Get help from the best in academic writing.


QUESTION:1 and QUESTION: 2. Help me study for my Management class. I’m stuck and don’t understand.

Answers the below questions based on the Video URL.
Please click on the URL and go through the Video and answers the questions accordingly.

Answer each question with 2-3 paragraphs where each paragraph should contain 6 lines.
Plagarism free
APA Format

1. Prepare a synopsis-High level Summary (or) overview of the case (2 -3 paragraphs)
2. The primary ethical breach (2-3 paragraphs)
3. The fallout (or) the impact -The actual reason for the case to be considered unethical (2-3 paragraphs)
4. Your comments-Your perspective and in your own word why “you” think this is unethical (2-3 paragraphs).

Journal Assignment

Answer the below questions with 6 lines for each question
Plagarism free
APA Format

1. How would you personally define ethics?
2. How does business ethics differ from your personal ethics?
3. What is the biggest influence on your personal ethics? Why?
4. Do you try to always be ethical? Why or why not?
5. Do you think you have a high personal standard?
6. Do you know an adult that has lied, cheated, or stolen anything? How might an adult justify this type of behavior?


Share this: Facebook Twitter Reddit LinkedIn WhatsApp It is estimated that approximately 60% of the nursing workforce consists of newly qualified nurses: consequently there is much literature that examines the transitions that individuals experience as they progress from the student nurse to the newly qualified nurse (Whitehead, 2001; 2011). The recruitment and retention of nurses globally is a major issue, and hence healthcare systems need to address how best to ensure smooth transition into the professional nurse role to ensure newly qualified nurses successfully adjust into their new roles (Duchscher, 2008). In facilitating such transitions, great emphasis has been placed upon providing effective work environments in which newly qualified nurses can be best supported through the use of supervisors and preceptorship, and in having their views acknowledged and valued (Department of Health, DoH, 2008; Nursing and Midwifery Council, 2006). Indeed the policy paper, ‘A High Quality Workforce’ (DoH, 2008) specifically acknowledged the role that the National Health System must adopt in improving not simply the quality of care but also the quality of support offered to NHS staff. Key DoH (2008) recommendations were placed on establishing more effective nursing training to ensure newly qualified nurses were better prepared for the realities of nursing practice, and providing avenues for appropriate continued professional development. However, studies still highlight that in reality, newly qualified nurses’ experiences are not aligned with these recommendations and nurses are still experiencing great challenges and difficulties in adjusting to the newly qualified nurse role (Mooney, 2007; Nash et al. 2009). The aim of this essay therefore is to examine the challenges that newly qualified nurses’ experience as they make their transitions into professional nursing practice, and to explore particular evidence based strategies to facilitate effective adjustment to their new role. Nursing role transitions The difficulties that student nurses experience in making the transition to newly qualified nurse has been highlighted by both the Department of Health (DoH, 2007) and the Nursing and Midwifery Council (NMC, 2006) who raise concerns around whether such nurses are being appropriately prepared to feel confident and competent in their new nursing positions. As the NHS ethos of the 6 Cs of care demonstrates, competence, and the courage to act with confidence, alongside communication, collaboration and continuity, are essential aspects of the nurses’ role in order to practice effectively (NHS, 2013). The literature indicates however that student nurses are simply not being effectively supported by both the NHS health care system and pre-registration training, which is leading to ineffective training which results in poorly prepared student nurses with expectations that do not translate into their actual new ‘professional’ nursing roles (Mooney, 2007; O’Shea and Kelly 2007). As Clark and Holmes (2007, p.1211) state, nursing education does not offer students “the knowledge, skills or confidence necessary for independent practice”. As O’Shea and Kelly (2007) also highlight, newly qualified nurses’ transitions are further challenged by little knowledge of the diverse roles qualified nurses engage within, such as managerial, leadership, decision-making and clinical duties. Studies however reveal that amongst newly qualified nurses there are similar, shared personal values based on altruistic values of desiring to help, care and support patients’, which promotes the person-centred model of care (DoH, 2000). However studies highlight that in practice, organisational constraints (Lack of time and staffing problems) combined with managers’ high expectations create challenges for