Product Charisma

Consumers are attracted by product designs that feel “alive” and that contain surprise elements. The right expressions in a product contribute to its attractiveness or “charisma”. Today, these intangible product attributes are an important way to differentiate a product from competitor's products. Companies in mature markets, especially, have a competitive advantage when they succeed in integrating “expressions” or “messages” into the product design that touches its user. This paper presents a classification of the various expressions that a product can convey. These different expressions are visualised by means of a diagram in which three types of messages are distinguished. The three groups consist of information about the product itself, about the product user and about the company. The product expressions are described in detail and illustrated with recent examples of product designs.

Journalism, sociology and charisma

The study questions some of the attitudes towards framing journalism as a field of study. It suggests that a strong vein of sociological method and apparatus informs the scholarship and that one effect has been concept proliferation. Another is too much removal of the element of time and history. Moreover the centrality of sociological tends to reduce the scope of humanities, as opposed to science, in the approach, which is odd considering journalism is steeped in opinion that occurs a variety of contexts, cultures and forms. These enshrine freedom of expression, ethical concerns on the nature of humanity, proper government, and citizens’ lifestyles. Starting with Popper’s reflections on social science method, the argument concludes with some suggestions to bring narrative into stronger focus. The proposals are tentative and inevitably simplify an extremely complex issue in the weave of critical thought as the study of journalism evolves

A special gift we bestow on you for being representative of us: Considering leader

Two experiments tested hypotheses, derived from social identity and self-categorization theories, regarding the attribution of charisma to leaders. In Experiment I (N = 203), in-group prototypical leaders were attributed greater levels of charisma and were perceived to be more persuasive than in-group non-prototypical leaders. In Experiment 2 (N = 220), leaders described with in-group stereotypical characteristics were attributed relatively high levels of charisma regardless of their group-oriented versus exchange rhetoric. Leaders described with out-group stereotypical characteristics, however, had to employ group-oriented rhetoric to be attributed relatively high levels of charisma. We conclude that leadership emerges from being representative of 'us'; charisma may, indeed, be a special gift, but it is one bestowed on group members by group members for being representative of, rather than distinct from, the group itself. © 2006 The British Psychological Society

Book Review: The Founder of Hare Krishnas as Seen by Devotees: A Cognitive Study of Religious Charisma

A review of The Founder of Hare Krishnas as Seen by Devotees: A Cognitive Study of Religious Charisma by Kimmo Ketola

Alea III, Iannis Xenakis in First Person, November 14, 2012

This is the concert program of the Alea III, Iannis Xenakis in First Person performance on Wednesday, November 14, 2012 at 8:00 p.m., at the Tsai Performance Center, 685 Commonwealth Avenue, Boston, Massachusetts. Works performed were Dipli Ziya, Evryali, Elecroacoustic Sonorities, Persépolis, Persephassa, Okkho, and Charisma by Iannis Xenakis. Digitization for Boston University Concert Programs was supported by the Boston University Humanities Library Endowed Fund

Playing with tension:national charisma and disgrace at Euro 2012

By the time of Euro 2012, deepening tensions of nationalism and internal social struggles were developing across Europe in worsening conditions of systemic crisis. The official football ideology of UEFA conceives Euro 2012 as a civilizing platform for mutual respect and brotherhood between competing nations. In contrast, what I call Hyper-Critical Theory conceives of football competitions like Euro 2012 as part of a de-civilising ‘sports mode of production’ that necessarily produces crisis conditions, alienation and violence on a mass scale, fostering nationalism, militarism and racism. Between these polar perspectives, the figurational sociology of sport associated with Norbert Elias proposes that major international football competitions like Euro 2012 creates and dissipates contingent tensions of ‘group charisma’ and ‘group disgrace’. Study of Euronews ‘post-national’ coverage of Euro 2012 allows their explanatory adequacy to be compared. In a competition structure like the Euros no social group – players, officials, media or fans – is able to disregard entirely the field capabilities of the ‘best minority of 11’ in the serious game of exemplifying the group charisma of nations

PENERAPAN MODEL PROBLEM-POSING LEARNING DALAM PEMBELAJARAN MENULIS TEKS ULASAN FILM : Penelitian Eksperimen Kuasi pada Siswa Kelas XI SMK Negeri 2 Bandung Tahun Ajaran 2015/2016

