Research Proposal (15%) – There are two components to the Research Proposal portion of your
grade. The first portion is your presentation of your proposal mid-way through the semester.
Though this presentation is ungraded, it is an invaluable opportunity to solicit critical feedback
from your professor and colleagues before the written assignment is due and failure to present will
result in a 20 point deduction on your research proposal. The second portion is your written
proposal which will include a 1) Project Abstract, 2) Literature Review, 3) Expected Outcomes
and Results, 4) Research and Methods, and 5) a Budget. The assignment should not be more than
3 single-spaced pages long. If you put a lot of thought into the assignment not only will you earn
a good grade, but you will have the makings of a good Fulbright proposal as this proposal format
is virtually identical to theirs.

1. Project Abstract (15%) – Brief paragraph or two that tells your readers about the project
   you are proposing. You should find a way to highlight your research question and explain
   why an answer to it would be interesting to the scholarly community or public.
2. Literature Review (30%) – You are entering a theoretical debate. Frame this debate by
   explaining the various positions and citing appropriate literature as examples of each
   position. It is from this debate that you take your hypotheses (answers to your research
   question). Broader debates (eg. What causes war?) are always more interesting than
   narrow debates (eg. What caused the war in Congo?) so this literature review need not get
   bogged down in the particular case(s) you hope to study.
3. Expected Outcomes and Results (15%)– Your literature review summarizes the debate
   you are entering in narrative format. Your expected outcomes section offers very concise
   hypotheses drawn from this literature review in the H1: IV1 > DV1 format.
4. Research and Methods (30%) – In your introduction you give your reader your research
   question; in your literature review you explain potential answers to this question; and in
   your research and methods section you tell your reader how you plan on figuring out
   which, if any, of these answers explain the real world better. To do this you should tell
   your reader which cases you are selecting to study and why. You should also be very
   specific about how you plan to measure the independent and dependent variables drawn
   from your hypotheses.
5. Budget (10%) – Fulbright proposals tend to be for somewhere around $30,000. Figure
   out what you would need to complete your project and itemize and estimate prices for
   each of these needs. If your total figure is much more than $30,000 you will need to
   decide what is essential and what can be cut to bring your project in under budget.

I attached the syllabus

so please provide me with the research proposal paper and a powerpoint presentation good for 10 min or less

Instuctions:

Working with your assigned group, prepare and submit your analysis of the Merck & Co. (A) case. While your analysis should be submitted in essay format (similar to a research paper), focus on answering the following two questions:

1. Should the performance appraisal system be revised? Why or why not?

2. What changes would you recommend? Provide a clear rationale for your recommendations and carefully consider their consequences.

Guidelines for preparing case studies are contained in the “Learning Resources” file under “Helpful Resources.” For this case analysis, you will also find it helpful to read pp. 183-189 in the text regarding the design of merit pay systems and the Canvas file describing the Hay System of Job Evaluation. While this exercise focuses on performance appraisal, it is important to recognize that the performance appraisal system must ultimately link up with the compensation system for budgeting purposes. – If you need the pages, let me know

APA Format, not to exceed 8 Pages, 5 References.

Case Study GUIDELINE

A case study analysis requires you to investigate a business problem or situation, identify the causes of the problem, identify alternative solutions, and propose the most effective and actionable solution using supporting evidence.

Preparing and Analyzing the Case

• Read and examine the case thoroughly. Read the case several times. Take notes, highlight relevant facts, underline key problems.
• Develop your analysis. Identify the major problem/issue and any secondary problems/issues. Identify likely causes. Why do the problems/issues exist? How do they impact the organization? Who is responsible for the problems?
• Identify possible solutions. Review course materials, conduct outside research, draw upon your experience.
• Select the best solution from among alternatives. Restate the proposed solution. Provide strong supporting evidence or arguments. Is the solution realistic and actionable?

Writing up the Case

• Present the key problem(s) and issues in the case. Develop a sound thesis statement that summarizes the outcome of your analysis in 1-2 sentences.
• Set the scene. Present a brief background of the important facts and issues in the case.
• Causes/Analysis. Demonstrate here that you have researched and analyzed the problems in the case. Present your assessment of why the problems exist based on various course materials and research.
• Outline a limited number of reasonable alternatives. Explain why they were rejected.
• Proposed Solution. Present the best and most realistic solution here. Explain why this solution was selected over other alternatives. Provide solid evidence or arguments to support your selection. If appropriate, recommend follow-up actions.

Finalizing the Write-Up

Read through your first draft of the case write-up, look for gaps or inconsistencies in content or structure. Proofread and edit your write-up. Run the spelling and grammar check in Word. Ensure proper formatting and compliance with APA style guidelines. Put the draft aside for a few days; then, reread and re-edit. A good write-up usually takes several iterations.

