№ lp_2_1_16209
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A document outlining data security measures and risk management strategies for pharmacies in compliance with the Data Security and Protection Toolkit (DSPTK), including worked examples and guidelines on managing data transfer risks.
Year:
2025
Region / city:
Not specified
Topic:
Data security, pharmacy procedures
Document type:
Risk register
Institution / organization:
Community Pharmacy England
Author:
Not specified
Target audience:
Pharmacy owners, healthcare professionals
Effective period:
Not specified
Approval date:
Not specified
Review date:
February 2025
Price: 8 / 10 USD
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Year:
2025
Region / City:
United Kingdom
Theme:
Healthcare Data Security
Document Type:
Data Security Document
Organization / Institution:
Community Pharmacy England
Author:
Unknown
Target Audience:
Pharmacy Contractors
Effective Period:
Indefinite
Approval Date:
February 2025
Review Date:
February 2025
Date of Updates:
February 2025
Year:
2024
Region / City:
New South Wales
Subject:
Education, Mathematics
Document Type:
Educational Resource
Organization:
New South Wales Department of Education
Author:
Craig Barton, John Hollingsworth, Silvia Ybarra, Michael Pershan
Target Audience:
Teachers, Educators
Period of Application:
2024 and onward
Approval Date:
2024
Date of Changes:
Not specified
Year:
2021
Region / city:
Afghanistan
Topic:
Immigration, Security, Refugee Assistance
Document Type:
Guide
Organization:
German Government, IOM
Author:
German Ministry of Defence, Ministry of the Interior, Federal Foreign Office
Target Audience:
Afghan local staff and their supporters who worked with German institutions
Period of Application:
Ongoing
Approval Date:
Not specified
Date of Changes:
Not specified
Year:
2012
Region / city:
USA
Topic:
Elections Procedures
Document type:
Guidelines
Organization / institution:
Secular Franciscan Order
Author:
Carolyn Seal
Target audience:
Local Ministers, Nominations Committee
Validity period:
N/A
Approval date:
N/A
Date of changes:
N/A
Year:
2016
Note:
Region / City
Topic:
Physics
Document Type:
Examination Solutions
Year:
2022
Region / City:
Ireland
Subject:
Physics
Document Type:
Exam Solutions
Institution:
Leaving Certificate Examination
Author:
Unknown
Target Audience:
Students preparing for the Leaving Cert exam
Period of Validity:
2022
Approval Date:
N/A
Modification Date:
N/A
Year:
2023
Region / City:
USA
Theme:
Agency Planning, Program Management
Document Type:
Strategic Plan, Action Plan
Author:
Not specified
Target Audience:
Program Managers, Agency Staff
Action Plan Period:
March 30 - June 30, 2023
Approval Date:
Not specified
Change Date:
Not specified
Year:
2020
Subject:
Computer Science
Document Type:
Textbook Supplement
Institution:
Pearson Edexcel
Author:
Pearson
Target Audience:
Students
Period of Validity:
2020 onwards
Date of Approval:
2020
Date of Last Update:
N/A
Keywords:
Programming, Algorithms, Data Types, Code Examples, Educational Textbook
Context:
A supplement containing worked programming examples from the Pearson Edexcel GCSE Computer Science Student Book, demonstrating practical coding techniques and algorithm implementation.
Year:
2026
Region / City:
United States
Topic:
Digital Advertising, Marketing Trends
Document Type:
Article
Author:
Ben Elgin, Michael Riley, David Kocieniewski, Joshua Brustein
Target Audience:
Marketing professionals, advertisers, business owners
Date of Publication:
February 2026
Keywords:
Digital advertising, programmatic advertising, ROI, bot traffic, privacy concerns, online advertising fraud
Company:
Heineken USA, Ford, Chrysler, ConAgra Foods, Bonnier
Relevant Companies:
Google, Yahoo, Heineken, Chrysler, Saveur.tv
Advertising Channel:
Digital ads, TV, print, outdoor, online
Study/Research:
White Ops, The Bot Baseline: Fraud in Digital Advertising
Revenue Losses:
$6.3 billion
Fake Traffic:
11% display ads, 24% video ads
Note:
Year
Subject:
Timekeeping, Employee Self-Service
Document Type:
Instructional Guide
Organization:
Commonwealth of Pennsylvania
Target Audience:
Annuitant employees
Year:
2019
Region / City:
Ireland
Subject:
Physics
Document Type:
Exam Solutions
Author:
Not specified
Target Audience:
Students preparing for Leaving Certificate exams
Period of Validity:
2019
Approval Date:
Not specified
Date of Last Revision:
Not specified
Subject:
Describing quantitative data in statistics
Document type:
Preparation assignment worked solutions
Academic field:
Statistics
Educational level:
Introductory statistics course
Institutional context:
University coursework
Section structure:
Concepts and Application
Key statistical topics:
Distribution shape, center, spread, standard deviation, variance, percentiles, quartiles, five-number summary, boxplot
Data context:
Stock performance data for companies A–E
Analytical methods:
Mean calculation, standard deviation, variance estimation, histogram comparison
Software referenced:
Excel spreadsheet “Quantitative Descriptive Statistics”
Sample datasets mentioned:
MysteryInvestmentOpportunities; Severe Bird Flu Data
Exercises included:
Concept matching, term definitions, descriptive statistics computation, histogram creation, manual standard deviation calculation
Number of companies analyzed:
Five
Sample sizes in dataset:
n = 25–49 depending on company
Educational activity:
Explaining statistical concepts to a non-statistics learner
Year:
2007
Level:
Leaving Certificate
Subject:
Physics
Document type:
Worked solutions / student experiments
Topics:
Mechanics, Thermodynamics, Optics, Electricity, Waves, Modern Physics
Intended audience:
Students preparing for Leaving Cert exams
Content format:
Experimental procedures, calculations, data tables, explanations
Language:
English
Exam board:
Irish Department of Education
Year:
2026
Organization:
Payroll Department
Document Type:
Instruction Manual
Audience:
Payroll Specialists
Software:
Report/Report Manager, Excel
Data Fields:
amountPaid, amountEarned, amountDocked, paysPaid, description, daysWorked
Process Step:
Generate, Filter, Copy, Paste, Save, Import
File Format:
xlsx, csv
Note:
Year
Contextual Description:
A document providing detailed examples of the classification of programme and support costs for humanitarian projects.
Year:
2004
Region / city:
Global
Topic:
Marine Warranty, Offshore Construction
Document Type:
Code of Practice
Organization:
Joint Rig Committee
Author:
Unknown
Target Audience:
Marine Warranty Surveyors, Underwriters, Assured
Effective Period:
2004–ongoing
Approval Date:
15 July 2004
Amendment Date:
3 September 2019
) 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
Year:
2002
Organization:
Academy of Nutrition and Dietetics
Document Type:
Professional guideline
Topic:
Nutrition Care Process, PES Statements, Nutrition Diagnosis
Target Audience:
Registered Dietitian Nutritionists (RDNs)
Steps:
Nutrition Assessment, Nutrition Diagnosis, Nutrition Intervention, Nutrition Monitoring/Evaluation
PES Components:
Problem, Etiology, Signs and Symptoms
Classification:
Intake, Clinical, Behavioral
Examples Included:
Yes
References:
eatrightpro.org, andeal.org, jrnjournal.org