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A self-reflection document evaluating personal growth in communication, thinking, and social competencies through a media and communication class.
Year:
2021
Region / City:
Not specified
Topic:
Communication, Self-assessment, Competencies Development
Document Type:
Reflection
Organization / Institution:
Not specified
Author:
Masha
Target Audience:
Students, Educators
Period of Validity:
Not specified
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.
Note:
Year
Topic:
Self-Assessment, Education
Document Type:
Educational Handout
Target Audience:
Educators, Students
Contextual description:
This document is an educational handout providing reflective questions and self-assessment strategies for educators to apply in elementary and secondary school settings.
Year:
2024
Region / City:
United States
Topic:
Teaching effectiveness, self-reflection, course documentation
Document type:
Guide
Institution:
KU Center for Teaching Excellence
Author:
KU Center for Teaching Excellence
Target audience:
Instructors, faculty members
Period of validity:
Ongoing
Approval date:
June 2024
Date of last modification:
June 2024
Note:
Year MD and/or PhD awarded
Contextual description:
This is an academic self-reflection and reporting document for members of the Department of Surgery, primarily focused on annual goals, teaching quality, research, and professional development activities.
Year:
2012/2013
Region / city:
Not specified
Theme:
Personal development, self-reflection, disability support
Document type:
Guide
Organization:
Not specified
Author:
Disabled leaders and their allies
Target audience:
Individuals, families, and communities involved in EGL
Period of validity:
Not specified
Approval date:
Not specified
Date of amendments:
Not specified
Note:
Year
Subject:
Performance Review
Document Type:
Self-Reflection Form
Organization:
K-State
Author:
K-State Human Resources
Target Audience:
K-State Employees
Period of Effect:
Annual Review Period
Year:
2023
Region / City:
Not specified
Theme:
Indigenous Futurism, Personal Identity, Dystopian Fiction
Document Type:
Self-Assessment
Organization / Institution:
Not specified
Author:
Elsie Strachan
Target Audience:
Not specified
Period of Validity:
Not specified
Approval Date:
Not specified
Modification Date:
Not specified
Year:
2023
Region / City:
N/A
Topic:
Self-reflection, personal wellness, core competencies
Document Type:
Self-assessment
Author:
N/A
Target Audience:
Students, educators
Period of Validity:
N/A
Approval Date:
N/A
Date of Changes:
N/A
Year:
2023
Region / City:
Not specified
Theme:
Personal & Social Competencies, Communication, Thinking Competencies
Document Type:
Self-assessment
Institution:
Not specified
Author:
Yana Kmet
Target Audience:
Not specified
Period of Validity:
Not specified
Approval Date:
Not specified
Date of Amendments:
Not specified
Date:
June 12, 2022
Author:
Eun-Sae Choi
Competency Focus:
Communication, Thinking, Personal & Social
Year:
2022
Region / City:
Not specified
Topic:
Communication Skills, Personal Development
Document Type:
Self-Assessment
Institution:
Not specified
Author:
Karla
Target Audience:
Not specified
Duration:
Not specified
Approval Date:
Not specified
Date of Changes:
Not specified
Year:
2021
Region / City:
N/A
Topic:
Self-assessment, Personal growth
Document Type:
Reflection, Self-assessment
Organization / Institution:
N/A
Author:
Hayfaa Sami
Target Audience:
N/A
Duration:
N/A
Approval Date:
N/A
Modification Date:
N/A
Date:
October 31, 2021
Note:
Region / City
Theme:
Personal development, self-assessment
Document Type:
Reflection
Author:
Madeline Robinson
Target Audience:
Students, educators
Year:
2023
Region / City:
Minnesota
Topic:
Social and Emotional Learning (SEL)
Document Type:
Training Guide
Organization / Institution:
Minnesota Department of Education
Author:
Dr. Nick Yoder
Target Audience:
Educators, School Administrators, Instructional Coaches
Duration:
Approx. 2 hours
Approval Date:
Not specified
Date of Last Modification:
Not specified
Date:
Thursday April 22nd, 2021
Author:
Isabella Lee
Competencies:
Communication, Thinking, Personal & Social
Categories:
Self-Assessment
Tags:
#creativethinkingcc, #communicationcc, #criticalthinkingcc, #socialresponsibilitycc, #personalidentitycc, #personalawarenesscc
Year:
Not specified
Region / city:
Not specified
Topic:
Self-assessment, personal growth
Document Type:
Self-reflection
Organization / institution:
Not specified
Author:
Not specified
Target audience:
Not specified
Period of validity:
Not specified
Approval date:
Not specified
Modification date:
Not specified
Year:
2020
Region / City:
Switzerland
Topic:
Clinical research, human research projects
Document Type:
Report
Organization:
Swiss Clinical Trial Organisation (SCTO)
Author:
Education Platform of the Swiss Clinical Trial Organisation (SCTO)
Target Audience:
Clinical research professionals, project leaders, and researchers
Period of Validity:
Ongoing
Approval Date:
Not specified
Date of Last Update:
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:
2026
Region / city:
Global
Theme:
Education, Healthcare
Document Type:
Guideline
Author:
Not specified
Target Audience:
Healthcare educators, trainers, facilitators
Period of validity:
Ongoing
Approval Date:
Not specified
Date of changes:
Not specified
Year:
2023
Region / city:
United States
Topic:
MDS 2023 Updates, Training Plan Design
Document Type:
Guidelines
Organization / Institution:
Centers for Medicare & Medicaid Services (CMS)
Author:
Centers for Medicare & Medicaid Services (CMS)
Target Audience:
Healthcare facilities, staff involved in resident care
Effective Period:
Ongoing
Approval Date:
Not specified
Revision Date:
Not specified
Note:
Year
Topic:
Competency assessment, audit, Corporations Act
Document type:
Logbook, guidance
Target audience:
Applicants for RCA registration, assessors
Period of validity:
3–5 years