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How have your perspectives changed as we complete this course? We have read about lessons learned in managing supply risk and we have content that considers the future direction in SCRM. What steps do you think companies should be taking to become more resilient while also being profitable and compe…
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please see attachment – 2 years ago **files (2)** – ## lu07_checklist.pdf – ## InformativeEssayOutline2.docx **## lu07_checklist.pdf** ENG 106: Composition II Learning Unit 7: Checklist Page 1 of 2 Informative Essay Checklist 1. ________ I’ve followed MLA page formatting and font guidelin…
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**files (2)**
– ## lu07_checklist.pdf
– ## InformativeEssayOutline2.docx
**## lu07_checklist.pdf**
ENG 106: Composition II Learning Unit 7: Checklist
Page 1 of 2
Informative Essay Checklist
1. ________ I’ve followed MLA page formatting and font guidelines.
2. ________ I’ve included a title that creatively indicates the subject of the paper.
3. ________ I’ve opened my paper with something that grabs readers’ attention.
4. ________ My introduction establishes the currency and relevancy of the debate.
5. ________ My introduction narrows toward the specific focus of my paper.
6. ________ My background section provides a broad overview of the history of the debate.
________ Key terms
________ Key laws
________ Key developments in the debate
________ Key people in the debate
________ Current situation with this issue
7. ________ I transition into new paragraphs by showing the relationship between the previous
paragraph’s ideas and the new paragraph’s ideas.
8. ________ I use a topic sentence to open new paragraphs.
9. ________ I wrap up each paragraph with a conclusive comment, tying together all the ideas in that
paragraph.
10. ________ I use a signal phrase to mark where my ideas end and a source’s ideas begin.
11. ________ I vary my signal phrases.
12. ________ All material I take word-for-word from a source is in quotation marks.
13. ________ Every paraphrase, quotation, or summary is cited with an in-text citation.
14. ________ Every source I reference in my paper is included on the works cited page.
ENG 106: Composition II Learning Unit 7: Checklist
Page 2 of 2
15. ________ I do not rely heavily on any single source to support my main points. Instead, I use
multiple sources to develop each section and point in the essay.
16. ________ I uploaded my draft to Turnitin.com.
© Kara Beary and Indian Hills Community College
**## InformativeEssayOutline2.docx**
2
**Informative Essay Outline**
Student
Institution
Course
Tutor
Date
**Informative Essay Outline**
**Controversy Topic:** Should the academic requirements for athletic eligibility be stricter?
**Thesis Statement**: The argument over the academic requirements for athletic eligibility remains controversial, with proponents arguing that having higher or stricter academic standards for athletes would foster their academic achievement, ensure there is a balance between athletics and academics, and prepare them for life after sports, while opponents argue that stricter academic requirement can unfairly limit opportunity for athlete students, especially the minority.
I.
**Background**
A. Overview of the Athletic Eligibility Requirement
1. Vary depending on the competition level
2. Current academic eligibility requirement in each level
3. Common course credit and GPA requirements for athlete students
4. Eligibility impact on both academic and athletic performance
B. Athletic Eligibility History
1. Early eligibility requirements in sports and key changes over time
2. NCAA reforms
3. Scholarship opportunities influence academic eligibility
C. Topic Relevance
1. Athletics growing role in education
a. Sports as part of academic/education experience
2. Athletes students’ pressure to balance athletics and academics
D. The Controversy
1. Debate over if stricter standards will harm or benefit student-athletes.
II.
**Argument in Favor of Stricter Academic Requirements for Athletes**
A. Balanced approach to athletics and academics
1. Stricter requirements will ensure the students are not only focused on athletics.
2. Academics provide knowledge and skills crucial for a well-rounded life
B. Will promote better academic outcome
1. Stricter academic requirements have proven to promote greater educational outcomes.
2. Student-athletes will prioritize their study along with their talent
C. Ensure equity and fairness across all student
1. All students will be held to similar standards
2. Prevents special treatment
D. Prepare student-athletes for life after sports
1. For example, NCAA eligibility requirements
2. Encourage student-athletes to pursue careers outside of sport
III.
