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"Proceedings of International Conference on Research in Education and Science" includes full papers presented at the International Conference on Research in Education and Science (ICRES) which took place on April 1-4, 2021 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and science. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICRES invites submissions which address the theory, research or applications in all disciplines of education and science. The ICRES is organized for: faculty members in all disciplines of education and science, graduate students, K-12 administrators, teachers, principals and all interested in education and science. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC.]

Mythology tells about the character traits and relationships in human society. Topics are about tenderness, betrayal, motherhood, or the courage of love. In the visual arts, the mythological genre was formed in the Middle Ages; He painted legends and traditions. Images of ancient heroes and gods appeared in the pre-Christian period and occupied an important place in the works of Renaissance artists. In the 18th century, mythological scenes became part of the national ideology and began to have social and political overtones. Depicting generals and rulers as ancient gods, artists conveyed state events through "Heavenly" battle or genre scenes. At the center of the mythological scene are gods, heroes of fairy tales and legends, fairy creatures and fictional historical characters. The artist pays great attention to image perspective and volume to give the viewer a realistic impression of what is going on. A large number of vivid images, attention to detail, rich and dynamic subject matter, an abundance of nudity distinguish this type of painting. Using the play of light and shadow, bright tones and deep contrast, painters brought their subjects to the fore, created image depth and increased the effect of the canvas on the audience. In this article, based on the stories of mythological characters, the connections between mythology and the art of painting are explained, the use of mythological elements in the art of painting and its transformation into the art of painting are exemplified. [For the complete volume, "Proceedings of International Conference on Studies in Education and Social Sciences (Antalya, Turkey, November 11-14, 2021). Volume 1," see ED625228.]

"Proceedings of International Conference on Research in Education and Science" includes full papers presented at the International Conference on Research in Education and Science (ICRES) which took place on April 1-4, 2021 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and science. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICRES invites submissions which address the theory, research or applications in all disciplines of education and science. The ICRES is organized for: faculty members in all disciplines of education and science, graduate students, K-12 administrators, teachers, principals and all interested in education and science. After peer-reviewing process, all full papers are published in the Conference Proceedings.

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2018, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Modern psychology 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, aims ultimately to benefit society. The 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. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on 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 2018 received 386 submissions, from more than 35 different countries from all over the world, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. 126 submissions (overall, 32% acceptance rate) were accepted for presentation in the conference. The conference also includes a keynote presentation by Dr. Saima Löfgren (BSc(Hons), MSc, DClinPsy, Clinical Psychologist, Visiting Lecturer at the Universities of Nottingham and Leicester, United Kingdom); and two Special Talks, one by Prof. Dr. Michael Wang (Professor of Clinical Psychology, University of Leicester, United Kingdom), and the other by Prof. Dr. Pedro Oliveira (MSc on Anthropology and Child Development, PhD in Social Anthropology, Clinical Psychologist, Member of the Portuguese Order of Psychologists, Portugal). We would like to express our gratitude to all our invitees. The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. The conference program includes six main broad-ranging categories that cover diversified interest areas: (1) 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) 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) 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; Addiction and stigmatization; and Psychological and social impact of virtual networks. (4) 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) 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) 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. This book contains the results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to the organizing and administration team for making and putting this conference together. [These proceedings were published by InScience Press. Abstract modified to meet ERIC guidelines. For the 2017 proceedings, see ED604951.]

The purpose of this narrative research is to examine cultural diversity among teacher candidates. A secondary purpose is to offer a pedagogical tool for teacher educators to use with their teacher candidates to help them develop a critical consciousness in their encounters with diverse students and their reflections on their own cultural identities. Data consists of interviews with three teacher candidates to examine their cultural beliefs and values. The data is transformed into a multicultural fairy tale. Each of the three characters in the fairy tale meet as they flee their homes and families to avoid discrimination based on their hair color. They forge friendships during their fantastic adventure to a new land. The characters transform prejudice and discrimination in their homelands to a worldview of tolerance and acceptance of diversity. Included in this paper is set of review questions addressing prejudice, discrimination, and culture. These questions may be used to promote rich conversations addressing equity and social justice in the lives of the fairy tale characters as well as the lives of teacher candidates and their students. Sample discussion questions are appended.

