BUS2SMV Social Media and Visualisation: Social Media Marketing Plan

BUS2SMV Social Media and Visualisation

Assessment 2: Social Media Marketing Plan

Word limit – 1500 words (+-10%) (excluding Cover Page, Executive Summary, References and Appendices)

Format – Times New Roman, 11 font size, 1.15 spacing, 12pt spacing between paragraphs.

Brief Structure

NORTH Link’s Assistive Technology Cluster

Purpose To develop a social media marketing strategy and campaign to raise the B2B profile of our new Assistive Technology cluster and bring in new organisations to work with.

Organisational Background

NORTH Link is a strong regional partnership of industry, education, health and government,

established in 1995, that plays an integral role across northern metropolitan Melbourne.

A business network and regional economic development advocacy group representing

Melbourne’s northern region, NORTH Link comprises local councils, local tertiary education

institutions, industry, and health.

NORH Link manages/operates a number of projects contributing to the overall aim of

economic development of Melbourne’s north.

On top of advocacy to government and research into the region, projects NORTH Link

manage/run include:

• Melbourne’s North Food Group and Melbourne’s North Advanced Manufacturing

Group, industry groups that grant SMEs discounted access to trade shows,

information webinars, industry tours, collaborative opportunities and more.

• Jobs Victoria Employment Services provider, helping long term (or at risk of long

term) unemployed people find work – particularly those with disabilities, poor

English, single parents, etc.

• Data Analytics Hub and Northern Industry Student Placement Program, two student

placement programs that connect businesses with education to set up student

placements and real-world class projects such as this.

Relevant Project

Marketing Goal Theams

• Draw interest from businesses that don’t currently engage with our program

• Drive collaboration and communication between health and manufacturing

• Create sharable content that executive staff at larger organisations will show to less senior staff to broaden knowledge throughout partner organisations as to the work being done.

NORTH Link is launching a new Assistive Technology Cluster. Assistive technology are

devices or other goods that assist disabled people in living with their disability. A

wheelchair or hearing aid could be considered an assistive technology. Australia often

imports these kinds of devices, which are often not fit for purpose or require

customisation to be properly effective. This may mean needing to send the devices back

overseas if the customisation is especially critical.

Challenges

1. The Assistive Technology Cluster is competing for communications airspace with

several other programs and regional news. How can we ensure that we have a

continuous feed of interesting content for the Assistive Technology Cluster that will

ensure that the audience is engaged even through posts that don’t relate to the

program.

Eg: If I am a healthcare worker, I may not care about Advanced Manufacturing Group

posts or student placements. How many posts should be about Assistive Technology

compared to other programs? What is the tone?

2. The chasm between healthcare/disability and manufacturing. The challenge of the

project as a whole is to bring these two industries into the same space to build a

conversation and drive collaboration. Naturally, this issue is exhibited in the social

media content which needs to address and interest both audiences.

3. How to develop an ongoing media campaign to highlight Australian's ability to work

together to create and modify AT products that are appropriate for Australians and

how to promote the concept that all people experience disability at times in their life

so AT is for everyone.

Competitors Current medical/assistive technology manufacturers

Current or Previous social media Work

NORTH Link Facebook: https://www.facebook.com/MelbournesNorthlink NORTH Link LinkedIn: https://www.linkedin.com/company/7591368

Target Market

• Manufacturing Business owners

• Health organisation executives

Example organisations: DPV Health, Sutton Tools, Brite, Swinburne University

Intended social media Communications Mix

Facebook, LinkedIn, website, EDM (Electronic Direct Mail).

Key Issues/Considerations

• Anything done on social media will likely need to point to our website so that people can engage.

• We’re unlikely to be selling anything in a traditional sense.

