Reaction about cinderella man Essay Example

Reaction about cinderella man Paper Since full performance requires, in part, regular and punctual class attendance, students are expected to attend all classes for which they are registered. Faculty will establish attendance policies for their courses and communicate those policies through course syllabi or outlines. Departmental office. Courtesy requires that students speak to the instructor and preferably present a signed and dated memo briefly stating the reasons for absence. Faculty members are responsible for keeping records of attendance of all students registered in each class. Students are responsible for completing any work they have issued. The faculty member is not required to do extra teaching to help students catch up. Holiday Observances: The III Department follows and observes all holidays and break periods identified by the University throughout the academic year and are considered excused absences. These dates can be found on the Ball State website calendar link. Other observances not identified by Ball State, such as those holidays and observances based on cultural customs, are not considered by the III department and the University as excused absences when students choose to remain absent room class at such times. We will write a custom essay sample on Reaction about cinderella man specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Reaction about cinderella man specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Reaction about cinderella man specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Students must follow absence policies as they are described in the Course Absence Policy in this syllabus. Note: these policies may vary among courses. Academic Honesty and Plagiarism: Academic honesty is highly regarded. Academic honesty means that you are the original author of your academic work and progress. Shared, borrowed, and copied work requires appropriate proof through citation methods in order to be included in your own work. You will learn the culturally appropriate writing instructions in your III courses in order to avoid the penalties for academic dishonesty and plagiarism. Academic dishonesty: using unauthorized aids during tests and other assignments; submitting someone elses work as your own; includes plagiarism using anothers word or ideas without proper citation. Plagiarism: is not permitted in any class at Ball State University; using anothers word or ideas without proper citation; may result in No Credit; may result in being expelled from the university; may result in termination of III and Ball State enrollment. Behavior While Taking an Exam The following rules apply when taking any exam which includes the Final Exam

HMS Nelson in World War II

HMS Nelson in World War II HMS Nelson (pennant number 28) was a Nelson-class battleship that entered service with the Royal Navy in 1927. One of two ships of its class, Nelsons design was a result of the limitations imposed by the Washington Naval Treaty. This resulted in the entirety of its main armament of 16-inch guns mounted forward of the battleships superstructure. During World War II, Nelson saw extensive service in the Atlantic and Mediterranean as well as aided in supporting troops ashore after D-Day. The battleships final wartime service occurred in the Indian Ocean where it aided the Allied advance across Southeast Asia. Origins HMS Nelson  can trace its origins to the days after World War I. Following the conflict  the Royal Navy began designing its future classes of warships with the lessons learned during the war in mind. Having taken losses among its battlecruiser forces at  Jutland, efforts were made to emphasize firepower and improved armor over speed. Pushing forward, planners created the new G3 battlecruiser design which would mount 16 guns and have top speed of 32 knots. These would be joined by the N3 battleships carrying 18 guns and capable of 23 knots. Both designs were intended to compete with warships being planned by the United States and Japan. With the specter of a new naval arms race looming, leaders gathered in late 1921 and produced the  Washington Naval Treaty. The worlds first modern disarmament agreement, the treaty limited fleet size by establishing a tonnage ratio between Great Britain, the United States, Japan, France, and Italy. Additionally, it restricted future battleships to 35,000 tons and 16 guns. Given the need to defend a far flung empire, the Royal Navy successfully negotiated the tonnage limit to exclude weight from fuel and boiler feed water. Despite this, the four planned G3 battlecruisers and four N3 battleships still exceeded the treaty limitations and the the designs were cancelled. A similar fate befell the U.S. Navys  Lexington-class battlecruisers and  