zilongwang/ReadingBank huggingface dataset:
V1.6 TABLE MPP a new definition of a "cheap" medicine is in effect in the context of the evaluation of the prescription profile of medical practitioners, the field OGC in the MPP-table has been redefined : packages that are cheap are indicated with a value 'G' (the symbol with a green circle on our website) packages that are not but for which the patient doesn't have to pay a supplementary fee to the copayment amount (called "supplement bij het remgeld" in Dutch and "supplément au ticket modérateur" French), are indicated with a value 'B' (the symbol with a blue circle on our website) packages that are not cheap and for which the patient has to pay a supplementary fee to the copayment amount (called "supplement bij het remgeld" in Dutch and "supplément au ticket modérateur" French) are indicated with a value 'R' (the symbol with a red circle on our website) packages that are not reimbursed have an empty value. V1.5 TABLE MPP vosnm_, removed NOT NULL constraint, this field can now be null V1.4 Table FIRM renamed to IR (Information Responsible) to fit structure of upoming formats. Corrected error resulting in htmlentities characters in MPP(fr) table in galnm_ field those are now normal accents (error corrected also in dbf version). V1.3 All changes of _PK tables have been integrated into normal tables and _PK tables have been deleted V1.2 with suffix _PK have been added for the HYR, MPP and SAM files in the csv version. These additional _PK files adhere, contrary to the original files without _PK suffix, to the usual convention
You don’t need to answer in writing (although you can if you want to), you can express your passion in a different way (e.g. song, video etc). Just make sure to send it along with your application form. We have a limited number of fully funded places available. Please tell us why you should get this opportunity. What support may you require from Changemakers to get the best out of the programme? Are you able to attend all programme compulsory events? (See table below) Yes / No COMPULSORY DATES MILESTONE LONDON BIRMINGHAM NEWCASTLE Discover (Assessment Day) Wed 14th Aug Thurs 15th Aug Fri 16th Aug Inspire Pre-Meet Friday 23rd Aug (5pm – 7pm) Thursday 22nd Aug (time TBC) Fri 23rd Aug (12pm – 2pm) Inspire (Residential) Friday 30th August – Sunday 1st September Aspire Sat 7th Sept Thurs 5th Sept Fri 6th Sept Articulate Thurs 19th Sept Wed 18th Sept Fri 20th Sept Choice Sat 5th Oct Thurs 3rd Oct Fri 4th Oct Creation Thurs 17th Oct Thurs 10th Oct Fri 18th Oct Adaptation 6 hours of flexible group support with your coach Transformation Saturday 26th October Graduation Saturday 2nd November Participants MUST be able to attend all of the compulsory dates for their region. RELEVANT ACTIVITIES
Change Management Log (Example) Table : Change Management Log CR# Current Status Priority CR Description Assigned to Owner Expected Resolution Date Escalation Required (Y/N)? Action Impact Summary CR Type Date Identified Associated Milestone I.D Identified By Actual Resolution Date Resolution and Rationale
committees in the college. Advising Students Faculty member advises several students in the program and develops timely, and accurate degree plans for students. Faculty member responds within 48 hours to students’ questions about advising Faculty member advises few students in the program and develops degree plans in a timely fashion. Faculty member responds within a one week period of time to students’ advising questions. Faculty advises less than two students, does not create degree plans in a timely manner and is not responsive to students’ questions about advising. Recruiting Students Faculty member actively engages in recruiting students through tangible and systematic efforts that lead to increased enrollment in the program. Faculty member passively engages in recruiting (e.g., distributing flyers at a conference). Faculty member does not engage in recruiting efforts. Scholarly Activity Faculty member maintains an active research agenda that leads to at least two publications, conference presentations or grant submissions a year. Faculty member maintains a somewhat active research agenda that to at least two of the following on an annual basis: publication, conference presentation or grant submission. Faculty member does not maintain an active research agenda. Participation in Campus Events for Students Faculty member participates in all critical events for students on Texas Tech University’s campus including dissertation proposal defenses, dissertation defenses, summer intensive activities, and hood ceremony. Faculty member participates in several critical events for students on Texas Tech University’s campus including dissertation proposal defenses, dissertation defenses, and summer intensive activities. Faculty member rarely participates in critical events for students on Texas Tech University’s campus. Average Score: ______
CHANGE PROPOSAL GENERAL CONTRACTOR Company Name Change Proposal No. ________________________________________________ Address Project Name Date Work Changes Proposal Request No. Architect THE BREAKDOWN OF PROPOSED COSTS FOR THIS CHANGE PROPOSAL IS AS FOLLOWS: A. For self-performed work: 1. Cost of Material & Supplies 2. Cost of Equipment 3. Cost of Labor 4. Payroll Tax, Insurance & Fringe Benefits on Labor (Percentage of line 3) (See UGC Article 11) 5. Subtotal 6. Mark-Up (See UGC Article 11) 7. Subtotal $_________________ B. 8. Total cost for subcontractors (from attached Subcontractor change proposal worksheets) 9. Mark-Up See Article 3 of Design-Build or CMAR Agreement 10. Subtotal of Lines 8 & 9 (Part B - 8, 9 &10 not applicable if no subcontractor is involved) $_________________ C. 11. TOTAL COST OF WORK (subtotal of lines 7 & 10) $_________________ 12. Cost of Insurance (Builder's Risk only—if Change Order only) $_________________ ________________________________________ ________________________________________ ________________________________________
