Suchergebnisse

Purpose – The purpose of this paper is to build an understanding of what we term "consumer discipline" by unpacking the practices and strategies by which people manage and exert control over what they consume. This is facilitated by looking at the context of food, an everyday necessity imbued with sizeable importance in terms of its impact on personal well-being, and how it is experienced by individuals who must manage the constraints of a chronic illness. Design/methodology/approach – Drawing on the Foucauldian concept of governmentality and theories surrounding the social facilitation of self-management, this paper analyses interviews with 17 consumers diagnosed with diabetes or coronary heart disease. Findings – By exploring how the chronically ill generate different strategies in managing what they eat and how they think about it; this paper outlines four analytical areas for which to continue the discussion of how consumption is disciplined and its conceptualisation in marketing and health-related research: "the Individual", "the Other", "the Market", and "the Object". Practical implications – The results signal to policy makers the aspects of health promotion that can be enhanced in order to improve self-management amongst consumers in the pursuit of well-being. Originality/value – This paper makes two contributions: it conceptualises consumer discipline as a practice that involves self-control but also comprises the capabilities to self-manage one's identity and relationships through leveraging personal and social strategies across various contexts; and it identifies macro influences such as the market as negotiable powers that can be contested or resisted to help assist in one's self-management.

A 10-year study evaluating the effects of introducing Total Communication into a previously oral/aural school environment was undertaken by St. Mary's School for the Deaf with researchers at the National Technical Institute for the Deaf. The report provides data on students' achievement levels and communication skills. Faculty evaluated Total Communication effects on academic achievement, speech development, speechreading, reading, and writing. Three groups were studied: Pre-TC , students enrolled five years prior to Total Communication; Mixed , students who received part of their education under the oral/aural method and part under the Total Communication method; and TC , students who had all their education in Total Communication. Faculty and staff perceptions and empirical test results indicate important changes in achievement levels and communication skills. Causal factors and the impact of Total Communication are examined.