Clean Technologies and Environmental Policy
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SCImago
Q1
WOS
Q3
Impact factor
4.2
SJR
0.865
CiteScore
8.1
Categories
Business, Management and Accounting (miscellaneous)
Environmental Engineering
Economics and Econometrics
Environmental Chemistry
Management, Monitoring, Policy and Law
Areas
Business, Management and Accounting
Economics, Econometrics and Finance
Environmental Science
Years of issue
2003-2025
journal names
Clean Technologies and Environmental Policy
CLEAN TECHNOL ENVIR
Top-3 citing journals

Clean Technologies and Environmental Policy
(4255 citations)

Journal of Cleaner Production
(2528 citations)

Sustainability
(1515 citations)
Top-3 organizations

University of Technology, Malaysia
(72 publications)

University of Nottingham, Malaysia Campus
(66 publications)

Indian Institute of Technology Bombay
(58 publications)

Indian Institute of Technology Bombay
(22 publications)

De La Salle University
(17 publications)

University of Tehran
(15 publications)
Most cited in 5 years
Found
Publications found: 944
Q1

Crisis-prompted online language teaching: a qualitative inquiry into autonomy among teachers in refugee settings
Charitonos K., Khalil B., Ross T.W., Bonfini-Hotlosz C., Aristorenas M., Webster B.
Abstract
Language is central to issues of displacement and education. This paper examines how English language teachers in refugee settings negotiated and exercised autonomy in teaching and learning in the context of the COVID-19 pandemic. It draws on the notion of autonomy and its dynamics in language classrooms in refugee settings. The paper focuses on one displacement context – Jordan’s refugee settings – to offer a fine-grained analysis of teachers’ accounts to synthesise how teachers negotiated the transition to online teaching and developed practices and relations across different sites. The study recognises teachers’ rights in contributing their own experience and expertise and draws on the Participatory Ethnographic Evaluation Research (PEER) methodology, which involved working closely with a group of six language teachers as peer researchers, who conducted in-depth interviews with two of their peers. The analysis examines the ways in which autonomy was exercised, mobilised, resourced, constrained and shaped by contextual factors during the pandemic and thus provides a nuanced understanding of teachers’ experiences. The study points to the importance of understanding teacher autonomy in the context of language teaching in technology-poor environments. By providing critical insights into the dynamics of teacher autonomy in unique professional settings, it contributes to the broader discourse on digital language learning and agency, roles and skills needed by teachers to support crisis preparedness for the future.
Q1

Interacting with ChatGPT in essay writing: A study of L2 learners’ task motivation
Zare J., Al-Issa A., Ranjbaran Madiseh F.
Abstract
This study explored the effects of interacting with ChatGPT 4.0 on L2 learners’ motivation to write English argumentative essays. Conducted at a public university in a non-English-speaking country, the study had an experimental and mixed-methods design. It utilized both quantitative and qualitative data analyses to inform the development of effective AI-enhanced tailored interventions for teaching L2 essay writing. Overall, the results revealed that interacting with ChatGPT 4.0 had a positive lasting effect on learners’ motivation to write argumentative essays in English. However, a decline in their motivation at the delayed post-intervention stage suggested the need to maintain a balance between utilizing ChatGPT as a writing support tool and enhancing their independent writing capabilities. Learners attributed the increase in their motivation to several factors, including their perceived improvement in essay writing skills, the supportive learning environment created by ChatGPT as a tutor, positive interactions with it, and the development of meta-cognitive awareness by addressing their specific writing issues. The study highlights the potential of AI-based tools in enhancing L2 learners’ motivation in English classrooms.
Q1

Migrants’ and refugees’ digital literacies in life and language learning
Bradley L., Guichon N., Kukulska-Hulme A.
Q1
ReCALL
,
2025
,
citations by CoLab: 0

Q1

Integrating collaborative digital multimodal tasks in Spanish as a second language course
Elola I., Bueno-Alastuey M.C., López-Pérez M.V.
Abstract
The emphasis in L2 learning has mainly focused on individual writers and monomodal academic genres (e.g. narration, argumentation), neglecting the potential of collaborative composing and the use of digital genres that introduce additional semiotic sources, for fear of having to deal with “a messy transition to digital multimodal communication” (Lotherington, 2021: 220). Yet, because Web 2.0 technological upgrades have enabled interactivity, literacy has morphed from discretely reading and writing a static page to dynamically reading and writing a multimodal one, which underpins collaborative authorship and (local and global) audience awareness. Considering the inclusion of working collaboratively with multimodal tasks in the L2 classroom, the question of how to help students effectively incorporate multimodal with academic monomodal texts remains unanswered. In response to this challenge, this study examines the design and implementation of an online task to foster multiliteracies. Thirty-seven international students of diverse disciplines (e.g. economics, engineering, history), enrolled in a Spanish as a second language course, worked collaboratively to create multimodal texts based on previously created monomodal texts. Informed by a student questionnaire and a teacher focus group, we analyzed both students’ and teachers’ perceptions to ascertain the effectiveness of the intervention and the possibilities these kinds of tasks bring to the foreign language classroom. Both sets of participants reported positive results concerning linguistic advancement, motivation, and multiliteracies development. Pedagogical recommendations related to the inclusion of this pedagogical practice are provided.
Q1

Blend up: empowering LESLLA learners through blended learning
Jehoul A., Van Nuffel H., Schiepers M.
Abstract
Blended language learning has recently experienced substantial growth, offering numerous potential benefits such as increased learning opportunities and personalization. However, digital inequalities persist, particularly affecting vulnerable groups like migrants with limited education. While the integration of technology in adult education may pose additional challenges for these groups, online learning paradoxically holds the promise of enhancing their basic skills. This study addresses this apparent contradiction, focusing on blended learning in Dutch second language (L2) education in Flanders (Belgium) for L2 learners with emerging literacy and limited formal education, representing the most vulnerable subgroup of L2 learners. This group is referred to as LESLLA learners (LESLLA is an acronym for Literacy Education and Second Language Learning for Adults). Through a combination of a systematic literature review and a needs analysis of stakeholders, including LESLLA learners themselves, the study explores the benefits and challenges of blended learning for LESLLA learners. The study reveals that while many affordances and limitations for adult L2 learners in general also apply to LESLLA learners, the significance varies based on their characteristics, curriculum goals, and context. In order to realize the affordances, while also tackling the challenges, effective blended education for low-literate L2 learners requires (1) a thoughtful design of the blend, in which instructional design principles are integrated with didactic principles for L2 teaching; (2) effective teacher conduct; and (3) powerful policy of adult education centers. This paper outlines the characteristics of each component, offering insights to strengthen blended L2 learning experiences for LESLLA learners.
Q1

Digital technology and language learning: insights from teachers of adult migrant learners
Maahs I., DeCapua A., Triulzi M.
Abstract
Increasing global digitalization is changing the everyday language skills required to participate in society, to carry out professional activities, and to take advantage of educational opportunities. As a result, new linguistic and digital competences are required for migrants. At the same time, digitalization offers new potential for learner-oriented language learning. In this article, we compare the results of two studies on teachers of adult multilingual migrant learners. These teachers instruct learners at different levels of literacy and with varied prior formal learning experiences. Both studies are situated in the German education system. The results illustrate how teachers and learners can work together using digital technologies to promote language learning. We explore the opportunities for effective, multilingual, and motivating language learning, as well as the challenges faced by learners and teachers, pointing to the need for further training in digital technology for both groups.
Q1