South Dakota-class battleships. Design In an effort to create a new battleship that met the required criteria, British planners settled on a radical design which placed all of the ships main guns forward of the superstructure. Mounting three triple turrets, the new design saw A and X turrets mounted on the main deck, while B turret was in a raised (superfiring) position between them. This approach aided in reducing displacement as it limited the area of the ship requiring heavy armor. While a novel approach, A and B turrets often caused damage to equipment on the weather deck when firing forward and X turret routinely shattered the windows on the bridge when firing too far abaft. HMS Nelson in the years before World War II. Public Domain Drawing from the G3 design, the new types secondary guns were clustered aft. Unlike every British battleship since HMS Dreadnought (1906), the new class did not possess four propellers and instead employed only two. These were powered by eight Yarrow boilers generating around 45,000 shaft horsepower. The use of two propellers and a smaller power plant was done in an effort to save weight. As a result, there were worries that the new class would sacrifice speed. To compensate, the Admiralty utilized an extremely hydrodynamically efficient hull form to maximize the vessels speed.  In a further attempt to reduce displacement, an all or nothing approach to armor was used with areas either being heavily protected or not protected at all.  This method had been utilized earlier on the five classes that comprised the US Navys Standard-type battleships (Nevada-,  Pennsylvania-,  New Mexico-,  Tennessee-, and Colorado-classes). Those protected sections of the ship utilized an internal, inclined armor belt to increase the relative width of the belt to a striking projectile. Mounted aft, the ships tall superstructure was triangular in plan and largely built of lightweight materials. Construction and Early Career The lead ship of this new class, HMS Nelson, was laid down at Armstrong-Whitworth in Newcastle on December 28, 1922. Named for the hero of Trafalgar, Vice Admiral Lord Horatio Nelson, the ship was launched September 3, 1925. The ship was completed over the next two years and joined the fleet on August 15, 1927. It was joined by its sister ship, HMS Rodney in November. Made flagship of the Home Fleet, Nelson largely served in British waters. In 1931, the ships crew took part in the Invergordon Mutiny. The following year saw Nelsons anti-aircraft armament upgraded. In January 1934, the ship struck Hamiltons Reef, outside Portsmouth while en route to maneuvers in the West Indies. As the 1930s passed, Nelson was further modified as its fire control systems were improved, additional armor installed, and more anti-aircraft guns mounted aboard. HMS Nelson (28) Overview:Nation: Great BritainType: BattleshipShipyard: Armstrong-Whitworth, NewcastleLaid Down: December 28, 1922Launched: September 3, 1925Commissioned: August 15, 1927Fate: Scrapped, March 1949Specifications:Displacement: 34,490 tonsLength: 710 ft.Beam: 106 ft.Draft: 33 ft.Speed: 23.5 knotsComplement: 1,361 menArmament:Guns (1945)9 Ãâ€" BL 16-in. Mk I guns (3 Ãâ€" 3)12 Ãâ€" BL 6 in. Mk XXII guns (6 Ãâ€" 2)6 Ãâ€" QF 4.7 in. anti-aircraft guns (6 Ãâ€" 1)48 Ãâ€" QF 2-pdr AA (6 octuple mounts)16 Ãâ€" 40 mm anti-aircraft guns (4 Ãâ€" 4)61 Ãâ€" 20 mm anti-aircraft guns World War II Arrives When World War II began in September 1939, Nelson was at Scapa Flow with the Home Fleet. Later that month, Nelson was attacked by German bombers while escorting the damaged submarine HMS Spearfish back to port. The following month, Nelson and Rodney put to sea to intercept the German battlecruiser Gneisenau but were unsuccessful. Following the loss of HMS Royal Oak to a German U-boat at Scapa Flow, both Nelson-class battleships were re-based to Loch Ewe in Scotland. On December 4, while entering Loch Ewe, Nelson struck a magnetic mine that had been laid by U-31. Causing extensive damage and flooding, the explosion forced the ship to be taken to the yard for repairs. Nelson was not available for service until August 1940. While in the yard, Nelson received several upgrades including the addition of a Type 284 radar. After supporting Operation Claymore in Norway on March 2, 1941, the ship began protecting convoys during the Battle of the Atlantic. In June, Nelson was assigned to Force H and began operating from Gibraltar. Serving in the Mediterranean, it aided in protecting Allied convoys. On September 27, 1941, Nelson was hit by an Italian torpedo during an air attack forcing it to return to Britain for repairs. Completed in May 1942, it rejoined Force H as flagship three months later. In this role it supported efforts to resupply Malta. Amphibious Support As American forces