Please see the all files and you will understand the assignment, here you need to make a PPT of 10-11 slides max. Please refer the 3 files I have attached and ask if is there any questions, thanks
Industry Sector Analysis_135740 by Hirwa Siddharth Darji Submission date: 21-Dec-2020 02:09PM (UTC+1100) Submission ID: 1479879598 File name: 12058_Hirwa_Siddharth_Darji_Industry_Sector_Analysis_135740_233387_737182618.docx (26.9K) Word count: 1826 Character count: 9924 1 Citation Needed 2 3 Citation Needed In what way? Give examples Good observation, although your writing style is difficult to follow and interpret 4 5 Citation Needed Citation Needed How is treating (eg) obesity and ethical challenge? Ethical issues include 'do no harm' etc. 16% SIMILARITY INDEX 0% INTERNET SOURCES 0% PUBLICATIONS 16% STUDENT PAPERS 1 15% 2 1% 3 <1% exclude quotes off exclude bibliography on exclude matches off industry sector analysis_135740 originality report primary sources submitted to american university of beirut student paper submitted to kaplan professional student paper parlinfo.aph.gov.au internet source final grade 41/100 industry sector analysis_135740 grademark report general comments instructor there are some interesting and relevant observations made throughout your report hirwa, but it does not flow from section to section and can be quite difficult to read in parts. some of your observations are also a little vague, such as your discussion on ethics also consider using some of the planning tools we discussed in class to better frame your analysis and guide the reader see comments below shane presents and applies appropriate tools for the identification and analysis of environmental factors you have provide some insights into the public health system, but you have not used any to the planning tools we have covered in class (pestel, swot etc). identifies environmental factors influencing operating conditions some good discussion regarding some of the environmental factors (eg. political influence, lack of coordination of funders leading to poor indigenous health planning etc.). this section could be greatly expanded analyses industry trends, identifying challenges and weaknesses confronting organisations within the chosen segment. you have touched briefly on a few trends, but your analysis in quite weak. what are some of the various stakeholder perspectives? what is the role of government? how can quality of service be improved? presents a clear overview of the industry segment, including the business models of competitive players again, you have touched briefly on some of the issues within public health but have failed to adequality analyse the competitive landscape, including key players. who are some of the key organisations? what strategies do they use in such a competitive environment? you could expand this section considerably discusses ethical issues your understanding and analysis of ethical issues appears to be somewhat confused. there are many ethical issues within the public health sector, such as delivering safe and affordable care to all, making services accessible, doing no harm to patients, ensuring confidentiality etc. etc. the analysis clearly and logically presented and report format meeting business standards although your report contains most of the key sections required in a business report, it does not easily flow and can be quite difficult to understand in parts. also consider using graphs and tables to support your analysis appropriate theory and research used qm you have clearly undertaken a reasonable level of research for this report. correct academic writing style used, including spelling, grammar and punctuation you need to be more succinct and direct in your language and use plain english. in-text referencing and reference list follows harvard style and consistent with kbs guideline refencing ok in-text citations and referencing make sure you provide references for all facts & figures and observations made. you also have a very high similarity to another paper previously submitted, which is very close to plagiarism. page 1 page 2 page 3 comment 1 this is a very odd opening sentence. i don't know what you are trying to say? citation needed cite source: please use the link below to