Digging Deeper Research Paper Example | Topics and Well Written Essays - 500 words - 1

Digging Deeper - Research Paper Example During his teenage, Mendelssohn was already a high-ranking musical composer although most of his works never reached the public domain. He received various invites to attend different concerts in Berlin and Zurich from where he got a chance to practice his work. At the age of fifteen, Mendelssohn was a full-grown musician and he had already written his first symphony. His musical genius was later exhibited when he wrote his first string octet using E-flat. Like other romantic era musicians, his music sought to tell the deep feelings and secrets of humanity. However, Mendelssohn maintained the conservative tone of classical music throughout his work. The conservative nature of his work is what separated his from the adventurous artists of romantic era such as Hector Berlioz, Franz Liszt and Richard Wanger. His work included symphonies, piano music, chamber music and oratorios. His most celebrated symphony is A Midsummer Night’s Dream. Felix composed the symphony following Shakespeare’s request. The song featured in the Shakespeare’s play A Midsummer Night’s Dream. The Hebrides is his second most celebrated work of art. Felix first performed this song to Queen Victoria and Prince Albert in 1829 at their palace. Felix Mendelssohn lived and talked music up to his death in 1847. Your post on Nikolai Rimsky-Korsakov is significant to the discussion and timely. The post is also unique since it deals with Russian romantic era music. This is significant to the discussion since most post have focused on European music. The post has also analyzed the song by considering its rhythm and some other important features of style. Although your post has contributed significantly to the discussion, there are few areas that you need to consider. Firstly, the post has overemphasized on your emotional attachment the song. The post has also left out essential information

Modeling CALL programs in EFL Flipped Classrooms

Modeling CALL programs in EFL Flipped Classrooms Modeling CALL programs in EFL Flipped Classrooms  to Enhance Achievement and Language Learning Attitude Abstract Computer software has been widely used for teaching English language in flipped classrooms. The present study supplied a practical example of integrating Computer-Assisted language Learning (CALL) programs in English courses to flip the teaching process. The kind of CALL integration addressed in this study has allowed much more flexibility in delivering instruction to diverse groups of English learners or at best, to implement individualized instruction. Examples of modeling CALL programs in teaching listening, pronunciation, reading, writing, and vocabulary were implemented in this study. Sixty students (30 control group and 30 experimental group) studying at King Marriott Higher Institute for computer participated in this study. The control group studied through the regular non-flipped classroom while the experimental group studied through implementing CALL programs to flip the classroom. Following the Quasi experimental pre-post design the study was conducted during the first seme ster of the academic year 2016-2017. The results of the study showed that CALL programs in flipped classrooms have improved the students language learning attitude and averaged examination scores to a statistically significant extent. Key words: CALL, flipped classroom, attitude, individualized instruction 1. Background Introduction to CALL What is CALL? The acronym CALL represents a term that stands for Computer-Assisted Language Learning. It refers to manipulating computers in language teaching and learning. Traditionally, it is used as a means of teaching and assessing particular language items. Following the traditional CALL process, the learners are first introduced a rule and different examples, then, they practice varied exercises to test their knowledge of the rule and finally, the computer gives appropriate feedback and awards marks in records to be later checked by the teacher. Levy and Hubbard (2005) define CALL as the field that is concerned with how the computer mediates between the language learner and language learning objectives (figure 1). Figure 1. Levy and Hubbards 2005 conceptualization of CALL Levy (1997, p. 1) defines Computer-assisted Language Learning (CALL) as the search for and the study of computer applications in language teaching and learning. Beatty (2003, p. 7) gives a broad definition of what may go on in computer-assisted language learning (CALL), Beatty gives a definition of CALL that accommodates its changing nature that is any process in which a learner uses a computer and, as a result, improves his or her language. Furthermore, CALL includes issues of material, design, technologies, pedagogical theories and of instruction modes. CALL materials include those which are mainly made for language learning and those which adapt the existing computer-based materials, e.g. video and other materials (Beatty, 2003, pp. 7-8). The History of CALL For