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The document provides a detailed template for creating an ePortfolio using OneNote, specifically for students in the Graduate Diploma of Teaching (ECE) and Bachelor of Teaching ECE and Primary programs.
Year:
2021
Region / city:
New Zealand
Topic:
Education, Teaching Standards
Document type:
Template
Organization / institution:
Te Rito Maioha
Author:
Not specified
Target audience:
Graduate students of Teaching (ECE) and Primary
Effective period:
Not specified
Approval date:
Not specified
Modification date:
Not specified
Price: 8 / 10 USD
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Year:
2024
Note:
Region / City
Subject:
Macroeconomics
Document Type:
Final ePortfolio Submission
Organization / Institution:
Bryant & Stratton College
Author:
Kaneisha B. Dodson
Target Audience:
Students
Year:
2014
Region / City:
Not specified
Topic:
Personal finance, wealth accumulation, frugality
Document type:
Assignment
Institution:
Not specified
Author:
McKenzie Fredette
Target audience:
Students, individuals interested in personal finance
Effective date:
11/20/14
Date of modifications:
Not specified
Course:
ECON195 – Macroeconomics
Type of Work:
Final ePortfolio Submission
Institution:
Bryant & Stratton College
Author:
Christa M Maroney
Instructor:
Dr. Lateef Balogun
Date:
02/15/2025
Scenarios:
Maintenance Cost Explanation; Impact of Rental Control
Recipients:
Audit Department; Office of the Mayor
Subject Matter:
Supply and Demand; Price Fluctuations; Price Ceiling; Rental Market Regulation
Academic Term:
Not specified
Year:
2023
Region / City:
UK
Topic:
Healthcare, Medical Training
Document Type:
Guide
Organization / Institution:
JRCPTB
Author:
JRCPTB
Target Audience:
International Medical Graduates (IMGs), Medical Professionals
Period of validity:
Not specified
Approval Date:
Not specified
Modification Date:
Not specified
Course:
EDAP 7802
Program:
EDAP 7800 Practicum
Academic Term:
Fall 2011
Document Type:
Practicum ePortfolio worksheet and activity log
Author:
Adam Heidenreich
Practicum Hours:
77 hours
Pre and Post Self-Assessment:
Included on website
Supervisor Evaluation:
Included, handed in
In-Depth Project Essay:
Included on website
Log of Shadowing Activities:
Included on website
Practicum Log:
Included, handed in
Table of Contents:
Included on website
Institutional Context:
Educational administration practicum
Content Structure:
Standards, elements, activities, reflections, artifacts, and hours tracking
Institution:
California State University, Fresno
Program:
General Education ePortfolio Program
Document type:
Frequently Asked Questions
Topic:
Student ePortfolio submission requirements and procedures
Related policy:
Fresno State Academic Policy Manual 215
Accrediting body:
WASC Senior College and University Commission
Target audience:
Undergraduate students enrolled in General Education courses
Applicable students:
First-time freshmen and transfer students entering Fall 2018 or later
Platform mentioned:
Canvas learning management system
Content scope:
Assignment submissions, reflection papers, participation rules, and course requirements for GE ePortfolio
Contact email:
[email protected]
) 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:
2025
Region / City:
Australia
Topic:
Auslan Education
Document Type:
Curriculum Guide
Organization:
Australian Curriculum
Author:
Not specified
Target Audience:
Educators and Students learning Auslan
Validity Period:
2025
Approval Date:
Not specified
Modification Date:
Not specified
Year:
2026
Region / City:
Pennsylvania
Topic:
Academic Integrity, Disability Access, Counseling Services, Non-Discrimination, Mandated Reporting
Document Type:
Syllabus Template
Organization / Institution:
The Pennsylvania State University
Author:
Penn State University
Target Audience:
Students, Faculty
Period of Validity:
Spring 2026
Approval Date:
Not specified
Date of Changes:
Not specified
Contextual Description:
A template document providing essential information on academic integrity, disability access, counseling services, non-discrimination, and mandated reporting for students and faculty at Penn State University.