new nurses in implementing theoretical knowledge and personal values into practice (Mackintosh, 2006). Therefore there is much need to determine key strategies that can promote effective transitions for nurses to help them to negotiate new positions as newly qualified nurses that prevent disillusionment, frustration, stress and potential burnout (Mackintosh, 2006). The shock of transition Duchscher (2008) identifies two key processes, those of socialisation and professionalisation, that occur as student nurses adjust to becoming a newly qualified nurse, Duchscher states that in order for nurses to effectively adjust to the transition they must modify their professional and personal values so that they are more aligned with the actual role. Duchscher (2008) argues that these changes result in nurses experiencing a process of intellectual, emotive personal, professional, role, skill and relationship transitions, which lead to new understandings, expectations and, subsequently, experiences. Studies corroborate this by highlighting that the first three months of becoming a newly qualified nurse have been reported by such nurses to be a sharp shock, as prior expectations of theory-based nursing are challenged by having such ideals of person-centred care made often impossible through different care practices expected within NHS settings being reinforced within health care teams (Kelly and Ahern, 2009; Hollywood, 2011). As multi-disciplinary teamwork in NHS care systems is a key aspect of NHS policy (DoH, 2010; NHS, 2013), newly qualified nurses can feel coerced into adopting different care practices that challenge their theoretical understanding of best practice, which can lead to tensions and, as studies reveal, could lead to distrust and poor staff morale (McDonald, Jayasuriya, and Harris, 2012). The literature evidences that newly qualified nurses who feel pressured to follow the practices of other staff can become desensitised to the use of poor practice through rationalising the need for such practice as a result of environmental pressures, such as time or staffing issues, which can lead to the nurse also adopting them (Mackintosh, 2006). Mackintosh (2006) highlights how this can lead to newly qualified nurses re-negotiating new nursing roles where personal values are re-assessed to enable adoption of similar practices, which serves to further reinforce the use of poor care within NHS settings. Consequently as Kelly and Ahern (2009) identified, it is no wonder that newly qualified nurses report finding the transitional process overwhelming and stressful, confirming Mooney’s (2007) findings that nurses are unprepared and experiencing unexpected difficulties. Whitehead (2011) and Scully (2011) argue that such difficulties are a result of a theory-practice gap, which leads to nurses experiencing a conflict amongst theoretical, personal and professional values (Maben, Latter and Clark, 2006). Mooney (2007) confirms this in research conducted with newly qualified nurses that reported that pre-registration training did not prepare them for the realities of actual practice. Mooney (2007) also demonstrated how the high expectations of staff-leaders and patients furthered nurses’ feeling of lacking skills and knowledge, as no accommodation was made for their newly qualified status and lack of experience, which led to stress and disillusionment (Hollywood, 2011). As Maben et al. (2006) state, such treatment and lack of support places newly qualified nurses in vulnerable situations: they are at great disadvantage due to lack of experience and appropriate support strategies (Hollywood, 2011). Addressing stress and expectations Whilst studies highlight the difficulties that nurses experience in adjusting to the newly qualified nurse role (Whitehead, 2001; 2011), Edwards et al.(2011) reveal that appropriate support can minimise student nurses’ anxiety and help to build confidence through enhancing greater understanding of their role and staff demonstrating acceptance within nursing teams. However, Edwards et al. (2011) identify that staffing issues, staff attitudes and time constraints often lead to such nurses being unsupported, and can foster inequalities across NHS settings in the level of support provided. Scully (2011) emphasises that in order to provide appropriate support to newly qualified nurses, the political, social, and cultural barriers inherent in such a context must be addressed to help such nurses to overcome the theory-practice gap. As Fenwick et al. (2012) recommend, staff support needs to support a re-negotiation of newly qualified nurses’ expectations – resulting from theoretical training – to offer contexts in which discussions can be promoted that can address unrealistic expectations of the newly qualified nurse’s role so that what Kramer (1974) terms as reality shock is prevented. Theory-practice gaps, if strategies are not developed, can lead to segregation across newly qualified nurses and experienced staff, as when high expectations are placed upon newly