Brand Management Assignment2 Managing Price Discounting and its Essay

Brand Management Assignment2 Managing Price Discounting and its possible impact on Brand Equity - Essay Example Price is the ingredient of the marketing mix that has been subjected to the most intensive analysis -- particularly by economists. But as an aspect of the mix, it cannot be divorced from other ingredients. It must incorporate and reflect them. Optimal prices cannot be established, and pricing remains an art with a host of factors to be evaluated for which there are no precise measures and weights. Price discounting is the main strategy used by managers to attract customers and popularize a product. Consumers do not respond to price discount alone; they respond to value. A lower price does not necessarily mean expanded sales. Moreover, marketing activities influence price. For example, governmental agencies have investigated advertising as a cause of higher prices. In microeconomic theory it has received great attention; in marketing, the significance of price varies among industries, competitive situations, and products (Baker, 2006). Pricing is significant where the market impact, profit results, or both, of price variations is great, and where firms have considerable discretion over the prices charged. In many instances pricing decisions are severely constrained and are sometimes relatively unimportant. Large purchasers of industrial goods, for instance, may specify prices at which they will buy, determine product specifications, and send specifications to suppliers for co mpetitive bids (Philips, 2005). For other products price may not be a relevant factor. In some technical areas where products require much research and development and involve much uncertainty, a cost-plus scheme may be used. In other situations, sellers may be almost completely free to set prices, while in still others, they may only be able to decide whether or not to sell at a price. In an economy of scarcity, price is accorded more attention than any other marketing factor. In an economy of abundance, non-price factors assume increasing marketing importance and products are differentiated on other bases than price (Marn et al 2004). Price Discounts and Marketing Objectives The main considerations for pricing discounts decisions involve market objectives and organizational considerations, costs and marketing mix strategies. Also, it is important to take into account market demands and psychographic characteristics of the target audience, competitors' prices and market position of the company. Pricing is a sensitive and complex decision area affecting sales, costs, and profits for both industrial and consumer goods. For consumers, price reductions and increases have symbolic meanings. A customer may associate a price reduction with a reduction in quality, the anticipation of new models, or even lower prices or poor market acceptance (Philips, 2005). Higher prices may indicate better quality, a good image, and good value. Customer perceptions of price are important. Whereas pricing is usually perceived as a short-run action, its implications can be long-run, even to the point of shaping industry structures. Markets that may be viewed as systems of informa tion on cost and demand determine the appropriateness of prices (Marn et al 2004). They contain signals that businessmen must decode. But market information is ambiguous, fragmentary, and imperfect; it contains much uncertainty and is interpreted differently by various executives. To those who can read the signals properly, increased

