Category: Business

The Business Plan is based in two parts: (Please refer to Master Final Project Notes for all instructions)
Business Plan (Part 1): Word Count: 12000 words 10% +/-. Marking capacity 80%
Research Reflective Report (Part 2): Word Count: 2000 words 10% +/-. Marking capacity 20%
Documents attached:
Two documents attached where the assignment needs to be written on.
EU New AI Act
Financials Template
Previous assignment where Details of company and marketing details are listed in
Two Handbooks provided by the instituition on the Business Plan and the Research Reflective Report

Leaders driving digital transformation must ensure that their employees are both engaged and committed; success is not based on implementing new technologies alone, instead it is judged by the successful adoption by employees and customers alike. Specifically, you should reflect on how Leadership should approach: i. encouraging innovation and an innovative culture ii. developing of a supportive environment iii. ensuring the organization is future-read I am doing a professional diploma in Digital leadership. Description using models/frameworks – Analysis – Conclusions – Recommendations Show us that you: – understand the models/frameworks – can apply them correctly – can draw conclusions and recommendations from your analysis Four Elements 1. Description 30% 2. Reflection 30% 3. Reflection-for-Action 30% 4. Structure and Writing Ability 10%

Reading required: – Read Chapter 1, 2, and 5 carefully and then answer the following questions based on your understanding.
1. Based on the discussion made in Chapter-1 regarding the value creation concept, explain how a SR100 Timex watch and a SR20000 Rolex watch deliver value to their respective target markets? Which factors account for this dramatic difference in watch prices? Critically examine and provide your answer.

Background
The RADAR Model is based on an approach to being proactive rather than waiting for problems to emerge. This model helps leaders and managers to have systems in place to recognize issues quickly. It is best to handle misconduct by avoiding it ever happening. Since this is close to impossible, having a program in place can alleviate a larger problem. In the RADAR Model (Chapter 11; Figures 5) ethical leaders have a duty to recognize ethical issues, avoid misconduct, discover ethical risk areas, answer stakeholders’ concerns, and recover from the situation. Instructions
You are the CEO. Your shareholders have expressed concern over ethical risks that could develop because the company does not conduct internal audits routinely. You are tasked with having each department manager create a plan for an internal audit using the RADAR Model R = Recognize, A = Avoid, D = Discover, A = Answer, R = Recover You have decided to prepare a PowerPoint presentation to explain what the RADAR Model is and how to use it. Explain how each letter of the acronym is used and give an idea how the department manager can apply this in the audit. Step 1 – use PPT or Prezi to develop the presentation. Be creative and add visuals. (Minimum 5 slides) Step 2 – prepare your audio part of the presentation in a transcript and cite. Step 3 – use Kaltura video to record the presentation including the PPT slides. (No more than 5 minutes.) Be sure to load the transcript, PowerPoint presentation, and Kaltura video into the drop box. Length: This assignment must be 1 Transcript page; Minimum 5 PowerPoint slides; up to 5-minute audio/video (excluding the title and reference page). References: Include 2-3 scholarly resources. Grading
This assignment is worth 15 points and is due on Sunday.

Assignment: Compare the Walmart 2022 Days on Hand results to the Target 2022 Days on Hand results. You can find the data you need in the companies’ annual reports online. Write an executive summary (follow the model provided) detailing the daily Cost of Sales for each year, respective days of Inventory for 2022, and the financial impact of the different inventory levels as measured by the Days on Hand measure. Assume a 25% carrying cost ratio. There is information on how to do these calculations in the example provided.
Be careful to use the correct units for the financial impact. (Financial numbers in Income Statements and Balance Sheets are often in $ millions.) Also, comment on any other noticeable differences in performance or situation. Provide the date for the financial information.
Explain differences in performance (merely stating that a difference in size exists is inadequate).
