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Creative Design For Marketing Recyclable Cups In The University Of Wollongong
Creative Design For Marketing Recyclable Cups In The University Of Wollongong
Executive Summary
This creative design targets brand loyalists and favourable brand switches. The brand loyalists have a strong desire use recyclable cups because they are convinced that is the only way they can help reduce the global carbon footprint. On the other hand, the favourable brand switches need to be initiated so as to switch from using non-recyclable cups to recyclable ones. With the use of posters and public relations, we expect to convince these two sections of the target audience to successfully embrace recyclable cups. Once the brand loyalists have accepted the recyclable cups, it will be very easy for the favourable brand switches to follow suit.
Target Audience
The target audience are University of Wollongong coffee consumers (students, visitors, and members of staff). While using Kotler and Armstrong (2007) loyalty sub-segments, this target audience can be categorised into brand loyalists, favourable brand switches, other-brand switches, other-brand loyalists, and new category users. Brand loyalists and favourable brand switches are environmentally sensitive students who have a strong desire to use recyclable cups. Further, other-brand switches and other-brand loyalists are students who are willing to use recyclable cups but lack the will power to do so, while new category users are students who do not like using recyclable cups but would not mind using them if their peers are using them. We will target the brand loyalists and favourable brand switches.
In a nutshell, the students are aware that using non-recyclable cups poses a serious environmental risk and they could reduce this risk if they agree to use recyclable cups. But they are aware that using recyclable cups is inconveniencing as it will require washing and prior planning to carry around in the campus. The students are therefore an example of a loyalty-based target audience because the successful use of the recyclable cups will entirely depend on the level and consistency of their buy-in (loyalty). To this effect, the most suitable integrated marketing communication strategy should seek to convince the students that using recyclable cups is a collective duty and not just an issue of convenience or lack of it. It is therefore wise to reason that a socially appealing, probing, and interactive strategy would be appropriate for marketing the recyclable cups.
Objectives
We expect to convince the “brand loyalists” section of the target audience to agree to use recyclable cups when drinking coffee in on-campus cafes.
We expect to convince the “brand loyalists” section of the target audience to lobby their peers into using recyclable cups when drinking coffee in on-campus cafes.
We expect to successfully convince the “favourable brand switches” section of the target audience to switch from using non-recyclable cups to recyclable ones.
We expect to successfully convince the “favourable brand switches” section of the target audience to be our brand ambassadors.
Creative Strategy
To the lovers of the environment, recyclable cups is the practical solution to the run-away problem of non-degradable waste materials dubbed in landfills that ultimately contribute to the increase of the global carbon footprint. In addition, the recyclable cups are not only environmentally friendly but will bring a whole personalised experience in drinking coffee in on-campus cafes because they will be reusable on several occasions. The target customers will also get a value for their money because they will not be required to pay for coffee cups with every purchase of coffee in on-campus cafes.
The process of developing the recyclable cups was a culmination of several days of deliberations with peers and mentors alike. My environmental conservations instincts were aroused by the large number of non-recyclable cups that the University of Wollongong send to the landfills every week and I imagined something must be done to reduce this trend, as a matter of urgency. While, at home washing my dishes, I realised every student should be obligated to exercise a sense of responsibility and bring their cups in college. Using recyclable cups will not only make the environment clean but will also help the students a strong sense of responsibility in planning to carry a recyclable cup, wash recyclable cup and take care of the recyclable cup.
To gain the attention of the target population, we plan to use outdoor advertising, that is, the use of large posters emblazoned on the campus walls and notice boards. The posters will carry two contrasting pictures. One picture will show plastic cups lying on landfills and another will show a student washing a cup. The main objective of these posters will be to provoke students’ thoughts regarding environmental pollution as well as to give them an alternative solution. In addition, we plan to use public relations as a tool to woe the target audience in accepting our brand not only as an alternative way to address the run-away environmental pollution issue but also as part of embracing trending conventions in the college.
Public relations will work best for the “favourable brand switches” section of the target audiences because it will create a personalised effect on them hence changing their attitudes. This argument is based on the notion that each of the two categories of the target audience has a different category of need, brand awareness, brand attitude and brand purchase intention (Stern, 2005). While the brand loyalists are most likely to purchase the recyclable cups, the favourable brand switches are only able to do so after the loyalists. Posters will create a visual image of the impact of the brand, but it is the public relations activities that will shorten the gap between what the target audiences believes is good (not using non-recyclable cups) and making an actionable effort to purchase recyclable cups (behaviour). For example, holding publicity sessions within the campus will go a long way in imparting the need for change among students. We will use popular personalities (celebrities) to create the feeling that the use of recyclable cups is a “cool” thing that popular students such as rugby players are in support of this noble cause (Sniehotta, 2009). This is in tandem with the theory of planned behaviour which seeks to shorten the gap between what one believes and what he or she is ready to undertake.