more than three decades, computers have been used in language teaching. Three main stages represent the history of CALL: Behaviouristic CALL, Communicative CALL and Integrative CALL (Warschauer Healey, 1998). Each stage corresponds to a certain pedagogical approach. Behaviouristic CALL Influenced by audio-lingual teaching method, Behaviouristic CALL was emerged in the late 1960s and used widely in the 1970s. This stage was characterized by using repetitive language drills, known as drill-and practice. The computer represented a mechanical tutor that never allowed students to work individually, which in turn inhibited motivation. It also implied using extensive drills, grammatical explanations and translation (Warschauer Healey, 1998). Communicative CALL The Communicative CALL initiated in the 1980s after rejecting the behavioristic approach to language teaching theoretically and pedagogically. At this time, personal computers were paving the way for students to work individually at schools. Corresponded to cognitive theories, Communicative CALL considered learning as a process of discovery, expression and development. Advocates of Communicative CALL debated that computer based activities should focus more on using communication forms. Furthermore, software including simulations and text reconstruction program was widely used and developed in this period. Therefore, Communicative CALL focused on what the students did with each other while working at the computer rather than what they did with the computer. Interactive CALL Interactive CALL replaced communicative CALL which began to be criticized by the 1990s. Thus, teachers used more social and learner-centered methods in a response to new second language acquisition theories and socio-cognitive trends. Language learning in authentic social contexts was emphasized at this time. Content-based project-based and task-based approaches were applied to integrate learners in authentic environments, and to integrate and use various skills of language learning. In such integrative approaches, learners try to use a variety of technological tools and progress a continuing process of language learning instead visiting the computer lab once a week for conducting separated exercises. Types of CALL Programs Davies, Hewer, Rendall, and Walker, (2004) divide CALL programs into: Specific CALL software: They are specific language learning programs designed to develop, facilitate the language learning process, like language learning CDs, language learning websites and quizzes. Generic software: They are general computer software designed for general purposes, like word-processors, presentation software, and spreadsheet, that can be used in language learning. Web-based language programs: They are online language learning programs like concordancers, online dictionaries, online encyclopedias, news/magazine sites, etc. Computer-mediated communication (CMC): programs for online oral and written communication like email programs, online asynchronous and synchronous chat, discussion forum, etc. Warschauer (1996) divides CALL programs and applications into two main categories; computer as tutor programs and computer as tool programs. Computer as a tutor refers to CALL programs designed for teaching grammar, listening, pronunciation, reading, text reconstruction, vocabulary and writing. Computer as a tool refers to the most common use of a computer as a tool, and probably the usual use of computer programs for language learning, as word processing programs, grammar checkers, concordancers and collaborative writing. Advantages of computer in language teaching and learning Teaching and learning technologies become one of the most effective areas in the educational system, especially in language learning (Reinders and Thomas, 2012). Today the number of teachers and students using computers and the Internet to teach/learn a second language has increased due to the technology advances (Han, 2008). In order to analyze the advantage of using computer in language learning, Li-Yun Lu and Tang (1996) divide the advantages into three types: the inherent nature of the computer; The benefit of the teacher; the benefit of the learner. The inherent nature of the computer The computer can handle a much wider range of activities, and much more powerfully, than other technological aids. It offers a two-way learning session with the student. The computer can assess the students response. It can also display messages, take the student through subsequent attempts at a question, and even take the student to a different section of package, depending on the nature of the response. The benefit of the teacher The computer presents several aspects of particular promise. Prominent among these is its versatility in handling different kinds of material. For example, the simplest is the one-way presentation of information, in the form of text, graphics, audio and video. Also, the computer can handle question-and-answer routines, simulated dialogues, hypothesis testing, and many other types of exercises. The benefit of the learner The computer