№ lp_1_2_18553
File format: docx
Character count: 16252
File size: 43 KB
Year:
2026
Region / City:
Pennsylvania
Topic:
Academic Integrity, Disability Access, Counseling Services, Non-Discrimination, Mandated Reporting
Document Type:
Syllabus Template
Organization / Institution:
The Pennsylvania State University
Author:
Penn State University
Target Audience:
Students, Faculty
Period of Validity:
Spring 2026
Approval Date:
Not specified
Date of Changes:
Not specified
Contextual Description:
A template document providing essential information on academic integrity, disability access, counseling services, non-discrimination, and mandated reporting for students and faculty at Penn State University.
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) 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:
Australia
Topic:
Auslan Education
Document Type:
Curriculum Guide
Organization:
Australian Curriculum
Author:
Not specified
Target Audience:
Educators and Students learning Auslan
Validity Period:
2025
Approval Date:
Not specified
Modification Date:
Not specified
Year:
2026
Region / City:
Pennsylvania
Topic:
Academic Integrity, Disability Access, Counseling, Non-Discrimination, Mandated Reporting
Document Type:
Syllabus Template
Organization / Institution:
The Pennsylvania State University
Author:
Unspecified
Target Audience:
Students
Effective Period:
Spring 2026
Approval Date:
Not provided
Amendment Date:
Not provided
Year:
2021
Region / city:
New Zealand
Topic:
Education, Teaching Standards
Document type:
Template
Organization / institution:
Te Rito Maioha
Author:
Not specified
Target audience:
Graduate students of Teaching (ECE) and Primary
Effective period:
Not specified
Approval date:
Not specified
Modification date:
Not specified
Year:
2017
Region / City:
N/A
Theme:
Electrochemical analysis, pharmaceutical sciences
Document Type:
Research Paper
Author:
Tanuja S B, Kumara Swamy B E, Vasantakumar Pai K
Target Audience:
Researchers, professionals in electrochemistry and pharmaceuticals
Period of Action:
N/A
Date of Approval:
N/A
Date of Changes:
N/A
Context:
Research paper presenting a study on electrochemical techniques for the determination of paracetamol in presence of folic acid using modified electrodes.
Year:
2026
Region / City:
Not specified
Theme:
Character customization for male Viera bodies
Document Type:
Guide
Author:
Not specified
Target Audience:
Players of a specific game (Final Fantasy XIV)
Date of creation:
Not specified
Date of last modification:
Not specified
Year:
2026
Region / City:
Global
Topic:
Computer Skills
Document Type:
Instructional Guide
Organization / Institution:
Educational Resource
Author:
Unspecified
Target Audience:
Students and computer users
Applicable Period:
Current usage
Date of Issue:
2026-03-16
Document type:
Contract management plan
Date:
Thursday, June 21, 2018
Organisation:
NSW Procurement
Region:
New South Wales, Australia
Intended parties:
NSW Procurement and suppliers
Contract governance scope:
Operational and strategic
Subject area:
Public procurement and contract governance
Document status:
Supplier copy
Approval responsibility:
NSW Procurement Category Manager and Supplier Account Manager
Record retention period:
Contract term plus seven years
Audit provisions:
Annual audit and inspections permitted under Head Agreement
Dispute resolution framework:
Escalation levels defined within NSW Procurement and supplier
Insurance requirements:
Public liability, workers compensation, professional indemnity
Liability provisions:
Customer and supplier liability caps defined per customer contract
Year:
2023
Region / city:
N/A
Topic:
Open access publishing, academic books
Document type:
Promotional content
Institution:
JSTOR
Author:
N/A
Target audience:
Authors, researchers, academic staff
Period of validity:
N/A
Approval date:
N/A
Date of changes:
N/A
Note:
Year
Topic:
Certification of True Copy
Document Type:
Application Form
Organization:
The Hong Kong Polytechnic University
Target Audience:
Students of The Hong Kong Polytechnic University
Context:
Application form for certifying a true copy of academic documents issued by The Hong Kong Polytechnic University.
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.
Document No:
FDA/DNC/TEM-01
Year:
2024
Region / City:
Accra, Ghana
Subject:
Immunological Veterinary Medicinal Products
Document Type:
Guideline
Organization / Institution:
Food and Drugs Authority
Author:
Food and Drugs Authority
Target Audience:
Pharmaceutical manufacturers, regulatory authorities
Validity Period:
Not specified
Approval Date:
1st February 2013
Revision Date:
30th January 2024
Year:
2025
Region / City:
Australia
Topic:
Auslan Education
Document Type:
Curriculum Guide
Organization:
Australian Curriculum
Author:
Not specified
Target Audience:
Educators and Students learning Auslan
Validity Period:
2025
Approval Date:
Not specified
Modification Date:
Not specified
Note:
en
Year:
2014
Topic:
Academic publishing, editing, and manuscript preparation
Document type:
Guidelines for authors
Organization / Institution:
IGI Global
Target audience:
Authors and editors preparing academic chapters for publication
Year:
2015
Region / City:
California
Topic:
Workers’ compensation, copy services, electronic transaction rates
Document Type:
Legal regulation
Authority:
Section 5307.9, Labor Code
Author:
Administrative Director
Target Audience:
Claims administrators, copy service providers, employers
Period of Validity:
Ongoing
Approval Date:
Not specified
Amendment Date:
Not specified
Note:
Year
Year:
2017
Region / City:
Camp Mabry, Austin TX
Topic:
Joint Professional Military Education (JPME) Training Opportunities
Document Type:
Military Training and Education Plan
Organization / Institution:
JFHQ-Texas
Author:
N/A
Target Audience:
TMD NCOs and Officers, Army and Air Officers
Period of Validity:
FY18
Approval Date:
N/A
Date of Modifications:
N/A
Note:
Year
Theme:
Christian faith, Home Group, relational honesty
Document type:
Guide for Home Group leaders
Target audience:
Home Group leaders and members
Contextual description:
This document provides a guide for leading the first Home Group session of the Household of FAITH series, focusing on building an atmosphere of honesty and genuine connection among participants.
Year:
2021
Region / City:
Richmond, Rhode Island
Subject:
Public records access procedure
Document Type:
Policy
Organization / Institution:
Richmond Town Council
Author:
Town of Richmond
Target Audience:
General public
Effective Period:
Ongoing
Approval Date:
16 August 2021
Amendment Date:
N/A
Contextual Description:
Procedures for examining or copying public records in Richmond, Rhode Island, including details on how to request, the associated costs, and the appeal process for denied requests.