Reaganomics and Neoliberalism

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Reaganomics and Neoliberalism

1. Give a brief description of Reaganomics and Neoliberalism.
2. How does the neoliberal world view in the 1980s reflect that of the economic
elite during the Gilded Age of the 1880s? Where does social darwinism fall in
this discussion?
3. Given the content of the second video, where do you fall in the discussion of
regulation vs deregulation. This has been a conversation in US history from
the 1860s onward, throughout the Progressive Era to our contemporary
period. What is your critique of these ideas, do you think there is common
ground or a specific answer to these issues in the US now?
Sufficient = INITIAL POST should contain 300 words, substantive and addresses the
prompt. Each of the the required secondary posts and commentary should EACH be at
least 150 words of relevant and substantial response. Watch two video:

Explain how GDSS can increase some benefits of collaboration and decision making in groups and eliminate or reduce some losses

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Explain how GDSS can increase some benefits of collaboration and decision making in groups and eliminate or reduce some losses

Discussion 2 (Chapter 11): Explain how GDSS can increase some benefits of collaboration and decision making in groups and eliminate or reduce some losses.

Your response should be 250-300 words.  Respond to two postings provided by your classmates.

There must be at least one APA formatted reference (and APA in-text citation) to support the thoughts in the post

The Great Hack

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The Great Hack

A documentary examines the ramifications when private companies harvest online information about us. The Great Hack outlines in detail how social media sites such as Facebook and data firms such as Cambridge Analytica harvest and use people’s data to sell users things — including political candidates and agendas. By now, most Americans are aware — no matter their political leanings — that the data they give up to sites like Facebook and Twitter (as well as what they’ve purchased, their browsing history, and other personal data) is bought and used by companies that want to sell them things. But the extent to which this data harvesting has been used to reshape our world is, for many people, only beginning to come into focus.

https://www.vox.com/culture/2019/7/25/8930283/great-hack-review-netflix-facebook-cambridge-analytica

Links to an external site.

 

Available on Netflix – https://www.netflix.com/title/80117542

Links to an external site.

***I will not be grading heavily on your opinions. Rather, I will consider your ability to take ideas from the movie and at least one other external source related to the field of marketing; then synthesize the material into evidence supporting your original thoughts.

 

 

Writing Assignment

Watch Movie the movie The Great Hack (2019) on Netflix and then write a paper.

Address all these questions in your paper:

  • What was the Great hack documentary all about?
  • Discuss the idea that “data is the most valuable resource on earth”, why would this be the case?
  • Do you think that social media influences you? In what ways? How do you think your data might affect your life?
  • Are data rights human rights? Explain your point of view.
  • Do you think “psychographics” (data on large groups of people) should be classified as a “weapons-grade technology”?
    • Psychographics (Definition): the attitudes, interests, activities, personality, behaviors, values, opinions, and lifestyles of a target market.
  • In Closing, describe a moment in the film that you found particularly disturbing or moving. What was it that was especially compelling for you?

Note: that you cover each bullet point question in your paper. Make sure that I can tell you answered them, but don’t post the exact questions as headers in your paper.

 

1973 Arab-Israeli War

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1973 Arab-Israeli War

During the 1973 Arab-Israeli War, Arab members of the Organization of Petroleum
Exporting Countries (OPEC) imposed an embargo against the United States in
retaliation for the U.S. decision to re-supply the Israeli military and to gain leverage in
the post-war peace negotiations. Arab OPEC members also extended the embargo to
other countries that supported Israel including the Netherlands, Portugal, and South
Africa. The embargo both banned petroleum exports to the targeted nations and
introduced cuts in oil production. Several years of negotiations between oil-producing
nations and oil companies had already destabilized a decades-old pricing system, which
exacerbated the embargo’s effects. The 1973 Oil Embargo acutely strained a U.S.
economy that had grown increasingly dependent on foreign oil. The efforts of President
Richard M. Nixon’s administration to end the embargo signaled a complex shift in the
global financial balance of power to oil-producing states and triggered a slew of U.S.
attempts to address the foreign policy challenges emanating from long-term
dependence on foreign oil. (Office of the Historian). Watch the clip below and answer
the questions. Refer to Ch 26, The End of the Golden Age subsection for more
information. Watch this video

