№ files_lp_4_process_3_131408
File format: docx
Character count: 1849
File size: 95 KB
Lesson plan for young children combining sensory exercises and safety instructions to teach about the sense of smell and appropriate hygiene practices.
Year:
2026
Region / City:
Not specified
Subject:
Sensory development, personal safety
Document Type:
Educational lesson plan
Organization / Institution:
Not specified
Author:
Not specified
Target Audience:
Young children / Parents
Activity Type:
Experiential learning, discussion, collage, sensory activity
Safety Guidelines Included:
Yes
Materials Suggested:
Everyday items with strong smells, magazines, glue, paper
Learning Objectives:
Identifying smells, understanding the function of the nose, personal safety
Price: 8 / 10 USD
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Note:
Year
Theme:
Brain Health, Smell Loss, Parkinson’s Disease
Document Type:
Research Communication
Organization:
The Michael J. Fox Foundation for Parkinson’s Research
Target Audience:
People age 60 and older without Parkinson’s
Year:
2024
Region / City:
St. Eithne’s Senior Girls National School
Theme:
Social, Personal and Health Education (S.P.H.E.)
Document Type:
Educational Plan
Organization / Institution:
St. Eithne’s Senior Girls National School
Author:
St. Eithne’s Staff
Target Audience:
School Staff, Parents, Students
Period of Validity:
2024-2025
Approval Date:
Not specified
Date of Changes:
Not specified
Year:
2019
Region / City:
Ireland
Topic:
Social, Personal, and Health Education (SPHE)
Document Type:
Policy
Institution:
Coláiste Nano Nagle
Author:
Kathleen Sheehan, SPHE Coordinator
Target Audience:
Parents, Teachers, Students
Period of Application:
From September 2003 (for Junior Cycle), ongoing for Senior Cycle
Approval Date:
2019
Date of Changes:
April 2019
Confidentiality:
Yes, some sections allow parents to opt-out of certain programs
Year:
2014
Region / City:
Not specified
Topic:
Citation and referencing
Document type:
Guide
Organization:
Not specified
Author:
Not specified
Target audience:
Students, researchers
Effective period:
Not specified
Approval date:
Not specified
Amendment date:
Not specified
Note:
Year
Note:
Year
Year:
2025
Region / City:
Jersey
Subject:
Employment law, employee rights
Document type:
Contract, legal terms
Institution:
Employment Tribunal, JACS
Author:
Unknown
Target audience:
Employers, employees in Jersey
Period of validity:
Indefinite
Approval date:
September 2025
Amendment date:
None
) 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:
2023
Region / City:
United States
Topic:
Informed Consent, Research Ethics
Document Type:
Research Guidelines
Organization:
U.S. Department of Health and Human Services, Office for Human Research Protections
Author:
Not specified
Target Audience:
Researchers, Institutional Review Board (IRB) members
Validity Period:
Not specified
Approval Date:
Not specified
Date of Last Update:
Not specified
Year:
2025
Region / City:
Colorado, Denver
Institution:
Metropolitan State University of Denver
Campus:
Auraria Campus
Topic:
Immigration enforcement on campus
Document type:
FAQ and guidance
Issuing body:
Immigrant Services Program
Related authorities:
Auraria Campus Police Department; U.S. Immigration and Customs Enforcement; Department of Homeland Security
Audience:
Staff, faculty, students
Legal framework:
FERPA; SEVIS
Period referenced:
2025 and beyond
Contacts provided:
Immigrant Services Program; University Legal Counsel; Colorado Rapid Response Network; International Student Coordinator
Note:
Year
Topic:
Judicial and Quasi-Judicial Functions
Document Type:
Legal Analysis
Target Audience:
Legal Professionals, Administrative Authorities
Year:
2021
Region / City:
Glasgow
Topic:
Social Action, Minority Ethnic Communities, Community Involvement
Document Type:
Report
Organization / Institution:
Social Action Inquiry Scotland
Author:
Graham Ogilvie
Target Audience:
Local community members, researchers, policymakers
Period of Action:
Ongoing
Approval Date:
2021
Date of Amendments:
N/A
Note:
Context
Note:
Year
Topic:
Inventory, Step 4, Recovery, Re:generation
Document Type:
Video Transcript
Organization:
regenerationrecovery.org
Target Audience:
Participants in the re:generation recovery program
A set of instructional videos and group discussion questions designed to guide participants through the process of completing an inventory as part of Step 4 in the re:
generation recovery program.
Note:
Year
Year:
2026
Note:
Region / city
Topic:
Bank statements, Financial transactions
Document type:
Informational guide
Target audience:
Bank account holders
Year:
2023
Region / City:
United Kingdom
Topic:
Higher Education Admissions, Post-Qualification Admissions
Document Type:
Consultation Document
Organization:
Department for Education (DfE)
Author:
Department for Education (DfE)
Target Audience:
Higher Education institutions, Students, Educational Stakeholders
Period of Validity:
Not specified
Approval Date:
Not specified
Date of Changes:
Not specified