Agriculture importance Essay Example for Free

Agriculture importance Essay Those of us who preach the gospel of agriculture with evangelical zeal find the text compelling and convincing. We are regularly possessed by the spirit only to look around and see out colleagues, in other sectors, in country management, or even our senior management doubting, yawning or subtly edging towards the door. We face the implicit query, â€Å"If agriculture can do such great things, why have they not yet happened? †1 The past decade has been one of agro-pessimism. The promises that agricultural development seem to hold did not materialise. This pessimism seemed to coincide with pessimism about Sub-Saharan Africa. Especially for Sub-Saharan Africa the hope was that economic development would be brought about by agricultural development. After the success of the green revolution in Asia, the hope was that a similar agricultural miracle would transform African economies. But this hope never materialised, agricultural productivity did not increase much in SSA (figure 1), and worse, the negative effects of the green revolution in Asia became more apparent, such as pesticide overuse and subsequent pollution. Also in Asia the yield increases tapered off. The sceptics put forward several arguments why agriculture is no longer an engine of growth2. For instance, the liberalisation of the 1990s and greater openness to trade has lead to a reduction in the economic potential of the rural sector: cheap imported Chinese plastic buckets out compete the locally produced pottery. On the other hand, it does mean cheaper (imported) supplies. With rapid global technical change and increasingly integrated markets, prices fall faster than yields rise. So, rural incomes fall despite increased productivity if they are net producers3. The integration of rural with urban areas means that healthy young people move out of agriculture, head to town, leaving behind the old, the sick and the dependent. It is often also the men who move to urban areas, leaving women in charge of the farm. This has resulted in the increased sophistication of agricultural markets (and value chains) which excludes traditional smallholders, who are poorly equipped to meet the demanding product specifications and timeliness of delivery required by expanding supermarkets. The natural resource base on which agriculture depends is poor and deteriorating. Productivity growth is therefore increasingly more difficult to achieve. Finally, multiplier effects occur when a change in spending causes a disproportionate change in aggregate demand. Thus an increase in spending produces an increase in national income and consumption greater than the initial amount spent. But as GDP rises and the share of agriculture typically decreases, the question is how important these multiplier effects are, especially when significant levels of poverty remain in rural areas, which is the case in middleincome countries4. The disappointment with agriculture led many donor organisations to turn away from agriculture, looking instead to areas that would increase the well-being of poor people, such as health and education. Those organisations that still focused on agriculture, such as the CGIAR, were put under pressure to focus more on reducing poverty, besides increasing agricultural productivity. However, since the beginning of the new century, there seems to be a renewed interest in agriculture. A review of major policy documents5, including the well-publicised Sachs report and the Kofi Annan report, show that agriculture is back on the agenda again. The most influential report, however, has been the World Development Report 2008 of the World Bank6. This report argues that growth in the agricultural sector 1 contributes proportionally more to poverty reduction than growth in any other economic sector and that therefore alone, the focus should be on the agricultural sector when achieving to reach MDG 1. A reassessment of the role of agriculture in development seems to be required. This policy paper addresses several timely though complex questions: †¢ First, how can or does agriculture contribute to economic development, and in particular how does it relate to poverty? †¢ Second, the agricultural sector has changed considerably in the past decades: what are the main drivers of this change? †¢ Third, what is the relationship between economic or agricultural growth and pro-poor development? †¢ Fourth, how does agriculture relate to other sectors in the economy? †¢ Fifth, who is included and who is excluded in agricultural development, specifically focusing on small farms? †¢ And finally, if agricultural development is indeed important to economic development, then why, despite all the efforts and investments, has this not led to more successes? 2. Agriculture and economic growth This section presents a number of factual observations describing how the agricultural sector changed in terms of productivity, contribution to economic growth, and indicating the relevance of the agricultural sector for poverty alleviation in different regions. Background: some facts In the discussion of the role of agriculture in economic development, a leading question is how agriculture contributes to economic growth, and especially to pro-poor growth. There seems to be a paradox in the role of agriculture in economic development. The share of agriculture contributing to GDP is declining over the years (see figure 1). At the same time, the productivity of for instance cereal yields has been increasing (see figure 2). It seems that as agriculture becomes more successful, its importance declines in the overall economy. Of course, other sectors in the economy can be even more successful, such as the Asian Tigers.

