The Importance Of The Character Of Marie In The Outsider Essays

The Importance Of The Character Of Marie In 'The Outsider' The purpose of this essay is to bring to light the significance of Marie as a character in Albert Camus', ?The Outsider'. Through analysis and criticism, this essay endeavors to reveal her importance as an aid to the better the reader's understanding of the personality of Meursault, the protagonist of the novel. Marie is first introduced to the reader in chapter two of part one. The description of Marie that Camus gives us in this chapter as well in other parts of the book is remarkably objective in nature. In every portrayal of Marie, the author paints a detached picture which highlights the objectification of Marie in this novel. The narrative employs short sentences which serve to emphasize the coldness and lack of emotion in the light under which Meursault sees Marie. This narrative style is noticed in the second paragraph on Page 24 especially in the lines ?She had her leg against mine, and I was fondling her breasts. Towards the end of the show I kissed her, but badly. Afterwards she came back to my place.? The apathy and indifference with which Camus has described Meursault's date with Marie resembles that of a history textbook, simply listing down a chronology of events, like consequences leading to a final outcome. The narrative in the rest of the chapter is comparatively rich in th e use of adjectives and feeling. This shows, therefore, the objectification of Marie even during her introduction in the novel. Another characteristic trend that is observed in the description of Marie, is sensuality. Marie is presented only as a body, especially in the first part of the novel. The descriptions are sexual in context which exhibits the objectification of Marie into a body . The lines on page 37 , ?I really fancied her because she was wearing a pretty red and white striped dress and leather sandals. You could see the shape of her firm breasts and her suntanned face was like a flower.?, are indicative of this point under consideration. We get similar descriptions in other parts of the novel as well .These bodily descriptions give us the sense of emotional detachment that Mersault feels for Marie and points out that the essence of their relationship revolves purely around sex and physical pleasure. The character of Marie has thus been molded into a commodity and a vessel of sexual satisfaction. This commodification of Marie can be distinctly noticed in the line ?Yesterday was Saturday and Marie c ame over as we'd arranged?. This line characterizes the objectivity of their relationship thus reinforcing my inference that Marie is Meursault's object of ?fancy', just like a toy in a child's hands. We thus made aware of Meursault's choice of not entangling himself in a relationship of love and emotion. When he was asked by Marie whether he loved her, Meursault replied that he it did not mean anything to him but he probably did not. On another occasion, Meursault also showed an indifference when asked about marriage. He replied that marriage was not a serious matter for him but that he ?would not mind'. Meursault also bluntly added that he would have said the same thing to any other woman. But Marie did not shiver from the coldness of Meursault's statements. Instead, she said that she probably loved him for being ?peculiar' and that is why she would like to marry him. Meursault is identified to be a character who believes in the frankness of opinion. This is what makes him seem emotionless and this lack of emotion is seen as an incongruence with the norms of society. That is what makes Meursault the ?Outsider'. Meursault candidness is thus reflected in his relationship with Mari e for the fact that he sees her as an ?thing' and still chooses not hide behind a mask of pretentious emotions. His objectification of Marie is thus indicative of Meursault's own personality. Further objectification of Marie can also be observed through the absence of voice that the author has given her. This has been intentionally created by Camus to highlight her commodification. Marie's voicelessness can be seen at every instance in the novel involving her. One distinct point

How to Use the Spanish Word Como

How to Use the Spanish Word Como Como is a common and useful word in Spanish that is frequently used to compare two things, persons, or actions that are similar. Como Often Equivalent to Like or As Como is frequently used as a preposition or conjunction that means like or as. Regardless of which of the two parts of speech it is used as, it is generally understood much the same way by English speakers, so this introductory lesson will look at examples of its usage as both parts of speech together. (Note: English translations used in this lesson reflect English as it is frequently spoken rather than distinguishing among proper uses of like and as.) Como nearly always means something similar to in the manner of and/or is used to make actual or implied comparisons: Piense como un millonario. (Think like a millionaire.)Dice que usa las redes sociales como un presidente moderno. (He says he uses social networks like a modern president.)Si se parece a un pato, anda como un pato y grazna como un pato, entonces es un pato. (If it seems like a duck, walks like a duck, and quacks like a duck, then its a duck.)Te quiero, pero como amigo. (I love you, but as a friend.)No hay nadie como Francisco. (There is nobody like Francisco.) ¡No me trates como un perro! (Dont treat me like a dog!)Como tu profesor, quiero ayudarte y ser tu amiga. (As your teacher, I want to help you and be your friend.)No duermo como antes. (I dont sleep like I did before.)He decidido vestirme como quiero. (I have decided to dress myself the way I want.)Te odio como jams he odiado a nadie. (I hate you like Ive never hated anyone before.)Como era de esperar, la pelà ­cula ha batido todos los rà ©cords. (As expected, the film has broken all records.)Mà ­rame como si fuera la prim era vez. (Look at me as if it were the first time.) Salieron como si nada hubiera pasado. (They left as if nothing had happened.)El cine se lo conoce como el sà ©ptimo arte. (Cinema is known as the seventh art.)Quiero la piel como estaba antes. (I want my skin to like it was before.) Como the conjunction/preposition should not be confused with the homonym como, the first-person singular indicative form of comer that means I eat. Como in Approximations Colloquially, como is sometimes used for approximations. Typical translations include about and approximately. Tengo un primo que pesa como 200 kilogramos. (I have a cousin who weighs approximately 200 kilograms.)Maneje como dos millas pasando la gasolinera Texaco. (Drive about two miles, passing the Texaco gas station.)Al final me costà ³ como mil dà ³lares tomar el examen. (In the end, it cost me something like $1,000 to take the text.)Llevo como dos semanas intentando comprar los boletos en là ­nea para el concierto. (I spent about two weeks trying to buy the tickets online for the concert.) Using Como for How With an orthographic accent, cà ³mo becomes an adverb and is often translated as how. This occurs most often in questions and indirect questions:  ¿Cà ³mo ests? (How are you?) ¿Cà ³mo puedo adquirir un pasaporte? (How can I get a passport?) ¿Cà ³mo puede algo tan pequeà ±o hacerte sentir tan grande? (How can something so small make you feel so great?)No sà © cà ³mo bajar los fotos del servidor. (I dont know how to download the photos from the server. Note: This is an example of cà ³mo being used in an indirect question.)No me importa cà ³mo lo haces. (It doesnt matter to me how you do it.)