Submit to D2L a single Word document, single-spaced, 12 pt font. Your submission must follow the template format provided on page 3 of this document. The other document in this Dropbox provides instructions and examples for completing your analysis. Your document must precisely follow the template provided (including headers and tables), or you will receive a grade reduction. Replace all red font material with your original content. Change the font to black. Do not submit any material in red font, or you will receive a grade reduction. Correct grammar and punctuation are expected in this assignment and will be a component of your grade. Get help if you need it (Grammarly is one option). Use expressive language. Be careful about using the word “very” (what does that mean?). Submit one file with the filename DaysOnHand.docx.

Instructions
Ethics spans a large spectrum in our business world. Per your reading in Chapter 10, healthcare has gained a great deal of discussion and importance. Both developed and developing countries are facing healthcare affordability. Businesses are faced with tough questions and the rising costs of healthcare to offer employees. Some businesses have reduced healthcare packages or dropped coverage to employees altogether. Global healthcare is a rising problem. Companies around the world are getting into ethical and legal trouble due to this question: Is healthcare a right or a privilege? Choose one of the questions below and elaborate on your response in the discussion. When responding to your peers, keep ethical conduct in mind. Since this is a personal issue, emotions may be involved. You can read more about this dilemma on page 259 in your book. (Ferrell et al, 2022) Question 1: Healthcare protects life; it is a fundamental right and should be provided by the government. Why or why not? Question 2: Healthcare is a privilege and due to high costs should not be provided by the government. Why or why not? Cite sources you reference in-text and under a “References” section in APA format. Grading
Your points will be based on a minimum of three responses per week: initial answer; and two peer comments. Each of the three responses must be a minimum of three paragraphs and each paragraph must be multiple sentences. All responses must be completed by 11:59 PM, PST, on Sunday. You should log in on separate days to read all of the postings and comment on the posting of your choice. This approach allows you to read the entire body of posts and learn from the thoughts of your classmates and Instructor.

“Ethical Exploration of ChatGPT in the Modern K-14 Economics Classroom”
As you read the case study, it addresses the challenge of ethically integrating ChatGPT, a sophisticated AI language model, into K-14 economics education. Be attentive and answer the questions below based on the case study. Your answers should not exceed 2 pages (no need to include sources). Be sure to include all the elements mentioned in the article as well as your own knowledge about the financial and banking industry.
Question 1: What ethical concerns are raised in the case study regarding the biases exhibited by ChatGPT and their potential impact on critical skill development in students?
Question 2: According to the case study, in what ways can ChatGPT be beneficial for students, such as providing individualized learning experiences and interactive learning?
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4637359Links to an external site. The usage and rise of ChatGPT, an artificial intelligence large language model by OpenAI, has sparked a new age of concern in impacts to student performance and outcomes in a modern educational classroom. Artificial intelligence often challenges human capabilities, thereby leading to rising conversations on leveraging such technologies to enhance educational outcomes, while navigating the shortcomings and ethical concerns, particularly in the economics classroom. This research can be found important to economics educators, education practitioners, and policymakers
aiming to navigate the evolving technological landscape in the K-14 education settings. The approach of this work aims to address both fallacies and benefits of utilizing the ChatGPT technology in the classroom, however, also assuring balance in preserving educational outcomes and teaching performances. By examining the documented usages of ChatGPT and other literature, the ethical lens of normative and virtue ethics will be addressed in this paper.
The scope of the paper provides a unique outlook of the educational and instructional application of using the ChatGPT technology. Economics educators are interested in understanding how best to advance their classroom material and student learning outcomes within the K-14 classrooms. Student outcomes in educational environments provide practitioners, students, parents, administrators, and outside agencies the ability to review grades as an indicator of measurable knowledge, skills, and abilities. Often times, this is seen in reflection of individual grades or overall student performance in the classroom via assignments or assessments, individually or collectively (Stock et al., 2013). Historically, economics
educators have shown comfortability of utilizing modern technology within the classroom to expand diversity efforts, introducing real-world applications of the field (Al-Bahrani, 2022; Al-Bahrani et al., 2016; Geerling, 2012; Wooten et al., 2020).
