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Series of monthly advocacy statements presenting arguments, statistics, historical references, and public event announcements related to U.S. military policy, nuclear disarmament, and peace activism.
Type of document:
Advocacy newsletter series
Format:
Monthly public statements
Publication period:
July 2010 – March 2012
Geographic focus:
United States
Thematic focus:
Militarism, nuclear weapons, war policy, economic justice, peace activism
Issuing organization:
Genesee Valley Citizens for Peace
Intended audience:
General public and local community members
Activities announced:
Community meetings, peace vigils, public gatherings
Related events referenced:
Hiroshima Day, Occupy Wall Street protests, Independence Day
Countries referenced:
United States, Iraq, Afghanistan, Libya, Vietnam, Iran, Japan, Costa Rica
Recurring heading:
DID YOU KNOW?
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Version:
1.1
Review date:
12/04/2024
Edited by:
CW
Approved by:
CW
Year:
2024
Region / city:
Mandalay
Topic:
Healthcare, Patient Management
Document type:
Policy
Organ / institution:
Mandalay Medical Centre
Author:
Not specified
Target audience:
Employees of the organisation, including agency workers, locums, and contractors
Period of validity:
Not specified
Approval date:
Not specified
Date of amendments:
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:
2009
Region / city:
Western Europe
Topic:
Electoral Systems, Proportional Representation, Political Parties
Document Type:
Academic Paper
Institution:
Stanford University
Author:
Jonathan Rodden
Target Audience:
Political Scientists, Academics
Period of Effect:
Late 19th to Early 20th Century
Approval Date:
2009
Date of Revisions:
December 30, 2009
Year:
2026
Region / City:
Chernobyl, Former Soviet Union
Subject:
Military Technology, Environmental Modification, Nuclear Disaster
Document Type:
Documentary, Report
Institution:
Kla.TV
Author:
Werner Altnickel
Target Audience:
General Public, Scholars of History and Military Technology
Period of Action:
1986, 1997, 2002
Approval Date:
Not specified
Date of Changes:
Not specified
Year:
2022
Region / City:
[Station/Post Office]
Subject:
Work hour limits, overtime
Document Type:
Grievance form
Organization / Institution:
[NALC]
Author:
[Union Representative]
Target Audience:
Union representatives, management
Period of validity:
[Date] through [Date]
Approval Date:
[Date]
Date of Changes:
[Date]
Year:
2021
Region / City:
Pennygate Medical Centre
Topic:
Missed Appointments Management
Document Type:
Policy
Organization / Institution:
Pennygate Medical Centre
Author:
Not specified
Target Audience:
Patients, Healthcare Providers
Effective Period:
Ongoing
Approval Date:
Not specified
Date of Changes:
Not specified
Year:
2023
Region / City:
Israel, Switzerland, USA
Theme:
Financial Crisis, Investment Strategies, Wealth Management
Document Type:
Article
Author:
Unknown
Target Audience:
Investors, Wealth Managers, Financial Experts
Period of Action:
February 2023
Approval Date:
Not specified
Date of Changes:
Not specified
Year:
2026
Region / City:
[Installation name]
Topic:
Grievance procedure, labor agreements
Document Type:
Legal grievance
Agency/Organization:
National Association of Letter Carriers (NALC)
Author:
[Union representative]
Target Audience:
NALC members, union officials, postal service management
Period of validity:
N/A
Approval Date:
N/A
Date of Amendments:
N/A
Contextual description:
Grievance filed under the National Agreement between USPS and NALC regarding the reassignment of NTFT Clerk to a Full-Time Letter Carrier position.
Note:
Year
Contextual Description:
A document that discusses the violation of specific articles of the National Agreement and related regulations in the context of offering a limited duty job assignment.
Note:
Year
Theme:
Immigration, American Dream
Document Type:
Narrative Essay
Context:
Personal narrative connecting immigration, personal experiences, and the American Dream.
Grade Level:
Introductory Spanish
Subject:
Spanish language learning
Topic:
Verb gustar; -er and -ir verb conjugation; food vocabulary; basic sentence translation
Document Type:
Educational worksheet
Section Titles:
gusta(n) + nouns; -er/-ir verbs
Skills Practiced:
Sentence completion; verb conjugation; translation Spanish–English and English–Spanish
Target Language:
Spanish
Instruction Language:
English
Exercises Included:
Short answer; fill-in-the-blank; verb form writing; translation tasks
Structure:
Five sections (A–E) for gustar; four sections (A–D) for -er/-ir verbs
Note:
Year
Topic:
Genetics, Inheritance
Document Type:
Student Activity Sheet
Target Audience:
Students
Subject:
Development of Christianity in relation to Judaism
Historical Period:
1st–4th centuries CE
Geographic Focus:
Southwest Asia and the Roman Empire
Religious Tradition:
Christianity and Judaism
Type of Document:
Educational worksheet with historical overview and biblical excerpts
Primary Figures Mentioned:
Jesus, Mary, Abraham, Moses, Constantine
Sacred Texts Referenced:
Bible (Old Testament and New Testament), Genesis, Exodus
Key Concepts:
Messiah, Ten Commandments, Sabbath, Resurrection, Salvation, Crucifixion
Major Events Referenced:
Crucifixion of Jesus (c. CE 29), Edict of Milan (CE 313), Christianity as official religion of the Roman Empire (CE 380)
Christian Holidays Mentioned:
Easter, Lent, Holy Week
Branches of Christianity Identified:
Roman Catholic, Eastern Orthodox, Protestant
Intended Audience:
Students (name, period, and date fields included)
Year:
1911
Region / City:
Bethlehem, USA
Topic:
Scientific Management, Industrial Engineering
Document Type:
Article
Organization / Institution:
Lean & Flexible, LLC
Author:
Shahrukh A. Irani
Target Audience:
Scholars, Industrial Engineers, Management Professionals
Period of Action:
1911 and beyond
Date of Approval:
1911
Date of Changes:
N/A
Note:
Contextual Description
Company:
GlowJuice Co. Market expansion: London. Target: Young, tech-savvy.
Student Input (Pre-exam):
Confidence level, study strategies, preferred class activities.
Student Reflection (Post-exam):
Evaluation of exam performance and future improvements.
Year:
2023
Region / City:
London, UK
Subject:
Business & Marketing
Document Type:
Exam Paper
Author:
Not specified
Target Audience:
Students, educators
Effective Period:
2023-2024
Approval Date:
Not specified
Amendments Date:
Not specified