find links to information regarding specific citation styles: http://www.plagiarism.org/plag_article_citation_styles.html additional comment according to who? comment 2 what does this mean? qm qm qm what does this mean? comment 3 this is another very confusing section. i am not sure what your main point is? page 4 citation needed cite source: please use the link below to find links to information regarding specific citation styles: http://www.plagiarism.org/plag_article_citation_styles.html text comment. in what way? give examples text comment. good observation, although your writing style is difficult to follow and interpret comment 4 very good observation, page 5 comment 5 do you mean 'comprehensive'? citation needed cite source: please use the link below to find links to information regarding specific citation styles: http://www.plagiarism.org/plag_article_citation_styles.html citation needed cite source: please use the link below to find links to information regarding specific citation styles: http://www.plagiarism.org/plag_article_citation_styles.html page 6 text comment. how is treating (eg) obesity and ethical challenge? ethical issues include 'do no harm' etc. strikethrough. page 7 page 8 rubric: 6th-8th science argument (cer) claim advanced proficient developing emerging evidence advanced proficient developing emerging reasoning advanced take an arguable position on the scientific topic and develop the essay around that stance. the essay introduces a precise, qualitative and/or quantitative claim based on the scientific topic or text(s), regarding the relationship between dependent and independent variables. the essay develops the claim and counterclaim fairly, distinguishing the claim from alternate or opposing claims. the essay introduces a clear, qualitative and/or quantitative claim based on the scientific topic or text(s), regarding the relationship between dependent and independent variables. the essay effectively acknowledges and distinguishes the claim from alternate or opposing claims. the essay attempts to introduce a qualitative and/or quantitative claim, based on the scientific topic or text(s), but it may be somewhat unclear or not maintained throughout the essay. the essay may not clearly acknowledge or distinguish the claim from alternate or opposing claims. the essay does not clearly make a claim based on the scientific topic or text(s), or the claim is overly simplistic or vague. the essay does not acknowledge or distinguish counterclaims. include relevant facts, definitions, and examples to back up the claim. the essay supplies sufficient relevant, accurate qualitative and/or quantitative data and evidence related to the scientific topic or text(s) to support its claim and counterclaim. the essay supplies relevant, accurate qualitative and/or quantitative data and evidence related to the scientific topic or text(s) to support its claim and counterclaim. the essay supplies some qualitative and/or quantitative data and evidence, but it may not be closely related to the scientific topic or text(s), or the support that is offered relies mostly on summary of the source(s), thereby not effectively supporting the essay's claim and counterclaim. the essay supplies very little or no data and evidence to support its claim and counterclaim, or the evidence that is provided is not clear or relevant. explain how or why each piece of evidence supports the claim. the essay effectively applies scientific ideas and principles in order to explain how or why the cited evidence supports the claim. the essay demonstrates consistently logical reasoning and understanding of the scientific topic and/or text(s). the essay's explanations anticipate the audience's knowledge level and concerns about this scientific topic. proficient developing emerging focus advanced proficient developing emerging organization advanced proficient developing emerging the essay applies scientific reasoning in order to explain how or why the cited evidence supports the claim. the essay demonstrates logical reasoning and understanding of the scientific topic and/or text(s). the essay's explanations attempt to anticipate the audience's knowledge level and concerns about this scientific topic. the essay includes some reasoning