The Kelvin equation

The Kelvin equation The Kelvin equation relates the vapour pressure of a liquid to the effect of surface curvature i.e. a meniscus with radius. The equation illustrates that due to the surface tension and the surface being larger than the volume, there is much higher evaporation rate for smaller droplet liquids when compared to that of larger droplets. ln(P/P0 ) = 2?Vm /rRT The Kelvin equation also shows that smaller particles exhibits higher solubility than larger particles. This occurs because of much greater pressure inside the droplet than outside and therefore gas diffusion can occur across the plateau borders of the droplet, weakening the walls (from high to low pressure). The vapour pressure of that over the droplet of water of radius r and inside a bubble in water at a specific temperature could be calculated using the Kelvin equation below. KELVIN EQUATION PARAMETERS P: Actual vapour pressure P0: Saturated vapour pressure Surface tension of liquid MW: Molecular weight r: Radius Density R: Universal gas constant (8.314 J K-1 mol-1) T: Temperature in Kelvin The Kelvin equation has a variety of significant effects as it provides clarifications for such phenomena including supersaturation of vapours, superheating, Ostwald ripening and capillary condensation. This effect is known as Kelvin effect and also Gibbs-Kelvin effect or Gibbs-Thomson effect. (Barnes 2005) Supersaturation The effect on the Kelvin equation could be explained in terms of supersaturation of vapour. The term of supersaturation refers to the state in which a solution has overly dissolved material than that of a saturated solution. Supersaturation could also be referred to the compounds vapour having greater partial pressure than that of the vapour pressure of the compound. In the solid form, the small particles can lead to crystallites or large single crystals formation. In a polydisperse suspension the material will dissolve until it has reached its saturated level at that temperature. When the sample is stored, the temperature will fluctuate slightly regardless of storage location. For example, if the sample is stored in the fridge, the temperature could vary and so the temperature of suspension could increase leading to a rise in saturation level allowing smaller particles to further dissolve until a new saturation level is reached. When the temperature drops, the suspension is affected in terms of consisting more than usual of the dissolved species. The new concentration is described as supersaturation. The remaining dissolved species would precipitate back on all the particles, the smaller particles preferentially dissolve and so larger particles having a coat will enlarge. Hence, supersaturated solutions are a result because of alteration of the saturated solution, i.e. temperature, volume or pressure. Some examples of supersaturation are beer and carbonated water. Water is able to dissolve a lot of carbon dioxide than at atmospheric pressure, which happens at the elevated pressure in bottle. At the state of atmospheric pressure, the escape of the carbon dioxide gas from the supersaturated liquid is quite slow. This process is advanced by the existence of small bubbles which is caused by shaking the product. Rock candy Rock candy is a type of confectionery mineral composed of relatively large sugar crystals. The candy is formed by allowing a supersaturated solution of sugar and water to crystallize onto a surface suitable for crystal nucleation, such as a string or stick In the phenomenon of superheating, the homogeneous substance without boiling is heated at a temperature in which is greater than the liquids normal boiling point. In order for a vapour bubble to expand and consequently burst at the surface (to boil), the temperature heating must be highly sufficient (raised above the boiling point) that the vapour pressure will go beyond the atmospheric pressure. (Patrick 2006) An insufficient temperature that is below will cause the vapour bubble to decrease and so disappear. However, in terms of superheating, the liquid is seen that it does not boil despite having the vapour pressure exceeding the atmospheric pressure. As a result, the surface tension restrains the growth of the bubbles. Boiling chips which are also known as boiling stones or anti-bumping granules are purposely added to the liquid to make boiling easier without the liquid becoming superheated. They are small and insoluble porous stones composing of calcium carbonate or silicon carbide. Inside the stones, they have pores that allow cavities to trap air and supply spaces in which the solvent bubbles can develop (nucleation sites i.e. formation of the vapour bubbles in on cavities). When there is an addition of boiling chips to a solvent and is heated, it would release very small bubbles. These tiny bubbles prevent bumping, loss of solution and hence allows liquid to boil easier without being superheated. Without the addition of boiling chips in a solvent, the heated liquid could be defined as superheated, an unstable state and therefore would be able to release a quantity of bubble of gas all of a sudden or perhaps violently. As a consequence of the sudden expel of vapour from the container of the liquid, it could lead to from ruining of the experiment to causing harsh burns. Ostwald ripening In regards to droplets that are spherical and being in contact with their vapour, the two radii situated in the liquid phase are equal and so maintain positive signs. Therefore in reference to the Kelvin equation, the droplets vapour pressure will be higher than the same liquid with a flat surface. An example is that for a radius of water droplet of 10nm, the increase in vapour pressure is approximately 10%. The smaller the droplets radius, the greater the vapour pressure. (Barnes 2005) For instance, in the case a polydispersion system (droplets with different