Strategic brand positioning to improve marketing planning

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In order to create effective, impactful marketing plans, you need to

- on the one hand, have a clear idea of the trends and issues going on in the market that have implications for your business,

- and on the other hand, have a clear understanding of where you want your brand to be positioned in the market to best take advantage of, or minimise the impact of, those global trends and issues.

Let me just say at the outset, that this is not rocket science. However, in the everyday mad, rushed world of marketing, we often take shortcuts, which can lead to not fully thinking through an important process clearly. By taking shortcuts, we sometimes even make the overall process longer, as we make mistakes and get distracted and then have to retrace our steps to get it right. And so if we get these two wrong, its going to be impossible to create effective plans if we aren't even setting the right criteria and issues to address to begin with.

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A good example of a brand that lost its way with its positioning is Levis. It started out as a good value product that offered consumers comfort, but as new high end competitors, like Calvin Klein and others came into the market, Levis tried to out-sophisticate them, and appeal to the more fashion-conscious with new products and new advertising, which only confused consumers - lost their mainstream consumers, without attracting the younger, more fashion-conscious set.

So by taking it step by step, we hope to make the process more clear in your minds, so you can act more strategically.

Strategic is a very overused word - what do we mean by strategic? We like to talk about it as advantageously positioning your product, brand or company, relative to the competition. So it can be short-term or long-term in its focus, as long as it focuses on creating an advantage versus competition. People often talk about tactics as not being strategic, but it depends on what the tactics are designed to accomplish.

Therefore, when we talk about strategic brand positioning, were talking about how we go about creating a certain persona/impression for our brand in consumers' minds that maximises the brand's profitable sales potential by giving us an advantage versus competition.

Think about some of the common brands in everyday life - Coke, McDonalds, Mercedes. Each have a particular positioning within their own category, a different reason-for-being with their consumers compared to their competitors - Pepsi, Burger King, BMW. This positioning is what sets them apart, by driving all the various brand drivers into different directions from those of their competitors.

In understanding the trends and issues, what we are trying to end up with here is a summary of the key strategic issues facing your brand and your category whats going on in the market that has repercussions for your brand? There may be trends that are working to your brands advantage, or to its disadvantage, but if you dont keep your finger on the pulse of the market, its easy to get left behind.

The trends can broadly be summarised into the following areas

sum Consumer behaviour & preferences (usage, purchase, tastes, profiles)

sum Market noise (competitor activity, activity in other substitute or complementary categories, structural or regulatory changes)

sum Channel developments (existing, new)

sum Technology development and enablers (product enhancement, consumer utility, distribution channel ease, communications channel)

Once we have gathered this information, we are then in a position to use that as a base to assess what options there are in where we want to position our brand. A brand positioning statement is simply a concise summary of what space we want to own in consumers minds. NOT what can we make a lot of cheaply, or what does the company make a lot of margin on, or what machinery do we have excess capacity on? It has to start and finish with the space we want to own - is it a strategic advantage relevant to consumers?

Most brand positioning statements include the following information

sum Target audience

sum Identified consumer need

sum Brand benefit/advantage (how are we going to meet that need?)

sum Reason to believe

sum Brand personality

sum Competitive set

The real driver here obviously is the strategic advantage/benefit section. Jack Trout, the author of the term brand positioning many years ago, talks about the ladder consumers carry around in their heads for each product category, and where a brand is located on that ladder of preference.

He says there are keys

sum It is difficult to create something new and different in consumers heads,

sum Once a mind is made up, it is almost impossible to change it

sum Therefore, where we really should be focussing is on manipulating whats already up there in the mind, to retie the connections that already exist…

What is that quintessential essence people associate with your brand? And how do you create that essence, then make it work as hard for you as it can?

In marketing, different is good, but it needs to be relative to competition and relevant to consumers in order to give your product an advantage.

Not just different to be different for example, a premium chocolate that offers Echinacea or vitamin C who cares? That's not what people buy premium chocolate for.

Quite often, though, in todays market, what we find is that there are more than enough brands available in the market to meet every possible consumer need, and then some. So what do we do to be unique?