Modeling the relationship between online L2 motivational self-system and EFL learners’ virtual exchange self-regulations: the mediator and moderator roles of L2 grit
Rahimi A.R., Sevilla-Pavón A.
Abstract
While previous studies in computer-assisted language learning have extensively explored sociolinguistic factors, such as cultural competence, important psycholinguistic factors such as online L2 motivational self-system, L2 grit, and online self-regulation in relation to virtual exchange (VE) have remained widely unexplored. To address this gap, a study was conducted with 92 Spanish English as a foreign language learners who exchanged language and culture with Cypriot and Irish students and responded to questionnaires adapted for the study context, as part of the SOCIEMOVE (Socioemotional Skills Through Virtual Exchange) Project. The partial least squares structural equation modeling approach showed that language learners who set positive personal goals for the future and evaluate their current learning progress in VE can regulate their learning in it. Interestingly, the sign of authenticity gap was found in the study context, since learners’ motivation to learn in VE was higher compared to their previous language learning contexts, resulting in more effort and consistency of interest in setting their goals, evaluating their progress, and asking for help from others. Furthermore, learners’ L2 grit moderated and mediated the correlation between learners’ online motivation and online self-regulation, indicating that VE success requires long-term perseverance of effort and consistency of interest. Accordingly, a new conceptual framework for VE was developed. In addition, one of the main implications is that teachers who employ VE should focus more on learners’ current needs and the goals they wish to achieve when exchanging information rather than only focusing on their accomplishments based on the course syllabus.
Q1

Migrants’ digital skills development: Engaging with and creating digital cultural activities on the ENACT web app
Satar M., Seedhouse P., Kharrufa A., Ganassin S., Dooly M., Buitrago Peña J., Öztekin E., Akcan S., Haznedar B.
Abstract
Migrants encounter multiple challenges, such as learning new languages and adapting to a new life. While digital technologies help them learn, limited research has been conducted on their digital skills development. In this article, we report on migrants’ digital skills development while learning language through culture using a web app developed by an EU-funded project that aimed to promote social cohesion through a two-way exchange of knowledge and skills. Forty-six migrant and 43 home community members in Finland, Spain, Türkiye, and the UK participated in intercultural and intergenerational pairs to engage with and co-create interactive digital cultural activities in multiple languages. Participants’ digital, linguistic and cultural gains were measured before and after the workshops. We report on participants’ digital skills, measured by a digital competence self-assessment tool developed based on DigComp, and interviews with the participants. Quantitative data were analysed using descriptive and inferential statistics. Qualitative data were analysed deductively using the categories of the DigComp framework. Findings indicate statistically significant improvement in migrants’ self-reported digital skills. Highest gains were in the competency area of digital content creation. Comparison of migrants’ digital skill development with that of home community members did not show any statistically significant differences, supporting our argument against the deficiency perspective towards migrant populations. Interview data suggested overall positive evaluations and highlighted the role of the web app instructions for content creation. We conclude with suggestions for further research and argue for inclusive pedagogies, emphasising how both community members learned from and with each other during the workshops.
Q1

Teachers’ articulations of digital resources in an upper secondary programme for newly arrived migrants
Febring L., Risenfors S.
Abstract
The highly digitalised nature of contemporary society has made digital literacy important for newly arrived migrants. However, for teachers, the use of information and communication technologies can be challenging. The aim of the present study is to gain a deeper understanding of how teachers perceive digital resources as useful for teaching migrants language and subject skills. The research question is, In what way do teachers at the language introduction programme for newly arrived migrants in Sweden articulate the use of digital resources in relation to language teaching and in relation to subject teaching? This qualitative study is based on observations of 28 lessons in different subjects in the language introduction programme, as well as interviews with the observed teachers. In analysing the material, we first used the TPACK in situ model (Pareto & Willermark, 2019) to organise the data on the use of digital resources, and thereafter discourse theory (Howarth, 2005) was used to analyse the data. The results show that the teachers limited their students’ use of digital resources during the lessons, which is apparent in two discourses: distrust and dichotomy. In the discourse on distrust, digital technology is seen as an obstacle to teaching, and the discourse dichotomy is about the opposition between the digital and the physical. Moreover, articulations were often expressed in terms of identity; the teachers talked about themselves in relation to digital resources, rather than talking about how they use digital resources in their teaching.
Q1

Digital technologies and identity negotiation: a study of trilingual Uyghur university students’ language learning experiences in intranational migrations
Ye X.
Abstract
This three-year longitudinal case study explored how trilingual Uyghur intranational migrant students utilized digital technologies to learn languages and negotiate their identities in Han-dominant environments during their internal migrations within China, a topic that has been scarcely researched before. Adopting a poststructuralist perspective of identity, the study traced four Uyghur students who migrated from underdeveloped southern Xinjiang to northern Xinjiang for junior high school education, and to more developed cities in eastern and southern China for senior high school education and higher education. A qualitative approach was adopted, utilizing semi-structured interviews, class and campus observations, daily conversations, WeChat conversations, participants’ reflections, and assignments. Findings reveal that Uyghur minority students utilized digital technologies to bridge the English proficiency gap with Han students, negotiate their marginalized identities, integrate into the mainstream education system, and extend the empowerment to other ethnic minority students. This was in sharp contrast to the significant challenges and identity crises they faced when they did not have access to digital technologies to learn Mandarin in boarding secondary schools. An unprecedented finding is that, with digital empowerment, Uyghur minority students could achieve accomplishments that were even difficult for Han students to attain and gain upward social mobility by finding employment in Han-dominant first-tier cities. The implications of utilizing digital technologies to support intranational migrant ethnic minority students’ language learning and identity development are discussed.
Q1

Exploring attitudes to generative AI in education for English as an additional language (EAL) adult learners
Creely E., Barnes M., Tour E., Henderson M., Waterhouse P., Pena M.A., Patel S.V.
Abstract
This article addresses a critical gap in international research concerning digital literacies and empowerment among adults who are English as an additional language (EAL) learners. In the Australian context, where digital communication and services are embedded in all aspects of life and work, proficiency in digital literacies, including advanced technologies like generative artificial intelligence (AI), is vital for working and living in Australia. Despite the increasing prevalence and significance of generative AI platforms such as ChatGPT, there is a notable absence of dedicated programs to assist EAL learners in understanding and utilising generative AI, potentially impacting their employability and everyday life. This article presents findings from a larger study conducted within training providers, spanning adult educational institutions nationwide. Through analysis of data gathered from surveys and focus groups, the article investigates the knowledge and attitudes of students, educators, and leaders regarding integrating generative AI into the learning program for adult EAL learners. The results reveal a hesitance among educators, particularly concerning beginning language learners, in incorporating generative AI into educational programs. Conversely, many adult learners demonstrate enthusiasm for learning about its potential benefits despite having limited understanding. These disparities underscore the pressing need for comprehensive professional development for educators and program leaders. The findings also highlight the need to develop the AI literacy of learners to foster their understanding and digital empowerment. The article concludes by advocating for a systemic approach to include generative AI as an important part of learning programs with students often from adult migrant and refugee backgrounds.
Q1

