№ files_lp_4_process_2_72103
File format: docx
Character count: 5481
File size: 67 KB
Year:
2023
Region / City:
Global
Topic:
Adaptation and Evolution
Document Type:
Educational Lesson Plan
Institution:
Not specified
Author:
Not specified
Target Audience:
High school students, educators
Duration:
1-2 hours
Period of Validity:
Not specified
Approval Date:
Not specified
Date of Revisions:
Not specified
Materials:
YouTube videos, article on "Ladybug", worksheets
Performance Expectations:
HS-LS2-2
Learning Targets:
Understanding of lady beetles as a model organism for temperature response
Student Evidence:
Completed handouts, posters, or other student products
Experiment Design:
Planning of investigations based on observed data
Context:
The document provides an educational framework for exploring lady beetles as model organisms to study responses to temperature changes, focusing on scientific methods and experimentation.
Price: 8 / 10 USD
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The product description is provided for reference. Actual content and formatting may differ slightly.
Year:
2023
Region / City:
Gyeongju, South Korea
Topic:
Archaeology, Cultural Heritage
Document Type:
Research Report
Institution:
Gyeongju National Research Institute of Cultural Heritage
Author:
Cultural Heritage Administration
Target Audience:
General Public, Researchers, Historians
Period of Validity:
Ongoing
Approval Date:
N/A
Modification Date:
N/A
Note:
Year
Subject:
Locomotion in arthropods
Document Type:
Educational material
Target audience:
Students of biology
Year:
2009
Institution:
Chandler-Gilbert Community College
Author:
Mawi Asgedom
Guide Created By:
Chazmine Gaines
Document Type:
Study guide
Target Audience:
Students and readers of the book
Chapters Covered:
Memories; The Camp; Coming to America; A New Life; God’s Angels; Playground Warfare; Days of Mischief
Geographical Context:
Ethiopia, Sudan, United States
Themes:
Refugee experience, family migration, childhood challenges, adaptation to new culture
Key Characters:
Mawi, Tsege, Tewolde, Mehret, Haileab, Mulu, Beth Raney
Major Events:
Migration from Ethiopia to Sudan and then America, life in refugee camps, adjustment to life in the U.S.
) 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:
2026
Region / City:
Not specified
Subject:
Self-reflection on communication skills development
Document Type:
Self-assessment
Organization / Institution:
Not specified
Author:
Not specified
Target Audience:
Not specified
Period of validity:
Not specified
Date of approval:
Not specified
Date of changes:
Not specified
Year:
2023
Region / City:
Not specified
Theme:
Self-assessment, communication skills
Document Type:
Personal reflection
Organization / Institution:
Not specified
Author:
Simon Gale
Target Audience:
Not specified
Period of Validity:
Not specified
Approval Date:
Not specified
Date of Changes:
Not specified
Note:
Year
Document Type:
Self-assessment
Year:
2025
Region / City:
Not specified
Theme:
Genetics, Biology
Document Type:
Practice Exam
Institution:
Not specified
Author:
Dr. Mroczek
Target Audience:
Students of PCB3063
Period of Validity:
Fall 2025 semester
Approval Date:
Not specified
Date of Changes:
Not specified
Year:
1742
Region / City:
New England
Theme:
Religious Revival
Document Type:
Treatise
Author:
Jonathan Edwards D.D.
Audience:
General Public
Period of Action:
1742
Date of Approval:
1742
Date of Modifications:
N/A
Year:
2026
Region / City:
Birmingham
Topic:
Public Services and Community Support
Document Type:
Informational Guide
Organization:
Birmingham City Council
Target Audience:
Parents, Carers, Grandparents, Young People, Adults
Period of Validity:
Ongoing
Approval Date:
2026
Date of Updates:
N/A
Year:
2026
Region / City:
Unknown
Theme:
Workplace Privacy, Employee Rights
Document Type:
Grievance and Request for Information
Organization:
United States Postal Service (USPS)
Author:
Unknown
Target Audience:
USPS Employees, Management, Union Representatives
Effective Period:
Ongoing
Approval Date:
Unknown
Date of Amendments:
Unknown
Year:
2026
Region / City:
Camden Lock, Finchley Road
Theme:
Memory, Family, Childhood, Personal Experience
Document Type:
Poem, Memoir
Organization / Institution:
None
Author:
Unnamed, presumed personal recollection
Target Audience:
General, anyone interested in personal stories or poetry
Period of Validity:
N/A
Approval Date:
N/A
Date of Changes:
N/A
Context:
A memoir-like poem recalling childhood memories of family, hardship, and personal trauma in a specific neighborhood setting.
Year:
2026
Region / city:
Victoria
Theme:
Emergency Relief, Business Support
Document type:
Fact sheet
Organization:
Australian Government
Target audience:
Business owners, residents affected by bushfires
Date of approval:
19 January 2026
Period of validity:
January 2026
Changes date:
None
Note:
Year
Year:
2021
Region / City:
Richmond, VA
Topic:
Opioid overdose, Naloxone
Document Type:
Instructional Guide
Organization:
Virginia Department of Behavioral Health and Developmental Services
Author:
N/A
Target Audience:
General public, individuals attending REVIVE! training
Effective Date:
N/A
Date of Last Revision:
September 2021
Version Number:
YY.MM.DD
Note:
Creation Date
Year:
2023
Region / City:
Rockville, Maryland
Topic:
Training Activities, Suicide Prevention, Mental Health
Document Type:
Public Report
Organization / Institution:
SAMHSA (Substance Abuse and Mental Health Services Administration)
Author:
SAMHSA
Target Audience:
Training Participants, Mental Health Professionals
Period of Action:
N/A
Approval Date:
N/A
Date of Changes:
N/A
Note:
Contextual Description