and understanding of the scientific topic and/or text(s), but it does not effectively apply scientific ideas or principles to explain how or why the evidence supports the claim. the essay does not demonstrate clear or relevant reasoning to support the claim or to demonstrate an understanding of the scientific topic and/or text(s). focus your writing on the prompt and task. the essay maintains strong focus on the purpose and task, using the whole essay to support and develop the claim and counterclaims evenly while thoroughly addressing the demands of the prompt. the essay addresses the demands of the prompt and is mostly focused on the purpose and task. the essay may not acknowledge the claim and counterclaims evenly throughout. the essay may not fully address the demands of the prompt or stay focused on the purpose and task. the writing may stray significantly off topic at times, and introduce the writer's bias occasionally, making it difficult to follow the central claim at times. the essay does not maintain focus on purpose or task. organize your writing in a logical sequence. the essay incorporates an organizational structure throughout that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. effective transitional words and phrases are included to clarify the relationships between and among ideas (i.e. claim and reasons, reasons and evidence, claim and counterclaim) in a way that strengthens the argument. the essay includes an introduction and conclusion that effectively follows from and supports the argument presented. the essay incorporates an organizational structure with clear transitional words and phrases that show the relationship between and among ideas. the essay includes a progression of ideas from beginning to end, including an introduction and concluding statement or section that follows from and supports the argument presented. the essay uses a basic organizational structure and minimal transitional words and phrases, though relationships between and among ideas are not consistently clear. the essay moves from beginning to end; however, an introduction and/or conclusion may not be clearly evident. the essay does not have an organizational structure and may simply offer a series of language advanced proficient developing emerging ideas without any clear transitions or connections. an introduction and conclusion are not evident. pay close attention to your tone, style, word choice, and sentence structure when writing. the essay effectively establishes and maintains a formal style and objective tone and incorporates language that anticipates the reader's knowledge level and concerns. the essay consistently demonstrates a clear command of conventions, while also employing discipline-specific word choices and varied sentence structure. the essay generally establishes and maintains a formal style with few possible exceptions and incorporates language that anticipates the reader's knowledge level and concerns. the essay demonstrates a general command of conventions, while also employing discipline-specific word choices and some variety in sentence structure. the essay does not maintain a formal style consistently and incorporates language that may not show an awareness of the reader's knowledge or concerns. the essay may contain errors in conventions that interfere with meaning. some attempts at discipline- specific word choices are made, and sentence structure may not vary often. the essay employs language that is inappropriate for the audience and is not formal in style. the essay may contain pervasive errors in conventions that interfere with meaning, word choice is not discipline-specific, and sentence structures are simplistic and unvaried. industry sector analysis_135740 by hirwa siddharth darji industry sector analysis_135740 originality report primary sources industry sector analysis_135740 grademark report final grade general comments instructor rubric: 6th-8th science argument (cer) mba622_t3_2020_assessment_02_v01 assessment information commonwealth of australia copyright regulations 1969 this material has been reproduced and communicated to you by or on behalf of kaplan business school pursuant to part vb of