When you think about it, there are 4 different approaches to creating strategic advantage or benefit

sum Benefit superiority- delivering on a particular benefit better than anyone else in the market

sum Benefit uniqueness - talking about a benefit that no one else in the market is talking about. Quite often, this can be a category benefit, not unique to your product, but no one else in the category is talking about it

sum Product uniqueness via endorsement or niche positioning - products designed by a celebrity, or used by a professional organisation, or products made for the exacting standards of a small niche (for climbers of Everest, etc)

sum Character uniqueness - the heritage of a brand, its personality, for example, Disney will forever be linked with Mickey Mouse and Nike with extreme sport

It is critical that the strategic advantage be

sum Unique - strikingly different from what competitors do or say - you couldnt just put a competitors brand name in place of your brand and have it still be valid

sum Single-minded, makes choices - NOT all things to all people

sum Authentic - captures the essence of the business and its vision and rings true to consumers perceptions of your brand

sum Emotional - appeals to the heart as well as the head

Its also important to make the point that while the strategic advantage can be product-based, the brand positioning is broader than that - it is the quintessential essence of your brand.

Creating a strategic advantage in your brand positioning can only come about through thorough understanding of consumer needs - what do consumers demand of our category, which needs are most important and how well does our brand deliver against those needs in comparison to others in the market?

For any particular category, there will be a number of consumer needs, but which are most important in driving consumer purchase decisions? This requires a great deal of consumer information and feedback - the closer you can get to your consumers, the better your understanding of their unmet needs will be.

Once you have created a positioning that gives your brand strategic advantage, the final area we need to look at is our brand drivers - how hard/how effectively are each of them working to support that brand positioning? Even if you have a strategically strong positioning, your message can be diluted in the market via inconsistent delivery of that message across your various brand drivers

sum Logo

sum Name

sum Product

sum Price

sum Packaging

sum Distribution

sum Advertising

sum Promotion

sum Merchandising

sum Market research

sum Quality assurance

sum R&D/Innovation

sum Production costs

Net, in order to have effective marketing planning, it is critical to start with an optimised positioning, firmly based on strong consumer and market knowledge and understanding.

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Henry David Thoreau and Luxuries

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When Henry David Thoreau talks about economy in his first chapter of Walden he wasn't always literally talking about dollars and cents. He also means that society is a slave to his or her own want of luxuries. Society is driven by the want of having luxuries and they never feel a sense of fulfillment because they need more and more luxuries; therefore, they are never free, but bound by their own need for bigger and better unnecessary luxury items. When Thoreau was not speaking of economy in the sense of dollars and cents he was speaking about the people that are unhappy with their lives because of what they lost spiritually and intellectually do to being run by their luxuries. When society is run by luxuries they loose the time spent on improving themselves because material items become more important and they eventually become slaves to their own luxuries.

In the first chapter of "Walden" Thoreau gives specific examples of how people spend more time on their want of luxuries than they do on themselves. The first example shows that people put more time on new fashionable clothes than they do on their own principles. Thoreau says "yet I am sure that there is greater anxiety, commonly, to have fashionable, or at least clean and unpatched clothes, than to have a sound conscience" (878). This line shows the reader that the people that are unhappy with the way they live are also the same people that have their priorities in the wrong order. Instead of figuring out what there own values and beliefs are they are worrying more about what is in fashion. The second example tells us that people are insecure about themselves because they don't know themselves and they hide their true selves behind their clothes. Thoreau explains "Perhaps we should never procure a new suit, however ragged or dirty the old, until we have so conducted, so enterprised or sailed in some way, that we feel like new men in the old…." (87). Thoreau is telling us in this line that instead of trying to be someone we aren't in a new suit, we should work on being the man that we want to be while in our old clothes. That way we will be secure, instead of pretending to be someone we aren't behind our new clothes. The last example describes that we put more time and money on improving our houses then we do on ourselves "It has created palaces, but it was not so easy to create noblemen and kings" (885). Again, people are hiding behind the material rather than working on themselves, which needs the most improvement but people would rather be weak and have a "better dwelling than the former" (885).

