The theme of the conference is "Reconstructing Morals, Education, and Social Sciences for Achieving Sustainable Development Goals". This theme was formulated due to several considerations. First, the symptoms of moral decline that have the potential to destroy the nation. Morals guide humanity towards truth and civilization. The phenomenon of the dehumanization process in the industrial era that pushed people to be part of abstract societies tends to ignore humanity. The education process as a humanitarian system is increasingly marginalized, especially during discussions about the industrial revolution 4.0 and Society 5.0. The conference placed six sub-themes for speakers and participants to share ideas, namely: Social Sciences and Laws, History and Cultural Studies, Interdisciplinary Studies, Morals and Humanities, Policy, Politics, and Communication, Education. The committee has received 195 abstracts from prospective speakers. However, there are only 80 abstracts that are eligible to be presented at this conference.

Indigenous psychology is an emerging new field in psychology, focusing on psychological universals in social, cultural, and ecological contexts - Starting point for psychologists who wish to understand various cultures from their own ecological, historial, philosophical, and religious perspectives

The proceedings of International Conference on Science, Education, and Technology 2019 are the compilation of articles in the internationally refereed conference dedicated to promote acceleration of scientific and technological innovation and the utilization of technology in assisting pedagogical process.

This twenty-sixth volume of Research in Organizational Behavior presents a set of well-crafted and thoughtful essays on a series of research topics. They range from efforts to redirect the study of leadership, to analyses of interpersonal relationships, to considerations of cross-cultural issues in organizing work, to discussions of institutional and environmental forces on organizational outcomes. Each of these essays includes a thorough review of the relevant literature, and more importantly, pushes that literature forward with new conceptual analysis and theory. In short, these essays continue the spirit of "rigorous eclecticism" that has exemplified the annual publication of ROB. As a collection, this year's set of essays provides a healthy advance for the field of organizational behavior. They are examples of serious scholarship that extend and challenge our current thinking about organizations and the behavior of its participants. Many of these chapters will take their place among the best presented by the Research in Organizational Behavior series. • Revisiting the Meaning of Leadership • When and How Team Leaders Matter • Normal Act of Irrational Trust: Motivated Attributions and the Trust Development Process • Gender Stereotypes and Negotiation Performance: An Examination of Theory and Research • Third-Party Reactions to Employee (Mis)treatment: A Justice Perspective • Subgroup Dynamics in Internationally Distributed Teams: Ethnocentrism or Cross-National Learning? • Protestant Relational Ideology: The Cognitive Underpinnings and Organizational Implications of an American Anomaly • Isomorphism In Reverse: Institutional Theory as an Explanation For Recent Increases in Intraindustry Heterogeneity and Managerial Discretion • The Red Queen: History-Dependent Competition Among Organizations

Exploring language, culture and education among immigrants in the United States, this volume discusses the range of experiences in raising children with more than one language in major ethno-linguistic groups in New York. Research and practice from the fields of speech-language pathology, bilingual education, and public health in immigrant families are brought together to provide guidance for speech-language pathologists in differentiating language disorders from language variation, and for parents on how to raise their children with more than one language. Commonalities among dissimilar groups, such as Chinese, Korean, and Hispanic immigrants are analyzed, as well as the language needs of Arab-Americans, the home literacy practices of immigrant parents who speak Mixteco and Spanish, and the crucial role of teachers in bridging immigrants' classroom and home contexts. These studies shed new light on much-needed policy reforms to improve the involvement of culturally and linguistically diverse families in decisions affecting their children's education.