SAT Score Chart Raw ScoreConversionto Scaled Score

SAT Score Chart Raw ScoreConversionto Scaled Score SAT / ACT Prep Online Guides and Tips You may be wondering how your SAT score is determined. Where does that score of 200-800 on each section of the SAT come from? What does your SAT score mean? Or, maybe you're familiar with the concept of raw scores, but you don't know how your raw score is converted into a scaled score. Hopefully, this article will answer your questions and clear up any confusion. In this post, I'll clarifythe difference between raw scores and scaled scores and provide charts that show theSAT raw score conversion to scaled score. Furthermore, I'll explain why the data from these SAT score charts can be helpful to you in your SAT preparation. What Is a Raw Score? Your raw score for each section is calculated from the number of questions you answered correctly and incorrectly. For every question you answer correctly on the SAT, you receive one point. For every question you answer incorrectly on the SAT, you receive minus  ¼ point, with the exception of grid-ins in the Math section, for which you receive zero points for wrong answers. For every question you skip on the SAT, you receive zero points. The maximum raw score varies for each section. For Critical Reading, there are 67 questions; therefore, the max raw score is 67. For Math, there are 54 questions; the max raw score is 54. For Writing, there are 49 questions and 1 essay. The maximum multiple-choice raw score is 49 and the maximum essay score is 12. What Is a Scaled Score? The scaled score is the score from 200-800 you receive on each section of the SAT. Your scaled score is determined from the raw score through a process that the College Board calls equating. Equating â€Å"ensures that the different forms of the test or the level of ability of the students with whom you are tested do not affect your score. Equating makes it possible to make comparisons among test takers who take different editions of the test across different administrations.† Therefore, your scaled score is not dependent on the difficulty of the test or the skill level of the students who take your edition of the test. The College Board doesn’t release its formula for equating, but it does periodically release scoring charts to convert raw scores to scaled scores. The scoring charts change slightly for each edition of the test, but they remain somewhat consistent. Why Is This Data Important? How Can It Help You? From your target scaled score, you can get a rough idea of how many questions you need to answer correctly on each section to reach your goal. For example, if you want to get a 750 on Critical Reading, you need to get a raw score of about 62. Therefore, you can only get about 4 questions wrong or omit 5 questions to reach your target score.Having this knowledge can inform your guessing and study strategies. If you’re aiming for a 600, focus on the easy and medium level difficulty questions. To get a 600 in Reading, you only need a raw score of about 46 out of 67. This means that you can skip 12 questions, get 7 wrong, and still get a 600. Therefore, if your target score is a 600, don’t waste time on the most difficult, time-consuming questions. You can skip the hardest 20% of questions and still reach your target score. Also, you'll see that the math curve is very harsh. For most tests, you have to answer every single question correctly to get an 800. Finally, the essay has a big impact on your Writing score. It counts for almost â…“ of your Writing score. If you get a multiple-choice raw score of 45 and an essay score of 12, your scaled score is about a 760. If you get the same raw score, but an essay score of 7, your scaled score is about a 670. If you can master the SAT essay, you’ll be well on your way to reaching your Writing goal. Raw Score to Scaled Score Conversion Charts Belowis a sample SAT conversion chart released by the College Board. Remember that SAT scorecharts change for each edition of the test, but the changes are usually not that drastic. For example, a raw score of 46 in Math converted to a scaled score of 660 on the January 2010 and 2011 editions of the SAT. However, in May 2011 and 2009, a 46 in Math converted to a 680. Critical Reading Raw Score Scaled Score 2014 Percentile 67 800 99 66 800 99 65 800 99 64 790 99 63 770 99 62 760 99 61 740 98 60 730 97 59 720 96 58 700 96 57 690 95 56 680 94 55 670 92 54 670 92 53 660 91 52 650 90 51 640 89 50 630 86 49 620 84 48 620 84 47 610 82 46 600 80 45 600 80 44 590 78 43 580 75 42 570 73 41 570 73 40 560 70 39 550 67 38 550 67 37 540 64 36 530 61 35 530 61 34 520 57 33 520 57 32 510 54 31 500 51 30 500 51 29 490 48 28 480 44 27 480 44 26 470 41 25 460 37 24 460 37 23 450 35 22 440 31 21 440 31 20 430 28 19 420 25 18 410 22 17 410 22 16 400 19 15 390 17 14 380 15 13 380 15 12 370 13 11 360 11 10 350 9 9 340 8 8 330 7 7 320 5 6 310 5 5 300 4 4 290 3 3 270 2 2 260 2 1 240 1 0 220 1 -1 210 1 -2 or below 200 Charts are fun. Math Raw Score Scaled Score 2014 Percentile 54 800 99 53 790 99 52 760 97 51 740 96 50 720 95 49 710 94 48 700 93 47 690 92 46 680 90 45 670 89 44 660 87 43 650 86 42 640 84 41 640 84 40 630 82 39 620 80 38 610 77 37 600 75 36 590 73 35 590 73 34 580 71 33 570 68 32 560 66 31 550 62 30 540 59 29 540 59 28 530 56 27 520 53 26 510 50 25 500 46 24 490 44 23 480 41 22 480 41 21 470 37 20 460 34 19 450 31 18 440 28 17 430 25 16 420 22 15 420 22 14 410 19 13 400 17 12 390 15 11 380 13 10 370 11 9 360 9 8 350 8 7 330 6 6 320 5 5 310 4 4 290 2 3 280 2 2 260 1 1 240 1 0 220 1- -1 200 -2 and below 200 Charts are really fun. Writing Essay Score Raw Score 12 11 10 9 8 7 6 5 4 3 2 0 49 800 800 800 790 770 750 740 720 710 700 680 670 48 800 800 780 760 740 720 710 690 680 670 650 640 47 790 770 760 740 720 700 690 670 660 640 630 620 46 770 750 740 720 700 680 670 650 640 630 610 600 45 760 740 720 710 690 670 650 640 630 610 590 580 44 740 730 710 700 670 660 640 620 610 600 580 570 43 730 720 700 680 660 640 630 620 600 590 570 560 42 720 700 690 670 650 630 620 600 590 570 560 550 41 710 690 680 660 640 620 610 590 580 560 550 540 40 700 680 670 650 630 610 600 580 570 550 540 530 39 690 680 660 640 620 600 590 570 560 550 530 520 38 680 670 650 630 610 600 580 560 550 540 520 510 37 670 660 640 630 610 590 570 550 540 530 510 500 36 660 650 630 620 600 580 560 550 530 520 500 490 35 660 640 620 610 590 570 550 540 530 510 490 480 34 650 630 620 600 580 560 550 530 520 500 490 480 33 640 620 610 590 570 550 540 520 510 490 480 470 32 630 620 600 580 560 540 530 510 500 490 470 460 31 620 610 590 580 550 540 520 500 490 480 460 450 30 610 600 580 570 550 530 510 500 480 470 450 440 29 610 580 570 560 540 520 500 490 480 460 440 430 28 600 580 570 550 530 510 490 480 470 450 440 430 27 590 570 560 540 520 500 490 470 460 440 430 420 26 580 570 550 530 510 490 480 460 450 440 420 410 25 570 560 540 530 500 490 470 450 440 430 410 400 24 560 550 530 520 500 480 460 450 430 420 400 390 23 560 540 520 510 490 470 450 440 430 410 390 380 22 550 530 520 500 480 460 450 430 420 400 390 380 21 540 520 510 490 470 450 440 420 410 390 380 370 20 530 520 500 480 460 440 430 410 400 390 370 360 19 520 510 490 480 460 440 420 410 390 380 360 350 18 520 500 480 470 450 430 410 400 390 370 350 340 17 510 490 480 460 440 420 410 390 380 360 350 340 16 500 490 470 450 430 410 400 380 370 360 340 330 15 490 480 460 450 430 410 390 370 360 350 330 320 14 490 470 450 440 420 400 380 370 