Digital empowerment for rural migrant students in China: Identity, investment, and digital literacies beyond the classroom
Liu G.L.
Abstract
Drawing upon Darvin and Norton’s (2015) model of investment, this article examines how Xing and Jimmy (both pseudonyms) as two male Chinese English as a foreign language learners from rural migrant backgrounds negotiate their identities and assemble their social and cultural resources to invest in autonomous digital literacies for language learning and the assertion of a legitimate place in urban spaces. Employing a connective ethnographic design, this study collected data through interviews, reflexive journals, digital artifacts, and on-campus observations. Data were analyzed using an inductive thematic approach as well as within- and cross-case data analysis methods. The findings indicate that Xing and Jimmy experienced a profound sense of alienation and exclusion as they migrated from under-resourced rural spaces to the urban elite field. The unequal power relations in urban classrooms subjected them to marginalized and inadequate rural identities by denying them the right to speak and be heard. However, engaging with digital literacies in the wild allowed these migrant learners to access a wide range of linguistic, cultural, and symbolic resources, empowering them to reframe their identities as legitimate English speakers. The acquisition of such legitimacy enabled them to challenge the prevailing rural–urban exclusionary ideologies to claim the right to speak. This article closes by offering implications for empowering rural migrant students as socially competent members of the Chinese higher education system in the digital age.
Q1

ChatGPT in foreign language lesson plan creation: Trends, variability, and historical biases
Dornburg A., Davin K.J.
Abstract
The advent of generative artificial intelligence (AI) models holds potential for aiding teachers in the generation of pedagogical materials. However, numerous knowledge gaps concerning the behavior of these models obfuscate the generation of research-informed guidance for their effective usage. Here, we assess trends in prompt specificity, variability, and weaknesses in foreign language teacher lesson plans generated by zero-shot prompting in ChatGPT. Iterating a series of prompts that increased in complexity, we found that output lesson plans were generally high quality, though additional context and specificity to a prompt did not guarantee a concomitant increase in quality. Additionally, we observed extreme cases of variability in outputs generated by the same prompt. In many cases, this variability reflected a conflict between outdated (e.g. reciting scripted dialogues) and more current research-based pedagogical practices (e.g. a focus on communication). These results suggest that the training of generative AI models on classic texts concerning pedagogical practices may bias generated content toward teaching practices that have been long refuted by research. Collectively, our results offer immediate translational implications for practicing and training foreign language teachers on the use of AI tools. More broadly, these findings highlight trends in generative AI output that have implications for the development of pedagogical materials across a diversity of content areas.
Q1

The effect of textual and textual-pictorial glosses on incidental vocabulary learning in mobile-assisted listening
Shahipanah A., Khajavy G.H., Elahi Shirvan M.
Abstract
This study investigated how multimedia glossing affects incidental vocabulary learning from a listening task on mobile devices. A total of 118 English language learners were asked to listen to a story with 25 glossed target words on their mobile phones. In order to examine the effects of different types of glossing, participants were divided into four groups with access to four glosses during their listening: L1 textual, L2 textual, L1 textual and pictorial, and L2 textual and pictorial. Two vocabulary tests (i.e. definition-supply test and meaning-recognition test) were administrated immediately after treatment and two weeks later to measure vocabulary gain for target words. The results indicated that participants who had access to L1 textual and pictorial glosses had significantly higher vocabulary gains than other conditions, especially in meaning-recall word knowledge. Finally, a detailed discussion of the findings was provided to explain the results based on the theoretical framework of the study.
Q1