References
Sniehotta, F.F. (2009). ‘An experimental test of the theory of planned behaviour’. Applied Psychology: Health and Well-Being, 1, 257–270.
Stern, P.C. (2005). Understanding individuals’ environmentally significant behaviour’. Environmental Law Reporter: News and Analysis, 35, 10785–10790.
Kotler, P. and Armstrong, G. (2007). Principles of marketing. 12 ed. Prentice hall, New Jersey, NJ.
Describe the naval strategies
2. Describe the naval strategies of the Union and the Confederacy during the Civil War. Why was each successful or unsuccessful in achieving their goals?
During the Civil war both the Union and the Confederacy attempted different naval strategies which impacted them greatly. When Union President Abraham Lincoln announced a blockade of the Southern coasts, he set the Union’s first naval goal. His strategy was to shut off Southern trade with the rest of the world and block the sale of cotton, the Confederacy’s most important crop. The job was tremendous; the Southern coast stretched for nearly 2,500 miles, and the Union fleet had fewer than 40 ships that could be used. A "brown water fleet" of gunboats was also required by the Union to support army actions on the Mississippi River and in Northern Virginia. In comparison to the North, the Southern states had minimal resources: a few shipyards, a small merchant marine, and no navy at all. The Confederates, on the other hand, required a navy to break the Union blockade and defend the port cities. Stephen Mallory, the Confederate Secretary of the Navy, hurried to find ships and even went on the offensive, targeting Union merchant cargo on the high seas. Blockading squadrons required not just ships but also locations on the southern coast from which to operate. In 1861, the Union launched a series of attacks along the southeastern seaboard, including Hatteras, North Carolina, and Port Royal, South Carolina. They were captured as bases because they were poorly defended and succumbed to Union gunnery. The blockade had become a substantial hindrance to Rebel trade by late 1862, although never being completely airtight. With a smaller fleet and fewer shipyards than the North, the Confederates relied on the strength of their existing ships. They chose to test the Union navy with the most advanced technology available: ironclads. Despite the introduction of iron-armored ships in Europe in the 1850s, Union warships were still made of wood. The Merrimack, the first Confederate ironclad, was a Union cruiser captured by the Southerners when they stormed the Norfolk navy yard in Virginia. Nearly everything above the waterline of the ship was taken off by the Confederates and replaced with a casemate of strong timbers coated in four inches of iron plating. Despite being weak and unrefined, she has yet to find a rival in Lincoln’s wooden navy. While the war raged on at home, the Confederates equipped a fleet of commerce raiders, including the Sumter, Alabama, and Shenandoah, to attack Union merchant ships around the world. Confederate agents in Europe bought these ships, and the majority of them never made it to a Southern port. The most well-known was Alabama, which was led by Raphael Semmes. Alabama was finally met by the Union warship Kearsarge off Cherbourg, France in 1864, after destroying over 60 ships in a 21-month cruise and drove Union shipping interests into a frenzy. The renowned Confederate pirate was sunk by precision Union gunfire in one of history’s last spectacular one-on-one naval duels. Finally, the Confederate States of America’s last official act was a naval one. Far out at sea in Pacific waters, the Confederate raider Shenandoah learned of the Civil War’s end four months after the Confederate army surrendered. On November 6, 1865, Shenandoah finally dropped her flag in England. The Union ended up on top compared to the Confederate. Their naval strategies are overall what helped them accomplish this.
4. Describe the evolution of American sea power between the Revolutionary War and the end of World War I. How did the Navy start and how did it grow into a powerful navy? Themes to consider: size, tactics, strategy, personnel, influential figures etc.
The American sea power grew between the revolutionary war and the end of World War One . Following the Revolution, American political leaders and merchants hoped to resume shipping and trade in England’s West Indian possessions, as well as expand into new foreign markets. However, still smarting from loss and eager to rebuild its commerce fleet, England issued a law in 1783 prohibiting American ships from entering any West Indian port. The closure of this market, which had absorbed two-thirds of American food exports before to the Revolution, had disastrous consequences for the new Republic’s economy. But, beyond vengeance, England’s trade prohibitions had a deeper meaning. They were founded on the belief that sea power was the best way to ensure the wealth and security of England’s remaining dominions. In March 1794, Congress authorized the country’s first naval act.
