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The Implications Of Imaginative And Positional Value, As The Core Drivers Of The Contemporary Economy, For The Natural

The Implications Of Imaginative And Positional Value, As The Core Drivers Of The Contemporary Economy, For The Natural Environment

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The Implications Of Imaginative And Positional Value, As The Core Drivers Of The Contemporary Economy, For The Natural Environment

Introduction

A conducive natural environment is friendly for business operations as it provides the inputs and ecosystem services hence the sustainable business. Through the natural environment, products and services manufacturing occurs. For a sufficient flow of the company, consumers purchase products or services as payment is made, which allows for more production to take place. The consumers pay for a particular value of the product or service. The product value is determined by the cost of production and the market price, as stipulated by forces of demand and supply. Value has three divisions; the physical value, imaginative value, and positional value (Beckert, 2011). The outward appearance of the product derives the tangible value, imaginative comes from the consumer’s expectation of the quality of the product, and positional value comes from the extra factors other than physical or imaginative that a consumer can benefit from a product. These values influence attracts a customer to either purchase or fails to purchase a product. This essay will discuss the reasons why a product attracts customers to purchase it. It will then explain the interconnected imaginative value, and positional value forms of a product, and their central role in advancing contemporary global economics (through two specific examples). Finally, the impact of current economic culture on the natural environment will be discussed.

Value Definitions

Positional Value

The positional value of goods impacts the decision of a consumer to purchase a product as it surpasses its tangible value, giving people other benefits besides its functionality. This value reflects the social status and recognition that commodities bring to consumers (Beckert, 2011). The consumers’ choices of products reveal their different types of lifestyles and express part of their social identities. Therefore, the positional value of goods has a meaning that can give the owner a social identity. The goods are purchased by consumers to keep up with an individual status in the social group and not specifically for satisfaction from the product. The intention is to make other people think that those consumers have a social class, taste, money, and style.

Magnum Company

For example, Magnum ice cream entertainment offers dismissed personalized ice cream that is unique with many flavors for every customer’s choice. Magnum company was the first company providing ice-cream with a handheld stick for adult products. In 2017, Magnum ice cream improved to introducing its indulgent ice cream experience to the indulgent pop-up store. It later collaborated with Italian fashion brand, Moschino, to develop a double fashion high end ice cream bar. The company is located in London and consumers in the region highly demanded the product hence making more sales. The collaboration developed a positional value for its customers. The company provided three kinds of toppings from different types of quality ingredients hence providing a more extensive range of products. It then offered a stylish cuisine where consumers take photos and share to acquire recognition and gain fashion status. The status was not because of the satisfaction received from the product, but the condition it leaves one with after trying a new flavor. This advantage led to more purchases as the consumers wished to get the status advantage from other people. The advantage factor influence people to have a power over other people.

In the purchase of an ice cream product, a consumer is attracted to purchasing the product due to the possible likes that they gain from the public after sharing the photo. Purchase and consumption is not based on the need or satisfaction that can be derived from consuming the product but from what the third party would think and rate them in the society; the more the likes, the higher the fashion status in the society. This state leads them to find the product, consume it, get satisfaction, and send it to Instagram, where people can like. Getting ‘likes’ gives them a fashion status, which is valued in the community. Also, since the company offers various flavors, one is influenced to try a new product to share with the world and get likes. This added benefit also affects the cost or price of the product or the economic value as consumption goes up. The added advantage forms the positional value, which influences the purchase of a product.

The positional performance of a good is public as it relates to the class or status in society. Its impact depends on the meaning it has as stipulated by the community and not the consumer. Positional value comes from the luxurious products and lifestyles that are improved and recognized by the public. The urge to have a different lifestyle creates the positional value. However, lifestyle is indispensable, finite and temporary, in that, there are changes periodically; hence, improvements in products from various companies.

Imaginative Value

The imaginative value refers to that goods have characteristics affecting the personal consciousness of consumers in addition to its real value. Consumers use this product to evoke the form of their fantasy, which bases on their associations with the person or thing they want (2008). The imagination value depends on the consumer’s recognition of their products, not the importance given to them by third parties (Beckert, Jens & Aspers, 2011). In other words, when consumers buy a good, they do not need to get meaning from other people, they only need to get their recognition. When the owner recognizes the symbolic significance of the product, he will associate the symbol of the product with his imagination, to reflect the artistic value of the product. However, the source of attraction may either be real or not. Since the consumer already has an image of an expectation after purchase, they tend to buy the products to get the imagined benefit or satisfaction. This presumption may either be fulfilled or not.