also offers many advantages for the learner. Access is one of the benefits. The computer offers the student the choice of when to study particular topics and how long to spend on them. The flexibility makes many educational courses accessible to students who would otherwise have no chance to take them. It is not a dream to make the distance teaching. Many computers can be linked by telephone on special landlines. Alternatively, teachers can send tapes or discs of their materials through the post. Whatever the factors of time and distance, the computer retains its potential for personalized instruction. There is no low attention period as the student waits for his or her turn to come round in class. On the contrary, each student has the computers full attention and can work at the speed best suited to the individual. Flipped Classrooms What is a flipped classroom? The flipped classroom is a recent model of pedagogy in which the regular lecture and assignment elements of a course are reversed. In other words, activities that have traditionally taken place inside the classroom now take place outside the classroom and vice versa. For instance, instead of having lectures during sessions at university, students gather the information largely outside of sessions, by reading, watching videos and listening to podcasts or other audio format (Centre for Academic Development and Quality, 2016). Tucker (2012) adds there is more than one model for flipping the classroom, the core idea is to flip the regular instructional approach: with the help of teacher-created videos and interactive lessons, instruction that used to take place in class is now accessed at home, in advance of class. The classroom becomes a place to deal with problems, advance concepts, and to engage in collaborative and active learning. In contrast to the lecture format, in flipped classrooms the role of the lecturer changes from being a presenter of content to a learning coach. Bergmann, Overmyer and Willie (2011) state that the lecturer is no longer the sage on the stage but the guide on the side. Students become active learners instead of relying on the lecturer as the disseminator of knowledge. Advantages of the flipped classrooms Flipped classrooms have may learning advantages related to sustainable learning, engagement and interaction. Bergmann, Overmeyer and Willie (2011) include several advantages for the Flipped classroom: 1- lifelong learning: learners depend on CALL programs to learn the content before coming to classrooms. Such method of acquiring knowledge, is a lifelong learning skill. 2- Material engagement: in classroom learners complete different active learning exercises that reflect the applications, implications and controversies associated with the material. This engagement highlights the importance of the material in the learners everyday lives and helps them relate to the topics. 3- interaction between learners and faculty: class periods are specified to interactions among the learners. This strategy shifts the focus of learners from the front of the classroom. The flipped classroom moves the faculty teacher from the stage to one-on-one interacting with the students. 2. Method 2.1. Participants and location The study was conducted at the King, Marriott Higher Institute for Computer Science, Alexandria, Egypt during the first semester of the academic year 2016-2017. 60 students (30 control group and 30 experimental group) participated in the study. 2.3. Treatment Two units from CommercialTechnical English Terminology Textbookà ¯Ã‚ Ã¢â‚¬ ºÃƒ ¯Ã¢â€š ¬Ã‚ ªÃƒ ¯Ã‚ Ã‚  were used in this study (Unit 1: Introduction into Business English and Unit 2: Recruitment). The control group studied the two units through the regular non-flipped classroom. The experimental group studied the units through implementing CALL programs to flip the classroom. The researchers introduced the proposed CALL programs and how to use them during the introductory session. 2.4. Instruments 2.4.1. Achievement Test The researchers conducted an achievement test to assess the participants performance. The test is composed of three parts; the first evaluates communication skills, the second assesses vocabulary acquisition and the third is reading comprehension. (appendix I). 2.4.2. Attitude Survey To assess the participants attitudes toward the flipping classrooms in English language learning, the researchers conducted an attitude survey (appendix II). The researchers followed Lickerts 5 range scale in conducting the survey. 3. Results 3.1. Achievement Hypothesis One There is a statistically significant difference between the mean scores of the experimental group students and that of the control group in the post application the achievement test in favor of the experimental group students. To verify the validity of the previous hypothesis independent samples t-test was used. Table (1) shows the significance of difference between the mean scores of the control and the experimental group students in post-testing. Table 1 Significance of difference between the mean scores of the experimental and the control group students in post- testing Group Mean Std. Deviation Levenes Test df t Sig. Control 13.4 1.79 F Sig. 58 5.35 .001 Experimental 15.7 1.57 .31 .57 The data presented in table (1) reveals that Levenes Test F (Equality of Variances) equals 0.31 which is significant at 0.57, t value is (5.35) and significant at 0.001, and df equals 58 which means that there is a statistically significant difference between the mean scores of the control and experimental group in post-testing. 