When society spends time on wanting and having luxuries they eventually become slaves to them and are not free to do what they please. The first example demonstrates that man labors in return for money to buy more material items but doesn't have time left too enjoy their luxuries and most don't like their job in the first place. Man ultimately "has no time to be any thing but a machine" (870). When Thoreau uses the word "machine" he means that a unhappy man works at a job that he is not pleased with to make more money to buy more material items and when there is any time left to do what man enjoys doing he is too worn out to do anything. The second example explains that man is stuck in the house that took "ten to fifteen years of the laborer's life" to pay for and man is not free to move when one pleases. Thoreau mentions that a house is such an unmanageable luxury "that we are often imprisoned rather than housed in them"(885). This line is explaining that man works to own such luxuries as a house, but it enslaves you because you are a slave to making the payments and a slave to where you live. Finally, the last example tells us that we are slaves to wanting more material items and are never happy with what we have. Thoreau asks the readers "Shall we always study to obtain more of these things, and not sometimes to content with less?" (886). When Thoreau asks the readers this question he is saying that luxuries are an addiction because man wants what everyone one else has even if he can't afford to buy it himself and man is never satisfied with what he has. Man has to have the best even if he doesn't need it and man becomes a slave to this addictive cycle.

Basically, the people that complain about their lives being hard and feel disconnected from their selves could make their life simpler by putting themselves before their luxuries and to obtain that they have to cut down on their luxuries. If they cut down on their luxuries they would have more time to know themselves and they would have the freedom to do whatever they want in life, rather than the material running their lives.

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Works Cited

Byam, Nina, et al., ed. The Norton Anthology of American Literature. Shorter 5th ed.

New York Norton, 1.

Thoreau, Henry David. "Walden" Byam, Nina, et al. 868-10.

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Thoughts on The "Banking" Concept of Education

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The "Banking" concept of education, an analysis of Education in our society by Paulo Freire, is very simple. Teachers teach to their pupils as though they were receptacles which were to be filled. Things which are to be taught are taught as solid, two-dimensional things. For example, a student of economics might learn what the term 'Laissez-Faire' means. However, they would not be taught why or how 'Laissez-Faire' affects the economy, or any information regarding how 'Laissez-Faire' could be used. Students are rewarded for being able to spit back facts and information to teachers without actually fully understanding what it is they are saying. Freire states that students are given no room for creativity, or extra understanding. They are simply to digest the facts given.

In the essay, Freire suggests that students are not given any motivation or drive to seek new knowledge. When a pupil goes out of his way to seek out information on the formation of the universe because something his teacher said peaked his interest, the teacher is doing something right. This not only creates a better form of education, but a deeper connection between the student and the pupil, which Freire states is necessary. The banking concept creates a large gap between the student and teacher, where it is not necessary for the student to come together at all. The teacher proposes no challenges to the student in which he needs to think, or become active in the topic. By lecturing students, a teacher is not really doing his job, or any job at all. A student could gain the same information from any other number of ways. It has been stated many times before, but a teacher can also learn from a student. There is absolutely no room for this to happen in the banking concept. When a student learns that a teacher doesn't in fact 'know everything', they might feel much more compelled to ask questions, and their inhibitions might be lowered.

Genuine thinking on the student's part does not occur in the banking concept. When a student just needs to take in factual information, there is no need for any real analyzing of information or thinking. Freire states that this system of education must be completely discarded to make way for a completely new form of education. An educational system in which "concepts and practices under analysis come into conflict" as Freire puts it. A system in which students can question the knowledge they seek, and where they can fully understand everything they learn. This form of education would cause students to have the need to solve or work on problems. There would be need for a student's creative power to come out, and an even greater need for a connection between the teacher and the student. Students would no longer be satellites which information is simply relayed to, but living beings which have to actually understand the information.

