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Researchers have found that enhanced self-determination can contribute to integrated employment and social inclusion outcomes for adults with disabilities. This chapter will provide an overview of the Self-determined Career Design Model (SDCDM) and research on its implementation. The SDCDM is an evidence-based career design model implemented by a facilitator (e.g. school professional, community service provider, or any supporter) to enable young people with disabilities to design their career trajectory. The SDCDM has the three phases: (1) set a goal, (2) take action and (3) adjust goal or plan. The SDCDM promotes social inclusion by enabling young people with developmental disabilities to leverage their strengths, interests and resources available to reach self-selected career-related goals. The chapter will specifically consider factors (e.g. culture, family background) that influence the development and expression of self-determination and goal-directed behaviour across the lifespan. A case study of the implementation of the SDCDM with two young women with developmental disabilities who participated in a larger study examining the impact of the SDCDM on employment outcomes will be used to demonstrate the use and impact of the model.

While mentoring plays an important role in Japanese working places, formal mentoring programs have only recently been introduced. This chapter provides an overview of the development of mentoring in Japan and presents a conceptual model to comprehend mentoring in Japan and beyond. The chapter begins with the illustration of how the characteristics of Japanese organizations and Japanese-style human resource management (HRM) promoted the naturally occurring informal mentoring in the Japanese workplace in early years. In response to the stagnating economy and declining demographics during the last few decades, many Japanese firms adopted Western-style HRM practices, including formal mentoring programs. We provide statistical data to demonstrate the widespread adoption of formal mentoring programs in recent years. We then report the results of the systematic review of the academic literature on mentoring in Japan, suggesting that research on mentoring in Japan is still in the early stage. Based on the historical overview, current data and the systematic review of the academic literature, we develop a conceptual model of how the socio-cultural and economic context as well as organizational characteristics influence the adoption of Japanese-style naturally occurring informal mentoring and/or Western-style formal mentoring practices. We conclude this chapter with practical and theoretical implications.

The purpose of this paper is to describe how library orientation is given on this college campus to reduce library anxiety and normalize the usage of the library.

Orientation was delivered using a multimodal presentation. Librarians created a three segment session using an MTV cribs style video with a library tour, polling technology hosted in the cloud and visual storytelling.

Incoming freshmen and transfer students in the library orientation left with the impression of the library as a welcoming space that is frequently used by all students at college.

This information will enable academic libraries to plan a similar library orientation session to first year students.

The paper highlights the poster presentation given at the Association of College and Research Libraries' biennial conference held in Philadelphia on 30 March‐2 April. This information will enable academic libraries to plan a similar library orientation session to first year students.

The research objectives are to interview rising preschool teachers studying at Russian universities, highlight the categories of information technologies used in preschool institutions based on the survey results and possible difficulties that may arise when working with them and develop tips for working with interactive technologies for preschool teachers.

The results of the survey showed a high level of involvement of information technology in the educational process. The majority of respondents (87%) use information technology in teaching and learning. The analysis of the answers shows relatively identical indicators of the use of different types of information technologies: 65% prefer more technological and 35% – applied. It was shown that the use of technological and applied ICT categories isn't similar among participants of the survey. To increase the level of students' and teachers’ knowledge with modern information technologies the program was created.

In preschool education, the kindergarten teacher or supervisor should act as the leader of the learning process, including the interactive one. The teacher should encourage children to independently use the ICT tools and guide the process.

Given the rapid pace of development of science and technology, the curriculum needs to be deepened and expanded by diversifying activities. It is worth paying attention to modern methods of teaching and learning, which require the use of pedagogical innovations, the acquaintance of students and teachers with possible ways to expand the activities and update the latest teaching methods in educational process.

The purpose of this paper is to investigate the determinants of behavioural intention and use behaviour towards social networking apps. Exogenous latent constructs, namely, performance expectancy, effort expectancy and social influence are the key antecedents proposed based on the unified theory of acceptance and use of technology to predict the usage intention and behaviour of social networking apps (i.e. endogenous latent constructs). Experience as a moderator is the extended construct to explain social networking apps user’s behavioural intention.

To target young generation (Millennial), a cross-sectional data collection approach was conducted to collect data from the social networking apps users (i.e. Facebook, WhatsApp, WeChat, Twitter, Instagram, YouTube, Snapchat and others) whereby a total of 384 valid questionnaires were obtained from six universities in Malaysia. Statistical analysis using partial least squares path modelling approach and a variance-based structural equation modelling (VB-SEM) techniques is performed to analyse the measurement and structural relationship.

The findings indicate that performance expectancy, effort expectancy and social influence determine behavioural intention, and behavioural intention impacts social networking apps use behaviour. Moreover, the moderation analysis reveals that the relationship between effort expectancy and behavioural intention is moderated by experience, whereas the relationship between social influence and behavioural intention is not moderated by experience.

While the surge of social networking apps has gained tremendous popularity among Millennial as an attractive market segment, previous studies mainly have focussed on intention and behaviour of online users in general. Despite apps and related technologies which have opened a new era of effective communications in marketing, social networking apps usage intention and behaviour focussing on Millennial is not well understood in the current literature. This study contributes and sheds lights on the current issue of social networking apps usage intention and behaviour and looks into a key rising market segment, the Millennial users.

Since environmental factors have influenced Generation Y shoppers (those born after 1977) to make them different from older groups, this study examines the decision making of Adult Female Generation Y consumers using Sproles and Kendall’s (1986) Consumer Styles Inventory (CSI). The study uses the CSI as a basis for segmenting Generation Y consumers in to five meaningful and distinct decision‐making groups, namely: “recreational quality seekers”, “recreational discount seekers”, “trend setting loyals”, “shopping and fashion uninterested” and “confused time/money conserving”. Implications for retailers and marketing practitioners targeting Generation Y consumers are discussed.

The current research has dual motives. Firstly, this study aims to evaluate the effect of gamification on the behavioural intention (BI) of the young female consumers to use online websites for making purchases. Secondly, it examines the role of social interaction and perceived enjoyment (PE) – two antecedents that are considered to have an impact on the female buying behaviour in e-commerce.

A model is developed based on the technology acceptance model. The conceptual framework is augmented with additional constructs such as gamification, PE and social interaction. Data from a survey of 898 female respondents from India was collected to assess the proposed framework. The study uses partial least squares structural equation modelling technique to empirically validate the model.

Gamification exhibits a favourable influence on BI of young female consumers. Gamification also has a favourable and an indirect influence on BI through social interaction and PE. Although, gamification has a significant influence on perceived usefulness, the latter has no impact on the BI. The BI of using an online shopping website is directly associated with the buying intention. The online retailers need to offer an enjoyable and interactive experience to the female consumers so that the influence of gamification is sustainable.

The current research enlarges the ambit of gamification in the e-commerce segment, an area where empirical research is sparse. It highlights the significance of social interaction and PE as mediators. To the best of the author’s knowledge, gamification’s influence on female online buying behaviour has never been analysed before and hence different segmentation and marketing strategies are required to cater to their unique needs.