began to gather in the region, Nelson provided support for the Operation Torch landings in November 1942. Remaining in the Mediterranean as part of Force H, it aided in blocking supplies from reaching Axis troops in North Africa. With the successful conclusion of fighting in Tunisia, Nelson joined other Allied naval vessels in aiding the invasion of Sicily in July 1943. This was followed by providing naval gunfire support for the Allied landings at Salerno, Italy in early September. HMS Nelson at Mers-el-Kebir during Operation Torch, 1942. Public Domain On September 28, General Dwight D. Eisenhower met with Italian Field Marshal Pietro Badoglio aboard Nelson while the ship was anchored at Malta. During this time, the leaders signed a detailed version of Italys armistice with the Allies. With the end of major naval operations in the Mediterranean, Nelson received orders to return home for an overhaul. This saw a further enhancement of its anti-aircraft defenses. Rejoining the fleet, Nelson was initially held in reserve during the D-Day landings. Ordered forward, it arrived off Gold Beach on June 11, 1944, and began providing naval gunfire support to British troops ashore. Remaining on station for a week, Nelson fired around 1,000 16 shells at German targets. Departing for Portsmouth on June 18, the battleship detonated two mines while en route. While one exploded approximately fifty yards to starboard, the other detonated beneath the forward hull causing considerable damage. Though the forward part of the ship experienced flooding, Nelson was able to limp into port. Final Service After assessing the damage, the Royal Navy elected to send Nelson to the Philadelphia Naval Yard for repairs. Joining westbound convoy UC 27 on June 23, it arrived in the Delaware Bay on July 4. Entering dry dock, work began to repair the damage caused by the mines. While there, the Royal Navy determined that Nelsons next assignment would be to the Indian Ocean. As a result, an extensive refit was conducted which saw the ventilation system improved, new radar systems installed, and additional anti-aircraft guns mounted. Leaving Philadelphia in January 1945, Nelson returned to Britain in preparation for deployment to the Far East. HMS Nelson (left) with HMS Rodney, undated. Public Domain Joining the British Eastern Fleet at Trincomalee, Ceylon, Nelson became the flagship of Vice Admiral W.T.C. Walkers Force 63. Over the next three months, the battleship operated off the Malayan Peninsula. During this time, Force 63 conducted air attacks and shore bombardments against Japanese positions in the region. With the Japanese surrender, Nelson sailed for George Town, Penang (Malaysia). Arriving, Rear Admiral Uozomi came aboard to surrender his forces. Moving south, Nelson entered Singapore Harbor on September 10 becoming the first British battleship to arrive there since the islands fall in 1942. Returning to Britain in November, Nelson served as flagship of the Home Fleet until being moved into a training role the following July. Placed in reserve status in September 1947, the battleship later served as a bombing target in the Firth of Forth. In March 1948, Nelson was sold for scrapping. Arriving at Inverkeithing the following year, the scrapping process began

Concept Comparison and Analysis Across Theories Essay

Concept Comparison and Analysis Across Theories - Essay Example Subsequently, the emphasis on the health concept has affected the nursing concept. However, the health concept remains the nursing theory’s building block, with the aforementioned theories incorporating the concept of health as it is of major importance. This paper will present discussion of comparison analysis of health metaparadigm in General Systems, Self-Care Theories and the Human Caring Theory and highlight the main concepts in the Human Caring Theory. Discussion Health Concept Definition in King’s General Systems Theory Health metaparadigm refers to one’s dynamic experiences in life. When one optimally utilizes resources, he or she can attain full potential for daily life, which enables one to cope continuously with stressors within internal and external environment. Health can also be viewed as one’s capacity for social role functioning. According to Hanucharumkul (1989), King’s definition of health concept is equivocal. Health is viewed as how one is able to cope with growth and development stressors in internal and external environment, whereby one’s cultural inclination and efforts to conform are functional. This viewpoint seems to support Orem’s fundamentals for universal self-care and development. King’s view of social functionality of health is congruent with Orem’s viewpoint, although clinical model is not incorporated in King’s model. ... According to Hartweg (1990), Orem’s general