№ files_lp_4_process_2_57657
File format: docx
Character count: 3347
File size: 275 KB
Year:
2025
Region / City:
Global
Theme:
Fundraising, Christian Aid
Document Type:
Quiz
Organization:
Christian Aid
Author:
Christian Aid
Target Audience:
General public, Fundraisers
Period of Validity:
2025
Approval Date:
January 2024
Date of Changes:
January 2024
Price: 8 / 10 USD
The file will be delivered to the email address provided at checkout within 12 hours.
The file will be delivered to the email address provided at checkout within 12 hours.
Don’t have cryptocurrency yet?
You can still complete your purchase in a few minutes:- Buy Crypto in a trusted app (Coinbase, Kraken, Cash App or any similar service).
- In the app, tap Send.
- Select network, paste our wallet address.
- Send the exact amount shown above.
The final amount may vary slightly depending on the payment method.
The file will be sent to the email address provided at checkout within 24 hours.
The product description is provided for reference. Actual content and formatting may differ slightly.
Year:
2024
Location:
Cascade Christian Schools High School, 811 21st St SE, Puyallup, WA
Topic:
Bible Quizzing Event
Document Type:
Registration Form
Organizer:
Christian Bible Quizzing (CBQ)
Target Audience:
Bible quizzers, coaches, and participants of all ages
Event Dates:
July 26-27, 2024
Registration Deadline:
June 7, 2024
Accommodation:
Homestay, Hotel Option (Hampton Inn & Suites)
Food:
Lunch provided, dinner from food trucks, breakfast self-arranged
Payment:
$75 per participant
Language:
English
Description:
A detailed registration form for participants in the 2024 Christian Bible Quizzing International Open Championships, including event details, registration instructions, and accommodation options.
Year:
Not specified
Region / City:
Not specified
Topic:
Quiz creation, educational tools
Document type:
Instructional guide
Author:
Not specified
Target audience:
Teachers, educators, students
Period of validity:
Not specified
Approval date:
Not specified
Modification date:
Not specified
Year:
2026
Region / City:
Southampton
Theme:
Islamic Education, Interfaith Dialogue, Public Engagement
Document Type:
Risk Assessment
Organization:
University of Southampton Islamic Society
Author:
Yahya Hamdy
Target Audience:
Public, University Students, Society Members
Validity Period:
13th February 2026
Approval Date:
13th February 2026
Modification Date:
Not specified
Year:
2024
Region / City:
Not specified
Topic:
Dog rescue, adoption support
Document Type:
Informational guide
Organization:
Second Chance Spaniel Rescue
Author:
Not specified
Target Audience:
Dog adopters, pet owners
Effective Period:
Lifetime support
Approval Date:
Not specified
Date of Changes:
Not specified
Year:
2015
Region / City:
United States
Subject:
Childhood Obesity Prevention
Document Type:
Survey
Agency / Organization:
Office of the Assistant Secretary for Health
Author:
Office of the Assistant Secretary for Health
Target Audience:
Local elected officials, public and private sector organizations
Period of Validity:
Three years (from 2012)
Approval Date:
January 2012
Date of Changes:
Fall 2012
Note:
Contextual Description
Year:
1940s
Region / City:
New Orleans
Topic:
Theatre, Southern Gothic, Symbolism, Social Change, American Dream
Document type:
Analytical Essay
Institution:
N/A
Author:
N/A
Target Audience:
Theatre students, Scholars of American Literature
Period of validity:
N/A
Approval date:
N/A
Date of changes:
N/A
Note:
Contextual description
Year:
2020
Region / City:
Scotland, England, Wales
Subject:
Health and Safety Guidelines
Document Type:
FAQ
Organization:
Scottish Government, UK Government
Author:
Scottish Government, UK Government
Target Audience:
Self-catering property owners, short-term rental operators
Period of Validity:
July 2020 and beyond
Approval Date:
6 July 2020
Date of Updates:
6 July 2020
Year:
2026
Region / City:
UK
Topic:
Physical Activity for Children
Document Type:
Informational Resource
Author:
UK Chief Medical Officers
Target Audience:
Children, Parents, School Staff
Action Period:
Ongoing
Approval Date:
Not specified
Modification Date:
Not specified
Context:
Document provides information about daily physical activity recommendations for children and suggests resources for engaging in physical activities.
