Brand sense Essay Example for Free

Brand sense Essay In measuring the Brand Experience of the target segment, companies focus on the response and understanding of their customers and their reactions on the part of the particular five senses while handling the brand in question. Further, this array of experiences of the customer reveals the perception of the user extending the issue to question the self; about the identity or for using a certain brand, what image the customer gets about the self. Speaking strictly, who am I? This is a kind question that seeks the image or the perceived image of the person; thus, the personality. Relating the perceived image of the user and the brand in use; Brand Personality of the brand can be derived. In this entire process the essence of a brand can be identified by using different senses for different kinds of brand with need and experience of different customers, the employees involved with the brand and the particular target segments. To make a cross-section of this marketing idea; the unique presentation of the senses and the allied questions to the brand, can be observed in the brand sensory wheel that segregates the divisions of the total composition of the senses (Brand Sense, 2001). Source: Harvest Consulting Group LLC. The discovery of the sensory approach has enabled companies to unfold the essence of the current service and the possibilities of the future avenues. Author has logisised this that it will enrich the brand loyalty and makes the existing relationship deeper. Behind this happening, the five senses can play a crucial role. To know the fate of a brand conducting the sensory audit is a vital step to forecast the brand’s multiplication power on its sensory touch point. Ascertaining the brand’s stimuli, enhancement, and bonding capabilities, decides the execution of the above knowledge. The essence of this approach is the simple fundamental of including more senses to make the brand base stronger. We also follow this while evaluating the brand and its surroundings too. To explain, a visual encounter of Starbucks retail follows the suite bellow: Sight: Brand logo on building, cups, and bags Sight/Sound: Uniform and customer approach Sight/Sound/Touch: Interior aesthetics (sofa, colors, wall paper, music) Smell/Taste: Distinct aroma of freshly ground coffee This process also unveils the concept of smashability factor, which measures the strength of an individual sense for a brand and hoe much impact it can give. A real-time example of the application of the auditory sense reflects from the recent transformation of the Cadillac brand. For the hard penetration of the European and Japanese car makers into the American luxury car segment, Cadillac Source: brand papers. had to bear the burn of declining sales figure during late 80s and early 90s. To retrieve the brand from the grip of the downward graph, the same has been assessed, disassembled, reassembled, and re-positioned by late 90s. To do so, the brand invested in molecule analysis to create a new meaning to its design and market preference. This entire process has remodelled the brand from its â€Å"grandpa drove into a fast, sexy, and desirable product† concept to the recent Caddy commercial with Led Zeppelin playing â€Å"been a long time† that blaring out from the speaker (Brand papers, 2009). the innovation of the sensory branding has opened a plethora of concepts to associate the brand with the target group and it has no end to create feel factors. This is because, the central theme of this process is entirely depending on the nature, which again is the adobe of the man kind. Reference Brand Sense.(2001). Building Brands with Sensory Experiences. New York: Harvest Consulting Group LLC. Brand papers. (2009). Sensory Approach. Retrieved March 14, 2009, from http://images. google. com/imgres? imgurl=http://www. brandchannel. com/images/papers/272_gm_flagship_cl. gifimgrefurl=http://www. brandchannel. com/papers_review. asp%3Fsp_id%3D680usg=__eiohIvWqTVwC7vNmelzj2n_t4JQ=h=315w=400sz=52hl=enstart=14um=1tbnid=Ny3PU6pNRmcVVM:tbnh=98tbnw=124prev=/images%3Fq%3Dbrand%2Bsense%252BMartin%2BLindstrom%26ndsp%3D20%26hl%3Den%26sa%3DG%26um%3D1 Lindstrom, M. (2005). Brand Sense: Build Powerful Brands through Touch, Taste, Smell, Sight, and Sound. New York: Simon Schuster Adult Publishing Group. Additional Reading Johnson, L. and Learned, A. (2004). Dont think pink: what really makes women buyand how to increase your share of this crucial market. AMACOM Div American Mgmt Assn. Ornbo, J. ; Sneppen, C. and Wurtz, P. F. (2008). Experience-Based Communication (illustrated). Springer.

