Search

These proceedings contain the papers and posters of the 13th International Conference on Mobile Learning 2017, which was organised by the International Association for Development of the Information Society (IADIS), in Budapest, Hungary, April 10-12, 2017. The Mobile Learning 2017 Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrates developments in the field. Full papers presented in these proceedings include: (1) Design of a Prototype Mobile Application to Make Mathematics Education More Realistic (Dawid B. Jordaan, Dorothy J. Laubscher, and A. Seugnet Blignaut); (2) Tablets and Applications to Tell Mathematics' History in High School (Eduardo Jesus Dias, Carlos Fernando Araujo, Jr., and Marcos Andrei Ota); (3) Assessing the Potential of LevelUp as a Persuasive Technology for South African Learners (Nhlanhla A. Sibanyoni and Patricia M. Alexander); (4) #Gottacatchemall: Exploring Pokemon Go in Search of Learning Enhancement Objects (Annamaria Cacchione, Emma Procter-Legg, and Sobah Abbas Petersen); (5) A Framework for Flipped Learning (Jenny Eppard and Aicha Rochdi); (6) The Technology Acceptance of Mobile Applications in Education (Mark Anthony Camilleri and Adriana Caterina Camilleri); (7) Engaging Children in Diabetes Education through Mobile Games (Nilufar Baghaei, John Casey, David Nandigam, Abdolhossein Sarrafzadeh, and Ralph Maddison); (8) A Mobile Application for User Regulated Self-Assessments (Fotis Lazarinis, Vassilios S. Verykios, and Chris Panagiotakopoulos); and (9) Acceptance of Mobile Learning at SMEs of the Service Sector (Marc Beutner and Frederike Anna Rüscher). Short papers presented include: (1) Possible Potential of Facebook to Enhance Learners' Motivation in Mobile Learning Environment (Mehwish Raza); (2) D-Move: A Mobile Communication Based Delphi for Digital Natives to Support Embedded Research (Otto Petrovic); (3) Small Private Online Research: A Proposal for a Numerical Methods Course Based on Technology Use and Blended Learning (Francisco Javier Delgado Cepeda); (4) Experimenting with Support of Mobile Touch Devices for Pupils with Special Educational Needs (Vojtech Gybas, Katerina Kostolányová, and Libor Klubal); (5) Mobile Learning in the Theater Arts Classroom (Zihao Li); (6) Nomophobia: Is Smartphone Addiction a Genuine Risk for Mobile Learning? (Neil Davie and Tobias Hilber); (7) Analysis of Means for Building Context-Aware Recommendation System for Mobile Learning (Larysa Shcherbachenko and Samuel Nowakowski); (8) RunJumpCode: An Educational Game for Educating Programming (Matthew Hinds, Nilufar Baghaei, Pedrito Ragon, Jonathon Lambert, Tharindu Rajakaruna, Travers Houghton, and Simon Dacey); (9) Readiness for Mobile Learning: Multidisciplinary Cases from Yaroslavl State University (Vladimir Khryashchev, Natalia Kasatkina, and Dmitry Sokolenko); and (10) The M-Learning Experience of Language Learners in Informal Settings (Emine Sendurur, Esra Efendioglu, Neslihan Yondemir Çaliskan, Nomin Boldbaatar, Emine Kandin, and Sevinç Namazli). Reflection papers presented include: (1) New Model of Mobile Learning for the High School Students Preparing for the Unified State Exam (Airat Khasianov and Irina Shakhova); (2) Re-Ment--Reverse Mentoring as a Way to Deconstruct Gender Related Stereotypes in ICT (Kathrin Permoser); (3) Academic Success Foundation: Enhancing Academic Integrity through Mobile Learning (Alice Schmidt Hanbidge, Amanda Mackenzie, Nicole Sanderson, Kyle Scholz, and Tony Tin); (4) Using Tablet and iTunesU as Individualized Instruction Tools (Libor Klubal, Katerina Kostolányová, and Vojtech Gybas); (5) DuoLibras--An App Used for Teaching-Learning of Libras (Erick Nilson Sodré Filho, Lucas Gomes dos Santos, Aristóteles Esteves Marçal da Silva, Nidyana Rodrigues Miranda de Oliveira e Oliveira, Pedro Kislansky, and Marisete da Silva Andrade); (6) Educators Adopting M-Learning: Is It Sustainable in Higher Education? (Nicole Sanderson and Alice Schmidt Hanbidge); and (7) M-Kinyarwanda: Promoting Autonomous Language Learning through a Robust Mobile Application (Emmanuel Bikorimana, Joachim Rutayisire, Mwana Said Omar, and Yi Sun). Posters include: (1) Design of Mobile E-Books as a Teaching Tool for Diabetes Education (Sophie Huey-Ming Guo); and (2) Reading While Listening on Mobile Devices: An Innovative Approach to Enhance Reading (Aicha Rochdi and Jenny Eppard). The Doctoral Consortium includes: How Can Tablets Be Used for Meaning-Making and Learning (Liv Lofthus). Individual papers include references, and an Author Index is included.