3.2. Attitudes Hypothesis two: Participants have positive attitudes toward flipped classrooms in English language learning. Results of attitude survey are presented in the following table. Table 2 Students attitudes toward flipping the classrooms in English language learning Statement Strongly agree Agree Indecisive Disagree Strongly disagree 1. The flipped strategy helped me to study individually according to my pace. No.12 (41.4%) No.13 (44.8%) No.3 (10.3%) No.1 (3.4%) No.0 (0%) 2. The flipped strategy attracted me to study more outside the classroom. No.11 (36.7%) No.14 (46.7%) No.3 (10%) No.2 (6.7%) No.0 (0%) 3. The flipped strategy helped me to get more knowledge and information. No.9 (30%) No.15 (50%) No.5 (16.7%) No.1 (3.3%) No.0 (0%) 4. In-class activities enhanced what I studied outside the classroom. No.9 (30%) No.16 (53.3%) No.5 (16.7%) No.0 (0%) No.0 (0%) 5. In-class activities make the teacher available to answer questions. No.18 (60%) No.11 (36.7%) No.0 (0%) No.1 (3.3%) No.0 (0%) 6.Working with colleagues collaboratively in class makes me more active. No.9 (30%) No.16 (53.3%) No.4 (13.3%) No.1 (3.3%) No.0 (0%) Close inspection of the data presented in the previous table reveals that the participants have positive attitudes toward flipping the classrooms in English language learning. 4. Discussion The researchers implemented different CALL programs in this study like Natural Reader, Corpus concordancing, online listening Lab and PowerPoint presentations. The selected training units were explained and presented through PowerPoint program and were given to the experimental group students to be studied outside the classroom. Also, the experimental group students were trained during the introductory session on a cocordancing program for enhancing vocabulary acquisition and the natural reader program for developing reading skills. Experimental group students were trained to study the proposed units outside the classroom and to practice different activities in the classroom to enhance what they have studied. On the other hand the control group students studied with the regular method, i.e. explanation in the classroom and activities outside the classroom. After finishing the treatment (2 units) both the experimental and the control group students sat for an achievement test and the experimental group students completed an attitude survey related to the flipped classrooms. The mean scores of the control and the experimental group were 13.4 and 15.7. The results of the achievement test highlights the effectiveness of flipping the classrooms. Furthermore, the results of the survey proved that experimental group students agreed upon flipping the classrooms. References Beatty, K. (2003). Teaching and researching computer-assisted language learning. New York: Longman. Bergmann, J., Overmyer, J., and Willie, B. (2011). The flipped class: What it is and What it is not. The Daily Riff. Retrieved from http://www.thedailyriff.com/ articles/the-flipped-class-conversation-689.php. Centre for Academic Development and Quality (2016). CADQ Guide: The flipped classroom. Nottingham Trent University. Retrieved from www.ntu.ac.uk/cadq Davies, G., Hewer, S., Rendall, H., Walker, R. (2004). ICT4LT Module 1.4: Introduction to computer assisted language learning (CALL). http://www. ict4lt.org/en/en_mod1-4.html. Han, W. (2008). Benefits and barriers of computer assisted language learning and teaching. US-China Foreign Language, 6(9), 40-43. Levy, M. (1997) CALL: Context and conceptualization. Oxford: Oxford University Press. Levy, M. and Hubbard, P. (2005). Why call CALL CALL? Computer Assisted Language Learning. Vol. 18, No. 3. Li-Yun Lu and Tang, F (1996). Computer-Assisted Language Learning. NYU School of Education Department of Teaching and Learning-Multilingual Multicultural Studies TESOL. Reinders, H., Thomas, M. (2012). Contemporary computer assisted language learning. Retrieved from http://www.eblib.com. Tucker, B. (2012). The Flipped Classroom. Education Next. Retrieved from www. educationnext.org. Warschauer M. (1996) Computer Assisted Language Learning: an Introduction.In Fotos S. (ed.) Multimedia language teaching, Tokyo: Logos International: 3-20. Warschauer, M., Healey, D. 1998. Computers and language learning: an overview. Language teaching forum. 