Meditation Essay Example for Free

Meditation Essay Meditation Sit as you wish on a chair or on the floor with your back straight. Turn the palms of your hands up Close your eyes. Take a deep breath, inhaling through your nose and exhaling from your mouth. With each breath, in and out, release the tension in your body more and more. Smile, and imagine each organ in your body, in turn, smiling back at you. Think of what you have to be grateful for in your life. Now start visualizing a fluid white light entering your body through your feet and moving slowly pward, toes to feet to ankles, legs to thighs and hips saying to yourself I open myself to the light, to the teacher within and without or I honor the divinity that resides within me. Continue to visualize the light rising, filling every inch, every muscle- hips to waist, belly, back, shoulders lingering everywhere you feel tension or pain -your arms, elbows, hands and fingers. Feel the light move up, neck to chin, to lips, eyes, forehead and hair. Now see how your entire body glows with white light. See a spark of that light leave your body through the top of your head. You are that spark of light. See that spark of light you flying high to the sky, to the clouds. Repeat I open myself to the light, to the teacher within and without or I honor the divinity that resides within me. Continue to fly, higher and higher, until you are in a magical place, unseen before, a place of beauty almost beyond imagining. Colors so vibrant they seem unreal, lakes, mountains, waterfalls, flowers, birds and butterflies and unicorns, fanciful creatures of all kinds. Create your imaginary garden, your magical place you will always go to. Here everything is peaceful, and everything possible. When a thought comes to mind Just focus on your breath or repeat and let the thought go like clouds in the sky. Be gentle with yourself. Imagine now a bright white light shining down upon you, reflecting and intensifying your own light giving you unconditional love. Love as you have never known it before. Rest in this place. Rest here, and magic will happen. When it feels right, begin the return to your body n the same way you left it slowly, until you are ready to end your meditation. But before you end it, visualize your body filled with light, enter it and stay with for a few minutes. Then, with your hands in prayer position, lift them to your forehead to remind yourself to be aware of your thoughts. Drop them to your lips to remind yourself to be conscious of your words. Drop them to your heart to remind yourself to be conscious of your actions. And last, bow to yourself to honor the master within you You are saluting the God By satharmk