British Museum

Using another example, British museum displays commemorative merchandise with different meanings and values to various people. These merchandises are of different qualities and grade for each customer who gets to the museum. As a customer purchases a product, one has an imagination of the value it would bring to them. This may be linked to an experience of the merchandise or relating to a particular scenario. The imaginative value is the factor that drives the customer to purchase the product and pay for it. The value is individually derived from a customer’s conscious mind and not from the physical qualities of the merchandise.

Imaginative value is characterized by image arousal of the state of the conscious of the customer. The image of the object alters the state of mind evoking fantasies based on symbolic associations of places, people, events or values (Beckert, 2011). For example, a customer may purchase a painting from the museum, because of the imaginative value in one’s mind that reminds them of a place they were in or wish to visit. It may also be attached to someone’s behavior, personality or physical image hence making a customer purchase the object. The imagination takes place after a person has attached the good to ideals symbolically presented in the merchandise.

Also, the need for the purchase of a product only arises after seeing the object, then the imaginative value develops. The objects are a representation of the transcendental ideas. The transcendental ideas are based on three factors; time, space and the social position. Since the symbolic meaning is from personal perspective, time influences the imaginative value as it may be connected to a certain period in one’s life. The social positioning is derived from the third party due to the possession of the specified object. The consumer may fail to notice the social positioning as one’s aim of purchased is in their subconscious and not public. People buy goods for not only what they need but also what they mean in the community. Imaginations arose images that alter the consciousness of a person hence influencing the decisions they make about a specific product (Campbell, 1987). Therefore, the imaginative value leads to the consumption of commodities.

Evaluation

Positional And Imaginative Values Dependency

The positional and imaginary values are interdependent on one another. This dependency is because when a person has the theoretical value, it leads them to get a product, and after consumption, the positional value de. As awareness of a product occurs, one makes an image in the conscious mind, on the satisfaction expected from such a product. The image formed depends on the attitude of a person and the experience of consumption. The approach matters as one may not be liking a product from the very beginning; hence may not even think of the satisfaction derived from it. Experience also influences consumption since satisfaction in the past leads one to think of a product and purchase or look at it and fail to have the urge to consume it. Also, goods value in both the positional and imaginative values are purchased for the symbolic qualities they offer. In both cases, the value of the good is based on ascribing qualities that transcend its materiality (Beckert, 2011). The quality is represented in the product and acts ideal in both values.

Positional value depends on the belief of people in society. It is not easy to trace the pervasiveness of greed, especially in luxury goods (Zukin, 2008). This dependency means that consumers rely on the ideas of the public and not the need they wish to satisfy. Also, the consumer’s desires are shaped by the community through image-making and status-seeking. The urge to get an individual status in society leads one to purchase a product (Zukin, 1982). The purchase may not be beneficial to the consumer.

The values impact consumers’ choices to purchase products in the market. As imaginative value is dependent on the attitude and experience of a person, the lack of these influences would lead to the non-existence of the values. The conscious mind forms an image, and if one has no idea about the product or service provided, it may be hard to create a picture of satisfaction expected. Imaginative value is entirely dependent on the mind of a consumer, and if the brain fails to recognize it, the purchase will fail to take place. A consumer can postpone an illusion of the fantasy value by postponing consumption, meaning if the illusion fails to exist, consumption will not occur.

Besides, the positional value depends on societal thinking. Lack of societal groups prevents the societal valuation of some products with status. Lack of societal class divisions ensures one only purchases a product they wish to have and not influenced by wanting a particular class. Therefore, the values would fail to exist in society. Also, emotions are a part of the positional value. Higher materialism consumers tend to purchase more of the luxury goods to feel comfortable and classy (Richins, 2013). This emotion may not necessarily be in the perspective of the people in society, but the comfort of oneself. The consumers experience positive emotions when anticipating, which leads to purchasing and consumption of goods and products. Lack of emotions cancels the positional value; hence no purchases take place.