sizes), the smaller particles has the tendency to dissolve (i.e. have greater solubility) or evaporate attaching themselves onto the surface of the larger ones, leading the larger particles to continue to grow with time but the smaller particles disappearing. This spontaneous process known as Ostwald ripening was first recognised in 1896 by Wilhelm Ostwald. (Ostwald 1896) A real life effect of the Kelvin equation occurs in clouds in which the larger droplets grow expecting to be heavy enough to fall as rain. Similarly, this process also exists for crystals contained in solutions. The larger crystals will tend to grow rather than the smaller ones resulting in a process of Ostwald ripening. This process is an important ageing effect occurring in any polydisperse systems. It could be observed in foams, emulsions as well as aqueous sols. (Adamson 1990) In terms of foam instability, the reason of instability could be due to Ostwald ripening. The Ostwald ripenings driving force arises because of the variation of Laplace pressure between bubbles of unequal size that is the smaller and larger foam bubbles. (Barnes 2005) The smaller bubbles having a greater gas pressure than the larger bubbles causes an effect on the foam stability. For the period of foam storage, the bubbles rise in the gravity field to the top of the liquid due to the large density existing between the liquid and the gas phases. From here, they shape a loosely closed-packed or honeycomb like structure from which the liquid drains forming foam that turns out to be dryer. The thin films created can collapse due to gravity and causing coalescence of bubbles. When increased of gas solubility with pressure happens, gas between bubbles are able to diffuse from the smaller to the larger bubbles. A large bubble in the foam that is surrounded by smaller bubbles could ultimately cause a big hole in the structure of the foam. (Hubbard 2002) Ostwald ripening is the cause of foam instability when a larger pressure difference of foam bubbles that are spherical cam be seen. In the case of polyhedral foam (with planar liquid lamella), the foam bubbles pressure difference is not great and so foam instability is not because of the Ostwald process. (Tadros 2005) Since the surface of the bubble behaves like viscoelastic behaviour, the process of Ostwald ripening in foam bubbles could be reduced by addition of a gas that is only soluble in the liquid. As a result of this process, it also has an effect of decreasing of specific surface area in time due to the highly soluble particles. (Lyklema 2005) The Ostwald ripening is important as it is used to increase the efficiency in both industrial and analytical filtration. (Barnes 2005) Capillary Condensation The Kelvin effect can also be observed in terms of capillary condensation due to the existence of a curvature, a meniscus. Capillary condensation arises because of the vapours adsorption in a capillary which creates a liquid surface with tiny radius of curvature. (Fisher 2002) The liquids vapour pressure being lower than that of the same liquid with a flat surface is a consequence of the radii being positioned in the vapour phase. If the actual vapour pressure is greater than the vapour pressure calculated from using the Kelvin equation for the curved surface than condensation would likely to occur. The actual vapour pressure for a flat surface may possibly be lower than its saturation vapour pressure. (Patrick 2006) As the capillary filled by capillary condensation occurs, immediately a meniscus is generated (which depends on the liquids surface tension) at the liquid-vapour interface enabling the equilibrium to be under the Psat (saturation vapour pressure). At low vapour pressure, the liquid condenses in smaller radius of the capillary. As the vapour pressure increases, further condensation of the liquid at the larger radius capillary is filled causing the radius of the meniscus to increase (capillary becoming full). The Kelvin equation implies that the Pv/Psat rises inside a capillary and the meniscus radius will further expand causing a creation of more flat surface. Hence, the vapour condensation is able to occur smoothly over the range of vapour pressures. For any liquid-vapour interface involving a meniscus, the Kelvin equation therefore relates the change between the equilibrium vapour pressure and the saturation vapour pressure. Capillary condensation as an important factor, is significant by means in both naturally and synthetic occurring porous structures. These structures allow scientists to recognize the concept of capillary condensation to determine pore size distribution as well as surface area through adsorption isotherms. (Barnes, 2005) References Adamson, W 1990, Physical chemistry of surfaces, 5th edn, John Wiley Sons, Canada Barnes, G.T 2005, Interfacial science, Ist edn, Oxford University press, United States CUBoulder Organic Chemistry, 2007, Boiling Chips, viewed 28 March, 2010 Economic expert, 2010, Supersaturation, viewed 28 March, 2010 Farlex, 2010, Kelvin equation, the free encyclopedia viewed 25 March, 2010, Fisher, LR Israelachvili JN 2002, Colloid Interfacial science, 3rd edn, Elsevier LTD, United States Gordon, M 1988, Physical Chemistry, 5th edn, McGraw-Hill, United States Hiemenz, CP 1997, Principles of Colloid and Surface, 3rd edn, Marcel Dekker, United States Hubbard, T 2002, Encyclopedia of Surface and Colloid Science: Por Z, 2nd edn, Marcel Dekker, New York Lyklema, J 2005, Fundamentals of interface and colloid science, 2nd edn, Academic press, London, vol. 2, p. 24 Ostwald, W 1896. Lehrbuch der Allgemeinen Chemie, vol. 2, part 1. Leipzig, Germany. Sinko, PJ 2006, Martins physical pharmacy and pharmaceutical sciences, 5th edn, Lippincott Williams and Wilkins, Philadelphia Tadros, F.T 2005, Applied Surfactants: principles and application 4th edn, edn, Wiley-VCH, Germany. The engineering toolbox, 2005, Introduction to vapor and steam, viewed 28 March, 2010, UBC Chemistry Department, 2002, Boiling Chips, viewed 28 March, 2010 Uci education, 2005, Boiling point and distillation, RDG, viewed 28 March, 2010 https://eee.uci.edu/programs/hongchem/RDGbpdostill.pdf