360 340 320 310 13 480 460 450 430 410 390 380 360 350 330 320 310 12 470 460 440 420 400 380 370 350 340 330 310 300 11 460 450 430 420 400 380 360 350 330 320 300 290 10 460 440 420 410 390 370 350 340 330 310 290 280 9 450 430 420 400 380 360 350 330 320 300 290 280 8 440 430 410 390 370 350 340 320 310 300 280 270 7 430 420 400 390 360 350 330 310 300 290 270 260 6 420 410 390 380 360 340 320 310 290 280 260 250 5 410 400 380 370 350 330 310 300 280 270 250 240 4 400 390 370 360 340 320 300 290 270 260 240 230 3 390 380 360 350 330 310 290 280 260 250 230 220 2 380 370 350 330 310 290 280 260 250 240 220 210 1 370 350 340 320 300 280 260 250 240 220 210 200 0 350 340 320 300 280 260 250 240 220 210 200 200 -1 330 320 300 290 270 250 230 220 200 200 200 200 -2 310 300 280 270 250 230 210 200 200 200 200 200 -3 310 290 280 260 240 220 210 200 200 200 200 200 Writing Scaled Score 2014 Percentile 800 99+ 790 99 780 99 770 99 760 99 750 98 740 98 730 98 720 97 710 96 700 96 690 95 680 94 670 93 660 92 650 91 640 89 630 88 620 86 610 84 600 82 590 80 580 78 570 76 560 74 550 71 540 68 530 65 520 62 510 59 500 56 490 53 480 49 470 46 460 42 450 39 440 35 430 32 420 29 410 25 400 22 3901 19 380 17 370 14 360 12 350 10 340 8 330 7 320 6 310 5 290 4 280 3 270 3 260 2 250 2 240 2 230 1 220 1 210 1 200 What's Next? Now that you've seen the SAT score chart, find out what's considered a good and bad SAT score. Also, find out how many questions you can miss to get a perfect SAT score. Want to improve your SAT score by 240 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Research Project Essay Example | Topics and Well Written Essays - 5000 words - 1

Research Project - Essay Example ’s tangible resources, such as cash reserves and information technologies, managers utilize marketing promotions as an intangible resource that either makes a firm attractive to existing or prospective customers. Marketing promotions consist of efforts to communicate the total value of a service or a product for customers with the intention of increasing sales through these communications (Kotler and Keller 2009). Marketing promotions consist of advertising and publicity to achieve the objective of properly positioning a firm against competition, increasing sales, building a corporate identity and generally increase customer demand (Solomon, et al. 2006). For some managers, the problem faced in achieving competitive advantage is that their respective firms produce and distribute products that are comparable to competition. Such products have homogenous features and benefits to competitive offerings, hence when attempting to communicate product value, it becomes increasingly difficult to build incentive with customers to select one firm’s products over that of competitors. As a result, managers exploit the marketing function in operations as a means of differentiating a product from that of comparable competitor products. Differentiation is a strategic effort to create a distinguished identity for a product which makes a product appear more interesting and desirable for a company’s most sought-after customer target segments (Hitt, Ireland and Hoskisson 2014). Nandan (2005) asserts that in today’s competitive business environment, it is becoming more simplistic for competing firms to imitate and reproduce the features and benefits of a competitor’s product. With the ability of a firm to procure similar production technologies whilst also building a competent research and development team, companies that once offered unique products for consumers are being threatened with a shortened product life cycle as a result of replicated competing products being

Self Assessment Essay Example | Topics and Well Written Essays - 1250 words

Self Assessment - Essay Example I will try to justify that my goals, personality, and path are compatible with each other. I mentioned earlier that I want to specialize in business and finance. Hence, I think and feel that an MBA is the most logical choice. In general, I want to be rich while deepening my understanding of how money works. By the age of forty, I really desire to accumulate a net asset of at least $100,000,000 and a weekly cash flow of at least $1,000,000. I believe that knowledge of business systems and becoming a businessman will help me achieve this path to glory. Also, by having that amount of cash, I can invest large amount of money in blue-chip stocks, which I really want to do. Essentially, investing for me is like playing a computer game. An MBA, I think, will help me know the rules and determine for myself the optimal decisions to achieve such goals. Once I become successful, I hope of fulfilling my fantasy of being interviewed in CNBC and other financial networks. I concede that there are aspects of an INTJ that do not fit me, but I affirm that many do. For example, I am independent and ruthless. In dealing with people, I really push to have my way and final say on things. So, an INTJ is the closest description available for me. I also believe that an INTJ is well... - Useful. - Creativity. - Very single minded at times - this can be a weakness or a strength. - They can ignore the points of view and wishes of others. - Coherence is the master. - Cost effective. - Relationships which have psychological distance. - Often seem demanding and difficult to satisfy. - Independent. - Hypersensitive to signals of rejection. - Others receive a sense of haste. - Vulnerable in the emotional area and may make serious mistakes here. - When asked to put something together for the first time - a prototype - he is all the more happy, since he is doing that which is most worthwhile. - Abhors unsnarling messes. - Things have to make sense. - Avoids redundancy. - May have difficulty communicating the details of goals. - Prefers not to say anything twice and assumes understanding. - Serious. - NTs tend to be relatively uninterested in acquiring wealth. - NTs usually take family responsibilities seriously. - NTs tend not to "own" the behaviors or bodies of their mates. - NTs' own errors are those which are inexcusable and unforgivable. I concede that there are aspects of an INTJ that do not fit me, but I affirm that many do. For example, I am independent and ruthless. In dealing with people, I really push to have my way and final say on things. So, an INTJ is the closest description available for me. I also believe that an INTJ is well suited for a career in Business and Investments. An INTJ like me is serious. Business is serious. It has no room for people who will slack on things. An MBA, although by no means really represents all aspects of business in the classroom, is serious stuff. You cannot pass it without the necessary seriousness to study and finish all requirements, such as difficult and mind-blowing case

An Integrated Approach To Writing English Language Essay