Questions:
1. Are economic or resource embargoes an effective way to make a political
point? How much of an impact did this have on the US in 1973 and did the
OPEC nations get their point across through their political action against the
support of Israel?
2. Why at this point in time was the US so susceptible to resource embargo?
Consider other embargo the US instituted like that against Cuba for decades.
Does this video give a wider, different perspective of those actions?
3. Some people argue in favor of opening protected oil reserves in the US
national parks to drilling while others focus on more sustainable sources of
clean energy. Is the web of globalization the US is tied into bound to create a
scenario like this again or is there a way to maintain energy independence?
Sufficient = INITIAL POST should contain 300 words, substantive and addresses the
prompt. Each of the the required secondary posts and commentary should EACH be at
least 150 words of relevant and substantial responses

The Cold War

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The Cold War

The Cold War came to an end when the last war of Soviet occupation ended in
Afghanistan, the Berlin Wall came down in Germany, and a series of mostly peaceful
revolutions swept the Soviet Bloc states of eastern Europe in 1989. Check out this short
video and refer to the introduction of Ch 27 From Triumph to Tragedy for more
information. Watch this video

Questions:
1. What were the major factors of causes that led to the end of the Cold War?
Name three and explain how they connect to each other (the connection is
the part that gets you credit here).
2. What was the end result of the Cold War for the US in 1991? What were the
positive outcomes or negative outcomes of being the only remaining
superpower from the Cold War era?
3. Given a substantial amount of resources were allocated to fighting the Cold
War in a myriad of ways, where did the US military industrial complex focus
after the dissolution of the Soviet Union? What region of the world became
targeted in the 1990s?
Sufficient =300 words, substantive and addresses the prompt

Ginnie’s Gym Refreshment Bar

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Ginnie’s Gym Refreshment Bar

Question 1
Tying as a Bundling Strategy
Ginnie’s Gym Refreshment Bar
Hydration Power Drink Satisfying Smoothie
Early 7.00 5.00
Late 6.00 10.00
Ginnie has observed that her signature item, the Satisfying Smoothie, is very popular with the late evening crowd at the gym, but it is not so popular with the early crowd. The early and late crowds have only slightly different preferences for her Hydration Power Drink. The gym has a very large clientele, and Ginnie can’t always tell who has the late-crowd preference and who has the early-crowd preference. 
  
In her graduate MBA class, they have been studying tying as a bundling strategy. Ginnie asked her professor, “Would bundling work for my business?” Her professor said, “I think you told me that the marginal costs for you two products differ significantly, so first, I would recommend that you look at the contribution margin for each. Sometimes, low prices may be more profitable and sometimes high prices will be more profitable, especially when there are large differences in the price elasticities of demand.  Second, think about the example of the Happy Meal. People are really there for the hamburger, and the company is leveraging that one item to sell other parts of the menu. What is your lead product, the item customers can’t get elsewhere?” The MC for Hydration Power Drink is $1.00. The MC for the smoothie is $4.00. 

