Description of Life in the Trenches Essay example - 546 Words

Description of Life in the Trenches You might be thinking that life in trenches was non-stop death, violence, and pain. But have you ever thought about why? Or what do soldiers do in their trenches when theyre not fighting or dying? Do you always trust sources when you read them? Do you always believe what they say on television documentaries? How can you without a source of evidence? I am going to be telling you what life was really like in the trenches. Firstly, soldiers had to put up with conditions in the trenches. This could have been really tough. Sometimes, it would downpour; there would be gales of wind it was such blustery weather. They couldnt exactly put up a tent or get out an†¦show more content†¦Adding to this point, when it came to weapons, the trenches were not a good protection. Gases could easily run into the trenches harming most soldiers. There was hardly anything to do about it because if they got out of their trenches they would obviously be shot down. Secondly, the soldiers themselves werent all that happy most of the time. They tended to get very bored when they werent fighting. All they could do was sit there and wait. Also they usually go dreadfully hungry. There wasnt much food to live on and whatever they had, it had to be shared out between all of them. This could have made them feel very agitated. When the soldiers got time to sleep, they sometimes had bad dreams and nightmares. This made them scared and worried about the war. Sometimes the dreams were bad things happening to the soldiers family. This also made the soldier feel panicked, as they hadnt seen their family for a long time. Being a soldier wasnt the best job in the world either. Each soldier must have seen or experienced something gruelling that they didnt really want to see. This caused bad memories for them making them feel insecure that something that bad is possible to happen to them. This made them abit nervous about staying tin the trenches as people have died in them,Show MoreRelatedLetter from Trenches971 Words   |  4 PagesA letter from the trenches Grade 9 Humanities - Assessment Task AOI: Health and Social Education Imagine you are a soldier fighting in the First World War in 1915†¦ Your character could be in the trenches on the Western Front as: British, French or German soldier a native conscript from one of the colonies in Africa or Asia a volunteer from a commonwealth ally like Canada or South Africa Alternatively, your character could be: a German or Russian soldier on the Eastern Front a TurkishRead MoreSiegfried Sassoon - Suicide in the Trenches875 Words   |  4 PagesSuicide in the trenches Title and Author: â€Å"Suicide in the Trenches† is a poem written by Siegfried Sassoon. Sassoon wrote this poem during his First World War military service and published in his 1918 collection: â€Å"Counter-Attack and Other Poems† Form and style This poem is a lyric which contains of three stanzas each containing four lines. This is written in rhyming couplets, the style of the poem seems very simple and song-like War is destructive of youth and innocence. There is a changeRead MoreSuicide in the Trenches Analysis Essay1105 Words   |  5 PagesSuicide in the Trenches – an analysis What is the meaning of war? What is war like? How do soldiers feel in a war? Glorious? Depressed? This poem accurately shows the harsh but sadly true reality of war - death, suicide and depression. Indeed, as quoted by Sir Williams Henry - â€Å"Nobody in his right mind would enjoy war†. The point of view is third person. This is effective in showing one case of suicide, in third person observation, representing the depression and desire to quickly die in everyoneRead MoreAn Extract From Fallen Soldiers : Reshaping The Memory Of The Wars1046 Words   |  5 PagesSource A An extract from Fallen Soldiers: Reshaping the Memory of the Wars, by George L. Mosse, published in 1990. Source B Soldiers in the trenches of Passchendaele, 1917 Source C Extract from a letter from British soldier, Robert Graves, to a friend, May 1915. Source D Extract from How Gender Shapes the War System and Vice Versa by Joshua S. Goldstein, 2001 Source E Extract form the diary of Miss G.M West, a middle class woman who enrolled as a policewoman in 1916. Read MoreAnalysis Of The Poem Siegfried Sassoon 1029 Words   |  5 Pagesthan achieving some type of betterment for his countrymen. He also saw the horrors of the war and how badly it wounded its soldiers mentally and physically. This influence cemented his view of war. He wrote about the horrors of war for the rest of his life. Sassoon became a focal point against World War I his poetry and stances were seen as powerful positions that targeted jingoism-fueled war mongerers and pushed to achieve peace for the sake of soldiers. One of Sassoon’s most powerful piece’s was â€Å"DreamersRead MoreThe Museum Is A Great Education Tool Of World War I944 Words   |  4 Pagespicture of how it was during the war. For example, the scenes of life size trenches and crater, pictures during the war, different types of clothing each country wore, Reflection room with