Gauging the effectiveness of a mobile application for learning English phrasal verbs
Alhujaylan H.
Abstract
This study used a mixed-methods approach to evaluate the efficacy of mobile-assisted language learning (MALL) in teaching English phrasal verbs (PVs) in a 12-week study. The participants were 122 EFL college students divided equally into an experimental and a control group. The experimental group was assigned PV learning on an iOS-based application (henceforth referred to as “app”) for eight weeks; the control group learned the same PVs through paper-based material. Pre-tests, post-tests, and weekly class tests were conducted, and one-way ANOVAs were performed to evaluate the differences between the two groups using their pre-test and post-test scores, with repeated measures ANOVA used to analyse the learning gains in weekly tests. The results revealed that the experimental group significantly outperformed the control group in the post-test (F = 6.09, p = .015, Cohen’s d = 0.45) and weekly tests (F = 31.68, p = .000). A Likert-scale-based e-questionnaire consisting of 19 items was administered to the experimental group to obtain their perceptions of the app’s usefulness for learning English PVs. The overall results suggest that MALL, particularly with this specific mobile app, may enhance students’ ability to understand and use English PVs, a key aspect of vocabulary skills. The findings can be used to encourage instructors to employ MALL for teaching the English lexicon for better learning outcomes in EFL settings.
Top-100
Citing journals
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Clean Technologies and Environmental Policy
4255 citations, 7.7%
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Journal of Cleaner Production
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SciELO
29 citations, 0.05%
|
|
Annual Reviews
26 citations, 0.05%
|
|
The Electrochemical Society
24 citations, 0.04%
|
|
Cambridge University Press
23 citations, 0.04%
|
|
Center of Biomass and Renewable Energy Scientia Academy
23 citations, 0.04%
|
|
Science Alert
23 citations, 0.04%
|
|
Copernicus
22 citations, 0.04%
|
|
Society of Petroleum Engineers
20 citations, 0.04%
|
|
Institution of Engineering and Technology (IET)
19 citations, 0.03%
|
|
19 citations, 0.03%
|
|
The Royal Society
18 citations, 0.03%
|
|
Cold Spring Harbor Laboratory
18 citations, 0.03%
|
|
Alexandria University
16 citations, 0.03%
|
|
Centre for Evaluation in Education and Science (CEON/CEES)
16 citations, 0.03%
|
|
Brazilian Society of Chemical Engineering
14 citations, 0.03%
|
|
Higher Education Press
13 citations, 0.02%
|
|
PeerJ
13 citations, 0.02%
|
|
Chinese Institute of Environmental Engineering (CIEnvE)
13 citations, 0.02%
|
|
Hans Publishers
13 citations, 0.02%
|
|
Ain Shams University
12 citations, 0.02%
|
|
Allerton Press
12 citations, 0.02%
|
|
CSIRO Publishing
12 citations, 0.02%
|
|
F1000 Research
12 citations, 0.02%
|
|
Association for Computing Machinery (ACM)
11 citations, 0.02%
|
|
Associacao Brasileira de Engenharia de Producao - ABEPRO
11 citations, 0.02%
|
|
American Society for Microbiology
10 citations, 0.02%
|
|
American Scientific Publishers
10 citations, 0.02%
|
|
Oriental Scientific Publishing Company
10 citations, 0.02%
|
|
National Library of Serbia
10 citations, 0.02%
|
|
Begell House
9 citations, 0.02%
|
|
Georg Thieme Verlag KG
9 citations, 0.02%
|
|
Scientific Publishers
9 citations, 0.02%
|
|
Korean Society of Environmental Engineers
9 citations, 0.02%
|
|
Society of Chemical Engineers, Japan
9 citations, 0.02%
|
|
Associacao Brasileira de Engenharia Sanitaria e Ambiental
9 citations, 0.02%
|
|
Lviv Polytechnic National University
9 citations, 0.02%
|
|
LLC CPC Business Perspectives
9 citations, 0.02%
|
|
Beilstein-Institut
9 citations, 0.02%
|
|
World Scientific and Engineering Academy and Society (WSEAS)
9 citations, 0.02%
|
|
Korean Society of Mechanical Engineers
8 citations, 0.01%
|
|
Vilnius Gediminas Technical University
8 citations, 0.01%
|
|
ASTM International
8 citations, 0.01%
|
|
South Florida Publishing LLC
8 citations, 0.01%
|
|
Proceedings of the National Academy of Sciences (PNAS)
7 citations, 0.01%
|
|
Korean Society for Biotechnology and Bioengineering
7 citations, 0.01%
|
|
Gazi University Journal of Science
7 citations, 0.01%
|
|
Instituto de Tecnologia do Parana
7 citations, 0.01%
|
|
Inderscience Publishers
7 citations, 0.01%
|
|
Tsinghua University Press
6 citations, 0.01%
|
|
Egyptian Petroleum Research Institute
6 citations, 0.01%
|
|
Asian Journal of Chemistry
6 citations, 0.01%
|
|
The Japan Institute of Energy
6 citations, 0.01%
|
|
Tech Science Press
6 citations, 0.01%
|
|
Eurowaste SRL
6 citations, 0.01%
|
|
Universidade Federal de São Carlos
6 citations, 0.01%
|
|
American Association for the Advancement of Science (AAAS)
5 citations, 0.01%
|
|
Asian Network for Scientific Information
5 citations, 0.01%
|
|
Show all (70 more) | |
5000
10000
15000
20000
25000
|
Publishing organizations
10
20
30
40
50
60
70
80
|
|
University of Technology, Malaysia
72 publications, 2.15%
|
|
University of Nottingham, Malaysia Campus
66 publications, 1.97%
|
|
Indian Institute of Technology Bombay
58 publications, 1.74%
|
|
De La Salle University
58 publications, 1.74%
|
|
Central Leather Research Institute
52 publications, 1.56%
|
|
University of Pannonia
51 publications, 1.53%
|
|
Texas A&M University
46 publications, 1.38%
|
|
University of Malaya
41 publications, 1.23%
|
|
University of Porto
35 publications, 1.05%
|
|
Institute of Chemical Technology, Mumbai
31 publications, 0.93%
|
|
Tokyo University of Agriculture and Technology
26 publications, 0.78%
|
|
University of Tehran
25 publications, 0.75%
|
|
King Abdulaziz University
23 publications, 0.69%
|
|
Petronas University of Technology
23 publications, 0.69%
|
|
National Institute of Technology Tiruchirappalli
22 publications, 0.66%
|
|
University of British Columbia
22 publications, 0.66%
|
|
University of Maribor
22 publications, 0.66%
|
|
Indian Institute of Technology Delhi
21 publications, 0.63%
|
|
Tsinghua University
21 publications, 0.63%
