HMS Queen Mary at the Battle of Jutland

HMS Queen Mary at the Battle of Jutland HMS Queen Mary was a British battlecruiser that entered service in 1913. The last battlecruiser completed for the Royal Navy prior to World War I, it saw action during the early engagements of the conflict. Sailing with the 1st Battlecruiser Squadron, Queen Mary was lost at the Battle of Jutland in May 1916. HMS Queen Mary Nation:  Great BritainType:  BattlecruiserShipyard:  Palmers Shipbuilding and Iron CompanyLaid Down:  March 6, 1911Launched:  March 20, 1912Commissioned:  September 4, 1913Fate:  Sunk at the Battle of Jutland, May 31, 1916 Specifications Displacement:  27,200 tonsLength:  703 ft., 6 in.Beam:  89 ft., 0.5 in.Draft:  32 ft., 4 in.Propulsion:  Parsons direct-drive steam turbines, 42 Yarrow boilers, 4 x propellersSpeed:  28 knotsRange:  6,460 miles at 10 knotsComplement:  1,275 men Armament 4 Ãâ€" 2 – BL 13.5-inch Mk V guns16 Ãâ€" 1 – BL 4-inch Mk VII guns2 Ãâ€" 1 – 21-inch Mk II submerged torpedo tubes Background On October 21, 1904, Admiral John Jackie Fisher became First Sea Lord at the behest of King Edward VII. Tasked with reducing expenditures and modernizing the Royal Navy, he also began advocating for all big gun battleships. Moving forward with this initiative, Fisher had the revolutionary HMS Dreadnought built two years later. Featuring ten 12-in. guns, Dreadnought instantly made all existing battleships obsolete. Fisher next desired to support this class of battleship with a new type of cruiser that sacrificed armor for speed. Dubbed battlecruisers, the first of this new class, HMS Invincible, was laid down in April 1906. It was Fishers vision that battlecruisers would conduct reconnaissance, support the battle fleet, protect commerce, and pursue a defeated enemy. Over the next eight years, several battlecruisers were constructed by both the Royal Navy and the German Kaiserliche Marine. Design Ordered as part of the 1910–11 Naval Program along with four King George V-class battleships, HMS Queen Mary was to be the sole ship of its class. A follow-on to the earlier Lion-class, the new ship featured an altered interior arrangement, a redistribution of its secondary armament, and a longer hull than its predecessors. Armed with eight 13.5 in. guns in four twin turrets, the battlecruiser also carried sixteen 4 in. guns mounted in casemates. The ships armament received direction from an experimental fire-control system designed by Arthur Pollen. Queen Marys armor scheme varied little from the Lions and was thickest amidships. At the waterline, between B and X turrets, the ship was protected by 9 Krupp cemented armor.   This thinned moving towards the bow and stern. An upper belt of reached a thickness of 6 over the same length. Armor for the turrets consisted of 9 on the front and sides and varied from 2.5 to 3.25 on the roofs. The battlecruisers conning tower was protected by 10 on the sides and 3 on the roof. Additionally, Queen Marys armored citadel was closed off by 4 transverse bulkheads. Power for the new design came from two paired sets of Parsons direct-drive turbines which turned four propellers. While the outboard propellers were turned by high-pressure turbines, the inner propellers were turned by low-pressure turbines. In a change from other British ships since Dreadnought, which had positioned the officers quarters near their action stations amidships, Queen Mary saw them returned to their traditional location in the stern. As a result, it was it the first British battlecruiser to possess a sternwalk. Construction Laid down on March 6, 1911 at Palmer Shipbuilding and Iron Company in Jarrow, the new battlecruiser was named for King George Vs wife, Mary of Teck. Work progressed over the next year and Queen Mary slid down the ways on March 20, 1912, with Lady Alexandrina Vane-Tempest serving as the Queens representative. Initial work on the battlecruiser ended in May 1913 and sea trials were conducted through June. Though Queen Mary utilized more powerful turbines than earlier battlecruisers, it only barely exceeded its design speed of 28 knots. Returning to the yard for final alterations, Queen Mary came under the command of Captain Reginald Hall. With the completion of the ship, it entered commission on September 4, 1913. World War I Assigned to Vice Admiral David Beattys 1st Battlecruiser Squadron, Queen Mary commenced operations in the North Sea. The following spring saw the battlecruiser make a port call at Brest before a voyage to Russia in June. In August, with Britains entry into World War I, Queen Mary and its consorts prepared for combat. On August 28, 1914, the 1st Battlecruiser Squadron sortied in support of a raid on the German coast by British light cruisers and destroyers. In the early fighting during the Battle of Heligoland Bight, British forces had difficulty disengaging and the light cruiser HMS Arethusa was crippled. Under fire from the light cruisers SMS Strassburg and SMS Cà ¶ln, it called for aid from Beatty. Steaming to the rescue, his battlecruisers, including Queen Mary, sank Cà ¶ln and the light cruiser SMS Ariadne before covering the British withdrawal. Refit That December, Queen Mary took part in Beattys attempt to ambush German naval forces as they conducted a raid on Scarborough, Hartlepool, and Whitby. In a confused series of events, Beatty failed to bring the Germans to battle and they successfully escaped back the Jade Estuary. Withdrawn in December 1915, Queen Mary received a new fire control system before entering the yard for a refit the following month. As a result, it was not with Beatty for the Battle of Dogger Bank on January 24. Returning to duty in February, Queen Mary continued to operate with the 1st Battlecruiser Squadron through 1915 and into 1916. In May, British naval intelligence learned that the German High Seas Fleet had left port. Loss at Jutland Steaming in advance of Admiral Sir John Jellicoes Grand Fleet, Beattys battlecruisers, supported by the battleships of the 5th Battle Squadron, collided with Vice Admiral Franz Hippers battlecruisers in the opening phases of the Battle of Jutland. Engaging at 3:48 PM on May 31, the German fire proved accurate from the outset. At 3:50 PM, Queen Mary opened fire on SMS Seydlitz with its forward turrets. As Beatty closed the range, Queen Mary scored two hits on its opponent and disabled one of Seydlitzs aft turrets. Around 4:15, HMS Lion came under intense fire from Hippers ships. The smoke from this obscured HMS Princess Royal forcing SMS Derfflinger to shift its fire to Queen Mary. As this new enemy engaged, the British ship continued to trade hits with Seydlitz. At 4:26 PM, a shell from Derfflinger struck Queen Mary detonating one or both of its forward magazines. The resulting explosion broke the battlecruiser in half near its foremast. A second shell from Derfflinger may have hit further aft. As the after part of the ship began to roll, it was rocked by a ​large explosion before sinking. Of Queen Marys crew, 1,266 were lost while only twenty were rescued. Though Jutland resulted in a strategic victory for the British, it saw two battlecruisers, HMS Indefatigable and Queen Mary, lost with nearly all hands. An investigation into the losses led to changes in ammunition handling aboard British ships as the report showed that cordite handling practices may have contributed to the loss of the two battlecruisers.