Difference between Positional and Imaginative Values

However, as much as the positional and imaginary values are linked, they can be independently differentiated. First, in positional value, a third party must give the product a symbolic meaning, which forms the basis for classifying its owner by giving it a social identity (Beckert & Aspath, 2011). This occurs after the owner is aware of the status one might get frm the public after purchase. But in imaginative value, the benefit is directly linked to the advantage attached to the product and a place or person. Also, the imaginative attributes of an object only influence one to the extent that their perception is shared among members of a social group. Therefore, imaginative value comes from a person’s consciousness, and it may also be impacted by social groups in society (Beckert, 2011). Imagery value depends on one’s preferences and tastes as a person thinks of what they love or wish to have. In contrast, the positional value does not consider one’s feelings, but only what society thinks.

Positional And Imaginative Value Effect On Contemporary Economy

The positional and imaginary values drive the contemporary economy. In a modern economy, there is a flow of cash, which means that consumers pay for services, and also taxes get to the government. Through the positional and imaginary values, consumption increases; hence, increasing the flow of money in the economy. Money is the medium of exchange in the economy; thus, when consumers purchase products, the money is circulated from one industry to the other. The values influence purchase since imaginary value creates an image or the urge to get satisfaction, which leads to purchase.

Also, for the positional value, consumers buy the products to find a social status or a class in society. This behavior applies to luxurious products hence influence the circulation of money, leading to the growth and development of the economy. For example, in London, beer producers encourage to up spaces to invigorate local economies. This shows that as producers make the product available, consumers will purchase due to the positional or imaginative values and through this, the economy improves. The consumption of market-made commodities and desire-inducing marketing symbols is central to consumer culture and depend on personal choice. This then determines the flow of commodities in the economy (Arnould & Thompson, 2005).

Impact of Contemporary Economy on the Environment

Consumers’ desires are infinite; therefore, they keep purchasing more. Customers buy goods and after consumption, the desire to consume more leads them to purchase more of it. Therefore, purchase and consumption are continuous for the products provided by a company in the market. This constant desire increases the demand; consequently,companies make more developed products and ensure it continuously flows in the market with no shortages. Continuous production consumes non-renewable resources in the natural environment. Population, food production, industrialisation and consumption of nonrenewable natural resources is increasing (Meadows, Randers & Behrens, 1982)). The increase in consumption of resources negatively impacts the environment due to the derivation of raw materials. People benefit from the product but cannot create ecological value but also generate negative value when investing in labour to create the product value.

Markets are arenas of social interaction in which rights and exchange for goods and services occur for money under conditions of a competition (Aspers & Berckers, 2008). Competition influences the economy as new products and services, and other improved aspects emerge as a strategy for companies to stay in the market irrespective of the competitors’ decisions. Innovations and the creation of new products influence the environment as consumers use it. It adds more natural ways of operations and has an impact on the environment since the utilization of resources takes place in the manufacturing and production of products. Resources keep being minimal as consumers satisfy their different needs. The environment provides support to the economy as inputs for production, but consumption leads to pollution and lowering the quality and quantity of resources. Poor environmental conditions, in turn, affect the economy as deriving resources becomes a challenge to the producers.

Conclusion

Money circulation drives the contemporary economy as consumers purchase goods and services and pay for them. Imaginative and positional values from the consumer influence the purchase of products. The Imaginative value is created in the conscious mind of the consumer, depending on their experiences and attitude. Societal forces influence positional values in getting a status or class in society to gain respect from the public. Products attract customers through Imaginative and positional value. Lack of these influences may lead to the non-existence of the values. The values also depend on one another, as imaginary may lead to positional value. More importantly, the values also influence the contemporary economy as the circulation of money depends on payments made by consumers during purchase. Imaginary values may also lead to the creation of a product hence improving the environment. However, the contemporary economy affects the environment through the production of products that change the environmental conditions. The economy derives resources from the environment but may create pollution during consumption.

References

Arnould, E. J. & Thompson, C. J. (2005). Consumer Culture Theory (CCT): Twenty Years of Research. Journal of Consumer Research 31: p 869

Beckert, J., 2011. The Transcending Power of Goods. Imaginative Value in the Economy. Chapter 5 in: The worth of goods: valuation and pricing in the economy. Oxford: Oxford University Press, p 115

Beckert, Jens and Aspers, Patrik (eds) (2011) The worth of goods: valuation and pricing in the economy. Oxford: Oxford University Press.

Meadows, D., Meadows, D., Randers, J., & Behrens, W. (1982). The Limits to growth. New York: Universe Books, p 25

Richins, M. (2013). When Wanting Is Better than Having: Materialism, Transformation Expectations, and Product-Evoked Emotions in the Purchase Process. Journal Of Consumer Research, 40(1), p.2. doi: 10.1086/669256

Wallace, A., 2019. ‘Brewing the Truth’: Craft Beer, Class and Place in Contemporary London. Sociology, 53 (5), p. 960.