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A Rose For Emily

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William Faulkner's "A Rose for Emily" is a dynamic story about the life and times of Emily Grierson. The story takes place in the post-Civil War era. The writing style presents the story and events in non-chronological order. Faulkner uses hidden meanings and symbolism in his writing of this short story. He is actually drawing the reader a picture of the Old South and how Miss Emily refuses to adapt to the New South. The story's narrator is one of the townspeople, who represent the ever-changing New South. Throughout this story, Emily refuses to accept that the south is changing and continues to live in the past. "A Rose for Emily" is chock full of symbolism. Faulkner uses symbolism to reflect the change in Miss Emily's position in society, the physical degradation of Miss Emily and her house, her inability to accept change and her everlasting love for Homer Baron,

The story begins with Miss Emily's funeral. Miss Emily herself is a symbol of the Old South and the traditions passed down through her family. She comes from a well to do southern family people always is treat with respect. Their home is large, stylish and sits alongside some of the best homes in Jefferson. The Grierson name holds some power in the town of Jefferson. Faulkner symbolizes Emily's power when he refers to her non-payment of taxes even after the Aldermen called upon her. "But there is nothing on the books to show that, you see." "We must go by the." "See Colonel Sartoris. I have no taxes in Jefferson." "But, Miss Emily--." "See Colonel Sartoris (Colonel Satoris had been dead almost 10 years). I have no taxes in Jefferson" (Faulkner 0). This also signifies her inability to change. Even though Colonel Satoris is dead, Miss Emily is relying on her family name and the promise of the Colonel. Miss Emily does not have to pay taxes and she "vanquishes them" (0). When Miss Emily purchases the arsenic, her power is evident in the communications with the druggist. It takes very few words for Miss Emily to get the arsenic.

Faulkner symbolizes the decline of her position in society within the town of Jefferson by the way the townspeople refer to Miss Emily. Miss Emilys reputation of status and power changes upon the death of her father. "Being left alone, and a pauper, she had become humanized. Now she too would know the old thrill and despair of a penny more or less" (1). Her scandalous relationship with Homer further degrades her reputation with the townspeople. Of course a Grierson would not think seriously of a Northerner, a day laborer" (1). The townspeople become so upset over the relationship between Miss Emily and Homer that the minister calls upon Miss Emilys relatives to intervene. The cousins come to town and stay with Miss Emily. There are rumors that Homer and Miss Emily are now married and the townspeople think that the cousins are responsible for the marriage. They are married. We were really glad. We were glad because the two female cousins were even more Grierson that Miss Emily had ever been ().

Faulkner uses the comparison between Miss Emilys house and her physical and mental health to symbolize her unwillingness to change. It also represents further decline in her social status.

Please note that this sample paper on A Rose For Emily is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on A Rose For Emily, we are here to assist you. Your cheap custom college paper on A Rose For Emily will be written from scratch, so you do not have to worry about its originality.

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Maturity in The Red Badge Of Courage

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Every boy will at one time experience a right of passage

into becoming a man. This right of passage is different for

everyone. For some, it is just getting older and learning

more. For others, this maturation is an event that changes Order custom research paper on Maturity in The Red Badge Of Courage

the way we perceive things. For example, in The Red Badge of

Courage, Henry Fleming, the protagonist, was knocked over the

head with the butt of a gun.

As a child, Henry always wanted to be a military soldier.

Not just a soldier, a hero. It was his boyhood dream, and

against his mothers wishes, he enlisted. She was against his

joining the military, but she gave him advice to help him. He

finally joined the military, and once there begin to fear

running away when faced with battle. He always wanted to be

this military hero, but once the battlefield was just a day

away, he began to get thoughts of running away like a coward.

In truth, once he became faced with battle, he ran. He

figured it would be justified if the North lost. In addition,

he also further backed up this idea that it was natural to

run. He threw a pinecone at a squirrel, and when the squirrel

sprinted away, he said each being will do whatever it takes,

including running from danger, in order to preserve itself.

He later finds out that his regiment had held off the enemy

and he was not there to help.

After being hit over the head with the butt of a rifle,

he is led to his regiment, regiment 04, by an unknown man.

The leader of his troop says that his head must have been

grazed by a bullet while he was fighting with another

regiment. This idea convinces Henry that he must earn his

red badge of courage and not just get hit over the head with

a rifle. His cowardice which made him run from battle has now

become bravery by this single act. He later goes on to fight

the battle and leads his regiment to an unexpected victory

against the opposing South.

