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The chapter examined the consumer meanings of product placements embedded in social games in different cultural contexts.

The theoretical perspective guiding the study is phenomenology, and the essay assignment and in-depth interviews were used to collect data.

The chapter was based on two qualitative research projects. Findings revealed that consumers in both countries appreciated certain characteristics of product placement in the context of social game, such as subtleness (naturalness) and unobtrusiveness (users’ freedom of choice and proactive choice); consumers’ real-world consumption in both countries seems to be more or less influenced by the product placement in social games; and while the young American consumers didn’t construct specific meanings for Facebook, the Chinese white-collar consumers actively created meanings for the Chinese social-network site.

The chapter offered some thick descriptions and in-depth analyses of product placements in social games in different cultural contexts from consumers’ experiential perspectives to enrich our theoretical understanding of product placement in the new media environment as well as to add valuable insights to the research literature on new advertising formats in general.

No study to date has been conducted to explore the product placement in social games in different cultural contexts. The study fills the research gap by exploring US college-aged consumers’ and Chinese white-collar consumers’ interpretations of product placements in the context of social games.

This research aims to examine the effects of financial services advertising disclosures by pairing a content analysis documenting how mandatory financial disclosures are presented in mutual fund advertisements with a between-subjects experiment assessing whether inclusion of the disclosures influences consumer responses to advertisement, brand and company evaluations.

This research examines the effects of financial services advertising disclosures by pairing a content analysis documenting how mandatory financial disclosures are presented in mutual fund advertisements with a between-subjects experiment assessing whether the inclusion of the disclosures influences consumer responses to the ad, brand and company.

The findings show more positive consumer responses for perceived advertising responsibility, recall, and cognitive response as well as higher risk perception when consumers are exposed to the financial disclosures in mutual fund advertisements. Also, the results indicate a mediating role of positive cognitive responses on attitude toward the mutual fund company only when consumers are exposed to advertising disclosures.

The paper extends knowledge of whether and how required information disclosures pertaining to mutual funds influence investors ' psychological responses in mutual fund advertising contexts. From a managerial perspective, it has implications for financial services advertising and other social marketing campaigns by uncovering the effects of advertising-as-information in financial decision-making. From a public policy standpoint, the paper is among the first to make explicit claims regarding the role of advertising disclosure in retail investment circumstances.

This paper aims to describe a conceptual design of Personal Learning Environment & Network (PLE&N) and a learning model developed in support of peer-based social and lifelong learning in higher education, which collaborate with classroom learning.

The model consists of students, instructors and external parties interacting synergistically in learning in PLE&N-enabled courses based on the collaborative designs of instructor-led pedagogical approach and external parties-assisted lifelong learning “first-mover” development. The research constructs, tests and assesses this model in courses of 12 subjects in nearly two years.

The practicality of the designs is evidenced in post-course surveys and reflected by students’ ability in productively using collaborative resources over the internet to create an ever-expanding personal learning space stretching from home to campus and beyond, oriented toward individuality, universality, ubiquity, interactivity and connectivity.

The research contributes to PLE&N, social and lifelong learning seamless integration in theory and practice to dramatically enhance students’ virtual learning skills.

The purpose is to understand how affective events employees experience at work, and emotions those events elicit, influence within-person fluctuations in perceived organizational support (POS). The authors explore the possibility of socioemotional needs as a boundary condition of the effects. They integrate affective events theory with organizational support theory to develop their arguments.

Using a diary study method, 55 working adults responded to three surveys per day for ten days (876 total datapoints).

The results suggest POS fluctuates daily. Furthermore, workplace affective events are significantly related to discrete emotions (happiness and anger), which are significantly related to fluctuations in POS. Indirect effects were generally stronger when socioemotional needs were high compared to low, though the moderation was not statistically significant.

The authors extend organizational support theory by integrating affective events theory; they highlight the role of affective events and transient emotion in relation to momentary changes in POS and explore socioemotional needs as a moderator of those relationships.

Organizations can be mindful of employees' daily experiences when considering how to foster POS; minimizing negative affective events and maximizing supportive affective events may enhance POS.

