Abortion Essay -- Abortion

Abortion A young women who just recently married at the age of 24 is six months along in her pregnancy. By her eighth month, she has came across complications. Within one week, they continue to get progressively worse. She is eventually rushed to the hospital. There her symptoms are studied by medical professionals. She soon is told that her complications are so severe that they might cost her her life. She is now faced with a choice. A medical dilemma of saving her life with the use of an abortion, or the moral dilemma of saving her childs life. What is right? In the U.S. about 1.6 million pregnancies end in abortion. A majority of women in America with an income below 11,000 are 3 times more likely to abort their unborn child rather than those whose income is above 25,000. Also, women who are divorced or unmarried are 4 to 5 times more likely to abort than a stable married woman.(1) The most commonly used procedure for an abortion is the vaccum aspiration which is used during the first trimester (from conception to three months). A tube is simply inserted into the cervix and the contents within the cervix are vaccumed out.(1) Another commonly used type of abortion focuses on the second trimester. This type of abortion is called dilation and evacuation. By this trimester the fetus has slowly developed bones, bulk, and contains movement. Which leaves the second trimester not as easy. Once the fetus and placenta are removed, tweezers are then used to take out the larger parts of the fetus. By the time the fifth month approaches the fetus has entered its third trimester where the abortion becomes both serious and dangerous. As a mother in her fifth month, doctors would induce her with drugs to put her into labor as if she ... ...ause of it’s immoral and life begins at conception. Women have been given the right to have an abortion under the United States Consititution, but this right is still being protested by the people that fight for the unborn’s rights. Pro-life activists claim that its immoral because they simply defined it as murder. Life begins at conception another strong point brought up by pro-life activists. Before a child is born it is given all of it's necessities to survive. Before birth the child heart beats, the gastric juices flow in the stomach, and all it's necessary organs are intact. The unborn child thinks, dreams, and feels pain.(1) The abortion issue is a constant debate in our society and it is amazing that faith and reason can determine the life of a child. Maybe soon the abortion issue will reverse, and people will see the rights of the unborn as a great importance.

Explore the role of nature Essay

In the first three opening sections of â€Å"Tess of the D’Urbervilles†, nature plays many a significant role. It acts as a storytelling device, helping the plot of the story to move and develop; it acts as a mirror for Tess’ feelings and the feelings of others; it adds atmosphere to the plot itself. Most importantly, it plays a major role in Tess’ wellbeing, but this role is often thwarted by the actions of man and the actions of man’s Church – the two are often in conflict, and these sections often explore this. We first see Tess taking part in an activity, â€Å"clubwalking†, with many of her friends and surrounding neighbours. All the people taking part are women, and it is a very simple activity; it is only them and the surrounding nature. This suggests that they share a harmony with their surroundings, and also that it is very feminine and pure, much like Tess at the beginning of the novel. As Tess emerges from this, we associate nature with her almost immediately. Angel also appears from this setting, with his two brothers, and he seems more connected with nature than he does with their religion. His brothers seem uptight and stuffy – â€Å"dancing with a troop of country hoydens! † being an indication of this – whilst he seems more carefree and willing to interact. In this way, Tess and Angel are instantly connected for the reader, and nature appears to shelter and protect them. However, Angel chooses another girl to dance with, marring the experience and implying that there is more to the situation; perhaps they are not so perfect. It implys that where nature creates a situation, man can often disrupt it, through their actions and religion. It therefore acts as a device for dramatic irony and foreshadows further events in the book. The death of the family horse, one of the more important contributors to Tess’ decision to work for the d’Urbervilles, is caused by both nature and man. Tess falls asleep during her coach ride, and nature fails to keep her awake. It could be argued that it was enticing her to go to sleep, and therefore was a main conspirator against her. However, a man kills her horse (â€Å"the morning mailcart†¦ had driven into her slow and unlighted equipage†). The death of her horse is a combination of the two, and it seems as though nature is working with man to contribute to her ruin, although it may also be looked on as nature trying to protect her and, again, man disrupting it – the two forces work against each other. Tess’ family