This maturation happens in all of us at different times

of our lives. This right of passage can only occur once Henry

can overcome his struggles with the two battlefields. The

first battlefield is the actual battlefield. Henry is new to

the military, so he has very little or no experience with

actual fighting. The other battlefield is inside himself. He

keeps fleeing from war out of fear. He cannot stay there,

although it is his boyhood dream. Another struggle is against

nature. Nature first appears after the initial battle when he

sees the sun through the treetops, and it remains tranquil

through all the fighting. Again, Henry is about to make a

speech after Jims death, and the sun seemingly stopped him.

Stephen Crane tries to convey the message that the universe

neither knows nor cares what happens to us. It will remain

the same for eternity.

Henrys right of passage came at a very important

time for him and his regiment. Although this right of

passage is different for all, it will occur at some point in

our lives. This will hopefully come at important time for us

and all involved.

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The Scarlett Letter Symbolism

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The Effective Use of Symbolism The novel, The Scarlet Letter, by Nathaniel Hawthorne is an intriguing account of a Puritan community that experiences a breakdown in beliefs. The story deals with a woman, Hester, who commits adultery with a Calvinistic minister resulting in the birth of a child (Martin 110). As compensation for her crime of passion and her refusal to name her lover, Hester is sentenced to wear an embroidered scarlet letter on her bosom. It is this letter, or secret sin, that becomes the emphasis of the novel and assumes many different roles (Martin 111). Hawthorne starts the novel by portraying the literary reality associated with the different aspects of the letter (Martin 110). From the start, "Hawthorne seems to say, this is a scarlet letter; because of that, it is capable of further meaning. The letter will have to carry the burden of the tale" (Martin 111). Hawthorne's use of symbolism is fully developed in the multi-meanings hidden in the scarlet letter through a variety of characters. The scarlet letter represents different ideals to different people and should be given the proper consideration (Martin 114). In the Puritan community, the letter is viewed as a moral obligation to inform others of Hester's sin, one that they feel should be "dragged out into the sunshine" (Hawthorne 4). They believe the letter symbolizes psychological and religious truth. The Puritans are " a people amongst whom religion and law were almost identical, and in whose character both were so thoroughly Foti interfused, that her mildest and severest acts of public discipline were alike made venerable and awful" (Hawthorne 40). It is said that "meager, indeed, and cold, was the sympathy that a transgressor might look for, from such bystanders at the scaffold" (Hawthorne 40). The Puritans are firmly against Hester's actions and feels that she has disgraced them along with herself. They feel that she must take responsibility for her actions. The effect of her punishment however is not what the Puritans had hoped to achieve. Hester's sin has grown from that of passion to one of purpose. Even with Hester's sympathetic attitude, she was not filled with regret and therefore the letter had not done its task (Martin 1). To the Reverend Arthur Dimmesdale, the scarlet letter contains a whole new meaning. He views the letter as a constant reminder of his sin and cowardice. His guilt continues to grow as a result of his not being able to come forth in front of the community and take responsibility for his actions. His guilt and sin become magnified by his inability to stand beside Hester at the scaffold. Dimmesdale, also is ironically charged with questioning Hester and trying to convince her of the importance of identifying her fellow sinner (Hawthorne 5). He begins to feel more and more grief and it begins to affect his mental and physical state. He soon becomes weak; however, it is believed by the community to be because of his "too unreserved self-sacrifice to the labors and duties of the pastoral relation" (Hawthorne 80). When Dimmesdale is believed to be near death, the community again believes it is because "the world was not worthy to be any longer trodden by his feet" (Hawthorne 88). Dimmesdale seems to be haunted by "Satan's emissary, in the guise of old Roger Chillingworth. This diabolical Foti agent had the Divine permission, for a season, to burrow into the clergyman's intimacy and plot against his soul" (Hawthorne 4). Chillingworth proposes to Dimmesdale that a "sickness, a sore place, if we may so call it, in your spirit, hath immediately its appropriate manifestation in your bodily frame" (Hawthorne ). However, Dimmesdale denies and refuses to discuss it with him. Dimmesdale becomes weaker and weaker because "by the constitution of his nature, he loved the truth, and loathed the lie, as few men ever did. Therefore, above all things else, he loathed his miserable self! (Hawthorne 105). Before Dimmesdale's death, he finally confesses to his sin on the scaffold and frees his soul and conscience. Spectators have testified to seeing "on the breast of the unhappy minister, a SCARLET LETTERthe very semblance of that worn by Hester Prynneimprinted in the flesh" (Hawthorne 18). Dimmesdale's own personal suffering and guilt becomes known after the consequence of his sin is immersed. Since women are of less account than men, they are coerced physically rather that psychologically (Baym 8). Forced to wear a symbol of shame in public, Hester is left alone behind that symbol to develop, as she will. Hester Prynne is torn in two between the different meanings she possesses towards the scarlet letter. The pain inflicted by the letter remains with Hester, while at the same time she takes satisfaction in having the letter. She views the letter as "an armor of pride that is also a mantle of suffering" (Martin 114). The letter serves as a constant reminder to Hester of her sin and brings the coldness of the community on her. She becomes iso