Globalisation In Early Childhood Education Essay

Globalisation In Early Childhood Education Essay Globalisation affects the countrys culture and economy development. There is impact of globalisation for children and families in both developed and developing countries. There are positive and negative implications for globalisations. In the developing countries, such as Africa, children were not supposed to view themselves as individuals on your own and without the constant intimate presence of others is the worst kind of punishment. (Penn, 2004) In this way, children may not be able to have his own decision and thoughts. People viewed themselves as a whole as community working as together. Children were trained to run errands from the moment they could toddle. (Penn, 2004) Children are to help out in the family and perform the given work the same as everyone. They are to work and contribute to the family. If they are encouraged to go to school, the family will have less helpers to support and they also face the challenge of funding their childrens education. It has also been experienced that although the majority of children in India today have access to school education, all of them are not receiving quality education for various reasons. (Govinda, 2011) One of the reasons could be the lack of funds to suppor t the childrens education as their families are already in poverty. It becomes a challenge to sustain a childs education throughout his life. However according to Penn (2004), rich countries notion of helpfulness and obligation is rarely seen as an integral part of childhood and bearing. They view it as immoral to deploy children into the workforce. Globalisation of early childhood education has positive impact in the more developed countries as they have the beliefs of providing education to the children and against the practice of letting children be breadwinners for their households. Another impact of globalisation of early childhood education has on the affluence and in poverty is in the area of language. In the case of Africa, the understanding of early childhood includes the virtue of togetherness called ubuntu which is reflected in their very own native language. Hence, communications are reflected in different meanings in different languages. For example, terms of respect, deference and gender are built into most African languages, and communication is meaningless without them. (Penn, 2004) It is mentioned that there is a limited range of countries (USA and Europe) which derived the contemporary notions of child development. (Sanders, 2004) The increasingly globalised world culture can result in certain ideologies about children and childhood will come to displace the vital diversity of experience of being a child. These ideologies derived predominantly from Western, affluent countries. The fact that English language is the world language will affect the int roduction of ideologies from western countries. Children from developing countries who do not have the chance to learn and practise English as effectively as pre-school and schooling experiences sometimes could do more harm than good for them to pick up the language skills due to mismatched of teaching methods. (Penn, 2004) The children may not appreciate the literacy skills that they should learn. On the hand, children from affluent countries are usually English speakers who see no need to learn another language since English is the universal language. In a way, they may be at a disadvantage as those who are multilingual or bilingual are naturally at an intellectual advantage. The implications of early childhood globalisations have been more receptive for developed countries than developing countries. In developed countries such as America, the government plays an important role in the country. It has a role in promoting early childhood education and care. (Penn, 2004) Government supportive of early childhood education will influence the parents thoughts and views about education. Funds to help in early childhood education area will improved in the quality of education. For example, employing skilled teachers and sending teachers for professional development to be updated with the latest information and skills. Now they are beginning to focus on childrens experiences before school. (Penn, 2004) They are very positive towards globalisation of early childhood education and care. All governments in most developed countires have a national framework for the development and support of Early Childhood Education and Care (ECEC). (Penn, 2004) It shows the government emphasis on the importance and commitment of ECEC. European countries are especially embrace these policies to help balance work life in families. It is viewed as public good. Unlike the case of developing countries, they have been facing potential negative implications for early childhood care and education. According to Penn (2004), developing countries has increasing number of women are seeking out to work. The women and their families are moving into the cities. Therefore, they would send their children in to childcare and mothers will be able to go out to work. The need of having childcare services would increase and proper education will be able to be delivered to children. However, there is a percentage of children who do not receive education or receive poor education in the cities. People pay for what they can afford, and poor people who cannot afford to pay fees either receive very poor service or none at all. (Penn, 2004) It is essential giving proper care and sending children to schools with proper education. The children most affected by poor quality schools and therefore facing problems of locational disadvantage; and the influence of gender and social background of children on their access to quality education. (Govinda and Madhumita, 2011) Working mothers are working leaves their children in the care of their older children or leaving their children without any care. Leaving children without any proper care leads to accidents to happen. Parents may not have the knowledge of leaving their children alone without any care or leaving them to the older siblings care. Older siblings may not have the experience and knowledge looking after young children too. Accidents or death may happen when negligence takes place. Another negative implication is that there is a mismatch of successful model for implementation of globalisation of early childhood education with the local traditions and context in developing countries. Based on Penn, she had done a research on the work of international donors agencies in the field of early childhood. She discovered that very often, these agencies would take into the child developement theory from the developed countries in order to implement initiatives in developing countries. The full implementation of such initiatives in developing countries can cause resistance and incorporation. It is inevitable to have modification for effectiveness. Historical and cultural influences may not seem to impact early childhood education but they are very important in understanding why things are the way they are. (Jackson and Fawcett, 2004) In Mongolia, World Bank and other international agencies were willing to invest money in to help Mongolia to reform.(Penn, 2004) However, money were accepted but reforms could not take place. Donors tried to promote community participation but it was not favoured by the local people as their best understanding is home place. Therefore it is meaningless for donors to help them. Reform ideas had to be stopped. When initiatives or funds were given to the needed country, the people in the country may not work and tends to rely on the funds to support themselves and family. They do not see the importance to work to improve in their home economy. They lack capacity of they deemed too lazy or dishonest to undertake the work that is necessary. (Penn, 2004) It becomes a cycle of helping the country and it may not be constantly other countries to help all the time. Globalisation has open the door for reform in affluent countries and countries in poverty. There are positive and negative impacts and implications as it challenged the norms, the identities and belief systems of the countries. In globalisation, children in poverty-stricken countries are given the opportunity to attend schools. This will help the countrys economy as their human resource is more well-trained and prepared for the future. In globalisation, there are measures and policies in place to encourage women to join the workforce. Mothers are encouraged to enter the society to work. When both parents are out to work, it will help in earning more family income. However, the negative implications of globalisation for developing countries have to be well-managed. There should be room for improvement, modification and review. One of the ways is that the trend is for professionals from developing countries, such as South Africa, to fill gaps in the labour market in developed countries such as the United Kingdom. (Sadhana, 2009) In this case, workers from developing countries have the chance to earn more income and boost the economy and have sufficient funds to provide their children with a good early childhood education. There is still room for research in the area of globalisation of early childhood education so as to reap its full potential in both developed and developing countries. Word Count : 1530

