№ lp_1_32496
File format: docx
Character count: 63707
File size: 114 KB
This document is a syllabus and teaching guide for Year 11 Ancient History students, focusing on the study of Ancient Australia through archaeological sites, historical sources, and preservation techniques.
Year:
11
Region / city:
New South Wales
Theme:
Ancient History
Document Type:
Syllabus
Institution:
NSW Education Standards Authority (NESA)
Author:
NESA
Target audience:
Teachers and students of Ancient History, Stage 6
Period of validity:
2017 and onwards
Approval date:
2017
Date of changes:
None specified
Price: 8 / 10 USD
The file will be delivered to the email address provided at checkout within 12 hours.
The file will be delivered to the email address provided at checkout within 12 hours.
Don’t have cryptocurrency yet?
You can still complete your purchase in a few minutes:- Buy Crypto in a trusted app (Coinbase, Kraken, Cash App or any similar service).
- In the app, tap Send.
- Select network, paste our wallet address.
- Send the exact amount shown above.
The final amount may vary slightly depending on the payment method.
The file will be sent to the email address provided at checkout within 24 hours.
The product description is provided for reference. Actual content and formatting may differ slightly.
Date:
September 21st, 2025
Region / City:
Wantagh, NY
Theme:
Irish dancing, cultural event
Document Type:
Event schedule and rules
Organization:
Ancient Order of Hibernians
Audience:
General public, participants in the Feis
Period of validity:
September 21st, 2025
Approval Date:
Not specified
Changes Date:
Not specified
Event times:
9 AM – 6 PM
Location:
Wantagh Park, 1 King Rd, Wantagh, NY 11793
Competitions:
Irish dance, art
Special Notes:
Private event, admission restrictions
Contextual description:
Official announcement and schedule for the 53rd Annual Feis & Festival of the Ancient Order of Hibernians, detailing dance competitions, rules, and art exhibitions.
Note:
Year
Topic:
Philosophy
Document Type:
Course Syllabus
Target Audience:
Students
Year:
Not specified
Region / City:
Not specified
Subject:
Philosophy
Document Type:
Course Syllabus
Institution:
Not specified
Author:
Not specified
Target Audience:
Students enrolled in the course
Period of Validity:
Not specified
Approval Date:
Not specified
Modification Date:
Not specified
Year:
2017
Region / city:
New South Wales, Australia
Subject:
Ancient History
Document type:
Educational syllabus
Institution:
NSW Education Standards Authority (NESA)
Author:
NSW Education Standards Authority (NESA)
Target audience:
Students (Year 11)
Period of validity:
2017-ongoing
Approval date:
2017
Date of last revision:
Not specified
Language:
English
Historical context:
Ancient Rome
Focus:
Roman Games, Gladiators, Chariot Racing
Assessment:
Formative and summative
Sources:
Ancient sources (e.g., Seneca, Juvenal, Martial)
Content:
Roman Games, Gladiators, Chariot Racing
Purpose:
Educational, Historical Inquiry
Learning outcomes:
Historical concepts, source analysis, interpretation
Related life skills outcomes:
AHLS6-1, AHLS6-2, AHLS6-3, AHLS6-4, AHLS6-5, AHLS6-6, AHLS6-7, AHLS6-8, AHLS6-9, AHLS6-11
Year:
7-10
Region / City:
New South Wales, Australia
Subject:
History
Document Type:
Educational Program
Institution:
Kooringal High School
Author:
NSW Learning and Leadership Directorate
Target Audience:
Teachers, Students
Period of Activity:
Stage 4
Approval Date:
Not specified
Date of Changes:
Not specified
Year:
2017
Region / city:
New South Wales, Australia
Topic:
Ancient History, Persepolis, Persian Empire
Document Type:
Educational Resource
Organization:
NSW Education Standards Authority (NESA)
Author:
N/A
Target Audience:
Educators, students
Period of Use:
N/A
Approval Date:
N/A
Date of Changes:
N/A
Year:
2022
Region / City:
Unknown
Theme:
Criminal Trial, Divine Judgment
Document Type:
Legal Document
Organization / Institution:
Divine Light Holy Council
Author:
Unknown
Target Audience:
Religious or spiritual groups, legal practitioners in this context
Period of Effectiveness:
Unknown
Date of Approval:
January 6, 2022
Date of Amendments:
Unknown
Year:
2021
Region / City:
New South Wales
Subject:
Ancient History
Document Type:
Educational Resource
Author:
NSW Education Standards Authority (NESA)
Target Audience:
Teachers and students
Period of Action:
2nd century CE
Approval Date:
2021
Date of Changes:
N/A
Year:
2020
Region / city:
New South Wales
Theme:
Ancient history, archaeology, historiography
Document Type:
Educational source
Organization / institution:
NSW Education Standards Authority (NESA)
Author:
NSW Education Standards Authority
Target audience:
Students studying Ancient History Stage 6
Period of validity:
2017
Date of approval:
2020
Date of amendments:
Not specified
Year:
2012
Region / city:
New South Wales
Topic:
History, Archaeology
Document Type:
Educational Resource
Organization / Institution:
NSW Education Standards Authority (NESA)
Author:
Unknown
Target Audience:
Teachers
Period of Validity:
Ongoing
Approval Date:
2012
Date of Modifications:
Unknown
Year:
N/A
Region / City:
N/A
Theme:
N/A
Document Type:
N/A
Organization / Institution:
N/A
Author:
N/A
Target Audience:
N/A
Period of Validity:
N/A
Approval Date:
N/A
Date of Changes:
N/A
Year:
2020
Region / city:
Ancient Northeast
Topic:
Ancient Mesopotamian history
Document type:
Historical analysis
Organization / institution:
Festivus
Author:
Jason Hong
Target audience:
Scholars of Ancient Near Eastern history
Period of validity:
2020
Approval date:
N/A
Date of revisions:
N/A
Year:
2025
Region / city:
Holyoke, MA, US
Organization:
Ancient Order of Hibernians, Ladies Ancient Order of Hibernians
Type of document:
Newsletter
Target audience:
Members of AOH and LAOH
Events covered:
Flag raising, Communion Breakfast, Parade, Kate’s Kitchen volunteer activities, Hennessey Hoe Down planning, St. Brigid float, Membership drives, Kentucky Derby Kickoff Party
Dates of events:
March–April 2025
Meeting dates:
April 7, April 26, April 30, 2025
Awards mentioned:
Christen Charity Award, Posthumous awards to Paul Hogan and Charlie Popp
Contact persons:
Joseph O’Connor, Peter Hogan, Mary Kate O’Connor, Patty Clayton, Kit Collamore, Rosie Pratt
Merchandise:
AOH Polo shirts
Note:
Year
Region / City:
Nigeria
Theme:
Ancient Civilizations
Document Type:
Historical Overview
Year:
2021
Region / City:
Grossmont College, GCCCD
Subject:
History
Document Type:
Course Outline
Institution:
Grossmont College
Author:
Curriculum Committee
Target Audience:
Students enrolled in History 135
Period of Validity:
Fall 2021 and onward
Approval Date:
05/18/2021
Changes Date:
06/15/2021
Year:
Not specified
Region / City:
Baytown, Texas
Topic:
Volunteer program, Bird watching
Document type:
Volunteer Handbook
Organization:
Baytown Nature Center
Author:
Not specified
Target audience:
Volunteers for Bird Buddies program
Period of validity:
Not specified
Approval date:
Not specified
Date of changes:
Not specified
Year:
2025
Region / City:
Chilika Wildlife Division, Odisha
Subject:
Tender Invitation
Document Type:
Tender Notice
Organ / Institution:
Office of the Divisional Forest Officer, Chilika Wildlife Division
Author:
Divisional Forest Officer
Target Audience:
Contractors, Government Agencies, Suppliers
Validity Period:
2 months
Approval Date:
23rd December 2025
Modification Date:
3rd January 2026
Note:
Study Summary 1.1 Please provide a brief summary of the study in the table below. A complete description of the study with detailed information should be provided in the body of the protocol. For sections not applicable to the study, mark them as N/A. Study Title Study Design Primary Objective/Purpose Secondary Objective(s)/Purposes Research Intervention(s) ClinicalTrials.gov NCT # Study Population Sample Size Study Duration for individual subjects Study Specific Abbreviations/ Definitions
Background 3.1 Provide the scientific or scholarly background for, rationale for, and significance of the research based on the existing literature and how will it add to existing knowledge. :
this section should be limited to only information directly related to the research questions and objectives. Do not include your full dissertation proposal. 3.2 Describe any relevant preliminary data (e.g. pilot data).