World War 1-era music, etc. Overall, the museum is a great education tool of World War 1. The museum on the whole helped me to understand the Great War better. One of the most helpful exhibits was the scene of trenches and crater. I have seen trenches in movies and images. But, I have never seen it with my own, bareRead MoreHi, My Name Is Mathew Yeates And I Am Here Writing To You1353 Words   |  6 Pagesthe trenches and make the battlefields resemble dams of mud. For the opposition, the Turks, the climate and weather patterns will not be an issue as they are accustomed to the conditions. Many of them are from a rural background and quite well adapted to enduring the elements. Even the rain will not be as much of a problem for the Turks as their trenches are always situated on higher ground than those of the ANZACs and are not prone to flooding. What will the facilities be like/life in theRead MoreChapter 1 Is One Of The Most Important Paragraphs In The1097 Words   |  5 Pagesone Kemmerich is dead. During World War 1 on the western front, trench warfare was the most common war strategy. Trench warfare includes digging deep trenches in the ground to serve as protection from the opposing army. In these trenches, there were poor conditions such as mud, rats, and disease spread quickly. Due to the poor conditions of the trenches, Mà ¼ller most likely wanted the boots to protect his feet. This may be an important symbol throughout the story. Chapter 4 is full of imagery andRead MoreFilm Research Analysis of Joyeux Noel 779 Words   |  3 PagesFilm Research Analysis The film Joyeux Noel is the true story of the Christmas truce of December 1914 in the trenches of World War 1. Throughout the film, we follow the German, French, and Scottish soldiers as they learn to set aside their differences, put themselves in each others shoes, and manage to have a cease fire on Christmas. The soldiers learn to understand each other and are able to pull some humanity out of the horrors of the war. There are many external conflicts throughout the storyRead MoreLiterary Analysis Of Dulce Et Decorum Est702 Words   |  3 PagesThe poem ‘Dulce et Decorum est’ by Wilfred Owen is a shocking and thought provoking poem which details the experiences of soldiers in the trenches during WW1. Owen uses graphic descriptions of life in the trenches to convey a powerful message to the reader. He uses many important techniques to describe to the readers the graphics of war. He also uses his poetry as a vehicle to express his ideas on the horror and futility of war. This poem was made to un idolize the idea of war and to create an

Graded Unit Free Essays

| | |This project contains information about activity of exercise which I will do with a service user at my placement. It will base on | |sociological and psychological knowledge and also current policies and legislations. | | | |I am student in a local authority day centre. We will write a custom essay sample on Graded Unit or any similar topic only for you Order Now My placement supports adults with physical and sensual impairment. The day centre | |provides range of different groups designed for disabled people. I have chosen an exercise group to my project to describe an | |individual service user. | |The organisation is registered service and regulated by the Care Inspectorate which was established by Regulation of Care ( Scotland| |) Act 2001. Trained and qualified staff works with the Scottish Social Services Council (SSSC) requirements. All service users | |within the placement are treated accordingly with the criteria delineated by the National Care Standards – Support Services. |Each service user in the organisation has his key worker, who creates an individual care plan based on assessments and taking into | |account the needs and expectations of the individual. | |As a student in the placement I comply with all regulations listed above. In the centre I provide appropriate level of care and help| |in taking part in all available activities. Treat all service users with dignity, privacy, give to all service users choice, provide| |safety, allow realising potential and take account of equality and diversity to each individual. |I chose an individual who I named Mr X to the provisions of the Data Protection Act 1998 to mention that personal information have | |to be used in fully anonymous as awareness of confidentiality and one of a main principal of National Care Standards and SSSC – to | |respect a privacy of service user. | | | |Mr X is disabled since 2009 after when he had cerebrovascular accident (CVA) and resulting in his left sided weakness. Despite his | |disability he still lives in his own home and has a support worker. He is keen to remain as independent as possible but is | |frustrated by his poor mobility. He uses wheelchair fulltime and suffers from epilepsy and diabetes. | |Mr X grew up in nuclear family. He had both parents and sibling – brother and four sisters. His siblings and his mother still live | |and they all are in very good relation to each other. | |Mr X grew up in very familiar environment during his primary socialisation and values gained through this