Publisher: CCSE   (Total: 43 journals)   [Sort by number of followers]

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Asian Culture and History     Open Access   (Followers: 10)
Asian Social Science     Open Access   (Followers: 4)
Cancer and Clinical Oncology     Open Access   (Followers: 9)
Computer and Information Science     Open Access   (Followers: 16)
Earth Science Research     Open Access   (Followers: 10)
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English Language Teaching     Open Access   (Followers: 33)
Environment and Natural Resources Research     Open Access   (Followers: 6)
Environment and Pollution     Open Access   (Followers: 10)
Global J. of Health Science     Open Access   (Followers: 5, SJR: 0.416, CiteScore: 1)
Higher Education Studies     Open Access   (Followers: 63)
Intl. Business Research     Open Access   (Followers: 6)
Intl. Education Studies     Open Access   (Followers: 8)
Intl. J. of Biology     Open Access   (Followers: 1)
Intl. J. of Business and Management     Open Access   (Followers: 15)
Intl. J. of Chemistry     Open Access   (Followers: 10)
Intl. J. of Economics and Finance     Open Access   (Followers: 13)
Intl. J. of English Linguistics     Open Access   (Followers: 9)
Intl. J. of Marketing Studies     Open Access   (Followers: 11)
Intl. J. of Psychological Studies     Open Access   (Followers: 4)
Intl. J. of Statistics and Probability     Open Access   (Followers: 3)
Intl. Law Research     Open Access  
J. of Agricultural Science     Open Access   (Followers: 4)
J. of Education and Learning     Open Access   (Followers: 2)
J. of Educational and Developmental Psychology     Open Access   (Followers: 15)
J. of Food Research     Open Access   (Followers: 3)
J. of Geography and Geology     Open Access   (Followers: 12)
J. of Management and Sustainability     Open Access   (Followers: 7)
J. of Materials Science Research     Open Access   (Followers: 8)
J. of Mathematics Research     Open Access  
J. of Molecular Biology Research     Open Access   (Followers: 3)
J. of Plant Studies     Open Access   (Followers: 1)
J. of Politics and Law     Open Access   (Followers: 9)
J. of Sustainable Development     Open Access   (Followers: 25)
Mechanical Engineering Research     Open Access   (Followers: 18)
Modern Applied Science     Open Access   (Followers: 1)
Network and Communication Technologies     Open Access   (Followers: 4)
Public Administration Research     Open Access   (Followers: 2)
Review of European Studies     Open Access   (Followers: 13)
Sustainable Agriculture Research     Open Access   (Followers: 3)
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Journal of Education and Learning
Number of Followers: 2  

  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. 11,
           No. 5

    • Abstract: Reviewer Acknowledgements for Journal of Education and Learning, Vol. 11, No. 5, 2022
      PubDate: Fri, 30 Sep 2022 16:28:21 +000
  • Do You Want This Double or Single Spaced' Transactional Versus
           Transformational Questions

    • Abstract: This study describes two types of questions higher education students can ask – transactional or transformational. The terms “transactional” and “transformational” are commonly juxtaposed in leadership studies for purposes of offering insight into leadership style. The problem is transactional questions do not facilitate learning as they focus more on simply completing tasks, much like in leadership where a transactional leader is more concerned with immediate, finite details than ultimate vision.Not much literature is available that directly addresses the types of questions students ask. Therefore, primary research was conducted that involved observing student questions asked within class context; the questions were then analyzed and categorized as either transactional or transformational. The results are described and their implications contemplated. The paper concludes with suggestions the higher education sector could implement that might encourage more of a transformational student mindset.
      PubDate: Wed, 03 Aug 2022 05:53:20 +000
  • Exploring the Colgate Model: A Case Study of the Role of Crisis and Risk
           Communication in Higher Education

