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Review of European Studies     Open Access   (Followers: 12)
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Journal of Education and Learning
Number of Followers: 3  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1927-5250 - ISSN (Online) 1927-5269
Published by CCSE Homepage  [43 journals]
  • Reviewer Acknowledgements for Journal of Education and Learning, Vol. 9,
           No. 3

    • Abstract: Reviewer Acknowledgements for Journal of Education and Learning, Vol. 9, No. 3, 2020
      PubDate: Mon, 01 Jun 2020 03:45:43 +000
       
  • Classroom Research in Large Cohorts: An Innovative Approach Based on
           Questionnaires and Scholarship of Teaching and Learning on
           Multiple-Intelligences

    • Abstract: In this work we focussed on assessment and quantification of students’ prior knowledge at the start of their classes and the learning and teaching feedback given by them after their classes. Using questionnaires, we collected data on prior-knowledge/Student Learning Abilities – SLAs and, students’ performance/Learning Outcomes – LOs. Our analysis shows that typically, in any classroom the SLAs follow a non-linear trend. This pattern, identified in group learning, requires proportionally distributed intervention by staff, with more support to those in need of help with learning. We show that the above approach, underpinned by an application of Multiple Intelligences and e-learning facilities, supports weaker students and helps them to achieve higher pass percentages and better LOs. This innovation in terms of evidence-based identification of need for support and selective intervention helps in optimal use of staff time and effort as compared to a one-method-fits all approach to learner development and academic achievement.
      PubDate: Sat, 30 May 2020 10:09:08 +000
       
  • The Effect of Peer-Mediated Adaptive Physical Activity Program on Problem
           Behaviors of Mentally Handicapped Students

    • Abstract: The aim of this study was to investigate the effect of peer-mediated adaptive physical activity program on problem behaviors of mentally handicapped students. Eight mentally handicapped students and eight peer students with normal development participated in this study, which was designed according to a sequential descriptive design. In the research, peer education program was applied to the peer students in line with the skills expected to be exhibited during the practices. In the study, Problem Behavior Sub-Scale (PBS), which is one of the subscales of Social Skills Rating System (SSRS) developed by Gresham and Elliot (1990) and Turkish adaptation by Sucuoglu and Ozokcu (2005) was used as a quantitative data collection tool. As a qualitative data collection tool, semi-structured interview form was used. The Friedman test was used to analyze the quantitative data, and Wilcoxon Signs test was used to determine the source of the difference. Significance value was determined as 0.05. In the analysis of qualitative data, content analysis was applied. The quantitative findings of the study showed that the peer-mediated APA program was effective on the problem behaviors of mentally handicapped students and that the skills acquired as a result of the practice were maintained by the children three weeks after the completion of the practices. In the qualitative findings, the teachers stated that after the peer-mediated APA program, there were positive developments in the ability of mentally handicapped students to experience push-pull, touch discomfort, fear, trust, power control with their peers and to act in accordance with the instructions. The obtained qualitative and quantitative findings showed that peer mediated APA program had positive effects on the problem behaviors of mentally handicapped students.
      PubDate: Fri, 29 May 2020 12:55:52 +000
       
  • Bridging Knowledge and Action in the Workplace: An Evaluation on
           Internship Learning Outcomes of Child Development Associate Degree Program
           Students

    • Abstract: The efficiency of the education systems fundamentally depends on the quality of teaching and learning in classrooms, workshops, laboratories, and other educational spaces. Perfect teachers, well-designed courses, and proper facilities, provision of necessary resources are required for an excellent education, but not enough. This study aims to evaluate child development associate degree program students in their learning during their summer internships the scope of Raelin’s Work-Based Learning Model. The individual level of this model takes place two types of learning (theory and practice) and four types of individual learning (conceptualization, experimentation, experience, and reflection) that arise from a matrix of two forms of knowledge (explicit and implicit). This research was designed as a case study, one of the qualitative research methods. Depending on the tradition of qualitative research, observation, semi-structured interview, and document review strategies were used to increase the reliability of this study. In the analysis of the qualitative data, the descriptive analysis technique was used to define and interpret the data in line with the predetermined themes. The findings obtained in this study revealed that although the students made various observations and practices during their internships, it has been identified that these studies did not include the learning types in the context of the model.
      PubDate: Fri, 29 May 2020 05:00:19 +000
       
  • Secondary School Students’ Perceptions About Space Camp: Space Camp
           Turkey

