RESEARCH AND TECHNOLOGY CONFERENCE


Research and Technology Conference is one of the leading research topics in the international research conference domain. Research and Technology is a conference track under the Business Conference which aims to bring together leading academic scientists, researchers and research scholars to exchange and share their experiences and research results on all aspects of Business.

internationalconference.net provides a premier interdisciplinary platform for researchers, practitioners and educators to present and discuss the most recent innovations, trends, and concerns as well as practical challenges encountered and solutions adopted in the fields of (Business).

Research and Technology is not just a call for academic papers on the topic; it can also include a conference, event, symposium, scientific meeting, academic, or workshop.

You are welcome to SUBMIT your research paper or manuscript to Research and Technology Conference Track will be held at “Business Conference in Rome, Italy in December 2019” - “Business Conference in London, United Kingdom in February 2020” - “Business Conference in Barcelona, Spain in April 2020” - “Business Conference in Istanbul, Turkey in May 2020” - “Business Conference in San Francisco, United States in June 2020” - “Business Conference in Paris, France in July 2020” - “Business Conference in New York, United States in August 2020” - “Business Conference in Tokyo, Japan in September 2020” - “Business Conference in Zürich, Switzerland in September 2020” - “Business Conference in Barcelona, Spain in October 2020” - “Business Conference in San Francisco, United States in November 2020” - “Business Conference in Istanbul, Turkey in November 2020” - “Business Conference in Singapore, Singapore in November 2020” - “Business Conference in Bangkok, Thailand in December 2020” - “Business Conference in Paris, France in December 2020” .

Research and Technology is also a leading research topic on Google Scholar, Semantic Scholar, Zenedo, OpenAIRE, BASE, WorldCAT, Sherpa/RoMEO, Elsevier, Scopus, Web of Science.

V. INTERNATIONAL BUSINESS CONFERENCE

DECEMBER 12 - 13, 2019
ROME, ITALY

VI. INTERNATIONAL BUSINESS CONFERENCE

FEBRUARY 13 - 14, 2020
LONDON, UNITED KINGDOM

VII. INTERNATIONAL BUSINESS CONFERENCE

APRIL 15 - 16, 2020
BARCELONA, SPAIN

VIII. INTERNATIONAL BUSINESS CONFERENCE

MAY 11 - 12, 2020
ISTANBUL, TURKEY

  • Abstracts/Full-Text Paper Submission Deadline October 31, 2019
  • Notification of Acceptance/Rejection Deadline November 15, 2019
  • Final Paper and Early Bird Registration Deadline April 01, 2020
  • CONFERENCE CODE: 20BC05TR
  • One Time Submission Deadline Reminder

IX. INTERNATIONAL BUSINESS CONFERENCE

JUNE 04 - 05, 2020
SAN FRANCISCO, UNITED STATES

  • Abstracts/Full-Text Paper Submission Deadline October 31, 2019
  • Notification of Acceptance/Rejection Deadline November 15, 2019
  • Final Paper and Early Bird Registration Deadline May 06, 2020
  • CONFERENCE CODE: 20BC06US
  • One Time Submission Deadline Reminder

X. INTERNATIONAL BUSINESS CONFERENCE

JULY 20 - 21, 2020
PARIS, FRANCE

  • Abstracts/Full-Text Paper Submission Deadline October 31, 2019
  • Notification of Acceptance/Rejection Deadline November 15, 2019
  • Final Paper and Early Bird Registration Deadline June 19, 2020
  • CONFERENCE CODE: 20BC07FR
  • One Time Submission Deadline Reminder

XI. INTERNATIONAL BUSINESS CONFERENCE

AUGUST 10 - 11, 2020
NEW YORK, UNITED STATES

  • Abstracts/Full-Text Paper Submission Deadline October 31, 2019
  • Notification of Acceptance/Rejection Deadline November 15, 2019
  • Final Paper and Early Bird Registration Deadline July 10, 2020
  • CONFERENCE CODE: 20BC08US
  • One Time Submission Deadline Reminder

XII. INTERNATIONAL BUSINESS CONFERENCE

SEPTEMBER 10 - 11, 2020
TOKYO, JAPAN

  • Abstracts/Full-Text Paper Submission Deadline October 31, 2019
  • Notification of Acceptance/Rejection Deadline November 15, 2019
  • Final Paper and Early Bird Registration Deadline August 10, 2020
  • CONFERENCE CODE: 20BC09JP
  • One Time Submission Deadline Reminder