Theories And Principles For Enabling Learning

Theories And Principles For Enabling Learning Critically examine a range of theoretical approaches to learning and communication. Discuss how the learning and communication theories apply to your own teaching and promote inclusive practice. There are four main theoretical approaches to learning these being Behaviourism, Cognitivism, Constructivism, and Humanism and most learning theories tend to fall into one of these paradigms. Behaviourism in principle refuses to acknowledge the internal mechanism of learners. Founded in 1849 by I.P. Pavlov and further models developed by Dr John Watson, E.J. Thorndike and B.F Skinner, they believed that people learn through external stimuli and have no free though of their own. Learners can be conditioned by external stimuli and all behaviour can be explained without considering the consciousness or mental state of the learner. Their theories were centred on cause and effect, reward and punishment of the learner. Learners were passive and would respond to reinforcement and environmental stimulus. This theory of teaching has a very regimental approach to learning and development. Behaviourism is still employed today in many learning arenas and it is the authors view that one of the greatest employers of this approach is the military, in the training of its new recruits. The recruits are taught through repetitiveness, rewarded through praise, acceptance and freedom and punished by ridicule, increased workload, rejection and loss of freedoms. The two first pioneers of behaviourism Vladimir M. Bekhterev (1857 to 1927) and I.P. Pavlov (1849 to 1936) both studied at the military academy in St Petersburg (C. Boeree. 2000, Online). It was here where they first formulated their behaviourist ideology. Other learning institutions still employ this approach if only in part and indeed its theories play a major role in most childrens development both at home and school. It is a useful technique in controlling younger childrens behaviour and learning them right from wrong (punishing the bad and rewarding the good. Stone Nielson (1982, p.291) make reference to the behaviourist approach in child development, General findings suggest that a careful combination of reward with mild punishment when appropriate is most effective for learning. However most of us havent the skill to provide the optimum combination. The above refers to the lack of competence in acting out the model. Teachers or parents should be objective in their delivery of punishment. Objects like anger, retaliation, stress and any other external forces should not have any influence on the punishment given. The author believes that this is can be a major downfall of the behaviourist approach it is very difficult for teachers or parents to have a constant clear state of mind. Punishment can also have adverse affects on the person being punished it can lead to anger, retaliation, and strained teacher learner relationships, thus hindering the learning process. Punishments should be made clear from the outset, be fit for purpose and be given uniformly. I myself adopt a slight behaviourist approach in my Further education classes (mainly younger students). If a student is constantly late i.e. more than twice in a row (without good reason) or being disruptive in a class I will refuse to sign their E.M.A sheet as a form of punishmen t. I constantly use reward in the form of praise (I believe this to be a key motivator for students), however reward can have negative effects on learning in that students may only perform enough to gain reward and not to their ability. Although it is the authors belief that this approach works in some instances for younger students it is not has affective for adult learners and as such is not employed by the author on Higher Education courses. It is also the belief of the author that students are not passive. Most teachers in the UK have behaviourist approaches enforced onto them having to write/meet objectives and learning outcomes, Behavioural objectives were written descriptions of specific, terminal behaviours that were manifested in terms of observable, measurable behaviour. (Saettler, 1990, Online). In the construction management sector we have practical sessions that lend themselves more to behaviourism for example the use of surveying equipment, learning is gained through repetitiveness and familiarisation. Good development is rewarded with a pass; poor development is punished by the removal of reward which is replaced with further instruction. Objectives follow Gain and Briggs model for writing objectives (Saettler, 1990, Online) Gains and Briggs Model: Action Object Situation Tools and Constraints Capability This was a method employed by other staff at the college and was passed onto myself and until this now I had no knowledge that this was a behaviourist approach adopted by the department. The way in which the education system is funded and managed in the UK means constraints are placed on the educational establishments themselves. All the objectives for courses have to be met within a given time frame, thus employing the behaviourist approach. Cognitivism replaced behaviourism as the domineering ideology in the 1960s. Unlike behaviourism that basis itself on environmental stimuli, cognitivism focuses on the inner workings of the mind, mental activities the black box. In other words they were concerned with cognition the act or process of knowing. Information coming in gets processed and then gives certain outcomes. The cognitive learning theory claims that learning is a relatively permanent change in their mental picture, due to an experience that occurs by adding new information into an existing understanding in the mind. While cognitivists allow for the use of skill and drill exercises in the memorisation of facts, formulae, and lists they place greater importance on strategies that help students actively assimilate and accommodate new material. (Graduate Student Instructor, 2009, Online). Cognitivism and constructivism are very much alike and were founded on cognitive principles. However, constructivism places much more emphasis on the social context and culture. Constructivists see teachers has being the providers of tools to aid the students learning (Overview of Constructivism, 2010, Online) Jean Piagets studies in learning development had considerable influence on cognitivism, specifically the notion drawn from Gestalt theory, that knowledge is organised and structured. It is a view that for learning to occur it must be incorporated within existing memories and that the new experience and prior knowledge must overlap. Cognivitists believe that this happens in two ways. Assimilation, were the mind takes new learnt information and applies this to what it already knows. Secondly, accommodation is where preconceived ideas are adjusted to suit new information. Piaget called these parcels of memory in our brain Schemas. He (Piaget) was the first psychologist to make a systematic study of cognitive development. His contributions include a theory of cognitive development, detailed observational studies of cognition in children, and tests to reveal different cognitive abilities (McLeod, 2007, Online). Of importance, especially to the theorist to human learning is Piagets emphasis on four distinct stages of four cognitive developments, each categorised by different forms of thought at different stages. This model has come under criticism because of the lack of flexibility of the ages appointed to each stage of development. It has limited use in adult education. Lev Vygotsky (1896-1934) was a Russian psychologist who developed his theories around the same time as Piaget. Vygotsky died age of 38 while his theories were still in infancy. However, the fundamental difference between Vygotsky and Piaget is that Vygotsky believed that learning was not guided by age but by social influences. Two significant models of Vygotsky are the more knowledgeable other was learning is facilitated through someone who has a better understanding. This could either be a teacher, adult or peer. Secondly the zone of proximal development this is intern linked with the first has it states someone will learn more with initial guidance and encouragement. It was this from his ideology that Social Constructivism was born (Overview of Constructivism, 2010, Online). The Gestalt moment or getting the knack of something probably best describes cognitivsm. An ability to suddenly to be able to ride a bike is a good analogy. The learning happens in a few moments, and is permanent-although it may have taken a long time to get to that step with seemingly little progress (Atherton, 2005, Online). I would appear to have adopted a cognitive constructivism style in my teaching. Firstly I obtain the students prior knowledge in the subject matter through questioning and then build on their knowledge. Secondly, I give an example that the whole class works through. Once I am satisfied have worked through the example correctly, a second example will be given for the learners to do individually or with support from their peers. If they approach me for help I will not give the answer but try to guide them to it using their own thought process. This is probably because that is how I like to approach problems and feel that this gives me a better understanding so that I can then retrieve and apply it to similar problems. This represents some correlation to Vygotsky four classroom principles (Overview of Constructivism, 2010, Online). Humanist ideology gained moment in the 1960s; two of its most prominent founders were Abraham Maslow (1908 1970), Carl Rodgers (1902 1987). In principle humanistic theory of learning is based on a humans personal act to fulfil their potential. It recognises the freedom and potential of humans and sees the teachers role as being one of facilitator. Learning is student centred with the focus placed on developing self actualised people through cooperation and support. Maslow developed his Hierarchy of Needs in 1943. This motivational theory is based on a five tear model. For humans to meet their full potential they must meet all the requirements of the model Carl Rogers developed is humanistic teaching theory facilitative learning. The basic principles of the ideology are that learning will take place through facilitation in a comfortable atmosphere. Other key features are: (L. Dunn, 2000, Online) A belief that human beings have a natural eagerness to learn. There is some resistance to, and unpleasant consequences of, giving up what is currently held to be true. The most significant learning involves changing ones concept of oneself. Facilitative teachers are: Less protective of their constructs and beliefs than other teachers. More able to listen to learners, especially to their feelings. Inclined to pay as much attention to their relationship with learners as to the content of the course. Apt to accept feedback, both positive and negative and to use it as constructive insight into themselves and their behaviour. Learners: Are encouraged to take responsibility for their learning. Provide much of the input for the learning which occurs through their insights and experiences. Are encouraged to consider that the most valuable evaluation is self-evaluation and that learning needs to focus on factors that contribute to solving significant problems or achieving significant results. One model of teaching that has been developed on the principles of humanism is Experiential Learning this was produced by David Kolb. Kolb believes that learning is the process whereby knowledge is created through the transformation of experience (Learning Theories, 2009, Online). It is based on four principles. (Learning Theories, 2009, Online). The four stage model shows how experience is developed through reflection, reflection to concepts, concepts to testing (experimentation) and testing to experience. I believe this model to be beneficial to some areas of teaching especially Andragogy and practical application for various professions. The humanistic approach to teaching certainly has its place within the academic arena drawing on students knowledge and experience, encouraging learners to take some responsibility for their learning, self reflection, motivation and facilitating are all key concepts that (in the authors view) should be employed in the classroom. Deep and surface learning refers to ways in which individuals learn from studying. The two approaches do not mean that students fall into neither one category nor the other, in fact either approach maybe used at any given time. Surface learning applies to the memorisation of facts and formulas. This can be selected from the learners memory and used when required. Deep learning applies to the ability to understand the whole picture and reasons behind the facts and formulas and then apply them to understanding. (Engineering Subject Centre, 2009, Online). It can be concluded in the authors view that this application bears the traits of cognitivism.