The Sustainable Development Goals (SDGs) were developed by the United Nations in 2015 to encompass universal respect for equality and non-discrimination regardless of race, gender, ethnicity, and cultural diversity. Since 2000, Brazil, Russia, India, China, and South Africa (BRICS) have aligned with SDG 4.3 by developing higher education institutions (HEIs) which aims to "By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university". This was intended to create equal opportunities and permit full realisation and prosperity of human rights and human dignity. This paper explores the effectiveness of managing racial integration in BRICS HEIs and illustrates remarkable progress in research and policy enactment. Particular attention is devoted to the period from the mid-2000s when evidence around the globe exposed the presence of many forms of violence, which inhibit management of effective racial integration. Based on case studies from selected BRICS countries (South Africa, Russia, and Brazil), this paper explores how the management of racial integration is being addressed within these contexts. [For the complete Volume 20 proceedings, see ED622631.]

The purpose of this paper is to explore the relationship between the percentage of expenditure on public education of a country and the effect that each percentage mark has on the economic growth, and therefore Gross Domestic Product (GDP) of a country. The goal of this paper is to explore how investment in education impacts the economic growth of a country through the production of more skilled workers in the workforce. This paper aims to draw a comparison between the BRICS countries, and a representative number of the countries in the European Union to compare the investment, process and product delivered through these groupings. By looking at the production function from a Marxist perspective it is inevitable to notice that the error coefficient is significantly higher within the BRICS countries than in the European Union, which is reflected in the rate of economic growth. This paper would be of interest to economists, education policy makers, researchers, and scholars.

Homeschooling is an alternative method of teaching where parents take the responsibility of education and teach their children at home. This method of education is increasing worldwide. Various authorities around the world have taken note of this trend and recognized homeschooling as an alternative method of education in their legislation. The paper examines the educational policy and practice of homeschooling in the BRICS countries (Brazil, Russia, India, China, and South Africa) through a literature study, with the aim of comparing the five countries to hit. It also looks at what the BRICS countries can learn from each other regarding homeschooling. Most of the BRICS countries have education law that does not provide for homeschooling. In the countries where homeownership is legal, there are strict requirements that must be met. These requirements place a heavy burden on home school parents. However, it is clear from the investigation that homeschooling is increasing in the BRICS countries legally and illegally. There are also other similarities arising from the study.

Various internal and external determinants influence an education system. External determinants include language, demographics, geography, technology, politics, and financial and economic trends. Religion is also one of these external determinants that can influence an education system, as well as the education systems of the. The BRICS member countries consist of Brazil, Russia, India, China, and South Africa. The BRICS member countries are one of the most organized and supportive international cooperation organizations that currently exist. Religion is considered a controversial and sensitive topic. This research aimed to determine how religion as an external determinant influences the education systems of the BRICS member countries. The study focused on the differences and similarities that can be identified based on religion as an external determinant of the various education systems in the BRICS member countries. The BRICS member countries were deliberately chosen for this study because each member state is considered a secular country in terms of religion, yet each member state treats religion differently in their country. The comparative method was used during this study to identify the best practices from the BRICS member countries. The interpretive research paradigm was used during this study using the qualitative research approach. The document analysis was used during the study to analyse the content of policies, legislation, articles, and government publications using content analysis to be able to identify themes to be able to perform the comparison between the different education systems of the BRICS member countries. The findings from this study are as follows: Religion as an external determinant of an education system does have a significant influence on the education systems of the various BRICS member countries. It is very important to observe and describe these findings from the context of the various member states. [For the complete Volume 20 proceedings, see ED622631.]

