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This document provides drafting guidelines for completing Contract Variables for the Victorian Government eServices Register, outlining required fields, options, and service-level agreements.
Year:
2021
Region / City:
Victoria, Australia
Topic:
Contract drafting guidelines
Document Type:
Contract Variables Template
Author:
Victorian Government
Target Audience:
Procurement officers, suppliers
Effective Period:
From the date of contract signing
Approval Date:
22 April 2021
Date of Changes:
N/A
Price: 8 / 10 USD
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The product description is provided for reference. Actual content and formatting may differ slightly.
Year:
2026
Study type:
Supplementary material
Cohort size:
93 patients
Disease:
Metastatic melanoma
Methods:
Multiplex immunofluorescence, image cytometry, Cox regression, LASSO analysis
Data type:
Tables and figures
Variables analyzed:
Clinicopathologic characteristics, cell density, proximity measurements, immune biomarkers
Statistical software:
R
Target population:
Patients with metastatic melanoma
Follow-up period:
5 years
Year:
2023
Region / City:
Not specified
Topic:
Pneumonia diagnosis and treatment data
Document Type:
Data collection form
Organization / Institution:
Not specified
Author:
Not specified
Target Audience:
Health workers, researchers
Period of validity:
Not specified
Approval Date:
Not specified
Modification Date:
Not specified
Contextual description:
A data collection form outlining variables used to track pneumonia cases in children, including symptoms, treatments, and outcomes.
Year:
2017
Region / City:
Not specified
Topic:
Calypso software, user-defined printout header variables
Document Type:
Technical guide
Author:
Not specified
Target Audience:
Operators and programmers using Calypso software
Period of validity:
Not specified
Approval Date:
Not specified
Modification Date:
Not specified
Note:
Description
Year:
2020
Region / City:
Global
Topic:
Biodiversity indicators
Document type:
Supplementary material
Organization:
FAO, UNEP-WCMC, USGS, IUCN, BTO, ESA, JNCC, RSPB, WWT, MOL, CIESIN Columbia University
Author:
Multiple contributors
Target audience:
Researchers, policy makers, biodiversity experts
Validity period:
Post-2020
Approval date:
2020
Modification date:
N/A
Topic:
dietary intake frequency
Document type:
survey questionnaire codebook
Population:
adults
Time reference:
past month
Variables:
age, sex, food and beverage consumption frequency
Measurement method:
self-reported frequency categories
Response format:
categorical codes
Data structure:
variable list with attributes and codes
Source type:
health and nutrition survey instrument
Year:
2012
Region / City:
N/A
Topic:
Statistics, Chi-Square Test
Document Type:
Educational Material
Institution:
AP Statistics
Author:
N/A
Target Audience:
Students, Educators
Effective Period:
N/A
Approval Date:
N/A
Revision Date:
N/A
Context:
A chapter from an educational textbook explaining chi-square goodness of fit tests for categorical variables.
Note:
Year
Document Type:
Assignment
Target Audience:
Students
Year:
2016
Region / City:
HFIR
Subject:
SPICE programming, user variables, SPICE If command
Document Type:
Technical Description
Organization:
Oak Ridge National Laboratory
Author:
Unspecified
Target Audience:
Instrument Scientists, SPICE users
Effective Period:
Unspecified
Approval Date:
Unspecified
Modification Date:
Unspecified
Subject:
Scientific method
Topic:
Independent, dependent, and control variables
Document Type:
Educational worksheet
Activity Type:
Classroom exercise
Intended Audience:
Students
Structure:
Short-answer questions and experiment scenarios
Key Concepts:
Independent variable, dependent variable, control variables, hypothesis writing
Number of Scenarios:
Eight experimental situations
Grade Level:
7th Grade
Subject:
Science
Topic:
Scientific Method and Variables
Type of Document:
Educational Worksheet
Main Characters Referenced:
SpongeBob, Patrick, Sandy, Mr. Krabs, Gary, Larry
Number of Experiments:
4
Concepts Covered:
Control Group, Independent Variable, Dependent Variable, Hypothesis, Conclusion
Setting:
Fictional setting of Bikini Bottom
Intended Use:
Classroom assignment or practice activity
Format:
Question-based worksheet with data tables
Note:
Year
Theme:
Game Development
Document Type:
Code
Target Audience:
Developers, Game Designers
Course:
Week 3
Topic:
Independent and Dependent Variables
Related Text:
Kumar Chapters 4, 5, 6, 7
Subject Area:
Research Methods
Document Type:
Academic Discussion Assignment
Academic Level:
Higher Education
Word Requirement:
500 or more words
Citation Style:
APA 7th edition
Minimum Citations:
At least three
Minimum References:
Three or more
Key Concepts:
Research questions, hypotheses, variables, sampling, measurement
Chapter Focus (Chapter 4):
Research design, problem formulation, sampling, scope definition
Chapter Focus (Chapter 5):
Variables, operationalization, independent and dependent variables
Additional Reference:
Hughes Chapter 4
Required Components:
Problem statement, purpose statement, significance, research questions, hypotheses, scholarly articles
Year:
2026
Region / City:
Not specified
Topic:
Mental health, Addictions, Traumatic brain injury (TBI)
Document Type:
Research table
Institution:
Not specified
Author:
Not specified
Target Audience:
Researchers, healthcare professionals
Period of validity:
Not specified
Date of approval:
Not specified
Date of revisions:
Not specified
Year:
2021
Region / City:
Not specified
Topic:
Adherence to treatment, epilepsy
Document type:
Research article
Institution:
Not specified
Author:
Not specified
Target audience:
Researchers, healthcare professionals
Period of validity:
Not specified
Approval date:
Not specified
Modification date:
Not specified
Section:
A. Dependent Variables
Domain:
Infant Physical Therapy
Focus:
Behavioral, Educational, Communication, Positional and Situational Aspects
Target Population:
Infants undergoing physical therapy
Participants:
Infant, Physical Therapist (PT), Caregiver (CG)
Therapeutic Approaches Mentioned:
COPCA, NDT-based TIP, VOJTA, Cranio-sacral therapy, CIMT
Behavioral Categories:
Neuromotor actions; Educational actions; Communication; Position; Situation of treatment session
Session Variables:
Type of session; Dressing status; Family involvement; Role of caregiver; Presence of twins
Observation Level:
During treatment session
Post-session Variables:
Clinical impression categories
Intervention Elements:
Facilitation techniques; Reflex locomotion; Sensory experience; Motor behavior; Constraint use; Handling techniques; Postural support
Context of Use:
Clinical and home-based therapy sessions
) 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
Note:
Year
Region / City:
Australia
Subject:
Joint venture formation
Document Type:
Guide
Target Audience:
Solicitors, legal professionals
Year:
2023
Region / city:
California
Topic:
Anti-SLAPP motions
Document type:
Legal guide
Organization / institution:
N/A
Author:
N/A
Target audience:
Legal professionals
Period of validity:
N/A
Approval date:
N/A
Date of amendments:
N/A
Note:
Year