    • Abstract: The aim of this research is to investigate the effects of outdoor learning environments such as space camp on the perceptions of secondary school students about astronomy, career choices, and development of 21st century skills. Izmir space camp trip was organized in 2019. Qualitative study was conducted with secondary school 5th grade students attending the space camp (N = 24). Semi-structured interview form, focus group interview, space camp evaluation form and researcher observation notes were used as data collection tools. Data analysis was evaluated with content analysis and open coding. Students participated in the program of stars and planets adventure. In this program, the participants had the opportunity to use astronaut training simulators that give the feeling of living and working in space, to perform simulated shuttle missions, to learn new information from experts in the field and to get more detailed information about the professions. At the end of the study, it was revealed that out of school learning environments such as space camps had a positive effect on students. As a result of the study, it has been observed that the students perform their duties in a team collaboration in shuttle mission and develop their critical, questioning and thinking skills by experiencing the discussions about the subject with the experts. In addition, the misconception about Pluto was also determined.
      PubDate: Fri, 29 May 2020 04:57:18 +000
       
  • Are Prospective EFL Teachers Culturalist or Interculturalist'

    • Abstract: The research aimed to investigate the current cultural stance and the attitudes of prospective EFL teachers towards culture teaching. For this purpose, 200 teacher candidates (73 males 127 females) studying at a teacher training program of a state university were involved in the study. A demographic information form and two questionnaires were used to collect the data. The participants’ cultural intelligence profile was assessed under four sub-dimensions. Statistical analyses such as descriptive statistics, independent samples T-tests, Pearson Correlations, and ANOVA were used in analyzing the quantitative data. According to the results of the study, EFL student teachers had positive attitudes towards teaching culture in foreign language classes. They were also seen to have varying degrees of cultural intelligence. As for the effect of gender, age, and the year of the study at the faculty, the analyses revealed that gender and age were not related significantly to the attitudes towards culture teaching and cultural intelligence. The year of the study at the faculty seemed to have a significant relationship with the attitudes towards culture teaching and cultural intelligence. The last two years of undergraduate study at the ELT departments were seen to be significant on prospective EFL teachers’ culturalist or interculturalist stances. Finally, the researchers discovered a positive relationship between prospective teachers’ attitudes towards culture teaching and their meta-cognitive, motivational, and behavioral dimensions of cultural intelligence. Some recommendations were presented for future researchers and practitioners relying on the research findings.
      PubDate: Fri, 29 May 2020 04:55:47 +000
       
  • Cognitive Apprenticeship Learning Approach in K-8 Writing Instruction: A
           Case Study

    • Abstract: This article explains a mixed methods study utilizing multiple cases in which answers to the question of how cognitive learning theory can influence instruction that maintains the central role that teachers have in the classroom, responding to students’ learning needs as they work on authentic tasks. The researcher investigated the responses of teachers to training around a model of instruction incorporating cognitive learning theory. What emerged from the inquiry was a model of instruction based on cognitive apprenticeship titled Cognitive Apprenticeship Learning Approach (CALA). This paper outlines the analysis of CALA based on the fidelity of teachers implementing carefully constructed instruction to apprentice students in writing based on teacher observations and data on student writing after attending targeted professional development. The data were collected from a group of 132 classroom teachers spanning the grades of transitional kindergarten through eighth grade. One consistent finding is that instruction based on a lesson design that focuses on cognitive apprenticeship increases students’ ability to write in the early grades. The cross-case analysis revealed that teachers wanted to collaborate with peers or a coach so that it would be easier to write the lessons, and they would know which lessons were stronger than others. The analysis also revealed that teachers felt the CALA training increased their ability to teach writing and that their students’ writing had improved overall.
      PubDate: Fri, 29 May 2020 04:54:14 +000
       
  • Indicators of Adaptive Leadership for Teachers in Boromarajonani College
           of Nursing Under Boromarachanok Institute: Developing and Testing the
           Structural Relationship Model