XIII. INTERNATIONAL BUSINESS CONFERENCE

SEPTEMBER 17 - 18, 2020
ZÜRICH, SWITZERLAND

  • Abstracts/Full-Text Paper Submission Deadline October 31, 2019
  • Notification of Acceptance/Rejection Deadline November 15, 2019
  • Final Paper and Early Bird Registration Deadline August 17, 2020
  • CONFERENCE CODE: 20BC09CH
  • One Time Submission Deadline Reminder

XIV. INTERNATIONAL BUSINESS CONFERENCE

OCTOBER 22 - 23, 2020
BARCELONA, SPAIN

  • Abstracts/Full-Text Paper Submission Deadline October 31, 2019
  • Notification of Acceptance/Rejection Deadline November 15, 2019
  • Final Paper and Early Bird Registration Deadline September 22, 2020
  • CONFERENCE CODE: 20BC10ES
  • One Time Submission Deadline Reminder

XV. INTERNATIONAL BUSINESS CONFERENCE

NOVEMBER 05 - 06, 2020
SAN FRANCISCO, UNITED STATES

  • Abstracts/Full-Text Paper Submission Deadline October 31, 2019
  • Notification of Acceptance/Rejection Deadline November 15, 2019
  • Final Paper and Early Bird Registration Deadline October 05, 2020
  • CONFERENCE CODE: 20BC11US
  • One Time Submission Deadline Reminder

XVI. INTERNATIONAL BUSINESS CONFERENCE

NOVEMBER 05 - 06, 2020
ISTANBUL, TURKEY

  • Abstracts/Full-Text Paper Submission Deadline October 31, 2019
  • Notification of Acceptance/Rejection Deadline November 15, 2019
  • Final Paper and Early Bird Registration Deadline October 05, 2020
  • CONFERENCE CODE: 20BC11TR
  • One Time Submission Deadline Reminder

XVII. INTERNATIONAL BUSINESS CONFERENCE

NOVEMBER 19 - 20, 2020
SINGAPORE, SINGAPORE

  • Abstracts/Full-Text Paper Submission Deadline October 31, 2019
  • Notification of Acceptance/Rejection Deadline November 15, 2019
  • Final Paper and Early Bird Registration Deadline October 19, 2020
  • CONFERENCE CODE: 20BC11SG
  • One Time Submission Deadline Reminder

XVIII. INTERNATIONAL BUSINESS CONFERENCE

DECEMBER 17 - 18, 2020
BANGKOK, THAILAND

  • Abstracts/Full-Text Paper Submission Deadline October 31, 2019
  • Notification of Acceptance/Rejection Deadline November 15, 2019
  • Final Paper and Early Bird Registration Deadline November 17, 2020
  • CONFERENCE CODE: 20BC12TH
  • One Time Submission Deadline Reminder

XIX. INTERNATIONAL BUSINESS CONFERENCE

DECEMBER 28 - 29, 2020
PARIS, FRANCE

  • Abstracts/Full-Text Paper Submission Deadline October 31, 2019
  • Notification of Acceptance/Rejection Deadline November 15, 2019
  • Final Paper and Early Bird Registration Deadline November 26, 2020
  • CONFERENCE CODE: 20BC12FR
  • One Time Submission Deadline Reminder
FINISHED

I. INTERNATIONAL BUSINESS CONFERENCE

MARCH 19 - 20, 2019
ISTANBUL, TURKEY

FINISHED

II. INTERNATIONAL BUSINESS CONFERENCE

JUNE 26 - 27, 2019
PARIS, FRANCE

FINISHED

III. INTERNATIONAL BUSINESS CONFERENCE

AUGUST 21 - 22, 2019
LONDON, UNITED KINGDOM

FINISHED

IV. INTERNATIONAL BUSINESS CONFERENCE

OCTOBER 08 - 09, 2019
NEW YORK, UNITED STATES

Business Conference Call For Papers are listed below:

Previously Published Papers on "Research and Technology Conference"