|
|
Universidade Federal do Rio de Janeiro
21 publications, 0.63%
|
|
Jadavpur University
20 publications, 0.6%
|
|
Indian Institute of Technology Kharagpur
18 publications, 0.54%
|
|
University of Manchester
18 publications, 0.54%
|
|
Vellore Institute of Technology University
17 publications, 0.51%
|
|
Indian Institute of Technology (Indian School of Mines) Dhanbad
17 publications, 0.51%
|
|
Anna University
17 publications, 0.51%
|
|
Xi'an Jiaotong University
17 publications, 0.51%
|
|
Indian Institute of Technology Guwahati
16 publications, 0.48%
|
|
Indian Institute of Technology Roorkee
16 publications, 0.48%
|
|
Pazmany Peter Catholic University
16 publications, 0.48%
|
|
Islamic Azad University, Tehran
15 publications, 0.45%
|
|
University of Mumbai
15 publications, 0.45%
|
|
Dalian University of Technology
15 publications, 0.45%
|
|
Polytechnic University of Turin
15 publications, 0.45%
|
|
King Saud University
14 publications, 0.42%
|
|
Amirkabir University of Technology
14 publications, 0.42%
|
|
University of Calcutta
14 publications, 0.42%
|
|
National University of Malaysia
14 publications, 0.42%
|
|
University of Liverpool
14 publications, 0.42%
|
|
Indian Institute of Technology Madras
13 publications, 0.39%
|
|
University of Cincinnati
13 publications, 0.39%
|
|
SRM Institute of Science and Technology
12 publications, 0.36%
|
|
Sichuan University
12 publications, 0.36%
|
|
Southeast University
12 publications, 0.36%
|
|
Tianjin University
12 publications, 0.36%
|
|
University of Oviedo
12 publications, 0.36%
|
|
National Institute of Technology Durgapur
11 publications, 0.33%
|
|
Saveetha Institute of Medical and Technical Sciences
11 publications, 0.33%
|
|
Shanghai Jiao Tong University
11 publications, 0.33%
|
|
Vienna University of Technology
11 publications, 0.33%
|
|
Federal University of Santa Catarina
11 publications, 0.33%
|
|
Wayne State University
11 publications, 0.33%
|
|
Universidade Estadual de Campinas
11 publications, 0.33%
|
|
King Fahd University of Petroleum and Minerals
10 publications, 0.3%
|
|
University of Delhi
10 publications, 0.3%
|
|
CSIR-National Chemical Laboratory
10 publications, 0.3%
|
|
Delhi Technological University
10 publications, 0.3%
|
|
Petroleum University of Technology Iran
10 publications, 0.3%
|
|
Bu-Ali Sina University
10 publications, 0.3%
|
|
Harbin Institute of Technology
10 publications, 0.3%
|
|
University Putra Malaysia
10 publications, 0.3%
|
|
Qingdao University of Science and Technology
10 publications, 0.3%
|
|
Griffith University
10 publications, 0.3%
|
|
Curtin University
10 publications, 0.3%
|
|
University of Kentucky
10 publications, 0.3%
|
|
American University of Sharjah
9 publications, 0.27%
|
|
Lovely Professional University
9 publications, 0.27%
|
|
University of Petroleum and Energy Studies
9 publications, 0.27%
|
|
Indian Institute of Engineering Science and Technology, Shibpur
9 publications, 0.27%
|
|
Katholieke Universiteit Leuven
9 publications, 0.27%
|
|
Central South University
9 publications, 0.27%
|
|
Technical University of Denmark
9 publications, 0.27%
|
|
National Taipei University of Technology
9 publications, 0.27%
|
|
National Cheng Kung University
9 publications, 0.27%
|
|
King Mongkut's University of Technology Thonburi
9 publications, 0.27%
|
|
Hong Kong University of Science and Technology
9 publications, 0.27%
|
|
Shandong University
9 publications, 0.27%
|
|
Aristotle University of Thessaloniki
9 publications, 0.27%
|
|
University of Cantabria
9 publications, 0.27%
|
|
University of Lahore
8 publications, 0.24%
|
|
Visvesvaraya National Institute of Technology Nagpur
8 publications, 0.24%
|
|
National Institute of Technology Agartala
8 publications, 0.24%
|
|
Khajeh Nasir Toosi University of Technology
8 publications, 0.24%
|
|
University of Qom
8 publications, 0.24%
|
|
National Environmental Engineering Research Institute
8 publications, 0.24%
|
|
Texas A&M University at Qatar
8 publications, 0.24%
|
|
University Malaysia Pahang Al-Sultan Abdullah
8 publications, 0.24%
|
|
Norwegian University of Science and Technology
8 publications, 0.24%
|
|
National Taiwan University
8 publications, 0.24%
|
|
Cairo University
8 publications, 0.24%
|
|
Chulalongkorn University
8 publications, 0.24%
|
|
Mahidol University
8 publications, 0.24%
|
|
Northwest A&F University
8 publications, 0.24%
|
|
University of Arizona
8 publications, 0.24%
|
|
National Technical University of Athens
8 publications, 0.24%
|
|
Michigan Technological University
8 publications, 0.24%
|
|
Universidade Estadual Paulista
8 publications, 0.24%
|
|
University of Belgrade
8 publications, 0.24%
|
|
Azerbaijan State University of Economics
7 publications, 0.21%
|
|
Qassim University
7 publications, 0.21%
|
|
Show all (70 more) | |
10
20
30
40
50
60
70
80
|
Publishing organizations in 5 years
5
10
15
20
25
|
|
Indian Institute of Technology Bombay
22 publications, 1.67%
|
|
De La Salle University
17 publications, 1.29%
|
|
University of Tehran
15 publications, 1.14%
|
|
University of Technology, Malaysia
15 publications, 1.14%
|
|
Universidade Federal do Rio de Janeiro
13 publications, 0.99%
|
|
University of Nottingham, Malaysia Campus
11 publications, 0.84%
|
|
King Saud University
10 publications, 0.76%
|
|
Indian Institute of Technology Kharagpur
10 publications, 0.76%
|
|
Indian Institute of Technology (Indian School of Mines) Dhanbad
10 publications, 0.76%
|
|
Islamic Azad University, Tehran
10 publications, 0.76%
|
|
Saveetha Institute of Medical and Technical Sciences
10 publications, 0.76%
|
|
Shanghai Jiao Tong University
10 publications, 0.76%
|
|
Xi'an Jiaotong University
10 publications, 0.76%
|
|
Lovely Professional University
9 publications, 0.68%
|
|
SRM Institute of Science and Technology
9 publications, 0.68%
|
|
Tsinghua University
9 publications, 0.68%
|
|
University of Delhi
8 publications, 0.61%
|
|
Delhi Technological University
8 publications, 0.61%
|
|
Central Leather Research Institute
8 publications, 0.61%
|
|
University of Malaya
8 publications, 0.61%
|
|
Azerbaijan State University of Economics
7 publications, 0.53%