Zukin, S. (1982). LOFT LIVING ,c 7 Culture and Capital in Urban Change (p. 58). London: The Johns Hopkins Press Ltd.

Zukin, S. (2008). Point of Purchase: How Shopping Changed American Culture. Journal of Consumer Marketing, 25(4), p.10.

Rational Choice Theory

Rational Choice Theory

Question 1

A majority of crimes are not spontaneous but occur as a result of careful planning and thoughtfulness. Crime is defined by Siegel (100) as a function of a rational decision-making process. It is therefore a rational action, one that is planned and designed to avoid detection and punishment while maximizing gain. In order to participate in law breaking, the decision to violate or commit a crime follows careful weighing of the consequences and the benefits of planned action from an offender. Where the benefits are deemed greater than the consequences, an offender proceeds to commit the crime. Therefore, even relatively less violent crimes such as drug abuse follow the same thought pattern (Siegel 100). The motivation to commit a crime may come from a variety of traits or emotions including thrill seeking, greed, anger, need, lust, revenge, or jealousy. In the end, committing a crime is as a result of a rational action and choice where offenders perceive the rewards of an action to outweigh the risks involved.

Criminals intentionally, and through a rational process, choose crime. Except for a mentally ill individual, offenders behave in predictable and rational ways when making the choice to commit a crime (Siegel 101). The rationality of a crime in the choice theory comes engaging in a cost-benefit analysis beforehand. What is expected to be of benefit to them is weighed against the consequences and risks. The rational choice theory, therefore, provides an explanation to why people behave the way they do. In criminal behavior, the rational choice theory explains that people have self-interests and are willing to violate laws after a consideration of personal and situational factors (Siegel 102). Personal factors include money, profits, entertainment, and thrills while situational factors include the availability of a target, police presence, and security measures. Therefore, the rational choice theory is a guide into how criminals make a decision and what motivates them to do so. It shows that offenders usually make a rational choice between violating the law or the opposite based on the benefits that either of the choices presents weighed against the risks and consequences.

Works Cited

Siegel, L. “Criminology: The core: Cengage learning.” (2019).

The implementation of the professional development in using new method at Al Asayel school

The implementation of the professional development in using new method at Al Asayel schoolName

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Contents

TOC o “1-3” h z u Professional development used Al Asayel school PAGEREF _Toc382485972 h 2The problems faced PAGEREF _Toc382485973 h 4Solutions/suggestions/recommendations to these problems PAGEREF _Toc382485974 h 4

Professional development used Al Asayel schoolDAP versus Traditional Educational MethodsThe developmentally appropriate practice initiative promoted by the NAEYC is an alternative solution for the existing problems connected with early childhood education. Psychologists, educators, government and the public have already recognized the necessity to start educational practice with children from early childhood. The amount of three and four year old pupils has considerably increased lately. This situation provoked the development of new educational practices and curriculums, most of which still contain traditional educational methods. The withdrawal from the traditional educational system was proposed by a number of scientists in this field as noted by Asayel (1995), who proposed his model of brain-based learning in contrast to the existing classroom methodology.

Asayel’s model may be applied to all educational levels – from elementary to university education. The main argument of Asayel’s was the involvement of students in the learning process. His idea supported the work of R.N. Caine and G. Caine (1990), where the authors connected student’s participation in the process of education with his or her progress in studies. Asayel, R.N. Caine and G. Caine emphasized the advancement in student’s intellectual development when he or she has a clear understanding of the purpose of the study. Moreover, each student is unique and has some learning peculiarities. No one except for a student can develop learning strategies and approaches to suit each individual, and to ensure everyone’s success (Asayel, 1995).

It is clear that the provisions of the DAP initiative are similar to those in brain-based learning approach. The main difference is that developmentally appropriate practices concern education of children since this age is the most difficult and important for personal development and further success. It is critical to involve children in the learning process to ensure their clear understanding of the task assigned. The issues of age and individual appropriateness serve to eliminate misperceptions and misconceptions. For example, the teacher and children interpreted an activity called ‘The Leader of the Day’ differently. The goal of the teacher was to provide children with positive experience and to help them “to resolve conflicts in a democratic and fair manner and do not believe a leader has the right to be above everyone else or entitled to special treatment” (Developmentally Appropriate Practice in a Classroom Routine, 2008, p. 45).