Quality Handbook Changes to the Academic Quality Handbook This document lists the latest changes to the Academic Quality Handbook. If you have any queries regarding this, please contact Mr Sam Booth-Malone, Senior Quality Assurance and Enhancement Officer on sam.booth-malone@sunderland.ac.uk Document Version Title Change Date Effective from N/A 1.0 Enrolment Policy N/A – Link added to Academic Quality Handbook August 2016 Immediately N/A 1.0 University Drugs Policy N/A – Link to Academic Quality Handbook August 2016 Immediately 3.0 Minimum Requirements for Collaborative Programme Handbooks Reviewed to be in line with AQH-K4 Minimum Requirements for Programme Handbooks August 2016 Immediately 1.0 Generic University Information for Module and Programme Handbooks (Collaborative Partners) N/A – new document to be in line with AQH-K8 Generic Information for Module and Programme Handbooks August 2016 Immediately 8.0 Joint Franchise Operations Manual Checked and amended all broken links as necessary. August 2016 Immediately 8.0 Full Franchise Operations Manual Checking and updating where necessary any broken links August 2016 Immediately 9.0 Operations Manual Validation Model Checked and updated links to documents/websites as necessary. August 2016 Immediately 2.0 Operations Manual Guidelines for Dual Awards Replace Broken Links August 2016 Immediately 17.0 Outline Proposal Form Updates to reflect change to 2017/18 Home/EU Undergraduate fees have been increased by 2.8% as a result of the introduction of the Teaching Excellence Framework (TEF). August 2016 Immediately 8.0 Academic Misconduct Regulations To formalise the process of investigatory August 2016 Academic year 2016/17
interviews to determine a student’s understanding of the work in which misconduct is suspected, and to clarify the difference between such interviews and a viva voce. 4.0 External Examiner Module Report Template 2016/17 Change of academic year to 2016/17 August 2016 Academic year 2016/17 4.0 External Examiner Programme Report Template 2016/17 Change of academic year to 2016/17 August 2016 Academic year 2016/17 16.0 Undergraduate Academic Regulations 2016/17 Amendment to update to 2016/17; Update to transitional regulations section; Introduction of HND/C regulations. August 2016 Academic year 2016/17 19.0 Postgraduate Academic Regulations 2016/17 Amendment to update to 2016/17; August 2016 Academic year 2016/17 2.0 Proposal for Addition of an Existing Programme for London Campus or RDI, Hong Kong Delivery Include RDI, Hong Kong August 2016 Immediately N/A Student Handbook 2016/17 Addition of new web-link to 2016/17 handbook on Docushare August 2016 Academic Year 2016/17
Hospital Casemix Protocol Header Record – Item number 11 ICD Version Private Hospital Data Bureau Header Record – Item number 11 ICD Version Lookups: This change affects the following lookup tables: Data Collection Lookup Tables Updated to Hospital Casemix Protocol 1 Diagnosis Codes Procedure Tenth Edition Hospital Casemix Protocol Diagnosis Codes Procedure Codes Tenth Edition Private Hospital Data Bureau Diagnosis Procedure Codes Tenth Edition Change: Adding the new ICD version to the comments section of relevant data Updating the diagnosis code and procedure code lookups to support the tenth edition of the ICD-10-AM. Revised: See page 11 Reason: The tenth edition of the ICD-10-AM is being implemented on 1 July 2017, this change is adding suppport for this newly released edition. Revised: HCP – Header Record Item No Data Item Obligation Position Type & Size Format Comments Edit Error Code/s 11 ICD Version M 54-57 N(4) ICD Version - 10.9 = 1009 10.10 = 1010 Reject if not a valid ICD version HE11
2 = condition not noted as arising during the episode of admitted patient care 9 = not reported HCP(Episode), HCP1(Episode), PHDB METeOR 391349 updated to METeOR 641379. Service code in GTD; Miscellaneous service codes in HCP(Episode), HCP1(Episode) and PHDB (Episode) Updated to Australian Dental Association codes from the Australian Schedule of Dental Services and Glossary Twelfth edition 2017 ICU Hours HCP(Episode), HCP1(Episode), PHDB Coding description: The number of completed cumulative hours (rounded down) spent in ICU, NICU or PICU. If a patient has more than one period in ICU, NICU or PICU during this episode, the total duration of all such periods is reported. Zero fill if not applicable. * refer to guide for use. Special Care Nursery hours HCP(Episode), HCP1(Episode), PHDB Coding description: The number of completed cumulative hours (rounded down) spent in SCN. If a patient has more than one period in SCN during this episode, the total duration of all such periods is reported. Zero fill if not applicable. * refer to guide for use. Coronary Care Unit hours HCP(Episode), HCP1(Episode), PHDB Coding description: The number of completed cumulative hours (rounded down) spent in CCU. If a patient has more than one period in CCU during this episode, the total duration of all such periods is reported. Zero fill if not applicable. * refer to guide for use. HCP(AN-SNAP), METeOR 681412. Change from AROC 2007 to AROC 2012 Impairment codes. Coding description: The impairment which is the primary reason for the admission to an episode of care, as represented by a code.(AROC impairment codes – AN-SNAP Version 4 dataset (July 2012)).