Essay Hooks from Bloggers Make Your Professor Plunge into Your Paper

Essay Hooks from Bloggers Make Your Professor Plunge into Your Paper Essay Hooks from Bloggers: Make Your Professor Plunge into Your Paper Blogging has to be persuasive and informative, written with a rich and distinct voice. You can’t just pick a pen†¦ err, get your hands on a keyboard†¦.and start giving your thoughts words. Blogging is fun and quite different to other forms of writing, including academic writing. However, it does not mean that essay writing has nothing in common with blogging. At the end of the day, it is all about putting your thoughts out there. Plus, there is a lot one can learn from blogging when it comes to essay writing. Students who are struggling to find a way to express their ideas in essays can look to the numerous tricks bloggers use. A blog writer has to appeal and reach out to thousands of users. This isn’t as easy as it sounds one has to come up with great ways to do just that. So without much ado, let’s have a look: Essay Hooks: the Rubicon of Attention An essay hook is the beginning part of your essay. It is usually comprised of one to two sentences. Consider it the Rubicon of the reader’s attention. Help them cross it by making your hook interesting. Students can use tried and tested blogging techniques to lend an interesting dimension to their academic work. And let’s face it; blogging is more fun than academic writing. One does have to get into the pain of citation (APA, Chicago anyone?) and can write their ideas without really having to dig deep. However, the presence of facts and stats always help, and can be a good beginning point. For example, if you’re writing a piece on smoking, you can always start with something like ‘According to stats these many deaths per year can be attributed to smoking’. This simple stat is grabbing and will hold your reader’s attention. Attention Saturated World â€Å"A wealth of information creates a poverty of attention† Martin Greenberger Today’s bloggers live in an attention-saturated world. The readers have a lot of options to go to, and it is getting more and more difficult to grab their attention. However, a number of bloggers are successfully doing it and one can learn a lot from them. One of the most important points is to make your writing appealing and readable. Effective writing needs to include a hook that will draw in the reader. It must keep them glued without going the predictable route. If they already know what’s coming next, they’ll lose interest. It’s definitely not your favorite thriller’s script, but it has to be attention grabbing. Making others read your words is not an easy task, and convincing them with the help of written material is an even tougher battle. This becomes much more difficult when your target audience is a busy professor who is forced to read hundreds of essays and papers every day. If your goal is to write an interesting essay and get good grades then double your efforts and get creative. Instead of using turn of the century vocabulary, use short and simple words that are easy to comprehend. Also, try to summarize your sentences and make sure the point is easily delivered. Hooks That Will Reel in the Bait What kind of forms can hooks take? There are lots of styles and forms you can use. There are a few suggestions given below that will work in almost all types of essays. Feel free to get as creative as you want. Interesting Story or Anecdote A bit unorthodox but don’t be afraid of using these. Just keep it short and make sure it fits into the overall argument you make. You can even tell your readers about ‘one time this happened with me†¦Ã¢â‚¬â„¢ and of course, the anecdote does not have to be true! It works with bloggers just fine. Question? A thought-provoking question will almost instantly get your readers hooked. They will continue to read just to get to the answer. Formulate questions that do not have simple â€Å"Yes† or â€Å"No† answers. Questions that invoke views across a spectrum are easier to address in the essay. For example, if you’re writing about divorce issues, start with something like ‘Are divorces really due to couple’s own mistakes?’. This will make people think and they’d like to read what you have to say on this matter. Literary Quote An appropriately used literary quote will serve as a great hook. Choose a relevant one and it will also serve an introduction to the ideas you will be exploring. Quote from a Famous Person The words of a popular person hold authority and influence. Writing a quote from a speech is a great hook, but make sure the quote is relevant to your topic and you also mention the person. Visual Senses Describe a visually appealing or emotional scene in vivid words and details. Important Statistic These must be properly researched and established numbers in order to have the powerful effect. Make sure you use authoritative sources and proper attribution. A proven fact will make the reader want to know more, as given in the smoking example above. Interesting/Shocking Fact Use something that isn’t well-known but relevant. It should be related to what you are going to describe. Writing hooks will become easier with practice. Try to get your professor’s detailed feedback. It will help whether the feedback is negative or positive. Most teachers will have set office hours or hold short question/answer sessions. If the feedback is positive it will serve to motivate you and if negative it will help guide your efforts in the right direction. At you can get a custom written essay online, starting at $13/page only. We hire the best academic writers to provide college students with professional essay writing assistance.