exclude="" quotes="" off="" exclude="" bibliography="" on="" exclude="" matches="" off="" industry="" sector="" analysis_135740="" originality="" report="" primary="" sources="" submitted="" to="" american="" university="" of="" beirut="" student="" paper="" submitted="" to="" kaplan="" professional="" student="" paper="" parlinfo.aph.gov.au="" internet="" source="" final="" grade="" 41/100="" industry="" sector="" analysis_135740="" grademark="" report="" general="" comments="" instructor="" there="" are="" some="" interesting="" and="" relevant="" observations="" made="" throughout="" your="" report="" hirwa,="" but="" it="" does="" not="" flow="" from="" section="" to="" section="" and="" can="" be="" quite="" difficult="" to="" read="" in="" parts.="" some="" of="" your="" observations="" are="" also="" a="" little="" vague,="" such="" as="" your="" discussion="" on="" ethics="" also="" consider="" using="" some="" of="" the="" planning="" tools="" we="" discussed="" in="" class="" to="" better="" frame="" your="" analysis="" and="" guide="" the="" reader="" see="" comments="" below="" shane="" presents="" and="" applies="" appropriate="" tools="" for="" the="" identification="" and="" analysis="" of="" environmental="" factors="" you="" have="" provide="" some="" insights="" into="" the="" public="" health="" system,="" but="" you="" have="" not="" used="" any="" to="" the="" planning="" tools="" we="" have="" covered="" in="" class="" (pestel,="" swot="" etc).="" identifies="" environmental="" factors="" influencing="" operating="" conditions="" some="" good="" discussion="" regarding="" some="" of="" the="" environmental="" factors="" (eg.="" political="" influence,="" lack="" of="" coordination="" of="" funders="" leading="" to="" poor="" indigenous="" health="" planning="" etc.).="" this="" section="" could="" be="" greatly="" expanded="" analyses="" industry="" trends,="" identifying="" challenges="" and="" weaknesses="" confronting="" organisations="" within="" the="" chosen="" segment.="" you="" have="" touched="" briefly="" on="" a="" few="" trends,="" but="" your="" analysis="" in="" quite="" weak.="" what="" are="" some="" of="" the="" various="" stakeholder="" perspectives?="" what="" is="" the="" role="" of="" government?="" how="" can="" quality="" of="" service="" be="" improved?="" presents="" a="" clear="" overview="" of="" the="" industry="" segment,="" including="" the="" business="" models="" of="" competitive="" players="" again,="" you="" have="" touched="" briefly="" on="" some="" of="" the="" issues="" within="" public="" health="" but="" have="" failed="" to="" adequality="" analyse="" the="" competitive="" landscape,="" including="" key="" players.="" who="" are="" some="" of="" the="" key="" organisations?="" what="" strategies="" do="" they="" use="" in="" such="" a="" competitive="" environment?="" you="" could="" expand="" this="" section="" considerably="" discusses="" ethical="" issues="" your="" understanding="" and="" analysis="" of="" ethical="" issues="" appears="" to="" be="" somewhat="" confused.="" there="" are="" many="" ethical="" issues="" within="" the="" public="" health="" sector,="" such="" as="" delivering="" safe="" and="" affordable="" care="" to="" all,="" making="" services="" accessible,="" doing="" no="" harm="" to="" patients,="" ensuring="" confidentiality="" etc.="" etc.="" the="" analysis="" clearly="" and="" logically="" presented="" and="" report="" format="" meeting="" business="" standards="" although="" your="" report="" contains="" most="" of="" the="" key="" sections="" required="" in="" a="" business="" report,="" it="" does="" not="" easily="" flow="" and="" can="" be="" quite="" difficult="" to="" understand="" in="" parts.="" also="" consider="" using="" graphs="" and="" tables="" to="" support="" your="" analysis="" appropriate="" theory="" and="" research="" used="" qm="" you="" have="" clearly="" undertaken="" a="" reasonable="" level="" of="" research="" for="" this="" report.="" correct="" academic="" writing="" style="" used,="" including="" spelling,="" grammar="" and="" punctuation="" you="" need="" to="" be="" more="" succinct="" and="" direct="" in="" your="" language="" and="" use="" plain="" english.