Term paper Example | Topics and Well Written Essays - 1750 words

Term Paper Example It is thus a subjective psychological conditioning that ties goods and services as symbols of status. Status consumption, as originally defined by Thorstein Veblen in his â€Å"Theory of the Leisure Class,† refers to purchasing and the subsequent displays of unnecessary, expensive items in a manner that suggest or rather attract attention to an individual's wealth (39). Veblen though did use the term â€Å"conspicuous consumption,† and since then, the idea of inspirational consumption as a means of outward demonstration of wealth has been a hot topic examined not only in the field of Economics but also in a range of other discipline including marketing, psychology, sociology, to name but a few. Indeed, status consumption has permeated the modern setting, especially in the western world, where spending is not only away of determined by the amount of wealth owned but a unique way of trying to fit within a given social class. According to the theory of consumption, consume r buying behavior is conditioned partly by the intrinsic utility value placed on them, which in effect exceeds the attached price on a given product (Pepall, Richards and Norman 24-25). This description, however, was but a narrow perspective that fell short of accounting for the status that the product may hitherto confer to the bearer. Instinctively, behavioral consumption is a much more complex concept influenced by a myriad of factors far beyond utility maximization. This paper critically examines Status Consumption as an important factor in the theory of market demand. Background For a good or service to qualify as a status brand, two preconditions must hold: a sense of belonging [the â€Å"degree of commonality† concerning relative desirability of association with certain products or brands] and an open, social display of consumption of such products (Duensberry 11). Consumers have the incentives to amplify their consumption with the intention of gaining a position in so cial settings. For those that engage in some kind of self-reporting, a personal concern with status is but a factor that has been identified to motivate such actions. Indeed, the everyday observation of consumption patterns suggests a strong affinity to a direction of superior association with a given product; a fact that finds evidence in the concentration of households spending into furnishing living and dining rooms compared to private rooms such bedrooms. Such self-reporting intentions purposefully aimed at gaining social standing more often results from observed consumption patterns. Individuals often require alibis (reasons) that validate their purchases. Quite a huge chunk of college students’ product buying, for instance, is influenced by the advertising kind of contacts with colleagues. While needs play a fundamental role in the behavioral buying tendencies of consumers, the reality is that majority of products acquired are actually non-necessities in terms of surviv al. In the words of social anthropologist Edmund Leach, individual actions are shaped one way or another by learned behaviors from others within the immediate or observable surroundings (Jones 74). Clearly, if a person do not have adequate information, or simply does not value what being in possession of a Mercedes Benz signals to others in the

Critique of relevant readings and other research on whole school Essay

Critique of relevant readings and other research on whole school development and SDPs linked to my SDP - Essay Example Clough and Corbett say that first education involves professionals been given the responsibility to deal with the handicapped and ‘difficult-to-teach children. Children with special needs need to be taken from normal schools to special schools, which can adequately cater for their needs. Where teachers have special training to handle them and the facilities suit them. Social response sees special education arising from social processes. It is true to say that the education acts of 1981 with its formal structure of assessment and statementing made it possible to remove the boundaries of public expenditure and made it possible to maintain the status quo. Clough and Corbett (2006) say that the different approaches to curricular all circulate upon the fact of what we ask the learner to do, how and when we ask it. This will help the learner establish success, as the community sees it. Using Stenhouse`s research they say that in order to bring into practice classroom and teaching pla ns closer a teacher evaluation is needed for curriculum development to take place. They say that it is only recently in the last decade that school effectiveness was considered something important in schools. Disability studies are entirely different from educational studies. They cite the work of Oliver who wrote the paper ‘The Social and Political Context of Educational Policy: The Case of Special Needs’. Ainscow (2006) inclusion associated with children with special needs when it comes to education. This meaning is gotten from the Education Act 1986 in which inclusion was seen as an act of temporarily or permanently removing a child from school institutions because of disciplinary causes. He defines inclusion as a process that involves overcoming pressures of exclusion, instead of seeing inclusion as being stopped from attending school, seeing it as a way of discriminatory, devaluing and self protection that takes place in the schools and society There are three defi nitions that he gives that the majority of people can accept. The first is that inclusion a way of improving the child`s participation and reducing their exclusion from cultures, the curricula and the communities of the local schools, secondly that it is revising the practices, cultures and practices so as to deal with the different variety of students in schools, and lastly the participation, presence and achievement of children how are likely to face exclusion pressures. Practices such as the reduction of bullying and including parents and professionals in the surroundings of the school in its running are also key aspects of inclusion. Staff in learning institutions should be included when making decisions about learning and teaching activities. The various identities and family backgrounds of the students should also be put into consideration; this will support learning and boost participation of students in school work (Holye, 1). Hoyle (2008) the government wanted that every ch ild no matter their background to have access to health and that they are safe, able to enjoy and achieve, make a positive contribution and that they are able to their economic well-being. This involves the institutions giving these services to children such as hospitals, the police and school coming together and establishing ways of delivering their services effectively. There are other challenges that the government of England has to deal with other