qualified staff, they are unable to re-negotiate their new roles as they have no understanding of how their role can be limited by the particular socio-political and organisational constraints that can impede their practice (Maben et al. 2006). Supportive work environments Consequently the actual NHS environment and organisational culture in which newly qualified nurses find themselves can elicit a major impact upon how such nurses manage their transitions and forge a new self-identity and come to make sense of the role of the newly qualified nurse (Mooney, 2007; Whitehead, 2001). A key strategy promoted by the Nursing and Midwifery Council (NMC) (2006) is the employment of preceptors and supervisors to facilitate newly qualified nurses’ adjustment to their new practice settings (NMC 2006). Preceptorship within a nurse’s first year of professional practice can be utilised to highlight newly qualified nurses’ existing strengths and weaknesses, so that areas of development can be highlighted and addressed. However, it can also provide a valuable context in which fears, emotions and challenges can be discussed (NMC, 2006). Despite NMC (2006) recommendations however, the utilisation of preceptorship support strategies in practice is limited, with its use across the NHS being fragmented and inconsistent. However the literature does demonstrate that preceptorship strategies can be very effective in supporting newly qualified nurses in successfully managing such transitions, with student nurses reporting that preceptorship facilitated easier transitions into clinical practice and helped them to negotiate better understandings of their new roles (Mooney, 2007). Whitehead’s (2001; 2011) studies’ findings led to the recommendations that newly qualified nurses must have access to preceptorship, clinical supervision and some form of full time support so that difficulties can be addressed swiftly and reduce the number of newly qualified nurses living too hastily without appropriate discussion the nursing profession. As Whitehead (2011) states, social support and peer interaction can help to address and alleviate fears and stress through nurses being able to access appropriate emotional support and guidance at any time (Mooney 2007). A qualitative study by Jonsen et al. (2012) examined the impact that providing preceptorship support elicited upon nurses’ successful transition into new practice, Jonsen et al. (2012) identified three key aspects, these being: preceptors; theory and practice; and reflection. Jonsen et al’s (2012) findings revealed that student nurses found the availability of support through preceptorship facilitated positive working environments which promoted feelings of security and yet fostered enhanced confidence and greater clinical effectiveness. As Jonsen et al. (2012) state, preceptorship provides contexts in which nurses are able to reflect upon their clinical practice experiences, which provides an environment in which students are able to balance theory with practice and personal with professional values, which facilitates better practice and confidence. Conclusion In summary, this essay demonstrates that to ensure student nurses adapt and make effective transitions to the role of newly qualified nurse, vital support is needed to offer appropriate supportive working environments, which can help nurses to re-negotiate the theory-practice gap. NHS settings need to acknowledge, accept and address the unique and individual needs of newly qualified nurses so that strategies can be employed that can facilitate continued professional development and encourage nurses to discuss their actual fears, issues and needs. The provision of preceptors and supervisors is essential to enable newly qualified nurses to have access to contexts in which personal and professional values can also be discussed so that they are able to not simply assimilate dominant practices inherent in the NHS setting but to also question them. Such strategies can thus offer newly qualified nurses context in which to reflect upon such practice experiences so that they can make sense of their new roles and re-negotiate new identities. It is therefore recommended that nurse training must address the potential transitionary difficulties that newly qualified nurses can experience to better prepare individuals for the realities of professional practice. NHS health care contexts must also promote greater access to preceptorship for newly qualified nurses to cater to the specific needs of newly qualified nurses. It is anticipated that through this development and a universal shift to enabling newly qualified nurses access to support such as preceptorship, newly qualified nurses can act with greater confidence and feel more supported in their clinical practice. References Clark, T., and Holmes, S. (2007) ‘Fit for practice? An exploration of the development of newly qualified nurses using focus groups’. International Journal of Nursing Studies, 44 (7), pp. 1210-1220 Department of Health (2000) NHS Plan. London: DoH. Department of Health (DH) (2007) Towards a framework for post registration nursing careers – Consultation document. London: Department of Health. Department of Health (2008) A high quality workforce. London: DoH. Duchscher, J. B. (2008). A Process of Becoming: The Stages of New Nursing Graduate Professional Role Transition. Journal of Advance Nursing. 5(2), 22-36. Edwards, D., Hawker, C., Carrier, J.,
