№ files_lp_4_process_2_91487
File format: docx
Character count: 757
File size: 40 KB
Year:
2023
Region / City:
USA
Theme:
Dance Choreography
Document Type:
Dance Instruction
Organization / Institution:
N/A
Author:
Ronnie Russell
Target Audience:
Dance Enthusiasts, Dance Instructors
Effective Date:
N/A
Date of Approval:
N/A
Date of Changes:
N/A
Price: 8 / 10 USD
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Year:
2019
Region / City:
Alaska
Subject:
Insulation Performance in Cold Regions
Document Type:
Research Report
Organization / Institution:
Alaska University Transportation Center, University of Alaska Fairbanks
Author:
Billy Connor
Target Audience:
Researchers, Engineers, Industry Professionals
Period of Action:
Not specified
Date of Approval:
Not specified
Date of Changes:
Not specified
Contextual description:
Research report comparing the performance of extruded polystyrene (XPS) and expanded polystyrene (EPS) insulation in cold climate infrastructure applications, specifically focusing on below-grade performance in regions with permafrost and frost heave.
Year:
2018
Region / city:
N/A
Theme:
Relationships, grief, mental health
Document type:
Fiction
Author:
Cas Davies
Target audience:
General audience, readers interested in dark fiction
Period of validity:
N/A
Approval date:
N/A
Date of changes:
N/A
Year:
2026
Region / City:
Global
Subject:
Language, Writing, Citation
Document Type:
Educational Resource
Institution:
N/A
Author:
N/A
Target Audience:
Writers, Students, Researchers
Period of Validity:
N/A
Approval Date:
N/A
Date of Changes:
N/A
Year:
2014
Region / city:
Peshawar, Khyber Pakhtunkhwa, Pakistan
Topic:
Counterterrorism, security
Document type:
Security report
Organization / institution:
Pakistan Institute for Peace Studies (PIPS)
Author:
Not specified
Target audience:
Policymakers, security professionals, and the general public
Action period:
December 2014
Approval date:
Not specified
Date of changes:
Not specified
Note:
Contextual description
Year:
2014
Region / City:
United States / California
Topic:
Water Conservation
Document Type:
Survey Report
Organization / Institution:
Indiana University
Author:
Shahzeen Attari
Target Audience:
General Public
Period of Action:
Ongoing
Approval Date:
03.10.14
Date of Changes:
N/A
Year:
2023
Region / City:
N/A
Subject:
Rounding Numbers
Document Type:
Exercise/Problem Set
Organization / Institution:
N/A
Author:
N/A
Target Audience:
Students learning mathematics
Validity Period:
N/A
Approval Date:
N/A
Date of Changes:
N/A
Year:
Not specified
Country:
Australia
City:
Melbourne
Land Acknowledgement:
Wurundjeri people of the Kulin nation; Yalukit-willam of the Kulin nation
Podcast:
Take on Board Podcast
Episode:
253
Host:
Helga Svendsen
Guest:
Dominique Hes
Organisations Mentioned:
Greenfleet; Living Futures Institute of Australia; Trust for Nature
Document Type:
Podcast transcript
Topic:
Governance and engagement of external company secretary services for board support
Audience:
Board members; governance professionals; not-for-profit sector
Format:
Interview transcript
Language:
English
Year:
2023
Region / City:
Gaza
Topic:
Hostage situation, UNRWA involvement
Document type:
News report
Organization:
The Jerusalem Post
Author:
Almog Boker
Target audience:
General public
Period of validity:
N/A
Date of approval:
November 30, 2023
Date of changes:
N/A
Year:
2022
Region / City:
United States
Topic:
Antisemitism
Document Type:
Report
Organization:
Anti-Defamation League
Author:
Luke Tress
Target Audience:
General public, policymakers, academics
Period of Validity:
2022
Date of Approval:
March 23, 2023
Date of Changes:
N/A
Description:
Annual report on antisemitic incidents in the United States, detailing specific cases, trends, and geographic distribution.
Author:
Bill Harper
Course:
J563 Story Development
Instructor:
Prof. Alex Tizon
Date of submission:
2/5/2017
Document type:
Reading response / literary analysis
Subject:
Journalism, narrative analysis
Focus:
Ethical and narrative aspects of reporting on crime
Perspective:
Student critique of journalistic work
Referenced work:
“The Rapist Says He’s Sorry” by Tom Junod
Key themes:
Objectivity, narrative perspective, moral complexity
Region:
Victoria, Australia
Topic:
Early childhood education and development
Document type:
Evidence summary / informational brief
Institution:
Victorian Government
Subject area:
Early learning policy and child development
Geographical focus:
Victoria
Educational programs referenced:
Three-Year-Old Kindergarten; Four-Year-Old Kindergarten; Pre-Prep
Target audience:
Parents, educators, and policymakers
Key age group:
Children aged 3–5 years
Programs described:
Funded universal play-based kindergarten programs
Policy timeline:
Expansion toward 15 hours of Three-Year-Old Kindergarten by 2029; transition of Four-Year-Old Kindergarten to Pre-Prep from 2025
Key themes:
Brain development in early childhood; play-based learning; early literacy and numeracy; social and emotional development; education policy expansion
Comparative references:
Early learning systems in Estonia, Finland, and Ontario (Canada)
Year:
Not specified
Region / City:
Manchester
Theme:
Security services, Licensing
Document type:
Consultation questionnaire
Organ / Institution:
Home Office
Author:
Not specified
Target audience:
Security professionals, Employers, Public bodies
Validity period:
Not specified
Approval date:
Not specified
Date of changes:
Not specified
Year:
2025
Region / City:
Victoria, Australia
Topic:
HIV treatment, healthcare program
Document type:
Official publication
Organization / Institution:
Victorian Government, Department of Health
Author:
Victorian Government
Target audience:
Healthcare professionals, HIV patients, healthcare policy makers
Date of approval:
August 2025
Date of changes:
Not specified
Reference no:
HPV (GBMSM) PGD
Version no:
v5.0
Valid from:
1 September 2025
Review date:
1 April 2028
Expiry date:
1 September 2028
Author:
Suki Hunjunt, Sharif Ismail, David Green
Region / city:
England
Target audience:
Healthcare practitioners administering HPV vaccine to GBMSM
Type of document:
Patient Group Direction
Organisation:
UK Health Security Agency (UKHSA)
Date of approval:
17 July 2025
Date of modifications:
16 July 2025
Context:
A formal Patient Group Direction for the administration of HPV vaccine to GBMSM, detailing legal, clinical, and procedural requirements for healthcare practitioners in England.
) 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:
2025
Region / city:
Global
Topic:
Vaccine Policy, Maternal Health, Group B Streptococcus
Document type:
WHO Guidance
Institution:
World Health Organization (WHO)
Author:
WHO ECVP
Target audience:
Policymakers, Vaccine Developers, Public Health Authorities
Period of validity:
Ongoing
Approval date:
March 11, 2025
Date of changes:
Not specified
Note:
Year
Topic:
Garnishment procedure, legal responsibilities of garnishee
Document Type:
Legal Instruction
Authority / Institution:
Court of Arizona
Target Audience:
Garnishees involved in legal proceedings
Year:
2024
Region / city:
Geneva
Topic:
International Health Regulations, WHO, Global Governance, Health Policy
Document type:
Report
Organization:
WHO
Author:
kla.tv
Target audience:
General public, policy analysts, legal experts
Period of validity:
2024
Approval date:
June 1, 2024
Date of changes:
June 1, 2024