time transferred on his | |later life. He also had a lot of friends. Mr X was very attached to his family and treats closest people as the most important. As | |Bowlby’s theory of attachment says that through attachment to mother Mr X’s basic physiological needs had been satisfied in primary | |socialization. | |(Malim. T, Birch. A. ,1998) | | | |According to one of functionalists George Murdock theory that family performs four main functions. One of the functions is | |reproductive function relate to rising children and take responsibility for them. | |(I. Marsh, M. Keating, S. Punch, J. Harden; 2009) | |Firstly Mr X was attached to his mother as she was his primary caregiver while in his adulthood he directed his attention to his | |wife. She took care of him after the loss of his mobility. | | | |Eli Zaretsky, one of Marxists says that view of ideal family, detached from economic world is only illusion. He means that families | |are a source of cheap labour. In according to Mr X’s life I can say that he and his wife were also parts of the ‘family economy’. He| |worked with Scottish Water and his wife was a cleaner in local school and also as nursing auxiliary. They had spent mostly time at | |their work places which caused lack of time to spend with children. | |(Zaretsky. E; 1976) | |Now his source of socialisation is only his family, mainly his sons who he sees regularly. | | | |Mr X experienced feeling of loss. Firstly he lost his health through CVA and his wife which passed away two years after he became | |disabled. |Based on Elizabeth Kubler – Ross On Death and Dying research in which she presented five stages model by which I going to describe | |Mr X’s feelings: | |Denial and isolation – Mr X after lost his health and wife felt that what had happened was very unfair and hard to accept by him. | |Anger – Mr X felt that God does not exist because in other way the tragic situation would never have happened. | |Bargaining – Is a form of truce, begging and promising himself and God, trying to make a deal with the God. |Depression – Mr X gave up and became resigned and lack of motivation to continue living. | |Acceptance – Mr X accepts the present life with the supports of hisfamily. Also classes in the Day Centre give a new meaning to his | |life. | |(E. Kubler – Ross; 2003 ) | | | |To analyse a personal needs and development of Mr X I use PIES model of needs and Maslow’s Hierarchy of Human Motivation. |There are four categories: physical need to improve Mr X’s mobility, intellectual need to through communication and reflects on the | |choice of appropriate equipment to perform an exercises, emotional to rise Mr X’ self esteem and strengthen his self – confidence, | |and also social need as interaction with other service users. | | | |Maslow’s hierarchy of human motivation believes that to achieved the higher-order needs must first meet the basic needs. |During Mr X’s healthy life he was happy and fully satisfi ed. He had love each other family – wife and two sons so he felt | |belongingness and been attached, he was working so was independent and also received respect from colleagues. He had also very | |active social life. Mr X used to enjoy playing golf and football during his healthy life so he was very active person. He has seen | |himself as very sociable individual enjoying a beer with friends. He was leading successful life until became disable. The | |disability made him unable to do things from previous days. His motivation decreased and he became very frustrated. | |(R. Gross; 2005) | | | |I started my preparation to an activity with a consultation with a manager. I chose as activity exercise group and gained permission| |from the manager to perform the activity. Then I discussed my chose with Mr X’s key worker and also gained from the key worker a | |care plan of the service user and other significant information regarding Mr X’s background, family, health condition and general | |risk assessment. | | | |An important factor for me was a conversation with Mr X and eventually gained permission from him. I explained clearly to the | |service user how the activity will be proceeded. Through the conversation and observation of Mr X’s I learnt what he expects from | |the activity. Also I assured him of his right to choose a course of the activity whether to amend decision. I am going to abide by | |the rules such as National Care Standards by giving to Mr X choice and treat him with dignity and communicate with him in | |appropriate and open way. | |Thanks exercises he hopes to regain the mobility in legs. In the exercise group he feels is given him a purpose to get up of bed and| |the opportunity to interact with his peers in a supported environment. | |I spoke with the leader of exercise class about the course and the main objectives of group. Also the leader informed me that the | |exercise group will take place in main hall of the placement and showed me the room in which it is held needed equipment. | | | |In my placement is using personal – centred planning model of care. The idea of the model was created by O’Brien and Lovett. This | |model is targeted for people who want