Other relevant information

Expected budget of approximately $5000. Would like to know how realistic this is or what could be done with a higher or lower budget. Current plan is to leverage existing platforms. If new, dedicated platforms are suggested, there will need to be justification. We currently run separate pages for Melbourne’s North Food Group. MNFG Facebook: https://www.facebook.com/MelbournesNFG MNFG LinkedIn: https://www.linkedin.com/company/13743000/

Task – Develop a Social Media Content Strategy to achieve the Marketing Goal above. Outline presented below.

1. Cover Page

2. Executive Summary (10% of the overall word limit, NOT INCLUDED IN THE FINAL WORD COUNT)

a. Efficiently summarise the report including key findings and takeaways and proposed courses of action.

b. Here is a good video outlining what has to be included – click here to watch

c. Here is a detailed guide to writing a good Exec Summary – Crafting a Powerful Executive Summary – HBS

Working Knowledge – Harvard Business School

3. Introduction (100-150 words) – Introduce organisation and purpose of this report. Outline of the rest of report.

4. Social Media Audit

a. SWOT (min 3 pts. for each of SWOT). This SWOT is for the social media component of the organisation.

b. Competitor Review (Week 3) – Use SocialBlade and any other mechanism to conduct this. You can also go on

competitor website to check.

c. Social Media Monitoring – Use elements from BuzzSumo, Brand24 and/or another social media monitoring tool.

You will need to present the analysis with appropriate schreenshots of dashboards from the tool(s) you have

used. Do not simply copy the full dashboard from these locations without any proper analysis or explanation.

5. Social Media Goals and Objectives

a. Out of the marketing goals theams provided select TWO and develop Two major goals

b. For each of the goals, develop 3-4 SMART Objectives (minimum of 2 Objectives per Goal selected)

6. Segmentation & Targeting

a. Create the TWO potential Personas based on the Target Market presented in the brief. One for each type of target

mentioned in the above brief.

Also make sure that you describe the segmentation variables for B2B before you include personas you created.

Please look at the examples provided under resources section to get a better idea.

7. Proposed social media campaigns (2 campaigns). Each Campaign will include (must use creative graphics)

a. Type of campaign – Select and briefly explain your coice i.e., link it with the Persona characteristics (e.g.

#healthytasty, #back2campus, giveaways, testimonials, free professional development seminars, get career ready

etc.)

b. Platform(s) – Justify platform mix (using the honeycomb framework and competitor review)

c. Duration – For how long you want to run these campaigns.

d. Key Message – Campaign specific

e. Goals and Objectives (this is campaign specific, which must align with the main goals and objectives)

f. Engagement and Content Strategy – Description of the execution, type of content, intended outcome etc.

g. Budget – rough estimation of costing to run the campaign

h. Visual Mockup of the campaign – you can use Canva, Photoshop etc.

8. Activation Plan

a. Table with activities and timeline – Use GANTT chart (from week 4)

b. You can also include a sample of the social media content calendar in the appendix. This will not be part of the

word limit. Would be an excellent addition.

9. Monitoring Performance

a. Define how you will measure performance/progress. The metrics selected must justify the objectives it is

measuring. Metrics must match the above objectives.

10. References (not included in the word count)

a. Minimum of 6 academic references. In text-references needed

b. Harvard referencing style (see https://latrobe.libguides.com/harvard)

11. Appendix/Appendices – (if used, not included in the word count)

You will, using object-oriented principles, design a class from a problem description, document that design with a UML diagram, and implement it as a working Java program.

Solving it will help you find the answer to life, the universe, and everything! (It’s BQ, of course.)

Specifically, you are tasked with implementing a class that will convert numbers to and

from base-26 (Hexaicosadecimal).