Doctor MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Dr Rosser Dr Hill Dr Duignan Dr Burgess Dr Weaver Dr Gregorowski Dr Moorfoot DAYS OF THE WEEK THAT YOUR GP NORMALLY WORKS Dr Cottrill is currently unavailable but we will inform you when he returns to work. Dr Harrison-Smith is currently unavailable and will be retiring at the end of August 16. Telephone number: 01225 896630 RECENT RELEASE FROM CCG: “The NHS is under considerable financial pressure and the challenges, particularly to manpower within GP practices, are very serious. Individual practices ensure the number of sessions they provide meets the needs of their patient population.” Associate Director, Communications and Engagement Wiltshire Clinical Commissioning Group RECENT PRESS RELEASE FROM HEALTHWATCH: “We know from talking with local people that there are issues across the County in getting a GP appointment because of the pressures on primary care. This fits in with the National picture”. CHANGES TO APPOINTMENT SYSTEM AT GIFFORDS SURGERY 1st AUGUST 2016 Dear Patients We have introduced a new “on the day” appointment system. We feel this will be more beneficial for patients because it will
Blood glucose diagnostic test meter Meter with 50 lancets, a lancing device and 10 blood glucose diagnostic test strips CareSens N POP 1 OP $20.00 $10.00 CareSens N Premier 1 OP N/A $20.00 Blood glucose diagnostic test strip glucose test strip CareSens N 50 test OP $10.56 $10.56 CareSens PRO 50 test OP N/A $10.56 Dual blood glucose and blood ketone diagnostic test meter Meter with 50 lancets, a lancing device and 10 blood glucose diagnostic test strips CareSens Dual 1 OP N/A $20.00 Blood ketone diagnostic test strip Test KetoSens 10 strip OP N/A $15.50 Please note – All the proposed subsidies would be subject to a confidential rebate Restrictions would be replaced with the following, including widening access for people with Type 1 diabetes to the dual meter: Blood glucose diagnostic test meter & Dual blood glucose and blood ketone diagnostic test meter Maximum of 1 pack per prescription Up to 1 pack available on a PSO Subsidy by endorsement
currently using? mean for you? CareSens N or CareSens N POP, testing for glucose Insulin and/or sulphonylurea tablets (ie glibenclamide, gliclazide or glipizide) There would be no change for you as a result of this proposal. Metformin or any other medication There would be no change for you as a result of this proposal. CareSens II, testing for glucose Insulin and/or sulphonylurea tablets (eg glibenclamide, gliclazide and glipizide) You would have 6 months from 1 February 2018 to change your meter and test strips. You would have a choice of funded meters. If you have Type 1 diabetes and are testing for blood ketones, you may be eligible to switch to a CareSens Dual meter and test strips. Metformin or any other medication You are unable to access a
funded meter. You would need to purchase a meter to continue to access up to 50 funded blood glucose test strips per prescription. Freestyle Optium/ Freestyle Optium Neo, testing for glucose and/or ketones You either: Have access to glucose test strips through a Special Authority because you were using insulin and testing for ketones prior to 1 June 2012. You would have 6 months from 1 February 2018 to change to another funded meter for blood glucose and/or blood ketone testing. or You are using this meter for ketone testing and/or are using a CareSens meter for blood glucose testing. The CareSens Dual meter tests for both blood glucose and ketones. Performa, testing for glucose (currently on a You would have access to this meter through a Special Authority because you were using an You would have 6 months from 1 February 2018 to change to
Special Authority) Accu-Chek Combo insulin pump prior to 1 June 2012. another funded meter for blood glucose and/or blood ketone testing. The CareSens Dual meter tests for both blood glucose and ketones. Sensocard Blood Glucose test strips, testing for glucose for the visually impaired. You are using funded SensoCard test strips with your voice meter. There would be no change for you as a result of this proposal. For more information go to :
AASB 2016-1 Amendments to Australian Accounting Standards – Recognition of Deferred Tax Assets for Unrealised Losses [AASB 112] (not yet fully compiled) 01 Jan 2017 AASB 2016-2 Amendments to Australian Accounting Standards – Disclosure Initiative: Amendments to AASB 107 (not yet fully compiled) 01 Jan 2017 AASB 2016-3 Amendments to Australian Accounting Standards – Clarifications to AASB 15 (not yet compiled) 01 Jan 2018
Changes contained in the School Workforce Census Nov 2015 Pay Review Date is required for all teachers with contracts or service agreements. The latest advice from the DfE explaining this new requirement is as follows - Please note that in the data item 'Date of the last pay review' the date required is the date of the pay determination. If the 2015 pay determinations were agreed on 15 Oct 2015 backdated to the 1 Sep 2015 and put into payment on 30 Oct then the 15 Oct 2015 should be recorded. If the 2015 pay determination has not yet been recorded and the 2014 pay determination salaries are to be reported in the 2015 School Workforce Census then that date should be recorded in the field. You will see that we are using the term pay determination as in some circumstances the pay determination may result in no award of a pay increase. (DfE response 8th Sep 15) Pre 2014 framework or 2014 pay framework is now required for leadership teachers and the latest guidance from the DfE is as follows - Indicates the pay framework under which leadership teachers are paid. Current values are "Pre 2014 framework" and "2014 pay framework". For contracts with a start date before 1/9/2014 the MIS will default to "Pre 2014 framework" and for those with a start date from 1/9/2014 will default to "2014 framework". (DfE Guidance July 15) Payment start date and end date is required for TLR3 Pay range minimum and maximum is required for leadership teachers If a member of staff has an English or Welsh Teacher Number then this should be provided. Scottish Teacher Numbers, overseas teacher numbers, made up numbers such as 0000001, temporary teacher numbers or 'TBC should not be provided and the field should be left blank. Characters such as '/' should not be included in teacher numbers. The DfE's new credibility report will highlight any teachers that do not have a qualification in your file so we may contact you after the file is loaded to check this with you. Your SIMS reports are the best way of checking you have all of this information in your data so please check these before you send a file to Management Information.
