AUTOMATED APPOINTMENT REMINDERS AND NO-SHOW RATES AT APPLETREE BAY PRIMARY CARE: A QUALITY ASSURANCE PROJECT

This quality assurance project is aimed to determine how effective a specific primary care office’s current method of reminding patients of scheduled appointments is in reducing the percentage of no-shows. The retrospective data gathered from a calendar month will be evaluated to determine what percentage of patients check-in when reminded with a telephone call. The estimated national no-show is between 23% and 34%. This project reveled a no-show rate of 3.7% at Appletree Bay Primary Care, This rate is important to the health and wellness of their patients. With additional research, the variables affecting this practice’s no-show rates may be exposed, which would provide an opportunity to share the effective methods with other primary care practices

Joint UK Land Environment Simulator (JULES) Version 2.2 User Manual

The Joint UK Land Environment Simulator (JULES) is a computer model that simulates many soil and vegetation processes. This document describes how to run version 2.2 of JULES. It primarily describes the format of the input and output files, and does not include detailed descriptions of the science and representation of the processes in the model. The first version of JULES was based on the Met Office Surface Exchange System (MOSES), the land surface model used in the Unified Model (UM) of the UK Met Office. After that initial split, the MOSES and JULES code bases evolved separately, but with JULES2.1 these differences were reconciled, so that all versions since v2.1 have had identical code in both the standalone version (as described here) and in the UM

Muraling the invisible strings: Collective memory work from an educator inquiry group

In this qualitative study of a year-long educator inquiry workshop, nine early childhood educators engaged in the process of collective memory work to critically reflect on how their past experiences as young learners relates to their current teaching practices. Through an iterative analysis of the participants’ discussions and writings, this paper highlights how a group of educators shifted their way of thinking about teaching from a series of damage-based memories of restrictive learning environments towards a focus on desire-based stories of transformational and expansive learning experiences. For this group of teachers, this shift became an essential component to identifying how they could begin to work to create liberatory learning experiences and spaces for all students

REVENUE AND TAXATION Cigar, Cigarette, and Loose Tobacco Taxes: Increase Excise Tax Rate on Little Cigars, Cigars, and Cigarettes and Impose Excise Tax on Loose Tobacco

The Act increases the excise tax on little cigars, cigars, cigarettes and imposes a tax on loose tobacco. The tax on little cigars increases from two mills each to two and one-half mills each. The Act increases the tax on other cigars to 23% of the wholesale cost price, an increase of 10% over the former rate. The Act increases the tax on cigarettes from 12 cents per pack to 37 cents per pack. The Act creates a tax on loose or smokeless tobacco at a rate of 10% of the wholesale cost price. The Act subjects loose tobacco to the same requirements formerly imposed only on cigarettes and cigars, including licensing requirements, reporting procedures, and criminal repercussions for noncompliance. The Act does not require a person to pay tax on loose tobacco if the person brings the tobacco into the state on his person and the amount does not exceed six containers. The Act also affects areas that fall outside of the scope of this Legislative Review, as this Review only focuses on the Act\u27s tobacco tax requirements

Urban Square - A Link Between Two Cities

Twin City Recreation Center for Minneapolis and Saint Paul, Minnesota I will investigate the linking of two cities through the introduction of an urban square and its continuity with an urban street, with an urban bridge between the cities, and with an urban park system,. The program for the square will be a recreation center for residents from both cities, thus creating a common urban place to reinforce the interdependent and cooperation of the two communities