="" in-text="" referencing="" and="" reference="" list="" follows="" harvard="" style="" and="" consistent="" with="" kbs="" guideline="" refencing="" ok="" in-text="" citations="" and="" referencing="" make="" sure="" you="" provide="" references="" for="" all="" facts="" &="" figures="" and="" observations="" made.="" you="" also="" have="" a="" very="" high="" similarity="" to="" another="" paper="" previously="" submitted,="" which="" is="" very="" close="" to="" plagiarism.="" page="" 1="" page="" 2="" page="" 3="" comment="" 1="" this="" is="" a="" very="" odd="" opening="" sentence.="" i="" don't="" know="" what="" you="" are="" trying="" to="" say?="" citation="" needed="" cite="" source:="" please="" use="" the="" link="" below="" to="" find="" links="" to="" information="" regarding="" specific="" citation="" styles:="" http://www.plagiarism.org/plag_article_citation_styles.html="" additional="" comment="" according="" to="" who?="" comment="" 2="" what="" does="" this="" mean?="" qm="" qm="" qm="" what="" does="" this="" mean?="" comment="" 3="" this="" is="" another="" very="" confusing="" section.="" i="" am="" not="" sure="" what="" your="" main="" point="" is?="" page="" 4="" citation="" needed="" cite="" source:="" please="" use="" the="" link="" below="" to="" find="" links="" to="" information="" regarding="" specific="" citation="" styles:="" http://www.plagiarism.org/plag_article_citation_styles.html="" text="" comment.="" in="" what="" way?="" give="" examples="" text="" comment.="" good="" observation,="" although="" your="" writing="" style="" is="" difficult="" to="" follow="" and="" interpret="" comment="" 4="" very="" good="" observation,="" page="" 5="" comment="" 5="" do="" you="" mean="" 'comprehensive'?="" citation="" needed="" cite="" source:="" please="" use="" the="" link="" below="" to="" find="" links="" to="" information="" regarding="" specific="" citation="" styles:="" http://www.plagiarism.org/plag_article_citation_styles.html="" citation="" needed="" cite="" source:="" please="" use="" the="" link="" below="" to="" find="" links="" to="" information="" regarding="" specific="" citation="" styles:="" http://www.plagiarism.org/plag_article_citation_styles.html="" page="" 6="" text="" comment.="" how="" is="" treating="" (eg)="" obesity="" and="" ethical="" challenge?="" ethical="" issues="" include="" 'do="" no="" harm'="" etc.="" strikethrough.="" page="" 7="" page="" 8="" rubric:="" 6th-8th="" science="" argument="" (cer)="" claim="" advanced="" proficient="" developing="" emerging="" evidence="" advanced="" proficient="" developing="" emerging="" reasoning="" advanced="" take="" an="" arguable="" position="" on="" the="" scientific="" topic="" and="" develop="" the="" essay="" around="" that="" stance.="" the="" essay="" introduces="" a="" precise,="" qualitative="" and/or="" quantitative="" claim="" based="" on="" the="" scientific="" topic="" or="" text(s),="" regarding="" the="" relationship="" between="" dependent="" and="" independent="" variables.="" the="" essay="" develops="" the="" claim="" and="" counterclaim="" fairly,="" distinguishing="" the="" claim="" from="" alternate="" or="" opposing="" claims.="" the="" essay="" introduces="" a="" clear,="" qualitative="" and/or="" quantitative="" claim="" based="" on="" the="" scientific="" topic="" or="" text(s),="" regarding="" the="" relationship="" between="" dependent="" and="" independent="" variables.="" the="" essay="" effectively="" acknowledges="" and="" distinguishes="" the="" claim="" from="" alternate="" or="" opposing="" claims.="" the="" essay="" attempts="" to="" introduce="" a="" qualitative="" and/or="" quantitative="" claim,="" based="" on="" the="" scientific="" topic="" or="" text(s),="" but="" it="" may="" be="" somewhat="" unclear="" or="" not="" maintained="" throughout="" the="" essay.="" the="" essay="" may="" not="" clearly="" acknowledge="" or="" distinguish="" the="" claim="" from="" alternate="" or="" opposing="" claims.="" the="" essay="" does="" not="" clearly="" make="" a="" claim="" based="" on="" the="" scientific="" topic="" or="" text(s),="" or="" the="" claim="" is="" overly="" simplistic="" or="" vague.="" the="" essay="" does="" not="" acknowledge="" or="" distinguish="" counterclaims.="" include="" relevant="" facts,="" definitions,="" and="" examples="" to="" back="" up="" the="" claim.