Free Essays on Development of Intimate Relationships

Section One : Relationship Formation The formation of relationships has always been of interest to researchers of social psychology, but it was not until the 1970s that the bulk of theory began to emerge. It was during this time that a wide range of paradigms were developed, but "the domain of relationship development is awesomely vast and incompletely charted" (Duck & Gilmour, 1981a, p vii). Two theories that emerged in the 70s were social penetration theory (Altman & Taylor, 1973) and another based around attraction by Levinger and Snoek (1972). Both stem from the social psychological paradigm and offer two useful and complementary models of relationship development. A. Social Penetration Theory Social Penetration theory was devised by Altman and Taylor in 1973 in an attempt to explain the development of interpersonal relationships from strangers to good friends. They propose that relationship formation will proceed gradually and in an orderly fashion, through reciprocal exchange from non-intimate, relatively unemotional aspects of the selves to intimate, private and vulnerable central core aspects of the selves (Duck & Gilmour, 1981a, p 15). The events that occur in the formation of any relationship are, according to Altman and Taylor (1973), encompassed by four "social penetration processes": verbal exchange, nonverbal use of the body, use of physical environment, and interpersonal perceptions. All of these processes occur in different ways at different levels of intimacy and encounter. Verbal behaviours provide the informational content of an interaction while nonverbal behaviour involves use of the body, such as postures and position, gestures, limb and head movements, facial expressions such as smiling, eye gaze, etc. Use of the physical environment includes manipulation of spatial features including personal space between people and of physical objects and areas. All of these communicative behav... Free Essays on Development of Intimate Relationships Free Essays on Development of Intimate Relationships Section One : Relationship Formation The formation of relationships has always been of interest to researchers of social psychology, but it was not until the 1970s that the bulk of theory began to emerge. It was during this time that a wide range of paradigms were developed, but "the domain of relationship development is awesomely vast and incompletely charted" (Duck & Gilmour, 1981a, p vii). Two theories that emerged in the 70s were social penetration theory (Altman & Taylor, 1973) and another based around attraction by Levinger and Snoek (1972). Both stem from the social psychological paradigm and offer two useful and complementary models of relationship development. A. Social Penetration Theory Social Penetration theory was devised by Altman and Taylor in 1973 in an attempt to explain the development of interpersonal relationships from strangers to good friends. They propose that relationship formation will proceed gradually and in an orderly fashion, through reciprocal exchange from non-intimate, relatively unemotional aspects of the selves to intimate, private and vulnerable central core aspects of the selves (Duck & Gilmour, 1981a, p 15). The events that occur in the formation of any relationship are, according to Altman and Taylor (1973), encompassed by four "social penetration processes": verbal exchange, nonverbal use of the body, use of physical environment, and interpersonal perceptions. All of these processes occur in different ways at different levels of intimacy and encounter. Verbal behaviours provide the informational content of an interaction while nonverbal behaviour involves use of the body, such as postures and position, gestures, limb and head movements, facial expressions such as smiling, eye gaze, etc. Use of the physical environment includes manipulation of spatial features including personal space between people and of physical objects and areas. All of these communicative behav...