31, Pp.57-71. Appendices Appendix I Achievement Test I- Complete the following conversation. (7 pts) Operator: Hello, Frank and Brothers company, ? John: This is John Robert. Can I have extension 3421? Operator: Certainly, . . David: Jack Richardsons office, David speaking. John: John Robert calling, is. ? David: Imsorry hes out at the moment. Can ? John: Yes, Could you ask him to . at 9147 6320. Its urgent. David: Could you the number please? John: Yes, thats 9147 6320, and this is John Robert. David: Thank you Mr Robert, Ill make message. John: Thanks, bye. David: Good bye. II- Insert the following words in the gaps in the text below. (9 pts) Many People looking for work read the . advertised in newspapers by companies and. . To reply to an adevertisment it is to for a job. You fill the companys., and send it along with your CV and You often have to give the names of two.. . If your qualifications match the , you might be. , i.e. selected to attend an.. . III- Read the following extract, then answer the questions. (4 pts) Business is an organized approach to providing customers with different products and services they need. Also word business refers to an organization that provides these products and services. Businesses in general seek to make a profit i.e., they aim to achieve revenues that exceed the costs of operating the business. Prominent examples of for-profit businesses include Mitsubishi Group, General Motors Corporation, and Royal Dutch/Shell Group. However, some businesses only seek to earn enough to cover their operating costs. Commonly called nonprofits, these organizations are primarily nongovernmental service providers. Examples of nonprofit businesses include such organizations as social service agencies, foundations, advocacy groups, and many hospitals. Answer the following questions. 1- Define business and its main aim. 2- Show the difference between profit and nonprofit business. 3- Mention two examples of nonprofit organizations. 4- Propose a suitable title to the extract. Appendix II Attitude Survey Choose the response that best reflects your attitude 1. The flipped strategy helped me to study individually according to my pace. Strongly agree Agree Indecisive Disagree Strongly disagree 2. The flipped strategy attracted me to study more outside the classroom. Strongly agree Agree Indecisive Disagree Strongly disagree 3. The flipped strategy helped me to get more knowledge and information. Strongly agree Agree Indecisive Disagree Strongly disagree 4. In-class activities enhanced what I studied outside the classroom. Strongly agree Agree Indecisive Disagree Strongly disagree 5. In-class activities make the teacher available to answer questions. Strongly agree Agree Indecisive Disagree Strongly disagree 6. Working with colleagues collaboratively in class makes me more active. Strongly agree Agree Indecisive Disagree Strongly disagree à ¯Ã‚ Ã¢â‚¬ ºÃƒ ¯Ã¢â€š ¬Ã‚ ªÃƒ ¯Ã‚ Ã‚  This book is compiled and supplemented by one of the researchers (Dr. ayman Elesery).

Free Essays: Symbols in Homers Odyssey :: Homer Odyssey Essays

The Symbolism of Homer's Odyssey Throughout Homer's The Odyssey, many tangible symbols are used to represent abstract ideas. Each symbol that Homer uses has two meanings. The double meanings of these symbols are used to represent Odysseus and Telemachus as they strive to meet each other. While each symbol has a meaning that represents the growth of Telemachus, each one also represents, by another meaning, the growth and development of Odysseus. When they meet for the first time, the symbols, and the character traits that they represent confluence, and the resemblance between Odysseus and Telemachus becomes complete. One of the main ideas running throughout the Odyssey is the importance of water. It has the power of giving life and quick, safe travel, but it also has the potential to drown you. Water can be considered a paradox in and of itself. While it is good and usually life giving, it also demonstrates how too much of a good thing can bring harm. It brings much harm to Odysseus as he is traveling to Phaeacia, "At Zeus' command the whole sky is heavy with clouds, the sea is seething, squalls from every corner hurtle together. There is nothing now for me but certain death." Everything needs water to live, however Odysseus speaks of water as an agent of death. Water that brings death by excess represents Odysseus, for he is the one that has to suffer all these years, and he is the one that nearly drowns. Odysseus also learns how too much of a good thing, such as wealth or gold, can seriously harm a man. He especially experiences this when he sacks Troy, and gets carried away, anger ing the gods. Henceforth, it is fitting that the excessive side of water represent Odysseus. Life that is brought by water, the water that satisfies souls is the type that represents Telemachus. He is not excessive, and has been in fact humbled by the suitors in their years there. Further, Telemachus has never seen any trouble with the water or the sea, "...sent a following wind through the clear sky to speed them from astern, so that their ship might most speedily complete their journey across the salt sea." The water never hurts Telemachus and always helps him. Telemachus does not get the chance, as his father did, to Perish from his own excesses. Telemachus also has a pure mind and body which is what water embodies.