to change something in their life. The model also focuses on make individuals as independence | |as possible. Mr X has significant left sided weakness and he requires a high level of assistance with all tasks and activities. He | |would like to attend a local gym to work more on building strength on his left side. He also discussed with his support worker a | |possibility of using community venues out with the Day Centre that may have activities running that would keep him busy and involve. | | | | | |For my project as I mentioned I chose exercise group. Main purpose of activities is to keep Mr X as fit as possible, encourage him | |to exercise and more motivated to make progress in becoming back to his mobility. It will make him a lot of satisfaction and | |increase their confidence and belief in his own abilities. Classes also will allow him to be among peers to avoid allowing it to | |feeling of isolation. During the activity I will communicate with Mr X in openly and clearly as awareness of SSSC Codes of Practice | |and Human Rights Act 1998. | |To my activity I intend to use the appropriate music played from a CD and exercise equipment stored in a designated lockable room. |The first step will bring a stroller with the equipment and the preparation of music Initially, it will be simple exercises in the | |warm-up then we will use selected by Mr X weights, stretching equipment and balls. To carry out a risk assessment I will carefully | |check environment if there are any type of hazards such as spillages on a floor or other obst acles around Mr X and others service | |users, remove these threats. Also all equipment to be checked if there are any damaged equipment and remove them. I have to make | |sure that the individual took appropriate medication due to his epilepsy and diabetes. |I planned my activity on 19 of March 2013. The activity will take about 70 minutes with 10 minute break for tea, coffee or something| |cooling to drink in terms of the diabetes of Mr X which excludes sweetened beverages. | |During my activity I will use personal – centred planning model of care because the model let me focus on the individual | |expectations and also let me be fully involved into the activity as Mr X as well. As a method I would be most likely to use | |Essential Lifestyle Plan of Method of Intervention. During this method is taken into account a health condition, communication. | |Health and safety of the individual is a priority as maintaining Health and Safety at Work Act 1974. | |In case of Mr X is very suitable to him the Essential Lifestyle Plan to achieve the objectives which is to give satisfaction to Mr | |X, being able to do exercises that will increase their confidence and belief in their own abilities I am going to be patient and | |empathic, also treat with respect Mr X’s choice in the type of exercises to underpinning Equality Act 2010, National Care Standards | |and SSSC. |To maintain Safe Practice during performance of activity I make sure that I provide the safest environment for Mr X and other | |service users, myself and leading worker. During this I comply with Health and Safety at Work Act 1974. | | | |As a contingency plan I will go with Mr X to a local museum because the service user is sympathetic to the history of the town. | | | |In the above project I contained my plan for an activity focusing on needs and development of Mr X. Information above includes | |method and model of care to be used, sociological and psychological concepts which helped me better understand and feelings and | |needs of the service user in terms of regulations and polices underpin antidiscrimination practice and principles essential in | |social care. | |REFERENCES | |Alangul. S, Meggitt. C; Further Studies for Social Care; 2002 | |Bingham. E; HNC in Social Care; 2009 | |Gross. R; The Science of Mind and Behaviour; 2005 | |Kubler – Ross. E; On Death and Dying; 2003 | |Maclean. S, Shiner. M; Social Care and the Law in Scotland; 2011 | |Malim. T, Birch. A. , Introductory Psychology ; 1998 | |Marsh. I, Keating M, Punch. S, Harden. J; Sociology – Making Sense of Society; 2009 | |Miller. J, Gibb. S, Baker. G, Graham. D, Lancaster. E, Hollis. S; Care in practice for Higher Still ; 2005 | |O’Donnell. M; Introduction to Sociology; 1997 | |Zaretsky. E; Capitalism, the Family and Personal Life; 1976 | | | | | |http://www. learning-theories. com/maslows-hierarchy-of-needs. html | |http://www. simplypsychology. org/Erik-Erikson. tml | | | |Codes of Practice for Social Service Workers and Employers | |General Risk Assessment of Mr X | |National Care Standards – Support Services | |Personal Care Plan of Individual and additional information gained from manager and individual’s key worker | Word Count |1 868 | How to cite Graded Unit, Papers

Synthesis of Aspirin Essay Example