Describe how Alfred Noyes in The Highwayman creates a stereotypical Ess

Describe how Alfred Noyes in The Highwayman creates a stereotypical melodramatic atmosphere of romance, treachery, heroism and death (Literature: Response to pre 1900 poetry. Assignment: Describe how Alfred Noyes in "The Highwayman" creates a stereotypical melodramatic atmosphere of romance, treachery, heroism and death (Literature: Response to pre 1900 poetry. Objectives 1, 2, 3). Alfred Noyes was born in 1880. The Welsh coast and mountains where he grew up were an early inspiration for his work. Noyes started writing poetry in the early 1900's, his most popular yet is "The Highwayman", a touching story of love, tragedy and jealousy in which two lovers are parted by death. It is a beautiful romantic poem, where the words flow like silk and from the first line you are entranced. He is one of the few contemporary poets who have been fortunate enough to write a kind of poetry that is not only saleable but popular with many classes of people. "The Highwayman" is indeed stereotypical in its representation of a fairytale romance which comes to life in the dark of night. Noyes creates an exciting secret love affair between a traditionally unlikely couple. This forbidden relationship makes the plot more intense, drawing the reader in. Noyes uses stereotypical characters who's roles are instantly recognisable as either good or evil. Bess, a landlord's daughter and the love object of the poem is typically beautiful and desirable. She is "Red-lipped" with "long black hair" which is described as a "cascade of perfume". The highway man is also particularly stereotypical because he is handsome, charming and brave. A heroic gentleman, he is perfect in both appearance and manner. His boots are fitted with "neve... ...ir fate. Bess is "Black-eyed" and "plaits a dark red love-knot into her long black hair" whilst the highwayman always rides during the darkest hours. Another sign that both lovers will die is the phrase "There was death at every window". The "purple moor" and the "red-coat troop" are symbols of blood which is often associated with death. Although 'The Highwayman' is very stereotypical there are some factors which oppose this view. For example Bess is not portrayed as a feeble woman waiting to be saved. She takes matters into her own hands and acts very heroically to save her lover. It is also important to recognise that the use of the colours black and white are reversed. Instead of white symbolising goodness and purity it is used to describe Tim's evil face. On the other hand, Bess, the heroin and innocent character is associated with the colour black.