**Arguments Against Stricter Academic Requirements for Athletes**
A. Limit opportunity for talented athletes
1. Great in sports but struggle in academics
2. Potential for exclusion
B. Disproportionally affect underprivileged students
1. Talented students from low-income backgrounds may encounter barriers to achieving better academics.
2. Increased academic pressure
a. Loss scholarship
b. Higher dropout rate
C. Loss of potential opportunity for future careers and scholarship
1. Many athletes rely on sports scholarships to further their education
2. Strict requirements reduce sports access, limiting career paths for those facing academic challenges.
IV.
**Conclusion**
A. Controversy summary
B. Final thoughts
1. Pros and cons for each argument
2. Recommendation and considerations
**## InformativeEssayOutline2.docx**
2
**Informative Essay Outline**
Student
Institution
Course
Tutor
Date
**Informative Essay Outline**
**Controversy Topic:** Should the academic requirements for athletic eligibility be stricter?
**Thesis Statement**: The argument over the academic requirements for athletic eligibility remains controversial, with proponents arguing that having higher or stricter academic standards for athletes would foster their academic achievement, ensure there is a balance between athletics and academics, and prepare them for life after sports, while opponents argue that stricter academic requirement can unfairly limit opportunity for athlete students, especially the minority.
I.
**Background**
A. Overview of the Athletic Eligibility Requirement
1. Vary depending on the competition level
2. Current academic eligibility requirement in each level
3. Common course credit and GPA requirements for athlete students
4. Eligibility impact on both academic and athletic performance
B. Athletic Eligibility History
1. Early eligibility requirements in sports and key changes over time
2. NCAA reforms
3. Scholarship opportunities influence academic eligibility
C. Topic Relevance
1. Athletics growing role in education
a. Sports as part of academic/education experience
2. Athletes students’ pressure to balance athletics and academics
D. The Controversy
1. Debate over if stricter standards will harm or benefit student-athletes.
II.
**Argument in Favor of Stricter Academic Requirements for Athletes**
A. Balanced approach to athletics and academics
1. Stricter requirements will ensure the students are not only focused on athletics.
2. Academics provide knowledge and skills crucial for a well-rounded life
B. Will promote better academic outcome
1. Stricter academic requirements have proven to promote greater educational outcomes.
2. Student-athletes will prioritize their study along with their talent
C. Ensure equity and fairness across all student
1. All students will be held to similar standards
2. Prevents special treatment
D. Prepare student-athletes for life after sports
1. For example, NCAA eligibility requirements
2. Encourage student-athletes to pursue careers outside of sport
III.
**Arguments Against Stricter Academic Requirements for Athletes**
A. Limit opportunity for talented athletes
1. Great in sports but struggle in academics
2. Potential for exclusion
B. Disproportionally affect underprivileged students
1. Talented students from low-income backgrounds may encounter barriers to achieving better academics.
2. Increased academic pressure
a. Loss scholarship
b. Higher dropout rate
C. Loss of potential opportunity for future careers and scholarship
1. Many athletes rely on sports scholarships to further their education
2. Strict requirements reduce sports access, limiting career paths for those facing academic challenges.
IV.
**Conclusion**
A. Controversy summary
B. Final thoughts
1. Pros and cons for each argument
2. Recommendation and considerations
**## lu07_checklist.pdf**
ENG 106: Composition II Learning Unit 7: Checklist
Page 1 of 2
Informative Essay Checklist
1. ________ I’ve followed MLA page formatting and font guidelines.
2. ________ I’ve included a title that creatively indicates the subject of the paper.
3. ________ I’ve opened my paper with something that grabs readers’ attention.
4. ________ My introduction establishes the currency and relevancy of the debate.
5. ________ My introduction narrows toward the specific focus of my paper.
6. ________ My background section provides a broad overview of the history of the debate.
________ Key terms
________ Key laws
________ Key developments in the debate
________ Key people in the debate
________ Current situation with this issue
7. ________ I transition into new paragraphs by showing the relationship between the previous
paragraph’s ideas and the new paragraph’s ideas.