The planning reference numbers for all planning applications received between 1979 and 1993 have been updated. The original planning reference number is now preceded w ith a 2 digit number identifying the year the planning application was received. See below the range of planning reference numbers received for each year from 1979 to 1993. Prefix the original planning number with the last 2 digits of the year it was received to give you the new planning number. Year Planning Numbers 1979 E.g. 10/123 is now 79/10123 10/0 – 10/999 11/0 – 11/125 1980 11/126 – 11/999 12/0 - 12/79 1981 12/80 - 12/999 13/0 – 13/47 1982 13/48 – 13/934
Changes The arrival of a pot of caterpillars will encourage the children to make observations about minibeasts in the local environment; at school, at home and during a trip to Testwood Lakes. They will answer how and why questions about their experiences, record their findings using simple sentences and talk about changes they have observed. Promoting Stewardship the children will take responsibility hatching butterflies, treat all living things with respect and build a safe bug hotel with appropriate environments for some of the creatures living at school. Stories such as The Very Hungry Caterpillar and The bad tempered Ladybird will provide rich opportunities to discuss their experiences. The project will culminate with the releasing of the butterflies in the school garden and the official opening of the Bug Hotel. Communication and Language development Follow instructions involving several different ideas and actions To answer how and why questions about their own experiences. Physical To experience controlling large and small balls and negotiating the necessary space safely. To explore balancing with a partner. Personal, social and emotional development To develop respect for all living things. To work as part of a and a class, understanding the rules and the need to adjust behaviour to different situations. Mathematics To count up to 20 objects from a larger group. To recognise the numerals 1-20 To count actions or objects that cannot be moved. In practical activities use the language associated with addition and subtraction. Understanding the World To make observations of animals and plants and the environments they are found in. To talk about changes they might have observed and offer reasons why. RE: What things are special to Jewish people? Literacy To write using sentences that they can read and others can begin to read. To answer how and why questions in response to stories listened to. Expressive Arts and Design To share their observations and ideas using a range of media and materials such as paint, pastels, crayon and fabric and through song and movement. School and Learning Values Stewardship – we look after each other and our world Spirituality –I can respond to something wonderful and have times when I am quiet. Learning: I enjoy finding out and exploring.
Total, by sector -$26.646 $0 $0.233 -$26.413 Cost offset ($ million) Business Community organisations Individuals by source Agency -$26.646 $0 $0.233 -$26.413 Are all new costs offset? Yes, costs are offset No, costs are not offset Deregulatory—no offsets required Total (Change in costs – Cost offset) ($ million) = -$26.41 Costs and offsets are further summarised at Table 4. Table 4: Regulatory Burden and Cost Offset Estimates – Government’s proposed measures (additions to business as usual) Change in costs ($million) Business Community Organisations Individuals Total change in cost A – No change. 0 0 0 0 B1 – Improve student awareness of how VFH operates and rights and obligations under the programme. 0 0 0 0 C1 – The banning of prohibited inducements to entice students to enrol under the VFH scheme. -$5.706 0 0 -$5.706 C2 – Tightening VET marketing and recruitment practices -$1.388 0 0 -$1.388 C3 – Improving the understanding of VFH operates, and students’ rights and obligations. -$1.289 0 $0.013 -$1.276 C4 - Streamlining the debt waiver and revocation processes for students VFH. $0.050 0 $0.087 $0.137 C5 – Strengthening the assessment criteria for, and ongoing scrutiny of, all VFH providers. -$1.883 0 $0.000 -$1.883 C6 – Ensuring student debt is incurred in line with course delivery and continued student participation. -$8.235 0 $0.000 -$8.235 C7 – Establishing minimum pre-requisite and prior education qualifications, including demonstrated literacy and numeracy requirements. -$8.207 0 $0.128 -$8.079 C8 – Enhancing training and outcomes information, allowing students to make more informed choices about training providers and courses. $0.012 0 $0.004 $0.017 Total, by sector for all elements of C -$26.646 0 $0.233 -$26.413