Nursing Theorist Grid

Nursing Theorist Grid Use grid below to complete the Week 4-Nursing Theorists assignment. Please see the â€Å"Nursing Theorists’ Grading Criteria† document, located on the Materials page of the student Web site. Name: Thomas Miller Theorist Selected: Ida Orlando Description of Theory: â€Å"Orlando’s theory is a reflective practice that is based on discovering and resolving problematic situations† (Alligood, 2010, p. 339). This theory is focused on defining the nurse-patient relationship. According to Orlando, the main function of nursing is to determine the needs of the patient and ensure that these needs are met, whether by the nurse or by others.The patient will have verbal and nonverbal behaviors that clue the nurse into the nature of his or her problems. The nurse must explore these behaviors with the patient to determine the needs that must be met to resolve the problematic situation that the patient presents with. The nurse must also be aware of hi s or her reactions to the cues the patient presents and must validate these reactions with the patient. It is always possible for the nurse to misinterpret the behaviors of a patient, and form incorrect ideas about what the patient needs.Validating the behaviors with the patient ensures that the nurse can fulfill the function of nursing, which is to find and meet the patient’s immediate need for help in the immediate situation which results in improvement (Alligood, 2010). The success of the help provided can be evaluated by observing for improvement in the patient’s verbal and nonverbal behavior. These behaviors must also be validated with the patient. This makes this theory dynamic and collaborative. Theory’s Historical background: Orlando developed her theory in the 1950s after receiving grants for studies integrating mental health concepts into nursing education.This was the first inductively developed nursing theory. Orlando recorded nurse patient interacti ons over three years and categorized her records as â€Å"good† or â€Å"bad† nursing (Alligood, 2010). Orlando conducted a second study where she â€Å"assessed the relevance of earlier formulations, educated and evaluated nurses in the use of her formulations, and tested the validity of the theory formulations† (Alligood, 2010, p. 338). This helped her validate her original observations and to extend â€Å"her theory to include the entire nursing practice system† (Alligood, 2010, p. 338).Major theory assumptions related to: Define according to theorist:| How does this concept relate to nursing practice? | How does this concept relate to nursing education? | PersonTo Orlando, a person is a unique individual with his or her own behaviors and perceptions that are related to the context in which those behaviors and perceptions occur. Each person has his or her own needs that must be met and these needs change depending on the context and perceptions of that person. Each person is also the only one able verify if his or her behavior means what it appears to mean.In the context of the nurse-patient relationship, a person is an individual who needs help in order to have his or her needs met. The unique patient behavior provides cues to indicate the needs that must be met. | â€Å"Improvement, according to Orlando (1990), is the goal of the nursing process† (Faust, 2002, p. 15). Because the individual is unique, each patient must be approached for validation of his or her behaviors separately. The nurse cannot make assumptions of one person’s behaviors based on what they learned from another patient with the same behaviors.It also means that â€Å"patient behavior requires assessment at the time it occurs† (Faust, 2002, p. 15). It is possible that the same behavior occurring at different times means different things. The nurse must always validate the meaning of behaviors with the patient before attempting to meet the needs of the patient to ensure the correct needs are being met. | This is an important concept for nursing education. Nurses are educated on how to plan for the care of a patient. The goal of nursing is patient improvement by meeting the needs of the patient.It is impossible to meet the needs of the patient if the nurse does not know the needs of the patient. Nurses must be educated to validate patient behaviors with the patient. Nurses must also be educated to be aware of their own feelings about patient behaviors and how to avoid making assumption about the needs of the patient. Nurses must learn to recognize the uniqueness of every individual and how behaviors can mean different things in different contexts. | HealthOrlando did not clearly define health. It is possible to infer what Orlando considered health to be from her writings.According to Faust (2002, p. 15), â€Å"health is the result of a patient’s needs being met. † This means that for a person to be healt hy, they must be in a state where all their needs are met or are capable of being met. If their needs are not met, they are in a problematic situation and have an immediate need for help from the nurse. Improvement of this problematic situation results in the patient being restored to a state of health. This is the goal of the nurse-patient relationship. | Improving the patient’s problematic situation and restoring the patient to a state of health is the goal of nursing.This can only be done by finding and meeting the patient’s immediate needs. â€Å"It is the nurse’s responsibility to meet the patient’s need for help either by supplying it directly or by calling on the services of others† (Schmieding, 1987, p. 432). The important thing about this for the nursing process