8. ________ I use a topic sentence to open new paragraphs.
9. ________ I wrap up each paragraph with a conclusive comment, tying together all the ideas in that
paragraph.
10. ________ I use a signal phrase to mark where my ideas end and a source’s ideas begin.
11. ________ I vary my signal phrases.
12. ________ All material I take word-for-word from a source is in quotation marks.
13. ________ Every paraphrase, quotation, or summary is cited with an in-text citation.
14. ________ Every source I reference in my paper is included on the works cited page.
ENG 106: Composition II Learning Unit 7: Checklist
Page 2 of 2
15. ________ I do not rely heavily on any single source to support my main points. Instead, I use
multiple sources to develop each section and point in the essay.
16. ________ I uploaded my draft to Turnitin.com.
© Kara Beary and Indian Hills Community College
**## InformativeEssayOutline2.docx**
2
**Informative Essay Outline**
Student
Institution
Course
Tutor
Date
**Informative Essay Outline**
**Controversy Topic:** Should the academic requirements for athletic eligibility be stricter?
**Thesis Statement**: The argument over the academic requirements for athletic eligibility remains controversial, with proponents arguing that having higher or stricter academic standards for athletes would foster their academic achievement, ensure there is a balance between athletics and academics, and prepare them for life after sports, while opponents argue that stricter academic requirement can unfairly limit opportunity for athlete students, especially the minority.
I.
**Background**
A. Overview of the Athletic Eligibility Requirement
1. Vary depending on the competition level
2. Current academic eligibility requirement in each level
3. Common course credit and GPA requirements for athlete students
4. Eligibility impact on both academic and athletic performance
B. Athletic Eligibility History
1. Early eligibility requirements in sports and key changes over time
2. NCAA reforms
3. Scholarship opportunities influence academic eligibility
C. Topic Relevance
1. Athletics growing role in education
a. Sports as part of academic/education experience
2. Athletes students’ pressure to balance athletics and academics
D. The Controversy
1. Debate over if stricter standards will harm or benefit student-athletes.
II.
**Argument in Favor of Stricter Academic Requirements for Athletes**
A. Balanced approach to athletics and academics
1. Stricter requirements will ensure the students are not only focused on athletics.
2. Academics provide knowledge and skills crucial for a well-rounded life
B. Will promote better academic outcome
1. Stricter academic requirements have proven to promote greater educational outcomes.
2. Student-athletes will prioritize their study along with their talent
C. Ensure equity and fairness across all student
1. All students will be held to similar standards
2. Prevents special treatment
D. Prepare student-athletes for life after sports
1. For example, NCAA eligibility requirements
2. Encourage student-athletes to pursue careers outside of sport
III.
**Arguments Against Stricter Academic Requirements for Athletes**
A. Limit opportunity for talented athletes
1. Great in sports but struggle in academics
2. Potential for exclusion
B. Disproportionally affect underprivileged students
1. Talented students from low-income backgrounds may encounter barriers to achieving better academics.
2. Increased academic pressure
a. Loss scholarship
b. Higher dropout rate
C. Loss of potential opportunity for future careers and scholarship
1. Many athletes rely on sports scholarships to further their education
2. Strict requirements reduce sports access, limiting career paths for those facing academic challenges.
IV.
**Conclusion**
A. Controversy summary
B. Final thoughts
1. Pros and cons for each argument
2. Recommendation and considerations
**## lu07_checklist.pdf**
ENG 106: Composition II Learning Unit 7: Checklist
Page 1 of 2
Informative Essay Checklist
1. ________ I’ve followed MLA page formatting and font guidelines.
2. ________ I’ve included a title that creatively indicates the subject of the paper.
3. ________ I’ve opened my paper with something that grabs readers’ attention.
4. ________ My introduction establishes the currency and relevancy of the debate.
5. ________ My introduction narrows toward the specific focus of my paper.
6. ________ My background section provides a broad overview of the history of the debate.
________ Key terms
________ Key laws
________ Key developments in the debate
________ Key people in the debate
________ Current situation with this issue
7. ________ I transition into new paragraphs by showing the relationship between the previous
paragraph’s ideas and the new paragraph’s ideas.