Synthesis of Aspirin Essay Sypnopsis In this experiment, acetylsalicylic acid was synthesized from the acidification of salicylic acid and acetic anhydride. The objective was to convert a specific amount of salicylic acid into the same amount of aspirin that was high in purity. Furthermore, the other objectives were to enable students to conduct the synthesis of aspirin, reinforce skills or recrystallisation and the technique of melting point determination. The amount of each compound should be the same because there is a 1:1 ratio between them. The purity of the synthesized aspirin was measured by determining its melting point and percent yield. Soluble impurities increase the range over which a compound melts and often decreases its overall melting point temperature1. If the experiment went as expected, a pure sample of aspirin with a high percent yield would have been obtained. The percent yield obtained was 56. 1% and the melting point was 134. 7- 136. 8. Introduction Aspirin (acetylsalicylic acid) is a versatile drug that is consumed in huge quantities worldwide. It is a non-steroidal anti-inflammatory drug (NSAID) with a wide range of physiological effects. The first discovery of aspirin occurred in England, in 1963, believing that the bark of willow trees with a beneficial effect in alleviating distress due to fevers, aches, and pains2. Salicylic acid was later extracted from the willow bark and it proved to be an active ingredient. Salicylic acid was synthesized from basic starting materials by 1860 which was helpful to the medicinal field but there were some problems2. Salicylic acid turned out to be irritating to the membranes of the throat, mouth, and stomach. We will write a custom essay sample on Synthesis of Aspirin specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Synthesis of Aspirin specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Synthesis of Aspirin specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The product had a high acidity of the compound but fortunately, successful amendments were done, namely, the replacement of the acidic phenolic hydrogen atom with an acetyl group. In 1893, a effective synthesis of acetylsalicylic acid was created, patented in 1899, commercialized under the trade name of ‘aspirin’ by the Bayer Company in Germany3. The name ‘aspirin’ was invented by the chemist, Felix Hoffman, who originally synthesized acetylsalicylic acid for Bayer3. At very low doses, aspirin is used to treat and prevent heart attacks and blood clots. At higher doses, it is used as an analgesic to reduce pain and as an antipyretic to reduce fever. At very high doses, it is an effective anti-inflammatory agent used to treat rheumatic fever, gout and rheumatoid arthritis. It is also an anticoagulant, it dissolves corns and calluses, and it provokes loss of uric acid (a toxin) but promotes retention of fluids in the kidneys. It kills bacteria and induces peptic ulcers. When ingested, acetylsalicylic acid remains intact in the acidic stomach, but in the basic medium of the upper intestinal tract, it hydrolyzes forming the salicylate and acetate ions. When ingested, acetylsalicylic acid remains intact in the acidic stomach, but in the basic medium of the upper intestinal tract, it hydrolyzes forming the salicylate and acetate ions. The exact mechanisms of its pharmacological actions are still under study. In many plants, salicylate can induce flowering. However, aspirin may cause side effects for example, nausea, vomiting, stomach pain and heartburn. Theory Aspirin is prepared from salicylic acid and acetic anhydride with the help of an acid catalyst. Concentrated sulphuric acid acts as a catalyst. After preparation, the product is purified. This is especially important for chemicals that are used as food additives and pharmaceuticals. The most common method of purifying solid organic compounds is by recrystallization. When an impure solid compound is dissolved in a solvent, it is then allowed to slowly crystallize out as the solution cools. As the compound crystallizes from the solution, the molecules of the other compounds dissolved in solution are excluded from the growing crystal lattice, giving a pure solid. Crystallization of a solid is different from a precipitation of a solid. In crystallization, there is a slow, selective formation of the crystal framework resulting in a pure compound. In precipitation, there is a rapid formation of a solid from a solution that usually produces an formless solid containing many trapped impurities within the solids crystal framework. For this reason, experimental procedures that produce a solid product by precipitation always include a final recrystallization step to give the pure compound. Figure: The esterification of salicylic acid by acetic anhydride5. The -OH group of salicylic acid that reacts with acetic anhydride to form an ester-like product. The carboxylic acid group of salicylic acid remains unchanged. Acetic anhydride is used because it is cheap and forms a by-product, acetic acid. Acetic acid is non corrosive and can be recovered to produce more acetic anhydride. Procedure 2. 