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2021, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.), that this year has been converted into a fully Virtual Conference as a result of the ongoing Coronavirus (COVID 19) pandemic. 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 2021 received 358 submissions, from more than 40 different countries from all over the world, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters and Workshops. 117 submissions (overall, 33% acceptance rate) were accepted for presentation in the conference. The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. 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. [This document contains the proceedings of the virtual International Psychological Applications Conference and Trends (InPACT) 2021. The proceedings were published by inScience Press. For the 2020 proceedings, see ED604955.]

Many discussions have taken place around the issue of the special needs of learners, special schools and inclusivity. UNESCO argues that inclusive education will accommodate all children, regardless of their physical, intellectual, social, emotional, linguistic or other conditions. This would include disabled and gifted children, street and working children, children from remote or nomadic populations, children from linguistic, ethnic or cultural minorities and children from other disadvantaged areas or groups. In inclusive education, the diverse needs of students would be recognised and responded to, accommodating different styles and rates of learning and ensuring quality education to all. However, globally, the views of countries on inclusivity differ, and setting up schools for learners with special needs is often preferred. The overall aim of this study is to give an overview of the perspectives of the BRICS countries regarding learners with special needs, special schools and inclusivity. A document analysis was done of both printed and electronic (computer-based and Internet-transmitted) material. The views of the BRICS countries on learners with special needs, special schools and inclusivity differ. [For the complete Volume 19 proceedings, see ED613922.]

Edmodo has a significant role and place in the language teaching and learning contexts. However, there is no conclusive evidence on how Edmodo affects the language learning process. This study aims to present a review of the studies to make recommendations for teachers and researchers for further research. The study concludes that learners and teachers mainly have positive perceptions of and attitudes towards the use of Edmodo in the language learning process. It is also concluded that the use of Edmodo is efficient for fostering basic language skills, overall language proficiency, and communication skills. On the other hand, there are several drawbacks encountered during the utilization of Edmodo in language classes.

This volume includes four sections of the 2020 NORDSCI international conference proceedings: (1) Education and Educational Research; (2) Language and Linguistics; (3) Philosophy; and (4) 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 special education. Language and Linguistics includes 6 papers covering topics related to theoretical, literary and historical linguistics, as well as stylistics and philology. The Philosophy section includes 2 papers and covers the full spectrum of philosophy history, methods, foundation, society studies and the interpretation of philosophy. The Sociology and Healthcare section has 9 papers covering topics related to human society, social structures, and social change, healthcare systems and healthcare services. [Individual papers from the Education and Educational Research section of these proceedings are indexed in ERIC.]

The advent of Massive Online Open Courses (MOOCs) has led to the availability of large educational datasets collected from diverse international audiences. Little work has been done on the impact of cultural and geographic factors on student performance in MOOCs. In this paper, we analyze national and cultural differences in students' performance in a large-scale MOOC. We situate our analysis in the context of existing theoretical frameworks for cultural analysis. We focus on three dimensions of learner behavior: course activity profiles; quiz activity profiles; and most connected forum peer or "best friends." We conclude that countries or associated cultural clusters are associated with differences in all three dimensions. These findings stress the need for more research on the internationalization in online education and greater intercultural awareness among MOOC designers.

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.]