8. ________ I use a topic sentence to open new paragraphs.
9. ________ I wrap up each paragraph with a conclusive comment, tying together all the ideas in that
paragraph.
10. ________ I use a signal phrase to mark where my ideas end and a source’s ideas begin.
11. ________ I vary my signal phrases.
12. ________ All material I take word-for-word from a source is in quotation marks.
13. ________ Every paraphrase, quotation, or summary is cited with an in-text citation.
14. ________ Every source I reference in my paper is included on the works cited page.
ENG 106: Composition II Learning Unit 7: Checklist
Page 2 of 2
15. ________ I do not rely heavily on any single source to support my main points. Instead, I use
multiple sources to develop each section and point in the essay.
16. ________ I uploaded my draft to Turnitin.com.
© Kara Beary and Indian Hills Community College
**## InformativeEssayOutline2.docx**
2
**Informative Essay Outline**
Student
Institution
Course
Tutor
Date
**Informative Essay Outline**
**Controversy Topic:** Should the academic requirements for athletic eligibility be stricter?
**Thesis Statement**: The argument over the academic requirements for athletic eligibility remains controversial, with proponents arguing that having higher or stricter academic standards for athletes would foster their academic achievement, ensure there is a balance between athletics and academics, and prepare them for life after sports, while opponents argue that stricter academic requirement can unfairly limit opportunity for athlete students, especially the minority.
I.
**Background**
A. Overview of the Athletic Eligibility Requirement
1. Vary depending on the competition level
2. Current academic eligibility requirement in each level
3. Common course credit and GPA requirements for athlete students
4. Eligibility impact on both academic and athletic performance
B. Athletic Eligibility History
1. Early eligibility requirements in sports and key changes over time
2. NCAA reforms
3. Scholarship opportunities influence academic eligibility
C. Topic Relevance
1. Athletics growing role in education
a. Sports as part of academic/education experience
2. Athletes students’ pressure to balance athletics and academics
D. The Controversy
1. Debate over if stricter standards will harm or benefit student-athletes.
II.
**Argument in Favor of Stricter Academic Requirements for Athletes**
A. Balanced approach to athletics and academics
1. Stricter requirements will ensure the students are not only focused on athletics.
2. Academics provide knowledge and skills crucial for a well-rounded life
B. Will promote better academic outcome
1. Stricter academic requirements have proven to promote greater educational outcomes.
2. Student-athletes will prioritize their study along with their talent
C. Ensure equity and fairness across all student
1. All students will be held to similar standards
2. Prevents special treatment
D. Prepare student-athletes for life after sports
1. For example, NCAA eligibility requirements
2. Encourage student-athletes to pursue careers outside of sport
III.
**Arguments Against Stricter Academic Requirements for Athletes**
A. Limit opportunity for talented athletes
1. Great in sports but struggle in academics
2. Potential for exclusion
B. Disproportionally affect underprivileged students
1. Talented students from low-income backgrounds may encounter barriers to achieving better academics.
2. Increased academic pressure
a. Loss scholarship
b. Higher dropout rate
C. Loss of potential opportunity for future careers and scholarship
1. Many athletes rely on sports scholarships to further their education
2. Strict requirements reduce sports access, limiting career paths for those facing academic challenges.
IV.
**Conclusion**
A. Controversy summary
B. Final thoughts
1. Pros and cons for each argument
2. Recommendation and considerations
you need to finish it in 48 hours, you can see all require in the file – 2 years ago **files (1)** – ## AAS1.docx **## AAS1.docx** | | | | — | — | | **INDIVIDUAL ASSIGNMENT** | | **Student Name** | | | **Student ID** | | | **Tutor’s Name** | | | **Tutorial Time** | | This assignment is an applic…
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Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →you need to finish it in 48 hours, you can see all require in the file
– 2 years ago
**files (1)**
– ## AAS1.docx
**## AAS1.docx**
| | |
| — | — |
| **INDIVIDUAL ASSIGNMENT** |
| **Student Name** | |
| **Student ID** | |
| **Tutor’s Name** | |
| **Tutorial Time** | |
This assignment is an application-based assignment that is designed to test your understanding of environmental analysis and marketing segmentation. Please refer to the marking rubrics for more information on how you will be marked.