="" the="" essay="" supplies="" sufficient="" relevant,="" accurate="" qualitative="" and/or="" quantitative="" data="" and="" evidence="" related="" to="" the="" scientific="" topic="" or="" text(s)="" to="" support="" its="" claim="" and="" counterclaim.="" the="" essay="" supplies="" relevant,="" accurate="" qualitative="" and/or="" quantitative="" data="" and="" evidence="" related="" to="" the="" scientific="" topic="" or="" text(s)="" to="" support="" its="" claim="" and="" counterclaim.="" the="" essay="" supplies="" some="" qualitative="" and/or="" quantitative="" data="" and="" evidence,="" but="" it="" may="" not="" be="" closely="" related="" to="" the="" scientific="" topic="" or="" text(s),="" or="" the="" support="" that="" is="" offered="" relies="" mostly="" on="" summary="" of="" the="" source(s),="" thereby="" not="" effectively="" supporting="" the="" essay's="" claim="" and="" counterclaim.="" the="" essay="" supplies="" very="" little="" or="" no="" data="" and="" evidence="" to="" support="" its="" claim="" and="" counterclaim,="" or="" the="" evidence="" that="" is="" provided="" is="" not="" clear="" or="" relevant.="" explain="" how="" or="" why="" each="" piece="" of="" evidence="" supports="" the="" claim.="" the="" essay="" effectively="" applies="" scientific="" ideas="" and="" principles="" in="" order="" to="" explain="" how="" or="" why="" the="" cited="" evidence="" supports="" the="" claim.="" the="" essay="" demonstrates="" consistently="" logical="" reasoning="" and="" understanding="" of="" the="" scientific="" topic="" and/or="" text(s).="" the="" essay's="" explanations="" anticipate="" the="" audience's="" knowledge="" level="" and="" concerns="" about="" this="" scientific="" topic.="" proficient="" developing="" emerging="" focus="" advanced="" proficient="" developing="" emerging="" organization="" advanced="" proficient="" developing="" emerging="" the="" essay="" applies="" scientific="" reasoning="" in="" order="" to="" explain="" how="" or="" why="" the="" cited="" evidence="" supports="" the="" claim.="" the="" essay="" demonstrates="" logical="" reasoning="" and="" understanding="" of="" the="" scientific="" topic="" and/or="" text(s).="" the="" essay's="" explanations="" attempt="" to="" anticipate="" the="" audience's="" knowledge="" level="" and="" concerns="" about="" this="" scientific="" topic.="" the="" essay="" includes="" some="" reasoning="" and="" understanding="" of="" the="" scientific="" topic="" and/or="" text(s),="" but="" it="" does="" not="" effectively="" apply="" scientific="" ideas="" or="" principles="" to="" explain="" how="" or="" why="" the="" evidence="" supports="" the="" claim.="" the="" essay="" does="" not="" demonstrate="" clear="" or="" relevant="" reasoning="" to="" support="" the="" claim="" or="" to="" demonstrate="" an="" understanding="" of="" the="" scientific="" topic="" and/or="" text(s).="" focus="" your="" writing="" on="" the="" prompt="" and="" task.="" the="" essay="" maintains="" strong="" focus="" on="" the="" purpose="" and="" task,="" using="" the="" whole="" essay="" to="" support="" and="" develop="" the="" claim="" and="" counterclaims="" evenly="" while="" thoroughly="" addressing="" the="" demands="" of="" the="" prompt.="" the="" essay="" addresses="" the="" demands="" of="" the="" prompt="" and="" is="" mostly="" focused="" on="" the="" purpose="" and="" task.="" the="" essay="" may="" not="" acknowledge="" the="" claim="" and="" counterclaims="" evenly="" throughout.="" the="" essay="" may="" not="" fully="" address="" the="" demands="" of="" the="" prompt="" or="" stay="" focused="" on="" the="" purpose="" and="" task.="" the="" writing="" may="" stray="" significantly="" off="" topic="" at="" times,="" and="" introduce="" the="" writer's="" bias="" occasionally,="" making="" it="" difficult="" to="" follow="" the="" central="" claim="" at="" times.="" the="" essay="" does="" not="" maintain="" focus="" on="" purpose="" or="" task.="" organize="" your="" writing="" in="" a="" logical="" sequence.="" the="" essay="" incorporates="" an="" organizational="" structure="" throughout="" that="" establishes="" clear="" relationships="" among="" the="" claim(s),="" counterclaims,="" reasons,="" and="" evidence.