Amputation Mishap

In the following paragraphs, negligence, gross negligence, and malpractice are discussed and determine if the newspaper’s statement of negligence is correct. Ethical principles in nursing and nursing documentation regarding such issues are also discussed. Negligence and malpractice fall under the tort laws definition. According to Guido (2010), â€Å"Torts are civil wrongs, not based on contracts, but on personal transgressions in that the responsible person performed an action incorrectly or omitted a necessary action† (p. 92). Tort laws are based on fault and in a health-care setting, tort laws are the most common. To determine if the above scenario results in negligence, gross negligence, or medical malpractice, one must understand the definition of each. According to Guido (2010), negligence is a general term and â€Å"equates with carelessness, a deviation from the standard of care that a reasonable person would use in a particular set of circumstances† (p. 2). According to Judson and Harrison (2006), four key elements (four D’s), must be present to prove negligence (p. 101): 1. Duty: The person charged has a duty to provide care to the patient. Neighborhood Hospital and staff have a duty to provide a standard of care that a reasonable person would use in a particular set of circumstances. 2. Dereliction: The person charged breaches the duty of care to the patient. The operating room team failed to identify the correct leg for amputation prior to proceeding with the operation; therefore a breach of duty has occurred. 3. Direct cause: The breach of duty is a direct cause of injury to the patient. The wrong leg is amputated as a direct result of failure to identify the correct leg for amputation. As a direct result, the patient will become a double amputee once the correct leg is amputated. 4. Damages: A recognizable injury to the patient is present. In this case, the wrong leg was amputated deeming a recognizable injury. Using the above criteria, negligence is present in this case scenario. Gross negligence occurs when medical practitioners perform an intentional act regardless of the negative, anticipated consequences. In this scenario, the patient must prove the medical staff at Neighborhood Hospital intentionally amputated the wrong leg. The medical staff at Neighborhood Hospital did not intentionally amputate the wrong leg, therefore ruling out gross negligence. According to Guido (2010), medical malpractice is â€Å"the failure of a professional person to act in accordance with the prevailing professional standards or failure to foresee consequences that a professional person, having the necessary skills and education, should foresee† (p. 93). Guido further states the difference between negligence and malpractice is licensure. If the act is by a non-professional person, it is negligence. If the act is by a professional person, it is malpractice. Six elements must be present to prove malpractice (Guido, 2010, p. 93): 1. Duty owed to the patient Neighborhood Hospital and staff have a duty to provide a standard of care that a reasonable person would use in a particular set of circumstances. 2. Breach of the duty owed to the patient. The operating room team failed to identify the correct leg for amputation prior to proceeding with the operation; therefore a breach of duty has occurred. 3. Foreseeability. The omission of identifying the correct leg for amputation prior to surgery. 4. Causation: breach of duty owed caused injury. The wrong leg is amputated as a direct result of failure to identify the correct leg for amputation. As a direct result, the patient will become a double amputee once the correct leg is amputated. 5. Injury. In this case, the wrong leg was amputated deeming a recognizable injury. 6. Damages. The amputated leg cannot be replaced; therefore the patient is entitled to compensatory damages regarding pain and suffering, permanent disability, disfigurement, emotional damages as well as financial loss and medical expenses. In this scenario, all six elements to prove malpractice are present. The negligence is by licensed personnel in a hospital setting. Using the definitions and criteria above, the newspaper incorrectly defines the mishap as negligence. The correct term to use in this case is professional negligence or malpractice. Nursing documentation should be reflective of the patient’s hospital stay. This includes identifying and addressing patient needs, assessments, problems, limitations, and responses to nursing interventions. According to Guido (2010), â€Å"Documentation must show continuity of care, interventions that were implemented, and patient responses to the therapies implemented. Nurses’ notes are to be concise, clear, timely, and complete† (p. 197). Guido (2010) lists the following guidelines for nurses to use to ensure documentation is complete and accurate (p. 197-209): 1. Make an entry for every observation. If documentation is absent, it can be assumed an observation did not take place. 