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This document provides an overview of the Harris Nature Center Foundation’s activities, projects, fundraising, and community involvement during the year 2014.
Year:
2014
Region / City:
Meridian Township, Michigan
Theme:
Nature Education, Fundraising
Document Type:
Annual Report
Organization:
Harris Nature Center Foundation
Author:
Patty Robbins, President
Target Audience:
Community, Donors, Volunteers, Nature Enthusiasts
Period of Validity:
2014
Approval Date:
N/A
Date of Changes:
N/A
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Year:
2022
Region / City:
USA
Topic:
Theatre grants
Document Type:
Application form
Organization / Institution:
Children’s Theatre Foundation of America (CTFA)
Author:
Not specified
Target Audience:
Theatre organizations, grant applicants
Period of Action:
From July 1, 2022, to August 15, 2023
Approval Date:
Not specified
Modification Date:
Not specified
Name:
Courtney Kay Harris
Date:
January 2, 2025
Institution:
William & Mary
Primary Affiliation:
Virginia Institute of Marine Science
School:
Batten School of Coastal and Marine Science
Position:
Professor and Chair, Coastal and Ocean Processes Section
Office Address:
PO Box 146, Gloucester Point, VA 23062
Office Phone:
804/684-7194
Email:
[email protected]
Education:
Ph.D., M.S. (1999, 1994) University of Virginia; M.S. (1987) University of California, Berkeley; B.S. (1986) University of Virginia
Academic Positions:
Assistant Professor (2001–2007); Associate Professor (2007–2014); Professor (2014–present); Chair appointments (2020–2023; 2023–present)
Previous Appointment:
U.S. Geological Survey Postdoctoral Fellow (1999–2001)
Honors and Awards:
Faculty Excellence in Mentoring Award (2023); CSDMS Lifetime Achievement Award (2023); Plumeri Award for Faculty Excellence (2012); NASA Global Climate Change Fellow (1996); U.S. Geological Survey Postdoctoral Fellowship Award (1999–2001)
Teaching Areas:
Numerical computing, sediment transport, coastal and estuarine processes, hydrodynamic modeling
Student Mentorship:
Ph.D. and M.S. advisor at Virginia Institute of Marine Science
Document Type:
Curriculum Vitae
Coverage Period:
1982–2025
Year:
2017
Region / City:
Bloomington, IN; Tempe, AZ; Denton, TX
Field:
Education, Japanese Studies, Political Science
Document Type:
Curriculum Vitae
Institution:
University of North Texas, Indiana University, Arizona State University
Author:
Angela Harris
Target Audience:
Academic and professional community, hiring institutions
Effective Period:
Ongoing
Date of Approval:
May 2017
Date of Changes:
Not provided
Institution Name:
Young Harris College
Institutional Control:
Private (nonprofit)
Institution Type:
Coeducational college
Academic Year Calendar:
Semester
Degrees Offered:
Bachelor’s; Master’s
Reporting Date:
Fall reporting date as of October 15, 2020
Location:
Young Harris, Georgia, United States
Total Undergraduate Enrollment:
1396
Total Graduate Enrollment:
21
Total Student Enrollment:
1417
Undergraduate Degree-Seeking Students (Full-time and Part-time):
1316
Graduate Degree-Seeking Students:
21
Bachelor’s Degrees Awarded (July 1, 2019 – June 30, 2020):
159
Master’s Degrees Awarded (July 1, 2019 – June 30, 2020):
12
Cohort Year for Graduation Rates:
Fall 2014; Fall 2013
Six-Year Graduation Rate (Fall 2014 Cohort, Total):
45.5%
Data Source Framework:
IPEDS Graduation Rate Survey (GRS)
Year:
2014
Region / City:
Harris County, Texas
Subject:
Proposal Submission for TxDOT Toll Lanes Project
Document Type:
Proposal
Agency / Institution:
Texas Department of Transportation (TxDOT)
Author:
Texas Department of Transportation (TxDOT)
Effective Period:
2014
Approval Date:
Not specified
Date of Revisions:
Not specified
Organization:
Nina Harris ESE Center
Document Type:
School communication letter
Theme:
Character Education – Citizenship
Target Audience:
Parents/Guardians
Month Covered:
November
Subject Focus:
Citizenship
Definition Provided:
“Being involved in service, school and community.”
