№ lp_2_3_14095
File format: docx
Character count: 2050
File size: 13 KB
Year:
2026
Region / City:
Island
Topic:
Tournament, Hypnosis, Assassination
Document Type:
Narrative
Organization / Institution:
None
Author:
Unknown
Target Audience:
Fiction readers
Effective Period:
Indefinite
Approval Date:
N/A
Modification Date:
N/A
Context:
Fictional story about a tournament on an island with hypnotic elements and assassination attempts.
Price: 8 / 10 USD
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Year:
2020
Topic:
Self-care for nonprofit professionals
Document type:
Resource compilation
Author:
Whitney Morris
Occupation:
Coach & Trainer
Intended audience:
Nonprofit professionals
Organization:
Independent / Rockwood Leadership Institute references
Publication date:
September 2020
Event date:
October 1, 2020 (community call)
Medium:
Online articles, podcasts, books, checklists, assessments
Key themes:
Burnout prevention, self-compassion, gratitude, nature benefits, workplace well-being
Year:
2023
Region / City:
UK
Theme:
Line Dance
Document Type:
Choreography Sheet
Choreographer:
Lynda Smith
Music:
Fly - The Chicks
Skill Level:
Intermediate
Walls:
4
Count:
32
Target Audience:
Line dance enthusiasts and instructors
Dance Style:
Country/Pop
Steps Description:
Detailed step-by-step instructions with timing and hand movements
Year:
2000s
Region / City:
UK
Theme:
Line Dance
Document Type:
Choreography Sheet
Choreographer:
Lynda Smith
Music:
Fly - The Chicks
Level:
Intermediate
Count:
32
Walls:
4
Target Audience:
Dancers familiar with intermediate line dance steps
Format:
Step-by-step dance instructions with counts and movements
Year:
2014
Region / City:
Bury
Theme:
Child protection, Children’s performances
Document Type:
Application form
Organization / Institution:
Bury Council
Author:
Bury Council
Target Audience:
Organisations applying for exemption from regulations
Period of validity:
Not specified
Approval Date:
Not specified
Date of Changes:
Not specified
Note:
Contextual Description
Organisation:
Early Break
Location:
Bury
Region:
Greater Manchester
Role Name:
Emotional Health and Wellbeing Worker (RISE)
Team:
RISE Team
Reporting to:
Emotional Health and Wellbeing Leadership Team
Salary Scale:
Early Break scale (points 4–6) £27,713.92 to £29,435.12
Contract Type:
Full-time and part-time positions available
Working Hours Requirement:
Availability on Mondays and Tuesdays until 7pm (negotiable)
Target Group:
Children and young people aged 5–18 and their families
Service Context:
Community and education settings
Sector:
Voluntary sector in collaboration with NHS and partner agencies
Chief Executive:
Vicky Maloney
Document Type:
Job description and person specification
Key Functions:
Emotional health and wellbeing assessments, individual interventions, group work, safeguarding responsibilities, multi-disciplinary collaboration
Required Qualifications:
Relevant professional qualification related to work with children and young people with post-qualification experience
Desired Qualifications:
Evidence-based qualification in counselling, psychological wellbeing, social work, nursing, or mental health
Policy Framework:
Safeguarding, Equal Opportunity and Anti-Discriminatory practice, Health and Safety, organisational values and professional development framework
Year:
2025-2026
Region / City:
Bury, Greater Manchester, UK
Topic:
Older People Services and Community Engagement
Document Type:
Action Plan
Organization:
Bury Older People’s Network (BOPN), VCFA, Bury Council
Author:
Joanna Mawdsley and Network Members
Target Audience:
Older residents of Bury, community organizations, public service providers
Period Covered:
2025-2026
Approval Date:
January 2025
Review Date:
Ongoing updates throughout 2025-2026
Key Areas:
Governance, Civic Participation, Communication, Places, Community Safety, Work and Money, Ageing Well, Social Care, Workforce Training
Year:
2026
Region / City:
Bury, UK
Type of document:
Employee directory
Organizations:
Bury Council, Persona, Oak Learning Partnership, Shaw Education Trust, Vision MAT, Christ Church MAT, St Teresa of Calcutta MAT, Roch Valley MAT, Six Town Housing, Elton High School, Woodhey High School, Elms Bank School, St Monica’s High School, St Gabriel’s High School, St Thomas Primary School, Grundy Day Care, Windsor House, Castle Leisure Centre, IYSS New Kershaw Centre
Content:
Names of employees, their employers, and workplace locations
Intended audience:
Internal staff and administrative use
Update frequency:
Annual or as staff changes
Year:
2007
Region / City:
United States
Subject:
Native American history, U.S. government policies
Document Type:
Educational worksheet / Film guide
Institution:
Educational institution (unspecified)
Author:
Unspecified educator
Target Audience:
Students
Historical Period:
Late 19th century (Native American assimilation)
Assignment Type:
Movie discussion and comprehension questions
Focus Figures:
Senator Dawes, President Grant, General Sherman, Red Cloud, Sitting Bull, Ohiyesa (Charles)
Themes:
Cultural assimilation, U.S. westward expansion, Native American experiences
) 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
‘I have bits and pieces’: Comparing accounts of the Holocaust from survivors and their grandchildren
Year:
2019
Region / City:
United States
Topic:
Holocaust memory, generational storytelling, survivor narratives
Document type:
Research paper
Institution:
United States Holocaust Memorial Museum, USC Shoah Foundation Visual History Archive
Author:
Tamar Aizenberg
Target Audience:
Scholars, students, Holocaust remembrance organizations
Period of validity:
N/A
Approval date:
N/A
Date of changes:
N/A
Year:
2023
Region / City:
Not specified
Theme:
Advent, Christmas preparation
Document Type:
Religious message
Organization / Institution:
Lutheran Church
Author:
Pastor Lisa Peterson
Target Audience:
Congregation, Christians
Period of Action:
December 2023
Approval Date:
Not specified
Date of Changes:
Not specified
Contextual Description:
A religious message discussing the importance of Advent and preparing for the coming of Christ, emphasizing traditions and spiritual reflection during the Christmas season.
Year:
2026
Region / City:
Utah
Topic:
Memoir, Commentary, Ad Critique
Document Type:
Portfolio
Author:
BreeAnn Campbell
Target Audience:
General public, students, educators
Period of Validity:
N/A
Approval Date:
N/A
Modification Date:
N/A
The document is a personal portfolio showcasing three written projects:
a memoir, a commentary, and an ad critique, reflecting the author’s growth in writing skills.
Note:
Year
Organization / Institution:
Richmond County Schools
Year:
2026
Region / city:
Not specified
Theme:
Conversational scripts for voice acting
Document type:
Audio script
Author:
Sharon
Target audience:
Voice actors, audio producers
Period of validity:
Not specified
Approval date:
Not specified
Modification date:
Not specified
Note:
Context
This is an audio script used for voice acting practice, featuring dialogues with specific tones and emotions for three characters:
Sarah, Kylie, and Gina.
Year:
1800–1904
Region:
Europe, United Kingdom, Russia
Theme:
Classical and Traditional Music
Document Type:
Music Compilation with Descriptions
Authors/Composers:
Anonymous (Suo Gân), Gustav Mahler, Sergei Rachmaninoff, Camille Saint-Saëns, Clara Schumann, Samuel Coleridge-Taylor
Original Performance Locations:
Moscow, Dresden, various
Intended Audience:
Music enthusiasts, researchers, general public
Content Type:
Musical works with historical and contextual notes
Sources:
YouTube links to performances
Purpose:
Inform about historical context, composition, and interpretation of selected music pieces
Year:
Not specified
Location:
Not specified
Topic:
Jewelry, Cost Calculation
Document Type:
Problem Statement / Puzzle
Organization:
Rattler’s Jewellers
Author:
Not specified
Target Audience:
General public / Puzzle solvers
Related Cost:
$26 for a new chain, $27 via naive method