Ben&Jerry's VS. Haagen Daz Term Paper Example | Topics and Well Written Essays - 1500 words

Ben&Jerry's VS. Haagen Daz - Term Paper Example On the basis of the entire analysis, this paper will provide some recommendation to Ben’s and Jerry’s regarding its marketing strategies. Review of Ben’s and Jerry’s- a competitive analysis Ice cream of Ben and Jerry has started their journey in a well to do manner. Actually there were two people named Ben Cohen and Jerry Greenfield who wished to make bagels, but they found their decision to be very expensive in order to fulfill it and so they opted to make ice creams instead of bagels. (Ben and Jerry’s p. 1) Ben Cohen and Jerry Greenfield have used special characters in order to promote their brand and also which are simple to pronounce, recognize and also can be remembered for long time. Their brand logo had cow and green environment behind which depicts awareness of quality and benefits. Ben and Jerry have always tried to acknowledge their customers that they always use natural and fresh milk while keeping the environment completely clean and gre en at the time of producing ice creams. In order to prove and promote their mission, Ben and Jerry have used special slogan like â€Å"From cow to Cone†, â€Å"Lick Global Warming†, †Organic Ben & Jerry’s†, and â€Å"50 Ways to Promote Peace†. (Ben and Jerry’s p. ... Thus, it will be more interesting for them to see â€Å"Organics, low sugar, or low fat Ice Cream†. (MarketingWeek p.1) In order to promote and develop their brand, Ben and Jerry is using the brand extension policy. They have produced thousand of ice cream flavors under the name of one successful brand, which of course is â€Å"Ben & Jerry’s†. They have extended its brand to organic ice cream, original ice cream, scoops menu, bars original ice cream, single original ice cream, and single novelties with different choice of taste in each product. (MarketingWeek p. 1; Ben and Jerry’s p. 1) But the journey of Ben and Jerry was not so smooth as their ice cream blends. They had a hard and fierce competition with a brand named Haagen-Dazs. These two brands have dominated the global premium ice cream market and one would be shocked to observe that the two companies could be so similar yet so different in various angles. Haagen-Dazs does claim to use the best ingre dients, from all over the world.    They also claim to use pure ingredients.    Haagen-Dazs started out in the 1920’s and in 1983, Haagen-Dazs was bought by  Pillsbury.    Haagen-Dazs was the first to market ice cream bars for a more adult crowd. Haagen-Dazs were the pioneers in the market for creating distinctive and indulgent taste experiences by marketing to an untapped segment - the adult ice cream lovers. The Haagen-Dazs brand quickly developed a loyal following. Its early success was created by word of mouth and praise. They do not, however, have the fun and creative names, which means Vanilla Swiss Almond is not something that is going to catch your eye and make you remember it. But some of their flavors are

Smoking Cessation Essay Example | Topics and Well Written Essays - 750 words

Smoking Cessation - Essay Example It is a significant factor in three out of the five leading death causes in the US – cancer, heart disease and chronic obstructive pulmonary disease (Berndt et al., 2011). Nicotine is the addictive drug in tobacco. To curb these negative effects of smoking, cessation programs have to be promoted. Rice, Hartmann-Boyce and Stead (2013) define smoking cessation as the discontinuation of use of cigars, pipes and cigarettes. Smoking cessation reduces the risk of suffering from lung cancer and smokers who quit cause a reduction in their mortality ratio to 1.20 in a span of 10 years of non-smoking. The nursing process provides a systematic framework in provision of professional and quality nursing care in smoking cessation (Maurer & Smith, 2013). It directs activities on smoking cessation towards health promotion and protection and prevention of associated diseases. After assessing the collected data on smoking problems from a community, it would be important for nurses to diagnose t he data. According to Maurer and Smith (2013), this involves the analysis and synthesis of the assessed data in response to potential or actual health problems associated with smoking. Rice et al. (2013) observe that this stage involves the determination of ineffective health management resulting from smoking. It also encompasses the determination of lack of information on smoking and its effects in the community. Having identified the smoking problem, nurses plan how to execute the smoking cessation plan so as to achieve the intended goals (Maurer & Smith, 2013). Planning involves setting of goals. It encompasses aiming at the patient demonstrating maintenance of more effective health patterns. The patient should openly discuss the problems faced due to smoking and the benefits that cessation would offer. Nurses should also aim at keeping the patient free from being injured during the smoking cessation treatment. The intervention phase involves the nurse’s role of care for p atients manifesting smoking related problems. This should meet the needs of the patient and develop a cessation relationship that teaches on smoking and the effect on an individual, family and community as a whole. Nurses should organize for seminars, trainings and community education on smoking and the related lifestyle and assist in the development of a comprehensive care plan (Maurer & Smith, 2013). Health promotion partnerships would be used for strengthening social networks and developing smoking cessation support and influence policies. Thus, intervention generally involves maximization of therapeutic plans and minimization of factors that encourage smoking habits. The third phase would encompass executing the appropriate intervention. With nursing focusing on the public, community level intervention would be appropriate for smoking cessation. The issue of smoking cessation could be approached from a community level where nurses devise approaches that would promote the communi ty norm as noted by Berndt et al. (2011), where the benefits of smoking cessation is advocated for. It would be important to also plan for preventive approaches. According to Maurer and Smith (2013), this reduces known risk factors and enhances protective factors. This nursing process should promote non-smoking habits in the community. As such, during detoxification, Rice et al. (2013) advocate for frequent assessments as the