|
|
King Abdulaziz University
7 publications, 0.53%
|
|
King Fahd University of Petroleum and Minerals
7 publications, 0.53%
|
|
Amirkabir University of Technology
7 publications, 0.53%
|
|
Vellore Institute of Technology University
7 publications, 0.53%
|
|
University of Lahore
7 publications, 0.53%
|
|
Chandigarh University
7 publications, 0.53%
|
|
National Institute of Technology Agartala
7 publications, 0.53%
|
|
Sichuan University
7 publications, 0.53%
|
|
Shandong University
7 publications, 0.53%
|
|
Indian Institute of Technology Madras
6 publications, 0.46%
|
|
Indian Institute of Technology Delhi
6 publications, 0.46%
|
|
Jadavpur University
6 publications, 0.46%
|
|
Sardar Vallabhbhai National Institute of Technology Surat
6 publications, 0.46%
|
|
University of Petroleum and Energy Studies
6 publications, 0.46%
|
|
National University of Malaysia
6 publications, 0.46%
|
|
The MARA Technological University
6 publications, 0.46%
|
|
Sunway University
6 publications, 0.46%
|
|
Beijing University of Technology
6 publications, 0.46%
|
|
Nnamdi Azikiwe University
6 publications, 0.46%
|
|
Hong Kong University of Science and Technology
6 publications, 0.46%
|
|
University of Pannonia
6 publications, 0.46%
|
|
Széchenyi István University
6 publications, 0.46%
|
|
Wayne State University
6 publications, 0.46%
|
|
Tarbiat Modares University
5 publications, 0.38%
|
|
Ege University
5 publications, 0.38%
|
|
Babol Noshirvani University of Technology
5 publications, 0.38%
|
|
Indian Institute of Technology Guwahati
5 publications, 0.38%
|
|
Indian Institute of Technology Roorkee
5 publications, 0.38%
|
|
Sakarya University
5 publications, 0.38%
|
|
Anna University
5 publications, 0.38%
|
|
Visvesvaraya National Institute of Technology Nagpur
5 publications, 0.38%
|
|
National Institute of Technology Durgapur
5 publications, 0.38%
|
|
Ton Duc Thang University
5 publications, 0.38%
|
|
Cyprus International University
5 publications, 0.38%
|
|
European University of Lefke
5 publications, 0.38%
|
|
Pandit Deendayal Energy University
5 publications, 0.38%
|
|
Central South University
5 publications, 0.38%
|
|
Lebanese American University
5 publications, 0.38%
|
|
University of Nicosia
5 publications, 0.38%
|
|
Griffith University
5 publications, 0.38%
|
|
Northwest A&F University
5 publications, 0.38%
|
|
Henan Agricultural University
5 publications, 0.38%
|
|
Federal University of Santa Catarina
5 publications, 0.38%
|
|
Cracow University of Technology
5 publications, 0.38%
|
|
Alexandria University
5 publications, 0.38%
|
|
University of Sfax
5 publications, 0.38%
|
|
University of Oviedo
5 publications, 0.38%
|
|
University of Regina
5 publications, 0.38%
|
|
Istanbul Technical University
4 publications, 0.3%
|
|
Qassim University
4 publications, 0.3%
|
|
University of Sharjah
4 publications, 0.3%
|
|
Indian Institute of Science
4 publications, 0.3%
|
|
Birla Institute of Technology and Science, Pilani
4 publications, 0.3%
|
|
Isfahan University of Technology
4 publications, 0.3%
|
|
Bahauddin Zakariya University
4 publications, 0.3%
|
|
Cukurova University
4 publications, 0.3%
|
|
Khajeh Nasir Toosi University of Technology
4 publications, 0.3%
|
|
Urmia University of Technology
4 publications, 0.3%
|
|
Sri Sivasubramaniya Nadar College of Engineering
4 publications, 0.3%
|
|
Graphic Era University
4 publications, 0.3%
|
|
Mersin University
4 publications, 0.3%
|
|
Institute of Chemical Technology, Mumbai
4 publications, 0.3%
|
|
Duy Tan University
4 publications, 0.3%
|
|
Ho Chi Minh City University of Technology
4 publications, 0.3%
|
|
Yazd University
4 publications, 0.3%
|
|
University of Chinese Academy of Sciences
4 publications, 0.3%
|
|
Huazhong University of Science and Technology
4 publications, 0.3%
|
|
Harbin Institute of Technology
4 publications, 0.3%
|
|
Tongji University
4 publications, 0.3%
|
|
Karpagam Academy of Higher Education
4 publications, 0.3%
|
|
Osmaniye Korkut Ata University
4 publications, 0.3%
|
|
University Putra Malaysia
4 publications, 0.3%
|
|
Petronas University of Technology
4 publications, 0.3%
|
|
Nanjing University of Aeronautics and Astronautics
4 publications, 0.3%
|
|
Nanjing Forestry University
4 publications, 0.3%
|
|
Shandong University of Science and Technology
4 publications, 0.3%
|
|
Tianjin University
4 publications, 0.3%
|
|
Shanghai University
4 publications, 0.3%
|
|
Jiangsu University
4 publications, 0.3%
|
|
Show all (70 more) | |
5
10
15
20
25
|
Publishing countries
100
200
300
400
500
600
700
|
|
India
|
India, 618, 18.49%
India
618 publications, 18.49%
|
USA
|
USA, 490, 14.66%
USA
490 publications, 14.66%
|
China
|
China, 455, 13.61%
China
455 publications, 13.61%
|
Malaysia
|
Malaysia, 232, 6.94%
Malaysia
232 publications, 6.94%
|
Iran
|
Iran, 154, 4.61%
Iran
154 publications, 4.61%
|
Brazil
|
Brazil, 153, 4.58%
Brazil
153 publications, 4.58%
|
United Kingdom
|
United Kingdom, 128, 3.83%
United Kingdom
128 publications, 3.83%
|
Turkey
|
Turkey, 111, 3.32%
Turkey
111 publications, 3.32%
|
Spain
|
Spain, 88, 2.63%
Spain
88 publications, 2.63%
|
Japan
|
Japan, 85, 2.54%
Japan
85 publications, 2.54%
|
Hungary
|
Hungary, 83, 2.48%
Hungary
83 publications, 2.48%
|
Czech Republic
|
Czech Republic, 76, 2.27%
Czech Republic
76 publications, 2.27%
|
Italy
|
Italy, 75, 2.24%
Italy
75 publications, 2.24%
|
Mexico
|
Mexico, 70, 2.09%
Mexico
70 publications, 2.09%
|
Australia
|
Australia, 68, 2.03%
Australia
68 publications, 2.03%
|
Saudi Arabia
|
Saudi Arabia, 68, 2.03%
Saudi Arabia
68 publications, 2.03%
|
Philippines
|
Philippines, 62, 1.86%
Philippines
62 publications, 1.86%
|
Poland
|
Poland, 58, 1.74%
Poland
58 publications, 1.74%
|
Pakistan
|
Pakistan, 56, 1.68%
Pakistan
56 publications, 1.68%
|
Portugal
|
Portugal, 55, 1.65%
Portugal
55 publications, 1.65%
|
Canada
|
Canada, 55, 1.65%
Canada
55 publications, 1.65%
|
Germany
|
Germany, 53, 1.59%
Germany
53 publications, 1.59%
|
Egypt
|
Egypt, 52, 1.56%
Egypt
52 publications, 1.56%
|
Thailand
|
Thailand, 49, 1.47%
Thailand
49 publications, 1.47%
|
France
|
France, 34, 1.02%
France
34 publications, 1.02%