had already raised the idea of her going to work for an old family (although Tess was against this – when her younger brother questioned her on it she burst out â€Å"never mind that now! â€Å") but this new factor makes Tess think that she is responsible and must therefore help her family in their time of need. She has no choice in the matter; nature and fate, it seems has decided it for her – â€Å"she had hoped to become a teacher at the school, but the fates seemed to decide otherwise. † It suggests that nature has carved out its own path for Tess. Due to the death of the horse, and at the persuasion of her family, Tess leaves for Trantridge. She plans to gain work from the D’Urbervilles that live there. As readers, we are informed that they are not real D’Urbervilles like Tess and her family; the father in the family, Simon Stoke, bought the name once he had made his money from being a merchant, in order to appear more grand to the rest of society – they are not natural D’Urbervilles, and Tess has been tricked. This is an example of man meddling with nature – nature did not give them that name and they are therefore imposters. Trantridge itself, the house where the Stoke-D’Urbevilles like, seems out of place with the surrounding nature; it is described as â€Å"of recent erection†¦ of the†¦ rich red colour that formed such a contrast with the evergreens†¦ â€Å". It is far more modern and different from its surrounding and therefore appears almost sinister – Nature did not intend for it to be there. Tess is assigned to work on the â€Å"fancy farm† belonging to the D’Urbervilles. This small poultry farm seems unnecessary and frivolous, and is not needed in nature’s scheme – it is merely the whim of man, much as Tess is for Alec in the novel. In this way, nature and its parts act as a mimic for the story. When Alec D’Urberville first meets Tess, he immediately begins to seduce her. He feeds her strawberries – one of nature’s most seductive fruits, due to its rich red colour – and is riveted by the form that nature has given her. In this way, nature unwittingly works against Tess; by making her â€Å"appear more of a woman than she already was†, it has caused Alec to be immensely attracted to her. However, during the cart ride from her family home to his, when he has attempted to kiss her and she has dismounted under the pretences of saving her hat, he tries to use nature against her by hemming her in with his cart against the fence. She, however, uses nature to save her and talks to him â€Å"from the top of the hedge into which she had scrambled† – nature assists her here. Just before Tess’ rape, the descriptions of wood are dark and unforgiving, with â€Å"webs of vapour† forming â€Å"veils against the trees†. Nature shows its darker side, and indicates what is about to happen. What happens to Tess, however, is a vital part of Nature – perhaps nature assumes it is helping her in this way. It could be argued that nature here is working against Tess to set the next events in motion, or that nature is giving her a form of gift – sex and pregnancy is widely regarded as nature’s highest privelege. Human religion and attitudes, however, view it as a sin. The Church is in conflict with nature’s ideas here that these acts are a vital part of life and therefore later outcasts Tess – the slogans painted on the fences around Marlott such as the beginning of â€Å"thou shalt not commit adultery† emphasise this in our minds. Alec’s attitude towards Tess after, when she leaves, suggest that he feels that it was Tess’ fault, for being so beautiful and irresistible to him; in reality, that is the fault of nature. Once she has left Alec’s house, Tess feels she has discovered the true meaning of nature to her; â€Å"the serpent hisses where the sweet bird sings†. This phallic imagery shares a link to Troy’s sword in Far From the Madding Crowd, another popular book by Thomas Hardy – for them both, nature leads them to men, men lead to their heartaches. To Tess, nature has exposed its dark underbelly and she feels robbed of natural beauty; what has happened to her, however, is a natural act, but in the eyes of man and the church, it is an unforgivable sin. This is empahasised in â€Å"She had been made to break an accepted social law, but no law known to the environmet in which she fancied herself such an anomaly. † When we meet Tess again, after a period of time has passed, we see her working in the local fields. The women working are described as â€Å"assimilated† with the fields – nature wishes to protect them. However, when Tess works, she â€Å"bleeds† from the â€Å"stubble† on the corn; nature appears to be punishing her, or she punishes herself by working herself too hard. It is then revealed that Tess has a newborn baby, which is widely regarded as the greatest gift Nature offers. For Tess, and for man, however, this separates her from them – she has sinned in their eyes; she still cannot resist pull of motherhood though, and her feelings for her baby are mixed and confused. Once she has decided she loves her child, nature takes it back when it dies from illness. The Church adds suffering for Tess when they refuse to bury it on concecrated