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This document is a podcast episode discussing various Marvel TV shows, featuring hosts from Rusty Quill sharing their opinions and discussing the shows they enjoy.
Year:
2022
Region / City:
Worldwide
Topic:
Marvel TV Shows
Document Type:
Podcast Episode
Organization / Institution:
Rusty Quill
Author:
Helen Gould, Alex, Hannah, Lowri
Target Audience:
Marvel TV Show Fans
Period of Validity:
Ongoing
Approval Date:
Not specified
Modification Date:
Not specified
Price: 8 / 10 USD
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Year:
2021
Region / City:
Unknown
Topic:
Writing, creative process
Document Type:
Podcast Transcript
Author:
Helen Gould, Imogen Harris, Lex, Nora Unkel, Rhys
Target Audience:
Writers, fans of podcasts, creative communities
Date of Creation:
2021
Date of Last Update:
Unknown
Year:
2026
Region / City:
United States
Topic:
Federal procurement and contract management
Document Type:
Policy/Guidance
Agency / Institution:
GSA (General Services Administration)
Author:
GSA
Target Audience:
Contractors, Government Agencies
Period of Validity:
Ongoing
Approval Date:
N/A
Modification Date:
N/A
Note:
Year
Context description:
This document is a form for individuals applying for various roles, including external assessors and subject matter experts within the MTM organization, with sections for experience validation and necessary qualifications.
Year:
2025
Region / City:
West Bridgewater, East Bridgewater, Bridgewater
Theme:
Veterans Day Commemoration
Document Type:
Event Program
Organization:
West Bridgewater, East Bridgewater, Bridgewater Towns
Author:
Unknown
Target Audience:
General public, Veterans, and local community
Period of validity:
November 11, 2025
Approval Date:
Unknown
Date of Changes:
Unknown
Year:
2026
Region / City:
Eureka
Topic:
Housing development, Indigenous community, Affordable housing
Document Type:
Press release
Organization / Institution:
Wiyot Tribe, Dishgamu Humboldt Community Land Trust, Travois, Pacific Builders, Raymond James
Author:
Not specified
Target Audience:
Local community, Indigenous peoples, government officials, developers
Period of Implementation:
2026–2027
Approval Date:
01/21/2026
Date of Changes:
Not specified
Year:
2020
Region / City:
USA
Topic:
Biosafety, Laboratory Systems, Public Health
Document Type:
Email Communication
Organization / Institution:
Centers for Disease Control and Prevention (CDC)
Author:
Division of Laboratory Systems, CDC
Target Audience:
Laboratory professionals, clinicians, and leadership in rural and community hospitals
Period of Action:
Not specified
Approval Date:
Not specified
Date of Modifications:
Not specified
Year:
2024
Region / city:
Africa, Asia, Americas
Topic:
Climate Change Mitigation, Ecosystem Services
Document type:
Research paper
Institution / organization:
National Chung Hsing University, Innovation and Development Center of Sustainable Agriculture
Author:
Jia-Ler Yap, Rachel Sui Kei Lee, Wan-Yu Liu
Target audience:
Researchers, policymakers
Period of validity:
1990–2020
Approval date:
Not specified
Date of changes:
Not specified
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:
2025
Region / City:
Victoria, Australia
Topic:
HIV treatment, healthcare program
Document type:
Official publication
Organization / Institution:
Victorian Government, Department of Health
Author:
Victorian Government
Target audience:
Healthcare professionals, HIV patients, healthcare policy makers
Date of approval:
August 2025
Date of changes:
Not specified
) 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
Note:
Year
Subject:
Mythology, Archaeology
Document Type:
Educational Material
Target Audience:
Students, Instructors
Note:
Year
Context description:
An article discussing various approaches to delivering services using Spring Boot, focusing on REST and SOAP web services and their implementation.
Grade:
Elementary (K-3)
Subject:
Mental/Behavioral Health
Target Audience:
Elementary School Students
Duration:
40 Minutes
Materials:
Hands Are Not for Hitting by Martine Agassi, illustrated by Marieka Heinlen, large poster paper, markers
Pledge handout:
one per student
Suggested Expert:
Mental/Behavioral Health Expert
Note:
Context
Year:
2013
Region / City:
Not specified
Topic:
Christian theology, New Testament exegesis
Document Type:
Academic paper
Institution:
Not specified
Author:
John E. Doe
Target Audience:
Scholars and students of theology, particularly those studying the New Testament
Period of Validity:
Not applicable
Date of Approval:
January 1, 2013
Date of Amendments:
Not specified
Note:
Contextual Description