Solid waste management refers to collecting, treating, and disposing of solid waste that has served its purpose or is no longer useful. The primary purpose of this research is to map and visualize the solid waste management literature indexed on the Web of science between 1966 and 2021 based on bibliometrics analysis. This study also identified the most productive authors, sources, organizations, countries, research areas, funding agencies etc. This study employed the bibliometric method to analyze global research productivity on solid waste management literature. A total of 4444 research papers downloaded from the Web of science during the study period. Bibliometrics software, namely Bibexcel, VOSviewer, Biblioshiny, and Microsoft Excel, used to analyze the data. The results show that there was 4444 publication with 78759 citations between 1966 and 2021. The maximum number of papers, i.e., 424 published in 2020, in 1966 single paper published and received one citation. The journal Waste management published 382 papers and became the most relevant source of the topic, whereas Huang GH recognized as the most prolific author with 214 papers. China contributed a significant number of research papers in the field, while the University of Regina, Canada, emerged as a top-performing institution. China and Canada together collaborated more in producing literature in solid waste management. The study concludes that there is a need for further bibliometric study of other related topics in waste management, such as liquid waste management and gasses waste management.

This study aimed to gauge the quality of behavioral science journals on account of selected bibliometric indicators, namely Journal Impact Factor, Eigenfactor Score, CiteScore, SCImago Journal Rank; Source normalised impact per paper and H5-index. Also, to ascertain whether these indicators use as an alternative to each other for the assessment of the journals. 53 Journals from the behavioral science discipline have retrieved from Journals citation Report (JCR) of the Web of science. The JIF and ES metrics extracted from JCR, the metrics of CS, SJR and SNIP derived from Scopus and the metrics of H-Index managed from Google Scholar. The analysis has done by using IBM SPSS (21.0). Bivariate correlation coefficient has considered, a high Pearson's (r) found between JIF and SNIP (r = 0.928), while the lowest correlation recorded between JIF and H5 Value (r = 0.411). Spearman's (ρ) statistical correlation between JIF with CS shows maximum correlation, i.e. (ρ = 0.822), the minimum correlation recorded between JIF and H5-index ranks, i.e. (ρ= 0.664). The top five journals repeated in each indicator are "Trends in Cognitive Sciences", "Neuroscience and Biobehavioral Reviews", "Behavioral and Brain Sciences", "Cortex" and "Appetite". The linear correlation observed in term of values and ranks of metrics of the indicators with the help of scatter plot hence concluded that the selected indicators could use as an alternative to each other.

A comprehensive bibliometric analysis was used to discern the impact and trends of gamification and game-based learning (GBL) in teacher training and education. Examining scholarly output from 2005 to 2024 (610 papers, 1,821 authors, and 4,461 citations) revealed key trends, prolific authors, influential publications and venues, and emerging research areas. The study assessed the growth of publications, frequency of keywords, and geographical distribution of research. Results reveal significant growth in gamification and GBL research with a notable increase in 2024, marked by 68 publications (a 3,300% increase from 2005), and a focus on gamification, GBL, motivation, and engagement as keywords. Most research originated from Spain, the USA, and Italy. Four universities generated most (40%) of the scholarship. Two authors stand out with 82 citations each and a remarkable average of 20.50 citations per publication. Francesca Pozzi was the most prolific author with five publications. Education Sciences was the most relevant journal with 21 papers. Integrating gamification and GBL into educational practices, supported by appropriate resources and teacher training, enhances learner outcomes and improves student motivation, engagement, and academic performance. However, challenges and barriers exist, especially inadequate teacher training, change resistance, and unclear distinctions between gamification and GBL. The research landscape to date inspires future research about factors conducive to effective and sustained impact of teacher preparation for gamified learning environments.