**Important Notes:**
· Please ensure to add adequate in-text references to all the questions of this assessment-
**please see marking rubrics as this accounts for 10% of your grades.**
Chicago Referencing Guide:
[https://uniskills.library.curtin.edu.au/referencing/chicago17/introduction/](https://uniskills.library.curtin.edu.au/referencing/chicago17/introduction/)
· Each question in PART 2 must have at least 3 different in-text sources (minimum).
· If you are using Grammarly, please ensure it is the Curtin-approved version.
· Other Artificial Intelligence (AI) platforms can only be used as a form of idea generation. The use of AI for text generation may result in
**Academic Misconduct** and significant
**penalties** being imposed by the Student Misconduct team. The responsible usage of Generative-AI platforms accounts for
**10% of your grades** (see rubrics).
You must reference ideas from AI platforms using the guidelines provided in the following link:
[https://uniskills.library.curtin.edu.au/referencing/chicago17/other/#generative-ai](https://uniskills.library.curtin.edu.au/referencing/chicago17/other/).
· You
**cannot** copy and paste texts from any sources- including AI platforms. You must paraphrase:
[https://uniskills.library.curtin.edu.au/assignment/writing/integrating-sources/](https://uniskills.library.curtin.edu.au/assignment/writing/integrating-sources/)
·
**You must complete an Gen-AI declaration form within 24 hours of your submission.**
**Assessment scenario**
· You must answer all the questions of this assessment based on a selected Fashion Brand that has a rating of ‘
**we avoid**’ or ‘
**not good enough**’ on the Good On You website.
[https://goodonyou.eco/](https://goodonyou.eco/)
**Part 1- Brand Selection**
1) What is your selected fashion brand? Provide a brief overview of the brand (75 words). (2 marks)
2) What is the rating of this brand on the Good on You website? How does this rating relate to the United Nations Sustainable Development Goal number 12, which consists of ensuring sustainable consumption and production patterns? Please discuss the measures that this brand can improve to encourage sustainable consumption and production patterns. (8 marks)
UN SDG # 12:
[https://sdgs.un.org/goals/goal12](https://sdgs.un.org/goals/goal12)
Your answer should be approximately 200 words.
**PART 2- Application questions.** You will address this part based on your PART 1 selection.
3- Conduct a SWOT analysis of the selected brand using Table 1. (30 marks)
a. You may utilise a maximum of two pages in Times New Roman size 12pt (Margin 1.27 Top/bottom/right/left). 1.0 Line spacing
b. Please refer to the marking rubric for more information
c. Information in RED may be deleted from your submission
2
2
**Table 1- SWOT analysis**
| | | |
| — | — | — |
| **1. Strengths (select the 3 main strengths) 10 marks** | **Consequences to your selected brand** | **Suggestions (how this BRAND may take advantage of these strengths in its marketing efforts?)** |
| 1) | | |
| 2) | | |
| 3) | | |
| **Weaknesses (select the 3 main weaknesses) 10 marks** | **Consequences to your selected brand** | **Suggestions (how this BRAND may minimise the consequences of these weaknesses?)** |
| 1) | | |
| 2) | | |
| 3) | | |
| **Opportunities (select the 3 main opportunities)** 10 Marks | **Consequences to your selected brand** | **Suggestions (how this BRAND may take advantage of these opportunities to the selected brand?)** |
| 1) | | |
| 2) | | |
| 3) | | |
| **Threats (select the 3 main threats)** 10marks | **Consequences to your selected brand** | **Suggestions (how this BRAND may minimise the implications of these threats in its marketing efforts of the selected brand?)** |
| 1) | | |
| 2) | | |
| 3) | | |
4- Conduct a Segmentation Analysis of your selected brand by completing
**Table 2** and addressing the issues listed below. (20 marks)
• Provide an explicit profile of the primary target market by examining the specific characteristics in each of the broad segmentation variables (geographic, demographic, psychographic and behavioral) that are relevant to your selected brand.