The Problem You’ll all be familiar with our normal base-10 (decimal) number system:

0, 1, 2, 3, 4, 5, 6, 7, 8, 9

You should also be familiar with base-2 (binary), in which there are only two values:

0, 1

There are several other number systems that are important to computer scientists, including base-8 (octal):

0, 1, 2, 3, 4, 5, 6, 7

And base-16 (hexadecimal):

0, 1, 2, 3, 4, 5, 6, 7, 8, 9, a, b, c, d, e, f

I’ve got a typewriter on which, unfortunately, all the number keys are broken. But I still

want to do maths! Luckily, all the letter keys work, so I’ve got a handy set of 26 symbols laying around. So I’m in luck: All I have to do is write out my numbers in base-26

(hexaicosadecimal)!

a 0 h 7 o 14 v 21

b 1 i 8 p 15 w 22

c 2 j 9 q 16 x 23

d 3 k 10 r 17 y 24

e 4 l 11 s 18 z 25

f 5 m 12 t 19

g 6 n 13 u 20

Now, I’ve gotten pretty good at thinking in hexaicosadecimal, but I keep getting bad grades in maths because nobody else can understand it! Your job is to help me out by writing a Java program that can convert numbers from base-10 to base-26 and vice versa.

Part I: Create your “test harness” (10 marks) We’ll get to maths in a minute. First, you should create the main() function that you can use to test your program. Create a new class called HexiacosadecimalNumber. Within that class, create your main() function. The main function should behave as follows:

First, it should ask the user to indicate what mode it should be in. If the user types ‘h’ or ‘H’, the program should ask them to input a hexaicosadecimal number (that is, a String). The

program should then read that number into a variable, and print it back to the command line (for now). If the user types ‘d’ or ‘D’, the program should ask them to input a decimal

number (that is, a double). The program should then read that number into a variable, and print it back to the command line (for now). If the user types ‘q’ or ‘Q’, the program should exit. If the user types anything else, the program should display the message “INVALID

INPUT”, and then prompt the user again. The program should then ask the user again what mode it should be in, and repeat the process until the user types ‘q’ or ‘Q’ at the prompt.

To accomplish this, you will need to use a Scanner object in combination with a loop containing an if-else block.

Part II: Add your attributes and methods (10 marks) Your HexaicosadecimalNumber class should know how to express a number in both hexaicosadecimal and decimal. To do this, it should have two attributes: stringRepresentation and doubleRepresentation. (What types should these variables be, and what should their access modifiers be?)

Your HexaicosadecimalNumber class should have two constructors, both of which will populate the two attributes appropriately. One will take as input a String (representing a number in hexaicosadecimal), and the other will take as input a double. Both methods have to populate both attributes.

You might now be thinking, “How do I populate both attributes when I only have one representation as input to the constructor?” You will need two helper functions: hexaicosadecimalStringToDouble(String in) and doubleToHexaicosadecimalString(double

in). You should call these functions in your constructors as needed.

You should also override the toString() method of HexaicosadecimalNumber. This is a special method that belongs to Java’s Object() class, from which all other classes –

including HexaicosadecimalNumber – are derived. The signature of the toString() method is

public String toString()

As you can see from the method signature, this function is public, takes no arguments, and returns a String. This function is called automatically when an object of that class is printed, for example by System.out.println().The string should be in the following format:

stringRepresentation (doubleRepresentation)

That is, if your hexaicosadecimal number object is named temp and contains the value abcde

(for which the equivalent decimal representation is 19010.0; check this later!), the result of

calling

System.out.println(temp)

should be

abcde (19010.0)

For the two “helper” functions – hexaicosadecimalStringToDouble(String in) and doubleToHexaicosadecimalString(double in) – just have them return “dummy” values for now. (I.e. return 0.0 from the first function, and “NOT IMPLEMENTED” from the second.) At this point, you should have a complete working program (that doesn’t do much). Compile and run your program. If you encounter errors, fix them before continuing.

Part III: Convert from a natural hexaicosadecimal number to a double (15 marks) Your next step is to convert a “natural” (that is, whole and zero or positive) hexaicosadecimal number to its equivalent decimal representation. (Where should this code go? Hint: You shouldn’t create any more methods than you already have.) We’ll start

with just natural numbers for now to keep things simple, but eventually we’ll be dealing with hexaicosadecimal numbers that are floating point – like floating.point – and/or

negative – like -negative.