theory has proven useful in health promotion activity by society. Health promotion concept focuses on illness. Orem’s concept of health promotion is correlated with concept of well-being and elevated wellness. The health promotion activity aims achieving high level of wellness for individuals, family, and community. The Self-Care Deficit Theory (SCDT) has been applicable in nursing context focusing on severe and chronic illnesses, such as rehabilitation, psychiatric and dialysis units. Health promotion concept enhances individual’s ability for general decision-making. Health promotion is only valid after attainment of stable health. Health promotion activity is conceptualized as an aspect of self-care activity. These activities must play integral role in life of an individual. Such activities might include positive nutritional practices, establishing systems for social support, coping with stressors, and involvement in physical exercises. The activities help in articulation of individual's potential (Hartweg, 1990). Self-care encompasses responsibility for adult’s own health, well-being, and existence. Self-care is initiated personally and must form important component of one’s lifestyle. King’s general conceptual framework echoes Orem’s pragmatic theory of self-care as deliberate practice. Health promotion behavior and practice of self-care tend to be congruent, with self-initiated self-care carried out with intention of attaining specific health targets. Orem attempts to distinguish health from well-being as two concepts that are related to state of humans. Orem defines health as condition

Pollution in the environment Essay Example | Topics and Well Written Essays - 1750 words

Pollution in the environment - Essay Example Holdgate also asserts that, â€Å"the significance of pollution is related to its effects on a range of targets or receptors including man and the resources and the ecological systems on which he depends† (17). As human beings have flourished in all the fields of science such as medicine, technology, nuclear bombs etc. the types of pollutants have also become very diverse beginning from vehicle smoke to radioactive chemicals and extremely dangerous ultra-violet rays. Hence it can be inferred that the damage is now out of control because every aspect of human life that is associated with comfort and health directly or indirectly discharges some form of pollutant and helps in further destroying the environment. 1.1. Types of pollution Any type of component, rays or object that effects the environment is some way can be perceived as a pollutant as it is, â€Å"any substance introduced into the environment that adversely affects the usefulness of a resource† (Hill 8). Conse quently pollution can be divided into many sub-divisions such as air pollution, noise pollution, water pollution, soil pollution, light pollution etc. Although the causes for all these types of pollutions are self-explanatory yet it is interesting to observe the manner in which one component helps in spreading so many types of pollutions all at once. For example radioactive rays and chemicals simultaneously hold the power of polluting the natural resources like soil, water, plants and air. Then again noise, smoke and light can be dangerous for the atmosphere as well as the ozone layer which is protecting us from highly radioactive ultraviolet rays of the sun. Even the cutting down of trees and forests can also be perceived as a form of pollution spread because less tress mean less greenery and excessive spread of pollution as plants and trees fight against pollution by absorbing many harmful gases that are present or discharged in the atmosphere. Hence it can be understood that alth ough urbanization and modern advancements in the fields of science and technology have its perks yet it has also resulted in stealing the peace, quiet and beauty of nature leaving man in a figurative desert of unhealthy surroundings where everything is either stale or dull devoid of freshness and life. Although all ecosystems of planet earth are very important yet it should be realized that it is impossible for human beings to survive without water and some of recent incidents of spilling of highly dangerous substances in different seas and oceans show that human beings are not understanding the extent of damage that is going to be caused and is being caused because of their carelessness. Moreover this issue requires some careful planning and plotting to remedy the situation otherwise there is a possibility that human beings will be facing water shortage which will ultimately lead to vanishing of water from planet earth which in other words means death. 2. Water Pollution Water poll ution can be defined as, "any impairment of the composition or state of water resulting directly or indirectly from human agency, in particular to the detriment of: its