We are delighted to welcome you to the International Psychological Applications Conference and Trends (InPACT) 2015, taking place in Ljubljana, Slovenia, from 2 to 4 of May. 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 2015 received 368 submissions, from 31 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. 112 submissions were accepted for presentation in the conference (30% acceptance rate). The conference also includes a keynote presentation from Miguel Angel Gonzalez Torres, MD, PhD, working at the Department of Neuroscience in The University of the Basque Country (Spain), the Psychiatry Department in Basurto University Hospital (Bilbao, Spain), and Centro Psicoanalítico de Madrid, Spain, to whom we express our most gratitude. This volume is composed by the proceedings of the International Psychological Applications Conference and Trends (InPACT 2015), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and co-sponsored by the respected partners we reference in the dedicated page. 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) 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; and Addiction and stigmatization. (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. 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. Educational Psychology oral presentations include: (1) The academic performance of third and fourth year college students of World Citi Colleges with absentee parents (Elenita M. Tiamzon, Mª Cristina J. Estioco, Jaime R. Buniao, Mª Isidora B. Dayanghirang, Karren L. Fortes, and Mª Doris P. Puzon); (2) Developing creative and meaning potential in EFL writing through problem-based instruction (Tat Heung Choi); (3) School bullying from the Russian teachers' point of view (Alexandra Bochaver, Kirill Khlomov, and Alisa Zhilinskaya); and (4) CSCL in non-technological environments: Evaluation of a Wiki system with integrated self- and peer assessment (Gudrun Wesiak, Margit Höfler, Mohammad AL-Smadi, and Christian Gütl). Educational Psychology poster presentations include: (1) Can parental monitoring and the unplugged drug use prevention program contribute to a change in alcohol consumption among Slovak adolescents? (Olga Orosová, Marianna Berinsterová, Beáta Gajdošová, and Anna Janovská); (2) Transitioning to high school: The perception of students with ASD as opposed to their peers (Ariane Leroux-Boudreault, and Nathalie Poirier); (3) The change of volunteer students and the users: Evaluations of volunteering program in elementary school in Japan (Kie Sugimoto, Sachiko Kurosawa, Eriko Suwa, Kosuke Aoyagi, Kaoru Hirakue, and Junko Hidaka); (4) In defense of Homo Ludens and playful as a space for teaching-learning in higher education: The playful and creative possibility in teaching (Maria Vitoria Campos Mamede Maia, and Maria Isabel Luna Simões Hallak); and (5) The ludic as strategy for propitiate the learning in EJA: Infantilization or space for creation? (Maria Vitoria Campos Mamede Maia, and Priscilla Frazão). Educational Psychology virtual presentations include: (1) Constructive and apparent non-conformists in school (Ryszarda Ewa Bernacka); (2) How do future teachers handle feedback regarding their teaching skills? (Kristin Behnke); and (3) Before and after inspection: Attitudes of headmasters towards external evaluations (Kristin Behnke). An author index is included. (Individual papers contain references.) [Psiterra co-sponsored the 2015 InPACT conference. Abstract modified to meet ERIC guidelines.]

