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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.]

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.]

The Second International Conference on Educational Data Mining (EDM2009) was held at the University of Cordoba, Spain, on July 1-3, 2009. EDM brings together researchers from computer science, education, psychology, psychometrics, and statistics to analyze large data sets to answer educational research questions. The increase in instrumented educational software and databases of student test scores, has created large repositories of data reflecting how students learn. The EDM conference focuses on computational approaches for using those data to address important educational questions. The broad collection of research disciplines ensures cross fertilization of ideas, with the central questions of educational research serving as a unifying focus. This publication presents the following papers: (1) A Comparison of Student Skill Knowledge Estimates (Elizabeth Ayers, Rebecca Nugent, Nema Dean); (2) Differences Between Intelligent Tutor Lessons, and the Choice to Go Off-Task (Ryan S.J.d. Baker); (3) A User-Driven and Data-Driven Approach for Supporting Teachers in Reflection and Adaptation of Adaptive Tutorials (Dror Ben-Naim, Michael Bain, and Nadine Marcus); (4) Detecting Symptoms of Low Performance Using Production Rules (Javier Bravo and Alvaro Ortigosa); (5) Predicting Students Drop Out: A Case Study (Gerben W. Dekker, Mykola Pechenizkiy and Jan M. Vleeshouwers); (6) Using Learning Decomposition and Bootstrapping with Randomization to Compare the Impact of Different Educational Interventions on Learning (Mingyu Feng, Joseph E. Beck and Neil T. Heffernan); (7) Does Self-Discipline impact students' knowledge and learning? (Yue Gong, Dovan Rai, Joseph E. Beck, and Neil T. Heffernan); (8) Consistency of Students' Pace in Online Learning (Arnon Hershkovitz and Rafi Nachmias); (9) Student Consistency and Implications for Feedback in Online Assessment Systems (Tara M. Madhyastha and Steven Tanimoto); (10) Edu-mining for Book Recommendation for Pupils (Ryo Nagata, Keigo Takeda, Koji Suda, Junichi Kakegawa, and Koichiro Morihiro); (11) Conditional Subspace Clustering of Skill Mastery: Identifying Skills that Separate Students (Rebecca Nugent, Elizabeth Ayers, and Nema Dean); (12) Determining the Significance of Item Order In Randomized Problem Sets (Zachary A. Pardos and Neil T. Heffernan); (13) Learning Factors Transfer Analysis: Using Learning Curve Analysis to Automatically Generate Domain Models (Philip I. Pavlik Jr., Hao Cen, Kenneth R. Koedinger); (14) Detecting and Understanding the Impact of Cognitive and Interpersonal Conflict in Computer Supported Collaborative Learning Environments (David Nadler Prata, Ryan S.J.d. Baker, Evandro d.B. Costa, Carolyn P. Rose, Yue Cui, Adriana M.J.B. de Carvalho); (15) Using Dirichlet priors to improve model parameter plausibility (Dovan Rai, Yue Gong, Joseph E. Beck); (16) Reducing the Knowledge Tracing Space (Steven Ritter, Thomas K. Harris, Tristan Nixon, Daniel Dickison, R. Charles Murray, and Brendon Towle); (17) Automatic Detection of Student Mental Models During Prior Knowledge Activation in MetaTutor (Vasile Rus, Mihai Lintean, and Roger Azevedo); (18) Automatic Concept Relationships Discovery for an Adaptive E-course (Marian Simko, Maria Bielikova); (19) Unsupervised MDP Value Selection for Automating ITS Capabilities (John Stamper and Tiffany Barnes); (20) Recommendation in Higher Education Using Data Mining Techniques (Cesar Vialardi, Javier Bravo Agapito, Leila Shafti, Alvaro and Ortigosa); (21) Developing an Argument Learning Environment Using Agent-Based ITS (ALES) (Safia Abbas and Hajime Sawamura); (22) A Data Mining Approach to Reveal Representative Collaboration Indicators in Open Collaboration Frameworks (Antonio R. Anaya and Jesus G. Boticario); (23) Dimensions of Difficulty in Translating Natural Language into First-Order Logic (Dave Barker-Plummer, Richard Cox, and Robert Dale); (24) Predicting Correctness of Problem Solving from Low-level Log Data in Intelligent Tutoring Systems (Suleyman Cetintas, Luo Si, Yan Ping Xin, and Casey Hord); (25) Back to the future: a non-automated method of constructing transfer models (Ming Feng and Joseph Beck); (26) How do Students Organize Personal Information Spaces? (Sharon Hardof-Jaffe, Arnon Hershkovitz, Hama Abu-Kishk, Ofer Bergman, and Rafi Nachmias); (27) Improving Student Question Classification (Cecily Heiner and Joseph L. Zachary); (28) Why, What, and How to Log? Lessons from LISTEN (Jack Mostow and Joseph E. Beck); (29) Process Mining Online Assessment Data (Mykola Pechenizkiy, Nikola Trcka, Ekaterina Vasilyeva, Wil van der Aalst, and Paul De Bra); (30) Obtaining Rubric Weights For Assessments By More Than One Lecturer Using A Pairwise Learning Model (J. R. Quevedo and E. Montanes); (31) Collaborative Data Mining Tool for Education (Enrique Garcia, Cristobal Romero, Sebastian Ventura, Miguel Gea, and Carlos de Castro); (32) Predicting Student Grades in Learning Management Systems with Multiple Instance Genetic Programming (Amelia Zafra and Sebastian Ventura); and (33) Visualization of Differences in Data Measuring Mathematical Skills (Lukas Zoubek and Michal Burda). Individual papers contain tables, figures, footnotes, references and appendices.

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.]