4g of salicylic acid was weighed and poured into a 100ml conical flask. The actual weight was then recorded. In the fume hood, 6ml of acetic anhydride was added to the salicylic acid in the flask. To this mixture, 3 to 4 drops of sulphuric acid was added, swirled to mix and then heated in a water bath for 10-15 minutes to complete the reaction. The mixture was removed from the water bath while it was still hot and then 1ml of distilled water was added from a dropper carefully to decompose the excess acetic anhydride. An additional 40ml of cold water was added and stirred with a stirring rod to induce crystallisation. The crude product was collected by suction filtration and washed with a little cold water. The crude product is relatively impure; hence it was needed to be purified by recrystallisation. A solvent suitable for this recrystallization process would be a mixture of ethanol and water. The crude product was dissolved in approximately 5ml of ethanol in a 100ml conical flask and heated on a hot plate. To the solution, 30ml of hot distilled water was added in. The solution was then warmed till all solid has dissolved. The solution was allowed to cool. A clean, dry watch glass together with a filter paper was weighed and the weight was recorded. The recrystallised product was obtained by suction filtration using the weighed filter paper. The crystals and filter paper was transferred onto the weighed watch glass and dried in to the oven (100Â °C) for 15 to 20 minutes. The crystals, filter paper and watch glass are then placed in desiccators for 5 to 10 minutes. The dried crystals, together with the filter paper and watch glass were weighed. The weight was recorded and the weight of dried, recrystallised aspirin was calculated. The expected yield of aspirin was calculated from the amount of salicylic acid used. The percentage yield of dried, recrystallised aspirin was also calculated. The melting point of aspirin was determined. Results Mass of salicylic acid Mass of filter paper and watch glass Mass of dried, recrystallised aspirin, filter paper and watch glass Mass of dried, recrystallised aspirinMass of dried, recrystallized aspirin, filter paper and watch glass Mass of filter paper and watch glass Percent yield Number of moles of salicylic acid used (mol wt of salicylic acid = 138) Expected number of moles of aspirin Expected mass of aspirin Percent yield Melting point Temperature Range134. 7 – 136. 8 Appearance The crystals are white and shiny, shaped needle-like. The crystals resemble glass wool. Discussion The results and calculations shows how much acetylsalicylic acid was synthesized compared to how much salicylic acid was used. Since there is a 1:1 ratio between the two, then the amount of salicylic acid used should be equal to the amount of acetylsalicylic acid recovered at the end of the experiment. As the result shows, this is not the case, for 1. 83g of acetylsalicylic acid was harvested when 2. 40g of salicylic acid was used. This could have some effect on the purity; for the melting point of the harvested acetylsalicylic acid which is 134. 7 – 136. 8 was not very close to the theoretical melting point. The percentage yield is only 56. 1%. Since the final product was determined not to be very pure, it is highly likely that less than 1. 83g of the product was acetylsalicylic acid. Further analysis of the product will have to be done to determine exactly how pure the product actually was. There were several problems that could have contributed to the low purity or mediocre percent yield. When dissolving the initial amount of salicylic acid in the solution of acetic anhydride and concentrated sulphuric acid, it did not completely dissolve into the solution, even when it was heated. There could also be loss of product on the filter paper. Some crystals would be stuck onto the filter paper and this might have affected the mass of the crystals. The sample may not have been completely dried out before weighing. This could have a slight impact on the results of the overall yield of aspirin because it was possible that not all of the salicylic acid was synthesized. To determine if this affected the synthesis of aspirin at all, the experiment should have been ran a second time to see if the same thing occurred. Conclusion The experiment did not go completely as expected. The reaction yielded only 56. 1% of its expected product. The purity of the aspirin was not very high, because there might be impurities in the acid used. Reference 1. Henry, Dr. Geneive. 2004. Susquehanna University. Synthesis of acetylsalicylic acid (aspirin). 2. The history of Aspirin, accessed 25th May 2009, 3. History of Aspirin, viewed on 13th Dec 2010, ; http://inventors. about. com/library/inventors/blaspirin. htm; 4. Theory, accessed 15th Dec 2010, 5. Dr. Carman. 2002. University of Nevada, accessed, 15 Dec 2010, ; http://tooldoc. wncc. nevada. edu/aspirin. htm; 6. Synthesis of Aspirin, accessed 13th Dec 2010, 7. Aspirin, accessed 14th Dec 2010,

Hals cash flow problems