The Progressive Era: Conflicting Viewpoints Essay -- Sociology History

The Progressive Era: Conflicting Viewpoints Works Cited Missing Two people witnessing the same event can have very different views on it depending on their information and perspective. The presentation of history also changes depending on the resources and prior prejudices and personal views of the historian. Four historian’s interpretations on the Progressive Era and Progressivism were reviewed to determine whether their arguments and use of evidence were sound. Also, the particular known views of the historian were occasionally taken into account. Each of these works has its own particular view on the Progressive Era and its importance in history. In The Age of Reform, Richard Hofstadter reviews both the Populist and Progressive movements from a psychological standpoint. He maintains that both were groups, Populist farmers and Progressive long- established wealthy professionals, known as mugwumps, both of which formerly had had much power and influence in the United States and were being overshadowed by the growing importance of cities and the nouveau riche, respectively. Hofstadter’s main arguments are taken from the novels, magazines, poetry, other literature, fiction and popular myths that abounded in the two groups. Hofstadter maintains that these two groups were created because the industrialization of the United States and the rise of cities and big business had resulted in a status revolution, and the Populist and Progressive movements were just attempts to retain and regain position by the farmers and mugwumps. Populism, however, was a rural movement, while Progressivism took Populism and turned it into a la rge, national movement. According to Hofstadter, the Populist movement was created mainly because... ... least believable. Although he does make some interesting psychological hypotheses, his contentions are not backed up by few solid facts, and rest almost entirely on a selective few pieces of literature, almost all of which show an extreme slant. Filene, who presents perhaps the more radical view of the progressive movement, the idea that the movement never in fact existed, uses sound evidence and statistics to support his arguments. Although he took perhaps the most radical stand on Progressivism, his arguments were the most persuasive, due to logical presentation and ample foundations on facts. Both McCormick and Baker focused on one aspect of Progressivism, McCormick on the corruption of government by private businesses, and Baker on the women’s movement. Both historians based their arguments on fact, and used rational reasoning to come to their conclusions.

Response To Blood Brothers By Willy Russell :: English Literature

Response To Blood Brothers By Willy Russell Response Phase The appreciation to the story Willy Russell wrote a fantastic and well written play called â€Å"Blood Brothers† it shows details of its time and history such as the government ruled by Margaret Thatcher and the economic crash. The rough times in Liverpool and the struggle for money. â€Å"Blood Brothers which is set in Liverpool tells a story of twins born on the same day and died on the same day but separated at birth. Mrs. Johnstone, a superstitious, loving mother of seven, soon to be nine has to give up one of her children because of the welfare and money problems. Though she can’t bear to do it, she gives up one of her babies to her employee who’s desperate for a baby. For three decades, she has to see one her children grow up in the hands of another woman. Mrs. Lyons has the perfect life. Perfect house, perfect husband and perfect looks except for one thing she really wants, a child. One day her employer says she wouldn’t know how to cope with another child and she had a great idea, she would take one of her twins and she did with the help of an oath on the bible. Now that she has everything she wanted she couldn’t be happier. Until her son meets his unknown twin brother. She soon starts to go mad and orders her son not to see his good friend anymore but he still does. She then moves to the country and her mind becomes stable again until she finds out her sons twin lives right down the street. What Eddie doesn’t know is that he was given up at birth by his biological mother and given to what he thinks is his mother. When he is seven he bumps into a boy called Mickey Johnstone. Eddie thinks that Mickey is fantastic and everything about him is funny and exciting and as a result they become best friends and blood brothers also because they have the same birthday. What Eddie doesn’t know is that Mickey is his twin brother. As they were tried to be separated by their parents, it just led them to wanting to each other more. Separated for a while, they meet again but Eddie is immediately attracted to Mickey’s fancy Linda. When Mickey goes to prison he becomes very paranoid about Linda and Eddie, which has dreadful consequences for both of them. Mickey, youngest of seven is a wild street-wise kid. Though he hasn’t had a great life with the fact that he hasn’t got any money and lives

Analyse the ways that the director builds suspense and scares the audience in the film JAWS