Activities:
Home and community-based citizenship reinforcement activities
Referenced Resource:
http://msue.anr.msu.edu/news/teaching_citizenship_to_preschool_children_is_important_for_character_build
Book Recommendations:
A Very Important Day by Maggie Rugg Herold; The Gettysburg Address illustrated by Michael McCurdy; My Fellow Americans: A Family Album by Alice Provensen; Being a Good Citizen by Mary Small and Stacey Previn; So You Want to Be President by Judith St. George; Officer Buckle and Gloria by Peggy Rathmann
Geographical Context:
United States
Program Scope:
School and community character development
Date:
July 25, 2024
Podcast Episode:
267
Participants:
Danielle Pletka, Marc Thiessen, Ruy Teixeira
Subject:
US Democratic Party Nominee Change
Type of Document:
Podcast Transcript
Region / City:
United States
Topic:
Political Analysis
Document Type:
Podcast
Institution:
N/A
Author:
Danielle Pletka, Marc Thiessen, Ruy Teixeira
Intended Audience:
Politically Engaged Listeners
Period of Action:
July 2024
Date of Approval:
N/A
Date of Changes:
N/A
Note:
Context
Court:
United States District Court for the Northern District of Georgia, Atlanta Division
Date Decided:
October 19, 1990
Date Filed:
October 19, 1990
Case Number:
No. 1:90-CV-1587-RHH
Reporter Citation:
749 F. Supp. 1110
Lexis Citation:
1990 U.S. Dist. LEXIS 14647
Parties:
The Georgia Association of Educators, Mary Smith, Richard Schmidt, and H. Ed Martin, Jr., Plaintiffs v. Joe Frank Harris, et al., Defendants
Judge:
Robert H. Hall, United States District Judge
Opinion By:
Robert H. Hall
Type of Document:
Judicial order and opinion
Jurisdiction:
Federal
Subject Matter:
Constitutionality of state preemployment drug screening statute
Legal Basis:
42 U.S.C. § 1983; U.S. Const. amend. IV and XIV; O.C.G.A. § 45-20-90 through § 45-20-92
Outcome:
Plaintiffs’ requests for declaratory relief and permanent injunction granted
Procedural Posture:
Consolidated preliminary and final hearing resulting in final order
Year:
2026
Region / City:
United States
Topic:
Musical Theatre
Document Type:
Resume
Organization / Institution:
Ohio Northern University, Virginia Commonwealth University, South Lakes Theater, NextStop Theater, Sterling Playmakers, City of Fairfax Theater, Langston Hughes Theater, MooseHead Productions, American University
Author:
Maria Harris
Target Audience:
Theatre professionals, casting directors, educational institutions
Date of Approval:
2022-2023
Date of Changes:
2023-2026
Year:
Not specified
Region:
Israel / Desert journey
Subject:
Biblical commentary, Christian teachings
Document type:
Exegesis / Religious reflection
Author:
Thoro Harris (d.1955)
Audience:
Christians, students of the Bible
Biblical references:
Exodus 15–16, Philippians 2:14, Joshua 9:18, Psalm 119:33, Genesis 22:1, Matthew 6:11, 1 Corinthians 10:9-10
Themes:
Complaining, contentment, faith, divine provision
Events covered:
Israelites’ journey through the wilderness, complaints about water and food, God’s provision of manna and sweetened water
Historical context:
Post-Exodus from Egypt
Principles discussed:
Trust in God, consequences of discontent, testing of faith, gratitude
Year:
13
Institution:
Harris City Academy Crystal Palace
Course:
Human Biology
Unit:
F225 – Module 2: The Nervous System
Document type:
Homework booklet / learning package
Weeks covered:
1–5
Topics:
Nervous system, Eye structure and function, Brain structure, Action potential transmission, Synapses, CNS injuries, Brain function modification, Drug effects on the brain
Assessment:
Weekly tasks, questions, and evaluations
Format:
Printed/online booklet
Target audience:
Year 13 students
Educational outcomes:
Understanding of central and peripheral nervous systems, sensory structures, brain anatomy and function, synapse transmission, effects of injury and drugs on neural function
Competition:
Andy Harris Indoor League
Season:
2025/2026
Match Number:
4
Month:
December 2025
Sport:
Indoor archery
Document Type:
Match results and individual scores
Divisions:
Division 1; Division 2; Division 3
Teams:
CH Tudor Rose; Harlow A; Blue Arrows A; West Essex; Rayleigh A; Woodford; Raydon Hall; Tudor; Framlingham; Abbey; Clacton; Blue Arrows B; Epping; Malgrave A; Malgrave B; Harlow B; Ardleigh; Priory; Rayleigh B