Cardiovascular Effects of Anabolic Androgenic Steroids

Cardiovascular Effects of Anabolic Androgenic Steroids Table of Contents ABSTRACT INTRODUCTION BODY: ANABOLIC ANDROGENIC STEROIDS Effects Desired Effects Adverse Effects CONCLUSION ACKNOWLEDGEMENTS BIBLIOGRAPHY ABSTRACT Doping is a global phenomenon present in international sporting events. International sports federations, led by the International Olympic Committee, and the World Anti-doping agency (WADA), have for the past half century attempted to prohibit the spread of this problem, however, there is still a lot left to be desired. The apparent lack of information with respect to the cardiovascular effects of anabolic steroid usage in competitive sports precipitated the need for a literature review to present scientific knowledge of the possible effects to the general public. The literature review led to detailed explanations of the cardiovascular effects of anabolic androgenic steroids, their mechanisms of actions and delved into the basis underlying why long-term abuse of these substances leads to physiologic malfunctions such as left ventricular hypertrophy, myocardial infarctions and sudden cardiac death. INTRODUCTION The creed of the Olympics states that: â€Å"The important thing in games is not winning but taking part. The essential thing is not conquering, but fighting well†1. While the objective above is lofty and conveys a sense of discipline and integrity, little of it can be found in the reality of today’s sports world. Doping, which can be explained as the use of a substance (such as an anabolic steroid or erythropoietin) or technique (such as gene doping – the use of modified or normal genetic cells) to illegally enhance athletic performance, has become an essential topic in almost every sport and has somehow been exposed in athletes of all ages and at every level of competition2. Doping substances are not unique to modern sports competitions. Their inception dates back to 776 BC when plants and mixtures of wine and herbs were used by the early Greek Olympic athletes and Roman gladiators competing in Circus Maximus. Not only were they used for their stimulating effects in speed and endurance events, but also for their ability to mask pain, permitting injured athletes to continue competing. This was a familiar practice that continued until heroin and cocaine became legally accessible by prescription in the 1920s. At this point, there was an upsurge in the number of athletes using stimulants as doping substances. During the 1930s, amphetamines also evolved and emerged as the stimulant of choice for athletes. By the time Ben Johnson’s gold medal was stripped off in the 1988 Seoul Olympics for using the steroid stanazalol, the world had become much aware of the incidence of doping in sport. The Medical Commission, under the International Olympic Committee (IOC), established a list of illegal substances in 1967 and introduced anti-doping testing of athletes in the 1972 Munich Games. It was clear at this point that doping substances did perform their expected functions and, if allowed to continue unchecked, would wreak havoc not only to the integrity of sports, but also to the health of sportsmen. A number of world class sportspeople, including sprinters like Tyson Gay, Justin Gatlin and Asafa Powell, cyclists like Lance Armstrong and Floyd Landis, footballers like Kolo Toure and Adrian Mutu and fast bowlers like Shoaib Akhtar and Mohammed Asif, have been associated with doping. During sports, the rate at which blood is pumped from the heart to the various organs increases and this translates to an increased cardiac output. Cardiac output can be determined by the heart rate (beats per minute) and stroke volume (volume of blood pumped per beat or stroke). Doping drugs exert their influence on these parameters either by downplaying or exceeding normal heart function. Some doping drugs cause irregular heartbeats, tachycardia (a rapid heart rate of more than 100 beats per minute) and increased blood pressure. Other drugs have the capacity of blocking fast sodium channels competitively in nerve cells, hence reducing the amplitude of the action potential and rate of depolarisation, which can cause cardiac dysrhythmias.3 The stark reality of today’s sports industry, rife with heavy investments and large cash prizes, makes it unsurprising to see athletes and coaches going several lengths to gain competitive advantages and enhance performance at all costs, even to the detriment of the athletes’ health1. Worldwide, there are varying forms of doping substances being misused by professional sportsmen, with some being more common and others being potentially unknown. This paper will focus on the respective cardiovascular effects of anabolic agents (anabolic androgenic steroids)4 BODY: ANABOLIC ANDROGENIC STEROIDS Anabolism can be defined as the synthesis of substances in the body. The word â€Å"anabolic† is derived from the Greek word â€Å"anabole† meaning â€Å"something which is thrown up† or â€Å"mound.