    • Abstract: This study of a return to in-person learning during the COVID-19 pandemic at a residential, liberal arts university examines the role communication played to facilitate the safety of students, faculty, staff, and the surrounding community. The study uses a grounded-theory approach to frame the communication situation, and a thematic analysis to highlight the dynamics of risk and crisis message development in the case. Results indicate that messaging was developed through engagement activities in a two-stage process, moving from an informative, two-way engagement stage to a branded, strategic stage that resulted in almost universal success, measured in low infection rates, in the messaging campaign. How did they do it' This article explores that question and, based on this case, concludes that the role of crisis and risk communication is to enable this two-stage process of message development. The article contributes to mental model and situational crisis communication theory by revealing the interplay of the two theoretical approaches.
      PubDate: Sat, 30 Jul 2022 13:24:51 +000
  • A Quantitative Study of Undergraduate Students’ Anxiety

    • Abstract: The main purpose of this quantitative study was to explore undergraduates’ anxiety level, as well as the correlation and differences among such variables as the sources of anxiety, students’ GPAs, grade levels, and majors. The research results indicated that undergraduates at a flagship university in the northwest, United States, were moderately anxious. There was no statistically significant difference in anxiety level and GPAs between domestic and international students. There was no statistically significant correlation between the anxiety and GPA concerning grade levels. Based on sources of anxiety and grade levels, undergraduates suffered exam anxiety most, and presentation anxiety came second. Freshmen’ anxiety level related to all sources was highest. Seniors were least anxious. There were statistically significant differences in the anxiety level related to specific sources regarding grade levels, except for presentation source of anxiety. Built on anxiety sources and majors, Human Services students had the highest level of anxiety. The least anxious was Agriculture, Food and Natural Resources students. The study concluded that higher education institutions should implement effective policies, procedures and practices to mitigate students’ anxiety level and thus improve their mental health and well-being.
      PubDate: Sat, 30 Jul 2022 13:24:51 +000
  • Learning Through Crisis Epistemologies: Recognising, Managing and
           Designing New Spaces and Bodies

    • Abstract: The Covid-19 crisis made spaces for people to immerse themselves in moments of reflection. The suspension of time, sites, and body mobility, the collapse of the past principles; as the macro learning environment has undergone unprecedented changes, how could people read and react to those changes' Learning at the university, almost all the students have to adopt an online format as a singular way to access higher education, which calls for more self-management capacities and learning autonomy. Bodily learning is crucial from the pedagogical perspective, drawing insights from The Affective Turn, where Clough (2008) took the human body as biomedia so as to affect learning and transform knowledge. This paper shines a light on the new bodies and spaces with inherent innovation potentiality. Based on the literature review chiefly from Sociology, Anthropology, Philosophy, and Culture Studies, this paper engages with four typologies of learning epistemology, nomad, heterotopia, liminality, and rhythm. Their essential characteristics, principles, and interpretations imply in-between and transformational traits, challenging the existing principles and being open to alternatives. They help evaluate the changes and foster our critical and creative learning in risk and crisis. Simultaneously, they serve as the theoretical foundation for the following innovation fieldwork.
      PubDate: Sat, 30 Jul 2022 13:24:51 +000
  • What Apps Do Postsecondary Students with Attention Deficit Hyperactivity
           Disorder Actually Find Helpful for Doing Schoolwork' An Empirical

    • Abstract: Attention Deficit Hyperactivity Disorder (ADHD) experts and individuals with ADHD have made many recommendations concerning mobile apps that could potentially help college students succeed. But do students know about these recommended apps' Do they find them useful' How do students use mobile apps for completing schoolwork' To answer these questions we carried out two empirical studies. In study 1, 35 Canadian postsecondary students who self-reported ADHD and 74 students without disabilities completed an online LimeSurvey questionnaire and indicated which of 20 expert recommended schoolwork-related apps they had tried and which they liked. In Study 2, nine students with ADHD specified how they used their technologies to complete schoolwork. Results indicate that students with and without ADHD were familiar with only 13 of the 20 apps recommended by experts, and that they liked only 11. For completing academic work, the most popular apps were built-in smartphone camera and recording apps. Students also found Microsoft, Google, Pomodoro and Kahoot apps helpful. Discord was the most popular app for collaboration with classmates. Results show that students with and without ADHD found the same apps and technologies helpful. To the best of our knowledge this is the first study to actually query students with ADHD about their app use and preferences. We conclude that disability service providers, academic administrators and access technologists need to stay up-to-date about general use mobile apps to enable them to make appropriate recommendations to help students with ADHD succeed in college.
      PubDate: Sat, 30 Jul 2022 13:24:51 +000
  • Factors Influential to Teacher Candidates’ Decision to Pursue
           Special Education Careers

