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This document outlines the narrative prompts and required materials for applicants to the Round 9 Affordable Housing and Sustainable Communities (AHSC) program, detailing the submission process, scoring rubric, and additional guidelines for project proposals.
Year:
2023
Region / City:
California
Theme:
Affordable Housing, Sustainable Communities
Document Type:
Program Guidelines
Organization:
California Strategic Growth Council (SGC)
Author:
Not specified
Target Audience:
Applicants for the AHSC Program
Validity Period:
Round 9
Approval Date:
Not specified
Amendment Date:
Not specified
Price: 8 / 10 USD
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The product description is provided for reference. Actual content and formatting may differ slightly.
Year:
2023
Region / City:
N/A
Topic:
Education, Learning Disabilities
Document Type:
Report
Organization:
N/A
Author:
N/A
Target Audience:
Educators, Special Education Teachers
Period of Action:
N/A
Approval Date:
N/A
Modification Date:
N/A
Note:
Year
Year:
2023
Region / City:
New South Wales
Topic:
Aboriginal and Torres Strait Islander culture, Cultural Protocols, creative arts
Document Type:
Educational resource
Organization:
NSW Education Standards Authority (NESA)
Author:
NSW Education Standards Authority (NESA)
Target Audience:
Teachers, students, educational professionals
Period of validity:
Ongoing
Approval Date:
2023
Date of Changes:
2025
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:
1816-1817
Region / City:
Switzerland
Theme:
Gothic Horror, Literature, Literary Analysis
Document Type:
Literary Response Journal Prompt
Institution:
None
Author:
Mary Shelley
Target Audience:
Students, Literature Enthusiasts
Period of Validity:
None
Approval Date:
None
Modification Date:
None
Year:
2015
Region / City:
Not specified
Topic:
Workflow Integration, ERP
Document Type:
Technical Documentation
Organization / Institution:
Infor
Author:
Sattiraju Namala
Target Audience:
Professionals working with Infor ERP LN
Period of Validity:
Not specified
Approval Date:
06/02/2015
Date of Changes:
Not specified
Subject:
U.S. History
Topic:
Knowledge, memory, and civic participation
Educational level:
Secondary school
Document type:
Classroom instructional text
Components:
Read aloud passages and writing prompts
Themes:
National Anthem, Mexican-American War, Harriet Tubman, long-term and short-term memory, retrieval practice
Activities described:
Warm-up recall exercises and modified unit testing process
Assessment details:
Final answers graded after book review; self-recorded recall results not graded
Audience:
Students learning U.S. History and English
Note:
Year
Target Audience:
PIM personnel
Version:
2.4.1
Last revised:
10 May 2025
Year:
2025
Region / City:
-
Topic:
Novelcrafting, Story Planning, Writing Prompts
Document Type:
Instructional Guide
Organization:
NeuralSplyce
Author:
-
Target Audience:
Writers, Storytellers, Novelcrafter Users
Period of Validity:
-
Approval Date:
-
Date of Changes:
10 May 2025
Version:
2.7
Last revised:
18 Jul 2025
Document type:
Instructional guide
Subject:
Custom prompts and chat prompts for Novelcrafter
Associated project:
Paint-By-Numbers Story Template
Related platform:
Novelcrafter
Publisher:
Neuralsplyce
Instructional videos:
https://www.youtube.com/playlist?list=PLOZNZWd3pSPa1TkKkC5Dwlq35BotP1OfZ
Website:
https://www.neuralsplyce.com/resources
Contact:
[email protected]
Includes:
Attention icons, changelog, syntax conventions, custom prompts, templates, model collections
Changelog coverage:
Versions 2.5 to 2.7
Year:
2026
Target Audience:
Grade 9 students
Type of Document:
Educational exercise
Subject:
Creative writing and personal reflection
Author:
Unknown
Format:
List of prompts
Setting:
Classroom or home journal writing
Year:
2023
Region / City:
United States
Topic:
Rhetorical analysis, persuasive writing
Document Type:
Educational activity prompts
Organization / Institution:
Not specified
Author:
Not specified
Target Audience:
Students studying rhetoric
Period of validity:
Not specified
Approval Date:
Not specified
Date of Changes:
Not specified
Year:
N/A
Region / City:
N/A
Subject:
Literature, Drama
Document Type:
Assignment
Institution:
N/A
Author:
N/A
Target Audience:
Students
Effective Date:
N/A
Revision Date:
N/A
Note:
Year
Teaching focus:
Scaffolding practice observations
Year:
2024
Region / City:
Seattle
Topic:
Service dogs, ableism, disability justice
Document Type:
Research Article
Organization / Institution:
Seattle Pacific University, Department of Physics
Author:
Amy D. Robertson
Target Audience:
Researchers, disability advocates, public policy experts
Period of Action:
Not specified
Approval Date:
Not specified
Date of Changes:
Not specified
) 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:
Global
Topic:
Investment Reporting and Project Progress
Document Type:
Report
Organization:
Gates Foundation
Author:
Not specified
Target Audience:
Grantees, Program Officers
Effective Period:
Not specified
Approval Date:
Not specified
Date of Amendments:
Not specified
Note:
Contextual Description
Year:
2026
Region / City:
United States
Theme:
Transitional Housing, Domestic Violence Support
Document Type:
Application Guide
Organization:
Office on Violence Against Women (OVW)
Author:
OVW
Target Audience:
Applicants for OVW Transitional Housing Assistance Grant Program
Period of Effect:
Not specified
Approval Date:
Not specified
Amendment Date:
Not specified
Year:
MM/DD/YYYY
Region / City:
Not specified
Subject:
Environmental Impact Assessment
Document Type:
Environmental Review Checklist
Agency / Organization:
Not specified
Author:
Not specified
Target Audience:
Project Managers, Environmental Consultants
Period of Validity:
Not specified
Approval Date:
Not specified
Date of Changes:
Not specified