ground; nature and the Church work together to upset Tess. Nature, at least, takes it from its suffering that it would have faced from mankind; the baby would never have been properly accepted. When Tess goes to work in Richard Crick’s dairy, we see the idyllic side of nature once more. Here, nature mirrors Tess’ feelings and attitude – there is a â€Å"change in the quality of air from heavy to light†, and we feel that the nature in the Valley of Great Dairies is far lighter and carefree for Tess; it will become her salvation for a time being, as nobody knows of her past here. She feels a connection with nature, and we have a sense that Tess is nature’s child – she belongs to it far more than she does to man’s Church. Nature saves her from herself, and the hard work with nature grants her peace. It also serves as an escape from Church, and has granted her this opportunity either as an apology or to set her up for more heartache. At the dairy, she is reunited with Angel Clare, a figure we haven’t seen since the opening chapters of the book. His description as a â€Å"figure rising out of the past†¦ and a mobility of mouth†¦ with an unexpectedly firm close of the lower lip† gives us an idea of his character – nature has given him a look with compliments his personality. His mouth gives an indication that, although he is open to ideas, he can be â€Å"unexpectedly firm† in his ideals, a slightly chilling prediction of the events to come. Tess’ mouth, by contrast, is described firstly as a â€Å"mobile peony mouth†; like her, it is full and beautiful, and also everchanging. Nature presents Tess to Angel as a â€Å"fresh and virginal daughter of Nature† -although her past contradicts this ideal, Angel regards her image as perfect in every way. Nature could be seen as tricking him or trying to make amends and improve Tess’ life. However, with the latter, the Church seems to oppose these ideas, and this is the cause of her heartache – man’s inability to work with nature. In the romance of Angel Clare and Tess, nature tries to help them come together, with romantic settings such as a â€Å"violet and pink dawn†. There is the incident with the butter tasting like garlic, forcing Angel and Tess to work together on the mead, and the butter not churning properly (which, according to the dairyman, happens only when love is affecting it, although the story he tells is far more similar to that of Tess and Alec than that of Tess and Angel.) There is, too, the rising rain before church that seems to force them to come together, and although Angel has to carry â€Å"Three Leahs to get one Rachel†, he feels as though the trial was worth it for a moment with Tess. However, when they finally embrace while Tess is milking, the cow reacts unfavourably – perhaps nature has realised what the consequences of its actions may be and is therefore trying to stop the romance. In this way, nature still tries to look out for Tess – it is very much a mother figure to her.

Paradoxes Of History Alexander The Great, Genghis Khan...

Paradoxes in History: Alexander the Great, Genghis Khan and Napoleon Alexander the Great Alexander III of Macedon popularly known as Alexander the great (July 20/21 356- June 10/ 11 323 BC) was the ruler of the ancient Kingdom of Macedon and a member of the Argead dynasty. Born in Pella, Alexander succeeded his father Philip II of Macedon at the young age of 21 and spent his years in unprecedented military campaigns that ran through Asia, North Africa and India and by the time of his death at age 33, he had created one of the most expansive empires in the ancient world spanning from Greece, to Egypt and north-west India (Cawthorne, 2004). In battle, he was undefeated making him one of the most successful military commanders in history. In his youth, Alexander came under the tutelage of Aristotle, who is said to have exerted a lot of influence on the future conqueror shaping his general philosophy and outlook of life. At the age of 16, Alexander was made a general in his father’s army where he honed his military skills and emerged victorious in many battles fought for his father. After his father’s assassination and ascension to the throne, Alexander embarked on his father’s dream of conquering Persia undertaking a series of campaigns that lasted for ten years. During this time, he broke Persians power in a series of decisive battles most notably the battle of Issus and Gaugamela subsequently overthrowing the Persian King Darius and bringing the whole Persian Empire underShow MoreRelatedMilitary and Corporate Strategy7776 Words   |  32 PagesBusiness Strategies [pic] Alexandre de Rodellec Bettina Voisin Fleur Bazin Alicia Dutheil Aimeric Raynaud Introduction: Stake of the topic Definition of key words Establishment of paradoxes Issue as a question form Announcement of the plan I. The historical origin of strategy A. The birth of military strategy: Sun Tzu - Main actors - Historic main events of

The Causes of the Cold War Essay - 2058 Words