Year:
2015
Region / City:
Washington
Topic:
Youth Alcohol Prevention
Document Type:
Guidelines
Organization:
Washington Department of Social and Health Services (DSHS)
Author:
Not specified
Target Audience:
Groups conducting Let’s Draw the Line (LDTL) activities
Period of Action:
2015
Approval Date:
Not specified
Date of Amendments:
Not specified
Year:
2010
Region / City:
United States
Theme:
Sexual Education
Document Type:
Essay
Organization / Institution:
Not specified
Author:
Patrick Christensen
Target Audience:
Parents, Educators, General Public
Period of Action:
Not specified
Approval Date:
Not specified
Date of Changes:
Not specified
Date:
31 August 2020
City:
Guayaquil
Subject:
English
Topic:
Environmental Problems and the Future
Objective:
Produce well-constructed information in writing
Type of Document:
Educational assignment worksheet
Activity Type:
Writing exercise with graphic organizer
Grammar Focus:
Zero conditional and first conditional
Skills:
Writing, cause and effect relationships, use of connectors
Key Vocabulary:
Environmental problems, cause, effect, connectors
Structure:
Brainstorming chart and paragraph writing
Instructions:
Step-by-step guided writing process
Target Audience:
Students
Note:
Year
Theme:
Diabetes prevention
Document type:
Informational guide
Organization / Institution:
NHS
Target audience:
Individuals attending diabetes prevention sessions
Description:
Instructions and important information for participants of the "Let’s Prevent Diabetes" educational program, including session details, preparations, and virtual participation guidance.
Year:
2023
Region / City:
Unknown
Topic:
Religion, Biblical Interpretation
Document Type:
Article
Organization / Institution:
N/A
Author:
Unknown
Target Audience:
General public, people interested in biblical interpretation
Period of Validity:
N/A
Approval Date:
N/A
Date of Changes:
N/A
Year:
2026
Region / City:
Not specified
Topic:
Programming / Loops
Document Type:
Tutorial / Guide
Organization / Institution:
Not specified
Author:
Not specified
Target Audience:
Beginners / Programmers
Duration:
Not specified
Approval Date:
Not specified
Date of Changes:
Not specified
Year:
2026
Region / City:
Ireland
Topic:
Workplace literacy
Document Type:
Video / Interactive Resource
Organization:
Various organizations (WWETB, NALA, British Dyslexia Association, etc.)
Author:
Not specified
Target Audience:
Employers, employees, organizations, individuals
Validity Period:
February 2026
Approval Date:
Not specified
Date of Changes:
Not specified
Language:
English
Resource Format:
Online learning platform, videos, interactive materials, toolkits
Subject:
Workplace literacy and skills development
Context:
A collection of workplace literacy resources, including videos, guides, and toolkits for improving literacy and skills at work.
Year:
2026
Organization:
Indivisible Philadelphia
Type of document:
Volunteer guidance / Instructional email
Audience:
Letter-writing volunteers
Topics:
Corporate accountability, Prison labor, Human rights
Action required:
Write and mail two letters per week
Period:
Weekly assignments, ongoing
Document date:
March 2026
Contact email:
Provided within document
) 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:
2017
Region / city:
Armenia
Topic:
Child Rights, Education, Disability
Document Type:
Report
Organization:
Human Rights Watch
Author:
Human Rights Watch
Target Audience:
General public, policymakers, NGOs, international organizations
Period of validity:
N/A
Approval Date:
N/A
Date of amendments:
N/A
Contextual description:
A report documenting the abuse, discrimination, and lack of access to quality education for children with disabilities in Armenia’s residential institutions.