Left-Handedness: Laterality Characteristics and Their Educational Implications

The first part of the present study was devoted to a critical analysis of the main investigations which have been performed on the more important aspects of laterality characteristics; while the second part contained an original research into the laterality characteristics of a group of 330 school children of about eleven years of age. The children (162 boys and 168 girls) were subjected to a battery of eighteen tests of the various aspects of lateral asymmetry and to a writing test. In addition, the marks obtained by the subjects on the Group Intelligence Test and the Achievement Tests, which are administered to all children in the schools under the Glasgow Education Committee at the completion of the Primary Stage of their education, were utilised in the present study. The following are the main findings of the experimental section of the study: A. PREFERENCE TESTS Thirteen preference tests were performed by the subjects, three tests each of hand, foot and ear preferences, and four tests measuring eye preference. 1. Right preference predominated in all tests of preference, the greatest percentage of right preference being evident in the tests of handedness. 2. In the tests of hand preference, screwing and throwing were the two activities with the greatest connection; reaching, though positively correlated with the other two, showed more undecided subjects. The percentages for right, left and doubtful preference on all three tests were 71.5, 2.4 and 26.1 per cent respectively, taking all those not consistent on all twelve trials as 'doubtful'. 3. The foot preference tests of kicking and hopping were positively correlated, but there was no significant connection between the foot used in stepping off and the foot used in the other two activities. 4. The two ear preference tests, Sound in Box and the Stop Watch Test, gave connected results, while the results of the Head Turning Test were connected with the former but not the latter test. 5. There was a close connection between the results of all four tests of eyedness, the Cone, Hole in Card, Peep Show and Cylinder Tests. The percentages for right, left and doubtful preference were 48.5, 26 and 25.5 per cent, respectively, taking all those who were not consistent on all sixteen trials as 'doubtful'. 6. A significant correlation was found between each of the three tests of hand preference and the Kicking Test of footedness, and also between the Hopping Test and both the Screwing and Throwing Tests of handedness. 7. The ear preferred in the Stop Watch Test of earedness, where the subject was permitted to hold the watch, had some connection with the hand preferred in the hand preference tests, as also had the direction in which the head was turned at a sound; while the Sound in Box Test of earedness, where the direct influence of handedness was removed, was connected with the preferred eye. 8. There was no connection between the preferred hand in the tests of hand preference and the preferred eye. 9. No connection was evident between those who were non-dominant or changeable in the tests of handedness and those who were doubtful on the tests of eyedness. 10. The boys showed a greater tendency than the girls towards left preference in all tests of hand, foot and ear preference (except the Hopping Test). However, only in reaching, stepping and the Stop Watch Test were the differences great enough to be significant. B. SPEED OF CROSSING TEST The Speed of Crossing Test measured the relative ability of the writing and non-writing hand in drawing crosses at a high speed. 1. A sex difference was found in ability to perform the test, girls being on the average quicker than boys. 2. There was a tendency for the left-hand writers to be slower than right-handers of the same sex in performing the task with the writing hand. 3. The ratio of ability with the writing hand to ability with the non-writing hand was calculated, and showed that in the left-hand writers there was a tendency for the two hands to be closer in ability than were those of the right-hand writers. 4. A significantly smaller ratio of writing hand to non-writing hand was found among the right-handed boys than among the right-handed girls, in other words, the superiority of the right hand over the left hand was greater among the girls. 5. A significantly greater percentage of those with a low index of handedness on this test showed some left tendencies on the preference tests than showed no such tendencies; while a greater percentage of those with a high index of handedness showed right preference on all the tests than showed any left tendency. C. SIMULTANEOUS WRITING TEST 1. When visual cues to direction were removed, as in this test, there was a tendency for the non-writing hand to mirror in bimanual writing; there was, however, some mirroring with the hand accustomed to writing. In the total group of subjects, the mirroring with the right hand was approximately one-sixth as frequent as mirroring with the left hand. 2. There was no evidence of mirroring in one-third of the subjects, while 45 subjects mirrored with both hands. All but eight of the remaining subjects mirrored with the writing hand only. (Abstract shortened by ProQuest.)

Above the noise and the glory : tiers of propaganda in great war literature

Above the Noise and the Glory: Tiers of Propaganda in Great War Literature illuminates the literary responses of Rupert Brooke, Mary Borden, Alice-Dunbar Nelson and Willa Cather to the manner in which the threat to one\u27s cultural community, as well as personal and physical landscape, transforms a nation\u27s, and even a world\u27s, people from a state of complacency or purposelessness to one of jingoistic fervor. Prompted and inspired by personal, political and cultural forces, these writers mobilized early twentieth-century private citizens\u27 spirits of nationalistic pride and solidarity. Individual chapters place within historical and literary contexts how war propaganda, particularly British and American propaganda from 1914 to 1919, is composed of four stages, each stage choreographed to produce a certain response within the individual. Brooke, Borden, Dunbar-Nelson and Cather, through their writing and active involvement both on the war and home fronts, enter the domain of war in all four stages of the propaganda cycles constructed herein by superimposing a domestic landscape onto a military landscape. In individually defining as well as responding to modes of propaganda, which originated in World War I, but still persist today, these writers are vital to our understanding of how literature not only reflects our history, but shapes it as well

Fashion Writing Challenges the College Journalist

Fashion knowledge plus good word usage means interesting work ahead, explains Margaret Anne Clar