Engaging Strategy Essay

Introduction This paper will focus on constructing a strategy to engage and build rapport with a particular client on the provided vignette. The task is to navigate through obstacles that may arise that are unique to his characteristics including lack of information and limited research. To overcome these barriers of building rapport, the clinician must identify the client’s strengths and struggles as well as research scholarly literature on the client’s characteristics that are significantly different than the clinician’s to engage with and benefit the client’s session. Major Obstacles The major obstacles engaging with this particular client is the apparent lack of research on approaching a gay client with cultural competency, especially individuals who are intersected with other minority groups, in this case being Jewish as well as an older adult. According to Eubank-Carter, Curckell, and Goldfried (2005), as of 2003, only 54% of LGB-related articles have been based on empirical research and even less research addressing LGB people of color at a mere 12%. The lack of research on the client’s identity as a gay male poses as an obstacle as the clinician is a straight female, forming a barrier into building rapport on the basis of showing empathy and being relatable. According to Hepworth, Rooney, Rooney, Strom-Gottfried, and Larsen (2013), building rapport with a client enables clients to gain trust in the helpful intent and goodwill of the social worker†¦Ã¢â‚¬  and further emphasizes, â€Å"cultural factors and language  differences compound potenti al barriers to rapport even further (pg. 47). The multiple cultural differences between the clinician and client acts as a barrier to building rapport as well as connecting the client with connection to resources to fulfill his request. Adding to the lack of research on the client’s sexual orientation, he also identifies as a Jewish American, which may be a sensitive topic in building rapport, because it is unknown if he identifies ethnically, religiously, both or none. According to Faulkner &Hecht (2010), for Jewish-American LGBTQ individuals, a significant issue that has been identified relates to the disclosure of their intersectional identity being a â€Å"twin threats of negative attitudes toward LGBTQ individuals and anti-Semitism† in which negative stigma towards LGBTQ identity was reinforced in Judaism, leaving those identifying as gay to conceal their sexual orientation and emphasizing their Jewish identity to avoid threats (Introduction section, pg. 830). This poses the delicate question of where the clie nt has a support system, as upon first impression, it will appear blurred. Finally regarding the supervisor’s concern of the client being in an Intimate Partner Violence (IPV) relationship with his partner, the lack of research on same-sex couples, specifically males, issues that may become an obstacle include the clinician subconsciously viewing the issue through a heterocentric lens. Not only is research lacking on LGBTQ in general, especially with IPV, there is lack of training on how to approach cliental for clinicians who were brought up in a heterocentric majority society. This is not surprising as out of a study of 108 clinical and counseling graduate students, the majority stated they felt unprepared to work with LGBTQ clients (Eubank-Carter et al 2005, pg. 2) (check citation). Although resources are available for LGBTQ clients to be self sufficient, because of these issues mentioned above, they are limited. Countertransference With this client, I struggled with countertransference in terms of past experience and projective identification. This is not my first encounter with an older, gay client applying for low-income housing and the past client sadly faced discrimination by those running and living in the facilities. I am also aware although 22 states have passed laws prohibiting  discrimination against sexual orientation in private or public housing, those who hold authority in these areas can refuse services to LGBTQ clients without legal reasoning (Hillman 2014, pg. 272). The past client faced this situation and this knowledge could affect my ability to not give an attitude that Joseph will automatically face the same result, thus affecting my ability to develop a proper relationship as clinician and client. Although this is a secondary concern to suspicion of IPV that takes priority, it is still relevant as it maybe revisited later, thus creating another obstacle to building rapport. Scholarly Liter ature Eubanks-Carter, Burckell & Goldfried’s article (2005) worked as a general guidebook for the clinician. It emphasized, â€Å"Our LGB clients are not only gay, lesbian and bisexual men and women; they are members of families, professions, and communities. Our goal is to affirm not only their sexual orientation, but their entire identity† (Eubanks-Carter et al, 2005, pg. 9). This was a reminder to learn to be culturally competent towards the client for more than just his sexual orientation, but as a whole with his other intersectional identities. Hillmans’ article (2014) covered the perspective of working with the client through the lens that he is gay and an older adult in his 70s. One important concept is point out that he grew up in an era where homosexuality in American was highly discriminated. According to Hillman (2014), the 1950s were a time when President Eisenhower issued 1953’s Executive Order #10450 ordering â€Å"homosexuals to be fired from government jobs† and McCarthy in 1954 included homosexuals in the group of â€Å"subversive elements†, (Historical and Cohort Effects, pg. 270). The client may still have negative feelings regarding homophobia from the past, thus it is imperative for the clinician to remain vigilant of her attitude and countertransference. Seelau & Seelau’s article (2005) gave insight as to why the client, if involved in an IPV relationship, maybe reluctant to report. According to research, â€Å"police are reportedly less likely to intervene in domestic violence cases that involve gay or lesbian couples, perhaps due to sexual prejudice (i.e., homophobia) or gender role-stereotypes that women cannot be  abusers and men cannot be abused (Seelau et al, 2005, pg. 364). It is important for the clinician to keep note of this fact as the client may have distrust for law enforcement, thus keeping the abuse a secret.