    • Abstract: The purpose of this study was to examine undergraduate students’ reasons they would or would not choose to major in special education. Given the chronic shortage of special education teachers, it is essential to understand the variables that may influence an undergraduate student to choose a career in special education so that recruitment strategies can be effectively developed. The results from 121 survey respondents indicated that most students decided to pursue a career in special education in high school, or college, to make a difference in the lives of K-12 students. In addition, those individuals who chose to pursue a career in special education had previous experience with individuals with disabilities.
      PubDate: Sat, 30 Jul 2022 13:24:51 +000
  • Evidence-Based Practices in Special Education: A Reflection on the
           Philosophy, Research and Teaching

    • Abstract: Some researchers have taken evidence-based practices (EBPs) as the main solution for enhancing the learning outcomes of students with disabilities. The manner in which the application of EBPs assumes teaching strategies to be aligned with students’ learning problems or disability situations betrays a mechanical approach to dealing with issues of students with disabilities. Post/positivism and scientific methods are underpinning threads supporting these developments. Yet, the complexity of teaching practice tends to be overlooked and scientific methods overextended. In this background, this article reviews the philosophy of science so that a more complete and historical understanding of science is represented, which is helpful in facilitating the discipline to draw attention to the limitations of current discussions about EBPs. Subsequently, we raise three ways to elucidate the research and teaching practices. First, ontological, epistemological and methodological diversities should be practiced to interrogate issues related to EBPs. Second, alternative methodologies should be encouraged to counter the environmental and systematic barriers compromising students’ learning difficulties. Last, a problem-solving approach should be used to compete with a mechanistic approach in responding to students' learning difficulties.
      PubDate: Sat, 30 Jul 2022 13:24:51 +000
  • The Effect of Word Part Strategy Instruction on the Vocabulary Knowledge
           of Thai Primary School Learners

    • Abstract: Vocabulary learning strategies are essential in vocabulary acquisition and one particularly important strategy is word part strategy. This quasi-experimental research attempted to investigate the effects of word part strategy instruction on vocabulary knowledge among primary school students in a Thai EFL context. It also sought to explore primary school students’ attitudes about the use of the word-part strategy instruction on vocabulary acquisition and development. The participants consisted of two intact classes divided into experimental and control groups. The experimental participants received thorough training on word part strategies, while the control group received no instruction on word part strategies. Three measures of word part knowledge were developed and validated before the data collection. A five-point Likert scale questionnaire was also employed to explore the experimental participants’ attitudes towards implementing word part strategy instruction in vocabulary learning. Descriptive and inferential statistics were used to analyze the quantitative data. The results showed that the students who had received word part strategy instruction outperformed those in the control group, indicating a positive effect of word part strategies on vocabulary learning among primary school students. The current study also showed that primary school students were highly satisfied with the word part strategy instruction. Together, the present findings suggest the efficacy of word part strategies on vocabulary learning and development among primary school learners. Other implications relevant to pedagogical practices and suggestions for further studies are also discussed.
      PubDate: Sat, 30 Jul 2022 13:24:51 +000
  • Curriculum Evaluation: Measuring the Learning Outcomes and Satisfaction
           Levels of Thai Adult Learners with an English for Cultural Tourism
           Communication Course, Suphan Buri, Thailand

    • Abstract: A curriculum on English for cultural tourism communication was designed, developed, and implemented for Thai adult learners in Doem Bang Nang Buat, Suphan Buri, based on adaptation of the grassroots model (Taba, 1962) and relevant research. This study focused on measurement of the learning outcomes and satisfaction levels of Thai adult learners with an English for Cultural Tourism Communication course. Participants were 21 adult learners living in the community of Doem Bang Nang Buat in Suphan Buri. Data were collected through pretests and posttests, a questionnaire, and participant observation, and analyzed using descriptive statistics such as mean and standard deviation. Content analysis was also applied. The results indicated that the learning outcomes of the adult learners improved significantly as the posttest mean scores were higher than the pretest mean scores at the statistical significance level (p < .05). The satisfaction levels of adult learners with the course were rated overall as very satisfied regarding teaching competencies, materials and methods, activities, learning facilitation, and knowledge and understanding of lessons. The study suggests that an English language development curriculum for adult learners should concentrate on learner needs and interests with the aim of presenting everyday English situations in an effort to enable learners to apply English language knowledge and skills to their professions. Furthermore, collaboration between native and non-native English speakers along with the utilization of technology in a positive learning environment is seen as necessary to enhance adult learning.
      PubDate: Sat, 30 Jul 2022 13:24:51 +000
  • Quantitative Courses in Higher Education: A Comparison Between
           Asynchronous and Synchronous Distance Learning