The algorithm for doing this might look something like:

accumulator = 0 for each character in the input String from left to right

baseValue = the integer equivalent of the current character

accumulator += baseValue * 26length of the whole String – (index of the current character + 1)

return accumulator

This is relatively straightforward using appropriate methods from the String class and the Math class, but computing “the integer equivalent of a character” can be a little bit tricky if you’ve never seen it before.

One thing to note is that characters in Java use the Unicode standard, which in turn contains the ASCII standard (a table of ASCII characters can be found here: https://www.cs.cmu.edu/~pattis/15-1XX/common/handouts/ascii.html)

Another thing to note is that characters in Java are equivalent to their character code. (That is,

char c = ‘a’; is exactly the same as char c = 97.)

A third thing to note is that the characters in ASCII are arranged in order. (That is, a = 97, b =

98, c = 99…z = 122).

A fourth thing to note is that while ‘a’ (97) and ‘A’ (65) have different character codes,

you already know a convenient function that can ensure that your hexaicosadecimal

string is all lowercase (or all uppercase, if you prefer), regardless of how it was typed in.

If you take all these points together, you should be able to extract a single character from the

input string and convert it to its equivalent hexaicosadecimal value (That is, a/A = 0, b/B = 1, c/C = 2, … z/Z = 25) simply. (By “simply” I mean one or two short lines of code; if you find yourself wanting to use more than this, perhaps go back to the drawing board.)

Part IV: Convert from a floating point hexaicosadecimal number to a double (20 marks) The next step is to expand our hexaicosadecimal converter to take not just natural numbers, but floating point (a/k/a rational) numbers. The good news is that you’re already halfway done, with your work from the previous section!

What you need to do is wrap your code from the previous section in an if-else block. IF (the input string does not contain a decimal point), do exactly what you did before. IF (the input

string DOES contain a decimal point), do what you did before, except where your code had “the length of the whole string”, you’ll instead need “the length of the part of the string that

comes before the decimal point.” That will get you the whole number part of the number. Then you’ll need a second loop that looks just at the part of the string that is to the right of the decimal point, and adds those values into the accumulator. (Hint: Negative exponents correspond to dividing instead of multiplying. That is, 10-1 = 0.1 and 26-1 = 0.03846, 10-2 = 0.01 and 26-1 = 0.001479, and so on.)

Part V: Convert from a NEGATIVE WHOLE NUMBER OR FLOATING POINT hexaicosadecimal number to a double (5 marks)

Extend your solution from Part VI to enable conversion of NEGATIVE (that is, beginning with “-“) hexaicosadecimal numbers to doubles.

Part VI: Convert from a double WITHOUT A FRACTIONAL PART to a hexaicosadecimal string (15 marks)

Much like we did with the other method, we’re going to start by solving this problem for the situation of a double that does not have a fractional part – that is, with nothing to the right of the decimal point – and get that working first. Only then (in the next section) will we proceed to solve the general problem of doubles with a fractional part.

The algorithm for doing this might look something like:

temp = the input double converted to an integer type

stringAccumulator = “”

while (temp > 0) currValue = the remainder when temp is divided by 26 c = currValue converted to the corresponding ASCII

value put c at the beginning of stringAccumulator

temp = the quotient when temp is divided by 26 return stringAccumulator

(NOTE: doubles can contain much bigger values than integer types like int or even long. For the purposes of Part V, you can assume that the value of your double safely fits within the

integer type you are using.)

(NOTE on NOTE: To figure out the maximum value that a variable of a given type can take on,

you can use the equivalent class. For example, there is a class Integer that provides convenience methods for working with ints, a class Double for working with doubles, a class Long for working with longs, and so on.