What is the contribution margin at each price for each product? 

  
a) Hydration High Price contribution margin is
Blank 1
b) Hydration Low Price contribution margin is
Blank 2
c) Smoothie High Price contribution margin is
Blank 3
d) Smoothie Low Price contribution margin is
Blank 4

Question 2
Continuing the analysis of Ginnie’s Gym Refreshment Bar:
Hydration Power Drink Satisfying Smoothie Bundle Price Net Profit
Early 7.00 5.00
Late 6.00 10.00
• Calculate the bundle prices and net profits. (10pt)
• Determine which bundle price will maximize net profit. Show the steps to support the conclusion. (5pt)
• Determine the net profit from a tying strategy.  Show the steps to support the conclusion. (5pts)

Question 3
You have developed a self-study certification system for those who need credit hours for recertification by your state’s social welfare office. The system operates at virtually no cost, i.e., there is no marginal cost. A marketing research team has assembled the following sales information.
You are researching the options for pricing the courses. Your goal is to achieve maximum revenue to establish funding to maintain and update the system to reflect annual policy changes in licensing requirements.
Complete the calculations for Total Revenue by determining how many customers will purchase at each of the segment prices.
Online Self Certifications for Social Work License
Certification in Online Counseling Certification as a Group Home Counselor Bundle
Customers TR Counseling TR Group Home TR Bundle
Segment 1 1000 $190 a $70 e $260 4a

Segment 2 1000 $150 b $90 f $240 4b

Segment 3 1000 $95 c $160 g $255 4c

Segment 4 1000 $35 d $195 h $230 4d
a)
Blank 1
b)
Blank 2
c)
Blank 3
d)
Blank 4
e)
Blank 5
f)
Blank 6
g)
Blank 7
h)
Blank 8

Question 4

Continuing with the Table of Certificate Programs, complete the calculations for Total Revenue by determining how many customers will purchase at each of the segment’s bundle price.

Online Self Certifications for Social Work License
Certification in Online Counseling Certification as a Group Home Counselor Bundle
Customers TR Counseling TR Group Home TR Bundle
Segment 1 1000 $190 a $70 e $260 4a

Segment 2 1000 $150 b $90 f $240 4b

Segment 3 1000 $95 c $160 g $255 4c

Segment 4 1000 $35 d $195 h $230 4d
4a)
Blank 1
4b)
Blank 2
4c)
Blank 3
4d)
Blank 4

Question 5
Using the Online Self Study Certifications table, answer the following question:
At what individual price would the revenue be maximized for the Certification in Online Counseling? Explain/support your answer based on the calculations in question 3.

Online Self Study Certifications table

Question 6
Using the Online Self Study Certifications table, answer the following question:
 
At what individual price would the revenue be maximized for the Certification as a Group Home Counselor? Explain/support your conclusion based on the calculations in question 3.

Question 7
Using the Online Self Study Certifications table, answer the following question:
What is the maximum profit from individual pricing?

Question 8
Using the Online Self Study Certifications table, answer the following question:
If you employed pure bundling what would be the maximum total revenue? Explain/support your conclusion based on the calculations in question 5.

 

 

Nutrition 300 – Diet Project Part 4

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Nutrition 300 – Diet Project Part 4

Part 4 of your  Diet Project is a continuation of the analysis of your diet and health. In Part 4, we will be evaluating our fluid, mineral, and vitamin intake.

 

Directions: Fill in the tables and answer the questions based on the data from your Cronometer reports. You will need to refer to both the Trends and Servings reports that you submitted for Diet Project Part 1. Type in a different color text.

Note: The Trends report will show you your average intake for each nutrient, so you DO NOT have to calculate any averages!

Please answer the questions based on the information from your Cronometer reports!

  • If a question does not apply to your situation, make sure to say something about it, such as “I’m not an athlete, so this doesn’t apply to me.” That way, I know you looked at the question. Don’t just skip the question!
  • I will be grading Part 2 using your Cronometer reports submitted for Part 1. If I see a food on Part 2 that wasn’t recorded on Part 1, or if there is a food I saw from Part 1 that should be on Part 2, you will lose points.

 

Answer the questions based on what you are learning in this course!

  • You are required to explain your answers in detail, using your reports and knowledge about nutrition to support your answer.
  • Unacceptable responses: “it’s junk/fast/processed food”, “it’s full of nutrients, ”“it’s healthier”, “it’s better”, “I think my diet is healthy”, “I don’t like my diet”, or “my diet is horrible.” These will NOT earn you credit if you don’t explain why.