Share this: Facebook Twitter Reddit LinkedIn WhatsApp Case Study Narrative of Vulvar Cancer Abstract Vulvar cancer is a rare malignancy that occurs in the female genital tract. Vulvar cancer studies have shown links between the HPV virus and lichen sclerosus in women diagnosed with vulvar cancer. The majority of vulvar cancers are squamous cell carcinoma. Differentiated VIN is more likely to progress to squamous cell carcinoma versus HGSIL. In most cases, women present with a palpable mass in the vulva area, dysuria, and spotting. For treatment, IMRT tends to be the most successful treatment for local cancer of the vulva. The aim of this research is to present a case study and compare to typical presentation of vulvar cancer. In conclusion, vulvar cancers present in women with a history of HPV or lichen sclerosus. Keywords: vulvar cancer, HPV, squamous cell carcinoma Case Study Narrative of Vulvar Cancer Vulvar cancer is a rare malignancy that occurs in the female genital tract. This disease commonly occurs in women over the age of 70 years. Over the years, vulvar cancer has been linked to two specific factors in women. In this case study narrative, vulvar cancer presents with common signs and symptoms, histopathology, and similar treatment principles. Clinical Presentation A recent clinic case presented a 70-year-old Caucasian woman with squamous cell carcinoma of the left labia minora of the vulva. The patient presented to the doctor with signs and symptoms of dysuria, minimal spotting, and “knot” inside the vagina. The mass was friable, but hard and excoriated. A PAP smear was performed, which showed significant HGSIL. HGSIL is a high grade squamous intraepithelial lesion associated with human papillomavirus (Khieu and Butler, 2018). The patient has a history of smoking for nearly 30 years. She is also married with two daughters. At the age of 25, the patient had a bilateral salphingoophorectomy and hysterectomy at age 63. It is not explained as to why a bilateral salphingoophorectomy was performed. The patient’s daughter was diagnosed with breast cancer five years ago but is now in remission. No other family members have been diagnosed with ovarian or breast cancer. The patient will receive 60 Gy in 30 fractions to gross vulvar disease. Immobilization will be uniquely fitted with vac-lock device formed to shape of patient’s body. Patient will be placed in supine position with legs in frog-leg position. MLC blocking devices will be designed to protect critical structures such as skin, bladder, bowel, and rectum. The radiation plan consists of vulvar boost 4-field box after treatment, consisting of 1,400 cGy daily in 7 fractions at 200 cGy. Before boost, the vulva will be treated in AP/PA field at 4,600 cGy in 23 fractions at 200 cGy. Epidemiology and Etiology of Vulvar Cancer Among the gynecologic diseases, vulvar cancer is the fourth most common malignancy of the female reproductive tract (Alkatout, et al., 2015). Majority of vulvar tumors are composed of squamous cell carcinomas that tend to grow slowly (Washington and Leaver, p. 748, 2016). Before progressing to squamous cell carcinoma, these cancers will be in a precancerous state called vulvar intraepithelial neoplasm (Washington and Leaver, p. 748, 2016). The most common sites for vulvar cancers occur in the labia minora and majora, but the tumors can also be found on the clitoris and perineum. In recent studies performed over the years, there are two possible links to vulvar cancer. The first possible link could be HPV, or human papillomavirus. This could be an infection that causes VIN (Alkatrout, et. al., 2015). The second possible link could be lichen sclerosis or vulvar inflammation. Due to the inflammation, this causes an itch-scratch cycle that can lead to squamous cell hyperplasia (Alkatrout, et al., 2015). Some other risk factors associated with vulvar cancer include multiple sexual partners, sexual intercourse starting at a young age, a low socioeconomic status, and previous infection to HPV (Washington and Leaver, p. 748, 2016). With the case study, the patient presents with a mass on the labia minora, history of HPV virus and smoking, which are linked to vulvar cancer. Pertinent Anatomy and Patterns of Spread The vulva is located on the outer part of the female genitals, which includes the opening of the vagina, the labia majora (outer lips), the labia minora (inner lips) and the clitoris. The vulvar lies in close contact with the vagina, rectum and bladder. Each of the organs can tolerate different amounts of radiation. The bladder and rectum’s maximum tolerance dose is 47 Gy. The vagina’s maximum