is to take this in a systematic approach. The nurse must first determine what needs the patient has before planning how to meet those needs. The nurse plans the appropriate activit ies to help the patient and return him or her to a state of health. This concept of health means that nurses must be educated to focus on the needs of the patient and validating these needs with the patient. Nurse education for restoring a state of health should not be focused on tasks to perform, but on forming relationships to discover what the patient needs to maintain his or her health or to return to a healthy state. Although the tasks are important, nursing education must focus on how nurses choose the correct tasks to help the patient. Nurses must also be educated on how to recognize whether he patient has an immediate need for help or not. Nursing â€Å"Nursing is an interaction with people who have an immediate need for help – the subsequent relief of distress. Stress relief provides improvement, leading to a sense of well-being† (Faust, 2002, p. 16). The goal of nursing is to discover and meet the patient’s immediate needs for help. Nursing is â€Å"à ¢â‚¬ ¦concerned with providing direct assistance to individuals in whatever setting they are found, for the purpose of avoiding, relieving, diminishing, or curing the individual’s sense of helplessness† (Alligood, 2010, p. 339).Nursing is a process in which the nurse determines if the patient has an immediate need, what that need truly is, and plans actions to meet that need. | The nurse must develop a therapeutic relationship with the patient by validating the patient’s behaviors and not making assumptions about the behaviors. â€Å"In Orlando’s theory, nurse–patient interaction involvesreciprocity; making the relationship dynamic and collaborative† (Sheldon & Ellington, 2008, p. 390). This means the nurse must evaluate constantly and validate patient behaviors.It is imperative for the nurse to determine what the patient actually needs in order to plan interventions to meet the needs. The nurse must also be aware that each behavior is unique within the context in which it occurs. This means that each behavior must be assessed and validated when it happens to avoid making assumptions about the patient’s needs. | Learning to perform this process correctly should start early in the education process. It takes practice to do this correctly. â€Å"Finding out and meeting the patient's immediate needs for help becomes an acquiredway of thinking† (Schmieding, 1987, p. 32). This process needs to become automatic for the nurse. He or she must be able to recognize their own internal feelings and overcome them to avoid making assumptions. Nursing education needs to take this into account and help student nurses practice this concept early and often. Nursing education must also teach proper communication techniques so that nurses will be comfortable and able to validate patient behaviors with the patient. | EnvironmentThe environment is the context in which the patient’s problem exists and his or her behavior manifests.Orlando does not clearly define environment, but relates it to the immediate situation. â€Å"A disruption in the environment creates a problematic situation. At that moment the person experiences an organic response† (Schmieding, 1987, p. 434). Orlando calls this an immediate reaction. This immediate reaction to the environment causes the problematic situation that the patient needs help with. The patient may have needs based on his or her environment that is not being met that result in the problematic situation. This results in the patient seeking help. â€Å"Environment is part of any nurse-patient interaction, because it is involved in all nursing situations. To help a patient, it may be necessary to take action related to the environment† (Faust, 2002, p. 16). The nurse may have to educate the patient to avoid things in his or her environment. This has implications for Orlando’s theory because this will involve fully assessing the patient’ s needs and validating his or her behaviors relating to their environment. The nurse must determine if the environment is interfering with meeting the patient’s needs. If this is the case, the nurse must act to deal with the environmental problem.This may involve educating the patient or enlisting the aid of others to help the patient overcome his or her environmental barriers. | This is another case in which nurses need early and frequent practice. Nurses do not often consider the patient’s environment when planning care. Many patients do not consider their environment as a cause of their problems, either. It is the responsibility of the nurse to determine if this is a problem. Nurses must learn how to validate patient behaviors appropriately and assess the needs of the patient. Nurses must learn how to interact with patients to draw this information out.This takes practice and should be done early in an educational setting. Practicing this skill is important so that it will become a habit for the nurse. | References Alligood, M. R. (2010). Nursing theory: Utilization ; application  (4th ed. ). Retrieved from The University of Phoenix eBook Collection database Faust, C. (2002). Orlando's deliberative nursing process theory: A practice application in an extended care facility. Journal of Gerontological Nursing,  28(7), 14-18. Retrieved from http://search. proquest. com/docview/204155222? accountid=35812; http://linksource. ebsco. om/linking. aspx? genre=article&issn=00989134&volume=28&issue=7&date=2002-07-01&spage=14&title=Journal+of+Gerontological+Nursing&atitle=Orlando%27s+deliberative+nursing+process+t Schmieding, N. (1987). Problematic situations in nursing: analysis of Orlando's theory based on Dewey's theory of inquiry. Journal Of Advanced Nursing,  12(4), 431-440. doi:10. 1111/1365-2648. ep13107529 Sheldon, L. , & Ellington, L. (2008). Application of a model of social information processing to nursing theory: how nurses respond to pa tients. Journal Of Advanced Nursing,  64(4),