Firstly, teachers are leaders to the children according to Dr. Seuss’s book, Yertle the Turtle. The reading activity was followed by the discussion of what a leader should be. This exercise encouraged children to make connections between the king character and the routine of the ‘leader of the day.’ Moreover, children analyzed behavioral traits of the king to make conclusions about what a good leader should be. On the example of the mean and cruel Yertle, children claimed that “a nice leader helps leader who are hurt… [and] should say ‘please’ and ‘thank you’” (Developmentally Appropriate Practice in a Classroom Routine, 2008, p. 48). Therefore, children developed the concept appropriate for ‘leader of the day’ activity on their own.

Secondly, children were encouraged to analyze whether the word ‘leader’ is suitable for their ‘leader of the day’ activity. As a result, some of them advocated for ‘leader, while others offered different names such as ‘star’, ‘helper’, and ‘student.’ Children were asked to think and vote for the most appropriate name for the practice. Thus, the teacher concluded that “the children’s involvement in defining this position would help them understand what it means to assume the position and carry out the role and responsibilities” (Developmentally Appropriate Practice in a Classroom Routine, 2008, p. 48). Consequently, children voted for ‘student’ and faced the question whether ‘student of the day’ should have a separate or noticeable place in the classroom. In this situation, the teacher allowed each child to choose the place while being a ‘student of the day.’

The problems facedMedium and low DAP classrooms contained a reduced amount of the characteristics peculiar to high DAP classrooms. This difference resulted in lower children’s interest in educational materials and practices. Teachers’ perceptions of academic advancement such as language development, literacy, and logical-scientific thinking were higher in high the DAP classrooms. Teachers’ evaluation of such affective characteristics of children as self-esteem, family support, cooperative learning, and comfort experienced in school environment was high in DAP classrooms for all variables. The assessment of social skills that included assertiveness, self-control, and cooperation showed high results with high DAP classrooms for the two first variables and a higher percentage of the third in low DAP classrooms.

Though the test evaluation of students’ progress in studies did not prove positive impact of developmentally appropriate practice, it does not seem that DAP is ineffective. As it is stated in the NAEYC’s position statement about DAP, children should be assessed due to their progress instead of their ability to provide correct answers and solutions. Since a set of test was of traditional educational nature, there is a need to develop new assessment strategies and techniques in accordance with the DAP provisions to determine the effectiveness of this practice. The amount of investigated literature witnesses the positive effect and attitude to the implementation of developmentally appropriate practice in classrooms. Probably, it requires more detailed investigation in the context of its effectiveness and appropriateness for early childhood education.

Solutions/suggestions/recommendations to these problemsThere are several researches that have been carried out in this field. This section addresses the previous methodologies used in the investigation of developmentally appropriate practices. Most of the previous researches in the field of early childhood education made use of qualitative methods of data collection and analysis. The main reason for the use of qualitative methods is due to the nature of the study. Most of the previous researches were based on a sample of approximately 40 to 50 respondents. The respondents in most cases were various stakeholders (teachers, principals, parents, and policymakers) in developmentally appropriate practices. A reasonable number of the previous surveys utilized both open ended questionnaires and the interview methods in data collection.

Alter and Conroy (n.d.) came out with an idea that was completely opposite to Van Horn et al. (2012). The work of Alter and Conroy laid much emphasis on the need to implement DAP in classrooms to prevent challenging behavior of young learners. Another survey in the discipline of effectiveness of developmentally appropriate practices is the work of Stafford et al. (2000). He investigated a longitudinal effect of DAP on children from low-income families. The sample of the study had 42 teachers and 192 students from six schools who had varied levels of DAP implementation. These included high use of developmentally appropriate practice methods and traditional approaches to learning. Most of the surveys used both qualitative methods of data collection and interviews. This was essential in enhancing the quality of feedback from the respondents.

References

Athey, C. (2007). Extending thought in young children: A parent-teacher partnership. 2nd ed. Thousand Oaks, CA: SAGE.

Bredekamp, S. (2001). Improving professional practice: A letter to Patty Smith Hill. In NAEYC at 75: Reflections on the Past, Challenges for the Future. Washington, DC: National Association for the Education of Young Children.

Bredekamp, S. &Copple, C. (1997). Developmentally appropriate practice in early childhood education programs. Washington,DC: National Association for the Education of Young Children.