† An androgen is a sex hormone responsible for the development of male sexual characteristics. The word â€Å"androgen† is also from the Greek word â€Å"andros† meaning â€Å"of a man†. Anabolic androgenic steroids are drugs that are structurally related to the cyclic rings characteristic of steroids and fall under anabolic agents according to WADA. They are therefore compounds that have the ability to induce higher rates of anabolism in organisms5. The first serious research into anabolic androgenic steroids commenced in the 1930s by the German Chemist Adolf Butenandt, who isolated androstenone from a thousand litres of urine. Further research on the effects of AASs was conducted by 1939 by the World Scientific community. Its use spread among athletes and body builders by the 1940s and 1950s and resulted in an embargo on its use by the time of the 1972 Olympics. In humans, anabolic androgenic steroids (AASs) affect protein synthesis positively and protein breakdown negatively. Androgenic anabolic steroids are synthetic derivatives of the male hormone testosterone. According to the World Anti-Doping Agency (WADA), there are two main classes of anabolic androgenic steroids: endogenous and exogenous. The endogenous anabolic androgenic steroids include testosterone, dihydrotestosterone and androstenedione while exogenous anabolic steroids include boldenone, formebolone, metabolome, stanozolol, furazabol and metandienone.6 Anabolic androgenic steroids are used by athletes through oral or intramuscular routes in three widespread routines: stacking, cycling and pyramiding. Stacking refers to an AAS administration routine in which more than one steroid is used at a time to cause a cumulatively higher effect. Cycling is a routine that involves the administration of an AAS for 6 to 12 weeks, followed by abstinence from steroids for 10 to 12 weeks and then returning to administration for another 6 to 12 weeks, effectively â€Å"cycling† the steroid. Pyramiding is another routine, one which stipulates that individuals begin with low doses of AASs and progressively increase the doses over a period of time. Use of AASs was initially envisioned as treatment of HIV-associated muscle wasting, sarcopenia (gradual age-related loss of skeletal muscle) and hypogonadal males. In recent years, however, about 5% to 14% of American college athletes have been using AAS for purposes unrelated to the intended purposes of the compound. A survey conducted in the United States of America also indicated that AAS use among community weight trainers attending gyms and health clubs was about 15% to 30%7 Mechanism Of Action Testosterone, the active component in AASs and its synthetic analogues, acts on target cells (usually skeletal muscles) by adhering to intracellular androgen receptors (AR)8. The AR-steroid complex binds to DNA in the nucleus, leading to transcription of various genes which lead to the production of a host of proteins that work to increase the size of muscles and the rate of muscle growth.8 After the binding of the AR-steroid complex, additional messenger RNA (mRNA) are formed. These mRNA move out of the nucleus and into the muscle cell cytoplasm where they bind to ribosomal RNA (rRNA), thus initiating translation, which will cause the synthesis of proteins in the Golgi apparatus12. These extra proteins are then integrated into the muscle cell, increasing its size. Studies have shown that androgen receptors on cells can be up-regulated in response to AAS exposure and by strength training. Upon exposure to testosterone and its analogues, there is hypertrophy of muscles that is as a re sult of an increase in the number of myocytes nuclei and the cross-sectional area of muscle fibres. Another mechanism by which AASs act is through glucocorticoid antagonism and growth hormone (GH) and insulin-like growth factor-1 (IGF-1) stimulation, which leads to an increase in muscle size and strength.7 Also, AASs act on the heart and major arteries by promoting the release of endothelial nitric oxide and the inhibition of smooth muscle tone of the vessels. This particular effect occurs only when physiologic amounts of testosterone and other AASs are present. Effects Desired Effects An amount of testosterone higher than the normal range (a supraphysiologic dose) has the tendency to increase muscle strength and mass by increasing protein synthesis (resulting in muscle hypertrophy) and increasing blood pressure, thereby enhancing the performance of athletes in sports2. It is also used in order to improve upon one’s physical appearance and also improve performance in body building. Due to these effects, anabolic androgenic steroids are used mainly by athletes taking part in sports such as baseball, rugby, competitive bodybuilding, competitive cycling and sprinting. Under normal circumstances, androgens are required for physiologic developmental and biological processes involving cardiac myocytes9. Cardiovascular effects of androgens include relaxation of vascular beds, reduction of afterload and quick increase in cardiac contractility, causing an increase in cardiac output9 hence, an increase in the supply of oxygen for oxidative phosphorylation in muscles. This results in a rise in the supply of ATP to the muscles, which will in turn enhance endurance and overall performance as more energy is available to the active muscles. Adverse Effects Major adverse effects that occur from prolonged anabolic steroid usage are hypertension, myocardial hypertrophy (especially left ventricular hypertrophy) myocardial infarction, arrhythmias and thromboembolic incidents. The basis of these effects is the action of androgen receptors on the cardiac myocytes as a result of the supraphysiologic AAS doses. At high doses, the vasodilatory effects of physiologic AAS are inhibited, along with an increase in the growth of cardiac tissue under the influence of GH and IGF-1. The actions of AR-steroid complexes are such that they increase the quantities of secondary messengers, in this case, calcium. Increased amounts of calcium in the cytoplasm of cardiac myocytes causes the release of apoptosis-causing factors such as apoptosis-inducing factor, caspase-9 and holocytochrome C. This initiates apoptosis, otherwise known as cell death, of the cardiac cells, which will in turn lead to myocardial infarctions.10 Another effect of supraphysiologic AAS doses is the elevation of blood pressure that results from renal sodium retention10. Retention of sodium would lead to increase in blood volume as sodium would create an osmotic gradient to draw water to itself. This process will increase venous return and eventually, stroke volume. Prolonged use of AASs will cause an increase in the diameters of the heart’s chambers and also