Sexual Education for Children Essay -- Sex Ed Education Essays

Sexual Education for Children Sex education materials for children more often serve to confuse than to inform. These materials generally present females as passive and males as active. The books describe heterosexual norms while ignoring the existence of homosexuality and bisexuality. Many books describe sexual intercourse as existing for the purpose of procreation only. Pictures and descriptions of this sex act more often mystify than inform. Finally, these materials target young children and assume that these children are incapable of understanding most elements of sex. Children can often understand far more than they are given credit for. Most materials offer descriptions of sexual intercourse as an act devoid of passion involving an active male partner and a passive female partner. Across publication dates, sexual education materials portray women as passive and men as active. Dr. Block’s Do-It-Yourself Human Sexuality Book portrays the girl as passive when she says â€Å"He’ll never leave me now† after she and the boy have sex (18). She has no active control over her life—rather, she waits to see whether or not the boy will stay or leave (Block, 18). In So That’s How I Was Born, the father explains that the â€Å"daddy puts his penis inside the†¦ vagina† (Brooks, 28). Thus, the man is the active partner while the woman is passive. Brooks further emphasizes that the woman’s passive role exists in all areas of life when, at the end of Brooks’ story, the boy’s mother satisfies stereotypes of docile women by speaking â€Å"softly† (28). Many of these authors further perpetuate stereotypical gender roles in their stories. In his book, Brooks shows the mother wearing an apron (25). In her book Mommy, Where Do Babies Come F... ..., far more conservative than those of some of the other, earlier works. The earliest works appear to be the most progressive. Is society adopting an increasingly restrictive and negative view of pre-marital sex, or is this merely a coincidence? Aside from these observations, it is difficult to make generalizations about the works according to dates of publication because there do not seem to be any other strong chronological trends. Sex education does not appear to be growing more comprehensive with time. Sex education books continue to omit crucial information. They confuse children, (and sometimes even teens,) with cryptic descriptions and diagrams. Feminine and masculine stereotypes, while not acknowledged in any constructive way, are strongly perpetuated. Sex education materials, such as those cited above, fail to provide comprehensive sex education.

