciences (SJPBS) in Lupine Publishers
Here we provide a brief examination of how to improve the productivity of geniuses by sequestering them into a venue where they are free from the struggles of ordinary schools. The conclusion reached is that the present system is probably the best we can do for them Lupine Publishers.
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Tuesday, 22 January 2019
4.5-5.5-Year-old Gifted Students: Findings from the 2004 Cohor: (SJPBS)- Lupine publishers
4.5-5.5-Year-old Gifted Students: Findings from the 2004 Cohor by Hanna David in Scholarly Journal of Psychology and Bhevaioral Sciences (SJPBS) in Lupine publishers
We are all aware of many beliefs about the superiority of girls over boys among the very young: girls are expected to speak earlier than boys, to adjust to social requirements better and at an earlier age than boys, and to function better in activities demanding fine motor skills. The question whether this is also the case among the gifted has remained unsolved, in spite of the fact that the study of gifted kindergarten students has been a most intriguing one for researchers for many years. In this study we have challenged the general belief of superior female development among pre-school children, by showing that participation rate of girls among gifted pre-school children is lesser than among older children. Girls who were accepted to the gifted courses at The Erika Landau Institute for the Promotion of Creativity and Excellence had lower cognitive abilities than boys, in spite of the fact that they hardly reached a 30% participation rate. In addition, girls did not achieve significantly higher evaluations in either of these parameters: thinking quality, openness, social acceptability, self-confidence, persistence, attitude to problem-solving, and involvement level in conversations in the final evaluation of the performance in Institute’s activities. This study aims to examine if we can predict the success of pre-school children in the first course they take at the Erika Landau Institute for the Promotion of Creativity and Excellence, Founder Dr. Erika Landau, and what is the validity of such prediction. Success level at the end of the one-semester “creative thinking” course is defined by the instructor’s final evaluation of the students’ performance. The components we take into consideration as potential success predictors are The IQ scores of the children, the verbal evaluation of the examiner, the written information in the parents’ questionnaires, and the summary of the counselor who interviews the student accompanied by at least one parent. The study of connections between cognitive, social, psychological, and emotional abilities of gifted pre-school children and their performance at the end of the first intervening course at the Institute must take into account many of the variables relating to familial and environmental components, as well as to cognitive and personal traits. In the present study we used only some of these variables, in order to give appropriate answers to 6 research questions Lupine publishers.
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Monday, 14 January 2019
Improving the Physical Education Experience through Activity Based Learning: The Role of the Flipped Classroom in PE215: Foundations of Physical Fitness: (SJPBS)- Lupinepublishers
Improving the Physical Education Experience through Activity Based Learning: The Role of the Flipped Classroom in PE215: Foundations of Physical Fitness by Daniel Jaffe in Scholarly Journal of Psychology and Behavioral Sciences (SJPBS) in Lupine publishers
The instruction of physical education comes with challenges not typically experienced in a class containing more traditional material e.g., Physics or History. While these academic courses place rigorous demands on the cognitive abilities of students, physical education and lifetime physical activity courses, as taught here at West Point, place a far greater demand on the biomotor capacities and abilities of students. With a flipped classroom, students can be assessed prior to initiating in-class activities to ensure comprehension of cognitive aspects of content. Utilizing a blended environment, or in the case of West Point, the Thayer Method, instructors provide cadets a brief opportunity for questions at the beginning of class prior to assessments [1]. Providing multiple points of review beyond a simple mid- and end-of-year assessment, retention and comprehension of course content will improve relative to a more traditional, lecture-style method [1,2]. The primary intent of this review is to discuss the role of varying pedagogical strategies in the post-secondary physical education setting, specifically as it pertains to a foundations of physical fitness course, at the United States Military Academy, West Point Lupine Publishers.
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