№ files_lp_4_process_1_37260
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A worksheet that presents scenarios where students must decide which decision-making model (dictatorship or democracy) is most appropriate for each situation.
Note:
Year
Topic:
Decision-making models
Document Type:
Worksheet
Target Audience:
Students
Price: 8 / 10 USD
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Year:
1964
Region / City:
Cotulla, Texas
Subject:
Civil Rights, Politics, History
Document Type:
Educational Activity
Author:
Not specified
Target Audience:
Students, Educators
Period of Effect:
1964 and onwards
Approval Date:
Not specified
Date of Changes:
Not specified
Year:
2024
Location:
Union County, New Jersey, USA
Event:
XI Annual Health Fair “Decide to Be Healthy”
Organizer:
Hispanic Health Professionals Association, Inc
Target Audience:
Public officials, community and religious leaders, professional citizens
Event Type:
Health fair and community festival
Sponsorship Levels:
Diamond, Platinum, Gold, Bronze
Contact Persons:
Dr. Aritmedes Restituyo, Mr. Gilberto Cruz
Deadline for Sponsorship:
July 10, 2024
Website:
www.ahpsi.org
Language:
English
Year:
2024
Location:
Union County
Event Type:
Health Fair
Document Type:
Sponsorship Opportunities
Organization:
Hispanic Health Professionals Association
Contact Person:
Dr. Aritmedes Restituyo
Contact Email:
[email protected]
Contact Phone:
732-277-9640
Additional Contact:
Mr. Gilberto Cruz
Additional Contact Phone:
908-347-4609
Event Date:
July 21, 2024
Event Time:
9:00 AM - 4:00 PM
Sponsorship Levels:
Diamond, Platinum, Gold, Bronze
Sponsorship Benefits:
Mention at event, logo display, VIP seating, press releases, participation in video
Event:
Annual Community Health Fair “Decide to Be Healthy”
Associated Event:
Desfile y festival Dominicano condado de Union, New Jersey
Organizing Organization:
Hispanic Health Professionals Association, Inc. (NYXI)
Location:
Juan Pablo Duarte & Jose Marti, 25 First St, New Jersey 07206
Date:
Sunday, July 21, 2024
Time:
9:00 A.M. to 3:00 P.M.
Submission Deadline:
Friday, July 12, 2024
Contact Person:
Dr. Aritmedes Restituyo
Phone:
(732) 277-964
Email:
[email protected]
Fax:
732-725-0868
Purpose:
Registration of organizations providing health-related services
Services Requested:
Health screenings, nutrition and exercise education, counseling services, dental care, cancer screenings, mental health services
Participation Options:
Health Related Services, Mini Conference, Education, Cultural Entertainment, Mobile Services
Logistical Needs:
Table and chairs, electrical outlet
Jurisdiction:
Victoria, Australia
Legislation Referenced:
Freedom of Information Act 1982 (Vic)
Sections Referenced:
Section 21(2)(b); Section 21(5)
Document Type:
Administrative correspondence template
Subject Matter:
Extension of statutory decision period for FOI request
Issuing Body:
Agency under the Freedom of Information Act 1982 (Vic)
Addressee:
FOI applicant
Communication Method:
Email correspondence
Decision Deadline:
As specified in the original request timeline
Maximum Extension Period:
Up to 30 days with applicant agreement
Purpose:
Request for applicant’s agreement to extend decision timeframe
Year:
2023
Region / City:
New York City
Subject:
Social Studies, Government, US History
Document Type:
Lesson Plan
Institution:
Washoe Schools
Author:
Sarah Brown
Target Audience:
11th or 12th grade – AP US History, Government
Date of Approval:
2023-09-01
Duration:
2–3 hours
Lesson Format:
Fishbowl Discussion
Keywords:
Soda Ban, Social Policy, Progressive Era, Government Intervention
Lesson Objectives:
Students will analyze and debate social policy regarding government regulation of soda consumption
Timeframe:
2-3 hours
Date of Revisions:
None
Social Policy Concepts:
Progressive Era, Social Policy Formation
Reading Material:
Included in lesson plan
Student Activity:
Reading, annotating, discussion, analysis of arguments
Teacher Activity:
Leading discussion, guiding analysis, assessing student participation
Year:
2002
Region / City:
United States
Topic:
Supreme Court, Certiorari, Legal Cases
Document Type:
Educational Activity
Author:
H.W. Perry
Target Audience:
Students of Law / Civic Education
Period of Action:
Spring 2002
Approval Date:
N/A
Date of Amendments:
N/A
Note:
Context
Genre:
Short story excerpt
Literary form:
Prose fiction
Primary character:
Hector Bustos
Other characters:
Hector’s mother; Hector’s father; Trent Johnson
Setting:
Family home living room and bedroom
Narrative perspective:
Third-person limited
Central theme:
Parental divorce and a child’s decision about custody
Subject matter:
Family relationships; adolescence; emotional response to divorce
Approximate time period depicted:
Contemporary period
Target audience:
General readers
Year:
Not provided
Region / City:
Not specified
Topic:
Research ethics, manuscript submission
Document type:
Template
Author:
Not specified
Target audience:
Authors submitting research articles
Period of validity:
Not provided
Approval date:
Not specified
Date of changes:
Not specified
Year:
2025
Region / City:
Jersey
Subject:
Employment law, employee rights
Document type:
Contract, legal terms
Institution:
Employment Tribunal, JACS
Author:
Unknown
Target audience:
Employers, employees in Jersey
Period of validity:
Indefinite
Approval date:
September 2025
Amendment date:
None
Country:
United States
Topic:
Encryption and lawful access
Type of document:
Policy debate brief
Policy area:
National security and privacy
Legal context:
Encryption law and surveillance policy
Institutions referenced:
Federal Bureau of Investigation; Department of Justice; National Institute of Standards and Technology; National Center for Missing & Exploited Children
Relevant legislation:
Communications Assistance for Law Enforcement Act; EARN IT Act; LAED Act
International context:
Five Eyes alliance
Time period discussed:
Contemporary
Position:
Affirmative
Analytical framework:
Cost-benefit analysis
Year:
2026
Region / City:
Not specified
Topic:
Academic Paper Submission Guidelines
Document Type:
Paper Submission Template
Institution / Organization:
Not specified
Author:
Not specified
Target Audience:
Researchers and Authors submitting academic papers
Period of Validity:
Not specified
Approval Date:
Not specified
Date of Changes:
Not specified
Note:
Context
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.
) 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
Year:
Not specified
Region / City:
Not specified
Topic:
Research methodology, academic writing guidelines
Document type:
Template, academic manuscript submission guidelines
Institution / Organization:
Not specified
Author:
Not specified
Target audience:
Researchers, academicians, authors submitting manuscripts
Period of validity:
Not specified
Approval date:
Not specified
Date of changes:
Not specified
Note:
Year
Region / city:
New Brunswick
Topic:
Construction tender documents
Document type:
Tender specification
Organization / institution:
Department of Transportation and Infrastructure - Buildings Division
Author:
Robert Daigle, P.Eng
Target audience:
Consultants and contractors for construction projects