2. Follow-up as needed. Evaluation and observations require follow up to ensure appropriate patient responses and optimal outcomes. . Read nurses notes prior to giving care. Reading nurses notes enable the nurse to know and understand patient diagnosis, response to treatment, and steps necessary to carry out the plan of care. 4. Always make an entry (even if it is late). Document immediately after the observation to reduce the risk of losing valuable information. A late entry is acceptable altho ugh risks omitting valuable information. Never document an event before it happens. 5. Use clear and objective language. Document using clear, objective, and definite terms to describe the observation. Vague terms lead to misinterpretation. 6. Be realistic and factual. It is important to document factual observations and assessments exactly as they happen. It is also recommended to document a realistic picture of the patient, especially if the patient is noncompliant with the plan of care. 7. Chart only one’s own observations. Charting observations of others is not accurate observations and can cause credibility of the nurse in question. 8. Chart all patient education 9. Correct chart errors. 10. Identify oneself after every entry. 11. Use standardized checklists or flow sheets. 2. Leave no room for liability. According to Guido (2010), â€Å"Understanding one’s ethics and values is the first step in understanding the ethics and values of others and in assuring the delivery of appropriate nursing care† (p. 4). Nurses and other healthcare providers face ethical issues daily. Together, law and ethics guide nursing practice to provide safe, effective care keeping patients free from harm. â€Å"Ethics are concerned with standards of behavior and the concept of right and wrong, over and above that which is legal in a given situation† (Judson Harrison, 2006, p. ). In addition, understanding law and ethics in nursing practice keeps nurses at their professional best and decreases the risk of legal litigation, such as the scenario described by the Neighborhood News. â€Å"Though malpractice is rare in the lives of individual healthcare professionals, the number of malpractice suits is on the rise† (Larson Elliott, 2010, p. 153). The nursing profession has more professional responsibility and accountability than any other time in the history of nursing. According to Weld and Garmon Bibb (2009), â€Å"nurses must confront the fact that they now owe a higher duty of care to their patients, and by extension, are more exposed to civil claims for negligence than ever before† (p. 2). Understanding ethical principles in nursing, importance of nursing documentation and how it relates to medical malpractice and negligence is imperative. References: Guido, G. W. (2010). Legal Ethical Issues in Nursing (5th ed. ). University of Phoenix eBook Collection database. Judson, K. , Harrison, C. (2006). Law Ethics for Medical Careers (5th ed. ). University of Phoenix eBook Collection database. Larson, K. , Elliott, R. (2010, March-April). The Emotional Impact of Malpractice. Nephrology Nursing Journal, 37(2), 153-156. Ebscohost. com. Prideaux, A. (2011). Issues in Nursing Documentation and Record Keeping Practice. British Journal of Nursing, 20(22), 1450-1454. Ebscohost. com The Neighborhood- Pearson Health Science. The Neighborhood News. Retrieved October 1, 2012, from http://pearsonneighborhood. ecollege. com/re/DotNextLaunch. asp? courseid=3609454 Weld, K. K. , Garmon Bibb, S. C. (2009, January-March). Concept Analysis: Malpractice and Modern-Day Nursing Practice. Nursing Forum, 44(1), 2-10. Ebscohost. com. Amputation Mishap In the following paragraphs, negligence, gross negligence, and malpractice are discussed and determine if the newspaper’s statement of negligence is correct. Ethical principles in nursing and nursing documentation regarding such issues are also discussed. Negligence and malpractice fall under the tort laws definition. According to Guido (2010), â€Å"Torts are civil wrongs, not based on contracts, but on personal transgressions in that the responsible person performed an action incorrectly or omitted a necessary action† (p. 92). Tort laws are based on fault and in a health-care setting, tort laws are the most common. To determine if the above scenario results in negligence, gross negligence, or medical malpractice, one must understand the definition of each. According to Guido (2010), negligence is a general term and â€Å"equates with carelessness, a deviation from the standard of care that a reasonable person would use in a particular set of circumstances† (p. 2). According to Judson and Harrison (2006), four key elements (four D’s), must be present to prove negligence (p. 101): 1. Duty: The person charged has a duty to provide care to the patient. Neighborhood Hospital and staff have a duty to provide a standard of care that a reasonable person would use in a particular set of circumstances. 