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Despite emphasizing that neither side desired war, he warned of the consequences of turning a blind eye or showing weakness to the Soviets. He urged a strong Western alliance that supported the principles of the United Nations Charter would certainly deter war or catastrophic defeat if war did breakout. He drew the parallels of how history repeats itself: The war with Germany could have been prevented if the Allies had acted sooner to the German buildup. The speech that Churchill gave was a warning about a dangerous ideology similar to the Nazi ideology which could possibly lead to another war just as destructive as the Second World War. He hoped to prevent war breakout if the United States, Gre at Britain, and the Soviet Union could negotiate before the situation got out of hand. On March 12, 1947, United States President Harry S. Truman addressed Congress, pleading financial and economic assistance be appropriated to the struggling governments of Greece and Turkey. 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Cultural Diversity in the Classroom - 754 Words

Diane Uonites Cultural Diversity in the Classroom March 13, 2016 Sean Diana Part One: Collage: Personal Cultural Identity My ancestors came from Germany, Sweden, and Norway. My ancestor’s journey was by ship and landed in Ellis Island. What I value about my culture is my family and how important they are. I also value how we depend on one another to get through the day. Sisters, brothers, nieces and nephew, son and daughters. To be an American is to have the freedom to do what I want. To love the country I live in and respect the people who fought for my freedom. Citizenship is a feeling of belonging to a country and standing up for the country that you love. Being able to vote, pay taxes, and defend my country. Part†¦show more content†¦9. What effects might cultural diversity have in the classroom? Carol believes that cultural diversity helps children learn about people and their difference. It helps people be more excepting. 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Effective Memorization Strategies Free Essays

EFFECTIVE MEMORIZATION STRATEGIES Memorization, as defined by Wikipedia, is the process of committing something to memory. It is a process that everyone undertakes to store in memory for recalling later. Memorization is an ongoing, lifelong process. We will write a custom essay sample on Effective Memorization Strategies or any similar topic only for you Order Now Examples of some of the items that we strive to memorize on a daily basis are telephone numbers, addresses, music, lists and maps. The memory demands for students in college are much greater than they are for adults due to the amount of information they are bombarded with on a daily basis. Being able to memorize information efficiently and accurately is very important to all college students. Adults generally have acquired much of the skills and knowledge that are required on a daily basis. It can be very challenging in a college setting to study whether it be in a dormitory or apartment. Constant commotion of people coming and going is not very conducive to memorizing text. It is recommended that students find a work-space where they are able to concentrate. The ideal location is one free of distractions such as a library. In 1996 Brown and Miller categorized memorization techniques. Their categories were: memorizing through repetition (rote), memorizing through mnemonic techniques, memorization through grouping, memorizing through association, and memorizing through visual, auditory and konesthetic systems. * There are several different techniques that can be used to improve memorization. Rote memorization is a technique that focuses on remembering facts by a means of repetitition. Everyone can remember back in grade school when we were introduced to the times tables. Multiplication facts such as two times two equals four are examples of learning by using rote memorization. Other examples are learning the states and their capitals and sight words which are taught in elementary school. An article written by Grace Fleming states â€Å"Rote learning is often viewed as bad practice, although some would argue that rote memorization is a necessary first step in learning basics. † Opponents of Rote memorization use the argument that this process involves learning facts without developing a deep understanding. In earlier days rote memorization was sometimes referred to as â€Å"drilling† E. D. Hirsch Jr. , a education reformer, does feel that drilling is essential. In circumstances where recall of information must be automatic such as mulitplication tables, â€Å"you need something like drilling. † He warns though that teachers need to strive to make sure the drilling isn’t boring. Mnemonics is another memorization strategy. It is a very powerful tool that works extremely well for memorizing lists. The word Mnemonics is derived from the name of the Greek goddess of memory who was called Mnemosyne. It is based on the fact that it is much more easier for the human mind to remember personal, humorous or otherwise meaningful information than arbitrary sequences In Biology class students are required to learn to learn the biological classification system which is kingdom, phylum, class, order, family, genus