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This document is a course syllabus outlining the structure, objectives, and requirements for a Medical Bioethics course offered online at the University of Florida.
Year:
2025
Region / city:
Gainesville, Jacksonville
Subject:
Medical Bioethics, Psychiatry
Document Type:
Course syllabus
Institution:
University of Florida, College of Medicine
Author:
Ana Turner, MD, Elizabeth McAfee
Target audience:
Undergraduate students in medical and health-related fields
Duration:
Fall 2025 semester
Approval date:
Not specified
Date of changes:
Not specified
Price: 8 / 10 USD
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Year:
2015
Institution:
Indiana University
Location:
IUPUI and Bloomington campuses, Indiana, USA
Type of Document:
Historical overview
Author:
Eric M. Meslin, Ph.D.
Source:
http://bioethics.iu.edu/about/a-brief-history-of-iucb/
Key Figures:
Dr. Greg Gramelspacher, Dr. Edmund Pellegrino, Dr. Joe Mamlin, Dr. Craig Brater, Prof. Herman Saatkamp, Prof. Kim Quaid, Prof. Bill Schneider, Prof. David Orentlicher
Subject:
Bioethics, university programs, interdisciplinary initiatives
Period Covered:
1992–2015
Target Audience:
Academic and medical community
Year:
2026
Organization:
Global Forum on Bioethics in Research (GFBR)
Type of Document:
Consent form
Purpose:
Paper award nomination
Data Recipients:
GFBR Steering Committee members outside of the EEA
Jurisdictions Involved:
USA, South Africa, Canada, Thailand, Singapore, India
Data Protection Considerations:
Transfer of personal data outside the EEA
Instructions:
Indicate consent by writing ‘yes’ or ‘no’ in the boxes
Year:
2019
Region / City:
Africa
Theme:
Bioethics
Document type:
Academic article
Author:
Ajei, M., Myles, N., Andoh, C. T., Benjamin, R., Braidotti, R., Ewuoso, C., Hall, S., Fayemi, A. K., Garba, I., McCarthy, J. R., Metz, T., Ogunrin, O., Woolfall, K., Gabbay, M., Frith, L., Strathern, M., Tam, B. Y., Findlay, L. C., Kohen, D. E.
Target audience:
Researchers, academics, bioethicists
Period of validity:
N/A
Approval date:
N/A
Date of modifications:
N/A
Year:
2026
Region / City:
International
Subject:
Bioethics, Genetic Engineering
Document Type:
Educational Curriculum Material
Institution / Organization:
NSS Ethics and Religious Studies Program
Author:
Curriculum Development Team
Target Audience:
High school students
Prerequisite Knowledge:
Normative Ethics, moral principles, theory of conduct, theory of value & virtue
Teaching Period:
4 lessons
References:
Beauchamp, T.L. (2008). Contemporary Issues in Bioethics; Shannon, T.A. (1997). An Introduction to Bioethics; WHO, Wikipedia, Global Change
Learning Outcomes:
Understanding genetic engineering, evaluating impacts, analyzing moral issues, applying ethical theories
Topics Covered:
GM foods, human genetic engineering, ethical controversies
Instructional Methods:
Videos, worksheets, group forums, class discussions, self-evaluation
Note:
Year
Subject:
Fire Safety in Construction
Document Type:
Guidance
Organization / Institution:
Home Builders Federation (HBF)
Author:
Home Builders Federation (HBF)
Target Audience:
HBF members
Note:
Year
Contextual description:
A technical document outlining the structure, mapping, and required formats for Service Responses and Device Alerts in the context of GBCS Payload and MMC Output formats.