2. Dereliction: The person charged breaches the duty of care to the patient. The operating room team failed to identify the correct leg for amputation prior to proceeding with the operation; therefore a breach of duty has occurred. 3. Direct cause: The breach of duty is a direct cause of injury to the patient. The wrong leg is amputated as a direct result of failure to identify the correct leg for amputation. As a direct result, the patient will become a double amputee once the correct leg is amputated. 4. Damages: A recognizable injury to the patient is present. In this case, the wrong leg was amputated deeming a recognizable injury. Using the above criteria, negligence is present in this case scenario. Gross negligence occurs when medical practitioners perform an intentional act regardless of the negative, anticipated consequences. In this scenario, the patient must prove the medical staff at Neighborhood Hospital intentionally amputated the wrong leg. The medical staff at Neighborhood Hospital did not intentionally amputate the wrong leg, therefore ruling out gross negligence. According to Guido (2010), medical malpractice is â€Å"the failure of a professional person to act in accordance with the prevailing professional standards or failure to foresee consequences that a professional person, having the necessary skills and education, should foresee† (p. 93). Guido further states the difference between negligence and malpractice is licensure. If the act is by a non-professional person, it is negligence. If the act is by a professional person, it is malpractice. Six elements must be present to prove malpractice (Guido, 2010, p. 93): 1. Duty owed to the patient Neighborhood Hospital and staff have a duty to provide a standard of care that a reasonable person would use in a particular set of circumstances. 2. Breach of the duty owed to the patient. The operating room team failed to identify the correct leg for amputation prior to proceeding with the operation; therefore a breach of duty has occurred. 3. Foreseeability. The omission of identifying the correct leg for amputation prior to surgery. 4. Causation: breach of duty owed caused injury. The wrong leg is amputated as a direct result of failure to identify the correct leg for amputation. As a direct result, the patient will become a double amputee once the correct leg is amputated. 5. Injury. In this case, the wrong leg was amputated deeming a recognizable injury. 6. Damages. The amputated leg cannot be replaced; therefore the patient is entitled to compensatory damages regarding pain and suffering, permanent disability, disfigurement, emotional damages as well as financial loss and medical expenses. In this scenario, all six elements to prove malpractice are present. The negligence is by licensed personnel in a hospital setting. Using the definitions and criteria above, the newspaper incorrectly defines the mishap as negligence. The correct term to use in this case is professional negligence or malpractice. Nursing documentation should be reflective of the patient’s hospital stay. This includes identifying and addressing patient needs, assessments, problems, limitations, and responses to nursing interventions. According to Guido (2010), â€Å"Documentation must show continuity of care, interventions that were implemented, and patient responses to the therapies implemented. Nurses’ notes are to be concise, clear, timely, and complete† (p. 197). Guido (2010) lists the following guidelines for nurses to use to ensure documentation is complete and accurate (p. 197-209): 1. Make an entry for every observation. If documentation is absent, it can be assumed an observation did not take place. 2. Follow-up as needed. Evaluation and observations require follow up to ensure appropriate patient responses and optimal outcomes. . Read nurses notes prior to giving care. Reading nurses notes enable the nurse to know and understand patient diagnosis, response to treatment, and steps necessary to carry out the plan of care. 4. Always make an entry (even if it is late). Document immediately after the observation to reduce the risk of losing valuable information. A late entry is acceptable altho ugh risks omitting valuable information. Never document an event before it happens. 5. Use clear and objective language. Document using clear, objective, and definite terms to describe the observation. Vague terms lead to misinterpretation. 6. Be realistic and factual. It is important to document factual observations and assessments exactly as they happen. It is also recommended to document a realistic picture of the patient, especially if the patient is noncompliant with the plan of care. 7. Chart only one’s own observations. Charting observations of others is not accurate observations and can cause credibility of the nurse in question. 