• Explain HOW the characteristics you used to describe the primary target market are relevant to the selected brand
a. You may utilise a maximum of two pages Times New Roman size 12pt (Margin 1.27 Top/bottom/right/left)
b. Please refer to the marking rubrics for more information
c. Information in RED may be deleted from your submission
· Provide a suggested ‘name’ for the identified target segment.
**Suggested name to the proposed segment: ___________________________**
Table 2- Segmentation Analysis
| | | |
| — | — | — |
| | **Segmentation characteristics – they must be all related to the same market segment / primary target market** | **Rationale – How is the selected characteristic relevant to the selected brand?** |
| **Geographic Segmentation** | | |
| **Demographic Segmentation** | | |
| **Psychographic Segmentation** | | |
| **Behavioural Segmentation** | | |
5- Based on the SWOT (question 3) and segmentation (question 4) analyses you conducted, provide three recommendations of important aspects that should be considered in any of the 4ps of the selected brand to
**incorporate practices that align with principles of the UN SDG#12 (sustainable consumption and production patterns).** The proposed suggestions should not be aligned with Greenwashing practices, and they should reflect an honest commitment to improving the brand’s sustainability.
You must explicitly link the recommendations to a particular SWOT element and how the recommendations relate to your identified segment. (30 Marks)
**Recommendation 1 (200 words)**
How does it relate to your SWOT analysis? How does it relate to the target market? How is this recommendation related to any of the 4p’s? Provide details of the provided recommendation.
**Recommendation 2 (200 words)**
How does it relate to your SWOT analysis? How does it relate to the target market? How is this recommendation related to any of the 4p’s? Provide details of the provided recommendation.
**Recommendation 3 (200 words)**
How does it relate to your SWOT analysis? How does it relate to the target market? How is this recommendation related to any of the 4p’s? Provide details of the provided recommendation.
**Reference List**
**## AAS1.docx**
| | |
| — | — |
| **INDIVIDUAL ASSIGNMENT** |
| **Student Name** | |
| **Student ID** | |
| **Tutor’s Name** | |
| **Tutorial Time** | |
This assignment is an application-based assignment that is designed to test your understanding of environmental analysis and marketing segmentation. Please refer to the marking rubrics for more information on how you will be marked.
**Important Notes:**
· Please ensure to add adequate in-text references to all the questions of this assessment-
**please see marking rubrics as this accounts for 10% of your grades.**
Chicago Referencing Guide:
[https://uniskills.library.curtin.edu.au/referencing/chicago17/introduction/](https://uniskills.library.curtin.edu.au/referencing/chicago17/introduction/)
· Each question in PART 2 must have at least 3 different in-text sources (minimum).
· If you are using Grammarly, please ensure it is the Curtin-approved version.
· Other Artificial Intelligence (AI) platforms can only be used as a form of idea generation. The use of AI for text generation may result in
**Academic Misconduct** and significant
**penalties** being imposed by the Student Misconduct team. The responsible usage of Generative-AI platforms accounts for
**10% of your grades** (see rubrics).
You must reference ideas from AI platforms using the guidelines provided in the following link:
[https://uniskills.library.curtin.edu.au/referencing/chicago17/other/#generative-ai](https://uniskills.library.curtin.edu.au/referencing/chicago17/other/).
· You
**cannot** copy and paste texts from any sources- including AI platforms. You must paraphrase:
[https://uniskills.library.curtin.edu.au/assignment/writing/integrating-sources/](https://uniskills.library.curtin.edu.au/assignment/writing/integrating-sources/)
·
**You must complete an Gen-AI declaration form within 24 hours of your submission.**
**Assessment scenario**
· You must answer all the questions of this assessment based on a selected Fashion Brand that has a rating of ‘
**we avoid**’ or ‘
**not good enough**’ on the Good On You website.
[https://goodonyou.eco/](https://goodonyou.eco/)
**Part 1- Brand Selection**
1) What is your selected fashion brand? Provide a brief overview of the brand (75 words). (2 marks)
2) What is the rating of this brand on the Good on You website? How does this rating relate to the United Nations Sustainable Development Goal number 12, which consists of ensuring sustainable consumption and production patterns? Please discuss the measures that this brand can improve to encourage sustainable consumption and production patterns. (8 marks)
UN SDG # 12:
[https://sdgs.un.org/goals/goal12](https://sdgs.un.org/goals/goal12)
Your answer should be approximately 200 words.