However, a Republican-sponsored codicil in the statute stipulated that if peace was reached with Algiers, the most belligerent of the Barbary States, building on the ships would be halted. French privateers and warships were preying on British and American merchants by 1797. Prior to the conflict, they were not protected by the Royal Navy because of a peace treaty with England. After establishing a Navy Department, Congress voted to finish three of the six frigates that were near to completion. The Barbary Pirates remained a problem that the new Republic could no longer ignore or afford to ignore. A deal beneficial to the United States was struck with the Bashaw of Tripoli in June 1805, with the pirate threat suppressed by the burgeoning American fleet. The young American navy was fashioned into a fighting force by Edward Preble and Thomas Truxtun. The War of 1812, as indecisive as it was, did result in the foundation of a permanent US Navy. There was no political debate about a standing fleet for the first time in the country’s brief 40-year history. All this lead the United States Navy to be the world power we are today.
5. Describe how ship design changed between the Revolutionary War and the end of World War I. You may want to consider ship designs as well as types of ships in commission. You do not have to write about them all, but here are some suggested themes to consider: size, materials, weaponry, propulsion, inventors, classes etc.
The period between the War of 1812 and the Civil War was marked by technological innovation and resistance to technological change. Early steamships were considered unsuitable in the wooden battle fleet, due to vulnerability of paddlewheel boxes and loss of broadside power. The risk of fire was tragically demonstrated when the steam frigate Missouri accidentally caught fire in Gibraltar harbor in 1843. Between 1812 and 1860, the fleet remained weak in comparison to even second-rate maritime nations. The navy never built steam-powered screw ships-of-the-line, preferring instead to build a handful of big steam frigates, despite completing 11 all-sail ships of the line and 10 upgraded Constitution-class frigates between 1816 and 1830. The navy’s active main warship fleet at the commencement of the Civil War consisted of seven screw frigates and six screw corvettes. The British navy, on the other hand, had 56 screw ships-of-the-line in 1860. The wooden battle fleet was further endangered by new advancements in naval ordinance and ship construction, particularly the rifled cannon. The United States had one of the world’s most powerful navies by the close of the Civil War, commanded by 21 single and double-turret blue water ironclad monitors, but the nation and its purse were depleted by the endeavor. The government substantially reduced the size of the navy over the next 30 years, allowing the ironclads to rust in port and allowing Britain, Germany, and Japan to assume the lead in ship construction and tactics. Many navy officers preferred the comfort and orderliness of sailing ships to cruising in a "stink pot" steamer. With the revelation that either navy in the conflict between Bolivia, Peru, and Chile fought between 1879 and 1883 was superior to the United States’, the Navy’s condition and status hit a low. The authorization of three steel cruisers, Atlanta, Boston, and Chicago, and one gunboat Dolphin, collectively known as the "ABCD" ships, did not occur until 1884-85, when the new navy began to develop (ironically, despite the advancement in naval technology, these first all-steel ships were still fitted with a full suit of masts, spars and sails). The United States Navy grew from a small improvised fleet of converted merchantmen and a handful of frigates to the world’s third largest maritime power in 140 years.
Creative Critical
Taylor Cunningham
Threatt
EH 102-01
17 March 2019
Creative: Critical
A grandmother is the mother of one’s father or mother. They are one of the most influential people in the families. These are the people who have all the funny and most adventurous stories to tell, especially from when they were growing up. Living in the past is what is being focused on because of these two grandmothers that are different in color, race and ethnicity. Although the grandmothers in both stories are completely different, they also have some similarities in their stories when comparing them.
In the short story “A Good Man is Hard to Find”, the grandmother did not specifically have a name as the others did. In the beginning of the story, O’Connor started off by saying, “THE GRANDMOTHER didn’t want to go to Florida” (138). By her doing that shows symbolism that the grandmother is not really an important person to the others. By reading, it is easy to tell that “the grandmother” is a white female who is up in age “older”. “She stood there with one hand on her thin hip”, this helps because older people’s bodies are thinner than younger people (O’Connor 138). Also, when O’Connor said, “The old lady settled herself comfortably”, with “The Grandmother” being described in the way that she is, it is pointing to the fact that she is an older lady. Now, in the short story “A Worn Path”, Phoenix Jackson was automatically pointed out as being an old woman by Welty saying, “She was very old and small and she walked slowly in the dark pine shadows, moving little from side to side in her steps” (Welty 1). Not only that, Phoenix being a negro woman was stated as well. When wearing clothing with older people, they tend to want to cover up as much as possible. In the story, Phoenix wore, “A dark striped dress reaching down to her shoe tops, and an equally long apron of bleached sugar sacks”, which is typical for the dress code back in that time period (1).