Financial Statement Review Essay

Introduction Patton-Fuller Community hospital is committed to offering our patients innovative medical services. This is not possible if the financial staff does not take steps to ensure the relationship between sources and expenses reflect positive results. Understanding the differences between the audited and unaudited financial statements will allow the facility to balance its finances. We will evaluate the effects of revenue sources for planning and control. Examining the differences between 2008 and 2009 financial statements will help pinpoint if there were positive or negative changes and why. This will allow us to identify how we can work more efficiently fund necessary advancements of our medical services (Patton-Fuller Community Hospital, 2006) Financial Statements Review The first difference between the audited and unaudited statements is with Patient Accounts Receivable. For 2009 the total in the unaudited form is $59,787, and the audited is $58,787 which is a difference of $1,000. The second difference is in the Statement of Revenue and Expense report. Under the Provision for Doubtful accounts for 2009, the unaudited statement has a value of $13,797, where the audited statement has a value of $14,797 – a difference of $1,000. Under the same statement, operating income for 2009 was reported as $689, but after audit it was found to be -$311, a difference of $378. These changes made a difference in the net income from the unaudited statement of $627 to -$373 in the audited statement. Effect of Revenue Sources With any company the revenue will come from many sources, which will include the interest on loans, income from renting or leasing, and the sale of goods. Patton Fuller Community hospital revenue comes from eighty percent inpatient activity, what is included in this is the surgical nursing, medical, surgery charges, and the intensive care unit charges. Then, the other twenty percent, of the revenue, from the hospital will come from the emergency department, and from any other outpatient services. Accountants will be the first ones to record the hospital information, on ledgers than they are transferred to the official financial statements. This will used to retain earning statements, income statements, statements of the cash flows,  and the balance sheet are the four basic types of the financial statements that are hit by the revenue sources. Revenues and Expenses Grouping Financial ratios show that they are not improving from the information given. Out of the eight ratios only two show improvement from 2008 to 2009. Current, quick, day’s cash, A/R days debt service coverage and liabilities to net worth are all showing that they have gotten worse since 2008. Looking at Patton Fuller liquidity we can determine that they are unable to cover their short term debt, due to current ratios, current assets compared to the current liabilities that decreased putting them in financial trouble. Patton Fuller shows that â€Å"The day’s cash on hand† has decreased it are determined that the company has less money available to pay daily operation debts. It also looks as if they are using their assets to generate income. As of 2009 the profit was much higher than for Patton Fuller than as of 2008. Patton Fuller as they have grouped expenses throughout different categories and departments it allows them to control the revenue and total expenses of the organization. It will also allow Patton Fuller to control expired and unexpired costs. As we know it is very important to keep track of all inflow and outflow of cash coming in and out of any organization. Conclusion The annual reporting of financial statement review of Patton-Fuller community Hospital showed profits and losses for the hospital. Audited and unaudited statements showed losses and profits incurred by the hospital within a two year period. Financial statements are important when reviewing profits and loses for current and previous year? Yes they are, financial statements allows management to review the areas that have fluctuations that negative affect the organization. References Baker, J. J., & Baker, R. W. (2011). Health care finance: Basic tools for nonfinancial managers. 3rd.ed. Sudbury, MA: Jones & Bartlett publishers. Patton-Fuller Community Hospital. (2006). Retrieved June 8, 2014, from Virtual Organizations Portal