Hals cash flow problems Hal is encountering a situation where it cannot meet its short-term liquidity requirements. As such, most of its cheques issued to its supplies are bouncing owing to the insufficient amounts in the bank. Cash flow is a key indicator of the financial situation of an entity as opposed to revenues statements that may contain non-cash revenues, which give a deceptive picture. In Hal’s case, there are a variety of reasons that are triggering the liquidity problems.Advertising We will write a custom essay sample on Hal’s cash flow problems specifically for you for only $16.05 $11/page Learn More First, most of its sales are made on credit. Only 10 percent of its turnover are on cash basis. This limits the amounts of liquid funds in the entity. Furthermore, the rate at which the amounts are paid is low. This further compounds the problem that Hal is facing. Once credits sale are made, the debtor should pay up within three months. However, Hal only con siders any payment of debtors as late once it exceeds ten months from the due date. This is a lengthy period that Hal has provided. Subsequently, the debtors can delay payments for a long period without any consequences. This situation has contributed significantly to the liquidity problems in the entity since most of its funds may be held up as debtors (Coyle, 2000). The entity also has many cash commitments. These commitments include the cash payments of the material delivered by suppliers. Additionally, it pays its employees promptly. The cash requirements in this entity are massive after its suppliers denied them credit facilities. Subsequently, the cash requirements in the entity will outstrip Hal’s cash inflows. The entity also incurs a certain cost when collecting funds form cash sales. The above problems have resulted in the current liquidity problems that Hal is encountering (Nesvetailova, 2010). Solutions The only way to solve the above liquidity situation is by boo sting Hal’s cash inflows. First, the entity should attempt to increase its cash remittances by encouraging cash payments. Hal can accomplish this by proposing discounts to clientele ready to transact on cash basis. By adopting such measures its can increase the proportion of its cash sales to about 15-20%. The second measure the entity should undertake is to change the manner in which its debtors pay their debts. The entity should demand that debtors pay on a 50-30-20 basis. This will ensure that the entity has adequate funds. The remittances by the debtors have been a key cause of financial woes at Hal.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The entity should also reduce the period beyond which remittances are considered late. Currently, Hal allows ten months. Hal should reduce the period to six months. This would boost the rate of payment of its debts. Additional ly, the entity should enact penalties for late payments. Instituting such policies would increase discipline in the remittance of the debts. Hal should also seek an institution that will charge lower that 2.5% for deposits made. This is a significant margin which has reduced this entity’s funds levels. Finally, the entity should negotiate better terms with the various parties it pays. Suppliers have denied them credit facilities. If Hal can negotiate fresh terms with its suppliers, then it will incur reduced cash outflows. Hal should also review its employment policy. It should encourage permanent employees who may reduce its salaries overheads (Neely, 2002). The above details elaborate how the above entity can address the current liquidity problems that it is encountering. References Neely, A. (2002). Business performance measurement: Theory and practice. Cambridge: Cambridge University Press. Nesvetailova, A. (2010). Financial alchemy in crisis: The great liquidity illusion . London: Pluto Press. Coyle, B. (2000). Cash flow forecasting and liquidity. Chicago: Glenlake Pub. Co.

Story in Spanish About the Poinsettia

Story in Spanish About the Poinsettia Improve your Spanish this holiday season with this story about the poinsettia, the rare U.S holiday tradition that originated south of the border.   La flor de Nochebuena Durante la temporada navideà ±a, la flor de Nochebuena es muy popular en Estados Unidos. Pero muchos no saben que la flor es originaria de Mà ©xico. En espaà ±ol, la flor tiene muchos nombres como la flor de Nochebuena, la flor de Pascua, la flor de fuego, la estrella de Navidad y la corona de los Andes. Los indà ­genas mexicanos la llamaban cuetlazochitl, que significa la flor de pà ©talos resistentes como el cuero. Para los aztecas, la flor roja era sà ­mbolo de la sangre de los sacrificios que ofrendaban al sol. En los EEUU, la flor es conocida como la poinsettia en honor de Joel Poinsett, botnico y el primer embajador estadounidense a Mà ©xico. En Mà ©xico hay una leyenda sobre la flor. Se dice que habà ­a una nià ±a muy pobre que lloraba porque no tenà ­a regalo para dar al nià ±ito Jesà ºs en el altar de su iglesia. Un ngel escuchà ³ sus oraciones, y le dijo que cortara las ramas de algunas plantas cerca del camino. Cuando llegà ³ la nià ±a al altar, al contacto con sus lgrimas, de las ramas brotaron bellas flores rojas y resplandecientes. Eran las primeras flores de Nochebuena. Ya tenà ­a regalo adecuado para el nià ±ito Jesà ºs. Translation With Grammar and Vocabulary Notes Durante la temporada navideà ±a,During the Christmas season, Navideà ±o  is the adjectival form of  Navidad, the word for Christmas. The  feminine form  is used here  because  temporada  is feminine. la flor de Nochebuena es muy popular en Estados Unidos.the poinsettia is