We are delighted to welcome you to the International Psychological Applications Conference and Trends 2013, taking place in Madrid, Spain, from 26 to 28 of April. Our efforts and active engagement can now be rewarded with these three days of exciting new developments about what we are passionate about: Psychology and its connections. 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 our 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 we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2013 received over more 338 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. The conference also includes a keynote presentation from an internationally distinguished researcher Prof. Howard S. Schwartz, from Oakland University, U.S.A.. There will be also two Special Talks, one by Michael Wang, Professor of Clinical Psychology in the School of Psychology, College of Medicine, University of Leicester and also Director of the Doctoral Clinical Psychology Training Course at Leicester, UK, and the other by Clara Pracana, founding member of Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Portugal, to whom we express our most gratitude. This volume is composed by the proceedings of the International Psychological Applications Conference and Trends (InPACT 2013), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and co-sponsored by the respected partners we reference in the dedicated page. This conference addressed important topics in four main fields taken from Applied Psychology: Clinical, Educational, Social, Legal and Cognitive and Experimental Psychology. The areas can, of course, be object of discussion, but extended abstracts were presented in 56 topics within these fields of research: (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; and Addiction and stigmatization. (4) Legal Psychology: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; vi 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. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: Psychology and its multi-disciplinary connections. It includes an extensive variety of contributors and presenters, who will extend our view of the human psyche and behavior, by sharing with us their different personal, academic and cultural experiences. This is certainly one of the reasons we have so many nationalities and cultures represented, inspiring collaborative links and fostering intellectual encounters. Educational Psychology oral presentations include: (1) Investigation of Primary School Students' Optimism Level and their School Perception (Esra Çalik Var and Selahiddin Ögülmüs); (2) The Effect of Communication Skills-Psychoeducation Program on the Communication Skills of the Police Academy Students (Sevgi Sezer); (3) Working with Shy Adolescents: Effectiveness of Life Skills Group Training (Lancy D'Souza); (4) Transition In Transition Out (TITO): Using Peer Mentoring to Assist Graduating Students Transition Beyond University (Sophia Xenos, Andrea Chester and Lorelle Burton); (5) Personality and Academic Dishonesty: Evidentes from an Exploratory Pilot Study (Dan Florin Stanescu and Elena Madalina Iorga); (6) How to Improve the Writing of Opinion Essays? - The Role of Self-Regulated Strategies Development (Catarina Araújo, Ana Paula Martins and António Osório); (7) Early Intervention and Fragile X Syndrome (Ana Apolónio and Vítor Franco); (8) Chronopsychology Assessment of the Type of Time Organization Applied in Algerian Schools (Louisa Marouf, Rachid Khelfane and François Testu); (9) Perfectionism and School Performance in Children (Lauriane Drolet, Philippe Valois and Jacques Forget); (10) A General Overview on Parental Emotional Socialization Behaviors (Sukran Kilic); (11) Family Unpredictability and Social Support Reported by Families in Early Intervention Programs versus Community Families (Teresa Sousa Machado and Iolanda Correia); (12) Toxic Environment: Outcomes of Parental Methamphetamine Addiction on Child Psychological Health (Comfort B. Asanbe, Charlene Hall and Charles Bolden); (13) Parental Involvement and Inclusive Contexts (Sara Alexandre Felizardo and Esperança Jales Ribeiro); (14) The Effect of Group Counseling Experiences to Counselor Trainees' Group Leadership Characteristics (Bahar Mete Otlu); (15) The Role of Big Ideas in Technology-Mediated Curricula (Theodore R. Prawat and Richard S. Prawat); (16) Cognitive Features of Students with Different Level of Research Potential and Success in Learning (Nina Bordovskaia); (17) Associations of Unhealthy Behaviors and Depressive Symptoms with School Difficulties and Role of Socioeconomic Factors in Early Adolescence (Kénora Chau, Michèle Baumann, Jean-Charles Vauthier, Bernard Kabuth and Nearkasen Chau); and (18) Expanding Borders: Teachers Motivation (Claus Dieter Stobäus, Juan Mosquera and Bettina Steren dos Santos). Educational Psychology poster presentations include: (1) Peruvian Teachers' Perceptions about Autism and Implications for Educational Practice (Joyce Echegaray-Bengoa and Manuel Soriano-Ferrer); (2) Giftedness: Peruvian Teachers' Perception (Joyce Echegaray-Bengoa and Manuel Soriano-Ferrer); (3) Work Satisfaction and Social Well-Being of Teachers according to Headmasters' Support and Teachers' Personality Traits (Anna Janovská, Olga Orosová and Beata Gajdošová); (4) Early Intervention in Childhood: Study on the Evaluation of the Satisfaction of Families (Esperança Jales Ribeiro, Sandra Gonçalves and Sara Alexandre Felizardo); (5) Socio-Emotional Competences in Portuguese Youngsters: Developing of Assessment Tools for Parents (Heldemerina Pires, Adelinda Candeias, Nicole Rebelo, Diana Varelas and António M. Diniz); (6) The SET GAME® and its Cognitive Aspects (Sandreilane Cano da Silva and Lino de Macedo); (7) Teachers' Notions about Types of Communicative Behavior and Levels of Communicative Culture (Galina Glotova and Angelika Wilhelm); and (8) Reading Comprehension Difficulties - Comparison of Poor and Good Comprehenders using Neuropsychological Tasks (Helena Vellinho Corso, Tânia Mara Sperb and Jerusa Fumagalli de Salles). Author index is included. (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