Recorded Scores:
Individual competitor scores and total team scores
Special Notes:
Blue Arrows B did not shoot; Epping received a bye
Document Code:
MH – 010126
Name:
Misty Harris
Address:
461 Clementi Road, Block B, 2nd Floor, UB Offices Singapore, 599491
Email:
[email protected]
Document Type:
Curriculum Vitae
Field:
Sociology; Population Health; Anthropology
Research Interests:
Social stratification, social inequalities, spatial health inequalities, rural health and education, medicalization, stigma and health
Teaching Methods:
Team Based Learning (TBL)
Current Position:
Teaching Assistant Professor
Institution:
University at Buffalo at the Singapore Institute of Management undergraduate program
Location:
Singapore
Employment Start Date:
January 2024
Education:
Ph.D. Sociology, West Virginia University, 2023
Additional Qualification:
Certificate in University Education, West Virginia University
Graduate Degree:
M.P.H. Population Health, Case Western Reserve University, 2014
Undergraduate Degree:
B.A. Anthropology, The University of Kansas, 2005
Professional Associations:
American Sociological Association; Rural Sociological Society; National Rural Health Association; Interdisciplinary Association for Population Health Science
Previous Institutions:
West Virginia University; Case Western Reserve University; MetroHealth System Center for Health Care Research and Policy; University of Kansas
Research Activities:
Ethnographic observation, surveys, interviews, qualitative and quantitative data analysis
Research Tools:
SAS, STATA, SPSS, NVivo, REDCap
Grants and Funding Activities:
Grant writing, program evaluation, funding analysis
International Academic Activity:
Fulbright-Hayes Groups Projects Abroad Scholar, University of Dar es Salaam, Tanzania
Teaching Subjects:
Classical Sociological Theory; Individual and Society; Sociology of Families; Social Inequality and Health; Introduction to Sociology
Year:
2012
Region / City:
North Harris
Subject:
Health care requirements for ADN program
Document type:
FAQ
Institution:
LSC-North Harris
Author:
LSC-North Harris ADN Program
Target audience:
Prospective ADN students at LSC-North Harris
Effective period:
From the date of admission
Approval date:
2012-01-30
Date of amendments:
None
Vaccinations required:
Measles, Mumps, Rubella (MMR), Chicken Pox (Varicella), TB (PPD), Tetanus, Diphtheria and Pertussis (Tdap), Hepatitis B series, Bacterial Meningitis, Seasonal Influenza
Required certifications:
CPR for Health Care Providers
Required tests:
Physical Exam
Context:
This document outlines the health care requirements, immunizations, and certifications needed for prospective ADN students at LSC-North Harris, including instructions on when and how to complete them.
Year:
Not specified
Region / City:
Baytown, Texas
Topic:
Volunteer program, Bird watching
Document type:
Volunteer Handbook
Organization:
Baytown Nature Center
Author:
Not specified
Target audience:
Volunteers for Bird Buddies program
Period of validity:
Not specified
Approval date:
Not specified
Date of changes:
Not specified
Year:
2025
Region / City:
Chilika Wildlife Division, Odisha
Subject:
Tender Invitation
Document Type:
Tender Notice
Organ / Institution:
Office of the Divisional Forest Officer, Chilika Wildlife Division
Author:
Divisional Forest Officer
Target Audience:
Contractors, Government Agencies, Suppliers
Validity Period:
2 months
Approval Date:
23rd December 2025
Modification Date:
3rd January 2026
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:
2023
Region:
Chilterns, England, United Kingdom
Subject:
Nature conservation and habitat restoration
Document type:
Strategic plan / guidance
Organization:
Natural England
Target audience:
Land managers, conservation organizations, local authorities, local communities
Key habitats:
Woodlands, chalk streams, wetlands, ponds, farmland
Geographical significance:
National Landscape designation
Objectives:
Nature recovery, species protection, habitat connectivity, monitoring and evaluation
Legislation framework:
Protected Landscape Targets and Outcomes Framework (PLTOF)
) 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