An Integrated Approach To Writing English Language Essay The first chapter of my paper puts forth three main issues: an investigation of writing in relation to the other language skills, a comparison between writing-for-writing versus writing-for-learning as well as an analysis of the teachers roles and the students involvement in the process of teaching writing. By exposing these aspects, I demonstrate that writing should not be taught as an isolated language skill but rather as a part of an integrated approach. Additionally, I show how writing-for-writing is as significant as writing-for-learning and how students play a crucial part in teaching writing and take responsibility for their own learning. An Integrated Approach to Writing and the Other Language Skills Contemporary methodological tendencies split the four language skills into two broad categories: receptive skills and productive ones. The latter includes speaking and writing with their much-debated differences. The process of writing presupposes the use of graphic symbols or letters chained together in higher sentence sequences that respect a particular order and form a coherent text. Writing is primarily linked to two other language skills: speaking and reading. On the one hand, the association writing-speaking gives rise to tough debates about whether teachers should focus more on teaching writing or teaching speaking. It may be argued that writing is not merely an ordinary extension of speech; the former practice differs from the latter in multiple ways as Donn Byrne cogently shows in the following table: SPEECH WRITING Takes place in a context. Creates its own context. Speaker and listener(s) in contact. Reader not present and no interaction possible Person addressed is specific. Reader not necessarily known to writer Immediate feedback given and expected. No immediate feedback possible. Speech is transitory. Writing is permanent. Sentences often incomplete and sometimes ungrammatical. Hesitations and pauses common. Sentences expected to be carefully constructed and linked and organised to form a text. Range of devices (stress, intonation, pitch, speed) to help convey meaning. Facial expressions, body movements, and gestures also used. Devices to help convey meaning are punctuation, capitals, and underlining (for emphasis). Fig. 1. Differences between speech and writing (Byrne 3). Source: Byrne, Donn. Teaching Writing Skills. London: Longman, 1993. Thus, the written language asks for a greater standardization of grammar and vocabulary whereas speech is varied according to distinctions in regional dialects. Speaking usually occurs as a spontaneous act while writing is carefully planned. Then, speakers make use of their body language and voice to put across meaning but writers have to count on their words for the same purpose. Finally, speech has a more informal and repetitive character where the written discourse develops logically in a more formal and compact style. On the other hand, writing is related to reading as these two skills represent the basis of literacy. Nowadays, theoreticians such as S.B. Kucer and E. Delgado-Larocco consider literacy as a multifaceted and active practice that encompasses sociocultural, cognitive, developmental, and cognitive factors (see Fig. 2 below). Consequently, for a person to become literate, he or she has to master all the abovementioned dimensions of literacy at the same time (Kucer 4). First, the cognitive influence dictates the writers wish to find, build, and share meaning. Afterwards, the sociocultural component contains markers of social identity (ethnicity or gender). Third of all, the linguistic element puts forth the language used by the writer as the conveyor of meaning. Last but not least, the developmental aspect includes the other three factors: since literacy is a dynamic process, the writers / readers development never ceases (Kucer 5-6). Fig. 2. Dimensions of literacy (Kucer 59). Source: Kucer, Stephen B. Dimensions of Literacy. A Conceptual Base for Teaching Reading and Writing in School Settings. New Jersey: LEA Publishers, 2005. Moreover, the question of why and how writing should be taught arises. Since writing is a skill which is (à ¢Ã¢â€š ¬Ã‚ ¦) difficult to acquire (Byrne 6), it is obvious by now that instructors should set very clear teaching goals as concerns writing. In this sense, writing may be taught as a response to students needs and diverse learning styles: introvert learners do not feel at ease expressing themselves orally, so writing allows them to feel more self-confidence. But writing may equally be taught for reasons of memorization or retention and thus it offers students the confirmation for part of their learning progress. The most evident purpose for teaching writing seems to be the need for its presence in informal and formal examinations alike. In general, teaching writing is not meant to be an isolated practice. Instead, an effective student exposure to the foreign language is acquired through more than one medium as Eli Henkel points out: in meaningful communication, people employ incremental language skills not in isolation, but in tandem (quoted in Harmer 265). In the classroom, the teaching-learning environment tries to mimic real-life situations and this is the reason why lessons often integrate multi-layered language skills. In this context, writing invites us to gather and organize our thoughts in order to clearly communicate them (Johnson 8). Teaching Writing-for-writing versus Writing-for-learning Language is the vehicle of thought. The essential hypothesis is that-being a language skill-writing means writing a connected text and not just single sentences, that writers write for a purpose and a reader, and that the process of writing is a valuable learning tool for all our students (Raimes 11). Contemporary methodological trends dictate that writing should be taught interdependently with reading, speaking, and listening. There is no single approach to teaching writing but many. Writing may reinforce recently acquired language structures, it may improve the students mental and linguistic development, and it may also emphasize individual learning styles. Additionally, the type of writing teachers promote depends greatly on the learners age, level, and personal interests. In The Practice of English Language Teaching, Jeremy Harmer divides the teaching of writing in two broad categories: writing-for-learning and writing-for-writing. The former type is defined as the kind of writing we do to help students learn language or to test them on that language (Harmer 330). Thus, writing-for-learning can ask students to build sentences using the Past Tense Simple or the Going to Future for instance; here, the aim is not to train students to write, but rather to help them remember (Harmer 330) a certain grammar item. Learners build writing habits for language practice in this case-they come to grasp, retain, and acquire new language structures. Besides this, writing-for-learning promotes learners involvement in the lessons development and outcome by raising their awareness and by making them responsible for their own learning. By contrast, writing-for-writing addresses specific writing genres such as narratives, ads, letters, postcards, job applications, reports, or articles whose construction we want our students to master. Therefore, if we are to build the students writing skills, it is advisable to use such writing-for-writing tasks as often as is appropriate (Harmer 330). This category focuses more on familiar, daily styles that the learners find useful and that they are likely to come across more frequently. Writing for fun or for pleasure is also included here since it allows students to acquire knowledge in their own rhythm; self-experience proves valuable and motivates learners intrinsically, making them accumulate new language items more rapidly and with more ease. There are countless types of writing of activities targeted for this type of writing, amongst which: questionnaires, scenarios, puzzles, instructions, quizzes, diaries, headlines, or