8. Chart all patient education 9. Correct chart errors. 10. Identify oneself after every entry. 11. Use standardized checklists or flow sheets. 2. Leave no room for liability. According to Guido (2010), â€Å"Understanding one’s ethics and values is the first step in understanding the ethics and values of others and in assuring the delivery of appropriate nursing care† (p. 4). Nurses and other healthcare providers face ethical issues daily. Together, law and ethics guide nursing practice to provide safe, effective care keeping patients free from harm. â€Å"Ethics are concerned with standards of behavior and the concept of right and wrong, over and above that which is legal in a given situation† (Judson Harrison, 2006, p. ). In addition, understanding law and ethics in nursing practice keeps nurses at their professional best and decreases the risk of legal litigation, such as the scenario described by the Neighborhood News. â€Å"Though malpractice is rare in the lives of individual healthcare professionals, the number of malpractice suits is on the rise† (Larson Elliott, 2010, p. 153). The nursing profession has more professional responsibility and accountability than any other time in the history of nursing. According to Weld and Garmon Bibb (2009), â€Å"nurses must confront the fact that they now owe a higher duty of care to their patients, and by extension, are more exposed to civil claims for negligence than ever before† (p. 2). Understanding ethical principles in nursing, importance of nursing documentation and how it relates to medical malpractice and negligence is imperative. References: Guido, G. W. (2010). Legal Ethical Issues in Nursing (5th ed. ). University of Phoenix eBook Collection database. Judson, K. , Harrison, C. (2006). Law Ethics for Medical Careers (5th ed. ). University of Phoenix eBook Collection database. Larson, K. , Elliott, R. (2010, March-April). The Emotional Impact of Malpractice. Nephrology Nursing Journal, 37(2), 153-156. Ebscohost. com. Prideaux, A. (2011). Issues in Nursing Documentation and Record Keeping Practice. British Journal of Nursing, 20(22), 1450-1454. Ebscohost. com The Neighborhood- Pearson Health Science. The Neighborhood News. Retrieved October 1, 2012, from http://pearsonneighborhood. ecollege. com/re/DotNextLaunch. asp? courseid=3609454 Weld, K. K. , Garmon Bibb, S. C. (2009, January-March). Concept Analysis: Malpractice and Modern-Day Nursing Practice. Nursing Forum, 44(1), 2-10. Ebscohost. com.

Short Critical Reflection Paper Essay Example | Topics and Well Written Essays - 500 words

Short Critical Reflection Paper - Essay Example It can store half truths that masquerade as fact. You might find a great answer to a question online, but because it is not from a reliable source, it may be inaccurate. However the libraries of the19th century were not very easy to access and it was very difficult to find the relevant information. They were also not very updated. In contrast Google is a very efficient and effective resource to search particular information. Is email dead for teenagers? Explain. Despite the influence that email holds amongst adults as a main mode of personal and professional communication, it is not a predominantly important part of the communication arsenal of today’s youth. Only 14% of all adolescence report transferring of emails to their friends each day, making it the least admired form of daily social communication on the record. Even among multi-channel youth, who are more likely to take benefit of any communication channel they have access to, just 23% declare they send email to their contacts daily. High school age doesn't utilize email at all, they send archives through AIM and converse with their cell phones, face book and IM. Once they are into the college they are enforced to use email for classes but they hardly ever use it to be in touch with friends.

237 word Essay Example | Topics and Well Written Essays - 750 words

237 word - Essay Example It gives one the solitude that one requires from time to time. A get away from the busy lives, a chance to just relax and think. There is no rush, no getting impatient over the traffic on the road, no worries about the amount of gas being used and how much it would cost to get a refill. There is just peace and quiet, no one begging for attention, a hideaway from all responsibilities, a chance to ponder over life. Of course, there is also much to be said about saving the natural resources, which are most definitely finite and being used up so quickly. Other than saving up on fuel, one also helps in making the environment better as walking does not release any harmful gases which pollute the air whereas driving most