 

 

Fluids and Beverages
– refer to the “Trends” report

  1. On the Trends report under “General,” your water intake is reported as grams. You need to convert this into cups of water. Using the following conversions, determine how many cups of water you consumed from foods and beverages. (2 points)
    • 1 gram of water = 1 mL of water; 237 mL of water = 1 cup of water

Your Intake of water: _________ g x 1 mL/g = ________mL  ÷ 237 mL/cup = ________ cups/day

  1. The DRIs for water are below.
  • Men: 16 cups; Women: 11 cups

Do you need to increase your water intake? Bold or highlight one. (1 point)  ¨Yes     ¨ No

If Yes, how many more cups of water a day do you need (1 point) =_______ cups
(Hint: subtract your intake from your DRI)

 

  1. What is one consequence of not consuming adequate amounts of fluid? (2 points)
  2. Many of the fluids we consume also contribute calories and nutrients to our diet. Using your Servings report, evaluate the quality of your beverages. In general, are they providing additional nutrients or calories beyond water? If so, name a few other nutrients provided by your beverages? (4 points).

 

  1. Do you think your beverage choices are helping you achieve overall good health? Why or why not? Consider total fluid amount and associated nutrients. If you feel that your beverage intake is not helping you meet your dietary goals, how can you improve this aspect of your diet? (4 points)

 

Minerals
– refer to the “Trends” and “Servings” reports

  1. Refer to your Trends report under the “Minerals” section to fill out the table below (2 points)
Mineral My DRI (mg) My Intakes (mg) % of DRI
Sodium 1500
Potassium Women: 2600
Men: 3400
Calcium 1000
Magnesium Women: 320
Men: 420
Iron Women: 18
Men: 8

 

  1. High sodium intakes have been linked to increased risk for chronic diseases. Refer to your Servings report, identify the 5 foods that provide the most sodium and identify whether they are processed or not. (5 points)
    Note: processed foods are foods that are man or machine made & do not exist like that in nature. Consider: can you find that food in that form in nature? For example, does bread grow on trees? If not, then it’s processed.
Food Sodium (mg) Processed food? Yes or no?
1.
2.
3.
4.
5.

 

  1. From the table in question 1, did you exceed your DRI for sodium? Is this what you expected? Why or why not. Do you feel like your diet is high/low in sodium? (2 points)
  2. Does your overall diet consist of more than 50% processed foods? (1 point)
  3. Did any food surprise you in terms of sodium content? If so, which food and why? (2 points)

 

  1. What health condition is most associated with high sodium diets? (1 point)
  2. Iron and Calcium are commonly under consumed minerals. Refer to Question 1 – Is your diet at risk for deficiencies for iron and calcium? Answer next to the name of the mineral below (4 points)
    1. Anything less than 75% of DRI is considered deficient. If so, what are the major diseases associated with deficiencies of these minerals?
    2. If not, and you are over 100% of the DRI, discuss whether you are at risk of If you’re over the UL, you are at risk, and you should say what the toxicity symptoms are. (tell me if you’re over the UL, and tell me what risks are associated)
      – Refer to Table 8.1 (pg. 235) or the table in the “Diet Project” module on Canvas to see the ULs.Iron:

      Calcium:

 

 

Vitamins
– refer to the “Trends” reports

  1. Looking at the “Vitamins” section of the Trends report, what is your overall assessment of your vitamin intake? (2 points)

Consider: If your overall intake is low (many vitamins are <75% of the DRI), explain why. Is it because you’re not eating enough calories? Or not eating enough variety? Or eating mostly processed foods? If your overall intake is high, why do you think that is?