This has inspired the creation of a repository with everyday popular culture items to showcase economics lessons that benefit the teachings of economics (Hobbs & Wooten, 2021). Popular culture within the economics classrooms has taken on music selections (Ben Abdesslem, 2022; Geerling et al., 2020; Scott & Bloodworth, 2023), Broadway (Rousu, 2016), Netflix (Ben Abdesslem & Picault, 2023), and TikTok1. These varying growth-related technologies support a welcoming embrace from economics educators in pursuit of maintaining relevance in the classroom (Wooten
et al., 2020). These methods and approaches to teaching within the classroom are considered pedagogical and andragogical techniques, that support teaching performances. Once artificial intelligence (AI), such as the free version of ChatGPT, was introduced for mass consumption by the
public, educators became concerned about the potential misusages such as plagiarism (Can & Honca, 2023; Lo, 2023), altering classwork dynamics (Hill, 2023), and broader impacts of AI’s role in educational environments (Mhlanga, 2023; Ray, 2023). The field of economics embraces decision-making strategies by supporting optimal choices when faced with conditions brought from constraints. Economics educators must consider the dilemma of enhanced classroom exercises and increased productivity, while also understanding potential misuses of the technology can
diminish academic rigor and student authenticity. The scope of normative ethics can be seen in the teachings of an economist, as the field utilizes normative approaches, known as normative economics (Berg, 2003; Colander, 2016; Northrop, 2000). It is the work of Ray (2023) that showcases ChatGPT can perform a variety of tasks from supporting college essay writing to also exhibiting major concerns in prejudice biases and ethical concerns.
Therefore, the purpose of this study is to explore ChatGPT usage in the K-14 economics classroom from an ethical perspective. This leads to the research question, is it ethical to use ChatGPT in the K-14 economics classroom? At the time of this writing, ChatGPT 4.0 can access and search the worldwide web. Furthermore, ChatGPT versions hold a disclosure statement indicating the technology could get important information wrong.2 Throughout the rise of ChatGPT, educators have expressed interest and caution to integrating the application within the classroom (Geerling
et al., 2023). Researchers have been actively evaluating the modern classroom with generative pre-trained transformer (GPT) technology, raising concerns of diminishing student achievement, yet also supporting educational exploration and composition (Steele, 2023). However, the biases that were shown by the GPT has educators expressing doubt that tolerance of the bot would erode critical skill development in primary and upper primary school-age children (Yu, 2023).
While much of the conversation has been around academic integrity standards and evaluation of issues from a learning standpoint, there are other practical implications to consider, such as social disparities. ChatGPT has several versions, with older versions being provided as a free tool. However, the most updated ChatGPT model is hidden behind a pay wall. Additionally, to monetary constraints, individuals who would be interested in using this would need a computer or smartphone that has cellular data and web service capabilities. While this does not particularly answer the research question, it would be a dilemma for economics educators to not consider the social disparity that arises due to the barrier of the service. In addition to paywall, research work has advocated for ethical considerations of using advanced technological tools (Scott, 2023). These truths also hold concern for students who may not have access to the basic fundaments that would be required to enhance skills with the GPT technology. Furthermore, broadening concerns in education classrooms may acknowledge that students unfamiliar with this technology or lack of access could
exacerbate social status. From an ethical perspective, the concerns of addressed around ChatGPT usage can align with normative ethics, which has embraced justice and individual rights (Ackerly & Attanasi, 2010). Students benefit from the opportunity to gain experience with GPT technology and receive personalized learning (Ray, 2023; Steele, 2023; Yu, 2023). The ability to utilize GPT within the economics classroom can benefit students in receiving individualized learning experiences that support closing knowledge gaps. Furthermore, this can be further
achieved by utilizing the GPT as interactive learning, allowing students to ask questions, without fear of peer critique, and receive instant feedback (Steele, 2023). The concerns from Yu (2023) expresses that students could lean on the GPT as a crutch for guidance and not as an aid. In economics education, it is heavily important for students to achieve a learning outcome that allows applicable theories to real-world scenarios. The usage of GPT could be the tail of two stories – one that supports economic exploration and the other that significantly diminishes critical thinking. However,
the virtue ethics approach embraces that educators hold an intention of strengthening academic performance, outcomes, and teaching performance. Therefore, utilizing the scope of normative ethics and virtue ethics, this paper recognizes the role of the educator is to build and enhance classroom experiences and outcomes.