tolerance dose is 60-70 Gy. Vulvar cancers can spread in several different methods. The first method is by direct extension into surrounding organs. Another route of spread can be to the regional lymph nodes of hematogenous route. As the tumor continues to grow, the depth of lymph node involvement increases. Lymphatic node status is an important prognostic factor in vulvar cancer (Washington and Leaver, p. 748, 2016). With vulvar cancers, it tends to spread in order from inguinal lymph nodes to pelvic lymph nodes (Washington and Leaver, p. 748, 2016). Detection and Diagnosis Women with vulvar cancers normally present with a palpable mass on the vulva, painful urination, and vaginal bleeding (Washington and Leaver, p. 248, 2016). The most common site of cancer in the vulva is the labia majora. The first step in vulvar cancer would be a physical examination, such as a pelvic exam, which feels the uterus, ovaries, cervix and vagina for irregularities. It is possible the doctor will perform a PAP or HPV test. If a mass is detected, the doctor will perform a biopsy to see if the mass contains cancerous cells. To determine if the cancer has metastasized, a CT scan will be performed. It can be helpful in deciding whether a sentinel lymph node procedure should be done to check groin lymph nodes for cancer spread (American Cancer Society). SLN can be recommended for women in early stages of vulvar cancer, instead of an inguinofemoral lymphadenectomy (Alkatrout, et al., 2015). MRI can be beneficial in addition to CT scan to view enlarged lymph nodes or tumor growth in the area. Surgery is the main treatment for vulvar cancer. Most early stage cancer can be treated with a wide local incision, where the only the cancer and an edge of healthy skin are cut out. According to the American Cancer Society, more extensive cancers might require more surgery, such as a vulvectomy, which could be part or all of vulvar to be removed (Cancer of the Vulva, n.d.). How much removed depends on how far the cancer has spread into nearby organs. Histopathology. Squamous cell carcinoma makes approximately 95% of malignant tumors involving the vulva (Alkatrout, et. al., 2015). This can be grouped into different types of vulvar squamous cell carcinoma: warty, basaloid, and keratinizing (Alkatrout, et. al.,2015). This most common subtype to occur is keratinizing, which occurs in postmenopausal women. The basaloid and wart tend to occur in premenopausal women associated with VIN. The second most common neoplasm of the vulvar is melanoma (Alkatrout, et al.,2015). These lesions tend to occur on the labia minora or the clitoris. There are many other histological subtypes, such as verrucous carcinoma, basal cell carcinoma, acantholytic squamous cell carcinoma, Bartholin’s gland cancer and Paget’s disease (Alkatrout, et al., 2015). Disease Classification. Vulvar cancer can be staged using the American Joint Committee on Cancer TNM staging system and the International Federation of Gynecology and Obstetrics FIGO staging system. Both of these systems stage vulvar cancer on the size of the tumor, lymph node involvement, and distant spread. (Alkatrout, et al., 2015). Lymphatic node status is the most important factor for diagnosing vulvar cancers (Washington and Leaver, p. 248, 2016). Role of Radiation Therapy Treatment In the early 2000s, the most common methods to treat vulvar cancers were with two dimensional or three-dimensional conformal radiotherapy with AP/PA photon beams. A central black would be used to spare the surrounding healthy organs (Sciacero, et al., 2015). Technology has now advanced to IMRT, which allow delivery of radiation in a more precise manner than conventional 2D-3D techniques. IMRT creates a dose falloff between the target and healthy tissues, which allows the normal tissues to be spared from damage (Sciacero, et al., 2015). Along with radiation therapy treatment, some studies used the chemotherapy drug, Cisplatin or even high dose brachytherapy with Iridium-192 (Rao, et al., 2017). HDR brachytherapy was performed three to four weeks after completion of IMRT treatment. The combined dose to the vulva was 7120 cGy (Rao, et al., 2017). Chemotherapy treatment was used to treat patients with locally advanced disease. Simulation and Treatment Principles Radiation therapy is expanding in the role of treatment for vulvar cancer. Preoperative radiation treatment is becoming a more common option with women diagnosed with advanced cancer (Alkatrout, et al., 2015). Tumor shrinkage and complete responses have been reported due to preoperative radiation (Alkatrout, et al., 2015). Patient with vulvar cancers are usually simulated in the supine position with their legs in the frog-leg position using a vac-lock immobilization device. This immobilization device ensures the patient is setup accurately for each treatment. In addition, using the frog-leg position prevents dose to the soft tissues of the thighs with an AP-PA field (Washington
BUSM 4554 ACC Issues and Challenges Amazon to Competition Case Study.