Interacting with others Early childhood (6 -8 years) Late childhood – early adolescence (9 -12 years) Mid-adolescence (13 -15 years) Mostly first person (I, we) Simple positive or negative attitudes expressed through adjectives (an awful person, a dangerous animal) and use of adverbs of intensity (a really awful person, a very dangerous animal) Use of verbs to express positive or negative emotion or feeling (e.g. liked, laughed, cried, hated, loved, enjoyed) Use of third person more common or frequent Use of modal verbs (could, should, might, must) Expression of attitudes (stating feelings, evaluating the quality of things, judging human behaviour) more evident through more frequent use and varied range of verbs, adjectives and intensifiers Third person more dominant; first person selected for particular genres and disciplines Range of modal verbs, nouns (requirement, necessity), adjectives (possible, necessary) and adverbs to temper (e.g. surely, apparently, perhaps) Attitude used selectively and as appropriate (e.g. limited in science texts but more evident in argument)
Text structure and organisation Early childhood (6 -8 years) Late childhood – adolescence (9 -12 years) Mid-adolescence (13 -15 years) Subject mostly at the beginning of the sentence, often first person pronoun; some use of adverbs or prepositional phrases of time or place Reference made through use of pronouns, although not often clearly Varied sentence beginnings: with subject (which might be expressed in different ways) prepositional phrases or dependent clauses Clear connection between clauses Topic sentences Paragraphs Reference more controlled Dependent clauses appear more frequently at the beginning of the sentences; cohesion in some genres (e.g. explanation, argument) established through end of sentence being picked up in the beginning of the next sentence (e.g. The dissolved gold is taken to another tank with small amounts of carbon. The carbon pieces are screened from the slurry.) As texts become longer, ‘macro-Themes’ are used as the beginning point for the whole text, and ‘hyper-themes’ or topic sentences at the beginning of the paragraph
Changes Under Napoleon The Economy Government & Society Religion Goals of the Revolution -Equal Taxations -Lower inflation -Less government corruption -Equal opportunity in government -Less powerful Catholic Church -Religious tolerance Napoleon’s Actions -Set up fairer tax code -Set up national bank -Stabilized currency -Gave state loans to businesses -Appointed officials by merit corrupt officials -Created lycees (public school) -Created code of laws -Recognized Catholicism as “faith of Frenchmen” -Signed concordat with pope -Retained seized church lands Results -Equal taxation -Stable economy -Honest, competent officials -Equal opportunity in government -Public education -Religious tolerance -Government control of church land -Government recognition of church influence Was Napoleon true to the of the French Revolution? EXPLAIN in complete sentences!
Changes to Financial Wellbeing and Capability Activity The Australian Government is changing the Financial Wellbeing and Capability (FWC) Activity to ensure services align with the Government’s policy priorities, are appropriately targeted to vulnerable people, and are based on a firm legislative footing. The Government has a responsibility to ensure activities undertaken by organisations funded under the FWC Activity are aligned to a head of power in the Commonwealth of Australia’s Constitution. The Department of Social Services has introduced eligibility criteria to ensure access to services are aligned to a Constitutional head of power as well as targeted to vulnerable people. These changes will take place from 1 January 2019 and will only apply to Commonwealth funded services. The eligibility criteria do not apply to other sources of funding such as state government funding. Under the redesign, the total funding amount will remain the same and FWC services will continue to focus on vulnerable people and those most at risk of financial and social exclusion and disadvantage. The FWC Activity includes the following services: Emergency Relief Food Relief Commonwealth Financial Counselling Commonwealth Financial Counselling Helpline Financial Counselling for Problem Gambling Financial Capability Financial Resilience. Eligibility From 1 January 2019, there will be eligibility criteria for clients accessing FWC services. As part of the changes, services will be required to engage with potential clients to determine if they meet the eligibility criteria. This will provide an opportunity to identify underlying issues (such as mental health issues, housing instability or addiction), undertake triage processes and facilitate referrals to other support services, where appropriate. Services will be required to confirm on an annual basis that clients have been eligible for assistance. Emergency Relief The Emergency Relief grant supports community organisations to help with immediate basic needs for individuals and families in times of crisis. This includes providing food, supermarket vouchers, petrol vouchers or assistance to pay utility bills. From 1 January 2019, Emergency Relief will be available to people who are not able to pay a bill or at imminent risk of not being able to pay a bill.