    • Abstract: Background of the study: Leadership is needed when one must deal with education management which means the relationship of influence between the leader and followers who have the same goal, to make a change. It can be used as a guideline in the planning and creating evaluation criteria to improve the adaptive leadership of teachers at Boromarajonani College of Nursing which consistent with the theory and the research result as well as the vision from scholars and organization. Objective: The objectives of this research were to (a) develop a theoretical model of structural relationship of major components, minor components and indicators of adaptive leadership, (b) test the fitness of the model was developed from theoretical model and empirical data, and (c) verify the factor loading value of the major components, minor components and indicators. Materials and Methods: The descriptive research collected by using the 5-level rating scale questionnaire. The population consisted of 1,740 teachers in Boromarajonani college of nursing under Boromarajchanok Institute. The data analysis using AMOS statistical program was done with the 617-return questionnaire. Results: The results showed that the theoretical model was consistent with empirical data with the following statistical metrics: relative Chi-square (CMIN/DF) < 3.00, root mean square error of approximation (RMSEA) < 0.05, goodness-of-fit index (GFI), adjusted goodness-of-fit index (AGFI), comparative fit index (CFI), and normed fit index (NFI) 0.90-1.00 were in accordance with the criteria from both the first and second order of confirmative factor analysis. The major components had factor loading ranging from 0.71 to 1.00, which is higher than the criterion as 0.70. The minor components and indicators had factor loading are higher than the criterion as 0.30. Conclusion: The finding can be used as a guideline in the planning and creation of evaluation criteria to improve the adaptive leadership of teachers at Boromarajonani College of Nursing which is consistent with the theory and research results as well as the vision from scholars and organization. This will help improve the performance efficiency of the teachers at Boromarajonani College of Nursing which will affect the education management and education improvement.
      PubDate: Fri, 15 May 2020 10:43:51 +000
       
  • Examining the Lifelong Learning Tendencies of Sport Sciences Faculty
           Students

    • Abstract: The aim of this research study is to investigate the lifelong learning tendency levels of sport sciences faculty students concerning some variables. The research group was consisted of 662 students who were attending the Faculty of Sport Sciences, Erciyes University, during the 2018-2019 academic year and were randomly sampled. The research was conducted with the survey model. The data of the research were collected using the Lifelong Learning Tendency Scale. SPSS program was used in the analysis of the data. According to the results of the research, it was determined that the lifelong learning tendency levels of sport sciences faculty students are at the medium level. Moreover, the lifelong learning tendency levels of the sports sciences faculty students were compared concerning certain variables such as gender, sports branch, age, department, grade level, and GPA, and it was determined that there was statistically no significant difference.
      PubDate: Fri, 15 May 2020 09:40:48 +000
       
  • Impact of Performance Feedback for Effective Use of Digital Badges

    • Abstract: A recent educational trend has been the increasing focus on validating and credentialing learning taking place outside of traditional academic settings. Digital badges have the potential to address various concerns within formal education settings. Digital badges have been heralded for having the ability to show mastery of content, and more accurately reflect the actual knowledge and skills of learners (Mehta, Hull, Young, & Stoller, 2013). Digital badges have been shown to increase motivation (Light & Pierson, 2014; Lin et al., 2013), increased student learning outcomes (Newby & Cheng, 2019; Wonder-McDowell et al., 2011), and overall comprehensiveness of learning (Mettler, Massey, & Kellman, 2011). Formative assessment through instructor feedback is crucial to mastering content and displaying achievement. Feedback delivers important information regarding desired learning and perceived learning and affords opportunities to decrease that gap. A common misconception is that all digital badges are automated, however, in many teaching and learning settings, feedback is provided by instructors. The authors provide a set of optimal feedback suggestions to aid in Mastery Learning and digital badge instruction and consider the implications these actions in education.
      PubDate: Fri, 15 May 2020 09:31:46 +000
       
  • The Comparison of Mental Rotation Performances and Academic Achievements
           in Students of the Faculty of Sport Sciences and Education Sciences

    • Abstract: Mental rotation (MR) is the ability to rotate three-dimensional objects using the imagination. As the ability to generate, retrieve, maintain, and manipulate visual-spatial information, MR plays a critical role throughout education and sport. In this aspect our objective in this study was to compare MR performances and academic achievement between students of art, foreign languages (FL), computer-instructional technologies (CIT) and physical education (PE).In the computer-based MR test, the image files of the library “Mental Rotation Stimulus Library” were used with the written permission of the author. A total of 144 participants composed of 79 males and 65 females volunteered in the study.Comparing the academic achievements (AA) with the PE group and art, CIT, FL and control groups; it was observed that all the groups are better than PE (p < 0.05). However, no significant difference was found between PE and all groups in MR performances (p> 0.05).In conclusion, PE students performed similarly with other students in terms of MR, although their AA were low. MR ability is clearly related not only to problem solving, acquiring mathematical knowledge and academic thinking but also to motor abilties.
      PubDate: Fri, 08 May 2020 07:39:53 +000
       