programmes. Unlike the controlled practice in class w here pupils are asked to comply to certain composition rules, writing for fun does not require obeying specific conventions but rather using the language that learners have at their disposal. As a result, writing for pleasure enhances students creativity and underpins their level of proficiency in the foreign language. Furthermore, Art Young-in Teaching Writing across the Curriculum-dwells on the same distinction between writing-for-learning and writing-for-writing, although he labels these categories differently: writing to learn and writing to communicate. Fig. 3. Writing to learn and writing to communicate (Young 9). Source: Young, Art. Writing across the Curriculum. New Jersey: Prentice Hall, 1999. Young exposes the fact that on the one hand, writing to learn encourages students to take the time to discover new language items step-by-step through creativity and problem-solving skills. Thus, writing to learn sets forth the writers linguistic knowledge and principles in his attempt to explain the matter to oneself (Britton quoted in Young 10). On the other hand, writing to communicate enables writers to share newly acquired structures with others, to explain the matter to others (Britton quoted in Young 10). This time, the reader or the receiver of the writers text is privileged and further supported to revise shared information or discover new perspectives. All in all, writing-for-learning and writing-for-writing are only two of the many possible ways of teaching writing. These two categories are not reciprocally exclusive, so teachers should not focus solely on one of them at the expense of the other. Although writing-for-learning focuses more on content areas whereas writing-for-writing on compositional forms, they both represent invaluable tools for the teaching-learning process. Used jointly within pairwork or groupwork, these techniques bring about the advantages of unimpeded communication, creativity, self-confidence and peer-reliability. Teachers Roles and the Students Involvement in Teaching Writing Teachers whose goal is to instruct students how to become proficient writers must always take into consideration the learners background and emotional makeup but also their life experiences that they bring to class. An efficient teaching of writing presupposes acknowledging the students active role in this process. Thus, a culturally sympathetic input offered by teachers embraces and explores class diversity. Besides the open-mindedness to culturally diverse learners, teachers also play other crucial roles in the classroom such as: resource, organiser, prompter, motivator, participant, and feedback provider. As resource, the teacher should be ready to supply information and language where necessary (à ¢Ã¢â€š ¬Ã‚ ¦) offering advice and suggestions in a constructive and tactful way (Harmer 330), especially for longer writing tasks. Skilled teachers operate with their expertise when it comes to teaching writing and make sure that they put across new structures in a significant and accessible way. When the teacher becomes organiser, he or she is involved in physically setting up the classroom environment so that students get to better assimilate the writing tasks. The teacher may require that the students work in pairs or in groups and that the class setting be corresponding to the task (horseshoe, circle, groups of four desks or more, u-shape, or others). In this case, the teacher can also act as prompter, hinting at certain English structures to ensure a smooth flow of the activity; he or she could pass from group to group and offer learners tips and cues. Assuming the role of motivator, the teacher tries to boost both the learners intrinsic and extrinsic motivation since student motivation often proves to impede the acquiring of new English structures, whatever the taught skill may be. For teaching writing, motivation usually means giving students the advantage of choice without limiting their perspectives to a single activity. This is not to say that students may roam freely or disregard topics assigned by the teacher, but that they can rely on their life experiences, on their options in terms of English knowledge as well as on the prospect of a real audience (their colleagues, teachers, etc.) in order to successfully conclude an assignment. In this respect, one of our principal roles (à ¢Ã¢â€š ¬Ã‚ ¦) will be to motivate the students, (à ¢Ã¢â€š ¬Ã‚ ¦) persuading them of the usefulness of the activity, and encouraging them to make as much effort as possible for maximum benefit (Harmer 330). Additionally, acting as participant, the teacher can share with the students his or her own experience as a writer. By doing this, the teacher exposes writing strategies and offers insight into techniques typically used by proficient, expert writers. Students have to opportunity to witness the teacher struggling with logic and coherence and thus, they become more confident in their own writing skills. Humbertson even recounts: As I continued to write and share with my students, they connected and invested in their own literacy (11). Finally, the teacher as feedback provider is a position that I am dealing with in greater detail in my following chapter. However, mention should be made of the fact that teachers should respond positively and encouragingly to the content of what the students have written (Harmer 331). A negative feedback discourages students and makes them reticent to writing. It is generally accepted nowadays that the teachers feedback should highlight only one aspect that needs improvement every time: English register, vocabulary, punctuation, grammar, or word order. Nonetheless, the acclaimed student-centred teaching style of today does not obviously revolve exclusively around teachers roles in the classroom. Instead, this approach views teachers and students as partners or collaborators in the teaching-learning process. Students are as active a part of the writing practice as their instructors. By showing that they care and understand the learners needs and interests, teachers allow their students to become responsible for their own learning. Another instance of students involvement in teaching writing is the case of groupwork tasks when more proficient learners can guide or help out less proficient ones. Regardless of the writing context in the classroom, the teacher can follow certain steps to guarantee successful learning outcomes: design authentic and meaningful writing tasks, teach writing together with other language skills as part of an integrated approach, alternate teaching methods or techniques, create a sympathetic class atmosphere, and adopt a supportive attitude towards the learners. Overall, the first chapter of my paper has dwelled on aspects concerning first of all the relationship writing-speaking and writing-reading, then the similarities and differences between writing-for-learning and writing-for-writing, and ultimately the teachers responsibilities as well as the students participation in teaching writing. In this respect, I have revealed the fact that an integrated approach to teaching the language skills is the most appropriate technique to adopt in class, that writing-for-writing is as significant as and sometimes more constructive than writing-for-learning, and that good teachers know how to include students in the teaching-learning process by offering them a share of self-reliance, awareness, and motivation.

