Search

Government regulations require businesses to improve their processes and products/services in a green and sustainable manner. For being environmentally friendly, businesses should invest more on eco-innovation practices. Firms eco-innovate to promote eco-efficiency and sustainability. This paper evaluates the eco-innovation performance of Organisation for Economic Co-operation and Development (OECD) countries with data envelopment analysis (DEA). Data were gathered from the world bank database and global innovation index report. Findings show that for most OECD countries, energy use and ecological sustainability are more important than other inputs and outputs for enhancing eco-innovation. [For full proceedings, see ED571459.]

This volume includes three sections of the 2021 NORDSCI international conference proceedings: (1) Education and Educational Research; (2) Language and Linguistics; and (3) Sociology and Healthcare. Education and Educational Research includes 15 papers covering the full spectrum of education, including history, sociology and economy of education, educational policy, strategy and technologies. This section also covers pedagogy and the education and socialization challenges post-COVID-19 pandemic. Language and Linguistics includes 7 papers covering topics related to theoretical, literary and historical linguistics, as well as stylistics and philology. The Sociology and Healthcare section has 15 papers covering topics related to human society, social structures, and social change, healthcare systems and healthcare services. [Individual papers are indexed in ERIC.]

We are delighted to welcome you to the International Psychological Applications Conference and Trends (InPACT) 2016, taking place in Lisbon, Portugal, from 30 of April to 2 of May, 2016. Psychology, nowadays, offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, is aimed ultimately to benefit society. This International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. The conference is a forum that connects and brings together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. There is an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2016 received 332 submissions, from 37 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference 96 submissions (29% acceptance rate). The conference also includes: (1) A keynote presentation from Prof. Dr. Richard Bentall (Institute of Psychology, Health & Society of the University of Liverpool, United Kingdom); (2) Three Special Talks, one from Emeritus Professor Carlos Amaral Dias (University of Coimbra, Director of Instituto Superior Miguel Torga, Vice-President of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Private practitioner of psychiatry and psychoanalysis, Portugal) and Prof. Clara Pracana (Full and Training member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Portugal), another from Emeritus Professor Michael Wang (University of Leicester, United Kingdom), and a third one from Dr. Conceição Almeida (Founder of the Portuguese Association of Psychoanalysis and Psychoanalytical Psychotherapy, and Vice-President of the Board. Member of the Teaching Committee, Portugal); (3) An Invited Talk from Dr. Ana Vasconcelos (SAMS--Serviços de Assistência Médico-Social do Sindicato dos Bancários de Sul e Ilhas, founding member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, and member of NPA-Neuropshycanalysis Association, Portugal). Thus, we would like to express our gratitude to all our invitees. This volume is composed by the abstracts of the International Psychological Applications Conference and Trends (InPACT 2016), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). This conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. To develop the conference program six main broad-ranging categories had been chosen, which also cover different interest areas: (1) In CLINICAL PSYCHOLOGY: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) In EDUCATIONAL PSYCHOLOGY: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) In SOCIAL PSYCHOLOGY: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; and Addiction and stigmatization. (4) In LEGAL PSYCHOLOGY: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) In COGNITIVE AND EXPERIMENTAL PSYCHOLOGY: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) In PSYCHOANALYSIS AND PSYCHOANALYTICAL PSYCHOTHERAPY: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to Psychology and its applications. It includes an extensive variety of contributors and presenters by sharing their different personal, academic and cultural experiences. Authors will be invited to publish extended contributions for a book to be published by inScience Press. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, partners and, of course, to the organizing and administration team for making and putting this conference together. (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

This document contains the fifth volume of the proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education. Conference presentations are centered around the theme "Mathematics at the Centre." This volume features 59 research reports by presenters with last names beginning between Sac and Zaz: (1) Bryan's Story: Classroom Miscommunication about General Symbolic Notation and the Emergence of a Conjecture during a CAS-Based Algebra Activity (Ana Isabel Sacristan and Carolyn Kieran); (2) A Teacher's Method to Introduce Story-Problems: Student-Generated Problems (Adalira Saenz-Ludlow); (3) "There's More than Meets the Eye": Analysing Verbal Protocols, Gazes and Sketches on External Mathematical Representations (Jonathan P. San Diego, James Aczel, Barbara Hodgson, and Eileen Scanlon); (4) Notions of Variability in Chance Settings (Ernesto Sanchez and Miguel Mercado Martinez); (5) Elementary Preservice Teacher Learning Levels (Victoria Sanchez and Miguel Mercado Martinez); (6) Mathematics Achievement: Sex Differences vs. Gender Differences (Dora Santos, Sonia Ursini, Martha Patricia Ramirez, and Gabriel Sanchez); (7) Self Assessment and Appropriation of Assessment Criteria (Leonor Santos and Anabela Gomes); (8) Drawing as Problem-Solving: Young Children's Mathematical Reasoning through Pictures (Carole Saundry and Cynthia Nicol); (9) The Role of the Teacher in Turning Claims to Arguments (Baruch Schwarz, Rina Hershkowitz, and Shirly Azmon); (10) Learning Mathematics for Teaching (Nanette Seago and Lynn Goldsmith); (11) Coherence of Mathematics Lessons in Japanese Eighth-Grade Classrooms (Yasuhiro Sekiguchi); (12) Triangle Property Relationships: Making the Connections (Penelope Serow); (13) Access to Mathematics versus Access to the Language of Power (Mamokgethi Setati); (14) Compartmentalization of Representation in Tasks Related to Addition and Subtraction Using the Number Line (Myria Shiakalli and Athanasios Gagatsis); (15)The Derivation of a Learning Assessment Framework for Multiplicative Thinking (Dianne Siemon, John Izard, Margarita Breed, and Jo Virgona); (16) Sources of Students' Frustration in Bridging Mathematics Courses (Anna Sierpinska); (17) What Makes a Good Problem? An Aesthetic Lens (Nathalie Sinclair and Sandra Crespo); (18) Discovering a Rule and Its Mathematical Justification in Modeling Activities Using Spreadsheet (Hong-chan Son and Hee-chan Lew); (19) Investigating Preservice Teachers' Understanding and Strategies on a Student's Errors of Reflective Symmetry (Ji-Won Son); (20) Exploring the Role Played by the Remainder in the Solution of Division Problems (Alina Galvao Spinillo and Sintria Labres Lautert); (21) Incomplete or Incorrect Understanding of Decimals: An Important Deficit for Student Nurses (Vicki Steinle and Robyn Pierce); (22) Proportional Reasoning: Variable Influencing the Problems Difficulty Level and One's Use of Problem Solving Strategies (Olof Bjorg Steinthorsdottir); (23) The Impact of the Intuitive Rule "If A Then B, If Not A Then Not B" in Perimeter and Area Tasks (Lambros Stephanou and Demetra Pitta-Pantazi); (24) Process-Object Difficulties in Linear Algebra: Eigenvalues and Eigenvectors (Sepideh Stewart and Michael O. J. Thomas); (25) Conceptual Changes as Dialectical Transformation (Nadia Stoyanova Kennedy); (26) Content Knowledge for Mathematics Teaching: The Case of Reasoning and Proving (Andreas J. Stylianides and Gabriel J. Stylianides); (27) "Making Proof Central to Pre-High School Mathematics Is