  • Determining the Motor Ability Levels of the Preschool Children

    • Abstract: In this study, it was aimed to investigate the motor ability levels of the preschool children. The sampling of the study consisted of 46 children (22 girls, 24 boys) between the ages of 5-6. Kindergarten Mobile Test (KiMo) was used in determining the motor ability levels of the children. The test consisted of 5 subtests. These were; the shuttle run, standing long jump, one leg stand, flexibility and lateral jumping. Descriptive statistics were used to identify the average, frequency and percentage distributions regarding the motor abilities of the children. The children achieved average and below-average scores at all age groups in the shuttle run, standing long jump, one leg stand, flexibility and lateral jumping and they were incompetent in coordination, endurance and speed as basic motor abilities. As a result, it was determined that the motor abilities of the preschool children were low as of the early years. Performing activities that involve motor abilities inside and outside the school for the preschool children, who spend most of the day in narrow locations with limited movement areas, would support their healthy development in physical, mental and social terms.
      PubDate: Mon, 27 Apr 2020 10:52:40 +000
       
  • Teacher Induction Pathway of Physical and Health Education: A Case Study

    • Abstract: This article aims to describe teacher induction (TI) with reference to two physical and health education (PHE) teachers based on three variables: 1) self-efficacy, 2) motivation and 3) satisfaction. Our case study relies on individual telephone interviews conducted during each teacher’s first five years of teaching and allows for describing the perceptions of these two teachers who persevered in the profession. The findings reveal that self-efficacy relates above all to harmonious relations with students and teaching colleagues, an experienced teacher in particular, and evolves over the course of TI through a process of introspection undertaken by the new teacher. A surprising observation is that, despite the difficult conditions of substitute teaching during TI, teachers maintain that it offers diverse contexts and opportunities for learning about the profession; thus, substitute teaching appears to positively impact self-efficacy. The relatively high motivation fluctuates over time, based on whether it is approached positively in terms of professional relations, or negatively in terms of job insecurity. The same holds true for satisfaction, which alters over the years, either upwards if based on positive contact with students or downwards if based on difficult hiring conditions. During the induction process, satisfaction evolves towards the quest for academic freedom and an awareness of the teacher’s impact on his or her students. The conclusion explains how a strong feeling of self-efficacy can contribute to perseverance in the profession during the TI phase, even in the presence of difficult job conditions.
      PubDate: Wed, 22 Apr 2020 02:56:54 +000
       
  • Knowledge and Usage of Flipped Classroom Instructional Strategy: The Views
           of Ghanaian Teachers

    • Abstract: This study was designed to examine Ghanaian teachers’ knowledge and usage of the flipped classroom instructional strategy. A survey of 109 teachers who pursued a master’s degree in education during the 2018/2019 academic year was used for the study. The instrument used for collecting data was a structured questionnaire. The result of the study was analysed using descriptive statistics (frequency, percentages) and inferential statistics (T-test). The results established that majority of the teachers acknowledged the importance of student-centred instructional strategy like the flipped classroom approach, however, majority of these teachers were of the view that they have not experienced or been introduced to this instructional strategy. It was, therefore, not surprising that most of the teachers attested to the fact that they are not using the flipped classroom instructional strategy. The results from the study also revealed that there was no significant difference between school type (public and private) and teachers’ knowledge and usage of the flipped classroom instructional strategy. The results from the study attest to the fact that the flipped classroom instructional strategy has not been conceptualised into the Ghanaian classroom. The researchers, therefore, recommend that there is the need for professional development training for teachers on the use of the flipped classroom instructional strategy and sensitisation workshop for students on the use of the flipped classroom instructional strategy and its relevance.
      PubDate: Tue, 07 Apr 2020 04:33:10 +000
       
  • Views of Preservice Primary School Teachers’ on Inclusion and
           Differentiated Science Experiments

    • Abstract: Today, individuals with special needs who are reported to increase each day are receiving education with their peers in general classes and are subjected to inclusive practices according to the developments in the field of special education and legal regulations. However, it is also reported that there are problems with special education in many countries. The goal of this study is to reveal the views of pre-service primary school teachers on inclusive education and science laboratory lesson taught with differentiated approach and contribute to the solution of problems in inclusive education to some extent. Study sample comprise 103 pre-service primary school teachers studying at the 2nd grade of a state university in İstanbul in 2017-2018 academic period. Quantitative data of the study carried out with pretest-post test control group random quasi-experimental pattern were published by Mertoğlu, Topçu in 2020 and only qualitative data are used in this study. Condition of inclusive students in the experiment group was mentioned only as an individual difference and science laboratory lesson was taught with differentiated approach for one term. Students in the control group took the science laboratory class according to the normal program. Data obtained with lesson evaluation form, inclusion question form and field notes were evaluated and interpreted with descriptive data analysis method. Research results show that students in both control and experiment group need to take training on inclusive education. It was found that students in experiment group gained an awareness of instructional adaptations while the views of students in control group about instructional adaptations were far from being relevant to inclusive education. Views of students in experiment group show that science lessons taught with differentiated approach contributed to them “to remove their prejudices against science, to learn and teach science”, “remove their prejudices against students with special needs”, “remove their feelings, attitudes and worries about inclusion” and “realize inclusive practices in science education when they become teachers”.
      PubDate: Sat, 04 Apr 2020 11:42:29 +000
       