  • The Role of Branding for Success in the Georgian Tea Market
    Authors: Maia Seturi, Tamari Todua, Keywords: Marketing research, customer behavior, brand, successful brand. DOI:10.5281/zenodo. Abstract: Economic growth is seen as the increase in the production capacity of a country. It enables a country to produce more and more material wealth and social benefits. Today, the success of any product on the market is closely related to the issue of branding. The brand is a source of information for a user/consumer, which helps to simplify the choice of goods and reduce consumer risk. The paper studies the role of branding in order to promote Georgian tea brands. The main focus of the research is directed to consumer attitudes regarding Georgian tea brands. The methodology of the paper is based on marketing research. The findings study revealed that the majority of consumers prefer foreign tea brands. The final part of the article presents the main recommendations.
  • Identification of Risks Associated with Process Automation Systems
    Authors: J. K. Visser, H. T. Malan, Keywords: Distributed control system, identification of risks, information technology, process automation system. DOI:10.5281/zenodo. Abstract: A need exists to identify the sources of risks associated with the process automation systems within petrochemical companies or similar energy related industries. These companies use many different process automation technologies in its value chain. A crucial part of the process automation system is the information technology component featuring in the supervisory control layer. The ever-changing technology within the process automation layers and the rate at which it advances pose a risk to safe and predictable automation system performance. The age of the automation equipment also provides challenges to the operations and maintenance managers of the plant due to obsolescence and unavailability of spare parts. The main objective of this research was to determine the risk sources associated with the equipment that is part of the process automation systems. A secondary objective was to establish whether technology managers and technicians were aware of the risks and share the same viewpoint on the importance of the risks associated with automation systems. A conceptual model for risk sources of automation systems was formulated from models and frameworks in literature. This model comprised six categories of risk which forms the basis for identifying specific risks. This model was used to develop a questionnaire that was sent to 172 instrument technicians and technology managers in the company to obtain primary data. 75 completed and useful responses were received. These responses were analyzed statistically to determine the highest risk sources and to determine whether there was difference in opinion between technology managers and technicians. The most important risks that were revealed in this study are: 1) the lack of skilled technicians, 2) integration capability of third-party system software, 3) reliability of the process automation hardware, 4) excessive costs pertaining to performing maintenance and migrations on process automation systems, and 5) requirements of having third-party communication interfacing compatibility as well as real-time communication networks.
  • Semantic Preference across Research Articles: A Corpus-Based Study of Adjectives in English
    Authors: Valdênia Carvalho e Almeida, Keywords: Applied linguistics, corpus linguistics, chemistry, research article, semantic preference. DOI:10.5281/zenodo.3298862 Abstract: The goal of the present study is to investigate the semantic preference of the most frequent adjectives in research articles through a corpus-based analysis of texts published in journals in Applied Linguistics (AL). The corpus used in this study contains texts published in the period from 2014 to 2018 in the three journals: Language Learning and Technology; English for Academic Purposes, and TESOL Quaterly, totaling more than one million words. A corpus-based analysis was carried out on the corpus to identify the most frequent adjectives that co-occurred in the three journals. By observing the concordance lines of the adjectives and analyzing the words they associated with, the semantic preferences of each adjective were determined. Later, the AL corpus analysis was compared to the investigation of the same adjectives in a corpus of Chemistry. This second part of the study aimed to identify possible differences and similarities between the two corpora in relation to the use of the adjectives in research articles from both areas. The results show that there are some preferences which seem to be closely related not only to the academic genre of the texts but also to the specific domain of the discipline and, to a lesser extent, to the context of research in each journal. This research illustrates a possible contribution of Corpus Linguistics to explore the concept of semantic preference in more detail, considering the complex nature of the phenomenon.
  • Collaborative Stylistic Group Project: A Drama Practical Analysis Application