After the horrifying release of Steven Spielberg's classic ‘Jaws', the word has since then been associated with the monstrous killer in the ocean, the 20 foot great white, teeth covered in the flesh of an unsuspecting victim, swimming in a pool of blood. Steven Spielberg uses a variety of tricks and techniques to build suspense. Different camera angles, zooms, music and many other ways are used by Spielberg to create the tense atmosphere that is Jaws. These tricks and techniques all helped steady the bricks of Spielberg's masterpiece. Without these techniques, the impact that Jaws had imprinted upon the audience would not have been present. These tricks and techniques will be critically analysed to see how they had been used so efficiently to create an unwavering tower of suspense and drama. Jaws is set in the beautiful tranquil island of Amity. The air is calm and peaceful. Kids can be seen in the distant, splashing up and down in the deep blue ocean. You can see the tension relax as people lie in the hot summer sand, eyes drifting into their own world. Amity Island: the perfect holiday. However, the serene atmosphere is twisted apart when the ‘jaws' of a Great White appears. After the merciless deaths of four people, our protagonist, Chief Brody, must take action to stop the murderous beast from feeding once more upon the people of amity. Teamed with the marine biologist Matt Hooper and the crazed fisherman, Quint, they must set off to hunt down the Great White. Jaws is set on Independence Day, a national American holiday on the 4th of July. This was the day that the US formally adopted the Declaration of Independence from the UK. This would make the perfect scenario for Jaws. Teamed with the hot summer weather typical of July and the bustling holiday, the beach created the perfect scene for a Great White shark to attack. People would gather at the beach, the mood would be joyful. One Great White shark and the chaos that would form would be uncontrollable Music plays an important role in Jaws. Without the music, the suspense would all break down. Steven Spielberg uses music in a special way. He links a certain piece of music to the shark, which essentially becomes the sharks theme. Whenever this theme is played, the audience's first thoughts would be of the shark. The audience is in constant caution of the shark's presence, not knowing when or if it actually will attack. This not only creates suspense, but also creates the fear of knowing that the shark is most likely present. However, with this, Spielberg can also create false alarms. Due to the fact that the music is affiliated to the shark, the music can be used to create the illusion of an attack when there is nothing. This creates doubts in the audience's mind, who were sure that there would have been an attack. This also creates tension because of the fact that Spielberg can then surprise the audience with an actual shark attack. The main theme is also really simple; just two notes, forming something similar to a ‘duh dah' sound. With this simple rhythm, Spielberg can increase the speed of the two notes creating a faster sense of suspense and danger. Spielberg makes the notes fade into the scene as a ‘non-diegetic' sound. This means that the sound is present outside of the scene, only detectable by the audience and not the characters. Because it is non diegetic, only the audience will hear the theme, thus making them more nervous/tensed due to the fact that the characters remain clueless of the fate that may await them. The music starts of slow. It speeds up as the action gets more intense and it halts suddenly. The audience will have no idea what is going to happen. At this stage, Spielberg does two things. Create a false alarm, and nothing happens or he makes an attack. The audience will not know whether it will be an attack or a feint, which is why the music is so effective. What is also effective is the lack of music. Or any sounds at all. This creates a sense of emptiness. The lack of any non-diegetic sounds mixed with diegetic sounds such as the screaming of a victim creates a sense of fear. We hear it not as an audience, but from the ears of the victim, which is what scares us the most. Diegetic sounds are also used by Spielberg. Diegetic sounds are sounds outside the scene. These could include many things such as the waves crashing, the chatter of the characters or the music playing in the scene such as an instrument or radio. With this, we can feel the emotions/feelings of the character in more depth, because we are hearing what they hear, not something created outside the scene. But what may also be effective are camera techniques. These can be camera shots that are moving, still, from a certain angle or even from the perspective of someone/thing in the scene. Camera techniques are used most efficiently in an action scene, such as in the first attack with the young girl called Chrissy. This scene starts off with the camera focusing on the whole group of teenagers. We can hear the Diegetic sounds such as guitars, the waves and even the crackling of the fire. The young girl, Chrissy, and a young boy move away from the scene. The camera follows them. Soon, they arrive at the oceans end. The camera isn't clear and the scene is dark. This creates a relaxed but mysterious atmosphere. The young girl goes into the ocean as the boy is getting ready to go in. The camera then focuses on the young girl in the ocean. As we see her swimming, suddenly, a certain theme appears causing tension. This theme is the theme that symbolizes the shark. It starts off lightly, as the girl is still swimming, unwary of any dangers. Soon, the music becomes faster and louder. The camera angle then changes. It appears under