change diastolic function and ventricular relaxation stemming from the continuous increase in venous return (preload). Another effect of the increased preload is left ventricular hypertrophy, which is found in a large number of AAS abusers. Left ventricular hypertrophy (LVH) can be explained as increase in size of the muscles in the left ventricle of the heart due to excess action. LVH remains a strong predictor of cardiovascular mortality and morbidity and could alternately be caused by direct action of AASs on the myocardium.10 The hypertrophy of the left ventricle is associated with the stimulatory effect of AASs on Growth Hormone (GH), which is directly linked to an increase in the inelastic elements (collagen) and cellular infiltration of the cardiac myocytes. Anabolic androgenic steroids have direct influence on the formation of thrombosis (blood clot resulting from platelets aggregation in a living organism). Thromboxane A2, a powerful platelet aggregator, and fibrinogen are positively affected by AASs. Production of prostacyclin, a form of prostaglandin I2 that acts as a platelet aggregator antagonist, however, is decreased. By these actions, AASs increase the risk of developing thrombosis as fibrinogen, which is a major factor in clot formation, and thromboxane A2 are increased in circulation while prostacyclin, which prevents the aggregation of platelets, is reduced in circulation. With increased aggregation of platelets, a free moving structure known as an embolus is produced. In the event that this embolus lodges in the lumen of a blood vessel and causes a halt in blood flow, thromboembolism is said to have occurred. The risk for this to occur is highly increased in AAS users and may cause myocardial infarctions and sudden cardiac d eath.10 AASs also catalyse various changes in lipid metabolism; the most noticeable being increases in LDL (low density lipoprotein) levels by approximately 20% and reductions in HDL (high density lipoprotein) levels by values ranging from 20% to 70%. Though the mechanism of this action is inadequately understood, it has been postulated that LDL levels increase due to the action of the enzyme hepatic triglyceride lipase (augmented by AASs) that causes increased catabolism of VLDL (very low density lipoproteins). These changes in lipoproteins (dyslipidaemia) will result in significantly increased risks of coronary artery disease.10 The above effects therefore suggest that there is increased risk for cardiovascular diseases among anabolic steroid users11. CONCLUSION From the information presented in this paper, it is clear that while anabolic androgenic steroids provide undue advantages to their users, they simultaneously predispose their users to a plethora of cardiovascular problems including, but not limited to, hypertension, arrhythmias, acute myocardial infarctions, thromboembolic episodes and sudden cardiac death. There is marked paucity of information on the cardiovascular effects and anabolic androgenic steroids among sportsmen and it is thus imperative that organisations, anti-doping agencies and providers collect and supply as much information as possible from and to athletes, physicians, coaches and parents in order to help in furthering the education of the risks involved in the use of anabolic androgenic steroids (AASs). ACKNOWLEDGEMENTS BIBLIOGRAPHY 1. Baron DA, Martin DM, Abol Magd S. Doping in sports and its spread to at-risk populations: an international review. World Psychiatry. 2007;6(2):118-123. 2. Press D. Drug Abuse In Athletes. 2014:95-105. 3. Sherwood L. Human Physiology: From Cells to Systems.; 2010. doi:9781111577438. 4. Doping Prevention: Anabolic agents. http://www.doping-prevention.sp.tum.de/substances-and-methods/anabolic-agents/anabolic-agents.html. Accessed June 3, 2015. 5. Sturmi JE, Diorio DJ. Anabolic agents. Clin Sports Med. 1998;17(2):261-282. doi:10.1016/S0278-5919(05)70080-6. 6. Urhausen A, Albers T, Kindermann W. Are the cardiac effects of anabolic steroid abuse in strength athletes reversibleà ¢Ã¢â€š ¬Ã‚ ¯? 2004:496-501. doi:10.1136/hrt.2003.015719. 7. Evans NA. American Journal of Sports Team Physician ’ s Corner. 2004. doi:10.1177/0363546503262202. 8. Wilson C, Maass R, Estrada M. Cardiovascular Effects of Androgens. 1998. 9. Doping Prevention: Mode of action. http://www.doping-prevention.sp.tum.de/substances-and-methods/anabolic-agents/mode-of-action.html. Accessed June 3, 2015. 10. Achar S, Rostamian A, Narayan SM. Cardiac and metabolic effects of anabolic-androgenic steroid abuse on lipids, blood pressure, left ventricular dimensions, and rhythm. Am J Cardiol. 2010;106(6):893-901. doi:10.1016/j.amjcard.2010.05.013. 11. Vanberg P, Atar D. Androgenic anabolic steroid abuse and the cardiovascular system. Handb Exp Pharmacol. 2010;(195):411-457. doi:10.1007/978-3-540-79088-4_18. Page 1

In What Ways May Different Groups Of English Speakers Differ In Their Conversation Style? Essay

Question 2 In what ways may different groups of English speakers differ in their conversation style? For word restriction purposes the focus for this essay will be primarily on material from chapter one of the Open University course book 2 (CB 2) and The Open University audio cassette 3 band 3(AU3B3). It would be most interesting to look at all the different examples of different groups; unfortunately doing this would mean exceeding the word limit. Therefore the focus will be restricted to only three or four different groups. First of all it is a good idea to examine the semantics behind the phrase of â€Å"conversation style† before looking at the different groups of English speakers. â€Å"Conversation is without doubt the foundation stone of the social world – human beings learn to talk in it, find a mate with it, are socialized through it, rise in social hierarchy as a result of it, and, it is suggested, may even develop mental illness because of it.