    • Abstract: Quantitative courses in higher education have always been difficult and demanding because they involve complex principles and procedures and students are required to deal with complicated problems. With the outbreak of the COVID-19 crisis and the need to move immediately to distance learning, the challenge involved in undertaking such courses has become even more significant.Recent studies point to different findings regarding the effect of asynchronous and synchronous learning on student performance so it is not entirely clear which method is preferable. The present study addresses the above ambiguity with a focus on quantitative courses, known for their special complexity. The study examined which method is preferable and why, based on the learners’ point of view. Two main issues were examined: the contribution of each method to the learning process and whether one of them is significantly superior to the other and can even replace it exclusively. The research was based on two samples of students  who enrolled in eight quantitative courses at two colleges. The courses were given during the year 2020-2021 using combined teaching formats: Asynchronous and synchronous distance learning. Learners were asked to answer an online questionnaire that assessed the characteristics and advantages/disadvantages of both methods. The findings show that students distinctly prefer asynchronous learning over synchronous. The main reasons for this are the ability to repeat lessons indefinitely, time savings, flexible learning anywhere, anytime and at the appropriate pace as well as the ability to better understand the material.
      PubDate: Sat, 30 Jul 2022 13:24:51 +000
  • The Development of a Training Package for Student-Teacher Counseling

    • Abstract: The purposes of the study were 1) To develop a training package for counseling skills of student teachers, 2) to study the effectiveness of the developed training package on student teachers’ counseling skills, and 3) to study student teachers’ satisfaction with learning with the developed package. The study was conducted using a combination of the developmental and a quasi-experimental design. Two groups of participants were assigned to the study. Group one consisted of 3 experts taking part in the training package evaluation. The second group consisted of 32 student-teachers majoring in learning psychology who were selected using voluntary random sampling. The instruments include a training package for counseling skills of student-teachers, a training package evaluation form, a pre-post test, and a satisfaction questionnaire. The mean score and standard deviation were used to analyze the data gained from the training package evaluation form and satisfaction questionnaire. A paired-samples t-test was used to study the effectiveness of the developed training package. The results of the study could be concluded that the training package was developed with the potential to improve the participants’ counseling skills. At the implementation stage, the participants’ skills were positively affected after participating in the training program. Moreover, they were satisfied with the learning activities throughout the training package. The results of the study could be implicated in teacher education and research studies aiming to understand how counselling skills could be developed.
      PubDate: Sat, 30 Jul 2022 13:24:51 +000
  • Challenges Faced by Classroom Teachers in Distance Learning for Students
           with Attention Deficit Hyperactivity During COVID-19 Pandemic

    • Abstract: Remote and virtual classrooms could negatively affect the academics of students, especially in case of a child suffering from attention deficit hyperactivity disorder (ADHD). The aim of the present study was to understand the obstacles and differences between the teachers regarding their use of teaching methods, tasks and assignments, tests and evaluation methods and communication between teacher and parents of students with ADHD, during distance learning in COVID-19 pandemic. Data were collected through a questionnaire which was reviewed by some experts in the field of this study from several KSA universities. The result showed that there were statistically significant differences among responses of classroom teachers regarding all the dimensions. Furthermore, there were statistically significant differences between participants in their opinion toward all dimensions according to their specialization and years of experience which was not in the case of age and academic qualifications of the participants. Thus, it was concluded that teachers were willing to co-operate with the students having ADHD during online classes, but they face difficulties in handling them as ADHD students lacks concentration and can be distracted easily.
      PubDate: Sat, 30 Jul 2022 13:24:51 +000
  • Academic Adjustment in the UK University: A Case of Chinese Students’
           Direct-Entry as International Students

