№ lp_1_2_21113
File format: docx
Character count: 15620
File size: 33 KB
Year:
2011
Region / City:
Not specified
Topic:
Game Development, Tutorials
Document Type:
Tutorial
Author:
scoy
Target Audience:
Kodu users, game developers
Period of Validity:
Not specified
Approval Date:
2011-09-29
Modification Date:
Not specified
Description:
A detailed guide for creating tutorial levels in Kodu, explaining the use of modal and non-modal steps, and how to directly edit the world’s XML file to define tutorial sequences.
Price: 8 / 10 USD
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Year:
2005
Region / City:
Queensland
Subject:
Education, Apprenticeship and Training
Document Type:
Instructional Guide
Organization:
Department of Education (DoE)
Author:
Department of Education (DoE)
Target Audience:
School-based apprentices and trainees with additional needs
Period of Action:
Ongoing
Approval Date:
Not specified
Modification Date:
Not specified
Year:
2023
Region / City:
Online
Topic:
Data analysis, Regression, R programming
Document type:
Tutorial
Institution:
NCRM
Author:
Not specified
Target audience:
Researchers, Data Analysts, R Users
Period of validity:
Not specified
Approval date:
Not specified
Date of amendments:
Not specified
Year:
2024
Institution:
University of Washington – Tacoma
School:
School of Engineering and Technology
Course:
TCSS 462/562 Software Engineering for Cloud Computing
Type of document:
Tutorial
Version:
0.11
Software required:
Ubuntu 24.04, Docker
Target audience:
Students of TCSS 462/562
Platform:
Amazon EC2 c6i.large spot instance
Purpose:
Introduction to Docker, cgroups, and container resource isolation
Instructions:
Complete tasks and submit answers as PDF on Canvas
Course:
TCSS 462/562 Software Engineering for Cloud Computing
Institution:
University of Washington – Tacoma
School:
School of Engineering and Technology
Academic term:
Fall 2024
Tutorial number:
9
Version:
0.12
Document type:
Course tutorial
Topics:
Serverless computing, AWS Lambda, Python functions, container-based functions, Docker, SAAF profiling
Tasks:
Python-based AWS Lambda function deployment; container-based AWS Lambda function deployment
Assessment type:
Extra credit
Scoring:
Task 1 (10 points), Task 2 (15 points)
Target audience:
Undergraduate and graduate students enrolled in TCSS 462/562
Platform:
AWS Lambda, Ubuntu Linux, Docker
Source type:
University course instructional material
Course:
TCSS 462/562
Department:
School of Engineering and Technology, University of Washington – Tacoma
Semester:
Fall 2024
Topic:
Cloud Computing, AWS Lambda, S3, CloudWatch
Type:
Tutorial
Version:
0.10
Scoring:
20 pts maximum
Author:
University of Washington – Tacoma faculty
Intended Audience:
Students of TCSS 462/562
Year:
2022
Region / City:
Sheffield
Theme:
Education, Academic Writing
Document Type:
Tutorial
Institution:
The University of Sheffield Library
Author:
The University of Sheffield Library
Target Audience:
School and college students, Apprentices
Period of Application:
September 2024 – Summer 2025
Approval Date:
Not specified
Date of Last Review:
September 2024
Date of Next Review:
Summer 2025
Note:
Year
Topic:
Assistive Technology, Screen Readers
Document Type:
User Manual
Organization / Institution:
Maryland State Library for the Blind and Print Disabled
Target Audience:
Library staff, blind and visually impaired users
Context:
A manual describing basic JAWS (Job Access with Speech) shortcuts for library staff to assist users in navigating computer workstations.
Note:
Publication Date
Year:
2020
Region / City:
United States
Subject:
Electronic Wage Reporting
Document Type:
Tutorial
Organization:
Social Security Administration (SSA)
Author:
Not specified
Target Audience:
Business owners, employers
Effective Period:
Not specified
Approval Date:
Not specified
Modification Date:
Not specified
Note:
Contextual Description
Year:
2020
Region / City:
Ireland
Topic:
EPUB accessibility, WordToEPUB tool, Digital accessibility
Document Type:
Webinar Transcript
Organization / Institution:
AHEAD, DAISY Consortium, UC Berkeley, PRCVI
Authors:
Dara Ryder, Nancy Zhang, Joseph Polizzotto, Richard Orme
Target Audience:
People interested in EPUB conversion, digital accessibility
Period of Validity:
N/A
Approval Date:
N/A
Modification Date:
N/A
Note:
Year
Document type:
Tutorial
Year:
1970-2020
Region / City:
Anchovy Bay
Theme:
Ecosystem Modeling, Time Series Analysis
Document Type:
Tutorial
Institution:
EwE
Author:
Unknown
Target Audience:
Ecologists, Environmental Scientists, Ecosystem Modelers
Effective Period:
N/A
Approval Date:
N/A
Modification Date:
N/A
Year:
2012
Region / City:
Western Australia
Topic:
Biological Oceanography
Document Type:
Tutorial
Author:
SCIE33071
Target Audience:
Students of Biological Oceanography
Period of Validity:
2012
Date of Approval:
September 10th, 2012
Year:
2023
Region / City:
Global
Subject:
Web development
Document type:
Tutorial
Organization / Institution:
W3Schools
Author:
W3Schools Team
Target audience:
Beginners and learners of HTML
Period of validity:
Ongoing
Approval date:
Not specified
Date of changes:
Not specified
Note:
Contextual description
Year:
2023
Region / City:
United States
Topic:
Nursing Quality Indicators, Healthcare Training
Document Type:
Training Guide
Organization:
Capella University
Author:
N/A
Target Audience:
New Nurses
Effective Period:
N/A
Approval Date:
N/A
Date of Revisions:
N/A
Note:
Contextual description
Year:
2026
Region / City:
San Antonio, Texas
Theme:
Retinoblastoma, Fundraising, Medical Conferences
Document Type:
Crowdfunding Page Template
Organization:
WE C Hope USA
Author:
Marissa Gonzalez, Abby White
Target Audience:
Parents, Survivors, Medical Professionals, Supporters
Period of Action:
September 2026
Approval Date:
Not specified
Date of Changes:
Not specified
Document type:
Guidance document
Subject area:
Clinical research compliance
Topic:
Corrective and Preventive Action (CAPA)
Applicable field:
Clinical trials
Responsible parties:
Sponsor, monitor, site personnel, principal investigator
Regulatory body referenced:
Institutional Review Board (IRB)
Key components:
Root cause analysis, corrective action, preventive action, follow-up evaluation
Authorship requirements:
Responsible individual or organization
Approval requirements:
Author signature, IRB review
Record retention:
Site regulatory file
Intended use:
Documentation of discrepancies and corrective measures in clinical research
) 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:
2024
Region / City:
Middlesex University
Topic:
Research Ethics, Online Survey Tools
Document Type:
Guide
Institution:
Middlesex University
Author:
Middlesex University
Target Audience:
Staff and Students
Period of Validity:
Ongoing
Approval Date:
August 2024
Date of Revisions:
August 2024
Year:
2025
Note:
Region / City
Theme:
Business Software / Presentation Software
Document Type:
Lesson Plan
Author:
Glenda Liddell-White
Target Audience:
Students
Period of Validity:
April 14 – 18, 2025
Contextual Description:
A lesson plan for teaching students how to create and manage professional presentations using Microsoft PowerPoint.