definitely does. Since childhood, one has been told all these fairy tales that one’s parents read to one at night before bedtime. Be they the happy endings written by one Christian Hans Andersen or the brutal Grimm brothers’ versions that one comes across as one turns older, shocking one as one reads them. But what both of these have in common is the theme of magic. Magic is always thought to be something supernatural, a part of the fantasy world, something which is not real. Despite that there have been many books, movies, television shows - you name it - that have been released. There is a lot of variety over these and yet they have all been really popular. What is also pleasantly surprising is that anything magical appeals to people of all age groups. It may seem to be something which may only be preferred by children but certain books such as the Harry Potter series have proved it to be otherwise. There is a certain charm in these fictional worlds like J K Rowling’s Hogwarts or C S Lewis’ Narnia or J R R Tolkien’s Middle Earth. In reading about worlds that are fantasy but hoping inside one’s hearts that someday, somewhere, sometime, one could discover that these places do

The Importance of Latin in the Curriculum Essay -- Latin Language Educ

The Importance of Latin in the Curriculum My memories of Latin in high school are less than fond. I remember slouching in my chair, staring blankly at my desk as I tried to remember the form of the word agricola (farmer) in the ablative plural. Much of the class consisted of mundane activities like this. We translated endless Bible passages from Latin, translated what seemed like the entire body of Greek mythological literature, and read hundreds of lines from The Aneid, The Odyssey, and The Iliad. I signed up for Latin because I was considering going into medicine, and I had heard that doctors need to know Latin. As high school progressed, though, a medical career seemed less and less likely so it appeared I had no real use for Latin, except that I knew the meaning of phrases like carpe diem and semper ubi sub ubi (always wear underwear). When someone would ask me why I took Latin, I would either mumble something about how Latin is the foundation on which all modern languages are based, or I would laugh and agree w ith them that it was a waste of my time, and that it’s a dead language. And it is a dead language, at least in spoken form. Regardless of what Dan Quayle thinks, Latin is not the official language of Latin America. Latin has dropped from being the language spoken by almost the entire known Western world to an obscure language known mainly in scholarly circles. After the fall of the Roman Empire to Germanic invaders in 476 AD, Latin began a shift from being the common tongue to a language used mainly by upper-class and learned people (Hammond 243). Because the Church used Latin extensively, it became, along with ancient Greek, â€Å"the sheath in which the sword of the Spirit is lodged,† as Martin Luth... ...s managed to escape from the wrath of the approaching Greek army. Works Cited â€Å"Amo, Amas, Latin – How Schools Are Using the Ancient Tongue to Teach English.† Time 11 December, 2000: 61. Culham, Phyllis, and Edmunds, Lowell, ed. Classics: A Discipline and Profession In Crisis. Lanham: University Press of America, 1989. Davis, Sally. Latin in American Schools: Teaching the Ancient World. Atlanta: Scholars Press, 1991. Hammond, Mason. Latin: A Historical and Linguistic Handbook. Cambridge, Massachusetts: Harvard University Press, 1976. Kopff, E. Christian. The Devil Knows Latin: Why America Needs the Classical Tradition. Wilmington: ISI Books, 1999. Smith, Sharwood. On Teaching Classics. London, Henley and Boston: Routledge & Kegan Paul, 1977. Waquet, Francoise. Latin Or The Empire Of A Sign. Trans. John Howe. New York: Verso, 2001

Properties of Hydrates Essay

Purpose: The purpose of the â€Å"Properties of Hydrates† lab is to study hydrates, and be able to identify them. This lab also focuses on observing the reversibility of hydration reactions by hydrolysis, and also testing substances for efflorescence of deliquescence. Procedure: A.Identification 1. Place 0.5 grams of each compound (Nickel Chloride, Potassium Chloride, Sodium Tetraborate, Sucrose, Calcium Carbonate, and Barium Chloride) in a small dry test tube. 2. Heat gently with a burner flame and observe carefully. If droplets of water appear on the test tube it may be a hydrate. Note the nature and color of the residue. 3. Let the tube cool, and try to dissolve the residue in a few cm3 of water, warming if necessary. A true hydrate will dissolve in water, producing a color similar to that of the original hydrate. A carbohydrate will give off water, but tends to char. The residue will also often be a caramel color. B.Reversibility 1. Gently heat a few crystals of about 0.3 grams of hydrated Cobalt(II) Chloride, CoCl2 x 6H2O in an evaporating dish until the color change appears to be complete 2. Dissolve the residue in the evaporating dish in a few cm3 of water from the wash bottle 3. Heat the residue to a boiling and carefully boil it to dryness. Note any color changes. 