Abstract
The incredible numbers associated with social network sites makes technology a very attractive element in the eyes of organizations. Despite this, the existing scholarly literature does not demonstrate sufficient knowledge on how firms should adopt and use these technologies. With this lack in mind, a study was conducted aiming to understand what might be the determinants with the most influence on the SNS adoption process at firm level. the study was performed making use of a mixed methodology approach. In order to achieve an initial list of variables that might have a significant level of relative importance (RI) to the adoption of SNS, a Delphi study was designed and executed through the inclusion of 25 experts in the IT/IS area. From the Delphi results, a proposal for an adoption model that characterized the adoption of SNS at firm level was designed and validated through an empirical study. This empirical approach revealed that the proposed model explained 65% of variation in SNS adoption at firm level. The active involvement of top management, the alignment of the SNS plan with the firm's business plan, the existence of competitive pressures, and the use of SNS for gaining competitive advantages are the determinants with the most influence on technology adoption by firms.

Abstract
The present study investigated how vivid, i.e. sensorially rich platforms influence the urge to buy impulsively in e-commerce environments. A stimulus - organism - response model was assessed in an experiment involving two groups, one experiencing a vivid platform and the other a more informational one. The response was posited to be mediated by the affect elicited during the experience. The results show that the urge to buy was not prevalent, but it was significantly higher in the group exposed to the vivid site. The variance of urge to buy was largely accounted buy the variance of positive arousal (delight). Negative affect, as well as low arousal positive affect (relax) have small negative effects on the urge. These results confirm our expectation that a simple distinction between negative and positive affect is insufficient to predict the urge, since the level of arousal also plays a fundamental role to trigger the urge.

Abstract
New media and social network sites (SNSs) currently play an important role in our society and in our daily practices (Boyd and Ellison 2008; Lister et al 2009; Watkins 2009; Papacharissi 2011). This necessarily affects the way we learn together, as explored in research spanning several areas. Regarding higher education, Facebook has an increasingly prominent position and is more widely investigated as an instructional tool in the college classroom than most SNSs (Tess 2013). From the perspective of teaching and learning, the Web 2.0 is seen as an enabler of a vision in which the student will find information potentially contradicting the knowledge acquired through the traditional formal learning process (Santos 2009). This feature leads to a continuous discussion of the facts, topics and subjects having an awareness of a common range of formal established knowledge shared in a given community and, at the same time, the joint reflection and debate within this same community. This new reality, in which the roles of the teacher and the student (or the roles of who teaches and who learns) become fuzzy, difficult to distinguish clearly, also brings the need for new ways to understand, describe, and explain the learning process and the ways in which it develops. In this paper we use the concept of social e-learning (Martins et al. 2012), building on the connectivist perspective (Siemens 2004, 2006, 2008). Social e-learning can be considered as a learning process whereby the Internet represents a space for participation, sharing, and collaboration, with new opportunities to create, share content, and interact with others (Bennett 2012) - an open door to build more open and flexible knowledge, where students build and rebuild their own path. A concrete format for its implementation is proposed and a genuine experience is presented and discussed. The social e-learning model presented in this article has been successfully applied in a training course in the field of business communication, held by Citeforma. Citeforma is a Portuguese vocational training centre, jointly managed by SITESE (a services workers and technicians union) and IEFP (the Portuguese Institute for Employment and Vocational Training).

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This paper describes the EmbodiMentor, an interaction concept and metaphor that aims to enable users to embody a different person or character's perspective, specify or modify his/her/its emotional elements and conditioning elements, and experience the resulting changes. Its use case scenario is the education and training of foreign languages and intercultural communication skills, were contextualization and first person experiences in common settings are key for practical skill acquisitions. It was born as the microscience-fiction prototype "Frances can't sleep. She crawls out of bed and with her EmbodiMentor runs through a range of a client's emotional states, pitching to each one. She then falls asleep." The application of the science fiction prototyping concept has been proven a strong approach to develop and investigate innovative applications of emerging technologies. © 2016 ACM.

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