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This handout provides general guidelines for rehabilitating corvids, with a focus on their intellectual and behavioral traits as observed in educational and rehabilitation settings.
Note:
Year
Region / City:
Clayton, Ca
Topic:
Corvid rehabilitation, animal behavior
Document type:
Lecture handout
Organization / Institution:
Corvid Connection
Author:
Elaine Friedman
Target Audience:
Wildlife rehabilitators, bird care professionals
Price: 8 / 10 USD
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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
Year:
2016
Region / City:
Marshall Space Flight Center, Michoud Assembly Facility
Subject:
Contract Administration, Property Management, Security Requirements
Document Type:
Contract Clause
Author:
Lockheed Martin
Target Audience:
Contractors, Subcontractors
Period of validity:
N/A
Approval Date:
N/A
Amendment Date:
N/A
Context description:
A legal contract clause outlining specific terms related to government property, security access, and organizational conflict of interest for contractors performing work in facilities related to Lockheed Martin projects.
Year:
2019
Region / city:
New York
Topic:
SNAP Benefits, ABAWD Rule
Document Type:
Guide
Author:
Hunger Solutions New York
Target Audience:
Healthcare Providers
Action Period:
Ongoing
Approval Date:
January 2019
Changes Date:
N/A
Year:
2018
Region / City:
Philadelphia
Subject:
Information Technology, Project Management
Document Type:
Course Description
Organization / Institution:
Community College of Philadelphia
Author:
Barbara Anne Hearn
Target Audience:
Students pursuing a career in IT Project Management
Period of Validity:
Fall 2019 and onward
Approval Date:
November 28, 2018 (updated February 13, 2019)
Date of Changes:
February 13, 2019
Year:
2015-2016
Region / City:
United States
Topic:
Federal funding, Humanities, HBCUs
Document type:
Grant guide
Organization / Institution:
National Endowment for the Humanities (NEH)
Author:
NEH staff contributors: Patricia Brooks, Mary Downs, Deborah Hurtt, Brandon Johnson, Mary Macklem, Mackenzie Shutler; WHIHBCU staff contributors: Ivory A. Toldson, Tammi Ferguson
Target Audience:
Faculty and staff at Historically Black Colleges and Universities (HBCUs)
Period of validity:
Ongoing
Approval Date:
2015
Date of Changes:
None mentioned
Context:
This document outlines federal grant programs offered by the National Endowment for the Humanities aimed at supporting research, preservation, and educational projects at Historically Black Colleges and Universities.
Year:
2021
Region / city:
United Kingdom
Document Type:
Informational Booklet
Organization / Institution:
British Institute of Human Rights, Equality and Human Rights Commission
Author:
British Institute of Human Rights
Target Audience:
Children and young people under 18
Period of Validity:
Ongoing
Approval Date:
N/A
Amendment Date:
N/A