The economics educator must consider the ethical approach of using ChatGPT within the classroom. In addition to, the approach must be within reason to enhance classroom experiences and outcomes, not for relevancy only. While the first part of this paper has focused on bringing forth introductory components of the research question and ethical framework, the next section will use literature to justify the decision framework in supporting educator decision-making.

“Ethical Exploration of ChatGPT in the Modern K-14 Economics Classroom”
As you read the case study, it addresses the challenge of ethically integrating ChatGPT, a sophisticated AI language model, into K-14 economics education. Be attentive and answer the questions below based on the case study. Your answers should not exceed 2 pages (no need to include sources). Be sure to include all the elements mentioned in the article as well as your own knowledge about the financial and banking industry.
Question 1: What ethical concerns are raised in the case study regarding the biases exhibited by ChatGPT and their potential impact on critical skill development in students?
Question 2: According to the case study, in what ways can ChatGPT be beneficial for students, such as providing individualized learning experiences and interactive learning
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4637359
The usage and rise of ChatGPT, an artificial intelligence large language model by OpenAI, has sparked a new age of concern in impacts to student performance and outcomes in a modern educational classroom. Artificial intelligence often challenges human capabilities, thereby leading to rising conversations on leveraging such technologies to enhance educational outcomes, while navigating the shortcomings and ethical concerns, particularly in the economics classroom. This research can be found important to economics educators, education practitioners, and policymakers aiming to navigate the evolving technological landscape in the K-14 education settings. The approach of this work aims to address both fallacies and benefits of utilizing the ChatGPT technology in the classroom, however, also assuring balance in preserving educational outcomes and teaching performances. By examining the documented usages of ChatGPT and other literature, the ethical lens of normative and virtue ethics will be addressed in this paper.
The scope of the paper provides a unique outlook of the educational and instructional application of using the ChatGPT technology. Economics educators are interested in understanding how best to advance their classroom material and student learning outcomes within the K-14 classrooms. Student outcomes in educational environments provide practitioners, students, parents, administrators, and outside agencies the ability to review grades as an indicator of measurable knowledge, skills, and abilities. Often times, this is seen in reflection of individual grades or overall student performance in the classroom via assignments or assessments, individually or collectively (Stock et al., 2013). Historically, economics
educators have shown comfortability of utilizing modern technology within the classroom to expand diversity efforts, introducing real-world applications of the field (Al-Bahrani, 2022; Al-Bahrani et al., 2016; Geerling, 2012; Wooten et al., 2020).
This has inspired the creation of a repository with everyday popular culture items to showcase economics lessons that benefit the teachings of economics (Hobbs & Wooten, 2021). Popular culture within the economics classrooms has taken on music selections (Ben Abdesslem, 2022; Geerling et al., 2020; Scott & Bloodworth, 2023), Broadway (Rousu, 2016), Netflix (Ben Abdesslem & Picault, 2023), and TikTok1. These varying growth-related technologies support a welcoming embrace from economics educators in pursuit of maintaining relevance in the classroom (Wooten
et al., 2020). These methods and approaches to teaching within the classroom are considered pedagogical and andragogical techniques, that support teaching performances. Once artificial intelligence (AI), such as the free version of ChatGPT, was introduced for mass consumption by the public, educators became concerned about the potential misusages such as plagiarism (Can & Honca, 2023; Lo, 2023), altering classwork dynamics (Hill, 2023), and broader impacts of AI’s role in educational environments (Mhlanga, 2023; Ray, 2023). The field of economics embraces decision-making strategies by supporting optimal choices when faced with conditions brought from constraints. Economics educators must consider the dilemma of enhanced classroom exercises and increased productivity, while also understanding potential misuses of the technology can diminish academic rigor and student authenticity. The scope of normative ethics can be seen in the teachings of an economist, as the field utilizes normative approaches, known as normative economics (Berg, 2003; Colander, 2016; Northrop, 2000). It is the work of Ray (2023) that showcases ChatGPT can perform a variety of tasks from supporting college essay writing to also exhibiting major concerns in prejudice biases and ethical concerns.