and species. A student might commit to memory the phrase â€Å"Kee p Pond Clean Or Frogs Get Sick. † Using the first letter of each word in this phrase would prompt a student into remembering the list. This is known as the sentence technique. An example of the word technique would be using the word HOMES to memorize the Great Lakes: Huron, Ontario Michigan, Erie, Superior. This can be referred to as word play. Mnemonics works best when there are strong association between the mnemonic and the what they stand for. Mnemonics link strategy is a system of remembering items by creating an association with these unrelated items. For example, a person might have to go to the grocery store to buy potatoes, chicken and a broom. In their mind they could picture a chicken sweeping up potatoes with a broom. When they reached the store and visualized this it would be easy to complete their shopping. This method is sometimes referred to as imaging. Some people find it easier to memorize using associations. Memorizing a new subject by associating it with a process you are very familiar with can help some students. Using Biology again as an example, you can relate cell structure to a factory. The cell body could be the boss in a factory. You could think of the ribosomes asmessengers in this factory. Grouping is another effective memorization technique. Students can be required to learn hundreds of facts. Trying to memorize a list this long would be impossible. To simplify memorization of this list the student can divide the subject into groups. Memorizing through visual, auditory and kinesthetic systems can be a very useful tool for some students. Research has shown that each sense is processed in a different part of your brain. Using these systems can enhance learning by using more of your brain. Some students have very good retention when they make flashcards to study for a test. How to cite Effective Memorization Strategies, Papers

Carol Anne Duffys Adultery (2024 words) Essay Example For Students

Carol Anne Duffys Adultery (2024 words) Essay Carol Anne Duffys AdulteryCarol Anne Duffys poem Adultery is structured in a traditional andstraightforward way. It is comprised of eleven verses each with the commonfour lines, which consist of between four and nine words. This makes the poemnot particularly striking at the first look, before it is read. The typographydoes not attract the readers attention, this is probably because Duffy wants thereader to concentrate on the language, and is not concerned with the shape thatthe lines form, or how they relate to the themes of the poem. RHYME AND RHYTHMDuffy does not seem particularly interested in rhyme in this poem, and probablydecided before writing it that she did not want any. Therefore rhyme has beenavoided, as has a regular, repetitive rhythm. I think that Duffy wants to allowthe language to speak for itself, without getting tangled up in rhyme and rhythmschemes, and having to change what she wants to say in order to make it fitthese limitations. She also wants to avoid losing the impact of the poem. Thishas much to do with the language used, poetic devices, and very often, the lackof rhythm, seen clearly in the first verse when she writes: Guilt. A sick,green tint The caesura breaks up the line, splitting it into two. If she werewriting within the barriers of a specific rhythm, she would probably be tempted,and perhaps compelled to, split this line exactly in half, in order to balanceit and keep the structure. This would not have the same effect. The caesura isused as dramatic device, implying that the poem is intended to be read out loud. The break makes the reader pause, giving the first word a larger impact as it isisolated from the rest of the text. It also does the same for the followingsentence, and as it is on the end of the verse, there is a natural pause here aswell, giving this line impact and power. Seeing as it also highlights a keytheme in the poem, guilt, it is also an important line as it tells the reader alittle about what to expect, and also raises their interest and expectations,Guilt? Why? Who? LANGUAGE Duffy uses language very effectively in this poem. Shewants to create a specific atmosphere and then build on it, creating characters,situations and emotions as she does so. She wants an atmosphere of sleazinessand seediness, but wants it to sound exciting, dangerous and seductive. She alsoexamines the harm that the situations cause. The first verse (or stanza) ispacked with intrigue, mystery, excitement and questions. Wear dark glasses inthe rain, demands the first line, and the reader gets ideas of disguise. Itgoes on to mention unhurt and bruise dark glasses to hide a blackeye? Maybe not, another glance at the title, Adultery, suggests somethingelse sado-masochism? Then comes the guilt, as mentioned above, andreader knows she is talking about a sexual affair but who? What? Where? Wewant to know more. The second verse builds on the sexual intrigue with mentionsof hands can do many things, and money tucked in the palms suggestsprostitution, as well as wash themselves maybe implying that they feeldirty? Duffy is building an atmosphere which