In week 7 both Healthwatch Kirklees and Healthwatch Calderdale released similar messages regarding self-care week, tailored to local audiences and information. We were exploring a new subject, but also expanding messages into Calderdale. Testing expanded footprint using Healthwatch Calderdale’s social media as well as Healthwatch Kirklees Week 8 looked into finding and creating our own content for future social media posts. We believed that we were getting better traction through individual and localised messages. In addition, we continued to release social media messages from Kirklees and Calderdale social media channels. Focusing on content that we have created Realisation that we get a better response to content that is created in-house Creation of content is time consuming and labour intensive, limiting the amount of active social media work that can be done Week 9 continued to find the correct balance between different of stories and messages for both Calderdale and Kirklees social media accounts. Using all of the learning we had gathered and applying it to the campaign on a daily basis. As in Week 8 Week 10 was the planning for the large nursery filming project we had planned. Due to the allocation of resources social media posts were based upon winter pressures and other organisations content such as “Choose Well” related posts. We worked with Public Health England messages around “Stay Well This Winter” and flu vaccinations as many other organisations were also sharing this content. Variety of different posts with allocated time for developing innovative content Partnership working around Public Health messages – sharing similar messages at the same time Important to maximise impact of the messages going out by sharing them at the same time as other organisations Necessary to plan in time to create content Week 11 was paid video week, this was a planned advertising week showcasing all of the videos we had created and shared throughout October and November. This was to investigate the difference between organic and paid posts on all social media channels. Voluntary sector Organisations in West Yorkshire and Harrogate, and New content shared through paid advertising and organic reach Significantly higher numbers of people seeing our content and engaging with it
When dealing with resistance DO NOT. Fight the resistance - it's a normal part of the change process. Take it personally - instead use ‘I Statements' to respond. Go into more data collection and get hooked into the details. Avoid, or collude with, an individual. Work more with your 'allies'. Lose your confidence. Expect to have all the answers. Avoid giving 'bad news'. Use aggressive language eg 'you Delay or wait one more day. Expect approval, encouragement, support and/or affection. Six approaches to addressing common forms of resistance. In their article 'Choosing strategies for change' (2008), Kotter and Schlesinger outline six approaches to addressing the common forms of resistance to change. These approaches, along with their advantages and disadvantages, are explained in the table below. Approach. Commonly used in situations Advantages. Disadvantages. Education and communication. There is a lack of information or inaccurate information and analysis. Once persuaded, people will often help with the implementation of the change. Can be very time consuming if lots of people are involved. Participation and involvement. The initiators do not have all the information they need to design the change and others have considerable to resist the change. People who participate in the change will be committed to implementing it, and any relevant information they have will be integrated into the change plan. Can be very time consuming if participants design an inappropriate change. Facilitation and support. People are resisting because of adjustment problems. No other approach works as well with adjustment problems. Can be time consuming, expensive and still fail. Negotiation and agreement. Someone or some group will clearly lose out in a change and that person or group has considerable power to resist the change. This can be relatively easy way to avoid major resistance. Can be too expensive in many cases if it alerts others to negotiate for compliance. Manipulation and co-optation. Other tactics will not work or are too expensive. This can offer a relatively quick and inexpensive solution to resistance problems. Can lead to future problems if people feel manipulated. Explicit and implicit coercion. Speed is essential and the change initiators possess considerable power. This approach is speedy and can overcome any kind of resistance. Can be risky if it leaves people mad at the initiators.
Factsheet Change Management: Common Problems and Solutions Issue. Warning signs. What to do. You don’t know what’s happening with the project. You haven’t received an update recently – the team has gone silent. You don’t know what milestones have been achieved, what benefits have been delivered and what budget has been spent. Establish or re-establish regular reporting to ensure that you are kept up-to-date on major activities, milestones, benefits and risks. The team isn’t high performing. You can see signs of team dysfunction (Lencioni 2002): Absence of trust – people not genuinely open about mistakes and weaknesses Fear of conflict – inability to engage in impassioned debate Lack of commitment – team members don’t commit or buy in to decisions Avoidance of accountability – unwilling to discuss performance behaviours Inattention to results – not focused on achieving the team’s results. Work with team members to understand the cause of the dysfunction and build a high performing team. Depending on the situation and your relationship with team members, some useful interventions may include: one-on-one discussion with team members to understand what is on bringing the team together to build shared goals and actions changing the team composition holding teams accountable to your organisations values; the Tasmanian State Service South Principles & Code of Conduct. The project has lost momentum. Progress has slowed and you and/or team members and stakeholders are distracted with things. It’s ‘fizzling’. Set/reinforce interim milestones and celebrate their achievement. Review the stakeholder engagement plan. Revisit the case for change. Consider engaging people at levels. You’re blowing your budget. You are not on track to deliver on budget. Review the original calculations and work with the team to determine what has changed. If the budget needs to be revised, make sure that the investment is still worthwhile before proceeding – does the outcome justify the extra expense? Are there ways you can deliver more cost effectively? You’re about to implement but the project isn’t ready. You suspect that the project hasn’t been thought through or delivered thoroughly enough. You have conducted a change readiness assessment and there are lots of gaps. Create clear go / no go criteria with the team, measure progress and understand the risks involved.
