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53235
Journals

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Brill's Japanese Studies Library

ISSN: 0925-6512

Brill's Series in Church History

ISSN: 1572-4107

Brill's Series in Jewish Studies

ISSN: 0926-2261

Brill's Studies in Intellectual History

ISSN: 0920-8607

Brill's Studies in Language, Cognition and Culture

ISSN: 1879-5420

Brill's Studies in South and Southwest Asian Languages

ISSN: 1877-4083

Brio

ISSN: 0007-0173

Britain and the World

ISSN: 2043-8567eISSN: 2043-8575
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Britannia

ISSN: 0179-1648
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Britannia: A Journal of Romano-British and Kindred Studies

ISSN: 0068-113XeISSN: 1753-5352
JUFO Level 1
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Britische und Irische Studien zur deutschen Sprache und Literatur

ISSN: 0171-6662
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British Actuarial Journal

ISSN: 1357-3217eISSN: 2044-0456
JUFO Level 1
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British Art Studies

eISSN: 2058-5462
DOAJ Logo
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British Biomedical Bulletin

eISSN: 2347-5447
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British Biotechnology Journal

eISSN: 2231-2927
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British Birds

ISSN: 0007-0335
Publisher: Witherby and Co

British Catholic History

ISSN: 2055-7973eISSN: 2055-7981
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British Dental Journal

ISSN: 0007-0610eISSN: 1476-5373
JUFO Level 1
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British Educational Research Journal

ISSN: 0141-1926eISSN: 1469-3518
JUFO Level 3

The British Educational Research Journal is an international peer reviewed medium for the publication of articles of interest to researchers in education and has rapidly become a major focal point for the publication of educational research from throughout the world. For further information on the association please visit the British Educational Research Association web site. The Journal is interdisciplinary in approach, and includes reports of case studies, experiments and surveys, discussions of conceptual and methodological issues and of underlying assumptions in educational research, accounts of research in progress, and book reviews. Disclaimer for Scientific, Technical and Social Science publications: Taylor & Francis and the British Educational Research Association make every effort to ensure the accuracy of all the information (the 'Content') contained in its publications. However, Taylor & Francis and British Educational Research Association and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis and British Educational Research Association. Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees. When considering submitting an article to British Educational Research Journal the Editors have provided the following criteria to assist authors with preparing their submissions: Length Have the guidelines on length (normally 6000-8000 words) been adhered to? Writing Is the writing clear, cogent and readily understandable by an international readership? Scope Is the article of sufficient general interest to the educational research community in terms of the focus or contribution to research methods or the implications of the conclusions drawn? (i.e. a specialist focus need not exclude an article if it makes a general contribution to method or raises issues that link to questions that are of interest to the wider community. Originality Does the work demonstrate originality? International readership Is the article pitched at a level consistent with the standards expected of a major international educational research journal?.

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British Food Journal

ISSN: 0007-070XeISSN: 1758-4108
JUFO Level 1

For over 120 years, the British Food Journal (BFJ) continues to be highly respected worldwide for its broad and unique interdisciplinary coverage of the latest food-related double blind peer-reviewed research. It links all sectors of this dynamic industry, keeping abreast of emerging trends, topical and controversial issues and informing and stimulating debate.