|
Republic of Korea
|
Republic of Korea, 34, 1.02%
Republic of Korea
34 publications, 1.02%
|
Vietnam
|
Vietnam, 33, 0.99%
Vietnam
33 publications, 0.99%
|
Austria
|
Austria, 30, 0.9%
Austria
30 publications, 0.9%
|
Slovenia
|
Slovenia, 28, 0.84%
Slovenia
28 publications, 0.84%
|
South Africa
|
South Africa, 28, 0.84%
South Africa
28 publications, 0.84%
|
Greece
|
Greece, 26, 0.78%
Greece
26 publications, 0.78%
|
Croatia
|
Croatia, 26, 0.78%
Croatia
26 publications, 0.78%
|
Nigeria
|
Nigeria, 25, 0.75%
Nigeria
25 publications, 0.75%
|
Lithuania
|
Lithuania, 24, 0.72%
Lithuania
24 publications, 0.72%
|
Denmark
|
Denmark, 23, 0.69%
Denmark
23 publications, 0.69%
|
UAE
|
UAE, 23, 0.69%
UAE
23 publications, 0.69%
|
Romania
|
Romania, 22, 0.66%
Romania
22 publications, 0.66%
|
Netherlands
|
Netherlands, 21, 0.63%
Netherlands
21 publications, 0.63%
|
Belgium
|
Belgium, 20, 0.6%
Belgium
20 publications, 0.6%
|
Finland
|
Finland, 19, 0.57%
Finland
19 publications, 0.57%
|
Chile
|
Chile, 19, 0.57%
Chile
19 publications, 0.57%
|
Russia
|
Russia, 18, 0.54%
Russia
18 publications, 0.54%
|
Jordan
|
Jordan, 18, 0.54%
Jordan
18 publications, 0.54%
|
Bangladesh
|
Bangladesh, 17, 0.51%
Bangladesh
17 publications, 0.51%
|
Switzerland
|
Switzerland, 17, 0.51%
Switzerland
17 publications, 0.51%
|
Norway
|
Norway, 16, 0.48%
Norway
16 publications, 0.48%
|
Sweden
|
Sweden, 16, 0.48%
Sweden
16 publications, 0.48%
|
Qatar
|
Qatar, 15, 0.45%
Qatar
15 publications, 0.45%
|
Lebanon
|
Lebanon, 13, 0.39%
Lebanon
13 publications, 0.39%
|
Slovakia
|
Slovakia, 13, 0.39%
Slovakia
13 publications, 0.39%
|
Israel
|
Israel, 12, 0.36%
Israel
12 publications, 0.36%
|
Indonesia
|
Indonesia, 12, 0.36%
Indonesia
12 publications, 0.36%
|
Tunisia
|
Tunisia, 12, 0.36%
Tunisia
12 publications, 0.36%
|
Algeria
|
Algeria, 10, 0.3%
Algeria
10 publications, 0.3%
|
Ireland
|
Ireland, 10, 0.3%
Ireland
10 publications, 0.3%
|
Colombia
|
Colombia, 10, 0.3%
Colombia
10 publications, 0.3%
|
Oman
|
Oman, 10, 0.3%
Oman
10 publications, 0.3%
|
Iraq
|
Iraq, 9, 0.27%
Iraq
9 publications, 0.27%
|
Serbia
|
Serbia, 9, 0.27%
Serbia
9 publications, 0.27%
|
Singapore
|
Singapore, 9, 0.27%
Singapore
9 publications, 0.27%
|
Ethiopia
|
Ethiopia, 9, 0.27%
Ethiopia
9 publications, 0.27%
|
Argentina
|
Argentina, 8, 0.24%
Argentina
8 publications, 0.24%
|
Bulgaria
|
Bulgaria, 8, 0.24%
Bulgaria
8 publications, 0.24%
|
Azerbaijan
|
Azerbaijan, 7, 0.21%
Azerbaijan
7 publications, 0.21%
|
New Zealand
|
New Zealand, 7, 0.21%
New Zealand
7 publications, 0.21%
|
Ukraine
|
Ukraine, 6, 0.18%
Ukraine
6 publications, 0.18%
|
Kuwait
|
Kuwait, 6, 0.18%
Kuwait
6 publications, 0.18%
|
Kazakhstan
|
Kazakhstan, 5, 0.15%
Kazakhstan
5 publications, 0.15%
|
Estonia
|
Estonia, 5, 0.15%
Estonia
5 publications, 0.15%
|
Bosnia and Herzegovina
|
Bosnia and Herzegovina, 4, 0.12%
Bosnia and Herzegovina
4 publications, 0.12%
|
Cyprus
|
Cyprus, 4, 0.12%
Cyprus
4 publications, 0.12%
|
Libya
|
Libya, 4, 0.12%
Libya
4 publications, 0.12%
|
Peru
|
Peru, 4, 0.12%
Peru
4 publications, 0.12%
|
Sudan
|
Sudan, 4, 0.12%
Sudan
4 publications, 0.12%
|
Uzbekistan
|
Uzbekistan, 4, 0.12%
Uzbekistan
4 publications, 0.12%
|
Sri Lanka
|
Sri Lanka, 4, 0.12%
Sri Lanka
4 publications, 0.12%
|
Ghana
|
Ghana, 3, 0.09%
Ghana
3 publications, 0.09%
|
Armenia
|
Armenia, 2, 0.06%
Armenia
2 publications, 0.06%
|
Brunei
|
Brunei, 2, 0.06%
Brunei
2 publications, 0.06%
|
Yemen
|
Yemen, 2, 0.06%
Yemen
2 publications, 0.06%
|
Kenya
|
Kenya, 2, 0.06%
Kenya
2 publications, 0.06%
|
Costa Rica
|
Costa Rica, 2, 0.06%
Costa Rica
2 publications, 0.06%
|
Mauritius
|
Mauritius, 2, 0.06%
Mauritius
2 publications, 0.06%
|
Morocco
|
Morocco, 2, 0.06%
Morocco
2 publications, 0.06%
|
North Macedonia
|
North Macedonia, 2, 0.06%
North Macedonia
2 publications, 0.06%
|
Uruguay
|
Uruguay, 2, 0.06%
Uruguay
2 publications, 0.06%
|
Afghanistan
|
Afghanistan, 1, 0.03%
Afghanistan
1 publication, 0.03%
|
Bhutan
|
Bhutan, 1, 0.03%
Bhutan
1 publication, 0.03%
|
Georgia
|
Georgia, 1, 0.03%
Georgia
1 publication, 0.03%
|
Zimbabwe
|
Zimbabwe, 1, 0.03%
Zimbabwe
1 publication, 0.03%
|
Cambodia
|
Cambodia, 1, 0.03%
Cambodia
1 publication, 0.03%
|
Cameroon
|
Cameroon, 1, 0.03%
Cameroon
1 publication, 0.03%
|
Latvia
|
Latvia, 1, 0.03%
Latvia
1 publication, 0.03%
|
Luxembourg
|
Luxembourg, 1, 0.03%
Luxembourg
1 publication, 0.03%
|
Mongolia
|
Mongolia, 1, 0.03%
Mongolia
1 publication, 0.03%
|
Myanmar
|
Myanmar, 1, 0.03%
Myanmar
1 publication, 0.03%
|
Namibia
|
Namibia, 1, 0.03%
Namibia
1 publication, 0.03%
|
Nepal
|
Nepal, 1, 0.03%
Nepal
1 publication, 0.03%
|
Nicaragua
|
Nicaragua, 1, 0.03%
Nicaragua
1 publication, 0.03%
|
Palestine
|
Palestine, 1, 0.03%
Palestine
1 publication, 0.03%
|
Show all (70 more) | |
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Publishing countries in 5 years
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150
200
250
300
|
|
India
|
India, 268, 20.35%
India
268 publications, 20.35%
|
China
|
China, 253, 19.21%
China
253 publications, 19.21%
|
Iran
|
Iran, 86, 6.53%
Iran
86 publications, 6.53%
|
USA
|
USA, 76, 5.77%
USA
76 publications, 5.77%
|
Turkey
|
Turkey, 73, 5.54%
Turkey
73 publications, 5.54%
|
Brazil
|
Brazil, 72, 5.47%
Brazil
72 publications, 5.47%
|
Malaysia
|
Malaysia, 66, 5.01%
Malaysia
66 publications, 5.01%
|
United Kingdom
|
United Kingdom, 52, 3.95%
United Kingdom
52 publications, 3.95%
|
Pakistan
|
Pakistan, 38, 2.89%
Pakistan
38 publications, 2.89%
|
Saudi Arabia
|
Saudi Arabia, 35, 2.66%
Saudi Arabia
35 publications, 2.66%
|
Poland
|
Poland, 34, 2.58%
Poland
34 publications, 2.58%
|
Spain
|
Spain, 32, 2.43%
Spain
32 publications, 2.43%
|
Australia
|
Australia, 28, 2.13%
Australia
28 publications, 2.13%
|
Czech Republic
|
Czech Republic, 27, 2.05%
Czech Republic
27 publications, 2.05%
|
Vietnam
|
Vietnam, 24, 1.82%
Vietnam
24 publications, 1.82%
|
Germany
|
Germany, 23, 1.75%
Germany
23 publications, 1.75%
|
Egypt
|
Egypt, 23, 1.75%
Egypt
23 publications, 1.75%
|
Italy
|
Italy, 23, 1.75%
Italy
23 publications, 1.75%
|
Canada
|
Canada, 23, 1.75%
Canada
23 publications, 1.75%
|
Nigeria
|
Nigeria, 20, 1.52%
Nigeria