Therefore, the purpose of this study is to explore ChatGPT usage in the K-14 economics classroom from an ethical perspective. This leads to the research question, is it ethical to use ChatGPT in the K-14 economics classroom? At the time of this writing, ChatGPT 4.0 can access and search the worldwide web. Furthermore, ChatGPT versions hold a disclosure statement indicating the technology could get important information wrong.2 Throughout the rise of ChatGPT, educators have expressed interest and caution to integrating the application within the classroom (Geerling
et al., 2023). Researchers have been actively evaluating the modern classroom with generative pre-trained transformer (GPT) technology, raising concerns of diminishing student achievement, yet also supporting educational exploration and composition (Steele, 2023). However, the biases that were shown by the GPT has educators expressing doubt that tolerance of the bot would erode critical skill development in primary and upper primary school-age children (Yu, 2023).
While much of the conversation has been around academic integrity standards and evaluation of issues from a learning standpoint, there are other practical implications to consider, such as social disparities. ChatGPT has several versions, with older versions being provided as a free tool. However, the most updated ChatGPT model is hidden behind a pay wall. Additionally, to monetary constraints, individuals who would be interested in using this would need a computer or smartphone that has cellular data and web service capabilities. While this does not particularly answer the research question, it would be a dilemma for economics educators to not consider the social disparity that arises due to the barrier of the service. In addition to paywall, research work has advocated for ethical considerations of using advanced technological tools (Scott, 2023). These truths also hold concern for students who may not have access to the basic fundaments that would be required to enhance skills with the GPT technology.
Furthermore, broadening concerns in education classrooms may acknowledge that students unfamiliar with this technology or lack of access could exacerbate social status. From an ethical perspective, the concerns of addressed around ChatGPT usage can align with normative ethics, which has embraced justice and individual rights (Ackerly & Attanasi, 2010). Students benefit from the opportunity to gain experience with GPT technology and receive personalized learning (Ray, 2023; Steele, 2023; Yu, 2023). The ability to utilize GPT within the economics classroom can benefit students in receiving individualized learning experiences that support closing knowledge gaps. Furthermore, this can be further achieved by utilizing the GPT as interactive learning, allowing students to ask questions, without fear of peer critique, and receive instant feedback (Steele, 2023). The concerns from Yu (2023) expresses that students could lean on the GPT as a crutch for guidance and not as an aid. In economics education, it is heavily important for students to achieve a learning outcome that allows applicable theories to real-world scenarios. The usage of GPT could be the tail of two stories – one that supports economic exploration and the other that significantly diminishes critical thinking. However, the virtue ethics approach embraces that educators hold an intention of strengthening academic performance, outcomes, and teaching performance. Therefore, utilizing the scope of normative ethics and virtue ethics, this paper recognizes the role of the educator is to build and enhance classroom experiences and outcomes.
The economics educator must consider the ethical approach of using ChatGPT within the classroom. In addition to, the approach must be within reason to enhance classroom experiences and outcomes, not for relevancy only. While the first part of this paper has focused on bringing forth introductory components of the research question and ethical framework, the next section will use literature to justify the decision framework in supporting educator decision-making.

You are required to write a business report individually on the given topic following the instructions given below. You need to read the scenario and the task carefully prior to writing the report.
Scenario:
Brick and Mortar, and e-businesses each hold their own significance in today’s tech savvy marketplace. With the invention of various e-commerce platforms or marketplaces such as Amazon, eBay, Alibaba, shopify, etc., businesses worldwide have witnessed a boom in economic activities. E-businesses go beyond the geographical boundaries and offer unparalleled ease and opportunities to browse a range of products at anytime from anywhere while brick and mortar businesses foster customers’ trust and loyalty as they get a chance to touch and feel the product before making any purchase decisions. Where both the types of businesses have pros and cons, a young entrepreneur gets confused about which one is a better option for him/her to start an entrepreneurial venture. Hence, there is a need to investigate which business option is more sustainable in today’s technically advanced marketplace.