Penelitian ini dilatarbelakangi oleh kesulitan siswa dalam menuangkan ide atau gagasannya dalam membuat sebuah teks ulasan, khususnya teks ulasan film. Hal ini disebabkan karena dalam menulis teks ulasan film tidak hanya menuliskan apa yang disimak saja, tetapi juga merupakan hasil pengetahuan dan pemikiran kritis siswa terhadap berbagai aspek dalam mengapresiasi dan menilai sebuah film. Penelitian ini bertujuan untuk mendeskripsikan terdapat atau tidaknya perbedaan yang signifikan terhadap kemampuan siswa dalam menulis teks ulasan film dengan atau tanpa diterapkannya model Problem-Posing Learning. Teori Problem-Posing Learning ini menekankan pada pemikiran kritis demi tujuan pembebasan. Model pembelajaran ini dirancang untuk mendorong siswa untuk berpikir kritis, kreatif, dan aktif dalam memecahkan sebuah persoalan. Penelitian ini menggunakan metode eksperimen kuasi dengan desain penelitian untreated-control group design with pretest-and posttest. Desain metode penelitian ini menggunakan dua kelompok yang masing-masing tidak dipilih secara random, tetapi dipilih dengan pertimbangan tertentu. Hasil penelitian ini adalah terdapat perbedaan yang signifikan antara kelas eksperimen dalam kemampuan menulis teks ulasan film setelah diterapkannya model Problem-Posing Learning dibandingkan dengan kelas kontrol dengan model pembelajaran terlangsung. Hasil uji signifikansi diperoleh thitung > ttabel atau 2,7 > 2,021 dalam taraf signifikansi 95% dan α = 0,05. Berdasarkan hasil tersebut, maka hipotesis kerja diterima. Hal ini membuktikan bahwa model Problem-Posing Learning efektif diterapkan dalam pembelajaran menulis teks ulasan film. Nilai rata-rata tes awal di kelas eksperimen sebesar 47 dan nilai rata-rata tes akhir sebesar 87. Sementara itu, nilai rata-rata tes awal di kelas kontrol sebesar 38 dan nilai rata-rata tes akhir di kelas kontrol sebesar 70. ; This research is motivated by a student's difficulty in expressing an idea to create a text review, especially film review text. This is because in writing film review text the students not only write down what they listen to, but also it is the result of students’ knowledge and critical thinking to various aspects in appreciating and judging a film. This study aims to describe whether or not there is a significant difference to the students' abilities to write film review text with or without the application of Problem-Posing Learning model. Problem-Posing Learning theory emphasizes the critical thinking for the purpose of exemption. The learning model is designed to encourage students to think critically, creatively, and be active in solving a problem. This study uses a quasi experimental research design of untreated-control-group design with pretest and posttest. The design of this research method uses two groups, each is not chosen randomly, but selected with a certain considerations. The result of this study show that there is significant differences between the experimental class in the ability to write film review text after the implementation of Problem-Posing Learning model compared with the control class that is often used by the teachers. The result of the significance test is tcalc> ttable or 2.7 > 2.021 in significance level of 95% and α = 0.05. Based on this result, the working hypothesis is accepted. This proves that Problem-Posing Learning model is effectively applied in the learning of writing film review text. The average value of the initial test in the experimental class is 47 and the average value of the final test is 87. Meanwhile, the average value of the initial test in control class is 38 and the average value of the final test in the control class is 70

On charisma and need for leadership

Some scholars have argued and found that the relationship between transformational leadership and outcomes can be moderated by subordinate or situational characteristics (e.g. Bass and Avolio, 1990; Podsakoff, MacKenzie, and Bommer, 1995). Still, there is insufficient evidence on this issue. In this paper we examine need for leadership (De Vries, 1997) as a moderator of the relation between a measure for charismatic leadership (Bass, 1985a; Den Hartog, Koopman & Van Muijen, 1994) and subordinate outcomes. Need for leadership is found to moderate the relation between charismatic leadership and three out of four criteria. Furthermore, we examine the relation between charismatic leadership and need for leadership. While it has been asserted that transformational leaders are able to empower and develop subordinates to become leaders themselves (e.g. Bass and Avolio, 1990; Kuhnert, 1994; Yammarino, 1994) we find a positive relationship between charismatic leadership and need for leadership, which suggests that subordinates are more, instead of less, dependent when a charismatic leader is present.leadership;character trait