    • Abstract: This case study examines the academic adjustment of five direct-entry Chinese students at a UK university. Specifically, it investigates two questions: 1) What kind of academic challenges are faced by Chinese direct entrants enrolled in a banking and finance programme at a UK university' and 2) What are the external resources and personal coping strategies that participants perceive to be effective in counteracting these challenges' The findings from in-depth, semi-structured interviews fall under two broad domains: 1) the academic challenges; and 2) the coping strategies. The academic obstacles as experienced by participants include English language issues, content knowledge of the subject, course delivery pace, and time management. The perceived effective strategies that help to overcome the challenges include: making use of pre-sessional programmes, taking advantage of tutorials and professors’ weekly office hours, taking an active part in learning and figuring out the best learning approach, and seeking help proactively. This research has implications for educators and students who are involved or interested in similar programmes.
      PubDate: Sat, 30 Jul 2022 13:24:51 +000
  • Thai Language Curriculum to Enhance Creativity Thinking Skills for Primary
           School Students

    • Abstract: Creativity in the present society is essential for growth and reform. It is also beneficial for having creative students organize thought, imagine and discover new ideas from an early age. This study aimed to 1) investigate primary information related to learning management results, current situations, and school curriculum development needs, 2) design a Thai language curriculum to enhance creative thinking for primary school students, and 3) study the effects of the curriculum. The study was divided into three phases: primary information research, curriculum design, and implementation. The participants consisted of 30 students in grade 5 during the 2019 academic year. Phase 1 revealed that the majority of schools still had fair fourth-standard results, which related to the ability of analysis, synthesis, critical, creative, and considered thinking. There were approaches to solving the problem that involved analyzing the policy and the practice outcomes. The results of phase 2 revealed that the curriculum’s principles and goals were to assist students in improving their creative thinking in two dimensions: 1) knowledge and intelligence and 2) feeling, mind, and attitude. The results of phase 3 yielded that 1) primary school students had higher scores after learning to enhance creative thinking significantly at .05, 2) creative thinking of students who learned by using the curriculum was higher than creative thinking of students who learned through traditional curriculum significantly at .05. It can be stated that promoting creative thinking should be encouraged in many subject areas as early as possible.
      PubDate: Sat, 30 Jul 2022 13:24:51 +000
  • The Use of 5 Step Technique (QSCCS) in Developing Grade 9 Students’
           Summary Writing Skills

    • Abstract: The purposes of the study were to investigate the effectiveness of the QSCCS technique on the development of grade 9 students’ summary writing and 2) to study the students’ satisfaction with learning to write a summary with the QSCCS technique. The study was conducted in a quasi-experimental design using a single group of participants. The participants were 44 students in the Thai context. They were chosen using the purposive random sampling technique. The instruments were a learning management plan designed using the QSCCS technique, a pre-post-test, and a questionnaire. The students’ scores before and after the treatment were compared using a paired-sample test. The effectiveness of the learning management was analyzed considering the students’ performances during the learning process (E1) and the students’ post-test scores (E2). Mean scores and standard deviations were also used to analyze students’ questionnaire answers. The result of the study indicates the benefits of the QSCCS technique in developing grade 9 students’ summary writing skills. In addition, it was discovered that the participants were satisfied with learning to write a summary with the QSCCS technique. The results of the study provide an alternative instructional method for teaching summary writing.
      PubDate: Sat, 30 Jul 2022 13:24:51 +000
  • Teacher Professional Qualification in Early Childhood Education and Its
           Influence on Promotion Rates in Public Primary Schools in Embu County,