    Authors: Omnia F. Elkommos, Keywords: Applied linguistic theories, collaborative learning, cooperative principle, discourse analysis, drama analysis, group project, online acting performance, pragmatics, speech act theory, stylistics, technology enhanced learning. DOI:10.5281/zenodo.3298817 Abstract: In the course of teaching stylistics to undergraduate students of the Department of English Language and Literature, Faculty of Arts and Humanities, the linguistic tool kit of theories comes in handy and useful for the better understanding of the different literary genres: Poetry, drama, and short stories. In the present paper, a model of teaching of stylistics is compiled and suggested. It is a collaborative group project technique for use in the undergraduate diverse specialisms (Literature, Linguistics and Translation tracks) class. Students initially are introduced to the different linguistic tools and theories suitable for each literary genre. The second step is to apply these linguistic tools to texts. Students are required to watch videos performing the poems or play, for example, and search the net for interpretations of the texts by other authorities. They should be using a template (prepared by the researcher) that has guided questions leading students along in their analysis. Finally, a practical analysis would be written up using the practical analysis essay template (also prepared by the researcher). As per collaborative learning, all the steps include activities that are student-centered addressing differentiation and considering their three different specialisms. In the process of selecting the proper tools, the actual application and analysis discussion, students are given tasks that request their collaboration. They also work in small groups and the groups collaborate in seminars and group discussions. At the end of the course/module, students present their work also collaboratively and reflect and comment on their learning experience. The module/course uses a drama play that lends itself to the task: ‘The Bond’ by Amy Lowell and Robert Frost. The project results in an interpretation of its theme, characterization and plot. The linguistic tools are drawn from pragmatics, and discourse analysis among others.
  • Open Science Philosophy and Paradigm of Scientific Research
    Authors: C. Ardil, Keywords: Open science, open data, open access, cyberscience , cybertechnology. DOI:10.5281/zenodo.2571795 Abstract: This paper presents the open science philosophy and paradigm of scientific research on how to transform classical research and innovation approaches. Open science is the practice of providing free and unrestricted online access to the products of scholarly research. Open science advocates for the immediate and unrestricted online access to published, peer-reviewed research in digital format. Open science research is made available for free in perpetuity and includes guidelines and/or licenses that communicate how researchers and readers can share and re-use the digital content. The emergence of open science has changed the scholarly research and publishing landscape, making research more broadly accessible to academic and non-academic audiences alike. Consequently, open science philosophy and its practice are discussed to cover all aspects of cyberscience in the context of research and innovation excellence for the benefit of global society.
  • The Impact of Information and Communication Technology in Education: Opportunities and Challenges
    Authors: M. Nadeem, S. Nasir, K. A. Moazzam, R. Kashif, Keywords: Information and communication technology, ICT, education, ICT infrastructure, teacher education. DOI:10.5281/zenodo.2022121 Abstract: The remarkable growth and evolution in information and communication technology (ICT) in the past few decades has transformed modern society in almost every aspect of life. The impact and application of ICT have been observed in almost all walks of life including science, arts, business, health, management, engineering, sports, and education. ICT in education is being used extensively for student learning, creativity, interaction, and knowledge sharing and as a valuable source of teaching instrument. Apart from the student’s perspective, it plays a vital role for teacher education, instructional methods and curriculum development. There is a significant difference in growth of ICT enabled education in developing countries compared to developed nations and according to research, this gap is widening. ICT gradually infiltrate in almost every aspect of life. It has a deep and profound impact on our social, economic, health, environment, development, work, learning, and education environments. ICT provides very effective and dominant tools for information and knowledge processing. It is firmly believed that the coming generation should be proficient and confident in the use of ICT to cope with the existing international standards. This is only possible if schools can provide basic ICT infrastructure to students and to develop an ICT-integrated curriculum which covers all aspects of learning and creativity in students. However, there is a digital divide and steps must be taken to reduce this digital divide considerably to have the profound impact of ICT in education all around the globe. This study is based on theoretical approach and an extensive literature review is being conducted to see the successful implementations of ICT integration in education and to identify technologies and models which have been used in education in developed countries. This paper deals with the modern applications of ICT in schools for both teachers and students to uplift the learning and creativity amongst the students. A brief history of technology in education is presented and discussed are some important ICT tools for both student and teacher’s perspective. Basic ICT-based infrastructure for academic institutions is presented. The overall conclusion leads to the positive impact of ICT in education by providing an interactive, collaborative and challenging environment to students and teachers for knowledge sharing, learning and critical thinking.
  • Neuropedagogy as a Scientific Discipline: Interdisciplinary Description of the Theoretical Basis for the Development of a Research Field