**PART 2- Application questions.** You will address this part based on your PART 1 selection.
3- Conduct a SWOT analysis of the selected brand using Table 1. (30 marks)
a. You may utilise a maximum of two pages in Times New Roman size 12pt (Margin 1.27 Top/bottom/right/left). 1.0 Line spacing
b. Please refer to the marking rubric for more information
c. Information in RED may be deleted from your submission
2
2
**Table 1- SWOT analysis**
| | | |
| — | — | — |
| **1. Strengths (select the 3 main strengths) 10 marks** | **Consequences to your selected brand** | **Suggestions (how this BRAND may take advantage of these strengths in its marketing efforts?)** |
| 1) | | |
| 2) | | |
| 3) | | |
| **Weaknesses (select the 3 main weaknesses) 10 marks** | **Consequences to your selected brand** | **Suggestions (how this BRAND may minimise the consequences of these weaknesses?)** |
| 1) | | |
| 2) | | |
| 3) | | |
| **Opportunities (select the 3 main opportunities)** 10 Marks | **Consequences to your selected brand** | **Suggestions (how this BRAND may take advantage of these opportunities to the selected brand?)** |
| 1) | | |
| 2) | | |
| 3) | | |
| **Threats (select the 3 main threats)** 10marks | **Consequences to your selected brand** | **Suggestions (how this BRAND may minimise the implications of these threats in its marketing efforts of the selected brand?)** |
| 1) | | |
| 2) | | |
| 3) | | |
4- Conduct a Segmentation Analysis of your selected brand by completing
**Table 2** and addressing the issues listed below. (20 marks)
• Provide an explicit profile of the primary target market by examining the specific characteristics in each of the broad segmentation variables (geographic, demographic, psychographic and behavioral) that are relevant to your selected brand.
• Explain HOW the characteristics you used to describe the primary target market are relevant to the selected brand
a. You may utilise a maximum of two pages Times New Roman size 12pt (Margin 1.27 Top/bottom/right/left)
b. Please refer to the marking rubrics for more information
c. Information in RED may be deleted from your submission
· Provide a suggested ‘name’ for the identified target segment.
**Suggested name to the proposed segment: ___________________________**
Table 2- Segmentation Analysis
| | | |
| — | — | — |
| | **Segmentation characteristics – they must be all related to the same market segment / primary target market** | **Rationale – How is the selected characteristic relevant to the selected brand?** |
| **Geographic Segmentation** | | |
| **Demographic Segmentation** | | |
| **Psychographic Segmentation** | | |
| **Behavioural Segmentation** | | |
5- Based on the SWOT (question 3) and segmentation (question 4) analyses you conducted, provide three recommendations of important aspects that should be considered in any of the 4ps of the selected brand to
**incorporate practices that align with principles of the UN SDG#12 (sustainable consumption and production patterns).** The proposed suggestions should not be aligned with Greenwashing practices, and they should reflect an honest commitment to improving the brand’s sustainability.
You must explicitly link the recommendations to a particular SWOT element and how the recommendations relate to your identified segment. (30 Marks)
**Recommendation 1 (200 words)**
How does it relate to your SWOT analysis? How does it relate to the target market? How is this recommendation related to any of the 4p’s? Provide details of the provided recommendation.
**Recommendation 2 (200 words)**
How does it relate to your SWOT analysis? How does it relate to the target market? How is this recommendation related to any of the 4p’s? Provide details of the provided recommendation.
**Recommendation 3 (200 words)**
How does it relate to your SWOT analysis? How does it relate to the target market? How is this recommendation related to any of the 4p’s? Provide details of the provided recommendation.
**Reference List**
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