№ files_lp_4_process_3_134663
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Analysis of the distribution and percentage of precious stones in Northern Ontario, focusing on geological findings and their significance in the region.
Year:
2023
Region / City:
Northern Ontario
Topic:
Geology
Document Type:
Research Paper
Author:
Unknown
Target Audience:
Geologists, Researchers
Period of Action:
2023
Date of Approval:
N/A
Date of Changes:
N/A
Price: 8 / 10 USD
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Year:
2026
Region / City:
United States
Topic:
Freshwater availability and conservation
Document Type:
Informational article
Author:
Unknown
Intended Audience:
General public
Sources Referenced:
Global freshwater statistics, U.S. regional water data
Key Locations Discussed:
Great Lakes region, Southwestern States, Joliet
Primary Focus:
Water distribution, scarcity, and conservation practices
Year:
2026
Region / City:
Global
Topic:
Sanctity of Life
Document Type:
Religious Reflection
Author:
Not specified
Target Audience:
Christian community, pro-life advocates
Date of Approval:
Not provided
Date of Changes:
Not provided
Year:
2017–2018
Jurisdiction / City:
Harare, Zimbabwe
Subject:
Property dispute and eviction case
Document Type:
Court judgment
Court / Institution:
High Court of Zimbabwe
Judge:
Matanda-Moyo J
Plaintiff:
Mosley Mashingaidze
Defendant:
Precious Chipunza
Legal Representatives:
R.F. Mushoriwa (plaintiff), Advocate Hashiti (defendant)
Property:
20 Saint Stephens Road, Meyrick Park, Harare, stand 3206, Mabelreign Township
Dispute:
Ownership and holding over damages
Claimed Damages:
$500 per month from 1 November 2011
Deed of Transfer:
004941/2011
Related Parties:
Gildastone Holdings (Pvt) Ltd, Frank Buyanga, Floburg Real Estate
Period of Proceedings:
9 October 2017 & 25 April 2018
Year:
Not specified
Region / City:
Not specified
Theme:
Dance
Document Type:
Choreography
Author:
Michele Perron
Target Audience:
Dancers, Choreographers
Effective Period:
Not specified
Approval Date:
Not specified
Modification Date:
Not specified
Year:
Unknown
Region / City:
Din4 territory, Southwestern United States
Topic:
Ethnography, Jewelry, Cultural Practices
Document Type:
Educational / Anthropological Record
Institution / Authority:
Unknown
Author:
Unknown
Target Audience:
Students or researchers interested in Din4 culture
Materials Mentioned:
White shell, turquoise, abalone, black jet, diamonds, sandstone, granite, lava petrified stones, ruby, opal, pearl
Gender Distinctions in Jewelry:
Men’s jewelry are rounded like flowers, women’s jewelry are big and bulky with thick bands
Cultural Significance:
Recognition by Holy people, associated with songs, mountains, and colors
Year:
2026
Location:
Murfreesboro, TN, USA
Subject:
Pet boarding services
Document type:
Information and policy guide
Organization:
Stones River Veterinary Hospital
Target audience:
Pet owners
Pet types:
Dogs and cats
Required vaccinations:
Canine – Rabies, DAPP, Lepto, Bordetella, Influenza; Feline – Rabies, FVRCP, FeLV
Additional health requirements:
Negative fecal test within last 6 months, free of fleas, ticks, and intestinal parasites
Facility features:
Climate-controlled pods, individual suites, outdoor yard, multi-level cat rooms
Rules and policies:
Behavior requirements, personal items policy, cancellation and no-show policy
Pricing:
Dogs – $68/night, Cats – $30/night, additional holiday fees apply
Additional services:
Baths, nail trims, anal gland expression, veterinary exams/consultations
Day boarding:
$23.90, dropoff 7:00 am, pickup before 5:00 pm
Year:
2023
Region / city:
Cincinnati, OH, USA
Topic:
Airborne dust, crystalline silica, laboratory testing, sampling efficiency
Document type:
Research article
Institution:
Centers for Disease Control and Prevention (CDC), National Institute for Occupational Safety and Health (NIOSH)
Author:
Drew Thompson, Chaolong Qi
Target audience:
Researchers, occupational health professionals
Date of approval:
N/A
Date of modifications:
N/A
Year:
2026
Organization:
Stepping Stones Psychiatric Services, PLLC
Document Type:
Intake Form
Target Audience:
New and returning patients
Purpose:
Collect personal, health, and mental health information for clinical evaluation
Fields Included:
Personal Information, Contact Information, Health History, Mental Health History, Medication History, Family Mental Health History, Spiritual/Faith Beliefs
Confidentiality:
Information is protected as confidential
Age Range:
All ages (with parental information required for minors)
Year:
2025 - 2026
Region / city:
Lancaster
Theme:
Music Education
Document type:
Educational Plan
Institution:
Stepping Stones Pupil Referral Unit
Author:
Miss Meacham
Target audience:
Pupils, Parents, Carers
Period of validity:
Academic year 2025 - 2026
Approval date:
December 2025
Review date:
July 2026
This is an educational plan detailing how Stepping Stones Pupil Referral Unit delivers music education across three areas:
curriculum music, co-curricular provision, and musical experiences, and outlines future plans for development.