BUSM4554/4555/4557 Contemporary Management: Issues and Challenges
Amazon to Competition: We Will Crush You! Amazon to Employees: We Will Churn You! Inc (Amazon) is not just a surviving company of the 1990s tech boom; it is now one of the largest and most successful companies in the world and across many industries. In January 2019, Amazon became the most valuable company in the world, above Microsoft, Apple, and Alphabet (Google).  It has leveraged its game-changing approach to selling books, and now sells almost everything to anyone, anywhere. Today, Amazon is a leader in all things customer service, and it has achieved this leading position through ground-breaking technological innovation.
Technological innovation has also made Amazon one of the largest web services companies in the world and a formidable retailer. All these legendary accomplishments are the result of the commitment and contributions of thousands of extremely talented Amazonians. As you would certainly expect, the standards for hiring are exceptionally high. But what it takes to thrive and survive at the company is even more challenging.  
It’s Not All Sunshine And Roses
While Amazon’s accomplishments are widely reported, until recently relatively little was known about its approach to managing employees. But recent reports describe a “punishing corporate environment: long hours, disparaging bosses, high stress, no time or space to recover, all resulting in uncommonly high employee turnover.” Just how bad is it? PayScale ranked Amazon 464th among the Fortune 500 companies for employee turnover, with median employee tenure of approximately one year! (A competing estimate puts average tenure at 18 months).
What pressures drive such high turnover? In a letter to shareholders in 1997, founder and CEO Jeff Bezos wrote: “You can work long, hard, or smart, but at Amazon you can’t choose two out of three.” This suggests that employees must always be on, be in the game, and play it well. Amazonians experience many of the common pressures of today’s workplace—80-plus-hour workweeks, 24/7 connectivity, no real vacations or holidays (no surprise given that Amazon is the largest retailer on the planet).  
Amazon’s “always-on” culture is manifest in a number of chilling stories, such as that of an employee who negotiated a 7am to 4:30pm schedule with her boss after having her first child. The problem was that her co-workers didn’t see her arrive early and crushed her in anonymous peer feedback (which employees are encouraged to use). Her boss said he couldn’t defend her in her performance review if her own co-workers were critical of her. Can it get worse? Yes.  
Amazon also uses a “rank and yank” performance management system. Employees are ranked by their managers, and those near the bottom are terminated every year. This leaves little room for taking a breather or backing off, even if you have to take care of an ailing parent, or need to receive treatment for cancer. For example, Amazon warehouse employees are not free to go on toilet breaks as they risk “Tot” (time off task points) that could be used to justify job termination. There are stories of employees in all these predicaments who were essentially told that their lives were incompatible with working at Amazon. It is no wonder one former employee said, “Nearly every
person I worked with, I saw them cry at their desk.” Amazon has, of course, disputed some of these claims.
We Can Measure “That”… And “That” Matters
Another key contributor to the pressure cooker environment is that everything is measured. For instance, warehouse employees are monitored using sophisticated systems to track how many boxes they pack per hour. White-collar employees participate in routine “business review” meetings, for which they need to prepare, read, and absorb 50 to 60 pages of reports amounting to thousands of data points. During these review meetings employees are often quizzed on particular numbers by their managers, and it is not uncommon to hear managers say that responses are “stupid” or tell workers to “just stop it.”  
To be sure, the company succeeds in large part because of the immense customer data it collects and uses to select and sell its products. The plan is to use data the same way to make performance management an efficient and effective everyday process, rather than a once-a-year event. However, many employees describe the result as “purposeful-Darwinism” in which every employee constantly competes with other employees. Such relentless and pervasive competition, while well-intended, has many undesirable consequences.  
For instance, it is common for employees to hoard ideas, because sharing becomes a personal loss for the sharer and a gain for somebody else. Moreover, other’s ideas are not just scrutinised; they are undermined. Groups of employees often conspire against others on the peer feedback system to get ahead (or to put somebody else behind). As for managers, they must both defend the direct reports they deem most valuable to their own performance, and at the same time determine whom they can sacrifice—not everybody can pass the performance test.
Much of the praise and many of the complaints are directed at Jeff Bezos. Not only is he the founder and CEO, but he also is the chief architect of all things Amazon. His personality is embodied in the company values and the way it operates. Like Bezos himself, employees are expected to use data, confront, persevere, and win. This approach appeals to and is sustainable for only a very specific type of employee. One former employee described Amazon’s hiring process as “panning for gold”. The company is looking for the rare stars who can thrive in its demanding environment, and it must sift through many people to find them.  
This strategy is a real challenge for Amazon. Its size, growth rate, and turnover require the company to hire thousands and thousands of employees every year, and this doesn’t include the thousands of temporary workers it hires to meet the holiday rush. As of 2019, Amazon’s global workforce reached more than 613,000 employees worldwide, not including the 100,000 temporary employees the company hires for holiday seasons. Interviews with male employees in their 40s revealed that many are convinced Amazon will replace them with employees in their 30s, who worry in turn that the company prefers employees in their 20s. The implication? Younger employees have fewer commitments and more energy.
What Is Amazing Doing To Retain Its Employees?  
To combat the churn, Amazon has structured its stock options to vest (transfer to the employee as owner) on an unusual schedule. Instead of vesting evenly over a period of years, Amazon employee options vest at 5 percent in year one, 15 percent in year two, 40 percent in year three, and 40 percent in year four. Employees who leave within one year of hire must repay part of their signing bonus, and if within two years they must repay their relocation package if any.  
However, many experts question the effectiveness of such policies. Lindsey Thorne, manager at a Seattle recruiting firm that places many former Amazon employees, says, “The potential payout of waiting for stock to vest won’t tie down unhappy employees who are ready to jump ship.” Still, others question whether Amazon can continue to innovate and lead in the marketplace if its most valuable asset is ground-up and discarded in such a way and at such a high rate.
To be fair, surely some percentage of the company’s more than 150,000 employees are quite satisfied and successful. The system works for some, and for many it works for a period of time. And the incredibly high bar, marquee name, and extreme work ethic required to get hired at Amazon make former Amazonians very valuable to the company’s competitors and many other companies both inside and outside the technology industry.
But, Is That Enough?  
Prepare a report for Amazon, addressing the range of contemporary management issues and challenges raised in the case study above. Your report should be 2,500 words (+/- 10%) excluding references and appendices. In your report, you are required to address a number of points including:
1. Identify and discuss the issues and challenges Amazon is facing. a. Why are they important? b. What are the implications for Amazon?  
2. How can Amazon address the issues and challenges identified in (1)?  a. Identify some feasible strategies for Amazon.  
3. What are the risks for Amazon if the issues and challenges identified in (1) are not addressed?