Procedures Involved 5.1 Describe and explain the study design. 5.2 Please select the methods that will be employed in this study (select all that apply):
☐ Audio/Video Recording ☐ Psychophysiological Recording ☐ Behavioral Interventions ☐ Record Review - Educational ☐ Behavioral Observations and Experimentations ☐ Record Review - Employee ☐ Deception ☐ Record Review- Medical ☐ Focus Groups ☐ Record Review - Other ☐ Interviews ☐ Specimen Collection or Analysis ☐ Investigational Medical Device – (e.g. Medical Mobile Applications) ☐ Surveys and/or Questionnaires ☐Psychometric Testing ☐ Other Social-Behavioral Procedures Provide a description of all research procedures being performed and when they are performed. (Upload any surveys, questionnaires, interview scripts, focus group scripts, debriefing scripts, psychometric tests, stimulus materials, intervention manuals, and data collection forms on the Local Site Documents page in the IRB application.) 5.3 Describe the procedures or interventions that are going to be conducted as part of the research project, but that would have been conducted anyway, even if the research was not occurring (i.e. standard of care procedures, activities that would occur in a classroom). 5.4 Describe the procedures performed to lessen the probability or magnitude of risks of items selected in 5.2.5. 5 If accessing or collecting existing data, describe: The data that will be collected during the study (e.g. demographics, medical history, etc.). Attach the data capture sheet(s) on the Local Site Documents page in the IRB application. How the data will be obtained, including how you have the authority to access the data. The source or location of the data (e.g. USF Epic, TGH Epic, Hillsborough County School records, CANVAS records, publicly available databases, etc.). 5.6 If collecting and/or analyzing biological specimens, describe: How the biological specimens will be or have been collected. How the biological specimens will be stored. How long the biological specimens will be stored. How the biological specimens will be used. The laboratories that will be used. Whether the collected biological specimens will undergo genetic testing. If so, indicate if this study is part of a Genome Wide Association Study (GWAS) and whether the data will be forwarded to the NIH dbGaP. 5.7 If there are plans for long-term follow-up (once all research related procedures are complete), what data will be collected during this period.
Data and Specimen Storage for Future Research 6.1 If data or specimens will be banked for future research studies, describe where the data or specimens will be stored, how long it/they will b:
the process to request a release, approvals required for release, who can obtain data or specimens, and the data to be provided with specimens.
Year:
2023
Region:
Chilterns, England, United Kingdom
Subject:
Nature conservation and habitat restoration
Document type:
Strategic plan / guidance
Organization:
Natural England
Target audience:
Land managers, conservation organizations, local authorities, local communities
Key habitats:
Woodlands, chalk streams, wetlands, ponds, farmland
Geographical significance:
National Landscape designation
Objectives:
Nature recovery, species protection, habitat connectivity, monitoring and evaluation
Legislation framework:
Protected Landscape Targets and Outcomes Framework (PLTOF)
) 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