="" effective="" transitional="" words="" and="" phrases="" are="" included="" to="" clarify="" the="" relationships="" between="" and="" among="" ideas="" (i.e.="" claim="" and="" reasons,="" reasons="" and="" evidence,="" claim="" and="" counterclaim)="" in="" a="" way="" that="" strengthens="" the="" argument.="" the="" essay="" includes="" an="" introduction="" and="" conclusion="" that="" effectively="" follows="" from="" and="" supports="" the="" argument="" presented.="" the="" essay="" incorporates="" an="" organizational="" structure="" with="" clear="" transitional="" words="" and="" phrases="" that="" show="" the="" relationship="" between="" and="" among="" ideas.="" the="" essay="" includes="" a="" progression="" of="" ideas="" from="" beginning="" to="" end,="" including="" an="" introduction="" and="" concluding="" statement="" or="" section="" that="" follows="" from="" and="" supports="" the="" argument="" presented.="" the="" essay="" uses="" a="" basic="" organizational="" structure="" and="" minimal="" transitional="" words="" and="" phrases,="" though="" relationships="" between="" and="" among="" ideas="" are="" not="" consistently="" clear.="" the="" essay="" moves="" from="" beginning="" to="" end;="" however,="" an="" introduction="" and/or="" conclusion="" may="" not="" be="" clearly="" evident.="" the="" essay="" does="" not="" have="" an="" organizational="" structure="" and="" may="" simply="" offer="" a="" series="" of="" language="" advanced="" proficient="" developing="" emerging="" ideas="" without="" any="" clear="" transitions="" or="" connections.="" an="" introduction="" and="" conclusion="" are="" not="" evident.="" pay="" close="" attention="" to="" your="" tone,="" style,="" word="" choice,="" and="" sentence="" structure="" when="" writing.="" the="" essay="" effectively="" establishes="" and="" maintains="" a="" formal="" style="" and="" objective="" tone="" and="" incorporates="" language="" that="" anticipates="" the="" reader's="" knowledge="" level="" and="" concerns.="" the="" essay="" consistently="" demonstrates="" a="" clear="" command="" of="" conventions,="" while="" also="" employing="" discipline-specific="" word="" choices="" and="" varied="" sentence="" structure.="" the="" essay="" generally="" establishes="" and="" maintains="" a="" formal="" style="" with="" few="" possible="" exceptions="" and="" incorporates="" language="" that="" anticipates="" the="" reader's="" knowledge="" level="" and="" concerns.="" the="" essay="" demonstrates="" a="" general="" command="" of="" conventions,="" while="" also="" employing="" discipline-specific="" word="" choices="" and="" some="" variety="" in="" sentence="" structure.="" the="" essay="" does="" not="" maintain="" a="" formal="" style="" consistently="" and="" incorporates="" language="" that="" may="" not="" show="" an="" awareness="" of="" the="" reader's="" knowledge="" or="" concerns.="" the="" essay="" may="" contain="" errors="" in="" conventions="" that="" interfere="" with="" meaning.="" some="" attempts="" at="" discipline-="" specific="" word="" choices="" are="" made,="" and="" sentence="" structure="" may="" not="" vary="" often.="" the="" essay="" employs="" language="" that="" is="" inappropriate="" for="" the="" audience="" and="" is="" not="" formal="" in="" style.="" the="" essay="" may="" contain="" pervasive="" errors="" in="" conventions="" that="" interfere="" with="" meaning,="" word="" choice="" is="" not="" discipline-specific,="" and="" sentence="" structures="" are="" simplistic="" and="" unvaried.="" industry="" sector="" analysis_135740="" by="" hirwa="" siddharth="" darji="" industry="" sector="" analysis_135740="" originality="" report="" primary="" sources="" industry="" sector="" analysis_135740="" grademark="" report="" final="" grade="" general="" comments="" instructor="" rubric:="" 6th-8th="" science="" argument="" (cer)="" mba622_t3_2020_assessment_02_v01="" assessment="" information="" commonwealth="" of="" australia="" copyright="" regulations="" 1969="" this="" material="" has="" been="" reproduced="" and="" communicated="" to="" you="" by="" or="" on="" behalf="" of="" kaplan="" business="" school="" pursuant="" to="" part="" vb="">