No topic Essay Example | Topics and Well Written Essays - 500 words - 12

No topic - Essay Example In the first place, the sender of the message was their third grade teacher, perceived as an authoritative figure – someone who effectively provides them with accurate information, knowledge and instructions. As an authority figure, the sender is perceived by the receivers of the message as credible, believable, truthful, and a role model. Since the student have known Jane Elliot as a competent teacher in their school, whatever message she relays are deemed acceptable to the students. In analyzing the receivers of the message, as the grade three students, one would deduce that they could be easily swayed to believe that blue-eyed people are the better people than brown-eyed people, especially when it was brought to their attention on the first day. With their young minds and ability to understand the issue at hand, these grade three students could easily accept as factual whatever information and instructions were fed to their minds by their teacher, who had been known to them as an authoritative figure when it comes to providing instructional information. Finally, the message was introduced appropriately by providing a background scenario where Jane Elliot first brought the subject of brotherhood. She effectively asked a question that solicited the needed response from the students. She asked: â€Å"is there anyone in this United States that we do not treat as our brothers?† (Frontline: The Daring Lesson); of which, a student replied: â€Å"Black people† (Frontline: The Daring Lesson).By introducing that the color of a person’s skin causes them to be treated differently, Jane Elliot effectively convinced the students that â€Å"it might be interesting to judge people today by the color of their eyes† (Frontline: The Daring Lesson). As such, the message that blue-eyed people are the better people than brown-eyed people (and vise versa) was easy to be relayed to the children and they responded quickly and completely because: (1)

The Macro and Micro-Marketing of Counterfeit Goods Essay

The Macro and Micro-Marketing of Counterfeit Goods - Essay Example The act of branding can be traced back to the early 1800s when cowboys would brand their cattle before driving them across the central plains of the United States (Rozin 2002). In order to identify which cattle belonged to each ranch, a unique symbol was permanently burned onto the cow. These symbols, in addition to serving as a means of identification, provided a set of traditions and a social identity for the Cowboys. Today, companies use brands to distinguish themselves from their competition and to communicate unique qualities of their products (Aaker and Keller 1990; Low and Fullerton 1994). Once a brand is established, the brand name itself is thought to add value to the product in the minds of consumers. This added value is referred to as brand equity (Aaker 1991). Companies and designers often employ marketing strategies that capitalize on their brand equity and place a greater value on the shapes and labels of their products than the material from which they are made. Such companies provide buyers with what is conventionally called elite brands, defined by Silverstein and Fiske (2003) as those brands that possess higher levels of quality, taste and aspiration than other brands in the product category. These products are often justifiably priced higher than other brands in order to make their brand seem exclusive and more prestigious. For example, elite designers are able to transform a 10-pound t-shirt into a $200 sought after treasure (Chatpaiboon 2004). Recently, Hermes reported that customers were placed on a two-year waiting list for their most popular Birkin bag, which retails for $6000 (Branch 2004). On eBay, women engaged in bidding wars over a blue Birkin bag for which the winner ultimately paid over $13,000 (Rose 2003).