 

 

 

  1. Under the “Vitamins” section, for what 3 vitamins was your “% of DRI” the lowest? Pick your bottom 3 even if they are all high. What are classic deficiency symptoms associated with low intakes of those 3 vitamins? What foods could you add to your diet to increase intake of those vitamins? (4 points)
Lowest 3 vitamins % of DRI Classic deficiency symptom Food source

 

  1. Of the 3 lowest vitamins in your diet, which can you realistically increase and how (what food will you add?) (2 points)
Highest 3 vitamins % of DRI Classic toxicity symptoms
  1. Under the “Vitamins” section, for what 3 vitamins was your “% of DRI” the highest. Pick your top 3 even if they are low and not over 100%! What are the toxicity symptoms related to excess intake of these vitamins? If there are no associated toxicity symptoms, say “none”. (4 points)
  2. When it comes to vitamin toxicity, which class should we be more concerned about – fat soluble or water soluble vitamins? Explain why. (2 points)

 

Strategic Marketing for the Food Industry

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Strategic Marketing for the Food Industry

Swiss Higher Diploma in Culinary Studies

This module conforms fully to the relevant UG regulatory framework.
MODULE OVERVIEW – PLEASE READ CAREFULLY BEFORE YOU BEGIN YOUR STUDY.
Module Title Strategic Marketing for the Food Industry
Module Leader
Level 6
Credit Value 10
Term 6
Module Delivery
Mode
Face to Face
Student hours of
study
Total 100 hrs
Hours breakdown Class Contact 44 hrs. Directed and Independent Study 56 hours
Module Learning
and Teaching
Scheduled Learning and Teaching Activities 25%
Guided Independent Study 75%
Placement Learning 0%
Module Learning
Outcomes
On successful completion of the module, students will be able to:
1. Identify a range of key strategic marketing terms applied
within the context of the culinary industry and the consequent
impact for marketing products and services;
2. Evaluate the key elements of strategy and the relationship
with the marketing environment and responsible decision
making process;
3. Apply the different concepts and strategies within market
segmentation, targeting and positioning including the
application of the marketing mix.
Module Content
▪ Marketing for the culinary industry;
▪ The marketing mix;
▪ Service characteristics culinary marketing;
▪ Market segmentation, targeting and positioning;
▪ Designing and managing products;
▪ Promoting products;
▪ Brand awareness;
▪ Digital Marketing;
3 | P a g e
▪ The nature of strategy and strategic management;
▪ relationship between market orientation, analysis of the external
environment and creating value-delivering strategies;
▪ Environmental forces and impacts;
▪ Initial takeover strategies (simulation introduction and trial);
▪ Preparing and managing the strategic plan;
▪ Initial reporting and long term strategic planning.
Module
Assessment

Component 1: COURSEWORK
Summary of Assessment Method: 1500-word Essay – Critically
examine the environment and consider how culinary entrepreneurs
can adopt and adapt their strategies to meet new market challenges
and opportunities within the culinary industry
Weighting: 100 %
Assesses Learning Outcomes: 1, 2 and 3
4 | P a g e
MODULE DESCRIPTION
This module provides an introduction to Strategic Marketing for the Food Industry and students
will identify a range of marketing terms and begin to understand the impact that these will have
on the marketing of products and services. Marketing requires co-ordination and planning to
ensure market success together with the setting of marketing objectives, goals and targets.
Students will go on to evaluate the key elements of concept and strategy and begin to apply
those in relation to the positioning and application of the component elements of the marketing
mix. Through the effective use of marketing tools, techniques and market research they will
be able to identify the needs and wants of the customer to deliver benefits that will enhance
or add to a responsible customer experience in an ever-changing environment. The food
industry environmental forces faced by marketers offer both opportunities and threats and can
have a significant impact on strategic and tactical decisions made. Students will study the
environment and consider how entrepreneurs can adopt and adapt their strategies to meet
new market challenges and opportunities.
LEARNING OUTCOMES
On successful completion of this unit students will be able to:
1. Identify a range of key strategic marketing terms applied within the context of the
culinary industry and the consequent impact for marketing products and services;
2. Evaluate the key elements of strategy and the relationship with the marketing
environment and responsible decision making process;
3. Apply the different concepts and strategies within market segmentation, targeting and
positioning including the application of the marketing mix.
INDICATIVE CONTENT
This module may cover the theoretical and practical aspects of some of the following:
▪ Marketing for the culinary industry;
▪ The marketing mix;
▪ Service characteristics culinary marketing;
▪ Market segmentation, targeting and positioning;
▪ Designing and managing products;
▪ Promoting products;
▪ Brand awareness;
▪ Digital Marketing;
▪ The nature of strategy and strategic management;
▪ relationship between market orientation, analysis of the external environment and creating
value-delivering strategies;
▪ Environmental forces and impacts;
▪ Initial takeover strategies (simulation introduction and trial);
▪ Preparing and managing the strategic plan;
▪ Initial reporting and long term strategic planning.
5 | P a g e
STUDY PATTERN – WEEKLY SCHEDULE
Topic area Activities Directed study
1 Introduction
What is marketing? Definition and key elements
Food and Beverage Industry
▪ Characteritics of service culture
▪ Evolution of F&B marketing
Find two F&B businesses that inspire
you.
Describe their marketing components.
You should contact your tutor
immediately if there is anything that
you do not understand or need any
clarification on regarding this module
2