4. Put the evaporating dish on the lab bench and let it cool. C.Deliquescence and Efflorescence 1. Place a few crystals of Na2CO3 x 10H2O, CaCl2, KAl(SO4)2 x 12 H20, and CuSO4 in an a separate evaporating dish next to the CoCl2 prepared in part B. 2. To see weather the samples gained or lost mass, weigh each of them on a top-loading balance and record to the nearest hundredth. 3. Weight them again after an hour to detect ANY changes in mass. 4. Observe the samples occasionally. Note any structures in color and structure  and degree of wetness. D. Percent of Water in Hydrate 1. Clean crucible and its cover, and also make sure that crucible tongs are clean. Put over fire, and let cool. 2. Weight the crucible to the nearest thousandth. Handel with tongs 3. Obtain a sample of an unknown hydrate, and place about 1 gram in the crucible. 4. Weight the crucible, cover and sample on the balance. 5. Put the crucible on the clay triangle, with the cover off center to allow water vapor to escape. 6. Heat again, gently at first, and then with the bottom red for about 10 minutes. 7. Center the crucible cover, and let it cool to room temperature. 8. Weight the cooled crucible and with its cover and contents. 9. Examine the solid residue. 10. Add water until the crucible it two thirds full. Warm gently if the residue doesn’t readily dissolve. 11. Does the residue appear to be soluble? Waste Disposal: Dispose of the Copper mixture, and the Aluminum mixture in the correct bowl under the waste hood. All of the acids and bases can be disposed of down the sink. If the compound isn’t water soluble put in the organic container. Chemical Principles in the Laboratory: Experiment 6 Conclusion: The purpose of the Properties of Hydrates lab was to be able to identify if a substance was a hydrate or not. In lab, experiments where conducted to see if a compound was a hydrate or not. In order for the compound to be deemed as a hydrate it had to: 1. Release water upon heating 2. The anhydrous residue had to be water soluble 3. Exhibit reversibility If, and only if the compound showed that it could exhibit all three of these  properties, could it be distinguished a hydrate. In part â€Å"A† of the experiment, Nickel Chloride and Sodium Tetraborate were the only two compounds that were true hydrates. Both of these showed water residue when heating, where soluble in water after heating, and converted back to it original color after performing the first two experiments. Some of the other compounds had positive results for one or two test but not all three. For example, Sucrose, when heated, water residue appeared on the test tube, and was soluble in water, but the compound didn’t show reversibility. In part â€Å"B† of the experiment, CoCl2*6H2O was heated, dissolved, and then heated again to show that it was a true hydrate. When the Cobalt Chloride was heated, it turned from the color of fuchsia pink, to a light blue. And then after being dissolved into water, the compound turned back to its original color of fuchsia pink, demonstrating reversibility. The color change in this compound shows that by adding water to the anhydrous residue, that the same bonds that were broken my dehydrating the compound where reformed when adding water. In part â€Å"C†, four compound, plus the Cobalt Chloride mentioned above were tested for deliquescence, and efflorescence. Only one compound turned about to be efflorescent, which means that it lost water, which was Sodium Carbonate. The compounds mass before sitting out was 50.645g, after being exposed to the conditions of the laboratory for an hour, the sample weight 50.603g losing approximately 0.042g over the period of an hour. The Calcium Chloride (gained 0.258g), Copper Sulfate (gained 0.007g) and Cobalt Chloride (gained 0.068g) where all deliquescent, meaning that again mass while sitting in the laboratory. The Potassium Aluminum sulfate, exhibited stability while sitting out for an hour, neither gaining nor losing mass. For part â€Å"D† of the experiment, the percent of water in the unknown hydrate was %12.290. The closet percent of the given facts of the unknown was Barium chloride (BaCl2*2H2O), which has %14.8 water in it. This percent was found by using the formula below: % water in hydrate=(mass of water in hydrate/mass of the entire hydrate) The wide range of difference between the percent of the given and the unknown could have been due to the fact that there was wood debris in the unknown sample . This could have thrown off the amount of water present in the sample, and messed up the amount of water able to evaporate.