the water. We see the view from the camera from under the water to above, as if it were from the perspective of something. Soon, the audience realizes that there is something in the water, which is the shark. We see from the shark's POV as it gets closer to the young girl, the tempo of the music gets louder and faster. And soon, the shark is near attacking distance of the girl. Suddenly, the camera goes above water and points at the lone girl, swimming. All non-diegetic sounds stop, as we hear only the waves and the girl. And then, all of a sudden, we see the girl pulled down. We hear just the screams, which causes a greater sense of fear. The girl struggles, only to show and flatter the strength of the shark. The girl is then pulled under the water and all of a sudden, the screams disappear. All we can hear are the waves. The camera then becomes still, pointing at the distance in the ocean. All is silent apart from the waves. All this is to emphasize what had just happened, as all we can think about is the scene that had just occurred, as the camera movement is still, pointing to ‘nothingness'; just the plain ocean. The sun then rises, symbolizing the time passing. What we need to realize is not once was the attacker, the shark, shown in clear view. All we saw was the view from the eyes of the shark, and the view of the young girl being attacked from something cloaked by the ocean. This is to create more fear in the shark and create more tension. The second attack is against a young child called Alex. In this scene, we are at a lively beach. There is a happy atmosphere. We can hear children playing, water splashing, waves crashing. It's a fast pace. However, we know something is going to go wrong. We see chief Brody on the beach. His worried face and constant suspicions create fear and tension in our minds, thinking about the shark. Chief Brody's fear deeply contrasts with the whole beach's excitement, creating unwariness in the scene, due to the main focus being on Brody and the outside focus being on the beach. Brody, being on the constant lookout, is being cautious of every single detail, causing great exaggeration in small details. This creates suspense, as we don't know what will happen due to all the false alarms that go on in this scene. We see a wide shot on all of the people in the ocean. Chief Brody is paranoid, causing the smallest things to seem as if they have a large effect. The first example of this is the girl screaming. This scream causes the audience to become paranoid due to the contrast in Brody and the atmosphere. Brody is distracted, causing him to become more anxious to see what was going on. However, the scream was meaningless, which was the first false alarm. The second false alarm was the old man and woman. The old man swam underneath the water and slowly rose, causing Chief Brody to think it was a shark, only to be relieved and slightly frustrated at the fact that it was just a person. This all creates a sense of unpreparedness to the actual attack due to the false alarms. The false alarms create a feeling of reassurance. Chief Brody's wife starts to relax him, allowing him to ease his paranoia of the shark. Then suddenly, the atmosphere changes. The familiar music plays. The disappearance of a dog into the water highly implies that something is there. The audience is now aware of something being there, however, Brody is unfocused and the whole beach has now idea what was going to happen. And all of a sudden, as the theme gradually becomes louder and faster, the camera shot goes underneath. The POV is now from the sharks. We see several vulnerable children from under the ocean, their legs sticking out. However, the shark goes closer and closer to a single person. As the shark goes closer, the music speeds up and tension rises. And soon, the shark attacks. The people on the beach have no idea what's going on, and the sudden atmosphere change causes a chaos. Brody notices too late. Soon, everyone evacuates, however, one person is still searching desperately for someone. As the scene ends, a young boy's life jacket appears on the shore and the camera focuses on it completely, torn and slightly covered in red. The audience realizes that whoever owned that jacket was the victim. The shark is the main object of fear in Jaws. It appears out of nowhere, shocking the audience. The fact that it doesn't show the shark directly creates uneasiness and a feeling of defencelessness. It makes it seem menacing that it attacks, creeping through where no one can see it. The unusual size and the intimidating pictures that are shown to study the shark creates a scary image, due to the fact that the actual shark itself isn't shown until later. And the music, it creates a sort of stealth for the shark. If the music is on, the shark is assumed to be there. If the music is not on, the shark is not assumed to be there. The false alarms were all created for one purpose, the real attack. The false alarms led to the audience easing up, but then to be surprised by the actual attack. Near the end of the film, the jetty used to capture the shark is small and unstable. Compared to the shark, it is miniscule. The phrase ‘we're going to need a bigger boat' said by Brody shows that it's in vulnerable to the shark's giant size. It isn't sufficient enough. The feeling of breaking down and falling into the ocean, where you are practically food for the shark creates suspense. It could break down any time. Overall, Jaws was an excellent film and the techniques by Steven Spielberg completed it. The scariest parts were no doubt, the unpredictable shock. They came out of nowhere and broke apart the suspense with no warning. The film was a big success and appealed to me greatly.