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This document is a transcript of a webinar discussing Section 503 of the Rehabilitation Act, its importance for affirmative action in federal contracting, and how to defend the 2013 regulations.
Year:
2025
Region / City:
United States
Topic:
Disability Rights, Employment Law
Document Type:
Webinar Transcript
Organization:
Disability Rights Education and Defense Fund (DREDF), Bazelon Center for Mental Health Law, U.S. Department of Labor
Authors:
Claudia Center, Jennifer Mathis, Taryn Mackenzie Williams
Target Audience:
Advocates, Legal Professionals, Federal Contractors
Effective Period:
August 19, 2025
Date of Approval:
August 19, 2025
Date of Changes:
Not specified
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Note:
Year
Topic:
Governance, Risk Management, Healthcare
Document Type:
Personal experience
Organization / Institution:
NHS Trusts
Target Audience:
Professionals in healthcare governance, risk management, and training
Context:
Personal account of professional experience working within various healthcare organizations and governance roles, including risk management, complaints processes, and training on human factors awareness.
Year:
2017
Region / City:
Western Australia
Theme:
Bituminous surfacing
Document type:
Technical specification
Authoring organization:
MAIN ROADS Western Australia
Target audience:
Contractors and engineers in road construction
Period of validity:
Not specified
Date of approval:
22/05/2017
Date of revisions:
23/09/2011, 02/10/2015
Department:
Office of Research Integrity and Assurance (ORIA)
Effective Date:
12.01.2023
Protocol Title:
HRP 503 A Social Behavioral Protocol
Note:
Background and Objectives
Examples include:
Dissertation, thesis, undergraduate project, publication/journal article, conferences/presentations, results released to agency, organization, employer, or school. If other, then describe.
List criteria that define who will be included or excluded in your final sample. Indicate if each of the following special (vulnerable/protected) populations is included or excluded:
Minors (under 18), Adults who are unable to consent (impaired decision-making capacity), Prisoners, Economically or educationally disadvantaged individuals
Name materials that will be used (e.g., recruitment materials such as emails, flyers, advertisements, etc.) Please upload each recruitment material as a separate document, Name the document:
recruitment_methods_email/flyer/advertisement_dd-mm-yyyy
Year:
2012
Region / City:
Australia
Subject:
Marine Safety
Document Type:
Application Form
Organization:
Australian Maritime Safety Authority (AMSA)
Author:
Australian Maritime Safety Authority
Target Audience:
Vessel operators, maritime safety professionals
Period of Validity:
Not specified
Approval Date:
Not specified
Date of Amendments:
Not specified
Course Codes:
NR GR 322; NR GR 503
Term:
Fall 2024
Course Level:
Undergraduate and Graduate
Enrollment:
48 undergraduate students; 10 graduate students
Subject Area:
Remote Sensing; Geographic Information Science (GIS)
Course Components:
Lecture; Weekly Lab Sessions; Final Lab Project
Final Project:
Independent land-cover classification based on remote sensing analysis
Required Skills for Teaching Assistants:
GIS techniques and theory; geospatial software experience (ArcGIS, QGIS, R or others); understanding of vector and raster data, projections, datums, and spatial file types; research experimental design
Desired Skills for Teaching Assistants:
Remote sensing analysis; spectral reflectance signatures; image visualization; atmospheric correction; cloud masking; land cover classification; familiarity with Landsat and Sentinel missions; data platforms curated by USGS, NASA, ESA; remote sensing software (QGIS, ENVI, R)
Instructor Responsibilities:
Course organization and policies; lecture development; exam development and grading; preparation of lab materials and grading rubrics; leading NRGR 503 lab section; supervision of final projects
Graduate Teaching Assistant Duties:
Lecture review; weekly instructor meetings; lab preparation and revision; lab grading; management of Gradescope submissions; instruction of two NRGR 323 lab sections; office hours; student project mentoring
Meeting Schedule:
Weekly instructor–TA meeting
Lab Schedule:
Tuesday lab sections (2–3:50 PM; 4–6:50 PM)
Software Platforms Mentioned:
ArcGIS; QGIS; R; ENVI; Gradescope
Data Sources Referenced:
Landsat; Sentinel; USGS; NASA; ESA
Document Type:
Course administrative and instructional responsibility statement
Intended Audience:
Teaching Assistants; Review Committee
Year:
2024
Region / City:
Central Oregon
Theme:
Youth homelessness
Document Type:
Request for Proposals (RFP)
Organ / Institution:
Homeless Leadership Coalition (HLC)
Author:
Not specified
Target Audience:
Nonprofit organizations, State and Local governments, Public housing agencies
Effective Period:
Two years
Approval Date:
Not specified
Modification Date:
Not specified
Note:
Year
Subject:
Public safety, law enforcement standards
Document type:
Administrative regulation
Organization / institution:
Kentucky Law Enforcement Council
Author:
Kentucky Law Enforcement Council
Target audience:
Law enforcement agencies, officers, telecommunicators, and court security officers
Year:
2024
Region / City:
Massachusetts
Subject:
Petroleum Cleanup
Document Type:
Reimbursement Fee Schedule and Guidelines
Agency:
Massachusetts Department of Environmental Protection (MassDEP)
Author:
Massachusetts Department of Environmental Protection
Target Audience:
Claimants for reimbursement under Massachusetts General Laws Chapter 21J
Effective Date:
July 1, 2024
Review Period:
Annual
Review Meeting Dates:
3/25/2025, 4/22/2025, 5/27/2025, 6/24/2025, 10/28/2025, 11/22/2025, 12/9/2025, 12/23/2025, 1/6/2026, 1/20/2026
Year:
2016
Region / City:
Fairfax, Virginia
Subject:
Field Mapping Techniques
Document Type:
Syllabus
Institution:
George Mason University
Instructor:
Lori Mandable, Dr. Julia Nord
Target Audience:
Students of GEOL 303, GGS 308, EVPP 503
Period of Effect:
Fall 2016
Approval Date:
Not specified
Date of Changes:
Not specified
Note:
Contextual Description
Year:
1989-1998
Region / City:
Northern Illinois
Subject:
Financial Management
Document Type:
Lecture Notes
Author:
Unspecified
Target Audience:
Students of Strategic Financial Management
Period of Action:
1989-1998
Date of Approval:
Unspecified
Date of Changes:
Unspecified
Course Code:
TOX 503
Credits:
1 Credit
Semester:
Fall 2016
Course Title:
Skin Toxicology and the Environment
Type of Document:
Course Syllabus
Academic Level:
Graduate
Course Format:
Lectures and Journal Article Reviews
Class Time:
Thursdays 1:30–2:30 PM
Location:
Conference Room 4-8820
Prerequisites:
None
Recommended Background Courses:
IND409 Cell Biology; MBI 473 Immunology; TOX592 Immunotoxicology; PTH509 Pathways of Human Disease
Assessment Method:
Attendance (50%); Class Participation (25%); Homework (25%)
Main Topics:
Skin Structure and Function; Skin Penetration; Skin and the Environment; Skin Care and Cosmeceuticals
Instructional Activities:
Lectures; Journal Reviews; Student Presentations; Computational Examples
Year:
2008
Region / City:
United States
Topic:
Family-School Partnerships
Document Type:
Guide
Organization / Institution:
National PTA
Author:
Steven M. Constantino, Ed.D
Target Audience:
Educators, Parents, School Administrators
Period of Validity:
Not specified
Approval Date:
Not specified
Date of Changes:
Not specified
Year:
2017
Region / City:
Whatcom County, WA
Topic:
Legal Dispute, Easement Agreement
Document Type:
Correspondence
Organization / Institution:
Georgia Manor Water Association (GMWA), Carmichael Clark Law Firm
Author:
Simi Jain, Seth Woolson
Target Audience:
Legal professionals, parties involved in the settlement agreement
Period of Effect:
N/A
Approval Date:
N/A
Amendment Date:
N/A
Note:
Year
Subject:
Space-saving furniture solutions
Document Type:
Blog
Organization / Institution:
Cubix
Target Audience:
Commercial and residential property owners, interior designers
Contextual description:
Blog post describing the benefits of bunk beds and loft beds in saving space in commercial and residential environments, with a focus on their design, safety standards, and functionality for various settings.
Year:
2008
Region / City:
United States
Topic:
Family-School Partnerships, Education
Document Type:
Guide
Organization / Institution:
National PTA
Author:
Steven M. Constantino, Ed.D
Target Audience:
Parents, Educators, Family Engagement Professionals
Period of Validity:
N/A
Approval Date:
N/A
Date of Changes:
N/A
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:
2025
Region / City:
Global
Topic:
Travel Services, App Development, Tourism
Document Type:
Press Release
Organization / Institution:
Airbnb
Author:
Brian Chesky
Target Audience:
Travelers, Airbnb Users, Service Providers
Effective Period:
2025 and beyond
Approval Date:
2025
Modification Date:
Ongoing updates
Note:
Year
Theme:
Reproduction
Document type:
Educational resource
Target audience:
Students, educators
Year:
2023
Region / City:
Not specified
Subject:
Legal Analysis
Document Type:
Memorandum
Author:
Cory Bates-Rogers
Target Audience:
Legal professionals
Period of Validity:
Not specified
Approval Date:
Not specified
Date of Changes:
Not specified