very popular in the United States. Nochebuena, a combination of  noche  (night) and  buena  (good) is the word used for Christmas Eve. Although the phrase  flor de Nochebuena  could be translated literally as Christmas Eve flower, doing so would not be as clear here as using the English name of the flower. Pero  muchos  no  saben  que la flor es originaria de Mà ©xico.But many dont know the flower is originally from Mexico. The phrase  ser originario de  is frequently used to indicate where something originates. Note that  originario  (or the feminine form,  originaria,  in the original sentence here) is an adjective, not an adverb as in the English translation. Note also that the word  que  is left untranslated in English. In this case, it could have been translated as that, a word often omitted in English. But in Spanish,  que  is essential. En espaà ±ol, la flor tiene muchos nombresIn Spanish, the flower has many names como la flor de Navidad, la flor de Pascua, la flor de fuego, la estrella de Navidad y la corona de los Andes.such as the Christmas flower, the  Pascua  flower, the fire flower, the Christmas star and the crown of the Andes. The word  Pascua  originally referred to the Jewish Passover. In Christianity, it came later to refer to Easter, whose timing is theologically connected with Passover. Los indà ­genas mexicanos la llamaban  cuetlazochitl,The natives of Mexico called it  cuetlazochitl, Indà ­gena, meaning an indigenous person, is one of those unusual words that end in  -a  in both masculine and feminine forms. In the above sentence,  la  is used to mean it because it refers to a feminine noun,  la flor. If the reference had been to a masculine noun,  lo  would have been used. que significa la flor de pà ©talos resistentes como el cuero.which means the flower with petals tough like leather. Note that in Spanish, the period comes outside the  quotation marks, the opposite of what is done in U.S. English. Note also that the  de  in the definition is translated as with, even though  de  typically is translated as of. This provides a more natural translation. Para los aztecas, la flor roja era sà ­mbolo del sangre de los sacrificios que ofrendaban al Sol.For the Aztecs, the red flower was a symbol of the blood of the sacrifices they offered to the sun. The verbs in this sentence are in the  imperfect tense, as is usually the case with verbs that refer to events or repeated actions that occur over a long period of time. En los EEUU, la flor es conocida como la  poinsettia  en honor de Joel Poinsett, botnico y el primer embajador estadounidense a Mà ©xico.In the U.S., the flower is known as the poinsettia in honor of Joel Poinsett, a botanist and first U.S. ambassador to Mexico. EEUU  is the abbreviation for  Estados Unidos. See how the letters are doubled as is often done in an  abbreviation of a plural noun. En Mà ©xico hay una leyenda sobre la flor.In Mexico there is a legend about the flower. Hay  is a form of  haber  that is very commonly used to mean there is. The past tense, as in the following sentence, is  habà ­a. Se dice que habà ­a una nià ±a muy pobreIt is said that there was a very poor girl Se  dice, a  reflexive  form of  decir, is a common way of saying it is said or they say. que lloraba porque no tenà ­a regalo para dar al nià ±ito Jesà ºs en el altar de su iglesia.who cried because she didnt have a gift to give to the baby Jesus on the altar of her church. Nià ±ito  is a  diminutive  form of  nià ±o, a word for boy. Un ngel escuchà ³ sus oraciones, y le dijo que cortara las ramas de algunas plantas cerca del camino.An angel heard her prayers and told her to cut the branches of the plants near the path. The verb  cortara  is in the  imperfect subjunctive  form, because the  subjunctive  form typically is used with  commands and requests  that follow  que. The  le  in this sentence is an  indirect object pronoun; to cut the branches is what the angel said, but the girl is whom the angel told it to. Cuando llegà ³ la nià ±a al altar, al contacto con sus lgrimas, de las ramas brotaron bellas flores rojas y resplandecientes.When the girl arrived at the altar, upon contact with her tears beautiful and brilliant red flowers came forth from the branches. Use of  al  followed by an noun, seen here in the phrase  al contacto, is a common way of saying in Spanish that something occurs as the result of another event. Also note how the word order in this sentence is different than what it would be in English. Eran las primeras flores de Nochebuena.These were the first poinsettias. The translation of They were ... also could have been used. As the  subject is often omitted  in Spanish sentences, you can let context determine the smoothest translation. Ya tenà ­a regalo adecuado para el nià ±ito Jesà ºs.Now she had a suitable gift for the baby Jesus. Ya  is a very common adjective whose translation varies widely depending on the context. The adjective  adecuado  is obviously related to the English adequate (making it a  cognate) but doesnt have the same connotation.

Corporate Governance and Ethical Responsibility Essay

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