Integer: https://docs.oracle.com/javase/7/docs/api/java/lang/Integer. html Double: https://docs.oracle.com/javase/8/docs/api/java/lang/Double. html Long: https://docs.oracle.com/javase/8/docs/api/java/lang/Long.ht ml

These classes have many useful methods for working with values of the associated types. For example, if you want to know the largest value that a variable of a given type can hold, you

can access the CLASS_NAME.MAX_VALUE attribute – for example, Integer.MAX_VALUE)

Part VII: Convert from a double WITH OR WITHOUT A FRACTIONAL PART to a hexaicosadecimal string (20 marks) Again, we’re building on our solution from Part VI, in which we solved for a double that did not have a fractional part. We’re about to relax that restriction, so now our input doubles

can have a fractional part as well as a whole number part.

First, we have to get the fractional part. In Part VI, we got the whole number part by converting the double to an integer type. To get the fractional part, all we have to do is

subtract the integer from the double.

If the fractional part is zero, the solution is the same as in Part VI. If the fractional part is NON- zero, things get a bit trickier. There are multiple ways to solve this problem, but the easiest one is to essentially use the same method we did in Part V. However, before we can use that same algorithm, we have to convert the fractional part to a corresponding integer

type value. (For example, if the fractional part was 0.25, the corresponding integer type value would be 25; if the fractional part was 0.12345, the corresponding integer type value

would be 12345. In short, you need to move the decimal point to the right end of the number.) If we could do that, we’d be set; we’d just be able to run the algorithm from Part V

once on the whole number part, put a “.” in the middle, and then run it again on the corresponding integer for the fractional part.

I’m leaving the rest to you. There are a number of ways to generate the corresponding

integer values for a fractional part. You have all the tools you need already; it can be done in a handful of lines with just a loop and basic Java mathematical operations. (But a more

elegant solution might be found if you look into other Java classes, such as the BigDecimal class…)

Part VIII: Convert from a NEGATIVE double WITH OR WITHOUT A FRACTIONAL PART to a hexaicosadecimal string (5 marks) Extend your solution from Part VII to enable conversion of negative doubles to hexaicosadecimal strings.

CSE1OOF/CSE4OOF Class Implementation Assessment 2 Create an object-oriented design from a problem description,

document it with a UML diagram, and implement that UML diagram as a working Java program

extra.life + power.up

= umpvs.hitfuvb

Assigned to students Friday 8 April 2022 Due Sunday 1 May @ 11:55pm (end of Week 8)

Worth 15% of your final marks No late submissions accepted

You will, using object-oriented principles, design a class from a problem description, document that design with a UML diagram, and implement it as a working Java program. Solving it will help you find the answer to life, the universe, and everything! (It’s BQ, of course.)

Specifically, you are tasked with implementing a class that will convert numbers to and from base-26 (Hexaicosadecimal).

The Problem You’ll all be familiar with our normal base-10 (decimal) number system:

0, 1, 2, 3, 4, 5, 6, 7, 8, 9

You should also be familiar with base-2 (binary), in which there are only two values:

0, 1

There are several other number systems that are important to computer scientists, including base-8 (octal):

0, 1, 2, 3, 4, 5, 6, 7

And base-16 (hexadecimal):

0, 1, 2, 3, 4, 5, 6, 7, 8, 9, a, b, c, d, e, f

I’ve got a typewriter on which, unfortunately, all the number keys are broken. But I still want to do maths! Luckily, all the letter keys work, so I’ve got a handy set of 26 symbols laying around. So I’m in luck: All I have to do is write out my numbers in base-26 (hexaicosadecimal)!

a 0 h 7 o 14 v 21 b 1 i 8 p 15 w 22 c 2 j 9 q 16 x 23 d 3 k 10 r 17 y 24 e 4 l 11 s 18 z 25 f 5 m 12 t 19

g 6 n 13 u 20

Now, I’ve gotten pretty good at thinking in hexaicosadecimal, but I keep getting bad grades in maths because nobody else can understand it! Your job is to help me out by writing a Java program that can convert numbers from base-10 to base-26 and vice versa.

Part I: Create your “test harness” (10 marks) We’ll get to maths in a minute. First, you should create the main() function that you can use to test your program.

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