A Game of Thrones Chapter Forty-nine

Eddard The grey light of dawn was streaming through his window when the thunder of hoofbeats awoke Eddard Stark from his brief, exhausted sleep. He lifted his head from the table to look down into the yard. Below, men in mail and leather and crimson cloaks were making the morning ring to the sound of swords, and riding down mock warriors stuffed with straw. Ned watched Sandor Clegane gallop across the hard-packed ground to drive an iron-tipped lance through a dummy's head. Canvas ripped and straw exploded as Lannister guardsmen joked and cursed. Is this brave show for my benefit? he wondered. If so, Cersei was a greater fool than he'd imagined. Damn her, he thought, why is the woman not fled? I have given her chance after chance . . . The morning was overcast and grim. Ned broke his fast with his daughters and Septa Mordane. Sansa, still disconsolate, stared sullenly at her food and refused to eat, but Arya wolfed down everything that was set in front of her. â€Å"Syrio says we have time for one last lesson before we take ship this evening,† she said. â€Å"Can I, Father? All my things are packed.† â€Å"A short lesson, and make certain you leave yourself time to bathe and change. I want you ready to leave by midday, is that understood?† â€Å"By midday,† Arya said. Sansa looked up from her food. â€Å"If she can have a dancing lesson, why won't you let me say farewell to Prince Joffrey?† â€Å"I would gladly go with her, Lord Eddard,† Septa Mordane offered. â€Å"There would be no question of her missing the ship.† â€Å"It would not be wise for you to go to Joffrey right now, Sansa. I'm sorry.† Sansa's eyes filled with tears. â€Å"But why?† â€Å"Sansa, your lord father knows best,† Septa Mordane said. â€Å"You are not to question his decisions.† â€Å"It's not fair!† Sansa pushed back from her table, knocked over her chair, and ran weeping from the solar. Septa Mordane rose, but Ned gestured her back to her seat. â€Å"Let her go, Septa. I will try to make her understand when we are all safely back in Winterfell.† The septa bowed her head and sat down to finish her breakfast. It was an hour later when Grand Maester Pycelle came to Eddard Stark in his solar. His shoulders slumped, as if the weight of the great maester's chain around his neck had become too great to bear. â€Å"My lord,† he said, â€Å"King Robert is gone. The gods give him rest.† â€Å"No,† Ned answered. â€Å"He hated rest. The gods give him love and laughter, and the joy of righteous battle.† It was strange how empty he felt. He had been expecting the visit, and yet with those words, something died within him. He would have given all his titles for the freedom to weep . . . but he was Robert's Hand, and the hour he dreaded had come. â€Å"Be so good as to summon the members of the council here to my solar,† he told Pycelle. The Tower of the Hand was as secure as he and Tomard could make it; he could not say the same for the council chambers. â€Å"My lord?† Pycelle blinked. â€Å"Surely the affairs of the kingdom will keep till the morrow, when our grief is not so fresh.† Ned was quiet but firm. â€Å"I fear we must convene at once.† Pycelle bowed. â€Å"As the Hand commands.† He called his servants and sent them running, then gratefully accepted Ned's offer of a chair and a cup of sweet beer. Ser Barristan Selmy was the first to answer the summons, immaculate in white cloak and enameled scales. â€Å"My lords,† he said, â€Å"my place is beside the young king now. Pray give me leave to attend him.† â€Å"Your place is here, Ser Barristan,† Ned told him. Littlefinger came next, still garbed in the blue velvets and silver mockingbird cape he had worn the night previous, his boots dusty from riding. â€Å"My lords,† he said, smiling at nothing in particular before he turned to Ned. â€Å"That little task you set me is accomplished, Lord Eddard.† Varys entered in a wash of lavender, pink from his bath, his plump face scrubbed and freshly powdered, his soft slippers all but soundless. â€Å"The little birds sing a grievous song today,† he said as he seated himself. â€Å"The realm weeps. Shall we begin?† â€Å"When Lord Renly arrives,† Ned said. Varys gave him a sorrowful look. â€Å"I fear Lord Renly has left the city.† â€Å"Left the city?† Ned had counted on Renly's support. â€Å"He took his leave through a postern gate an hour before dawn, accompanied by Ser Loras Tyrell and some fifty retainers,† Varys told them. â€Å"When last seen, they were galloping south in some haste, no doubt bound for Storm's End or Highgarden.† So much for Renly and his hundred swords. Ned did not like the smell of that, but there was nothing to be done for it. He drew out Robert's last letter. â€Å"The king called me to his side last night and commanded me to record his final words. Lord Renly and Grand Maester Pycelle stood witness as Robert sealed the letter, to be opened by the council after his death. Ser Barristan, if you would be so kind?† The Lord Commander of the Kingsguard examined the paper. â€Å"King Robert's seal, and unbroken.† He opened the letter and read. â€Å"Lord Eddard Stark is herein named Protector of the Realm, to rule as regent until the heir comes of age.† And as it happens, he is of age, Ned reflected, but he did not give voice to the thought. He trusted neither Pycelle nor Varys, and Ser Barristan was honor-bound to protect and defend the boy he thought his new king. The old knight would not abandon Joffrey easily. The need for deceit was a bitter taste in his mouth, but Ned knew he must tread softly here, must keep his counsel and play the game until he was firmly established as regent. There would be time enough to deal with the succession when Arya and Sansa were safely back in Winterfell, and Lord Stannis had returned to King's Landing with all his power. â€Å"I would ask this council to confirm me as Lord Protector, as Robert wished,† Ned said, watching their faces, wondering what thoughts hid behind Pycelle's half-closed eyes, Littlefinger's lazy half-smile, and the nervous flutter of Varys's fingers. The door opened. Fat Tom stepped into the solar. â€Å"Pardon, my lords, the king's steward insists . . . â€Å" The royal steward entered and bowed. â€Å"Esteemed lords, the king demands the immediate presence of his small council in the throne room.