№ files_lp_4_process_1_49821
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This document outlines the process for handling lost and found items at Statler College and provides detailed instructions for submitting and tracking items.
Year:
2026
Region / City:
West Virginia, Morgantown
Topic:
Lost and Found Process
Document Type:
Internal guideline
Organization:
Statler College, West Virginia University
Author:
Paul Kritschgau, Josh Murphy, Rick Pritt, Wendy Winkelvoss, Sarah Lowery, Yvonne Tait
Target Audience:
Statler College staff, students
Action Period:
End of each semester
Approval Date:
Not specified
Modification Date:
Not specified
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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
Year:
2023
Region / City:
USA
Topic:
Cybersecurity Services, Risk Assessment, Vulnerability Testing
Document Type:
Template
Agency/Institution:
HACS
Author:
HACS
Target Audience:
Federal Agencies, Contractors
Period of Action:
N/A
Approval Date:
N/A
Modification Date:
N/A
Year:
2026
Region / City:
West Virginia
Theme:
Legislation
Document Type:
Bill
Agency / Institution:
West Virginia Legislature
Author:
Delegates Vance, Martin, Mallow, Brooks
Target Audience:
Legislators, Education Officials, Coaches
Period of Action:
2026
Approval Date:
January 29, 2026
Amendment Date:
N/A
Year:
2020
Region / city:
Prague
Topic:
Toy safety inspections
Document type:
Press release
Organization:
Czech Trade Inspection Authority
Author:
Mojmír Bezecný
Target audience:
General public, parents, toy manufacturers, importers, and distributors
Period of validity:
2020
Approval date:
March 4, 2021
Date of changes:
Not specified
Year:
2026
Region/City:
Global
Topic:
Data Management, Business Intelligence
Document Type:
Technical Documentation
Organization/Institution:
Microsoft
Author:
Microsoft
Target Audience:
Data Analysts, IT Professionals, Business Intelligence Specialists
Period of Validity:
Ongoing
Approval Date:
Not specified
Date of Changes:
Not specified
Note:
Contextual Description
Year:
2014
Region / City:
Sweden
Theme:
Dance Choreography
Document Type:
Choreography
Organization / Institution:
N/A
Author:
Klara Wallman
Target Audience:
Dance instructors, dancers
Effective Period:
February 2014
Approval Date:
February 2014
Modification Date:
N/A
Year:
2025
Region / City:
Not specified
Subject:
Coronary Artery Calcification (CAC), Lung Cancer Screening
Document Type:
Medical letter
Organization / Institution:
Not specified
Author:
Not specified
Target Audience:
General practitioners (GPs), Primary Care Providers
Effective Period:
Not specified
Approval Date:
Not specified
Modification Date:
Not specified
Note:
Year
Theme:
Film Editing, Psychological Experimentation
Document Type:
Script
Target Audience:
Film industry professionals, researchers in psychological studies
Year:
20____
Region / City:
West Virginia
Subject:
Conditional release of acquittee found not guilty by reason of mental illness
Document type:
Legal order
Issuing authority:
Circuit Court of West Virginia
Author:
The State of West Virginia, Assistant Prosecuting Attorney
Target audience:
Legal professionals, court officials, forensic services
Period of validity:
Until further court orders or expiration of the maximum sentence for the crime(s)
Approval date:
________, 20
Date of amendments:
N/A
Year:
2023
Region / City:
N/A
Topic:
Biological Research
Document Type:
Supplementary Figure
Organization / Institution:
N/A
Author:
N/A
Target Audience:
Researchers in Immunology
Period of Validity:
N/A
Date of Approval:
N/A
Date of Changes:
N/A
Note:
Year
Region / City:
Masvingo
Theme:
Hospitality, Lodging
Document Type:
Hotel and Lodge Descriptions
Organization / Institution:
Various hotels and lodges in Masvingo
Author:
Not specified
Target Audience:
Tourists, business travelers, event organizers
Period of validity:
Not specified
Approval Date:
Not specified
Date of Changes:
Not specified
Note:
Year
Year:
1789
Region / City:
Waltham, Massachusetts
Topic:
Early textile manufacturing, factory systems, labor conditions, industrial growth
Document Type:
Historical analysis / Economic development
Organization:
Not specified
Author:
Not specified
Target Audience:
Scholars, historians, students of American industrial history
Period of Activity:
1789-1860
Approval Date:
Not specified
Modification Date:
Not specified
Year:
2016
Region / City:
Australia
Topic:
Indigenous Heritage, Rock Art, Preservation
Document Type:
Article
Organization / Institution:
Griffith University
Author:
Professor Paul Taçon
Target Audience:
General public, Researchers, Educators, Policy Makers
Period of Activity:
Ongoing
Approval Date:
2016
Date of Changes:
N/A
Note:
Year
Theme:
Museum, Toys, Victorian era
Document type:
Educational workshop
Organization / institution:
Discovery Museum
Target audience:
Early Years Foundation Stage (EYFS) students
Note:
Year
Topic:
Emergency Procedures
Document Type:
Protocol
Year:
1985
Region / City:
Guam
Topic:
Military Aviation Accident
Document Type:
Incident Report
Organization:
VQ-1 Squadron
Author:
CAPT Don C. East, USN
Target Audience:
Military personnel, aviation enthusiasts
Period of Action:
January 23, 1985
Approval Date:
Not specified
Date of Changes:
Not specified
Context:
A military aviation accident report detailing the crash of VA-3B Skywarrior aircraft from Squadron VQ-1 on January 23, 1985, with loss of nine personnel, including the commanding officer.