The Importance of Airline Safety Essay -- Airlines Airplanes Aviation

The Importance of Airline Safety Many people travel by airplane all around the world. For some people it is the only way they can get to where they are going. On a daily basis, averages of 28 to 30,000 seats are filled on airplanes (Bear, Stearns Co. URL www.hotelonline.com). At each airport, there are hundreds of arrivals and departures worldwide. Even though airline officials say flying is safe, accidents kill many people because airlines neglect to prevent human error or repair faulty equipment. Sometimes I think the only reason an airplane could crash is if something on the plane were to break. However, most of the time that is not the case. A survey conducted by Boeing found that flight crews were responsible for at least seventy-three percent of all fatal airplane accidents. (Gray 17). Forty-one percent of these accidents occurred during landing because of unstable approaches. Also an investigation by the National Aeronautics and Space Administration on the causes of airline accidents revealed that more than eighty percent of all airline accidents involved some degree of human error (Helmreich 62). This is very alarming when people are putting their lives in the hands of flight crews. Forty-four passengers died aboard a new British Midland 737 after its crew shut down the wrong engine after the other one malfunctioned (Greenwald 40). Do you really think that flying on an airplane, over which you have absolutely no control is very safe? Reasons for flight crew error can be explained by the conditions under which they are flying. Flight crew fatigue is a largely increasing problem on many of the jumbo jet flights today. Although there are laws that prohibit cockpit crews from sleeping in flight, there have been many weary pilots that have been known to nod off on occasion during some of their seventeen hour, non-stop flights (Urquhart 15). Perhaps laws should regulate the number of hours a flight crew is in the air instead of prohibiting sleep in flight. Another condition, alcohol abuse, has been found to inhibit the abilities of some flight crews. A northwest crew flying from North Dakota to Minnesota was found to be intoxicated on the job ("Air Safety" 61). Some people refuse to drive at night because of the number of drunk drivers on the road. Would passengers want a drunken pilot to be responsible for their... ... since the 1960s (Shrontz 40). Getting to some places throughout the world depend solely on air travel; therefore, people must trust their lives to flight crews, safety inspectors, and maintenance crews and believe that all problems are being addressed and corrected. Bibliography 1. Bear, Stearns, Co. Internet Connection. URL www.hotelonline.com 2. "Air Safety". Time Magazine. Compact Publishing, Inc. Business Notes. 26 March 1990: 61. 3. Gray, Paul. "Our Regularly Scheduled Crash" Time Magazine. Compact Publishing, Inc. Grapevine. 20 August 1990: 17. 4. Greenwald, John. "Tarnished Wings". Time Magazine. Compact Publishing, Inc. Business Notes. 13 March 1989: 40. 5. Helmreich, R.L. "Managing Human Error in Aviation". Scientific American. May 1997:62. 6. Nelan, Bruce W. "Are 747s Safe To Fly". Time Magazine. Compact Publishing, Inc. Europe. 19 October 1992: 52. 7. "New Qualms about the DC-10". Time Magazine. Compact Publishing, Inc. Nation. 7 August 1989:20. 8. Urquhart, Sidney. "This is Your Captain Snoring" Time Magazine. Compact Publishing, Inc. Grapevine. 7 October 1991: 15.

