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This document is a resource guide designed for counselors, social workers, and other student service personnel to connect students and parents with community resources, providing an organized list of services available to the community.
Note:
Year
Organization / Institution:
Richmond County Schools
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) 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
‘I have bits and pieces’: Comparing accounts of the Holocaust from survivors and their grandchildren
Year:
2019
Region / City:
United States
Topic:
Holocaust memory, generational storytelling, survivor narratives
Document type:
Research paper
Institution:
United States Holocaust Memorial Museum, USC Shoah Foundation Visual History Archive
Author:
Tamar Aizenberg
Target Audience:
Scholars, students, Holocaust remembrance organizations
Period of validity:
N/A
Approval date:
N/A
Date of changes:
N/A
Year:
2026
Region / City:
Island
Topic:
Tournament, Hypnosis, Assassination
Document Type:
Narrative
Organization / Institution:
None
Author:
Unknown
Target Audience:
Fiction readers
Effective Period:
Indefinite
Approval Date:
N/A
Modification Date:
N/A
Context:
Fictional story about a tournament on an island with hypnotic elements and assassination attempts.
Year:
2023
Region / City:
Not specified
Theme:
Advent, Christmas preparation
Document Type:
Religious message
Organization / Institution:
Lutheran Church
Author:
Pastor Lisa Peterson
Target Audience:
Congregation, Christians
Period of Action:
December 2023
Approval Date:
Not specified
Date of Changes:
Not specified
Contextual Description:
A religious message discussing the importance of Advent and preparing for the coming of Christ, emphasizing traditions and spiritual reflection during the Christmas season.
Year:
2026
Region / City:
Utah
Topic:
Memoir, Commentary, Ad Critique
Document Type:
Portfolio
Author:
BreeAnn Campbell
Target Audience:
General public, students, educators
Period of Validity:
N/A
Approval Date:
N/A
Modification Date:
N/A
The document is a personal portfolio showcasing three written projects:
a memoir, a commentary, and an ad critique, reflecting the author’s growth in writing skills.
Year:
2026
Region / city:
Not specified
Theme:
Conversational scripts for voice acting
Document type:
Audio script
Author:
Sharon
Target audience:
Voice actors, audio producers
Period of validity:
Not specified
Approval date:
Not specified
Modification date:
Not specified
Note:
Context
This is an audio script used for voice acting practice, featuring dialogues with specific tones and emotions for three characters:
Sarah, Kylie, and Gina.
Year:
1800–1904
Region:
Europe, United Kingdom, Russia
Theme:
Classical and Traditional Music
Document Type:
Music Compilation with Descriptions
Authors/Composers:
Anonymous (Suo Gân), Gustav Mahler, Sergei Rachmaninoff, Camille Saint-Saëns, Clara Schumann, Samuel Coleridge-Taylor
Original Performance Locations:
Moscow, Dresden, various
Intended Audience:
Music enthusiasts, researchers, general public
Content Type:
Musical works with historical and contextual notes
Sources:
YouTube links to performances
Purpose:
Inform about historical context, composition, and interpretation of selected music pieces
Year:
Not specified
Location:
Not specified
Topic:
Jewelry, Cost Calculation
Document Type:
Problem Statement / Puzzle
Organization:
Rattler’s Jewellers
Author:
Not specified
Target Audience:
General public / Puzzle solvers
Related Cost:
$26 for a new chain, $27 via naive method
) 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:
2013
Region / City:
United Kingdom
Topic:
Patient group directions, healthcare professionals, NICE guidance
Document Type:
Framework
Organization / Institution:
National Institute for Health and Care Excellence
Author:
National Institute for Health and Care Excellence
Target Audience:
Health professionals, commissioners, and healthcare providers
Effective Period:
From August 2013
Approval Date:
August 2013
Last Updated:
January 2018
Date of Amendments:
January 2018
Year:
2015
Region / City:
Queensland
Topic:
Domestic and Family Violence Prevention
Document Type:
Government Response Report
Agency / Institution:
Queensland Government
Author:
Queensland Government
Target Audience:
General Public, Policy Makers, Domestic Violence Prevention Organizations
Action Period:
2016-2026
Approval Date:
18 August 2015
Date of Changes:
30 June 2022
Year:
2020
Region / city:
UK
Field:
Psychology
Document type:
Journal article
Institution:
York St John University, Loughborough University
Authors:
Bogdana Humă, Elizabeth Stokoe, Rein Ove Sikveland
Target audience:
Academics, students, researchers in psychology and related fields
Period of validity:
N/A
Approval date:
N/A
Date of changes:
N/A
Year:
2025
Region / City:
Aotearoa New Zealand
Topic:
Artificial Intelligence Governance
Document Type:
Guideline
Organization:
Government of New Zealand
Author:
Not specified
Target Audience:
Public service agencies, AI practitioners
Period of Application:
Ongoing
Approval Date:
Not specified
Date of Changes:
Not specified
Year:
2022
Region / city:
Memphis, TN; Atlanta, GA; Chicago, IL; Burlington, MA
Topic:
RFID Technology in Healthcare
Document Type:
Continuing Education Activity
Organization / Institution:
American Society of Health-System Pharmacists
Author:
David Aguero, Pharm.D., DPLA; Anthony Scott, Pharm.D., M.B.A.; Matthew Gimbar, Pharm.D.; Nancy Huff, Pharm.D.