† Ned had expected Cersei to strike quickly; the summons came as no surprise. â€Å"The king is dead,† he said, â€Å"but we shall go with you nonetheless. Tom, assemble an escort, if you would.† Littlefinger gave Ned his arm to help him down the steps. Varys, Pycelle, and Ser Barristan followed close behind. A double column of men-at-arms in chainmail and steel helms was waiting outside the tower, eight strong. Grey cloaks snapped in the wind as the guardsmen marched them across the yard. There was no Lannister crimson to be seen, but Ned was reassured by the number of gold cloaks visible on the ramparts and at the gates. Janos Slynt met them at the door to the throne room, armored in ornate black-and-gold plate, with a high-crested helm under one arm. The Commander bowed stiffly. His men pushed open the great oaken doors, twenty feet tall and banded with bronze. The royal steward led them in. â€Å"All hail His Grace, Joffrey of the Houses Baratheon and Lannister, the First of his Name, King of the Andals and the Rhoynar and the First Men, Lord of the Seven Kingdoms and Protector of the Realm,† he sang out. It was a long walk to the far end of the hall, where Joffrey waited atop the Iron Throne. Supported by Littlefinger, Ned Stark slowly limped and hopped toward the boy who called himself king. The others followed. The first time he had come this way, he had been on horseback, sword in hand, and the Targaryen dragons had watched from the walls as he forced Jaime Lannister down from the throne. He wondered if Joffrey would step down quite so easily. Five knights of the Kingsguard—all but Ser Jaime and Ser Barristan—were arrayed in a crescent around the base of the throne. They were in full armor, enameled steel from helm to heel, long pale cloaks over their shoulders, shining white shields strapped to their left arms. Cersei Lannister and her two younger children stood behind Ser Boros and Ser Meryn. The queen wore a gown of sea-green silk, trimmed with Myrish lace as pale as foam. On her finger was a golden ring with an emerald the size of a pigeon's egg, on her head a matching tiara. Above them, Prince Joffrey sat amidst the barbs and spikes in a cloth-of-gold doublet and a red satin cape. Sandor Clegane was stationed at the foot of the throne's steep narrow stair. He wore mail and soot-grey plate and his snarling dog's-head helm. Behind the throne, twenty Lannister guardsmen waited with longswords hanging from their belts. Crimson cloaks draped their shoulders and steel lions crested their helms. But Littlefinger had kept his promise; all along the walls, in front of Robert's tapestries with their scenes of hunt and battle, the gold-cloaked ranks of the City Watch stood stiffly to attention, each man's hand clasped around the haft of an eight-foot-long spear tipped in black iron. They outnumbered the Lannisters five to one. Ned's leg was a blaze of pain by the time he stopped. He kept a hand on Littlefinger's shoulder to help support his weight. Joffrey stood. His red satin cape was patterned in gold thread; fifty roaring lions to one side, fifty prancing stags to the other. â€Å"I command the council to make all the necessary arrangements for my coronation,† the boy proclaimed. â€Å"I wish to be crowned within the fortnight. Today I shall accept oaths of fealty from my loyal councillors.† Ned produced Robert's letter. â€Å"Lord Varys, be so kind as to show this to my lady of Lannister.† The eunuch carried the letter to Cersei. The queen glanced at the words. â€Å"Protector of the Realm,† she read. â€Å"Is this meant to be your shield, my lord? A piece of paper?† She ripped the letter in half, ripped the halves in quarters, and let the pieces flutter to the floor. â€Å"Those were the king's words,† Ser Barristan said, shocked. â€Å"We have a new king now,† Cersei Lannister replied. â€Å"Lord Eddard, when last we spoke, you gave me some counsel. Allow me to return the courtesy. Bend the knee, my lord. Bend the knee and swear fealty to my son, and we shall allow you to step down as Hand and live out your days in the grey waste you call home.† â€Å"Would that I could,† Ned said grimly. If she was so determined to force the issue here and now, she left him no choice. â€Å"Your son has no claim to the throne he sits. Lord Stannis is Robert's true heir.† â€Å"Liar!† Joffrey screamed, his face reddening. â€Å"Mother, what does he mean?† Princess Myrcella asked the queen plaintively. â€Å"Isn't Joff the king now?† â€Å"You condemn yourself with your own mouth, Lord Stark,† said Cersei Lannister. â€Å"Ser Barristan, seize this traitor.† The Lord Commander of the Kingsguard hesitated. In the blink of an eye he was surrounded by Stark guardsmen, bare steel in their mailed fists. â€Å"And now the treason moves from words to deeds,† Cersei said. â€Å"Do you think Ser Barristan stands alone, my lord?† With an ominous rasp of metal on metal, the Hound drew his longsword. The knights of the Kingsguard and twenty Lannister guardsmen in crimson cloaks moved to support him. â€Å"Kill him!† the boy king screamed down from the Iron Throne. â€Å"Kill all of them, I command it!† â€Å"You leave me no choice,† Ned told Cersei Lannister. He called out to Janos Slynt. â€Å"Commander, take the queen and her children into custody. Do them no harm, but escort them back to the royal apartments and keep them there, under guard.† â€Å"Men of the Watch!