Analysis of Kubricks A Clockwork Orange Essay -- Clockwork Orange E

Analysis of Kubrick's A Clockwork Orange Stanley Kubrick's 1971 film production of the Anthony Burgess novel, A Clockwork Orange, is a truly unforgettable film.   It is narrated by one of the most vicious characters ever put on screen, Alex DeLarge.   The promotional poster for the film advertised it as "The adventures of a young man whose principle interests are rape, ultra-violence, and Beethoven" (Dirks 1).   Needless to say, music plays a very important role in A Clockwork Orange.   The expressive use of music in this film gives the viewer a look into the psyche of the vicious Alex, a psyche that equates violence with art.   By doing so, the film shows us the complexity and duality of the human mind through a character who loves both the most refined art and the most brutal violence. One way that the film's music expresses Alex's twisted view of the world and of himself is by stylizing violent scenes, making them seem like a ballet.   Alex, who loves Beethoven, gets a sort of inspiration to commit violent acts from classical music.   A prime example of this is the scene in which Alex and his "droogs" are walking in slow motion along the flatblock marina outside Alex's home.   While Rossini's "The Thieving Magpie" plays, Alex says, "For now it was lovely music that came to my aid."   The music inspires Alex to take action, and he knocks both Georgie and Dim into the water of the marina.   All the while, the violent actions are filmed in slow motion--an aspect of the film which, along with the sounds of Rossini, gives the impression of a ballet-like performance.   The action taking place in this scene seems as if it is synchronized with the music, like a finely choreographed dance.   As the music builds to a climax, the scene's ... ...orce the contradiction of Alex's character.   In turn the film becomes disturbing, yet somewhat comical.   The viewer is drawn to love Alex for his wit and humor and to hate him for his brutality.   By doing this, A Clockwork Orange shows us that we are all contradictions of ourselves to some degree, and that the complex human psyche can love high art and brutal violence at the same time.    Works Cited A Clockwork Orange. Dir. Stanley Kubrick. Warner Bros. 1971. Dirks, Tim. "A Clockwork Orange." 12 April 2001. 19pp. (http://www.filmsite.org/cloc. html). Kagan, Norman. The Cinema of Stanley Kubrick. New York: Holt, Rinehart and   Winston, 1972. LoBrutto, Vincent. "The Old Ultra-Violence." American Cinematographer. 80.10   (1999): 52-6+. Sobchack, Vivian. "Dà ©cor as Theme: A Clockwork Orange." Literature/Film Quarterly   9.2 (1981): 92-102.

Orgins of the werewolf

Proposal Have you ever wondered where the word Werewolf comes from? The word is a contraction of the Anglo-Saxon word were (which means â€Å"man†) and wolf werewolf, manhole. My documentary revolves around the origin of the werewolf legends. The documentary takes the point of view that there may be more fact to the so-called legends than is commonly accepted. Good Morning ladles and gentlemen and welcome to my presentation. I am here today to give reasons as to why you should support my documentary.I Implore you to choose my documentary because there aren't many documentaries on this particular subject and ones that are, portray a stereotypical viewpoint. I believe that the topic of werewolves Is very Interesting. Because the general consensus on the topic of werewolves Is one of disbelief and Ignorance. The werewolf is mentioned throughout many different cultures such as: Egypt, Greece, China, the Romans, the Persians and Native American folklore. Throughout history they hav e been portrayed as evil, bloodthirsty killers. There are many efferent movies and books on werewolves including: â€Å"The Wolfram†, â€Å"Cursed† and â€Å"Wolf†.These movies portray these fascinating creatures as evil bloodthirsty monsters. In reality there have been sightings throughout the world. The Beast of Bray Road (or the Bray Road Beast) is a cryptic, or criminological, creature first reported in 1949 on a rural road outside of Leghorn, Wisconsin. The same label has been applied well beyond the initial location, to any unknown creature from southern Wisconsin or northern Illinois and all the way to Vancouver Island, Canada, that is ascribed as having similar characteristics to those reported in the initial set of sightings.Bray Road itself is a quiet country road near the community of Leghorn, Wisconsin. In the documentary the narrator, David Attenuator's would interview people who've claimed to have seen the â€Å"Bray Road Beast†: Lorraine Un dersize, a bar manager, reported clearly seeing the beast on the side of the road In 1989, and claimed It had fangs, grey-brown hair and pointed ears, Scott Bray, a dairy farmer, reported spotting strange dog on his property near Bray Road In 1989, Russell Gets, also reported spotting the beast emerge from an overgrown area to stand on Its hind feet.Heather Bowie and friends who In 1990 were chased by the beast near Loveland Road and Mike Teen, a dairy farmer, reported seeing the creature near Bray Road In 1990. Would also use voice over and spooky music to Infer that topic Is meant to be scary. I plan to have a determination In which the narrator and camera man would try and locate a werewolf at which time suspenseful music will play. The camera man will allow the narrator through a dense forest with shadowy, murky lighting.An atmosphere of suspense will be created. The camera is positioned 2 meters behind revealed. The audience is positioned so that a feeling of anxiety is created . I propose the documentary should air on SUBS, at night time because these creatures normally emerge from the darkness. Again I urge you to select my documentary because there aren't many documentaries out there about this subject and the aim of the documentary is to reach as many people as possible to explode click ©d and conventional thought.