What a Wonderful World

marketing: 4P 8 A) PRODUCT 8 L’Occitane’s commitment to “BIO” 12 Packaging Guidelines 14 JAPAN 15 INDIA 17 B)PRICE 20 C)ADVERTISING 23 The Advertising campaign of L’Occitane in Provence 23 The company goes beyond usual communication 24 Communication Strategies with Japan, China and the USA. 26 D)PLACE 32 III) International LinkS 37 1) How is « Provence » perceived abroad? 37 2) Reasons for its success: Does it work? And how? 37 Conclusion 39 Introduction This study concerns a French company

1 ABBA - Chiquitta 2 2 ABBA – Dancing queen 2 3 ABBA – Take a chance on me 2 4 BABYBIRDS – You’re gorgeous 3 5 BARBARA STREISAND – Memory 3 6 BARRY WHITE – Let the music play 3 7 Barry White – The first, the last, my everything 4 8 BEATLES - Let it be 5 9 BOCELLI – Vivo per lei 5 10 BOCELLI - VIVO PER LEI – Je vis pour elle 5 11 BONEY M – El lute 6 12 BONEY M – Rivers of Babylon 6 13 COMMODORES - Nightshift 6 14 COOLIO – Gansgta’s paradise 7 15 EAGLE - Hotel California 7 16 Eddy Mitchell

after the end of the Bush era gives way to a transAtlantic ‘spiral of dissatisfaction’ . . . Europeans are too passive, watching Mr. Obama struggle with difficult issues, like Afghanistan and the detention center at Guantánamo Bay, without providing much substantive help. Mr. Obama remains popular with the European public, but a senior European official said that he was worried about an underlying disaffection. “It’s dangerous, because we must not get into a spiral of dissatisfaction on both sides

Richard P. Feynman Richard P. Feynman was one of this century's most brilliant theoretical physicists and original thinkers. Born in Far Rockaway, New York, in 1918, he studied at the Massachusetts Institute of Technology, where he graduated with a BS in 1939. He went on to Princeton and received his Ph.D. in 1942. During the war years he worked at the Los Alamos Scientific Laboratory. He became Professor of Theoretical Physics at Cornell University, where he worked with Hans Bethe. He all but

(regarder)/ to look for (chercher)/ to look after (surveiller, veiller sur…) Il n'y a pas d'équivalence stricte entre l'anglais et le français : un verbe transitif direct en français peut-être transitif indirect en anglais et viceversa. C'est pourquoi ces constructions sont à apprendre par cœur. Ex. : to look for something (chercher quelque chose) ; to stare at somebody (fixer quelqu'un) ; to trust somebody (faire confiance à quelqu'un). 1 2. Comment se construit un complément d'objet second ? Certains

only person the Samurai was answerable to. The ordinary peasant served the warriors every whim. A peasant could never strike a Samurai. If he did, it would mean his life. The ninja would not serve the Samurai, and fled to the barren, cold, mountainous regions of Iga and Koga. There they trained in the arts of war. It is said that their art is based upon a great Chinese military text written by a general named Sun Tzu, The Art of War. Over the centuries the ninja (word meaning 'stealers-in')

informatiques aux organisations – 1re année Lesley Stewart ANGLAIS COURS www.cned.fr CONNECTÉ À VOTRE AVENIR Les cours du CNED sont strictement réservés à l’usage privé de leurs destinataires et ne sont pas destinés à une utilisation collective. Les personnes qui s’en serviraient pour d’autres usages, qui en feraient une reproduction intégrale ou partielle, une traduction sans le consentement du CNED, s’exposeraient à des poursuites judiciaires et aux sanctions pénales prévues par le Code de la propriété

MANAGING PROJECTS WELL Managing Projects Well Stephen A. Bender ELSEVIER BWERWORTH HEINEMANN AMSTERDAM BOSTON HEIDELBERG PARIS SAN DIEGO SAN FRANCISCO LONDON NEWYORK SINGAPORE SYDNEY OXFORD TOKYO Elsevier Butterworth-Heinemann Linacre House, Jordan Hill, Oxford OX2 8DP 200 Wheeler Road, Burlington. MA 01803 First published 1997 Reprinted 1999,2004 (twice) Copyright 0 1997, Elsevier Ltd. All rights reserved. No part of this publication may be reproduced in any material form

ending date of a period whose practitioners partly defined it as literature of the present can be a difficult task[3]. Powerful historical forces such as the rapid increase and expansion of industrialization, urbanization, and technology; the onset of a new century; and the horrible experience of the First World War shaped the intellectual attitudes and, subsequently, artistic products that defined the period we call modernism.[4] The movement known as English literary modernism grew out of a general sense

parfois difficile à analyser. L’intérêt du document iconographique est de « lancer » les élèves, sans pré-construit culturel préalable, dans un décryptage de l’image sans a priori, malgré (ou grâce à) la situation présentée par la photographie et le symbolisme manifestement exprimé. • La légende de la photo (p. 10) indique les noms des différents personnages présents sur le document, et doit permettre aux élèves de déduire un certain nombre d’informations relatives à leur identité et à leurs relations