20 publications, 1.52%
|
Thailand
|
Thailand, 18, 1.37%
Thailand
18 publications, 1.37%
|
Philippines
|
Philippines, 18, 1.37%
Philippines
18 publications, 1.37%
|
Croatia
|
Croatia, 18, 1.37%
Croatia
18 publications, 1.37%
|
Japan
|
Japan, 18, 1.37%
Japan
18 publications, 1.37%
|
Mexico
|
Mexico, 17, 1.29%
Mexico
17 publications, 1.29%
|
South Africa
|
South Africa, 16, 1.21%
South Africa
16 publications, 1.21%
|
France
|
France, 13, 0.99%
France
13 publications, 0.99%
|
Hungary
|
Hungary, 12, 0.91%
Hungary
12 publications, 0.91%
|
Republic of Korea
|
Republic of Korea, 12, 0.91%
Republic of Korea
12 publications, 0.91%
|
Bangladesh
|
Bangladesh, 11, 0.84%
Bangladesh
11 publications, 0.84%
|
Netherlands
|
Netherlands, 10, 0.76%
Netherlands
10 publications, 0.76%
|
UAE
|
UAE, 10, 0.76%
UAE
10 publications, 0.76%
|
Chile
|
Chile, 10, 0.76%
Chile
10 publications, 0.76%
|
Russia
|
Russia, 9, 0.68%
Russia
9 publications, 0.68%
|
Denmark
|
Denmark, 9, 0.68%
Denmark
9 publications, 0.68%
|
Lebanon
|
Lebanon, 9, 0.68%
Lebanon
9 publications, 0.68%
|
Tunisia
|
Tunisia, 9, 0.68%
Tunisia
9 publications, 0.68%
|
Slovenia
|
Slovenia, 8, 0.61%
Slovenia
8 publications, 0.61%
|
Azerbaijan
|
Azerbaijan, 7, 0.53%
Azerbaijan
7 publications, 0.53%
|
Indonesia
|
Indonesia, 7, 0.53%
Indonesia
7 publications, 0.53%
|
Portugal
|
Portugal, 6, 0.46%
Portugal
6 publications, 0.46%
|
Austria
|
Austria, 6, 0.46%
Austria
6 publications, 0.46%
|
Belgium
|
Belgium, 6, 0.46%
Belgium
6 publications, 0.46%
|
Greece
|
Greece, 6, 0.46%
Greece
6 publications, 0.46%
|
Iraq
|
Iraq, 6, 0.46%
Iraq
6 publications, 0.46%
|
Colombia
|
Colombia, 6, 0.46%
Colombia
6 publications, 0.46%
|
Sweden
|
Sweden, 6, 0.46%
Sweden
6 publications, 0.46%
|
Algeria
|
Algeria, 5, 0.38%
Algeria
5 publications, 0.38%
|
Finland
|
Finland, 5, 0.38%
Finland
5 publications, 0.38%
|
Argentina
|
Argentina, 4, 0.3%
Argentina
4 publications, 0.3%
|
Ireland
|
Ireland, 4, 0.3%
Ireland
4 publications, 0.3%
|
Lithuania
|
Lithuania, 4, 0.3%
Lithuania
4 publications, 0.3%
|
Oman
|
Oman, 4, 0.3%
Oman
4 publications, 0.3%
|
Romania
|
Romania, 4, 0.3%
Romania
4 publications, 0.3%
|
Uzbekistan
|
Uzbekistan, 4, 0.3%
Uzbekistan
4 publications, 0.3%
|
Switzerland
|
Switzerland, 4, 0.3%
Switzerland
4 publications, 0.3%
|
Ethiopia
|
Ethiopia, 4, 0.3%
Ethiopia
4 publications, 0.3%
|
Ukraine
|
Ukraine, 3, 0.23%
Ukraine
3 publications, 0.23%
|
Qatar
|
Qatar, 3, 0.23%
Qatar
3 publications, 0.23%
|
Singapore
|
Singapore, 3, 0.23%
Singapore
3 publications, 0.23%
|
Slovakia
|
Slovakia, 3, 0.23%
Slovakia
3 publications, 0.23%
|
Sri Lanka
|
Sri Lanka, 3, 0.23%
Sri Lanka
3 publications, 0.23%
|
Estonia
|
Estonia, 2, 0.15%
Estonia
2 publications, 0.15%
|
Ghana
|
Ghana, 2, 0.15%
Ghana
2 publications, 0.15%
|
Kenya
|
Kenya, 2, 0.15%
Kenya
2 publications, 0.15%
|
Cyprus
|
Cyprus, 2, 0.15%
Cyprus
2 publications, 0.15%
|
Mauritius
|
Mauritius, 2, 0.15%
Mauritius
2 publications, 0.15%
|
Morocco
|
Morocco, 2, 0.15%
Morocco
2 publications, 0.15%
|
New Zealand
|
New Zealand, 2, 0.15%
New Zealand
2 publications, 0.15%
|
Norway
|
Norway, 2, 0.15%
Norway
2 publications, 0.15%
|
Peru
|
Peru, 2, 0.15%
Peru
2 publications, 0.15%
|
Serbia
|
Serbia, 2, 0.15%
Serbia
2 publications, 0.15%
|
Kazakhstan
|
Kazakhstan, 1, 0.08%
Kazakhstan
1 publication, 0.08%
|
Afghanistan
|
Afghanistan, 1, 0.08%
Afghanistan
1 publication, 0.08%
|
Bulgaria
|
Bulgaria, 1, 0.08%
Bulgaria
1 publication, 0.08%
|
Bosnia and Herzegovina
|
Bosnia and Herzegovina, 1, 0.08%
Bosnia and Herzegovina
1 publication, 0.08%
|
Georgia
|
Georgia, 1, 0.08%
Georgia
1 publication, 0.08%
|
Israel
|
Israel, 1, 0.08%
Israel
1 publication, 0.08%
|
Jordan
|
Jordan, 1, 0.08%
Jordan
1 publication, 0.08%
|
Yemen
|
Yemen, 1, 0.08%
Yemen
1 publication, 0.08%
|
Cameroon
|
Cameroon, 1, 0.08%
Cameroon
1 publication, 0.08%
|
Kuwait
|
Kuwait, 1, 0.08%
Kuwait
1 publication, 0.08%
|
Latvia
|
Latvia, 1, 0.08%
Latvia
1 publication, 0.08%
|
Libya
|
Libya, 1, 0.08%
Libya
1 publication, 0.08%
|
Mongolia
|
Mongolia, 1, 0.08%
Mongolia
1 publication, 0.08%
|
Namibia
|
Namibia, 1, 0.08%
Namibia
1 publication, 0.08%
|
Rwanda
|
Rwanda, 1, 0.08%
Rwanda
1 publication, 0.08%
|
North Macedonia
|
North Macedonia, 1, 0.08%
North Macedonia
1 publication, 0.08%
|
Somalia
|
Somalia, 1, 0.08%
Somalia
1 publication, 0.08%
|
Sudan
|
Sudan, 1, 0.08%
Sudan
1 publication, 0.08%
|
Uganda
|
Uganda, 1, 0.08%
Uganda
1 publication, 0.08%
|
Fiji
|
Fiji, 1, 0.08%
Fiji
1 publication, 0.08%
|
Ecuador
|
Ecuador, 1, 0.08%
Ecuador
1 publication, 0.08%
|
Show all (63 more) | |
50
100
150
200
250
300
|
2 profile journal articles
NJOKU Howard
🥼 🤝
PhD in Engineering, Professor

University of Nigeria

University of Science and Technology of China
47 publications,
469 citations
h-index: 12
Research interests
Energy
Renewable Energy Sources
Thermal analysis
1 profile journal article
Khaerudini Deni

National Research and Innovation Agency
121 publications,
851 citations
h-index: 14
1 profile journal article
Tskhai Aleksandr
🤝 🥼
Institute for Water and Environmental Problems of the Siberian Branch of the Russian Academy of Sciences
20 publications,
25 citations
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Boccard Nicolas
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523 citations
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1 profile journal article
Lopes Tassia
62 publications,
2 210 citations
h-index: 25
1 profile journal article
Mukherjee Sanat
🤝
PhD in Education, Senior lecturer

Birla Institute of Technology, Mesra
95 publications,
1 971 citations
h-index: 27
Research interests
Optoelectronics
Thin solid films
1 profile journal article
Maleki Sajad
12 publications,
128 citations
h-index: 7
1 profile journal article
Crosbie Tracey
🥼 🤝
44 publications,
804 citations
h-index: 17
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Villaret Mateu
68 publications,
339 citations
h-index: 9
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1 587 citations
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Rahman Preethu
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36 citations
h-index: 4