This document contains the proceedings from the London conference on geography and environmental education sponsored by the International Geographical Union (IGU) Commission on Geographical Education. Papers include: (1) "The Ecocitizen: A Challenge to Environmental and Geographical Education" (Haubrich, Hartwig); (2) "Learning To Teach about Environmental Issues in Geography" (Corney, Graham); (3) "Through Whose Eyes? Confronting the Environmental Dilemma in Geographical Education" (Van-Harmelen, Ursula); (4) "How Does the Geography Teacher Contribute to Pupils' Environmental Education?" (Reid, Alan); (5) "Fieldwork and the Development of Thinking Skills in Geography and Environmental Education" (Foskett, Nick); (6) "Interdisciplinary Urban River Studies: The Chicago River" (Giles, John H.; Parson, Chris); (7) "The Local Landscape and Fieldworks in Teaching Geography in Finnish Schools" (Lahti, Leena); (8) "'Caves and Waves'--What Do Adventurous Experiences During Field Trips Mean to Pupils?" (Lai, Kwok Chan); (9) "It Is the Question: To Do Good Research and To Do Research Well" (Van der Schee, Joop); (10) "Finnish-NW Russian Environmental Education in St. Petersburg: The Starting Phase of an Action Research Project" (Lappalainen, Annikki; Godenhjelm, Mette; Houtsonen, Lea; Malmberg, Heli; Smirnova, Lioudmila); (11) "Adapting the Geographic and Environmental Education Model to Engineering and Technical Education" (Sacks, Arthur B.; Amery, Hussein A.); (12) "Geography's Current and Future Role in Environmental Education: A New Zealand Perspective" (Logie, June); (13) "Environmental Education--Perspectives from Colombia" (Aristizabal, Ana Maria Duque); (14) "Expo '98 Influence on Environmental Education in Portuguese Schools" (Ferreira, Manuela; Miranda, Branca); (15) "Social Justice and Environmental Concerns: The Case of South Africa" (Ramutsindela, Maano); (16) "Fitting Environmental Education (EE) into the Greek Educational System: The Organisation and Development of an In-Service Training Programme for Secondary Teachers" (Panagiotou, Apostolis); (17) "Making Issues-Based Enquiry a Reality in South African Secondary School Geography through Cooperative Fieldwork" (Wilmot, Di); (18) "Student Environmental Activism in the Contexts of Age and Gender" (Isaac, M.; Williams, Michael); (19) "Museum Evaluation and the 'Ecolia' Project" (Iguchi, Jack); (20) "Environmental Literacy and Decision Making: A Challenge for Low Illiterate Societies?" (Daudi, Sabiha); (21) "The Role of Women's Social Representations in an Urban Environmental Education Programme in Manaus, Amazonas, Brazil" (Storey, Christine); (22) "The Making of a Multimedia Resource" (Waumsley, Lorraine); (23) "Attitudes of Portuguese Secondary School Pupils in Relation to Hazardous Waste Disposal and Treatment" (Alexandre, Fernando; Ferreira, Manuela); (24) "Public Understanding of Air Quality Information in Thailand" (Dillon, Justin; Watson, Rod; Suwannotachote, Rapeepun); (25) "The Case for Values Awareness in Environmental Higher Education" (Merritt, J. Quentin; Jones, Peter C.; Palmer, Clare); (26) "Environmental Education in Russian Universities" (Romanova, Emma; Kasimov, N.S.); (27) "Common Themes across a Varied Geography: A First Look at Theory and Practices of Biodiversity Education in Canada" (Kelsey, Elin); (28) "Ecological Education in Russia as a Geographical Problem" (Lyubarsky, Alexander); and (29) "A Rising Tide: Promoting Care and Understanding of Our Oceans through Geographical Science, Research and Environmental Education" (Heeps, Carolyn). (CCM)