† Janos Slynt shouted, donning his helm. A hundred gold cloaks leveled their spears and closed. â€Å"I want no bloodshed,† Ned told the queen. â€Å"Tell your men to lay down their swords, and no one need—† With a single sharp thrust, the nearest gold cloak drove his spear into Tomard's back. Fat Tom's blade dropped from nerveless fingers as the wet red point burst out through his ribs, piercing leather and mail. He was dead before his sword hit the floor. Ned's shout came far too late. Janos Slynt himself slashed open Varly's throat. Cayn whirled, steel flashing, drove back the nearest spearman with a flurry of blows; for an instant it looked as though he might cut his way free. Then the Hound was on him. Sandor Clegane's first cut took off Cayn's sword hand at the wrist; his second drove him to his knees and opened him from shoulder to breastbone. As his men died around him, Littlefinger slid Ned's dagger from its sheath and shoved it up under his chin. His smile was apologetic. â€Å"I did warn you not to trust me, you know.†

Spanish Verb Mostrar Conjugation, Usage, and Examples

The Spanish verb mostrar means to show. A similar verb in Spanish is enseà ±ar (to teach or show). The following are some examples of how the verb mostrar can be used: Mostrar can mean to make something visible, to demonstrate or exhibit: El vendedor muestra sus productos (The salesman shows his products).Mostrar can be used to talk about teaching someone how to do something: Ella me mostrà ³ cà ³mo hacer la tarea (She showed me how to do the homework).Mostrar can also mean to express an emotion, such as to show anger: Carlos mostrà ³ su enojo durante la discusià ³n (Carlos showed his anger during the argument). Another interesting detail is that from the verb mostrar we get the noun muestra, which means a sample or sometimes a sign, as in una muestra de sangre (a blood sample) or una muestra de esperanza (a sign of hope). Mostrar is a stem-changing -ar verb. That means that in some of its conjugations, there is a change in the verb stem. In this case, the vowel o changes to ue when in a stressed syllable, as in yo muestro (I show). Other similar stem-changing verbs are sonar, probar, and contar. In this article you will see the conjugations of mostrar in the present, past, conditional, and future indicative mood, the present and past subjunctive mood, the imperative mood, and other verb forms. Present Indicative Notice the stem change o to ue in several of the present indicative conjugations. Yo muestro Yo muestro mi enojo fà ¡cilmente. I show my anger easily. Tà º muestras Tà º muestras tu herida al doctor. You show your wound to the doctor. Usted/à ©l/ella muestra Ella muestra paciencia hacia los nià ±os. She shows patience towards the kids. Nosotros mostramos Nosotros mostramos los productos al cliente. We show the products to the client. Vosotros mostrà ¡is Vosotros mostrà ¡is la casa al comprador. You show the house to the buyer. Ustedes/ellos/ellas muestran Ellos muestran el carro nuevo a sus amigos. They show the new car to their friends. Preterite Indicative The preterite is one of two forms of the past that exist in Spanish. It is used to describe completed actions in the past. Yo mostrà © Yo mostrà © mi enojo fà ¡cilmente. I showed my anger easily. Tà º mostraste Tà º mostraste tu herida al doctor. You showed your wound to the doctor. Usted/à ©l/ella mostrà ³ Ella mostrà ³ paciencia hacia los nià ±os. She showed patience towards the kids. Nosotros mostramos Nosotros mostramos los productos al cliente. We showed the products to the client. Vosotros mostrasteis Vosotros mostrà ¡is la casa al comprador. You showed the house to the buyer. Ustedes/ellos/ellas mostraron Ellos mostraron el carro nuevo a sus amigos. They showed the new car to their friends. Imperfect Indicative Another past tense in Spanish is the imperfect tense, which is used to describe ongoing or repeated actions in the past, and can be translated to English as was showing or used to show. Yo mostraba Yo mostraba mi enojo fà ¡cilmente. I used to show my anger easily. Tà º mostrabas Tà º mostrabas tu herida al doctor. You used to show your wound to the doctor. Usted/à ©l/ella mostraba Ella mostraba paciencia hacia los nià ±os. She used to show patience towards the kids. Nosotros mostrà ¡bamos Nosotros mostrà ¡bamos los productos al cliente. We used to show the products to the client. Vosotros mostrabais Vosotros mostrabais la casa al comprador. You used to show the house to the buyer. Ustedes/ellos/ellas mostraban Ellos mostraban el carro nuevo a sus amigos. They used to show the new car to their friends. Future Indicative Yo mostrarà © Yo mostrarà ©mi enojo fà ¡cilmente. I will show my anger easily. Tà º mostrarà ¡s Tà º mostrarà ¡s tu herida al doctor. You will show your wound to the doctor. Usted/à ©l/ella mostrarà ¡ Ella mostrarà ¡paciencia hacia los nià ±os. She will show patience towards the kids. Nosotros mostraremos Nosotros mostraremoslos productos al cliente. We will show the products to the client. Vosotros mostrarà ©is Vosotros mostrarà ©isla casa al comprador. You will show the house to the buyer. Ustedes/ellos/ellas mostrarà ¡n Ellos mostrarà ¡nel carro nuevo a sus amigos. They will show the new car to their friends. Periphrastic  Future Indicative   Yo voy a mostrar Yo voya mostrar mi enojo fà ¡cilmente. I am going to show my anger easily. Tà º vasa mostrar Tà º vasa mostrar tu herida al doctor. You aregoing to show your wound to the doctor. Usted/à ©l/ella vaa mostrar Ella vaa mostrar paciencia hacia los nià ±os. She isgoing to show patience towards the kids. Nosotros vamosa mostrar Nosotros vamosa mostrar los productos al cliente. We aregoing to show the products to the client. Vosotros vaisa mostrar Vosotros vaisa mostrar la casa al comprador. You aregoing to show the house to the buyer. Ustedes/ellos/ellas vana mostrar Ellos vana mostrar el carro nuevo a sus