Year:
2026
Region / City:
Pennsylvania
Topic:
Academic Integrity, Disability Access, Counseling, Non-Discrimination, Mandated Reporting
Document Type:
Syllabus Template
Organization / Institution:
The Pennsylvania State University
Author:
Unspecified
Target Audience:
Students
Effective Period:
Spring 2026
Approval Date:
Not provided
Amendment Date:
Not provided
Year:
2017
Region / City:
N/A
Theme:
Electrochemical analysis, pharmaceutical sciences
Document Type:
Research Paper
Author:
Tanuja S B, Kumara Swamy B E, Vasantakumar Pai K
Target Audience:
Researchers, professionals in electrochemistry and pharmaceuticals
Period of Action:
N/A
Date of Approval:
N/A
Date of Changes:
N/A
Context:
Research paper presenting a study on electrochemical techniques for the determination of paracetamol in presence of folic acid using modified electrodes.
Year:
2026
Region / City:
Not specified
Theme:
Character customization for male Viera bodies
Document Type:
Guide
Author:
Not specified
Target Audience:
Players of a specific game (Final Fantasy XIV)
Date of creation:
Not specified
Date of last modification:
Not specified
Year:
2026
Region / City:
Global
Topic:
Computer Skills
Document Type:
Instructional Guide
Organization / Institution:
Educational Resource
Author:
Unspecified
Target Audience:
Students and computer users
Applicable Period:
Current usage
Date of Issue:
2026-03-16
Course:
ECE 1111 Engineering Computation I
Laboratory number:
1
Topic:
Computing infrastructure and development environment setup
Document type:
Laboratory assignment instructions
Intended audience:
Undergraduate engineering students enrolled in the course
Required platforms:
Linux command line, emacs, VS Code, GitHub Copilot, AWS class server
Server:
ece-000
Programming languages referenced:
C++, Python
Assessment method:
In-person check-off with lab teaching assistant
Source category:
Academic course materials
Year:
2024
Region / City:
Atlanta
Subject:
Education, Curriculum Development
Document Type:
Instructional Guide
Organization / Institution:
Georgia Institute of Technology
Author:
Georgia Tech ECE Department
Target Audience:
Faculty members of the ECE department
Period of validity:
Ongoing
Approval Date:
2024-11-11
Year:
2024
Region / City:
California
Topic:
Early Childhood Education, Teacher Performance Assessment
Document Type:
Faculty Guide
Organization / Institution:
California Commission on Teacher Credentialing
Author:
Not specified
Target Audience:
Faculty, instructors, supervising teachers, students in early childhood education programs
Period of Effectiveness:
Not specified
Approval Date:
Not specified
Date of Changes:
Not specified
Contextual Description:
A guide for faculty and instructors in California’s Early Childhood Education programs, detailing the implementation of the Early Childhood Education California Formative Teaching Performance Assessment (ECE CalFTPA) and supporting best practices for students.
Year:
2019
Region / City:
Geneva
Topic:
Ending violence against women and girls
Document Type:
Statement
Organization / Institution:
United Nations
Author:
Ms. Dubravka Šimonovic, UN Special Rapporteur on violence against women, its causes and consequences
Target Audience:
Governments, NGOs, International organizations, Human rights advocates
Period of Effectiveness:
2019
Approval Date:
29 October 2019
Date of Changes:
Not specified
Year:
2023
Region / city:
Not specified
Topic:
Vehicle coupling systems, regulations
Document type:
Regulatory proposal
Organization / institution:
OICA
Author:
ACV informal working group
Target audience:
Regulatory bodies, vehicle manufacturers, industry experts
Effective period:
Not specified
Approval date:
Not specified
Amendment date:
Not specified
Year:
2021
Note:
Region / City
Topic:
Shell Programming, File Manipulations, Matrix Operations
Document Type:
Educational Assignment
Target Audience:
Students enrolled in ECE 1111 course
Period of Use:
Semester 2021
Year:
N/A
Region / city:
N/A
Topic:
Data analysis, Scripting, Linux
Document type:
Homework assignment
Institution:
N/A
Author:
N/A
Target audience:
Students
Period of validity:
N/A
Approval date:
N/A
Modification date:
N/A