    • Abstract: Early Childhood Education (ECE) is fundamental to holistic development of children between zeros to eight years old. Thus, teacher professional development is key to enabling children grow and develop in the most appropriate ways. This study examined the extent to which teacher professional qualification in Early Childhood Education influences promotion rates of children in public primary schools in Embu County, Kenya. To achieve this objective the study adopted correlation research design, where stratified and simple random sampling techniques were used to sample 39 ECE schools attached to public primary schools. Simple random sampling was used to select 39 public primary headteachers, 39 ECE teachers and 156 public primary teachers Data for this study was collected through the use of questionnaires. An observation schedule checklist and documentary analysis guide for purposes of data triangulation. To check reliability and validity of research instruments, a pilot study was conducted Data from the questionnaire was analyzed through the use descriptive and inferential statistics while data from interviews and documentary analysis guide was analyzed in themes in line with the research objective. Research findings from quantitative data were presented using frequencies, percentages, means, standard deviations, and inferential statistics using Pearson Chi-Square Tests. Results showed that there is a positive correlation between teacher professional qualification in ECE and promotion rates in public primary schools ECE (r=.672, n=37, p
      PubDate: Sat, 30 Jul 2022 13:24:51 +000
  • International Students’ Perceptions of Interactive Academic Justice and
           Their Relation to Academic Achievement

    • Abstract: International learners of Arabic as a second language have a multi-cultural background, which may affect their perceptions toward the way they are treated with their instructors. The current study tries to examine international students’ perceptions of interactive academic justice and their relationship to academic achievement. The researcher used the descriptive approach, using a questionnaire of students’ perceptions of interactive academic justice, which involved (175) male and female students at the Arabic Language Institute for Non-Native Speakers at Umm Al-Qura University. The results show that there is a high level of international students’ perceptions of interactive academic justice. However, there are no statistically significant differences in international students’ perceptions of interactive academic justice; in terms of the gender variable (male-female). International students’ perceptions of interactive academic justice do not differ according to the period of Arabic language learning. The results indicate the importance of paying attention to teachers of Arabic as a second language, and the necessity of selecting those teachers and providing them with the necessary training continuously. Future research was presented.
      PubDate: Sat, 30 Jul 2022 13:24:51 +000
  • A Survey of Estonian Video Game Industry Needs

    • Abstract: Designing a video game design and development curriculum in higher education is a challenging task. Information about the needs of the respective industry certainly helps. In this paper, we have surveyed Estonian video game development companies to determine their current needs when it comes to knowledge areas, software tools, languages, abilities, and contextual fluencies. The survey is based on a similar survey conducted a decade ago and this paper compares the current results with those found earlier.Compared to the prior survey, we have found significant differences in the rated importance of knowledge in optimization, version control technologies, the C, C++, and C# programming languages, and the time management ability for video game development companies looking to hire university graduates. We have also extended the previous survey to include a contemporary selection of game design and development tools. Based on that, we have determined a strong need for graduates with skills specifically in Unity and Unreal Engine game engines, Photoshop raster image editing software, and Git version control software.While most of our results are largely consistent with the previous research, our added survey items like visual languages and game engines bring the results to the modern context. This allows curriculum designers and managers to see the differences regarding the landscape of industry needs for their graduates and thus make more informed decisions in their work.
      PubDate: Sat, 30 Jul 2022 13:24:51 +000
  • The Effects of Deductive Learning Activities With Games on the Topic of
           “Single Variable Linear Equations” of Mathematics on Learning
           Achievement of 7th Grade Students

    • Abstract: The purposes of the research were 1) to compare the scores of 7th grade students from deductive learning activitites managaement with games on the topic of “Single Variable Linear Equations” to the standardized criteria of 75%, 2) to compare the achievement of the 7th grade students before and after using the deductive learning activities with games, and 3) to study the satisfaction of the students with the deductive learning activities with games. The research samples were twenty-eight 7th grade students of class one at Triam Udomsaksa Patanakarn Roi-Et School in the second semester of 2021. They were selected by cluster random sampling method. The research instrument consisted of lesson plans, an achievement test, a questionnaire, a recording form after teaching and an observation form. The statistics used were mean, standard deviation, percentage, one-sample t-test and t-test for dependent. The research results indicated that compare the mean score of 7th grade students from deductive learning activitites managaement with games on the topic of “Single Variable Linear Equations” was higher than the standardized criteria of 75% at the .05 level of the statiscal significance. 2) The findings revealed that the mean postet score after using deductive learning activitites managaement with games was higher than that of the pre-test score at the .05 level of the statiscal significance. 3) The overall satisfaction of the student with the deductive learning activities with games was at a high level.
      PubDate: Sat, 30 Jul 2022 13:24:51 +000
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