amigos. They aregoing to show the new car to their friends. Present Progressive/Gerund Form The gerund or present participle is what is known as the -ing form in English. It can be used as an adverb or to form progressive verb tenses like the present progressive. Present Progressive ofMostrar està ¡ mostrando Ella està ¡ mostrando paciencia hacia los nià ±os. She is showing patience towards the kids. Past Participle The past participle can sometimes be used as an adjective or to form perfect tenses, like the present perfect and pluperfect. Present Perfect of Mostrar ha mostrado Ella ha mostrado paciencia hacia los nià ±os. She has shown patience towards the kids. Conditional Indicative The conditional tense is used to talk about possibilities, and is usually translated to English as would verb. Yo mostrarà ­a Yo mostrarà ­ami enojo fà ¡cilmente si me gritaras. I would show my anger easily if you yelled at me. Tà º mostrarà ­as Tà º mostrarà ­as tu herida al doctor si pudieras. You would show your wound to the doctor if you could. Usted/à ©l/ella mostrarà ­a Ella mostrarà ­apaciencia hacia los nià ±os, pero es muy difà ­cil. She would show patience towards the kids, but it's very difficult. Nosotros mostrarà ­amos Nosotros mostrarà ­amoslos productos al cliente si à ©l quisiera verlos. We would show the products to the client if he wanted to see them. Vosotros mostrarà ­ais Vosotros mostrarà ­aisla casa al comprador si estuviera interesado. You would show the house to the buyer if he were interested. Ustedes/ellos/ellas mostrarà ­an Ellos mostrarà ­anel carro nuevo a sus amigos, pero no quieren presumir. They would show the new car to their friends, but they don't want to brag. Present Subjunctive The present subjunctive is used in sentences with two clauses, and it expresses desire, doubt, denial, emotion, negation, possibility, or other subjective situations. Notice the stem change o to ue in some of the present subjunctive conjugations. Que yo muestre El psicà ³logo no quiere que yo muestre mi enojo fà ¡cilmente. The psychologist does not want me to show my anger easily. Que tà º muestres El enfermero pide que tà º muestres tu herida al doctor. The nurse asks that you show your wound to the doctor. Que usted/à ©l/ella muestre La directora sugiere que ella muestre paciencia hacia los nià ±os. The principal suggests that she show patience towards the kids. Que nosotros mostremos El jefe recomienda que nosotros mostremos los productos al cliente. The boss recommends that we show the products to the client. Que vosotros mostrà ©is La seà ±ora espera que vosotros mostrà ©is la casa al comprador. The lady hopes that you show the house to the buyer. Que ustedes/ellos/ellas muestren El vendedor quiere que ustedes muestren el carro nuevo a sus amigos. The salesman wants you to show the new car to your friends. Imperfect Subjunctive The imperfect subjunctive can be conjugated in two different ways: Option 1 Que yo mostrara El psicà ³logo no querà ­a que yo mostrara mi enojo fà ¡cilmente. The psychologist did not want me to show my anger easily. Que tà º mostraras El enfermero pidià ³ que tà º mostraras tu herida al doctor. The nurse asked that you show your wound to the doctor. Que usted/à ©l/ella mostrara La directora sugerà ­a que ella mostrara paciencia hacia los nià ±os. The principal suggested that she show patience towards the kids. Que nosotros mostrà ¡ramos El jefe recomendaba que nosotros mostrà ¡ramos los productos al cliente. The boss recommended that we show the products to the client. Que vosotros mostrarais La seà ±ora esperaba que vosotros mostrarais la casa al comprador. The lady hoped that you would show the house to the buyer. Que ustedes/ellos/ellas mostraran El vendedor querà ­a que ustedes mostraran el carro nuevo a sus amigos. The salesman wanted you to show the new car to your friends. Option 2 Que yo mostrase El psicà ³logo no querà ­a que yo mostrase mi enojo fà ¡cilmente. The psychologist did not want me to show my anger easily. Que tà º mostrases El enfermero pidià ³ que tà º mostrases tu herida al doctor. The nurse asked that you show your wound to the doctor. Que usted/à ©l/ella mostrase La directora sugerà ­a que ella mostrase paciencia hacia los nià ±os. The principal suggested that she show patience towards the kids. Que nosotros mostrà ¡semos El jefe recomendaba que nosotros mostrà ¡semos los productos al cliente. The boss recommended that we show the products to the client. Que vosotros mostraseis La seà ±ora esperaba que vosotros mostraseis la casa al comprador. The lady hoped that you would show the house to the buyer. Que ustedes/ellos/ellas mostrasen El vendedor querà ­a que ustedes mostrasen el carro nuevo a sus amigos. The salesman wanted you to show the new car to your friends. Imperative To give orders or commands you need the imperative mood. Below you can find both affirmative and negative commands. Notice the stem change o to ue in some of the commands. Positive Commands Tà º muestra  ¡Muestra tu herida al doctor! Show your wound to the doctor! Usted muestre  ¡Muestre paciencia hacia los nià ±os! Show patience towards the kids! Nosotros mostremos  ¡Mostremos los productos al cliente! Let's show the products to the client! Vosotros mostrad  ¡Mostrad la casa al comprador! Show the house to the buyer! Ustedes muestren  ¡Muestren el carro nuevo a sus amigos! Show the new car to your friends! Negative Commands Tà º no muestres  ¡No muestres tu herida al doctor! Don't show your wound to the doctor! Usted no muestre  ¡No muestre paciencia hacia los nià ±os! Don't show patience towards the kids! Nosotros no mostremos  ¡No mostremos los productos al cliente! Let's not show the products to the client! Vosotros no mostrà ©is  ¡No mostrà ©is la casa al comprador! Don't show the house to the buyer! Ustedes no muestren  ¡No muestren el carro nuevo a sus amigos! Don't show the new car to your friends!