PESTEL
▪ Macro environmental elements to be considered
There is only one boss: the consumer
▪ Customer research
▪ Customer understanding
▪ Customer value and satisfaction
▪ Customer loyalty and retention
▪ Customer behaviour / decision making process
▪ Moments of truth approach
Carry out the PESTEL of your case study.
Analysis of a customer profile. Value
Proposition Canvas
Identify the key customers of the case
study and then for your project.
This is the best time to start writing the
coursework. Start thinking about the
business idea you would like to develop
in the project.
3 Market and money
▪ Market segmentation
▪ Targeting
▪ Positioning
Analysis the market of one business
The Positioning description
The class exercises target the detailed
market analysis and the search of the
potential unique selling point for the
project.
6 | P a g e
4 Marketing mix: 7 P’s:
▪ Product
▪ Price
▪ Place
▪ Promotion
▪ People
▪ Process
▪ Physical facilities
Marketing mindset
▪ Commonsense
▪ Guts and passion
▪ Creativity

Marketing Mix analysis for different
enterprises in the culinary industry
Write the marketing mix of your case
study.
5 Competition
▪ Competitive analysis
Marketing strategies
▪ Best in class analysis
▪ Disruptive innovation
▪ Common sense
Preparation and guided studies

Competition analysis
Group Work – find your competitive
advantages (individual, group, college)
Further analysis of your case study.
6 Designing a product or service
▪ Definition of product
▪ Factors in designing a product
▪ Brand DNA

Best Brand DNA search competition

Further analysis of your case study.

7 | P a g e
▪ Life cycle of products and services

6
Definition of WHO
▪ The importance of excellent customer understanding
▪ Market research
▪ Data collection

Group set up

You will be given a target market
You will have to understand your WHO

Further analysis of your case study.
7
Building brand awareness
▪ Digital marketing
▪ Social networks
Create Online strategy
Further analysis of your case study.
8
Influencers Creater Influencers strategy Further analysis of your case study.
9