† (Beattie, 1983, p.2) 1 This is a very captivating statement and helps to sum up the incredible power that the actual word â€Å"conversation† has in the social world Due to lack of more precise materialistic evidence, it is possibly more interesting to look at â€Å"conversation style† and then briefly discuss the different styles that exist amongst social groups giving specific examples rather than focusing on one specific area only (such as gender). That would make it easier to find out if there are any resemblances amongst the different social groups and their conversation styles. The term â€Å"conversation† can be interpreted in a multiplicity of different ways. The varieties range from a formal speech (that has been pre-scripted and is just simply read out) to a casual conversation between friends. As a result of this wide range of speech types, there are great many different conversation styles present. Conversation is not necessarily simply informal talk between speakers; it can also be used in more loser terms for example to give sense of the diversity of ways in which English is used in modern society in everyday talk. Everyday talk refers to anything from political speech making to language at work. The idea of conversation is also about how people are using language to express and pursue relationships. What does â€Å"conversation style† actually mean? A â€Å"conversation† is a means of â€Å"communicating† with others. The â€Å"style† here refers to the combination of features that relate to meaning and management of conversation such as rhythm, pronunciation or intonation. The style of an individual is said to be related to his/her social background, his/her class, his/her age and/or his/her gender. There are a great variety of styles within even one particular social group. It can be said that generally each individual has his/her specific â€Å"style† of talking.2 In modern society there are a great many different groups of English speakers and they vary widely in the way that they communicate with each other or with different groups. There are many interesting investigations taking place. It would now be appealing to have a look at what sorts of investigations have been made and how these groups of English speakers differ in their conversation style There is an interesting example of how people with different socio-cultural backgrounds can differ in conversation style in CB 2. (The example being referred to is on page 17.) It is based on a study by Deborah Tannen (year unknown). A group of what primarily appear to be all Americans, however one selection comes from California, and the second from New York and there is one woman from England meet for dinner. Deborah Tannen’s first discovery was how dominant the New Yorkers were in conversation throughout their meal. They were so dominant that even the Californians picked up on how dominant they were. One of these Californian men remarked upon how the New Yorkers conversations tended to overlap a great deal more than in California that in California at least people pause between conversations. The Californians also thought that the New Yorkers tended to ask a great deal of personal questions, their response to this was just that it was â€Å"their† way of being polite. As for the English woman, the Americans found her hard to understand as her intonations were very monotonous. Deborah Tannen’s findings are parallel to other studies that have been carried out amongst other cultural groups or gender groups, as shown in the following paragraphs. Another interesting issue brought up in chapter one of CB 2 is that of gender differences. Most men appear to be under the impression that it is women who dominate in conversations. They always have the tendency of saying that women talk too much. However, recent research has found that in fact when women are amongst a mixed group of male and female members will talk less than the men. The women are also found to be less competitive and more cooperative in conversations. Women are also said to use more tag questions, intensifiers and hedges. According to research, women are the dominant compliment givers. They also tend to use rhetoric more often than men such as â€Å"What a nice dress!† It is could also be due to the way that woman are brought up, having a less dominant position in society or perhaps due to the way that men and women are in different subcultures even as children. In the latter, this could lead to misunderstandings between the sexes because of the way men and women interpret different speech behaviours. There is one particular ethnic group that fluctuates in conversation style which is the Aboriginal English group found in minority groups across Australia. Aboriginal English has been found to differ from Standard Australian English. Diane Keats researched on Aboriginal English groups in Australia and discovered that particularly in the more rural areas of Australia there were several distinctive features that were different from Standard Australian English. She found that they differed from the Standard in pronunciation, vocabulary and even actual interaction between people was different. There were even difficulties that arose when the Aboriginal groups mixed with the Standard groups. It is particularly when they communicate cross-culturally that problems and misunderstandings may occur. For example, in Aboriginal society it is natural to have frequent silences in a conversation. It is a particular sign of politeness allowing for the other person to opt their opinion. Sometimes the answer or the conversation itself even, will last over a time period of several days. There are several reasons why they are unlike the Standard Australian groups, amongst others it is due to their different ways of living. â€Å"The Aboriginal people experience much personal privacy, unlike the mainstream Australian society, through their indirect style of verbal interaction.† (CB 2, chapter one, p.28) An example of their indirect style is the use of direct questions to elicit orientation such as asking â€Å"You been to shop?† The speaker appears to demonstrate known or presumed information for conformation or rejection. They tend not to make direct requests; they rather use indirect forms if they have a specific request such as â€Å"Can you give me a lift to town?