Red Bull Marketing/Segementation/Pricing Essay

You are asked to address the following questions: 1. Who are the principal target segments for Red Bull and how are they positioned towards these target segments? 2. Analyse the Red Bull brand using any frameworks you judge appropriate. 3. Comment upon Red Bull’s pricing approach 4. Evaluate Red Bull’s distribution channel strategy 5. Would you describe Red Bull as a national, a European or a global brand – give reasons? 6, What marketing strategy would you recommend that Red Bull should adopt over the next 5 years? Who are the principal target segments for Red Bull and how are they positioned towards these target segments? Red Bull has an aggressive international marketing campaign that targets young males. These customers are often similar in their tastes for extreme sports, either as spectators or participators. Its numerous sponsored activities range from extreme sports like mountain biking, BMX, motocross, windsurfing, snowboarding, skateboarding, kayaking, wakeboarding, cliff-diving, surfing, skating, freestyle motocross, rally, Formula 1 racing, and breakdancing to art shows, music, and video games. It is this range of activities that enable the brand to be relevant to a huge collective of audiences across the globe. These target consumers use Red Bull to replenish energy levels. The high caffeine content of the energy drink is the key influence behind the target segments for Red Bull. The ‘Anti-establishment, premium end, positioning is aimed at capturing brand loyalty from young, Generation Y males, or students aged 16+ who feel the need to re-energise. The need for caffeine is associated with being active, whether physically: nightclubbing, playing sports or mentally: working long hours, driving or studying. Positioning Red Bull is positioned towards two major market segments at present: The Primary Market Red Bull is marketed at students, via student ‘Brand Managers’ in on-campus buzz marketing promotions, at drivers in petrol stations, as a premium priced mixer in nightclubs and at gyms. Red Bull’s demographic is moving from the Generation Y population to include a more mature market demographic. The Secondary Market More recently, people up to the age of 44 are feeling a ‘maintained sense of time pressure’ (Mintel 2011) and are drinking Red Bull to navigate the challenges of modern living. Red Bull has aligned its marketing approach to appeal to a wider consumer base than the primary ‘Gen Y’ market segment, with alignment to more traditional, mainstream sports such as Formula One motor racing, motorcross and World Rally Championship (WRC) car racing. Red Bull Media The Red Bull Media House operates an online â€Å"consumer platform†. The content of the platform, TV Station, global magazine and mobile operator service is all positioned at the ‘active lifestyle’ market. The exhilarating content: documentaries, films and even music, is a key cornerstone to the brand’s positioning to its target segments. Red Bull positions itself as an aspirational lifestyle brand: athletic, challenge-driven and, to the Gen Y market, youth culture, spirited and dangerous. Red Bull media programming also pursues potential business partners who may have similar target audiences. 2. Analyse the Red Bull brand using any frameworks you judge appropriate. Red Bull has managed to successfully position its brand as the leader in a market that did not exist before (Blue Ocean strategy – we need a value innovation curve). By establishing the brand itself as the â€Å"anti-brand† and building a strong relationship with an audience of consumers crowd that did not want to be told what to do, Red Bull has developed a relationship with its consumers by listened to this audience helping them to shape their  personality and fulfill their interests (Self concept attachment)., This gave the Red Bull brand giving the brand a high level of loyalty and helped it to and leveraging its brand equity. [Perhaps delete, covered later, here more disussion on Value Innovation] There are many reasons why Red Bull has become such a successful brand, consumed by many and known by all. Firstly, Red Bull has developed a very strong brand recognition, from its unique and memorable name, its instantly recognizable can, to the logo, which consists of bold graphics. Its slogan ‘Red Bull gives you wings’ has been reinforced with consumers by repetition, consistently making it instantly recognizable by all. Red Bull segmented the market and positioned the brand very effectively, with its controversial and anti-establishment status. Red bull is not viewed as being just a product, it is a â€Å"Way of Life† which is associated with energy, extreme sports and danger, very appealing to its core audience. Even though Red Bull has been followed and copied several times by similar products, due to its consistent and unique communications strategy Red Bull has managed to stay â€Å"fresh and relevant† (how?) and still maintain a leading position in a very crowded market. (how?) Red Bull’s unique and extremely well coordinated marketing repertoire is without a doubt one of the key factors for its success. Red Bull’s strategy to target its audience with non-traditional ads, made the brand more believable for its â€Å"No brands† followers. For a brand such as Red Bull, marketing communications are deemed to be so important that 35% of its turnover goes to communications and events. Through this manner of communication, Red Bull avoids traditional media channels by making the product readily available – through this strategy, consumers are attracted to the brand, giving them a sense of freedom and choice which further adds to the credibility of the brand. People talk, and if the topic is hot and controversial, even more. Red Bull is aware of this and heavily relies on â€Å"the word of mouth†. Since the very  beginning the brand has had bad press mentioning the danger of consuming this product and the fact that Taurine (a component in Red Bull) was extracted from the genitals of bulls, giving the product â€Å"aphrodisiac† attributes (this was also posted on Red Bull’s website). The buzz this created, and the fact that the product was not easy to find, gave the Red Bull brand its original mystique that still remains today. Strategy (work in to this question) 3. Comment upon Red Bull’s pricing approach Red Bull’s pricing approach is to set the price at a high level. The pricing given in the article ranges from â‚ ¬2-â‚ ¬6 depending on the point of purchase (either retail or in a bar/night club). Red Bull are not alone in charging a higher price for their product, the majority of producers in the energy drinks sector also charge a premium. This is shown in the in the table below where the price of energy drinks is compared to a close substitute, carbonated soft drinks: (Mintel, 2011) Since 2004 the consumers have paid an average premium (per litre) for energy drinks of 66.29%. They are willing to pay this premium as they perceive that energy drinks provide unique benefits (i.e. an energy boost) when compared to substitutes. â€Å"While energy/sports drinks charge a premium compared to non-functional fizzy drinks (ie Coca-Cola) this has not harmed sales, even though the majority of UK consumers do think they are expensive for what they are. Nevertheless, consumers have shown that they are prepared to pay a premium for a product which provides such a tangible benefit†.