is sexually charged and filled withriddles and ambiguous comments, daring the reader to assume a sexually link. Thenext verse features the line: You are naked under your clothes all day,another sexual connotation, perhaps implying that the clothes are a disguise,and all day the character does something which is not really them, andunderneath they are different, naked suggests vulnerability. There is alsobrings you alone to your knees and m ore, more, whichcould suggest oral sex, while the repetition shows that Duffy considers this themost important word of the line, demanding it stands out, and it could suggestan unsatisfied sexual appetite, or description of the frequency of thecouples meetings. Dishonesty is mentioned with deceit and Suck a liewith a hole in it. This could be a more explicit reference to oral sex, ormore obscurely, Polo mints, the mint you suck with a hole in it. Duffy could besaying that the lies are sweet, addictive and refreshing compared with a mundanelife, like Polo mints; she could mean that the lies come as easily as sweetsfrom a packet, although probably not. Or perhaps the key is in the next line:On the way home from a lethal thrilling night. Maybe the character ismulling over what the excuse will be to the spouse, how he/she will lie theirway out of where they have been, but the lie will always be flawed as it is nottrue hence the hole. The lethal also brings a touch of danger to theatmos phere. Duffy does not want the reader to be comfortable with this deceit orthe situation as a whole. We know it is sordid, and now we know it could be abit hazardous. Duffy continues with up against a wall, faster, an obviousreference to the e night theyve just had, with fast exciting sex quickgratification. The last line of this verse: unpeels to a lost cry. Youre abastard. The caesura breaks up the line, balancing it, and giving greaterimpact and significance to the second half. The colloquialism bastard isused for several reasons. It has a big impact, surprising the reader, andshocking a minority, who arent used to taboo words in poetry. This gives itmore power it is swear word, and is offensive. Duffy could have saidYoure a bad person, but this is dead, lame, and ineffective. It is alsomore emotional, as bastard is more dramatic than bad person and sohas more feeling in it. It is likely that Duffy is revealing what the spousesreaction would be to the news that his/her wife/hus band is having an affair. Ifnot then the adulterer is imagining what their spouse would say, and is callinghim/herself a bastard. It is unlikely that Duffy herself is calling theadulterer a bastard. Firstly Duffy does not appear to pass judgment on thecharacters in the rest of the poem, she lets their actions and feelings speakfor themselves. Secondly, Duffy would probably realise that it is moreinteresting to hear another characters opinion, than her own, especially whenshe has focused on what the characters are thinking in the rest of the poem. .u2d7f0c17bfd8949d2ea4ba7c878aa51b , .u2d7f0c17bfd8949d2ea4ba7c878aa51b .postImageUrl , .u2d7f0c17bfd8949d2ea4ba7c878aa51b .centered-text-area { min-height: 80px; position: relative; } .u2d7f0c17bfd8949d2ea4ba7c878aa51b , .u2d7f0c17bfd8949d2ea4ba7c878aa51b:hover , .u2d7f0c17bfd8949d2ea4ba7c878aa51b:visited , .u2d7f0c17bfd8949d2ea4ba7c878aa51b:active { border:0!important; } .u2d7f0c17bfd8949d2ea4ba7c878aa51b .clearfix:after { content: ""; display: table; clear: both; } .u2d7f0c17bfd8949d2ea4ba7c878aa51b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2d7f0c17bfd8949d2ea4ba7c878aa51b:active , .u2d7f0c17bfd8949d2ea4ba7c878aa51b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2d7f0c17bfd8949d2ea4ba7c878aa51b .centered-text-area { width: 100%; position: relative ; } .u2d7f0c17bfd8949d2ea4ba7c878aa51b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2d7f0c17bfd8949d2ea4ba7c878aa51b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2d7f0c17bfd8949d2ea4ba7c878aa51b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2d7f0c17bfd8949d2ea4ba7c878aa51b:hover .ctaButton { background-color: #34495E!important; } .u2d7f0c17bfd8949d2ea4ba7c878aa51b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2d7f0c17bfd8949d2ea4ba7c878aa51b .u2d7f0c17bfd8949d2ea4ba7c878aa51b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2d7f0c17bfd8949d2ea4ba7c878aa51b:after { content: ""; display: block; clear: both; } READ: Performance analysis of Murder at the Manor EssayAltogether, Duffy is revealing some of the emotions involved with adultery. There is also the matter of whether the adulterer is male or female. Bastard is traditionally an insult towards men, and it is unlikely thatDuffy would purposely confuse the reader in regard to the gender of the maincharacter, especially when their actions and thoughts are so vital to the poem. This does not necessarily mean that the adulterer is male. The referencesearlier to oral sex implied that the adulterer was female, but I could be wrongabout those, or maybe Duffy is saying that person the adulterer is having anaffair with is a bastard hence a female adulterer. With the oral sexreferences in mind, presuming they are correct, it suggests that