To obtain a good grade for the report, your responses to the questions must be thoroughly researched and be well-grounded in current literature and evidence-based. You must also proofread your report multiple times so that it reads coherently and logically. Ideas and materials that are taken from other sources must be cited in your report. For more information, please refer to the Canvas “Assignments” page.  

BUSM 4554 ACC Issues and Challenges Amazon to Competition Case Study

MT 460 Purdue University Global Business Strategy Critical Reflection

MT 460 Purdue University Global Business Strategy Critical Reflection.

I’m working on a management writing question and need a sample draft to help me learn.

Topic: Critical ReflectionThis week, you will reflect on what you learned about the strategic concepts in Chapters 1 and 2 in your textbook.Create a thesis statement. Explain what is meant by business strategy (read pages 3-4 in your textbook). Use theories, principles and concepts from various research resources. Defend your thesis using research and by providing examples using experiences or observations related to the concept of business strategy. Identify three (3) facts related to the business strategy concepts in Chapters 1 and 2 of your textbook that will be most useful in your career. Give examples. Using a minimum of one peer-reviewed research resource, explain the strategy concepts your fellow learner might have missed covering the topics of leading or managing strategy in their essay.Apply proper APA style referencing format.Use headings to segment the topics in your writing in order to create a flow of ideas for your reader.Write in third person.Return to Unit 2 Discussion Instructions
MT 460 Purdue University Global Business Strategy Critical Reflection

Harvard University Requirements to Enter the Homepage of Bet365 Python Task

essay writer free Harvard University Requirements to Enter the Homepage of Bet365 Python Task.

I’m working on a python project and need support to help me study.

