№ lp_1_09343
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This document outlines the terms of a contractual agreement between a Local Public Agency and a consulting engineering firm to provide services for a specific transportation project under the guidelines of the Mississippi Department of Transportation.
Year:
1994
Region / City:
Mississippi
Theme:
Engineering services, contract management, public agency, transportation projects
Document Type:
Contract
Organization / Institution:
Local Public Agency (LPA), Mississippi Department of Transportation (MDOT)
Author:
Not specified
Target Audience:
Consultants, Local Public Agency (LPA)
Period of Action:
From contract execution until project completion or termination date
Approval Date:
Not specified
Amendment Date:
01/09/26
Scope of Work:
Provided by the LPA in the contract, including engineering services for transportation projects
Contract Term:
From contract execution until project completion or termination
Date of Execution:
Not specified
Price: 8 / 10 USD
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Organization:
Office of Environmental Services
Subject:
Logical Termini in Environmental Analysis
Related Legislation:
National Environmental Policy Act (NEPA)
Note:
Related Legislation
Section 404 of the Clean Water Act (CWA)
Involved Agencies:
Federal Highway Administration (FHWA); United States Army Corps of Engineers (USACE)
Applicable Project Types:
Federal-aid capacity-adding projects; state-funded projects requiring Section 404 permits
Document Types Referenced:
Environmental Assessment (EA); Environmental Impact Statement (EIS); Categorical Exclusion (CE)
Internal Form:
Need, Effectiveness, and Logical Termini (NELT) Form
Regulatory Reference:
Code of Federal Regulations 771.111(f)
Phase of Application:
Planning; Concept Development; Environmental Review
Thematic Focus:
Definition and criteria of logical termini; independent utility; rational endpoints; coordination procedures
Year:
YYYY
Region / City:
University of Florida
Theme:
Academic Dissertation Preparation
Document Type:
Template
Organization / Institution:
University of Florida
Author:
Your Name Goes Here
Target Audience:
Graduate Students
Period of Validity:
Not specified
Approval Date:
Not specified
Modification Date:
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
Year:
2022
Publisher:
AUTHOR OR PUBLISHER NAME GOES HERE
Copyright:
© 2022
Printed in:
USA
ISBN:
XXXXXXXXXXXXX
Author:
Author name goes here
Type of document:
Book
Chapters:
20
Year:
2026
Region / City:
Unknown
Subject:
Writing, Formatting Guidelines
Document Type:
Essay
Author:
Unknown
Target Audience:
Academic/Professional writers
Period of Validity:
Unknown
Approval Date:
Unknown
Date of Changes:
Unknown
Year:
2025
Region / city:
Global
Theme:
DiGRA Conference Proceedings
Document type:
Submission Guidelines
Organization / institution:
DiGRA
Author:
Anonymous
Target audience:
Authors submitting to DiGRA conferences
Effective period:
2025
Approval date:
N/A
Date of changes:
N/A
Year:
2021
Region / City:
Bowling Green, KY
Theme:
Psychology, Education
Document Type:
Thesis
Institution:
Western Kentucky University
Author:
Jane E. Doe
Target Audience:
Academic researchers, students, faculty
Period of Validity:
2021
Approval Date:
May 2021
Date of Changes:
N/A
Note:
Copyright © 2022 by AUTHOR OR PUBLISHER NAME GOES HERE
ISBN:
XXXXXXXXXXXXX
Year:
2022
Region / City:
USA
Theme:
Book Publishing
Document Type:
Book Template
Author:
AUTHOR OR PUBLISHER NAME GOES HERE
Target Audience:
Writers, Authors
Period of Validity:
N/A
Approval Date:
N/A
Date of Changes:
N/A
Year:
2025
Region / City:
Nebraska
Theme:
Disabled Veterans, Vehicle Registration, Exemption
Document Type:
Press Release
Organization / Institution:
Nebraska Department of Veterans’ Affairs, Department of Motor Vehicles
Author:
Holden Armstrong, Betty Johnson
Target Audience:
Disabled Veterans in Nebraska
Period of Action:
Starting January 1, 2026
Date of Approval:
2025
Date of Changes:
January 1, 2026
Note:
Year
Author:
Richard A. Smith, Taro Suzuki, Hanako Satoh
Year:
1986
Region / City:
Menlo Park, Calif.
Theme:
Artificial Intelligence, Research Paper
Document Type:
Research Paper
Organization / Institution:
AAAI Press
Author:
W. J. Clancey, R. Engelmore, A. L. Robinson
Target Audience:
Researchers, Academics
Period of Action:
1984-1986
Approval Date:
1986
Modification Date:
Not mentioned
Note:
Contextual Description
Year:
2026
Region / City:
N/A
Theme:
Formatting guidelines
Document Type:
Template
Author:
Author’s Name1, Author’s Name2
Target Audience:
Academics, Researchers
Period of Validity:
N/A
Approval Date:
N/A
Date of Changes:
N/A
Year:
2020
Region / City:
Saidpur, Bangladesh
Theme:
Research manuscript preparation and formatting guidelines
Document Type:
Template
Institution:
Bangladesh Army University of Science and Technology
Authors:
First A. Author1, Second B. Author2, Third C. Author3
Target Audience:
Authors submitting papers to BAUSTJ
Period of Validity:
Ongoing
Approval Date:
00th Month 2019
Date of Last Modification:
00th Month 2019
Year:
2025
Region / City:
Boulder City
Theme:
Community Engagement
Document Type:
Speech Transcript
Organization:
Boulder City Council
Author:
Mayor Michele Romero
Target Audience:
Community members, local leaders, and city staff
Period of Action:
2025
Approval Date:
2025
Date of Changes:
N/A
Year:
YYYY
Region / City:
University of Florida
Theme:
Academic Dissertation Preparation
Document Type:
Template
Organization / Institution:
University of Florida
Author:
Your Name Goes Here
Target Audience:
Graduate Students
Period of Validity:
Not specified
Approval Date:
Not specified
Modification Date:
Not specified
Year:
20XX
Region / city:
Texas
Subject:
Thesis/Dissertation
Document Type:
Thesis/Dissertation Template
Author:
[Insert full name here]
Target Audience:
Graduate Students, Academic Institutions
Period of Action:
[Month and year of graduation]
Date of Approval:
[Month and year]
Date of Changes:
[If applicable]
Investigator:
[insert name of principal investigator]
Key Information:
The following is a short summary of this study to help you decide whether or not to be a part of this study. More detailed information is listed later on in this form.
Note:
Why am I being invited to take part in a research study?
You will be asked to _________ [include a high level summary of the procedures that will be done. For example:
You will be given an investigational drug and asked to come for 3 study visits. You will give a total of 3 blood samples and fill out questionnaires asking about how you feel.]
Instead of being in this research study, your choices may include:
[List alternatives procedures. For student subject pools describe alternatives for course credit. For clinical trials describe the options that you would normally offer patient. If applicable, include supportive care as an option.]
Detailed Information:
The following is more detailed information about this study in addition to the information listed above.
[Tell the subject what to expect using lay language and simple terms. Whenever appropriate include the following items:
]