The Dome of the Cathedral, Florence Essay Example for Free

The Dome of the Cathedral, Florence Essay The Cathedral was designed and built in between 1377-1466 by the architect and visionary Fillipo Brunelleschi and numerous others. However parts of the building appear to date back to the 11th century, by a sculptor Arnolfo di Cambio (Farfan, 2001). The cathedral itself is located north of the Piazza del la Signoria and towers over the city. Initially there had been a great deal of competition with regards to who would be granted the contract of building the dome (also known as the Santa Maria del Fiore), but Brunelleschi used the innovative idea of constructing the dome support structure without a wooden center (Farfan, 2001). In 1420, Brunelleschi was granted the contract that involved the inner support being constructed from brick alone (Farfan, 2001). The dome consists of a complicated geometrical design, with an octagonal drum that with several empty shells within to lighten up the interior of the structure, this Brunelleschi called the ‘oculus’ (the eye). Brick ribs crisscross the interior but do not serve as a support for the building. The springing put of the dome is approximately 177 feet above ground level. From the base of the drum to the top of the dome is around 108 feet, showing the massive volume of the building as a whole. The radius across the outer edges of the octagonal drum measures 176 feet. An estimated amount of bricks used is in excess of 4 million (Farfan, 2001). The octagonal domes inside the cathedral were completed in succession of one another in order to create a stable support. The process is complex and dependent of precision timing and measurement. Bricks were laid using the ‘herringbone’ method, being laid on sloping beds in a ring like fashion, the spirals are closed with protruding bricks laid lengths ways instead of breadth. The cones within the spiral are divided into 5 equal geometric points in order to locate the ‘pointed-fifth curvature’. The axis of the inverted dome corresponds directly with the domes outer structure. The slack line corresponds with the bricks beds resting on the inverted cone surface. As work commenced the domes vertex shifts upwards (Farfan, 2001). The completed dome is supported by 3 half domes on the exterior of the structure. The ‘quinta acuto’ (eight corner ribs), the method of the radius divided into four-fifths of the maximum crossing span, is visible in even the half domes (Salvadori, 1980). Sandstone bricks were used within an iron reinforcement, prevent the collapse if the dome under pressure from its parallels (Salvadori, 1980). This was the largest dome built without wooden centering. This was the first instance that Doric, Ionic and Corinthian orders were used in architecture since the ancient times. Constructed out of sandstone and iron reinforcements, Brunelleschi designed tiles for the surface of the dome that would be easy to maintain and resist the elements (Salvadori, 1980). The outer facades are constructed with visible cantilevered arches, presenting themselves as alcoves facing onto the street below. Atop the Dome is Brunelleschi’s famous lantern which is hollow marble. The ornately decorated exterior is what can be described as truly Renaissance grace, elegantly yet elaborately consisting of numerous alcoves, facades and frescoes. The main facade is pink and green. The interior has stained glass windows in order to allow as much light in as possible and the paving entering the dome is marble. The interior also has frescoes of The Last Judgement, by artists Giorgio Vasari and Frederico Zuccari. The interior is extremely vast with extraordinarily high ceilings and is extremely well lit. The oculus sheds a direct beam into the middle of the building. The Duomo itself fits in with the Renaissance architecture surrounding it, including The Baptistery designed by rival Ghiberti, whose equally Gothic sculpture and is equaled if not surpassed by Brunelleschi’s ornate facade. All machinery and hoists used in the building of the dome have been removed, however numerous modern students of architecture have rebuilt models using versions of the machinery that would have been utilized, as well as making bricks in the same way as Brunelleschi would have done. Because of the openness of the structures interior, it is easy to move around in and facilitates vast numbers of people at one time. It is also constructed so that most of the inner quadrant can be viewed from the center of the building. Brunelleschi initiated the idea of linear perspective, with all points converging to a centralized point, this is evident in his construction of the dome particularly. This was also the beginning of the humanism