This paper presents an action research associated with Faculty of Education in Osijek, dislocated study in Slavonski Brod with pre-service teachers during the four academic years. The study follows the process of improving student learning through collaboration colleges and local communities for the benefit of gifted children in lower grades of elementary school. This work follows the process of creating workshops and creativity, imagination and cooperation that has developed through activities related to Children's ceremony, "In the world of fairytales of Ivana Brlic-Mažuranic" in Slavonski Brod. The paper traces not only the development of future teachers learning, but also the creativity of children and the circumstances that lead to better cooperation with local institutions. [This paper was published in: E. Berbic Kolar, B. Bognar, M. Sablic, B. Sedlic (Eds.), "Challenges in building child friendly communities: Proceedings of International conference Zadar 2014, Croatia" (p. 17-31). Slavonski Brod: Europe House Slavonski Brod.]

The Cultural and Critical Studies Division section of the proceedings contains the following 11 papers: "'Grimm' News Indeed--'Madstones,' Clever Toads, and Killer Tarantulas: Fairy-Tale Briefs in Wild West Newspapers" (Paulette Kilmer); "The First Amendment and the Doctrine of Corporate Personhood: Collapsing the Press-Corporation Distinction" (David S. Allen); "This Mythical Place, 'El Pais de Las Mujeres': Representing Women in a Venezuelan Telenovela" (Carolina Acosta-Alzuru); "Politics, the Emergence of Entertainment Journalism, and the Battle for Headlines: President Clinton and the 1994-1995 Baseball Strike" (Robert Trumpbour); "Polysemy, Resistance, and Hegemony: An Audience Research of a Korean Prime-Time Drama" (Oh-Hyeon Lee); "Cyberspace: The New Disney Universe" (Jeffrey Layne Blevins); "Examining the Problematic of 'Auteur' Theory: The Case of David E. Kelley and 'Picket Fences'" (Karen E. Kline); "The 'Forgotten' 1918 Influenza Epidemic and Press Portrayal of Public Anxiety" (Janice Hume); "Myth of the Southern Box Office: Lining Domestic Coffers with Global Prejudices" (Elaine Walls Reed); "Ideology and Race in California: The 'New York Times' Coverage of Proposition 187" (Christopher Williams); and "Capote's Legacy: The Challenge of Creativity and Credibility in Literary Journalism" (Mark H. Masse). (RS)

An instructor, who teaches both graduate and undergraduate courses in storytelling, incorporates discussions of gender issues throughout the semester in various ways. In one course, class discussions are used to raise issues of the origin of Grimm's fairy tales and of story variants. Students are also encouraged to choose gender issues in storytelling as a research focus. In the graduate seminar devoted to college teaching, activities to spark interest in gender issues include viewing a video entitled "Shortchanging Girls, Shortchanging America," discussing gender inequities in higher education, analyzing textbooks to demonstrate how women's voices have sometimes been silenced, observing graduate teaching assistants, and allowing women a voice in improving their learning by having written assessments throughout the course of the semester. (Contains 15 sources.) (RS)

The usefulness of various forms of folk literature as grammatical, literary, historical, and cultural sources in foreign language teaching is discussed and guidelines are suggested for classroom implementation. Although the focus is on folk or fairy tales, folk literature is defined to encompass myths, local legends, saints' legends, children's legends, folk songs, sagas, jokes, and anecdotes as well. Answers to basic questions are presented, including why fairy tales should be used to teach a foreign language, what types of grammar can be emphasized, and how writing and oral skills can be developed. Specific fairy tale elements that can be taught include traditional beginnings and endings, the use of numbers, stock characters, diminutives, comparatives and superlatives, gems, and precious metals. Ways to engage a class in story telling are described, based on one teacher's experience while teaching German. Five principles (one-dimensionality, superficiality, abstract style, isolation and a bond with nature's creatures, and sublimation and worldliness) are given that can be used as a basis for interpretation of fairy tales. A sample, unfinished German fairy tale is presented for audience or reader reaction. Contains 24 references. (LB)