Who Was the Ruler Known as King Porus of Paurava

King Porus of Paurava was an important ruler in the Indian subcontinent during the 4th century BCE. Porus fiercely battled Alexander the Great, and not only survived that battle, but made an honorable peace with him and gained an even larger rule in Punjab in what is today Pakistan. Curiously, his story is written in numerous Greek sources (Plutarch, Arrian, Diodorus, and Ptolemy, among others) but barely mentioned in Indian sources, a fact which leads some historians to wonder about the peaceful ending. Who Was Porus? Porus, also spelled Poros and Puru in Sanskrit, was one of the last members of the dynasty of Puru, a clan known both in India and Iran and said to have originated from Central Asia. The clan families were members of the Parvatiya (mountaineers) mentioned by Greek writers. Porus ruled over the land between the Hydaspes (Jhelum) and the Acesines rivers in the Punjab region and he first appears in Greek sources in connection with Alexander. The Persian Achaemenid ruler Darius III asked Poros for help defending himself against Alexander after his third disastrous loss at Gaugamela and Arbela in 330 BCE. Instead, Dariuss men, sick of losing so many battles, killed him and joined Alexanders forces. Battle of the Hydaspes River Detail of Mosaic Alexander the Great at the Battle of Issus, Pompeii. Getty Images / Leemage/Corbis In June 326 BCE, Alexander decided to leave Bactria and cross the Jhelum River into Poruss realm. Several of Poruss rivals joined Alexander in his imperial move into the continent; but Alexander was held up at riversedge because it was the rainy season and the river was swollen and turbulent. It didnt stop him for long. Word reached Porus that Alexander had found a place to cross; he sent his son to investigate, but the son and his 2,000 men and 120 chariots were destroyed. Porus went to meet Alexander himself, bringing 50,000 men, 3,000 calvaries, 1,000 chariots, and 130 war elephants against Alexanders 31,000 (but the numbers vary widely from source to source). Monsoons proved more of an obstacle to the Indian bowmen (who could not use the muddy ground to gain purchase for their longbows) than to the Macedonians who crossed the swollen Hydaspes on pontoons. Alexanders troops gained the upper hand; even the Indian elephants were said to have stampeded their own troops. Aftermath Chandraguptas footprints. Romana Klee/Flickr According to the Greek reports, the wounded but unbowed King Porus surrendered to Alexander, who made him a satrap (basically a Greek regent) with control over his own kingdom. Alexander continued to advance into India, gaining regions controlled by 15 of Poruss rivals and 5,000 sizable cities and villages. He also founded two cities of Greek soldiers: Nikaia and Boukephala, the last named after his horse Bucephalus, who had died in the battle. Poruss troops helped Alexander crush the Kathaioi, and Porus was given control over much of the area to the east of his old kingdom. Alexanders advance stopped at the kingdom of Magadha, and he left the subcontinent, leaving Porus as the head of the satrapy in Punjab as far east as the Beas and Sutlej rivers. It didnt last long. Porus and his rival Chandragupta led a revolt against the remnants of Greek rule, and Porus himself was assassinated between 321 and 315 BCE. Chandragupta would go on to establish the Great Mauryan Empire. Ancient Writers Ancient writers about Porus and Alexander the Great at the Hydaspes, who were, unfortunately, not contemporaries of Alexander, are: Arrian (probably best, based on the eyewitness account of Ptolemy), Plutarch, Q. Curtius Rufus, Diodorus, and Marcus Junianus Justinus (Epitome of the Philippic History of Pompeius Trogus). Indian scholars such as Buddha Prakash have wondered if the story of Poruss loss and surrender might have been a more equal decision than the Greek sources would have us beliieve. During the battle against Porus, Alexanders men encountered poison on the tusks of the elephants. Military History of Ancient India says the tusks were tipped with poison-coated swords, and Adrienne Mayor identifies the poison as Russells viper venom, as she writes in The Uses of Snake Venom in Antiquity. Porus himself was said to have been killed by physical contact with a poisoned girl. Sources De Beauvoir Priaulx, Osmond. On the Indian Embassy to Augustus. Journal of the Royal Asiatic Society of Great Britain and Ireland 17 (1860): 309-21. Print.Garzilli, Enrica. First Greek and Latin Documents on Sahagamana and Some Connected Problems (Part 1). Indo-Iranian Journal 40.3 (1997): 205-43. Print.Prakash, Buddha. Poros. Annals of the Bhandarkar Oriental Research Institute 32.1/4 (1951): 198-233. Print.Warraich, Tauqeer Ahmad. First Europeans in Ancient Pakistan and Their Impact on Its Society. Pakistan Vision 15.191-219 (2014). Print.