№ files_lp_4_process_1_46169
File format: docx
Character count: 6557
File size: 24 KB
Year:
2026
Region / City:
Global
Theme:
Religious Teaching
Document Type:
Sermon
Author:
Unknown
Target Audience:
Christian Believers
Period of Action:
Pentecost
Approval Date:
N/A
Modification Date:
N/A
Price: 8 / 10 USD
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Year:
2025
Region / city:
Nigeria
Subject:
Christian Religious Studies
Document type:
Lesson plan
Institution:
Not specified
Author:
Mrs. Juliet
Target audience:
Year 8 students
Period of validity:
Not specified
Approval date:
Not specified
Modification date:
Not specified
Context:
Lesson plan for teaching the triumphant entry of Jesus Christ into Jerusalem.
Year:
1978
Region / City:
Marble Hill, Indiana
Document Type:
Religious Text
Organization:
Christian Community
Author:
Unspecified
Target Audience:
Christian Faith Community
Period of Validity:
Passion Week
Date of Approval:
Unspecified
Date of Changes:
Unspecified
Context Description:
A religious text discussing the Crucifixion of Jesus, highlighting the painful and sacrificial nature of His death for humanity’s salvation during Passion Week in Mark’s Gospel.
Biblical Passage:
Mark 16:1–20
Liturgical Context:
Passion Week – Sunday
Primary Theme:
The mission of believers to share the Gospel with the whole world
Secondary Themes:
Resurrection of Jesus; eyewitness testimony; Great Commission; fulfillment of prophecy
Referenced Historical Event:
Construction and fall of the Berlin Wall (1961–1989)
Referenced Biblical Figures:
Jesus; Mary Magdalene; Mary the mother of James; Salome; Peter; James; John; Judas; Pilate; Barabbas; Joseph of Arimathea; Nicodemus
Geographical References:
Jerusalem; Galilee; Bethany; West Berlin; East Berlin
Intended Audience:
Christian learners or study participants
Document Type:
Bible study lesson outline
Scriptural Cross-References:
Matthew 20:20–21; Luke 2:41–52; Luke 8:1–3; Matthew 28:16–20; Acts 1:1–12
Structured lesson outline presenting historical background, discussion questions, and theological reflection on Mark 16:
1–20 within the context of Passion Week and the resurrection narrative.
Year:
2023
Region / City:
Global
Topic:
Event Hosting
Document Type:
Event Script
Organization / Institution:
Young Living
Author:
Not specified
Target Audience:
Young Living attendees, distributors
Period of validity:
Not specified
Approval Date:
Not specified
Modification Date:
Not specified
Note:
Year
Topic:
Religion
Document type:
Biblical text
Context:
A biblical text recounting the Passion of Christ, part of the Christian liturgical tradition.
Created By:
Kaitlin Asher and Lauren Cantrell
Topic:
TVA and EPA – Find Your Passion, Find Your Profession
Grade Level or Subject:
Biology and Environmental Science
Document Type:
Project/Problem Based Learning Unit Plan
Educational Level:
Secondary Education
Science Standards:
ES 1 – Investigation of renewable and nonrenewable energy sources and their environmental impact
ELA Standards:
ELA9.26 [W.9-10.7] – Research projects and synthesis of multiple sources
Social Studies Standards:
L11.7 – New Deal programs including TVA, WPA, CCC, and Social Security Act
Disciplinary Core Idea:
Human Impacts on Earth Systems
Science and Engineering Practices:
Asking Questions and Defining Problems
Crosscutting Concepts:
Systems and System Models
21st Century Skills:
Creativity, Collaboration, Critical Thinking, Communication
Community Partners:
Environmental Protection Agency; Tennessee Valley Authority
Technology Requirements:
Computers, PowerPoint or Prezi
Assessment Methods:
Formative Assessment (Snowball Game), Scenario Analysis, Group Presentation, Performance-Based Rubric
Culminating Product:
Group Presentation addressing problem, career roles, and overall solution
Year:
2024
Month:
March
Organization:
St. Bartholomew’s Episcopal Church
Location:
High Springs, FL, USA
Type of document:
Church newsletter
Issue:
Vol. XV, Issue 3
Event focus:
Palm Sunday, Holy Week, Maundy Thursday, Good Friday, Holy Saturday, Easter
Audience:
Parish members and readers interested in Episcopal liturgy
Editor:
Annette Jones
Contact:
[email protected], (386) 454-8585
References:
A Dictionary of the Episcopal Church
Key activities:
Liturgies, Bible readings, prayer reflections, procession descriptions
Special observances:
Triduum, Tenebrae, Eucharist, washing of feet, veneration of the cross
Year:
Not specified
Region / City:
Judea
Theme:
Religious text, Christian scripture
Document type:
Gospel excerpt
Author:
Traditionally attributed to John
Target audience:
Early Christian communities and general believers
Period covered:
Events of Jesus’ arrest, trial, and crucifixion
Key figures:
Jesus, Judas Iscariot, Peter, Pilate, Caiaphas, Annas, Barabbas
Locations mentioned:
Kidron Valley, Garden, Caiaphas’ house, Pilate’s headquarters, Golgotha
Language of original:
English
Manuscript tradition:
New Testament, canonical text
Year:
2022
Region / City:
Nebraska, USA
Theme:
Lenten Worship, Faith Reflection
Document Type:
Liturgical Resource
Organization / Institution:
Nebraska Synod, Evangelical Lutheran Church in America
Author:
Deacon Timothy Siburg
Target Audience:
Congregations of the Nebraska Synod
Liturgical Period:
Lent 2022
Scriptural Focus:
Gospel of Luke, Passion Narrative
Structure:
Five mid-week sessions from Ash Wednesday to the week before Palm Sunday
Resources Referenced:
All Creation Sings: Evangelical Lutheran Worship Supplement (Augsburg Fortress, 2020)
Hymns Included:
Yes, with weekly suggestions
Purpose:
Reflection on God’s work and discipleship in contemporary context
Year:
Unknown
Region / City:
Unknown
Theme:
Christianity, Faith, Passion, Mercy
Document Type:
Sermon
Organization:
Church
Author:
Unknown
Target Audience:
Churchgoers, Believers
Period of Validity:
No specific period
Approval Date:
Unknown
Modification Date:
Unknown
A sermon reflecting on the passionate love for Jesus, exemplified by the woman in Luke 7:
36-50, focusing on forgiveness, mercy, and the importance of emotional devotion to Christ.
Year:
2026
Region / City:
Not specified
Subject:
Spa and pool equipment
Document Type:
Product FAQ
Organization:
Passion Spa
Author:
Not specified
Target Audience:
Potential customers
Warranty:
Parts 2 years, Shell 10 years
Available Models:
Aquatic 1, 2, 3
Pricing:
Plain $275, Stainless steel bar $399, Stereo $1075, Cover lift $225, Hard cover $450
Installation Requirements:
In-ground, 1 meter access recommended, minimum 60cm
Lead Time:
14 to 21 days
Operating Costs:
Average daily £6.00
Special Features:
Dual heaters for Aquatic 3, independent temperature control, cabinet mount cover lifters
Year:
2026
Grade:
8th Grade
Subject:
Personal Development / Culinary Interests
Document Type:
Student Project Worksheet
Author:
Student (Name not specified)
Target Audience:
Educators and classmates
Project Start Date:
September 2026
Investigation Deadline:
Wednesday, September 11, 2026
Topics Covered:
Cooking, Personal Interests, Culinary Exploration
Year:
2023
Region / City:
Not specified
Subject:
Doctoral studies, academic growth, professional development
Document Type:
Educational assignment
Organization / Institution:
College of Doctoral Studies
Author:
Not specified
Target Audience:
Doctoral students
Period of Validity:
Not specified
Approval Date:
Not specified
Date of Changes:
Not specified
Year:
2021
Region / City:
Lee University, USA
Theme:
Vocal Performance, Opera
Document Type:
Biography
Organization / Institution:
Lee University
Author:
Cecelia Fornuto
Target Audience:
Students, Aspiring Vocal Performers
Period of Action:
2017-2021
Approval Date:
May 2021
Date of Changes:
N/A
Language:
English
Biblical source:
Gospel of Luke
Religious tradition:
Christianity
Denomination context:
Christian liturgy
Document type:
Liturgical scripture reading script
Liturgical occasion:
Passion narrative reading
Setting:
Church worship service
Participants:
Congregation, multiple readers, narrator
Primary figures in text:
Jesus Christ, Judas Iscariot, Peter, Pontius Pilate, Herod, Barabbas
Location of events described:
Jerusalem, Mount of Olives, Golgotha
Structure:
Dialogued reading with numbered speaker parts and congregational responses
Audience:
Worship congregation
Subject:
Arrest, trial, and crucifixion narrative of Jesus Christ
Note:
Year
Document Type:
KB Article
Year:
2025
Region / City:
New York City
Theme:
City Planning
Document Type:
Public Notice
Organ / Institution:
City Planning Commission
Author:
City Planning Commission
Target Audience:
Public, Stakeholders
Period of Action:
October 8, 2025
Approval Date:
N/A
Date of Amendments:
N/A
Year:
Not specified
Region / City:
Not specified
Subject:
Software Licensing Agreement
Document Type:
Legal Agreement
Organization / Institution:
Schrödinger, L.L.C.
Author:
Schrödinger, L.L.C.
Target Audience:
Licensee, Users
Effective Period:
3 years
Approval Date:
Not specified
Amendment Date:
Not specified
License Type:
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