Task:
You are working in Small and Medium Enterprises (SME) Development Authority Oman and have been assigned a task to draw a comparative SWOT analysis of one E-business and one brick and mortar business in Oman. You are required to produce a 2000-word business report on “E-Business Vs Brick and Mortar Business: A Comparative SWOT Analysis”. You should select ONE E-Business and ONE Brick and Mortar business of the same category in Oman (e.g., an online Abaya store vs a local abaya shop) and draw a comparative SWOT analysis based on the categories given in the table below. The purpose of the report is to evaluate strengths, weaknesses, opportunities, and threats of each type of business you select and give recommendations to young Omani entrepreneurs to help them take more informed decision about their future entrepreneurial ventures
A business report writing structure should be used to present this report and recommendations will be expected to be produced for different categories you select to draw comparative analysis to help the local business.
1.Select ANY ONE E-business and ONE brick and mortar business of your choice preferably related to your pathways (e.g., businesses in the IT, finance, oil, and gas, etc., sectors) and provide brief background information in the introduction section of your report. You MUST FOLLOW the checklist attached to this assessment brief to produce your report.
2.Organize your report based on the structure taught in the class.
3.Give recommendations (at least 10) to the young Omani Entrepreneurs assisting them to decide which business option is better for them.
4.Consider the following prompts to structure your thoughts. You may want to add more points to the following list ONLY in consultation with your class lecturer. You should use the following table to collect data and attach it as an appendix at the end of the report.
Serial No
Category
E-Business
Brick and Mortar (Face-to-Face) Business
Example
Time
24/7, throughout the year
Convenient for customers to buy at any time, difficult for business to respond immediately – waiting time may increase to upset the customer
Limited hours
Customers to follow business schedule, face-to-face response, no waiting time
1
Convenience to Set Up
2
Setting up Cost
3
Scalability – Target Customers
4
Operations Management
5
Legalization Process
6
Space Limitation
7
Sale
8
Security
9
Technical Issues
10
Technical Literacy of Customers
11
Trust – Product Quality
12
Payment Methods
13
Customers’ Experience/Feedback
14
Product Delivery
15
Growth Opportunities
16
Currency Exchange
17
Innovation
18
Competition
2: Specific Instructions: As a future entrepreneur (you):
Collect data by browsing websites.
Do not have to prepare a questionnaire to collect data.
Must select at least 15 points out of the total presented above in your analysis.
Present the analysis following the structure of a business report you have been taught in class.
Use categories/sub-categories as headings and present the analysis in the form of paragraphs.
You MUST have your own contribution/analysis to secure good marks.
Give references, in case you obtain some data from websites, newspapers, etc., using Harvard Style of Referencing.
You MUST summarise or paraphrase the text you obtain from different sources.
more detail will be given

For this assignment, you will test your auditory threshold and hearing ability. Please follow the instructions below to complete the activity on the ISLE website. Once you have completed the activity, answer the questions below in a discussion post.
(Please do this activity in a quiet room without headphones, and please use Firefox, Edge, or
another browser to launch…Chrome may not operate correctly)
1. Go to https://edge.sagepub.com/schwartzLinks to an external site.
2. Click on ISLE Activity 10
3. Click on ISLE Activities and Quizzes
4. Select ISLE 10.4 Frequency Response of the Ear
5. Read the Background and Instructions
6. Click on Illustration
7. Click the “Adjust” button to play a tone, and adjust the slider until you can just hear the tone
8. Click “Done”
9. Click “Play”, you will hear a series of 10 tones at decreasing amplitudes (called a
stairstep method) for one frequency. Your job is to count how many of the tones you can hear
until the tone disappears from your perception. Enter that number in the drop-down menu
10. Repeat and adjust steps for the remaining 7 frequencies
11. When you have completed all of the frequencies, click “Download Data”
12. Copy or paste your raw data (that you downloaded) into your post on this discussion thread and answer the following questions in your post as well:
Question 1: Please describe the shape of your frequency distribution graph.
Question 2: Were your results consistent with your own beliefs regarding your hearing? Did the results suggest you were more or less sensitive to any given frequency range?