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THE HMHS BRITTANIC - THE FORGOTTEN SISTER

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The Britannic was a ship that held many achievements throughout the early 100's. Her resume is highlighted by her unique size, her ability to assist many individuals in need, and the mystery of her destruction.

The unique nature of the Britannic relates in great deal to her size. The Britannic was the largest and sister ship to the Olympic and Titanic, although it never ran on the North Atlantic. According to Gary Arnold, her structure included a double skin, giant sized lifeboat davits, and water tight bulkheads that extended as high as the B deck. She had a gross tonnage of 48,158 tons and her dimensions roughly measured to 85 feet by 4 feet. She was made out of steel and had a service speed of 1 knots. She could accommodate 70 first class passengers, as well as 86 second class and 5 third class. Archbold and Ballard state that the White Star Lines was originally to be called Gigantic, but White Star chose the name Britannic to be patriotic with Europe on the brink of war. This ship was to be the most luxurious of the trio. The first class reception room was to be grander that the ones on Olympic and Titanic ever were or would be, the A la Carte Restaurant and First Class Smoking Room were to be expanded, and they were even planning to grace the forward grand staircase with an elegant pipe organ. The Britannic was definitely a larger than life mode of transportation.

The Britannic is honored for her ability to assist many individuals in need during the early period of World War One. The Cunard Archives explain that she was launched on February 6th, 114, and was to begin her commercial life servicing the Southampton to New York route in the spring of 115. However, she was requisitioned by the admiralty to be converted into a hospital ship in November 1th, 115, because of the outbreak of World War I. She was officially ready for war service on December 1th, 115 and was commissioned His Majestys Hospital Ship Britannic (HMHS Britannic). Under the command of Captain Charles A. Bartlett, she took on a medical staff of 101 nurses, 6 orderlies, 5 officers, and a crew of 675 people in Liverpool on December 1th, 115. Archbold and Ballard state that the Britannic was commissioned as a hospital ship by the British Admiralty and her lavish interiors were converted into dormitories and operating rooms. The first class reception room and dinning saloon became an intensive care ward. Places like the first, second, and third class lounges, smoking rooms, and dining saloons became dormitories. The beautiful promenades would be used as airy hospital wards. And her luxurious state rooms became doctors' offices and hospital rooms. Complete with a green stripe and six red crosses on her hull, on December 1, 115, Britannic was ready for war service. She began her maiden voyage on December rd, 115 where she teamed up with the Aquitania, Maurentania, and her sister ship Olympic in Mudros on the isle of Lemnos in what was called the Dardanelles Service. These four ships were later joined by the Statendam to form a team of ships that could transport ,000 troops and 17,000 sick and wounded. Since these ships were so large, smaller ships were required to ferry wounded from the battlefront docks. Karl Metelko states that Christmas was celebrated on the Britannic as she sailed for her coaling port of Naples, arriving on 8th December, 115. Once coaled, she departed on the th of December bound for Mudros in the Aegean Sea. She spent four days at Mudros seeing the start of 116 and taking on ,00 wounded and sick military personnel. Archbold and Ballard detail that on Britannic, there was a routine that everyone had to follow. Patients had to be gotten up at 600 am so that the wards and beds could be cleaned. Breakfast was served at 70. After eating, the staff had to clean the dinning rooms. The captain would inspect the ship at 1100 to make sure everything was running smoothly. At 10, lunch was served, and after that, the wards and dinning rooms had to be cleaned again. Tea was served at 40 and at 80, patients were put to bed. At 00, the captain made one last inspection of the ship before going to bed. In between meals, patients would be treated for whatever wound or illness they had. If they werent scheduled for any treatment, those who were well enough would be allowed to go on deck and get some fresh air. The Cunard archives detail the Britannic returned to Southampton on January th, 116 where her patients were transferred to waiting trains for transportation to hospitals in London. The second voyage was shorter as she only sailed as far as Naples where she took on wounded and returned to Southampton on February , 116. The third voyage was just as uneventful. She spent four weeks as a floating hospital off the Isle of Wight, Cowes. Following this service, the Britannic returned to Belfast on June 6th, 116 and was released from war service. Harland and Wolff started refitting her for Royal Mail and Passenger service once again, but work was halted when the Admiralty recalled her to war service and she once again returned to Southampton on August 8th, 116. Britannic began her fourth voyage on September 4th, 116 with members of the Voluntary Aid Detachment on board. The ship returned to Southampton on October 11, 116. Voyage number five was the Southampton, Naples, Mudros trip where over 000 wounded were transferred to waiting trains. The Aquitania had suffered damage in the same storms and was laid up for repairs, and because of this Britannic was ordered to start her sixth voyage after only four days in port.