(Forsyth, 2011) Setting the pricing at a high level also leads the consumer to make price quality inferences about Red Bull. The consumer associates the high price with a high level of quality. In doing this Red Bull are making their product a â€Å"premium product†. In defining a premium product Penny Coase refers to the use of this pricing strategy: â€Å"A premium brand will always command a higher price, often significantly more than that charged by mainstream brands within the product category. However, there are typically ‘tiers’ of price and of premium;† (Coase, 2010) The benefit that premiumization (through pricing) provides to Red Bull is that it leads them to higher margins and away from competing through providing discounts. Whilst the price of Red Bull is high in comparison to substitutes it is still affordable as the cost makes up a small portion of an individual’s disposable income. This approach to pricing means that Red Bull falls in to the â€Å"masstige† (Silverstein & Fiske, 2003) category, where they can access the mass market whilst still retaining an image of quality: â€Å"These goods occupy a sweet spot between Mass and class. While commanding a premium over conventional products, they are priced well below super premium or old- luxury goods† (Silverstein & Fiske, 2003) Red Bull sold 4.631 billion cans of drink in 2011 (Red Bull, 2012) which shows that even at a higher price than it’s substitutes their pricing strategy generates significant volume of sales. Following the theory that: Profit =Price Ãâ€"Volume –Costs Red Bull will be able to generate a high level of profit as they charge a high price whilst achieving significant sales whilst producing a product at relatively low costs. Finally Red Bull were one of the first entrants into the caffeinated energy drinks market (prior to this energy drinks were based on Glucose content) and this has allowed them to set the level of pricing that they want within the market. As the product life cycle approaches maturity and Red Bull’s competitive advantage decreases they will be able to partake in â€Å" Price Skimming†, whereby they reduce the price of the good to a lower level and attract a new group of consumers who were more price sensitive to the original pricing: (witiger.com) Red Bull Q4: Evaluate Red Bull’s distribution channel strategy Red Bull was an ‘anti-brand’ that was targeting the young ‘in-crowd’. Young at this time meant Generation Y who had no brand loyalty and were suspicious of being ‘marketed to’. This called for a fresh distribution strategy to support the brand positioning. One of the hardest business strategies to effect is to break into a profitable industry dominated by established brands. Virgin Cola struggled to make an impact in the US when it was launched in the late 1990’s due to the stranglehold that Coke held over shelf space. However around the same time Red Bull launched using a radically different distribution strategy. Channel Implementation In order to both promote Red Bull as an anti-brand whilst by-passing the lock that established soft drinks manufacturers held on the distribution and retail network in most markets, the company adopted a novel two-pronged approach. Firstly it developed a ‘street marketing strategy’ in which the â€Å"Wings Team† (generally comprising attractive female students in a customised Mini with a giant Red Bull can on the back) would distribute free samples to those thought in need of energy. This would typically be in public spaces where the young and cool hang out; this might include public squares, beaches, parks, ski resorts, or skating parks. This would be an opportunity to introduce the product, talk about its properties and convey consumer feedback. Secondly it would target a select number of venues – generally trendy bars or nightclubs that were again deemed to be the places where the cool people hang out. Here DJs, bar tenders and other opinion leaders would be approached. Empty cans would be left on tables and even in bins outside. In the early period other venues that asked to sell Red Bull would be turned away, re-enforcing its select image and supporting the price premium that was charged. The company moved on to establish â€Å"student brand managers† on university campuses. These would throw parties at which Red Bull would be distributed.  The brand would become better known amongst the target audience and very cheap market research would be reported back at very low cost. Through this unconventional ‘youth underground’ the viral message spread. As its popularity grew (aided by the ‘invention of the Vodka Red Bull’) it was able to dictate terms to bars that stocked its cans. This included minimum pricing to maintain exclusivity and the requirement that bar tenders fill a glass and present the customer with the rest of the can – thus creating high brand visibility in the bar. The same energy effects that made it popular with clubbers also drew a following amongst long distance truckers. Its availability in late night gas stations and even vending machines added to its edgy image whilst channelling sales to new markets. Outcomes Red Bull has succeeded in breaking into the soft drinks market by effectively establishing a niche through bypassing conventional distribution channels. Its positioning as an exclusive (and elusive) product meant it was well placed to be carried on a wave of buzz marketing into the mainstream. Red Bull has become a mass-market drink and is found across a wider range of supermarkets and licensed premises. This presented the risk that it would lose its exclusivity as the cool crowd grew up and moved on, leaving it as one of a number of similar commoditized products that would be vulnerable to price competition. However potential brand risks such as it being banned in Denmark and France and being restricted to medical use in Japan and Norway actually ensured the edgy image endured. Hence thus far its brand strategy has enabled it to maintain the power in its relationship with sellers, and is hence able to dictate terms in a way that has supported the brand positioning so far. 5. Would you describe Red Bull as a national, a European or a global brand – give reasons? Red Bull can be considered a global brand both in terms of its near-global customer base and its extensive marketing campaigns. Red Bull does this by carefully targeting a huge collective of niche audiences across the globe, which cumulatively comprise its total share of the energy drinks market. This managing of the brand globally allows Red Bull to achieve economies of scale, particularly for product and promotion, and give it greater communications control and consistency in how it reaches target audiences, often through a global brand message. There are, of course, exceptions and these will be addressed in the closing paragraphs. Red Bull has an aggressive international marketing campaign that targets young males. These customers are often similar in their tastes for extreme sports, either as spectators or participators. Its numerous sponsored activities range from extreme sports like mountain biking, BMX, motocross, windsurfing, snowboarding, skateboarding, kayaking, wakeboarding, cliff-diving, surfing, skating, freestyle motocross, rally, Formula 1 racing, and breakdancing to art shows, music, and video games. It is this range of activities that enable the brand to be relevant to a huge collective of audiences across the globe. At the end of 2011, Red Bull reported employment of 8,294 people in 164 countries. In the same year, Red Bull achieved worldwide sales of 4.631 billion cans. This scale has been achieved through its positioning as a global brand, notably on the basis of product and promotion. With few exceptions the company manages a highly focused brand effort. On a product level, the company maintains the ‘Red Bull’ brand name and ensures consistent product ingredients across its markets. Its beverage brand extensions are also consistent i.e. ‘Red Bull Sugarfree’ or ‘Red Bull Energy Shot’. This is further reinforced by universally recognised packaging and company merchandising, which are also consistent. On a promotional level, the company deploys steady messaging that is always on-brand in terms of look and feel. The bold contrast of its red lettering against a navy and silver background is recognisable across the globe. Its  advertising slogan, ‘Red Bull gives you wings’, is also adopted as is in most markets without the usual translation pitfalls. The exception to this is in