an Appropriate Instructional Goal": Provable, Refutable, or Undecidable Proposition? (Gabriel J. Stylianides and Andreas J. Stylianides); (28) Power and Poverty--Whose, Where, and Why?: School Mathematics, Context and the Social Construction of "Disadvantage" (Dalene M. Swanson); (29) Documenting Learning in School-Based Mathematics Communities of Teachers (Paola Sztajn); (30) Research and Teaching--Can One Person Do Both? A Case Study (MichalTabach); (31) Computer "Knowledge" and Student's Images of Figures: The Case of Dragging (Varda Talmon and Michal Yerushalmy); (32) Graphics Calculators for Mathematics Learning in Singapore and Victoria (Australia): Teachers' Views (Hazel Tan and Helen J. Forgasz); (33) Vague Language in Greek and English Mathematical Talk: A Variation Study in Face-Work (Konstantinos Tatsis and Tim Rowland); (34) Teachers Using Computers in Mathematics: A Longitudinal Study (Michael O. J. Thomas); (35) Analysing Classroom Interactions Using Critical Discourse Analysis (Steve Thornton and Noemi Reynolds); (36) Pre-Service and In-Service Mathematics Teachers' Concept Images of Radian (Tahsin Topcu, Mahmut Kertil, Hatice Akkoc, Kamil Yilmaz, and Osman Onder); (37) Adaptive Expertise in the Number Domain 20-100 (Joke Torbeyns, Lien Vanderveken, Lieven Verschaffel, and Pol Ghesquiere); (38) Mathematical Activity in a Technological Workplace: Results from an Ethnographic Study (Chrissavgi Triantafillou and Despina Potari); (39) Pupils' Over-Use of Proportionality on Missing-Value Problems: How Numbers May Change Solutions (Wim Van Dooren, Dirk De Bock, Marleen Evers, and Lieven Verschaffel); (40) Arithmetical Procedures in the Solution of a Problem Involving Velocity (Veronica Vargas and Jose Guzman); (41) Introducing Algebraic Thinking to 13 Year-Old Students: The Case of the Inequality (Petros Verikios and Vassiliki Farmaki); (42) Why Is a Discontinuous Function Differentiable? (Antti Viholainen); (43) Overgeneralization of Linear Models: Presence and Characteristics among University Students (Monica Villareal, Cristina Esteley, and Humberto Alagia); (44) Educational Design Research in Mozambique: Starting Mathematics from Authentic Resources (Pauline Vos, Tiago G. Devesse, and Assane Rassul); (45) "The Big Test": A School Community Experiences Standardized Mathematics Assessment (Fiona Walls); (46) Numeracy Reform in New Zealand: Factors that Influence Classroom Enactment (Margaret Walshaw and Glenda Anthony); (47) An Investigation of Factors Influencing Teachers' Scoring Student Responses to Mathematics Constructed-Response Assessment Tasks (Ning Wang and Jinfa Cai); (48) Teacher Actions that Assist Young Students to Write Generalizations in Words and in Symbols (Elizabeth Warren); (49) Promoting Pre-Service Teachers' Understanding of Decimal Notation and Its Teaching (Wanty Widjaja and Kaye Stacey); (50) Impetus to Explore: Approaching Operational Deficiency Optimistically (Gaye Williams); (51) Generating and Evaluating Geometry Conjectures with Self-Directed Experiments (Chao-Jung Wu, Wing-Kwong Wong, Ying-Hao Cheng, and Yunn-Wen Lien); (52) The Distributions of van Hiele Levels of Geometric Thinking among 1st and 6th Graders (Der-bang Wu and Hsiu-Ian Ma); (53) Elementary Teacher Education and Teacher Efficacy toward Mathematics and Science (Su-Chiao Wu and Yu Liang Chang); (54) Spatial Rotation and Perspective Taking Abilities in Relation to Performance in Reflective Symmetry Tasks (Xenia Xistouri and Demetra Pitta-Pantazi); (55) Elementary Teachers' Mathematics Beliefs and Teaching Practices after a Curriculum Reform (Shirley M. Yates); (56) Inquiry Activities in a Classroom: Extra-Logical Processes of Illumination vs. Logical Process of Deductive and Inductive Reasoning. A Case Study (Oleksiy Yevdokimov); (57) Developments of a Child's Fraction Concepts with the Help of Psychological Tools: A Vygotsky's Cultural-Historical Perspective (Kaori Yoshida); (58) A Teacher's Treatment of Examples as Reflection of Her Knowledge-Base (Orit Zaslavsky, Guershon Harel, and Alfred Manaster); and (59) Cognitive Conflict and its Resolution via Pivotal/Bridging Example (Rina Zazkis and Egan Chernoff). (Individual papers contain references.)