approach, focused on the sensibilities of people. This meant that the building itself had to be as user friendly as possible while still being an aesthetic asset to the city. The idea of perspective for Brunelleschi was the most important aspect of humanism, drawing from the postulate that art is how the person views their world. Therefore the artistry of the dome had to by some standards be appropriate to the period, social climate and what the people of the city were expecting (see footnote 2). As a result, much of the richness associated with renaissance art is visible in the construction of the dome, but it remains relatively unobtrusive, its colors being predominantly bronzes and burnt browns. The interior flagged marble floor has alternating pieces of dark ruddy brown and cream, making at more aristocratic than religious. This lends itself heavily on the idea that the initial purpose of the dome was not religious, but more a centerpiece around which the city could be arranged. It has the ‘landmark quality’ that associates it with other countries and cities almost via its competitiveness. The entrance to the dome, through Giotto’s bell tower, which was completed only after the death of Brunelleschi. Three doors mark the entrance and exits of the dome. The main door is called the Almond door due to its elliptical shape. It has a painting of The Assumption of Our Lady Into Heaven, by the painter Nanni Bianco. Rich renaissance colors mark this painting as a distinct aspect of renaissance culture. High up on the side portals of the main painting are two small statues of the prophets by sculptor Donatello. There is also a mosaic in the lunette of the portal door, by the artists Domenico and Davide Ghirlandiao. Due to the three small domes supporting the dome itself, entrances and exits are through these portals, meaning that one can basically enter and proceed through the opposite entrance if necessary. The Dome of Florence Cathedral could basically be described as a landmark that does not intrude on other buildings within the Florentine setting, instead it serves as a central point in the city and has become a tourist attraction over the years. For students, the remarkable invention of stone supported domes has also become a topic of discussion. Previously having used wooden support scaffolds, the stone version may have been costly and time consuming but it gave the opportunity to build stronger and larger constructions. IT has been used over centuries as a gathering place for local meetings and also to house the some of the nost beautiful renaissance artworks of time. It is possible that Brunelleschi’s ideas about light and space influenced more modern architects such as Lloyd Wright, whose ideology was to allow as much natural light as possible into the building. The colors of the interior of the dome allow this natural light emanating from the oculus to be expanded and rather than giving the cold internal feel such as some of the older basilica’s would, the dome gives off an intensely warm energy. This was certainly an invention that changed the face of architecture and has long held it position in the history of the art. Sources: â€Å"Dome: Almond Door†. 2008. FirenzeViva. com. Accessed: 10 February 2008. (http://www. firenzeviva. com/duomo-firenze/duomo_almond_door. htm) Farfan, Maria. 2001. â€Å"Dome Structures: Santa Maria Del Fiore (Florence). † McGill University, Philosophy of Structures. Accessed 10 February 2008). http://www. arch. mcgill. ca/prof/sijpkes/arch374/winter2001/sfarfa/ensayo1. htm Salvadori, Mario. 1980. â€Å"Florence Cathedral – Dome†. Architecture Around The World. Accessed: 10 February 2008. http://www4. bfn. org/bah/a/virtual/italy/flor/cath/dome. html â€Å"The Early Renaissance in Florence† (date unknown). NGA. Accessed: 10 February 2008. http://www. nga. gov/collection/pdf/gg04en. pdf

The Importance of Volunteering: College Students Should Do Community S

Nowadays, it is very difficult to get a job without a College Diploma. Our ever-increasing demands on student’s academic performances have insured well-educated adults, but what we have failed to focus on is the vital component of volunteerism as an integral part of rearing well-rounded adults. College students should be required to complete a year of community service/volunteer work before they can graduate, in order to create mature and caring adults and versatile future leaders. By mandating all College students across the United States of America to add another year to their studies and use this year for community service/volunteer work only, we will be able to increase their knowledge of community need, civic responsibility, and allow them the opportunity to gain experience and skills applicable to their future. The recent global financial downturn has