The mystery of the Britannic's destruction is still pondered upon in our recent times. Don Lynch explains that Tuesday, November 1, 116, was a perfect day. At about 800 am, the crewmen who worked down in the boiler and engine rooms were changing shifts. To make changes like this quicker, the officers sometimes opened the water tight doors for a short time. There was a nurse by the name of Sheila Macbeth who first noticed that something was wrong. The passengers on the ship noted that there was a loud bang followed by a vibrating rumble. Historians arent sure but Britannic either struck a mine (laid by German U-boat, U-7) or was torpedoed. The ship began sinking and Captain Bartlett ordered the operators to send out distress signals. At this time, the captain tried to beach the ship on Kea Island which was only two miles away. When he did this, he pushed more water into the hole in the ship causing more harm than good. The crewmembers quickly launched the lifeboats and out of the approximate 1066 people onboard, all were saved but thirty. Gary Arnold notes that the reason that she sank has never been totally resolved, some say she was torpedoed but it seems more likely that she struck a mine. Archbold and Ballard explain that there are two possibilities for the rate of her destruction. First, the portholes had all been opened by the nurses to air the ship before taking on her wounded and second, the watertight doors were open making it easier for the crew to go about their duties. The Britannic sunk in a little under fifty-five minutes. Several ships came to rescue the survivors including the HMS Heroic and the HMS Foxhound. The passengers were taken to Malta where they waited in the local hospital until they would be taken back to England. Lynch details that the Britannic lays now on her side in 5 feet of water. The accident was forgotten for many years because there were so many survivors, and with the war's happenings the sinking was overshadowed. The wreck of the HMHS Britannic was discovered in 176 on an underwater exploration by oceanographer, Jacques Cousteau.

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The magnificent, young to perish Britannic was never to carry a paying passenger. She was never to cross the Atlantic. She was never to earn her place on the transatlantic route. Instead, she was the largest ship sunk in World War One, and is the largest liner on the ocean floor. She has now been named a heroine of WWI due to her fantastic size, her transport of injured soldiers and her mysterious dive to the ocean's floor.

Sources

Archbold, Rick and Robert Ballard. Lost Liners. http//members.aol.com/WakkoW5/britannic.html.

April 7, 00.

Arnold, Gary. "The Titanic Resource". http//www.titanicresource.8m.com/sister.htm. 1-00.

April 8, 00

Cunard Archives. Monsters of the Sea The Great Ocean Liners of Time. http//www.ocean-liners.com/ships/britannic.asp. Wednesday, April 0, 00

Lynch, Don. Titanic; An Illustrated History" ill. Ken Marschall. 1st printing. NY Hyperion. 1. http//www.titanicbooksite.com/author%0pages/lynchdon.html April , 00.

Metelko, Karl. 001 WebTitanic. http//www.webtitanic.net/frameBritannica.html. April 8, 00.

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