Guided study / rehearsal Website / FB page / Insta creation
10
Coursework presentation
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READING LIST
Essential Reading – Students are recommended to utilise the library resources and review a wide
range of literature.
Kotler, P., Bowen, J. T., Makens, J., and Baloglu C. (2017). Marketing for Hospitality and
Tourism, Global Edition, 7th ed., Upper Saddle River, NJ: Prentice Hall. (Also available from
the University of Derby)
Osterwalder, A., Pigneur, Y., Bernarda, G., & Smith, A. (2014). Value proposition design: how
to create products and services customers want. John Wiley & Sons. (Also available from the
University of Derby)
Bland, D. J., & Osterwalder, A. (2019). Testing business ideas: A field guide for rapid
experimentation. John Wiley & Sons
Osterwalder, A., Pigneur, Y., Smith, A., & Etiemble, F. (2020). The Invincible Company: How
to Constantly Reinvent Your Organization with Inspiration From the World’s Best Business
Models. John Wiley & Sons.
Evans, N., (2015). Strategic Management for Tourism, Hospitality and Events. New York:
Routledge.
Hudson, S. (2008). Tourism and Hospitality Marketing: a Global Perspective. Sage.
Shoemaker, S., & Shaw, M., (2008) Marketing Essentials in Hospitality and Tourism:
Foundations and Practices, 1/E Upper Saddle River, NJ: Prentice Hall.
Díaz Pérez, F. M. (2010). Competitive Strategies and Policies for Tourism Destinations:
Quality, Innovation, and Promotion. Hauppauge, NY: Nova Science Publishers, Inc.
Enz, C. A., & Harrison, J. S. (2010). Hospitality strategic management. [electronic resource]:
concepts and cases. Hoboken, N.J. : Wiley.
GENERAL ASSESSMENT GUIDELINES
Component 1: COURSEWORK
Summary of Assessment Method: 1500-word Essay (Individual Essay)
Critically examine the environment and consider how culinary entrepreneurs can
adopt and adapt their strategies to meet new market challenges and opportunities
within the culinary industry.
You can consider an existing business or plan the marketing strategy for your future
F&B company.
Weighting: 100 %
Assesses Learning Outcomes: 1, 2 and 3
9 | P a g e
Submission Deadline: Monday Week 10 for the final project (Intermediate deadlines will be
introduced for specific parts of the assessment during the term)
The Individual Essay should comprise the following key components:
a. Macroenvironment
b. Customer Description
c. Competition
• Practical implications for the culinary organisation (in the case of the existing business
models or those that could be developed in the future); choose 2 techniques among
the following:
a. Business Model of the business and Value Proposition
b. Marketing Mix (Product/Service, Price, Place, Promotion, People, Process,
Physical Facilities)
c. Marketing Strategy and its adaptation to the changes in the environmental
forces
• Conclusion (summary of the key outcomes)
• Reflection (individual reflection on the project development process; not included to
the word count)
• Reference list (using only reliable sources in Harvard reference style).
If references do not appear in the main text and they are missing either from the main body or
from the list you will receive half the points assuming that the rest is correct. Wikipedia and
other non-academic, non-professional sources will be marked down.
Structure of the essay. The Individual Essay should contain title page, introduction, main
text, conclusion, reflection, references, appendix (if necessary).
Each Individual Essay should be supported with the small presentation (10 min) during
Week 10 that covers the main outcomes of the project. Each presentation will be followed with
the Q&A session (10 min) and the questionnaire on the projects in the class.
ASSESSMENT CRITERIA FOR INDIVIDUAL ESSAY (100%)
10 | P a g e
Business idea 20%
Critical analysis of the culinary industry environmental forces
Consumer Description
Competition
Critical thinking and good synthesis of the points researched
Creativity and Originality
30%
Business concept development
Business Model
Marketing Mix
20%
Reflection 20%
References (Harvard style)
Structure (introduction, main text, conclusion, reflection, references)
Clarity of information and expression
Spelling and Grammar
10%
If references do not appear in the main text and they are missing either from the main body or