Year:
Unknown
Region / City:
Din4 territory, Southwestern United States
Topic:
Ethnography, Jewelry, Cultural Practices
Document Type:
Educational / Anthropological Record
Institution / Authority:
Unknown
Author:
Unknown
Target Audience:
Students or researchers interested in Din4 culture
Materials Mentioned:
White shell, turquoise, abalone, black jet, diamonds, sandstone, granite, lava petrified stones, ruby, opal, pearl
Gender Distinctions in Jewelry:
Men’s jewelry are rounded like flowers, women’s jewelry are big and bulky with thick bands
Cultural Significance:
Recognition by Holy people, associated with songs, mountains, and colors
Year:
Foundation–Level 6
Region:
Australia
Curriculum framework:
AusVELS / Australian Curriculum
Subject:
Mathematics
Topic:
Subtraction
Document type:
Scope and sequence guide
Related modules:
Stepping Stones
Resources included:
Mathedology, Big Books, Slate Resources, Fundamentals, Flare
Target audience:
Teachers, educators
Skills covered:
Mental and written subtraction strategies, addition-subtraction connections, fraction operations
Grade levels:
Foundation, Level 1–6
Assessment focus:
Counting, subitising, problem solving, fractions, decimals
Teaching strategies:
Hands-on activities, active problems, language stages, static problems, digital tools
Year:
1830s
Region:
Aberdeenshire, Scotland
Subject:
Strength feats and Highland Games culture
Document type:
Historical narrative
Institution / Authority:
Potarch Hotel
Author:
Unspecified, includes excerpts from Donald Dinnie
Target audience:
Strength athletes, historians, and enthusiasts of Scottish culture
Period covered:
Early 19th century
Date of publication:
Not specified
Source material:
Handwritten letter by Donald Dinnie
Cultural context:
Gaelic stone lifting traditions and practices
Related figures:
David P. Webster OBE, Francis Brebner
Location of events:
Potarch Bridge, Royal Deeside
Year:
2015
Region / City:
Not specified
Topic:
Personal development, education
Document Type:
Lab manual
Organization / Institution:
Not specified
Author:
Not specified
Target Audience:
Students and teaching assistants in the BiSci 03 course
Period of validity:
Not specified
Date of approval:
Not specified
Date of changes:
Not specified
Context:
A lab manual for the BiSci 03 course, containing a series of exercises and reflections aimed at fostering personal growth and ecological awareness.
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.
) 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:
USA
Topic:
Cybersecurity Services, Risk Assessment, Vulnerability Testing
Document Type:
Template
Agency/Institution:
HACS
Author:
HACS
Target Audience:
Federal Agencies, Contractors
Period of Action:
N/A
Approval Date:
N/A
Modification Date:
N/A
Year:
2026
Region / City:
West Virginia
Theme:
Legislation
Document Type:
Bill
Agency / Institution:
West Virginia Legislature
Author:
Delegates Vance, Martin, Mallow, Brooks
Target Audience:
Legislators, Education Officials, Coaches
Period of Action:
2026
Approval Date:
January 29, 2026
Amendment Date:
N/A
Year:
2020
Region / city:
Prague
Topic:
Toy safety inspections
Document type:
Press release
Organization:
Czech Trade Inspection Authority
Author:
Mojmír Bezecný
Target audience:
General public, parents, toy manufacturers, importers, and distributors
Period of validity:
2020
Approval date:
March 4, 2021
Date of changes:
Not specified