the affair ishomosexual, but if this were the case then Duffy would almost certainly say itin more explicit terms, as on first read this is not apparent, and Duffy cannotwant her poem to be that misunderstood. The next verse begins: Do it do it doit. Sweet darkness Duffy is using poetic devices to convey the mood andatmosphere she wants to create. The caesura again breaks the line in two givinga big impact and significance to both halves as the readers pauses for effect. The repetition shows that the phrase do it is important and needs to beemphasized again and again, or perhaps it is describing how they do itagain and again a possible sexual reference. The lack of punctuation conveysthe speed and urgency. Sweet darkness is almost an oxymoron; we are usedto thinking of darkness as spooky, scary and hiding dangers, and to think of itas sweet seems to be a contradiction in terms, it isnt really, but Duffyknows that this impression will be given. She could be talking about the loversmeeting in the darkness, or darkness hiding their sins, but either way, the factthat it appears to be an oxymoron draws the readers attention to it, as does thecaesura. Duffy then returns to sexually ambiguous phrases like how you arewanted, which way, now, and pay for it in cash this must be referringto desire in the former quotation and probably prostitution in the latter. However, Duffy never explicitly writes about prostitution, just hints at it inorder to increase the sexual tension and condense the atmosphere of seediness. Duffy goes on to describe how the affair is taking its toll on the marriageand conscience of the adulterer. The life which crumbles like a weddingcake. Duffy uses a simile to describe how the life is being eroded, bycomparing it to a crumbling wedding cake, reminding that the adulterer ismarried, and that the marriage must also be splintering. The seventh verse isinteresting: Paranoia for lunch; too much to drink, as a hand on your thightilts the restaurant. You know all about love, dont you. Turn on yourbeautiful eyes The annotations show all the poetic devices that Duffy uses,mostly in order to increase the mood of the poem and convey the theme. In thenext verse Duffy uses an interesting image: the slicing of innocent onionsscalds you to tears. I do not know what Duffy is trying to say to the readerhere, but there are several possibilities. The adulterer has returned to thehousehold chores for the family, and is crying because he/she feels bad abouthow he/she has betrayed the fami ly, and is reminded of this by the return to theold routine; or possibly the innocent onions represent the innocentmembers of the family that the adulterer has hurt this would be theslicing and the realisation of this has made the adulterer cry, justlike cutting onions would. Duffy is telling the reader that the adulterer feelsremorse that the family has suffered for her affair, and this changes theatmosphere. It appears that in these verses the poet is describing what happenswhen the adulterer returns to the family home, he/she sleeps in a maritalbed, Duffy is pointing this out so deliberately to highlight the fact thathe/she has recently been sharing another bed, an extra-marital one. Thetarnished spoon of your body stirring betrayal Duffy uses a metaphor toexplain that the adulterer feels dirty due to his/her actions, and is acutelyaware of how he/she has let down the family and betrayed the spouse. The readerfeels that the adulterer regrets their actions, and is now dealing w ith theconsequences, which could be severe as he/she has to send dumb and explicitflowers on nobodys birthday to try to win over the partner again andapologise. If the partner hasnt found out then the adulterer is probablysending the flowers just out of guilt. However, the last verse implies that thepartner does know whats been going on, as they appear to have an argumentabout it: You did it. What. Didnt you. Fuck. Fuck. No Duffy doesnot explicitly show that it is dialogue by using inverted commas, but thelanguage suggests it is. The partner has just discovered what is going on and isconfronting the adulterer. The colloquialism is again used to give the linepower, impact, and the ability to shock, as *censored* is generallyconsidered to be the most taboo word in the English language. It is shows thatthe this is very emotional. The characters are using strong languagebecause they have very strong feelings and are very upset. They both want to getacross the power of what they are feel ing, and the lack of question marks-?-show that they are not calmly asking each other questions, but are speaking instatements You did it, didnt you., rather than You did it,didnt you?. This also implies that they are shouting at each other. Thisis usually shown in either capital letters, italics, or bold type, but Duffyagain does not want to be so explicit. She wants the reader to have to read theverse a few time through to understand it, as this will make them concentratemore and focus on what is being said. Throughout this poem Duffy is building upatmosphere. She uses language and poetic devices to create a mood, and thenchanges the mood, thereby moving the story on.