from the list you will receive half the points assuming that the rest is correct. Wikipedia and
other non-academic, non-professional sources will be marked down.
11 | P a g e
I ASSESSMENT CRITERIA– INDIVIDUAL REPORT – WEIGHTED 100%
Tick the box that meets the criteria achieved – record actual mark on the feedback sheet. You may
offer comments to justify your grade.
Criteria 100-70%
(1st)
69-60% (2:1) 59-50%
(2:2)
49-40%
(3rd)
39-35%
(referral)
Below
35%
Research
and
originality
An
outstanding
piece of
work that is
produced to
a very high
standard. It
is
exceptionall
y well
researched
and is
commendab
le in its
originality.
A high-quality
piece of work
that is of a very
good standard
and is well
researched.
The work
displays
originality.
A good
standard
piece of work
with some
originality
displayed.
The work is
quite well
researched
but there are
some
deficiencies.
A sound
standard of
work that is
lacking in its
research
content. Very
little
originality
displayed
Overall, the
work is
marginally
unsatisfactor
y and not
well
researched.
No
originality
has been
displayed in
the work.
Below the
pass
standard.
Poorly
researched
and the
work lacks
any
originality.
Comments
Use of
data that
demonstra
tes a grasp
of
theoretical
and
conceptual
elements
All relevant
data/inform
ation/ skills
accurately
and
extensively
deployed.
Excellent
grasp of
theoretical
and
conceptual
elements.
Virtually all
relevant
data/informatio
n/skills
accurately and
extensively
deployed. Very
good grasp of
theoretical and
conceptual
elements.
Most of the
relevant
data/informati
on/ skills
accurately
deployed.
Good grasp
of theoretical
and
conceptual
elements.
Much of the
relevant
data/informati
on/ skills
accurately
deployed.
Adequate
grasp of
theoretical
and
conceptual
elements.
Some major
omissions or
inaccuracies
in the
deployment
of data/
information/
skills.
Some grasp
of
theoretical
and
conceptual
elements.
Major
deficiencies
or
omissions in
data/inform
ation/ skills/
Major
deficiencies
or
omissions in
theoretical
and
conceptual
elements
Comments
Critical
analysis
and
evaluation
A high level
of critical
analysis
and
evaluation
that
displays
inclusive
original
thinking.
A very good
level of critical
analysis and
evaluation that
displays original
thought.
A fairly good
level of
critical
analysis and
evaluation
with some
evidence of
original
thinking.
A fair level of
critical
analysis and
evaluation
but with little
evidence of
original
thinking
Inadequate
critical
analysis and
evaluation
with little
evidence of
original
thought and
ideas
Poor critical
analysis
and
evaluation
with virtually
no evidence
of originality
or
application
Comments
Structure
of the
argument
and
coherence
of the work
High quality
piece of
work
demonstrati
ng
exceptional
clarity of
ideas and
presentation
A very good
standard of
presentation
that is
commendable
in its clarity of
ideas. Very
good sense of
coherence and
A good
standard of
presentation
with ideas
that is clear
and generally
coherent.
There is
some
A sound
standard of
presentation
with ideas
that are fairly
clear and
demonstrate
some
coherence.
Standard of
presentation
is not
acceptable,
and any
ideas are
unclear and
incoherent.
Standard of
presentation
unacceptabl
e and not
up to
graduate
standard
with any
ideas
12 | P a g e
. The work
has
excellent
coherence
and is
logical in
any
arguments.
logic
demonstrated
in any
arguments.
evidence of
coherence
and logic
demonstrated
.
There is
some
evidence of
misunderstan
ding.
confused
and
incoherent;
Comments
Communic
ated in
report
format as
requested
identifying
sources
used and
referenced
Communica
ted with
exceptional
authority
and tone.
All sources
are
referenced
according to
Harvard
convention.
The higher
the mark
the less
trivial the
identificatio
n of minor
errors in the
work.
Communicated
with good
authority and
tone. Sources
referenced
according to
Harvard
convention.
Very minor
errors only.
Communicate
d in a sound
manner with
the right tone.
Limited
sources
identified but
referenced
according to
Harvard
convention.
Errors
identified.
Communicat
ed in an
acceptable
manner with
some
weakness in
style and
tone. Very
limited
sources
identified but
referenced
according to
Harvard
convention.
A number of
errors
Poorly
communicat
ed with
weakness in
style and
tone