What I require is to be able to enter the homepage of bet365.I have a bot created in Python, but I require a JavaScript expert because my programmer tells me that they have changed on the bet365 page and he cannot enter the home page with the bot that we have created.Tell me the estimated time and cost of the arrangement.It is very urgent to me since the project is finished and it would only be to add that repair so that it opens the bet365 home page and the rest is done by the bot that I have created.It would only be to get to open the bookmaker for what my programmer tells meThe project has been stopped as of today for this reason because we are not experienced in JavaScript and it is the last step because as I said we have been working for many months, but these from bet365 have modified and have made us stop.By when would it be finished? Could it be for tomorrow?One moment I’m trying to get in touch with my programmer so that you can both talk, but from now on I tell him that 3 days are very longAs an interview you can ask if they understand the anti-bot techniques described in this article…It is only necessary to share the Python file to create the web driverThis is what the programmer tells meI already told you that it would be to give that file a few touches and start again by entering bet365 without any problem.Sorry, but I was still talking to my programmer.How long is it going to take? I already tell you that it is very urgentCan’t be in 48 hours? Friday I mean, because I can’t wait for the following week, since my scheduler doesn’t work on weekends.
Harvard University Requirements to Enter the Homepage of Bet365 Python Task

HN5 02 Jeff Agency Case Study

HN5 02 Jeff Agency Case Study.

I’m working on a sociology case study and need a sample draft to help me study.

For this Assignment, you will evaluate the role of diversity awareness and multiculturalism in meeting human needs. Begin by reading Jeff’s Case Study, and consider the bias that may occur during service delivery.Please answer the following:Describe some possible common bias during service delivery process at Jeff’s agency. This should include a discussion of bias in diagnosing, assessing, and perceptions of Latino/a clients.The bias of service delivery at Jeff’s agency could be intentional or unintentional such as racial microaggressions. Discuss the three forms of racial microaggressions, and how these contribute to bias in service delivery.Acculturative stress can occur in Latino/a clients as they adjust to living in America. What impact might acculturative stress have on the Latino/a client’s seen at Jeff’s agency?Provide some culturally appropriate suggestions on service delivery methods that can help meet the needs of the Latino/a clients at Jeff’s agency, including suggestions to help overcome the three forms of racial microaggressions.Assignment GuidelinesYour Assignment should be a 3–4-page essay (not including the title and reference pages) and should include the following elements:Title page: Provide your name, title of Assignment, course and section number, and dateBody: Answer all the questions in complete sentences and paragraphsYour responses should reflect professional writing standards using proper tone and language. The writing and writing style should be correct, accurate, and reflect knowledge of human services.Reference page: Sources in APA formatInclude a minimum of three scholarly or academic sources, with one of them being the textbook.Use Times New Roman 12-point font, double-spaced, and left alignedUse standard 1″ margins on all sidesUse APA Formatting and Citation styleIf you need assistance with APA style, please visit the Academic Success Center.Case Study: JeffJeff is a Human Services Professional who has recently moved to a new city. He was hired at a community mental agency. He speaks Spanish fluently and has worked with culturally diverse groups. The agency often receives Latino/a clients who are court ordered to receive mental health services. At the agency there is one Latina therapist and the rest of the staff is White. He often hears negative comments made by some of the therapists about Latino/a clients. He overheard one therapist saying that she diagnoses most of her Latino/a clients with personality disorders using MMPI-2 (Minnesota Multiphasic Personality Inventory) and none of them are getting better nor do they actively participate in therapy. Jeff is concerned that the agency is biased in their service delivery to Latino/a clients.
HN5 02 Jeff Agency Case Study

FIN 444 Central Texas College Week 7 Option Pricing Theory and Applications Discussion

FIN 444 Central Texas College Week 7 Option Pricing Theory and Applications Discussion.

Please provide the 4 replies Part 1:Please review the articles below on the issues about financial option pricing and VC investments. Please share your thoughts and elaborate. As it is a relatively difficult topic, you can share any thoughts you like instead of covering all aspects. 2: Write about what you learned from the lecture, reading assignment, and the discussions you participated in during the week. You must also give an example of how a topic we covered during the week applies to a real-world scenario in either your professional or personal life. Please use Reflection Forum Template** posted on the portal (under “Getting Started”)
FIN 444 Central Texas College Week 7 Option Pricing Theory and Applications Discussion