Year:
2013
Region / City:
North America
Subject:
Commercial printing standards
Document type:
Technical standard
Author:
Ron Ellis, Joe Fazzi, Don Hutcheson
Target audience:
Printers, designers, print buyers
Period of validity:
Ongoing
Approval date:
2013
Date of changes:
2013
Note:
Year
Region / City:
Papua New Guinea
Topic:
Data Capture, Health Information Systems
Document Type:
Workshop Agenda
Organization:
CHSPNG Health Services & Programs
Author:
Jerry Kaino, Data Processing Officer
Target Audience:
Healthcare workers involved in Health Managers, Health Information Officer, Data Entry Officer, HEO
Duration:
6 hours
Year:
2025
Region / City:
British Columbia
Topic:
Human Rights Tribunal procedures and case management
Document Type:
Checklist
Organ / Institution:
British Columbia Human Rights Tribunal
Author:
N/A
Target Audience:
Counsel representing complainants or respondents before the British Columbia Human Rights Tribunal
Period of Effect:
2025-2026
Approval Date:
N/A
Date of Changes:
November 15, 2024
Instructor:
Marcus Chatfield, MSc, PhD
Email:
[email protected]
Course Type:
Experiential Learning Course
Credits:
1
Delivery Mode:
Asynchronous Online
Class Numbers:
27008 & 27011, Sections REO2 and RUFON
Institution:
University of Florida
Prerequisites:
Liberal Arts and Sciences student
Required Materials:
Thomas S. Mullaney and Christopher Rea, Where Research Begins: Choosing a Research Project That Matters to You (University of Chicago Press, 2022)
Office Hours:
Tuesdays 12:00 to 1:30, by appointment on Bookings
Office Location:
Turlington 1120-H (Zoom for UF Online students)
Phone:
352-294-2864
Semester:
Spring 2026
Assessment:
Research Resource Report, Annotated Bibliography, Project Description and Research Question, Research Record, Readings and Discussions, Research Proposal
Instructor:
Bob Choquette
E-Mail:
[email protected]
Phone:
541.346.3851
Office Location / Hours:
106 Hendricks: Mondays and Thursdays 10:00 – 11:00 am
Class Days and Time:
Tuesdays and Thursdays: 12 noon – 1:20 pm
Class Location:
302 Gerlinger
GE:
Dani Dolphin
Office Location:
EMU 2nd floor student lounge
Office Hours:
Tuesdays and Thursdays: 1:30 – 2:50 pm
Year:
2025
Region / City:
United States, University of Oregon
Topic:
Nonprofit Sector, Education
Document Type:
Syllabus
Author:
Bob Choquette
Target Audience:
University students
Period of Validity:
Fall 2025
Date of Approval:
N/A
Date of Changes:
N/A
Year:
2026
Region / City:
Global
Topic:
Religious studies, Meditation
Document Type:
Study guide
Institution / Organization:
Harvestime International Network
Author:
A.W. Tozer
Target Audience:
Christians seeking to understand Biblical meditation
Period of Validity:
Indefinite
Approval Date:
Not specified
Date of Modifications:
Not specified
) and join the S1NET. For guides with in depth examinations of performance measure definitions, go to:
https://www.milsuite.mil/book/docs/DOC-129783
Table of Contents (Hyperlinks to Sections):
Developing ‘Significant Duties and Responsibilities’ OER Narratives: Notes, Rules, and Instructions OER Narrative Prohibited Techniques, Inconsistencies, No-Go’s: Negative Comment Rules Referred OERs Narrative Comment Examples Block a. APFT and HT/WT Block b. Overall Performance Block c. Character (to include SHARP comments) Block d. Presence Block e. Intellect Block f. Leads Block g. Develops Block h. Achieves Senior Rater Potential Senior Rater Narrative Examples Senior Rater Narrative Comment Examples (for potential, promotion, school, etc.) Successive Assignments Other SR Comments (explanations of anything unusual about OER) Effective Words for Evaluations JUNIOR OFFICER PLATE (DA FORM 67-10-1) NOTE: 2LTs who have NOT completed BOLC, will not receive an OER until they complete BOLC (AC and ARNG; USAR officers can receive an OER before completing BOLC). The FROM date will be their commissioning date. All time until their BOLC graduation will be NONRATED on their first OER. OER PROFILING: OERs: Rater and Senior Rater Profiles are CONSTRAINED, meaning Officers are only allowed to grant 49% of each rank they rate with either an “EXCELS” (as Rater) or “MOST QUALIFIED” (as Senior Rater). HOWEVER, if you have an immature profile, and have only just begun rating/senior rating Officers of a certain rank, you are allowed a ONE TIME option of giving one of the first two evaluations you make at a particular grade, an “EXCELS” (as Rater) or “MOST QUALIFIED” (as Senior Rater). OER (OER SUPPORT FORM) PART III: Developing ‘Significant Duties and Responsibilities’ (blocks a., b., and c.): Refer to DA PAM 611-21 (https://www.milsuite.mil/book/groups/smartbookdapam611-21
) and DA PAM 600-3 (Commissioned Officer Professional Development and Career Management), to assist in the development of PART III, block d. As a minimum, the duty description will include pr:
- Number of personnel supervised, - Amount of resources under the rated officer’s control, - Scope of responsibilities. 3) Descriptions must be clear and concise with emphasis on specific functions required. 4) Note conditions unique to the assignment; e.g. RA officers assigned to FT support duties with RC units or USAR officers assigned to RA units OER NARRATIVES: Notes, Rules, and Instructions Rater and Senior Rater Narratives: - Requires candor and courage; frank and accurate assessment. - Quantify officer’s value relative to peers and do so in concert with rater/senior rater box check. - Are short; tell a simple story about the quality of officer being evaluated. - Are interesting and compelling. - Are looked at by selection board members when they are looking for in-depth information about a rated officer’s performance and potential. - Numbers; 1-10, write them out (e.g. one, two, ten). 11 or higher, write the number; e.g. 11, 15, 105. Exception, when a 1-10 is WITH an 11 or higher; e.g. “5 tool kits with 20 tools each.” - Fashion the narrative to the officer; double check use of “he/his” vs. “she/hers.” - Awards: Awards and/or special recognition received during the rating period may be cited in evaluation comments (for example, “received the Humanitarian Service Medal” or “named the Instructor of the Year”). - Raters and SR CAN use the officer’s name in the narrative; e.g. “1LT Joe was ….” Rater and Rater Narratives: - Focus on PERFORMANCE; explaining what the rated officer did and how well he/she did it. - Focus on specifics to quantify and qualify performance. - Raters should advocate the rated officer to the SR. - When there is no SR (due to lack of qualifications), rater’s narrative provides the input on both performance and potential. Senior Rater (SR) and SR Narrative (see SR Rater Narrative section for examples): - Focus on POTENTIAL, 3-5 years out (promotions, command, school, & assignments). - Can amplify box checks by using the narrative to clearly send the appropriate message to selection boards. - CANNOT mention Box Check. - Additional information for when SR is also Rater can be found in DA PAM 623-3, pg. 26, “DA Form 67–10–1, part VI: block c—Senior Rater Narrative.” OER Narrative Prohibited Techniques, Inconsistencies, No-Go’s: - School/Course Comments: Bullets about how a Soldier did in a school or course are ONLY allowed if that school did not produce an AER/DA Form 1059. - Narratives are not a laundry list of superlatives – more is not necessarily better. - Brief, unqualified superlatives or phrases, particularly if they may be considered trite. - Excessive use of technical acronyms, or phrases not commonly recognized. - Techniques aimed at making specific words, phrases, or sentences stand out from the rest of the narrative; e.g. excessive use of capital letters; unnecessary quotation marks; repeated use of exclamation points; wide spacing between selected words, phrases, or sentences to include double spacing within a paragraph or between paragraphs. - Inappropriate references to box checks; e.g “Would be TOP BLOCK if profile allowed” or “absolutely far exceeded the standard”. - Trying to quantify (e.g. “top 2% of my captains”) with a small population. - Stay in your lane/level; avoid comments like “Best 1LT in the Army” unless you’re the Army CoS. - Stating “the best ever”; having 10 in the population, 50 in the profile. - Using overused phrases and clichés that are counterproductive or overused; e.g. stellar, historic, “delivered a dazzling performance,” “hit the ground running,” consummate professional, and unlimited potential. - Using specific selection board-type language. Examples of this include, “definitely a 6+ Soldier”. - Don’t exaggerate; “If I could prove it, CPT X is an LTC disguised as a CPT.” - Be mindful of what IS NOT said; it can have the same impact as what is said; e.g. NOT having numbers, or quantifiable points. - Don’t say the sa
Note:
en
Topic:
Officer Evaluation, Narrative Guidelines
Document Type:
Guide
Target Audience:
Raters, Senior Raters
Year:
2025-2026
Region / City:
USA
Subject:
Search Plan for Tenure Track Positions
Document Type:
Template
Institution:
University of Oregon
Author:
Maeve Anderson
Target Audience:
Search Committees, Recruitment Teams
Period of Action:
AY 2025-2026
Approval Date:
Not specified
Modification Date:
Not specified
Year:
1929
Region / City:
United States
Topic:
Securities regulation, stock market behavior, investor protection
Document Type:
Regulatory framework
Organization:
SEC (Securities and Exchange Commission)
Author:
Not specified
Target Audience:
Investors, financial analysts, regulators
Period of validity:
Ongoing
Approval date:
Not specified
Date of changes:
Not specified
Year:
2019
Region / City:
Kampar
Subject:
Information & Communication Technology
Document Type:
Guide
Institution:
Universiti Tunku Abdul Rahman
Author:
FYP Committee
Target Audience:
UTAR FICT Students
Period:
Academic Year 2019
Approval Date:
May 29, 2019
Date of Last Update:
May 29, 2019
Year:
2023
Region / City:
Michigan
Theme:
Health care services, Medicaid, Behavioral Health
Document Type:
Handbook
Organization / Institution:
Michigan Department of Health & Human Services (MDHHS)
Author:
Not specified
Target audience:
Medicaid members
Period of validity:
Ongoing
Approval date:
Not specified
Amendment date:
Not specified
Note:
Year
Region / City:
Arizona
Topic:
Legal Procedure
Document Type:
Legal Guidance
Target Audience:
Parties involved in garnishment proceedings
Context:
Legal guidance document explaining the garnishment procedure in Arizona, including the roles of the judgment creditor, debtor, and garnishee.
Year:
2025
Region / City:
Salt Lake City, Utah
Subject:
Jazz Dance
Document Type:
Course Syllabus
Institution:
University of Utah
Instructor:
Ruger Memmott
Target Audience:
Students enrolled in DANC 1210 and BALLE 2380
Period of Action:
Fall Semester 2025
Approval Date:
Not specified
Modification Date:
Not specified