Elements of an Argument

A thesis (your claim or position), is supported by more specific arguments and evidence that will support your position. For instance, you could support your position about the value of distance learning by using the following ideas:

• Today’s college students need access to education at times and places that are convenient to them, so distance learning may work better than traditional courses.
• Students need to work on school projects at different paces since their schedules are not steady. Distance learning can allow them to do this.
• Students who have already been in the work force are well prepared to work independently, and individualized education will work better for them.
• Distance learning could be more affordable for schools and students than traditional methods.

Each of these ideas would be supported by additional examples and evidence. Some of the evidence could be facts and statistics, but most arguments also need other kinds of supporting information. After all, if an issue could be resolved simply by looking at “the facts,” people wouldn’t be arguing about it. Usually, supporting evidence includes facts, ideas and quotes from experts, examples of cases related to your topic, and quotes from people who are affected by it. For example, the distance learning argument could be supported by information about what today’s college students are like, descriptions of distance learning programs, quotes from reports/articles by educators and researchers, and quotes from students.

Evidence doesn’t work by itself, though. A good argument will explain how each piece of evidence relates to the argument and why the evidence is valuable and credible. For each supporting idea in an argument, the following pieces should appear:

• Supporting idea (Distance learning allows students to fit college into their busy schedules).
• Explanation of the idea (Why are students’ lives so busy? Why is it easier to fit distance learning into a busy schedule than it is to fit traditional courses?)
• Evidence (quotes from students about their schedules, statistics on the number of students working full-time, descriptions of how distance learning programs are set up).
• Explanation of the value of the evidence (information on the people you’re quoting, comments about what the increasing number of non-traditional students means, explanation of how distance learning is more convenient).

Writing: Explain a Passage

For each scene you read (with the exception of the really short ones), you will choose one passage. This passage, or quote, should be significant to the scene as well as the larger play. Write the passage and identify who is speaking and to whom. Explain the significance of the scene and how it impacts the overall story.

– Quote and who’s speaking to whom (5 points)
– Significance to the scene and the rest of the play (5 points)
– There are a total of 16 longer scenes @ 10 points per scene = 160 total points.
– The shorter scenes you are not responsible for are: Act I, sc. iii / Act I, sc. v / Act II, sc. iii / Act III, sc. i / Act III, sc. iii /
Act III, sc. v / Act IV, sc. iii / Act IV, sc. iv / Act IV, sc. v / Act V, sc. ii.

Notice, there are five points given for choosing the quote. Your understanding of the scene and the play will be clear based on the passage you choose. Try to choose a passage that is longer than one line but shorter than the whole speech. You will be able to preface your quote with some context in your explanation. Your entries should be emailed to your teacher. They will be assessed based on their completeness, accuracy and understanding of the play.

Here’s an example from Act I, sc. i:
Quote: “Fairest Cordelia, that art most rich, being poor;
Most choice, forsaken; and most loved, despised!”
Speaker: King of France to Cordelia
Explanation: After Lear disowns his youngest daughter, he asks her suitors if they still want her now that she is penniless. The King of France is confused and inquires what great offense has been committed. When he learns it’s only that she displeased the king with her words, he asks her other suitor, the Duke of Burgundy if he wants her. When he doesn’t, the King of France says the above quote. This relationship will be important later when French troops arrive to restore Lear to the throne. It also demonstrates the duality and juxtaposition that will be seen throughout the play.

Follow your teacher’s instructions to submit this assignment, and be sure to document your sources.

I haven’t pick any scrnario for this particular project, f feel free to choose whatever you want. JUST LET ME KNOW IN THE COMMENTS THE ONE SELECTED. Continue with the scenario that used in the individual project for this Unit, in wich you, as a County EM planner, have selected a plan for the team to focus upon for testing, evaluating, and revising. To prepare for engaging in this discussion board, you should review the HSEEP, and any other resources you choose, to understand the fundamentals of capabilities-based planning, exercising, and program management.

Assignment Guidelines

• In 4–5 paragraphs, address the following:
  • The HSEEP discusses a number of types of capabilities throughout its chapters and volumes. (These are not captured in one specific area within the materials.) Describe and provide specific examples for capabilities that prevent, protect against, and recover from and mitigate effects of the threats, hazards, or challenges associated with your selected plan.
  • Consider this example, using a plan that you were unable to choose: natural disasters, tornado preparedness, and capabilities to prevent. It is not possible prevent a tornado, but it is potentially possible to prevent loss of lives. Capabilities might include acquiring a siren system, educating the public about its signals, routinely testing it, incorporating physical evacuation drills, promoting and aiding citizens in establishing safe rooms or cellars to evacuate to, publishing steps to achieve personal resiliency, and more.
    • Name and describe three significant threats, hazards, or challenges that are associated with your selected plan.
    • For each of these three, describe specific examples of those capabilities that aid to prevent, protect against, recover from, and mitigate the effects of these elements.
    • What types of training exercises do you think would be most appropriate for these planning operations? Explain in detail.
• Post a new topic to the Discussion Board that contains your responses to the above questions.
• Comment on at least two other students’ posts.