Guide: How to cite a Website in The Journal of Neuropsychiatry and Clinical Neurosciences style

Guide: How to cite a Website in The Journal of Neuropsychiatry and Clinical Neurosciences style

Cite A Website in The Journal of Neuropsychiatry and Clinical Neurosciences style

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Use the following template to cite a website using the The Journal of Neuropsychiatry and Clinical Neurosciences citation style. For help with other source types, like books, PDFs, or websites, check out our other guides. To have your reference list or bibliography automatically made for you, try our free citation generator.

Key:

Pink text = information that you will need to find from the source.
Black text = text required by the The Journal of Neuropsychiatry and Clinical Neurosciences style.

Reference list

Place this part in your bibliography or reference list at the end of your assignment.

Template:

1. Author Surname A: Title [Internet]Year Published; [cited 2013 Oct 10] Available from: http://Website-Url

Example:

1. Maitles H, Deuchar R: `we don't learn democracy, we live it!': consulting the pupil voice in Scottish schools [Internet]. Education, Citizenship and Social Justice 2006; 1:249-266Available from: http://esj.sagepub.com/content/1/3/249.short

In-text citation

Place this part right after the quote or reference to the source in your assignment.

Template

1

Example

Abstract

As the education for citizenship agenda continues to impact on schools, there is a need to begin the discussion to examine the kind of initiatives that can push it forward. In Scotland the proposals should, it is argued, permeate the curriculum throughout the school. Yet there is the fear that the responsibility of all can become the responsibility of none. This article examines, through three case studies carried out by the authors, initiatives in schools designed to take forward the citizenship agenda in the light of children’s rights. The first two relate to the impact of pupil councils in primary schools and as well as the impact of discussing controversial issues in the primary classroom. The third outlines the impact on values and dispositions of developing more participatory, democratic practice in the classroom. The article concludes by calling for more initiatives of this type and further evaluation of their worth. 1

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