greatly increased the dire need for volunteers throughout all levels of society. Also, this recession unmasked the reality of not only our current social economic environment, but also revealed the importance of continuing to educate all members of our society as to the importance of community outreach through volunteerism; many of these grass-roots, non-for-profit organizations suffered a detrimental blow to their budgets with the vast reduction of corporate contributions to offset their daily operational cost. These organizations not only rely on economic support, but they heavily depend and count on the continual hands on involvement of their volunteers. In addition to the vast reduction of financial resources, these organizations had drastic cuts in services, community outreach and employment opportunities, which had a severe and direct impact on our society. It is for t... ...eeded transfer and graduating hours all while volunteering and giving back to the community. â€Å"†¦ If you love kids and are great at arts and crafts, you can visit children’s hospitals and lead art activities with pediatric patients† (â€Å"Volunteering†). As you can now see, volunteering is not limited into only one form; there are many options when it comes to volunteering. Some may argue that graduating college students have learned all they need to in years of schooling, which is untrue. Although college students have typically undergone sixteen years of academic schooling, not all have had sixteen years of life lessons and character growth. Volunteering is not only beneficial to the community or organization, but also to the individual partaking in the activity. â€Å"Volunteering gives you an opportunity to change people’s lives, including your own† (â€Å"Volunteering†).

Leatherback Loggerhead or Just Turtle Final

After a hard day of laboring through the grease and grim at your pitiful factory job, you come home and meeting you at the door is a 77 year old desert tortoise. You reach down to stroke the turtle, and it retracts its head into its shell because it wants nothing to do with you, starting to feel threatened it snaps at your fingers. Youngsters and adults typically adore animals and especially loves turtles are not what Kay was trying to convey in this piece. She wanted to use an animal that most people would not, or could not relate too.It depicts a harsh reality to a mundane occurrence. Ryan portrays a turtle using metaphors, rhyming, personification, assonance and imagery to relate that the human daily grind Of humanity is no different than any chelonian. As the reader you are being baited into thinking, â€Å"What is she thinking? Is there a human being in this world that would want to live the life of a turtle? † It remains still hibernating in a rocky self-dug hole for lon g periods of time without any contact to the outside world only to emerge to a cruel and unforgiving reality.Eating grass and trying to avoid a speeding teenager riving on a country road, or a starving alligator seems like a life of misery. She goes on and likens the turtle to something cumbersome that can barely get out of its own way. â€Å"A barely mobile hard roll, a four-oared helmet,† (line 2) Dinner rolls are made to be enjoyed while warm, soft and freshly from the oven, but this roll is hard and not consumable. A meal that the majority would not choose if given the chance, but ingest if absolutely necessary is what a crusty dinner roll represents.It brings to mind rowing a boat with three other people in rough water, just trying to make ground in the choppy sea. Turtles have extremely hard outer shells and have serious problems with locomotion, and Ryan uses these metaphors in the first few lines which portrays a seriously immobile, clumsy loggerhead. Ryan shows us ri ght away that being a turtle IS not like Franklin the Turtle, a character in the Franklin picture book series by Paulette Bourgeois who goes to school and eats sandwiches that his mom makes, or plays outside without care with his friends.This turtle does not go to school, or receive an education like Franklin. The reader can start to identify with the turtle as Ryan gives the animal ender and makes you start to feel for her and the chances the turtle must take to eat. Ryan gives the turtle not a name, but describes it as â€Å"her†. The female or egg laying half of the turtle race who not only has to find food through any means possible, but carry the future while doing so. This responsibility was not by her own choice, it was handed down to her by nature.Gathering food is not something civilized people do on a regular basis; they simple order while resting comfortably in their air conditioned vehicle while listening to their favorite AC/DC soundtrack. On the other hand, he t urtle is dangerously rowing with