  • Education for Enhancing the Abilities of Engineers: A Survey Conducted in
           Japan and Its Analyses

    • Abstract: While the study of science subjects at school is essential for the development of science and technology in society, it is a recognized fact that a large number of students show reluctance to study science and mathematics. Thus, it is of great significance to deliberate on ways to increase their interest in science subjects and enhance effectiveness of learning. We conducted a survey of researchers and engineers who exercise their scientific abilities in their work, asking about their experiences in science education and learning from elementary school to university. We then examined the relationship between their learning experiences and their abilities as researchers and engineers, and analysed the factors that would enhance students’ interest in science subjects and motivation to study these subjects. The results of our analysis show that “getting interested in science during the early years of elementary school,” “being able to understand the science lessons,” “amazing experience in science class,” “association of science learning with daily life,” “finding the talks in class interesting,” and “approachability to science learning,” have a positive effect on science learning and is crucial to improving professional capacity.
      PubDate: Sat, 04 Apr 2020 05:59:19 +000
       
  • Examination of Teachers’ Perceptions of Individual Values in Their
           Workplaces: A Case of Burdur Province

    • Abstract: The purpose of the research is to reveal the individual values perceptions of the teachers working in the Burdur Provincial Directorate of National Education operating under the body of the Ministry of National Education. Participants comprised 131 male and 169 female teachers. When the mean and standard deviation values regarding the teachers’ perceptions of individual values in their workplaces were examined, it was seen that they agreed with the discipline and responsibility dimension, they were undecided about the trust and forgiveness dimension, and they agreed with the honesty and sharing dimension as well as the respect and truth dimension. When perceptions were examined according to range values for the respect and truth dimension, there were significant differences the trust and forgiveness dimension and the sharing and respect dimension. Accordingly, male teachers’ perception levels in the trust and forgiveness dimension were significantly higher than the levels of the female teachers. On the other hand, the perception levels of the female teachers in the sharing and respect dimension were significantly higher than the levels of the male teachers. The perception levels of the single teachers in the trust and forgiveness dimension were significantly higher than the levels of the married teachers. On the other hand, the perception levels of the married teachers in the sharing and respect dimension were significantly higher than the levels of the single teachers. According to the results that we evaluated by the task type variable, a significant difference between groups was observed only in the trust and forgiveness dimension. Accordingly, the perception levels of the contracted teachers in the trust and forgiveness dimension were significantly higher than the levels of the permanent teachers.
      PubDate: Thu, 02 Apr 2020 10:11:52 +000
       
  • A Study on Digital Games Internet Addiction, Peer Relationships and
           Learning Attitude of Senior Grade of Children in Elementary School of
           Chiayi County

    • Abstract: The study explored the relationships between digital games internet addiction, peer relationships, and learning attitudes through questionnaire survey in senior grade of elementary school children in elementary school in Chiayi County. Taking 735 students as the research object, SPSS 22.0 as a quantity research analysis instrument was applied to launch descriptive statistics, t-test, and single factor variation analysis, Pearson Product Difference Correlation Analysis, and Stepwise Multiple Regression Analysis. The research results found that 93.2% of high-grade students in Chiayi County played digital games 2 to 3 times a week, and those who took less 1 hour to play digital games. The addiction level of digital internet games for schoolchildren, peer relationships and learning attitude ranked upper-middle level. There are obvious differences in digital gaming internet addiction, peer relationships, and learning attitudes among various background variables such as “school location”, “weekly use” and “daily use time”. Gaming internet addiction has a low degree of negative correlation in both peer relationships and learning attitudes, while the peer relationships has a moderately positive relation with learning attitudes. Peer-to-peer relationships may be highly predictive of learning attitudes. This research focuses on the educational problems of digital game internet addiction that primary school teachers are most likely to face. It explores the relationship between peer relationships and learning attitudes, fills in the current lack of research, and draws the above important findings. It is suggested that it can be used as an important reference for teachers, parents and follow-up researchers, and contribute to the academic research of primary education in Taiwan.
      PubDate: Tue, 24 Mar 2020 04:43:11 +000
       
 
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