† They will ask â€Å"You going to town?† They are also very discrete about their own opinions. If they discover that they have conflicting opinions they will minimize their own opinions. There are some more typical features in the transcription of the conversation between two Aboriginal English women on AU03B2. (See Appendix A) The first thing noticeable in the transcript is the frequency in which the deletion of the letter â€Å"h† occurs. Already in the Lorina’s first line the letter has been deleted. And the way both women say â€Å"yea† instead of â€Å"yeah†. There is also a tendency for utterances to latch on to another with pausing takes place repeatedly such as when they are talking about a big frog. Their sentences are regularly incomplete und unstructured such as in the very first sentence â€Å"‘Igh school was all right, I reckon, in Bourke† this is not a grammatically correct sentence structure and an incomplete sentence at the time when Lorina says â€Å"In Weel. Yea†. This is the sort of expression a person uses when thinking and speaking simultaneously. A final aspect, other then the ones listed in the Study Guide is their use of verb tenses. For instance, when Karen says â€Å"Sit down there, never used to move.† she started a sentence in the present tense â€Å"sit† and finished in the past tense â€Å"used to†. This is interesting as this can also occur amongst Standard English speakers when talking fast. After reading the transcript, the comprehension of what the two women said, becomes easier. If the tape is listened to on its own it can be quite hard at times to understand as the pronunciations do not sound like the Standard English, whereas the transcript, with the exception of a few slightly more Aboriginal features, mirrors the Standard English much more strongly. Diane Eades research showed that there are still problems in communication style between Aboriginal and Non-Aboriginal social groups in Australia that are worked on to this day. It is also interesting to briefly look at the extract on p.15 of CB 2 about the conversation between a policeman and a black man in the 1960s. This today is often considered to be a form of racism. It is intriguing to see how â€Å"bad† language was used back in the 1960s even by law enforcers. The policeman has used the typical racist term of â€Å"boy† as term of address for the black man, if the man had been white he would not have referred to him as â€Å"boy†. People, white people, â€Å"labelled† black people as trouble makers. So you were immediately categorized a criminal just if you had darker skin. It is extremely shocking that a police man would have even used name-calling to address the black man, before even knowing anything about him. If you are black then you must be evil, that has been an ideal for many people until fairly recently. However this exists to a certain extent even today, in that due to the fact that in Europe there are many black drug dealers from Northern Africa so that as soon as someone who is black shows up in a well-known drug dealing area, they are frequently then instantly questioned by the police. The way different groups of English speakers vary in their â€Å"conversation styles† is a fascinating and fairly broad topic to examine. It appears that there is no actual â€Å"Universal Standard English†. There is a world-wide (not just refined to the United States of America) multicultural mosaic/ melting pot3 of cultural groups even within a single language society which is to a certain degree trying hard to mould into a salad bowl4. An ideal solution would be a mixture of a melting pot and a salad bowl where people are still able to maintain their own cultural habits and can still communicate with other social group easily. A final point to make is that it is also important to realise how essential language is when engaging in social activities and relationships. Hence, to notice how language and society are interlinked. Language and indeed communication is used to share knowledge and experience between speakers. Communication is also about binding people together in order to allow them to negotiate joint understandings of the world. Communication has different functions in different contexts. This could be due to age difference and respect from the pupil’s part. Without language society could not exist to the same extent by which it does today. Remark: * CB 2 refers to Maybin, J. and Mercer, N.(2002) , Using English from conversation to canon, The Open University and Routledge Appendix A: * Transcription of conversation between two Aboriginal English women in Australia taken from Study Guide 2, Open University Bibliography: > Maybin, J. and Mercer, N.(2002) , Using English from conversation to canon, The Open University and Routledge > U210 Audio Cassette 3, Band 3, The Open University > Study Guide 2,U210, The Open University 1 Introduction section 1.1. p 5 in CB 2 2 Section 1.4 p 16 in Chapter 1 of CB 2 3 lots of different cultural groups living together (perhaps an ideal way of living) 4 loss of individual identity to become a uniform cultural group (cultural assimilation)

Henry Fords Impact On Society - 1744 Words

More than any single person of the last century, Henry Ford can take accountability for creating the American middle class. We can thank him or curse him, but either way, we have to acknowledge the impact Henry Ford had on our society. You might not know that Henry Ford did not start out as a successful producer of automobiles. After building his first car, the Quadricycle. â€Å"In 1899 he formed the Detroit Automobile Company, which quickly failed after only a few vehicles were produced.† (Stanford). Henry and some of his original investors regrouped and formed the Henry Ford Company which quickly ran into problems as well. In 1902 Henry was dismissed by his board of directors from the company that carried his name because of his inability to bring a car to production. The company was reorganized as the Cadillac Motor Car Company under the engineering leadership of Henry Leland. 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