Malaysia, where the company instead deploys a single one-word slogan, Bullleh!, a word play on the Malay word Boleh (lit: Can be done) and the word Bull. Furthermore, Red Bull is sold world over in a tall and slim blue-silver can, except in Thailand where it is sold in a wider gold can with the name of Krating Daeng. It is these examples of exception to Global promotion, that highlight the entry challenges to more challenging markets. A key example is China, where Red Bull may need to revise its global marketing strategy to break into this valuable market where there are significant differences in consumer culture, needs and usage patterns. As the previous example of Thailand illustrated, Red Bull may need to diversify its marketing strategy and seek alternative ways of reaching Chinese youth culture. This experience tallies with many Western brands who have tried unsuccessfully to break into Asian markets, particularly China. The challenge Red Bull must face in trying to enter China is whether to adapt or to continue to standardise its marketing strategy to date. And, if it choses to adapt its strategy, would this in turn impact its brand positioning in its domestic market? (A recent example of this is Google’s decision to temporarily suspend its worldwide operating values as it currently does in China.) Furthermore, despite the company’s employees being based across 161 countries, most of its major decisions are still made either at Red Bull’s headquarters in Fuschl, an Austrian village, or at Hangar-7, a few minutes outside Salzburg. This is true even of decisions relating to Red Bull Media House, its brand extension media company. This corporate structure could work to hamper local, or glocal marketing agility. However, as Apple has demonstrated in recent years, it is possible for a company to export its vision of the world to far flung markets across the world. 6. – What Marketing strategy would you recommend that Red Bull should adopt over the next five years? : In researching this paper, many sources expressed concern that Red Bull may  already be reaching its greatest success in a maturing engergy drinks market. However, research indicates the opposite. The energy drinks market is expected to grow organically by 33% until the year 2015 (Datamonitor, 2011). So, a more important challenge for Red Bull over the next five years is how it might grow its share of this market. Our research leads us to conclude that Red Bull has already begun positioning itself favourably in order to capitalise on a growing market opportunity in two ways. Firstly, its should continue to its successful founding practice of aggregating niche markets globally. The popularity and growing range of exptreme sports will continue to form a core part of Red Bulls’ progressive audience, which in turn helps convert into a broad customer base. Secondly, Red Bull is at the forefront of marketing practices that are overhaulling existing models of demand generation. In the case of Red Bull, the company is doing this via its recently launched Red Bull Media House. Above all, Red Bull Media House enables it to tap into its audiences increased media consumption at a global scale. This is a shrewd move by Red Bull as it also enables it to create further advertising and partnership revenues as a secondary source of profit. The move into media communications could help Red Bull deepen its penetration in hard to convert markets, such as Asia. From a brand perspective this is clearly desirable as it reduces the requirement to create alternative brands. Moreover, by controling media messaging it may also extend its reach to other chosen demographics. These two features of Red Bull’s marketing strategy should enable it to capture this growth in the Energy drinks sector. However, as the success of Red Bull Media House reveals, there are more radical ways in which Red Bull might pursue its next five years. Product Possibly the most radical area Red Bull could chose to innovate in would be a subtle but significant brand extention to its core product Red Bull energy drink. It could tap into another adjucent category, health drinks, by focussing its attension on additional healthy ingredients like guarana and vitamins. This brand extension, Red Bull Health, would extent its extreme sports image into one that is moreover health conscious. Further products like branded energy bars, decaffinated Red Bull for kids, and Red Bull water would fit into this new market extension. A subtle repositioning such as this would also enable Red Bull to consider entering the fitness services market, such as gyms. A Red Bull gym would deliver a wider customer base, while enabling it to be creative with the range of supported activities. Promotion Red Bull Media House is the communications platform that will enable its customers to be always on in communicating with the brand. If a wider market share strategy is adopted, via gyms for instance, Red Bull might do well to consider a new slogan for its brand. As challenging as this may be, brands like Coke have shown that this is possible and even necessary to stay relevant in changing times. Here, Red Bull might chose to review its ‘give you wings’ slogan by finding a tag that positions it as an active lifestyle brand. Place By capturing more mainstream market share through Red Bull gyms and its Media House, Red Bull may reach markets previously difficult to open, such as China. It could opt to launch Red Bull gyms first, thereby positioning it firmly as a lifestyle brand. A launch of its health drink variants could follow. Distribution of Red Bull could also be deepened by use of vending machines in places complemenatry to active lifestyles. Price As the market continues to grow, Red Bull can continue to maintain its price premium. In conclusion, the evolution of Red Bull as brand will most certainly come from brand extensions which are based upon broader product offerings. As the success of Red Bull to date indicates, its forward-thinking marketing has created an enormously valuable brand that is very likely set to continue its global success. There is no doubt that Red Bull created a new market, but with so many competitors using the same marketing approach and targeting the same consumers, there is a strong possibility for endless generic similar products to flood the market and effectively question the authority of Red Bull. Constant change in the market, consumers behavior and high volume of direct competitors continuously launching new products poses a significant risk to Red Bull. A primary threat is those with marketing strategies which  establish the brand as being ‘small, unique and rebellious’. Even though these brands are positioning themselves very well, capturing the attention of the â€Å"anti-brand† crowd, Red Bull remains the leader in this market. We believe that Red bull should be bold and confident and aim for a bigger marketing strategy, while still adopting a NON-traditional approach,(guerilla campaigns, experiential, etc). Red Bull cannot deny its size, it should embrace its position by leveraging its brand equity. It is possible to apply a mass marketing approach. without alienating consumers. For example, Virgin a big company doing mass communication has managed to build a mass marketing campaign without losing its individualist spirit, brand vision and rebellious soul. By adopting a mass marketing strategy, Red Bull may lose some of its original consumers however, it will gain a new set which appeal to a broader audience. If Red Bull does not advance its marketing campaign in the face of increased competition, other brands are likely to gain market share, if they bring something new to the table (e.g. new trends or more relevant image), and Red Bull faces the potential risk of appearing ‘dated’. Red Bull should be loyal to its original attitude and proposition, but be bold, in the face of a changing business context by going big, even bigger than the actual hangar!