    Authors: M. Chojak, Keywords: Brain, education, neuropedagogy, research. DOI:10.5281/zenodo.1474341 Abstract: Recently, more and more scientific disciplines refer to research in the field of neurobiology. Interdisciplinary research procedures are created using modern methods of brain imaging. Neither did the pedagogues start looking for neuronal conditions for various processes. The publications began to show concepts such as ‘neuropedagogy’, ‘neuroeducation’, ‘neurodidactics’, ‘brain-friendly education’. They were and are still used interchangeably. In the offer of training for teachers, the topics of multiple intelligences or educational kinesiology began to be more and more popular. These and other ideas have been actively introduced into the curricula. To our best knowledge, the literature on the subject lacks articles organizing the new nomenclature and indicating the methodological framework for research that would confirm the effectiveness of the above-mentioned innovations. The author of this article tries to find the place for neuropedagogy in the system of sciences, define its subject of research, methodological framework and basic concepts. This is necessary to plan studies that will verify the so-called neuromyths.
  • Embodied Cognition and Its Implications in Education: An Overview of Recent Literature
    Authors: Panagiotis Kosmas, Panayiotis Zaphiris, Keywords: Embodied cognition, embodied learning, education, technology, schools. DOI:10.5281/zenodo.1340510 Abstract: Embodied Cognition (EC) as a learning paradigm is based on the idea of an inseparable link between body, mind, and environment. In recent years, the advent of theoretical learning approaches around EC theory has resulted in a number of empirical studies exploring the implementation of the theory in education. This systematic literature overview identifies the mainstream of EC research and emphasizes on the implementation of the theory across learning environments. Based on a corpus of 43 manuscripts, published between 2013 and 2017, it sets out to describe the range of topics covered under the umbrella of EC and provides a holistic view of the field. The aim of the present review is to investigate the main issues in EC research related to the various learning contexts. Particularly, the study addresses the research methods and technologies that are utilized, and it also explores the integration of body into the learning context. An important finding from the overview is the potential of the theory in different educational environments and disciplines. However, there is a lack of an explicit pedagogical framework from an educational perspective for a successful implementation in various learning contexts.
  • Investigation of the Effect of Teaching a Thinking and Research Lesson by Cooperative and Traditional Methods on the Creativity of Sixth Grade Students
    Authors: Faroogh Khakzad, Marzieh Dehghani, Elahe Hejazi, Keywords: Cooperative teaching method, traditional teaching method, creativity, flow, innovation, flexibility, expansion, thinking and research lesson. DOI:10.5281/zenodo.1340426 Abstract: The present study investigates the effect of teaching a Thinking and Research lesson by cooperative and traditional methods on the creativity of sixth-grade students in Piranshahr province. The statistical society includes all the sixth-grade students of Piranshahr province. The sample of this studytable was selected by available sampling from among male elementary schools of Piranshahr. They were randomly assigned into two groups of cooperative teaching method and traditional teaching method. The design of the study is quasi-experimental with a control group. In this study, to assess students’ creativity, Abedi’s creativity questionnaire was used. Based on Cronbach’s alpha coefficient, the reliability of the factor flow was 0.74, innovation was 0.61, flexibility was 0.63, and expansion was 0.68. To analyze the data, t-test, univariate and multivariate covariance analysis were used for evaluation of the difference of means and the pretest and posttest scores. The findings of the research showed that cooperative teaching method does not significantly increase creativity (p > 0.05). Moreover, cooperative teaching method was found to have significant effect on flow factor (p < 0.05), but in innovation and expansion factors no significant effect was observed (p < 0.05).
  • Augmenting History: Case Study Measuring Motivation of Students Using Augmented Reality Apps in History Classes
    Authors: Kevin. S. Badni, Keywords: Augmented reality, history, motivation, technology. DOI:10.5281/zenodo.1317180 Abstract: Due to the rapid advances in the use of information technology and students’ familiarity with technology, learning styles in higher education are being reshaped. One of the technology developments that has gained considerable attention in recent years is Augmented Reality (AR), where technology is used to combine overlays of digital data on physical real-world settings. While AR is being heavily promoted for entertainment by mobile phone manufacturers, it has had little adoption in higher education due to the required upfront investment that an instructor needs to undertake in creating relevant AR applications. This paper discusses a case study that uses a low upfront development approach and examines the impact on generation-Z students’ motivation whilst studying design history over a four-semester period. Even though the upfront investment in creating the AR support was minimal, the results showed a noticeable increase in student motivation. The approach used in this paper can be easily transferred to other disciplines and other areas of design education.