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This document outlines a curriculum unit for Year 11 English, focusing on the exploration of identity through various texts and writing activities.
Year:
2023
Region / city:
New South Wales
Subject:
English
Document type:
Curriculum guide
Author:
NSW Education Standards Authority (NESA)
Target audience:
Year 11 students
Period of validity:
10 weeks
Approval date:
2017
Date of modifications:
N/A
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Year:
2025
Region / City:
Hyderabad
Subject:
Tender Document for Power Line Shifting
Document Type:
Bid Document
Organization:
Southern Power Distribution Company of Telangana Limited
Author:
Superintending Engineer, SCADA Circle
Target Audience:
Bidders
Period of Execution:
6 months
Approval Date:
01.10.2025
Modification Date:
N/A
Year:
2013
Region / City:
India
Topic:
Corporate Law
Document Type:
Legal Procedure
Organization:
Ministry of Corporate Affairs
Author:
Not specified
Target Audience:
Corporations, Company Directors, Legal Advisors
Period of Effect:
Not specified
Approval Date:
Not specified
Date of Amendments:
Not specified
Year:
2023
Region / City:
Hungary, Japan
Subject:
Job-hopping, Labour market, Youth employment
Document Type:
Research Paper
Organization / Institution:
Budapest Business University (BBU)
Author:
Csenge Csiszár
Target Audience:
University students, researchers, policymakers
Period of validity:
N/A
Approval date:
N/A
Date of changes:
N/A
Year:
2015
Region / City:
Paris
Theme:
Climate Change, Financial Markets, Sustainability
Document Type:
Research Review
Author:
Nicholas Stern
Target Audience:
Policymakers, Financial Sector Professionals, Environmentalists
Period of Validity:
Indefinite
Approval Date:
November 2015
Date of Amendments:
N/A
Year:
2013
Date:
September 30, 2013
Location:
Washington, D.C.
Format:
Webinar
Topic:
Leadership and management in Centers for Independent Living
Type of document:
Webinar transcript
Organizing program:
CIL-net
Organizing organizations:
ILRU; NCIL; APRIL
Supporting agency:
RSA, U.S. Department of Education
Host:
Tim Fuchs
Presenters:
Christy Dunaway; Robert Hand; Bill Henning; Lee Schulz
Participating organizations:
National Council on Independent Living; Life Centers for Independent Living; Resources for Independence of the Central Valley; Boston Center for Independent Living; Independence First
Intended audience:
Staff and leadership of Centers for Independent Living and SILCs
Subject focus:
Differences between management and leadership; leadership strategies; operational implications for CILs
Year:
2018
Organization:
Foundation Center
Service:
GrantCraft
Author:
Cynthia Gibson
Editor:
Jen Bokoff
Designer:
Betty Saronson
Illustrator:
Zsofi Lang
Funding:
Ford Foundation; Open Society Foundations
License:
Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)
DOI:
doi.org/gd57bh
Type:
Research guide
Topic:
Participatory grantmaking in philanthropy
Geographic scope:
International
Audience:
Funders and philanthropic organizations
Copyright:
© 2018 Foundation Center
Year:
2025
Dates:
July 21–25, 2025
Event:
38th InSEA World Congress
Theme:
Permanence, Shifting Grounds, and Unexpected Territories in Art Education
Field:
Art Education and Related Disciplines
Type of Document:
Congress Announcement and Call for Participation
Organising Body:
Czech Section of INSEA
Co-Organiser:
Department of Art Education, Faculty of Education, Palacký University Olomouc
Hosting Institution:
Palacký University Olomouc
Venue:
Olomouc, Czech Republic
Format:
Physical conference with selected online programme components
Target Audience:
Professionals, students, practising teachers, early career researchers in art pedagogy, museum and gallery education
Institution Founded:
22 December 1573
Number of Faculties at Host Institution:
Eight
Academic Scope of Host Institution:
Bachelor’s, Master’s, and Doctoral Programmes
Note:
Year
Topic:
Corporate Compliance
Document Type:
Procedure
Target Audience:
Corporate Directors, Company Secretaries, Legal Advisors
Year:
2019
Institution:
WITS University
Department:
Sociology
Type of Document:
Master’s research report
Author:
Ncebakazi Manzi
Supervisors:
Professor Pumla Dineo Gqola, Professor Shireen Ally
Study Period:
2008–2014
Geographical Focus:
South Africa
Research Methodology:
Qualitative interviews, narrative research, feminist autoethnography
Target Audience:
Academic researchers, students of sociology and gender studies
Keywords:
Black women, Black consciousness, feminist perspective, social movements, marginalization
Law:
Companies Act, 2013
Rules Referenced:
Companies (Incorporation) Rules, 2014
Jurisdiction:
India
Subject:
Corporate law and company registration procedures
Document Type:
Procedural compliance guide
Responsible Authority:
Central Government of India
Related Authority:
Registrar of Companies
Note:
Related Authority
Securities and Exchange Board of India
Corporate Document Referenced:
Memorandum of Association
Forms Referenced:
Form MGT-14; Form INC-23; Form INC-26; Form INC-28
Key Corporate Bodies Involved:
Board of Directors; Extraordinary General Meeting
Primary Participants:
Company directors; Company secretary; Creditors; Debenture holders
Procedure Scope:
Transfer of registered office between states or union territories
Required Filings:
Applications, affidavits, resolutions, notices, and creditor lists
Notice Requirement:
Newspaper advertisement and registered notices to stakeholders
Regulatory Review:
Approval and order by the Central Government
Outcome Document:
Fresh certificate of incorporation issued by Registrar of Companies
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
Year:
2023
Region / City:
Australia
Theme:
Biodiversity, Environmental Legislation
Document Type:
Form
Organization / Institution:
Clean Energy Regulator
Author:
Unknown
Target Audience:
Project proponents, Biodiversity project participants
Period of validity:
Until project registration or variation takes effect
Approval date:
24/01/2025
Date of changes:
N/A
Year:
11
Region / city:
New South Wales
Theme:
Ancient History
Document Type:
Syllabus
Institution:
NSW Education Standards Authority (NESA)
Author:
NESA
Target audience:
Teachers and students of Ancient History, Stage 6
Period of validity:
2017 and onwards
Approval date:
2017
Date of changes:
None specified
Year:
2020
Region / City:
Queensland, Australia
Topic:
Wildlife Permits
Document Type:
Regulation
Organ / Institution:
Department of the Environment, Tourism, Science and Innovation
Author:
Not specified
Target Audience:
Parents or guardians of children aged 13-17, individuals applying for wildlife permits
Period of Validity:
Not specified
Approval Date:
Not specified
Date of Changes:
Not specified