Target Audience:
Pharmacy leaders, pharmacists, pharmacy technicians
Effective Period:
February 16, 2022 - February 16, 2025
Approval Date:
February 16, 2022
Expiration Date:
February 16, 2025
Activity Type:
Knowledge-based
CE Credit Hours:
1 contact hour (1.0 CEU)
Activity Fee:
Free
Accreditation:
Accreditation Council for Pharmacy Education (ACPE)
Relevant Financial Relationship Disclosure:
No relevant financial relationships with ineligible companies
Note:
Summary
Year:
2003
Region / City:
United States
Subject:
Cancer Research
Document Type:
Lecture
Institution:
Howard Hughes Medical Institute, Johns Hopkins University School of Medicine, Baylor College of Medicine
Author:
Bert Vogelstein, M.D., Huda Zoghbi
Target Audience:
General public, students, researchers
Period of Validity:
N/A
Approval Date:
N/A
Modification Date:
N/A
Year:
2020
Region / City:
Wedemark, Germany
Topic:
Audio technology, Anniversary product
Document Type:
Press release
Organization:
Sennheiser
Author:
Jacqueline Gusmag
Target audience:
Audio enthusiasts, Sennheiser customers
Effective period:
September 1, 2020 - indefinite
Approval date:
August 18, 2020
Change date:
N/A
Year:
November 2024
Region / City:
Greater Richmond, Henrico County, Chesterfield County, Hanover County
Topic:
Homeless Services, Housing Assistance, Food Resources, Community Support
Document Type:
Information Sheet
Organization / Institution:
Various local agencies (e.g. City of Richmond, Henrico DSS, Commonwealth Catholic Charities)
Author:
Not specified
Target Audience:
Individuals and families experiencing homelessness or at risk of homelessness
Period of Effectiveness:
November 2024
Approval Date:
Not specified
Date of Last Update:
November 2024
Year:
2023
Region:
Richmond area; Hanover County, Virginia
Geographic scope:
City of Richmond and Hanover County
Subject matter:
Court administration; local court practices; professional conduct
Document type:
Committee report; interview summary
Issuing body:
Administration of Justice Committee
Related organizations:
Richmond Bar Association
Courts referenced:
U.S. Bankruptcy Court for the Eastern District of Virginia, Richmond Division; Hanover Circuit Court; Hanover General District Court; Hanover Juvenile and Domestic Relations District Court
Judges referenced:
J. Overton Harris; Hugh S. Campbell; David B. Caddell; Frank G. Uvanni
Intended audience:
Attorneys and members of the local bar
Time period covered:
Annual interviews conducted in 2023
Topics addressed:
Local rules and forms; continuances; scheduling practices; courtroom decorum; remote hearings; professional development; guardian ad litem practice
Note:
Year
Topic:
Liturgy Planning
Document Type:
Instructional Guide
Organization / Institution:
Catholic Diocese of Richmond, Office of Worship
Author:
Office of Worship
Target Audience:
Clergy, Liturgy Coordinators, Parish Leaders
Year:
2016
Region / City:
Richmond
Subject:
Streambank erosion, environmental education, local conservation issues
Document Type:
Meeting Minutes
Organization / Institution:
Richmond Conservation Commission
Author:
Elizabeth Wright
Target Audience:
Members of the Richmond Conservation Commission, community members interested in local conservation
Period of Validity:
N/A
Approval Date:
N/A
Amendment Date:
N/A
Note:
Context