Template Change Plan Change: <Insert change title> Date: <Insert date> The Change Plan is developed to seek approval to proceed with a change and to assist in gaining a clear understanding as to what a change is, why a change is needed and who will be delivering and supporting a change. 1. Why the change? <Detailed background – how the change came about, the drivers for the change, what the business need is, the reasons for the change, if the change is related to a project, and how the change is related to the business > 2. What is the change? <Detailed description including what will change, benefits of change, timing of change, cost associated with change, risks and constraints, current status of this change etc> 3. Who is involved in the change? <Identify key and people that will deliver and support the change and briefly describe their responsibilities). May also include internal resources – HR, Corporate Services, any specialists, the project manager, change manager etc. Please add rows if insufficient.> Role. Name(s). Responsibilities. <Who will be affected by the change? Please add rows if insufficient.> Name of individual or group. How will they be affected?
management process should be clearly communicated to all stakeholders and if a change is requested it should be submitted on the change request form. The project team will use the data from the change request form to populate the change log. As the change request follows the change request process and is reviewed and approved/denied/deferred, the status will be updated in the change log. The following shows a common format used for a project change log: Standard Change Log Template: Change Log Project: Date: Change No. Change Type Description of Change Requestor Date Submitted Date Approved Status Comments Each change request is assigned a reference number. This may be a design, scope, schedule or other type of change. The change request should be described in detail. Who initiated the change request? When was the request submitted? When was the request approved? Is the change request open, closed or pending? Has it been approved, denied or deferred? This section may describe why the change request was rejected, deferred or provide any other useful information. Example with Sample Data: Change Log Project: Network Upgrade Project Date: 04/01/20xx Change No. Change Type Description of Change Requestor Date Submitted Date Approved Status Comments CR001 Design/ Scope This change request calls for replacing existing ABC network routers with NextGen 3000 routers. J. Doe 03/25/xx N/A Denied This request was denied by the change control board because there is not adequate funding available for the purchase of new routers and because the request is outside of the project's scope.
CR002 Schedule This change request calls for delaying the existing schedule by one week to ensure all applications are backed up which was not considered in the original project plan. A. White 03/26/xx 4/10/xx Approved This request was approved to ensure the security and continuity of all applications. One week will be added to the project schedule and the project manager will communicate the impact of this change to all stakeholders. CR003 Design/ Scope This change request calls for modifying existing network firewalls to add intrusion detection systems to enhance network security. B. Brown 03/27/xx N/A Deferred This request was deferred and is pending a determination of the impact to the project's costs, schedule and scope. This free Change Log Template is brought to you by
3. Communication Plan <Complete the table. Add more rows if needed.> Target audience (internal/external) Message Action Who will deliver communication? Timeframe for delivery of communication <Name of individual, role, group, branch, division> <Identify how best to connect each target audience to the topic and what their needs may be – any preference for delivery method(s) etc.> <Formal or informal and how will the communication be delivered> Eg Workshop or information session. Conduct a formal information workshop to refresh and increase current knowledge and skills in relation to the change.
Factsheet Feelings of Change Feelings associated with change at work Feelings associated with emotion Can lead to … Possible reasons for feelings Fear. (Generally relates to future expectations) Uneasiness and apprehension. Anxiety. Worry. Restlessness. Feelings of panic and dread. Reduced Reduced Confusion. Uncertainty about future. Fear of redundancy. Fear of not coping. Fear of not being successful in a new position. Anger. (Often relates to present situation) Irritability. Frustration. Short temperedness. Increased arguments at home and work. Restlessness. Rage. Depression. Headaches. Stomach upsets. Sleeplessness. Increased blood pressure. Not being involved in decisions about change. Reduced status. Other people in control of the situation. Not knowing what is going on. Lack of control over situation. Reduced career prospects. Sadness. (Can relate to the past or present situation). Vulnerability. Hurt. Sensitivity. Tearfulness. Preoccupation with loss. Desolation. Depression. Feeling ‘flat’ and unenthusiastic about life. Loss of enjoyable aspects of our job. Not working with the same team. Not being recognised for the work we have done. Joy. (Can relate to future expectations, present or past events). Contentment. Happiness. Excitement. Euphoria. Elation. Unexpressed joy can lead to depression. Being able to do something different. Not having the stress of management. Being able to review career. Positive feedback from manager. Promotion. References: Adapted from resources developed by the Department of State Growth, Tasmania, 2015.
Depression Normal response to negatively perceived major change. May be expressed as resignation, feeling victimised, and lack of emotional or physical engagement. Is unpleasant, but may be a positive step in the acceptance process as person seeks answers and way through. Things will be the same. I don’t care anymore. It’s not worth the effort. Testing Regaining sense of control. Start to acknowledge new situation by exploring new ways to make it possible to succeed within the new framework. It’s happening; let’s make the most of it. Acceptance Respond to change realistically (but doesn’t mean they will like the change). Just means they are more grounded and productive in the new context. How can... What can I do... Let’s make sure that...