This study is the first to consider predictors of short-term fluctuations in POS. Moreover, the authors integrate affective events and discrete emotions to consider the role of affect in organizational support theory.

The qualitative approach was applied the discover the optimum answers to the research objectives, which are (1) to understand the cultural and hedonistic characteristics of the (Lanna) Songkran festival; and (2) to examine the dilemma between cultural rituals and hedonistic activity for tourism.

This study used a case study of the Songkran festival in Chiang Mai to examine the dilemma between cultural rituals and hedonism for tourism, which brings lost or misperceived cultural values and identities. The semi-structured interview (SSI) with senior locals and participant observation during the festival was conducted in Chiang Mai, Thailand, to obtain the in-depth phenomena of the existing celebration pattern at the festival.

The study findings show three crucial phenomena that explain characteristics of unsynchronized cultural rituals and hedonistic activities for tourism: (1) the parallel phenomenon between cultural values and celebration practice, (2) the movement of local culture and(3) the hedonistic characteristics of the festival.

The study extends the knowledge on the interplay phenomena between cultural festivals and tourism; also, the involved stakeholders, such as local communities, public sectors and private sectors, can use the study findings in creating policies for using cultural festivals to promote a destination and urban economic development that will minimise cultural values distort while increase tourism economic values.

This study was conducted qualitatively, including SSIs and participant observation at the Songkran festival in Chiang Mai. The study findings were analysed, based on the empirical data, into significant themes representing the characteristics of dilemma phenomena within the festival.

The use of film as a teaching methodology in an undergraduate personal leadership development course helped students apply strengths-based leadership concepts. The film Temple Grandin was utilized to illustrate key concepts from Buckingham and Clifton’s (2001) text, Now, Discover Your Strengths. After completing the Gallup Clifton StrengthsFinder^® assessment, students viewed the film Temple Grandin and identified Dr. Grandin’s perceived top five strengths in relation to scenes from the film. Several lessons were devoted to the exploration and development of students’ strengths. This practice paper describes the teaching methodologies employed and provides recommendations for leadership educators seeking to implement the use of film in their courses.

Addresses the problem of psychotherapy coming to understand itself formally as a conversation in which healing of distortions and breakdowns in communication occurs. The paper proposes making concepts the basis for the psychotherapy conversation by linking psychotherapy to second‐order cybernetics and utilizing Pask’s conversation theory. The first part describes cybernetics as the context for the study of the distortions and breakdowns in communication. The second part discusses conversation theory as a formal description of the procedures of psychotherapy, as a way to converse in psychotherapy, as a way to talk about psychotherapy and as a way to change the conversation of psychotherapy. The final part discusses four distinctive characteristics of the evolving conversation of psychotherapy where psychotherapy composes itself as a conversation. These characteristics are what psychotherapy is (its definition), what it is about (its object), how it proceeds (its methods), and what it is for (its value).

The aim of this chapter is to argue that charisma is a collective representation, and that charismatic authority is a social status that derives more from the “recognition” of the followers than from the “magnetism” of the leaders. I contend further that a close reading of Max Weber shows that he, too, saw charisma in this light.

I develop my argument by a close reading of many of the most relevant texts on the subject. This includes not only the renowned texts on this subject by Max Weber, but also many books and articles that interpret or criticize Weber’s views.

I pay exceptionally close attention to key arguments and texts, several of which have been overlooked in the past.

Writers for whom charisma is personal magnetism tend to assume that charismatic rule is natural and that the full realization of democratic norms is unlikely. Authority, in this view, emanates from rulers unbound by popular constraint. I argue that, in fact, authority draws both its mandate and its energy from the public, and that rulers depend on the loyalty of their subjects, which is never assured. So charismatic claimants are dependent on popular choice, not vice versa.

I advocate a “culturalist” interpretation of Weber, which runs counter to the dominant “personalist” account. Conventional interpreters, under the sway of theology or mass psychology, misread Weber as a romantic, for whom charisma is primal and undemocratic rule is destiny. This essay offers a counter-reading.