its four stubby legs towards its meager reward of grass. She is moving so slow and deliberately that any number of creatures could easily stop her quest for nourishment. Ryan pens the word rowing, but turtles cannot row.Those slow, deliberate strokes symbolize just how hard any movement is for this leatherback just to find sustenance. Ryan describes a turtle that is not interested in becoming more than just a subpar being dragging its inconvenient shell, trying to eat and not perish doing so. Her turtle is â€Å"below luck level† and could never imagine winning the lottery† or any other prize that would change her â€Å"pottery† or shell in to wings that would enhance her life immensely. People dream of hitting the jack pot and spending their fortunes, but not this turtle, it is a realist.Ryan uses rhyming with â€Å"lottery and pottery' (line 13, 14) to bring attention just how far away this turtle is from anything great, and th e turtle knows that it will be nothing but a turtle living a life of just getting through the next meal. Ryan compares the turtle to an axled vehicle getting stuck almost on a regular basis. Images of an 18 wheeled tractor-trailer, perched on top of raffiti covered concrete K-rail on the side of the freeway come to mind. There will not be a tow truck coming to save this turtle's day, it must fend for itself.The turtle, precariously wedged on the slant of an oversized stone, using gravity to start a rocking motion to hopefully free itself, hoping that its efforts will not upright her and exposed a soft delectable under belly. One definition of insanity is repeating the same action and expecting a different result. The manager who urgently escapes his workplace at the whistle every day because that is when the work day is done, and then complains he did ot receive his bonus based on effort or lack thereof shows insanity. The turtle is not a truck, a train or even a boat, but Ryan uses personification in reverse to relate these things.Our turtle is avoiding things that would make it more difficult to survive, just as a man working in a belt factory would not raise his hand to show interest in becoming a supervisor. Raised hands mean additional labor and nonexistent satisfaction. The unneeded stress of the responsibilities would surely crush the factory worker and his family would undeniably suffer dire onsequences. â€Å"Almost any slope† (line 6) would defeat the pace of any turtle from finding some grass to eat. The turtle ‘Skirts the ditch which would convert' (line 10) her into turtle tar-tar for any mangy animal that happens to be passing through.Ryan uses assonance to convey that the turtle might be slow, but through experience as learned to avoid hazards just like the belt factory worker. Eating your favorite dish, or remembering that when as a child you saw your mother start to prepare for baking Christmas cookies brings you back to that plac e and time. It is a perfect picture in your mind, even though some cookies were not perfect you still remember the image without flaws and imperfections. The author uses imagery of the turtle turning her shell into a serving dish, upside down and vulnerable.Once the turtle is on its shell, it becomes more than just a helpless creature; it becomes lunch, or even a buffet for all to share. After an alligator snaps the turtle in half and partakes in the majority of the supple meat, other smaller creatures stop by to pick through the steamy entrails and leftover pieces its elongated snout prevents it from eating. It is imperative to understand what Ryan means bynot being able to change her â€Å"pottery to wings† and know that this turtle cannot be anything else, but a mindless creature doing the same thing every day just to survive.Our friend the turtle was merely trying to eat, and not be eaten. Millions of people rise without the shine and go through the same mundaneroutines e ven before leaving their residence. The same monotonous lifestyle or career shapes a society and teaches the masses to just place one foot in front of the other. A homeless man wakes every day from a restless few hours of sleep to instantly onder if he is in imminent danger. He struggles to his feet, and starts a plan of action, not unlike to his previous eleven years.Prison would be an easier life. Themiddle aged soccer mom takes the same steps every day starting at the gymand then to daycare before racing to work to avoid the penalties of being late. They both rarely venture outside of their comfort zone. The homeless man knows what small, slow steps he must take to survive for that moment, and the soccer mom thinks of multiple projects and lists she must complete to provide for herself. In either case, both are going through the ame daily steps and in survival mode to reach the next marker in their life.