CHANGE IN CAMPUS LEADERSHIP FORM (Programmatic members only) In accordance with Chapter III, Section B, Subsection 4 – Additional requirement regarding specific changes, of the Accreditation Manual, the following requires reporting to ABHES: C. Notifications The hiring or appointment of a new On-site Administrator or designated representative (e.g., Campus President, Director, Program Director). So that ABHES may update its Directory of Accredited Institutions appropriately, please provide the following information. Please email the completed form to . * Please note: this form is to be used for campus leadership changes only (e.g., Campus President or Director). Information provided below will be updated and displayed on our website’s Directory of Institutions and Programs. School Name: ABHES ID Number: Street Address: City: State: Former Administrator: Email Address: New Administrator: Title: Email Address: Effective Date: Institutions are reminded that a representative from each campus seeking a programmatic, initial or renewal, grant of accreditation is required to attend an accreditation workshop prior to submission of a Self-evaluation Report and an on-site team visit. The individual(s) designated to attend the workshop is/are directly involved in the accreditation and process, (e.g., school director, director of education, or program coordinator). In cases where the designated workshop attendee is no longer employed by the institution, a second individual with direct involvement must be appointed to fulfill those responsibilities and attend the accreditation workshop within 12 months of the position change and preferably prior to an institution undergoing an on-site team visit. Failure to evidence attendance at an ABHES accreditation workshop will result in an incomplete Self-evaluation Report and delay consideration of an institution’s application for initial or renewed accreditation by the Commission. Name of most recent workshop participant: Title: Workshop location & Date:
Change Control Process Description [Describe the CCP process, including the roles and responsibilities, inputs and outputs, and how it identifies, manages, and tracks CRs through implementation. Include a swim lane diagram.] Change Control Board [Document membership for the project’s CCB. A typical CCB includes the product manager, development manager, Project Manager, test lead or manager, subject matter experts, business analysts, senior management, and clients, if warranted. The CCB should remain relatively small and have the breadth of expertise and ability needed to respond to requests promptly and efficiently.] Project Change Request Tracking [Describe what type of tracking mechanism the project will use to track the status and implementation of CRs. Depending on the size and complexity of a project, this may include an automated tool or a more simplified tool such as a spreadsheet.] Change Request Reporting [Describe the CR reporting needs on the project, including the title, frequency, content, and usage.] Example: Title Frequency Content Usage Opened, Pending, and Approved CRs Regularly Scheduled Team Meeting (Weekly) Summary of the CRs that have been opened, still pending and approved since the last reporting. Keeps the project team and Stakeholders informed about the changes being made. CR Implementation Status As Completed Lists all CRs approved for implementation, activities to implement, estimated completion date, and current status. Used by management, the CRC, and CR Owners to track CR implementation. Metrics Report Monthly Identifies the total number of CRs opened, approved and pending. Include aging statistics that show how long it takes to approve a CR, the duration at each phase of the process, the number of CRs referred to CCB and ESC, and the number of rejected CRs. Include as part of quality reporting.
How are change requests tracked and managed? Address steps related to each submission form (paper, electronic, verbal). See “Tracking Change Requests” below. Who reviews the change requests? Who approves change requests? Who responds/acts on the change request? What happens when the request is completed/resolved (e.g., is a testing or verification process)? Who communicates to the requestor and how (written, email, voicemail, web-based tracking, other)? During the resolution/implementation stage? Upon completion of request implementation? Tracking Change Requests This section is used to define how change requests will be managed and tracked. Consider the following as you outline the tracking and management process: Will you use a web-based or online system to track and manage change requests? If yes, who will have access to the system? Will you use Excel or Word to track and manage change requests? If yes, who will have access and where will the file reside? Sample Change Request Log The following serves as an example of a change request log that could be created in Word or Excel (format is condensed for purposes of this planning document). A sample built in Excel is available in the Change Control phase on the intranet. A web-based or online tracking system may have similar or different fields of information and may include a view of current status. Change Request Log Project Name Project Manager Name Date Created Change ID Description Requestor Date Requested Impact (h-m-l) Approved (Date) Status (date) Comments Example: 1234 Add data field to home screen to indicate file “owner” Admissions, College of Law Medium – could delay project. M. Knight Completed Delayed delivery of project by 1 week. Key for Change Request Log above:
Specific Actions To Be Taken Related to Strategy #2 – Identify The Essentials Approvals/ Resources Needed Person(s) Responsible For Implementation Implementation Timing/Dates Specific Actions To Be Taken Related to Strategy #3 – Reduce The Distractions Approvals/ Resources Needed Person(s) Responsible For Implementation Implementation Timing/Dates Specific Actions To Be Taken Related to Strategy #4 – Elevate Your Standards Approvals/ Resources Needed Person(s) Responsible For Implementation Implementation Timing/Dates
Elearning All 06:00 – 08:00am Saturday 07:00 – 08:00 Saturday middleware Medium or Low weekdays weekdays middleware High weekends or holidays weekends or holidays applications Medium or Low weekdays weekdays applications High weekends or holidays weekends or holidays Network Medium or Low weekdays weekdays Network High weekends or holidays weekends or holidays Security (firewalls) Medium or Low weekdays weekdays Security (firewalls) High weekends or holidays weekends or holidays Voice All Change Approval Matrix Approvers Table (low and medium risk changes only) IMPACT Service Type None No Impact Low Single Users Medium Department High Campus Admin applications Group Group CAB Cable Group Group CAB eLearning Manager CAB CAB CAB Operating Systems CAB CAB CAB CAB middleware CAB CAB CAB CAB applications CAB CAB CAB CAB Network Manager Manager Manager CAB Security (firewalls) CAB CAB CAB CAB Voice Manager Manager Manager CAB Infrastructure CAB