What is a Lemma

In morphology and lexicology, the form of a word that appears at the beginning of a dictionary or glossary entry: a headword. The lemma, says David Crystal, is essentially an abstract representation, subsuming all the formal lexical variations which may apply (Dictionary of Linguistics and Phonetics, 2008). The Lemma Explained by Malliday and Yallop The lemma is the base form under which the word is entered [in a dictionary] and assigned its place: typically, the stem, or simplest form (singular noun, present/infinitive verb, etc.). Other forms may not be entered if they are predictable (such as the plural bears, not given here); but the irregular past forms of the verbs are given (irregular in the sense that they do not follow the default pattern of adding -ed) and there is also an indication under cut that the t must be doubled in the spelling of inflected forms like cutting. An irregular form may appear as a separate lemma, with cross-reference. This dictionary [the two-volume New Shorter Oxford English Dictionary, 1993] has such an entry for borne v. pa. pple ppl a. of BEAR v., indicating that borne is the past participle and participial adjective of the verb bear. (M. A. K. Halliday and Colin Yallop, Lexicology: A Short Introduction. Continuum, 2007) Lemmas and Lexemes The conventional term lemma is currently used in corpus research and psycholinguistic studies as quasi-synonymous with lexeme. But lemma cannot be confused with lexemes. For example, the editors of the British National Corpus warn users that items such as phrasal verbs, that is, verbs containing two or three parts like turn out, or look forward to, which lexicologists treat as lexical units, can only be accessed through separate lemmas. In the case of turn out, it contains two lemmas, and in that of look forward to, three. Also, homonymic distinction is not always established by the editors of lists containing lemmas (Leech, Rayson and Wilson 2001).However, a lemma does resemble the lexeme concept in other ways. Linguistic corpora allow for two basic searches, one of which produces lemmatized word lists, that is word lists containing lemmas, and another one containing unlemmatized word lists, that is word lists containing word forms. . . .Finally, dictionary headwords cannot always b e identified with lexemes. For instance, the headword bubble, in a dictionary like the OALD [Oxford Advanced Learners Dictionary] includes information about the noun bubble and the verb bubble within the same entry. For a lexicologist, these represent two different lexemes.(Miguel Fuster Mà ¡rquez, English Lexicology. Working with Words: An Introduction to English Linguistics, ed. by Miguel Fuster and Antonia Sà ¡nchez. Universitat de Valà ¨ncia, 2008) The Morphological Status of Lemmas What is the morphological status of lemmas? Several hypotheses have been set forth, for example: 1) that every word (free form), including inflectional forms and word-formations, has its own entry and corresponds to a lemma; a weaker one is2) that not all words have their own entry, i.e. regular inflectional forms and perhaps word-formations make up a part of the entry of the base and are accessed via that base;3) that stems or roots, rather than free-standing forms, form the lemma, independently of whether other forms derived from these are regular or not. (Amanda Pounder, Processes and Paradigms in Word Formation Morphology. Mouton de Gruyter, 2000) Measuring Lemma Frequency [T]here is a problem with word frequency in that it is unclear what the correct measure of frequency is. There exists a number of different ways of counting word frequency and these are not theory neutral. . . .One example is lemma frequency; this is the cumulative frequency of all the word form frequencies of words within an inflectional paradigm. The lemma frequency of the verb help, for example, is the sum of the word form frequencies of help, helps, helped and helping. In accounts of language processing in which regular inflectional forms are decomposed and map onto root morphemes, we would expect the frequency of the root to be more critical for determining response latencies than word form frequency and hence the lemma frequency would play a prominent role.Accounts in which other complex forms are also decomposed (e.g., inflections, derivations and compounds) will instead emphasise the cumulative morpheme frequency, which is the sum of the frequencies of all the complex words i n which a root morpheme appears. For example, the cumulative morpheme frequency of help would be the sum of the lemma frequency of help plus the lemma frequencies of helpful, helpless, helplessness etc. Another measure, family size, is the number of word types in which a morpheme occurs, rather than the number of tokens in it. The word help has a family size of ten.(Michael A. Ford, William D. Marslen-Wilson, and Matthew H. Davis, Morphology and Frequency: Contrasting Methodologies. Morphological Structure in Language Processing, ed. by R. Harald Baayen and Robert Schreuder. Mouton de Gruyter, 2003)

Maps of the Ancient Near and Middle East

Maps of the ancient Near East that can be used for personal research, for classroom or lecture use, or for publication on your website can be found on the Internet, it just takes a little digging. The websites listed below are portals for what are in some cases decades of research by dedicated scholars, some based in universities, some independent scholars. Youll find an index and a few examples of the maps available on each website listed here. Note that terms of use are also listed in the descriptions for each site, but also know that these can change with little notice, so if you plan to use the maps on a website, be sure to contact the editors first to make sure you wont be in copyright violation. The University of Texas at Austin: Perry-Castaeda Library The Perry-Castaà ±eda Library is based at the University of Texas at Austin, and truly the best of the bunch. UTAs PCL Map collections include high-resolution scans of historical atlases from all over the world.   Terms of Usage: Most of the maps are in the public domain, and no permissions are needed to copy them, no matter where you are using them. They would appreciate credit (and a small donation) to University of Texas Libraries as the source of the scanned images. PCL Map collections IndexMaps of the Middle EastAncient Jerusalem, 356K JPG city map, scanned from Palestine and Syria. Handbook for Travellers by Karl Baedeker, 5th Edition, 1912, showing elevations, landmarks, modern and ancient walls.The Macedonian Empire, 326-323 BCE, from the Historical Atlas by William R. Shepherd, 1923. Insets: The Aetolian and Achaian Leagues. Includes a plan of Tyre.Palestine in the Time of Saul about 1020 BCE, scanned from the From Atlas of the Historical Geography of the Holy Land. Smith, George Adam. London, 1915 David Rumsey Map Collection David Rumsey has collected over 85,000 geo-referenced maps over the past thirty and more years, focused on very high-resolution scans of rare 16th- through 21st-century maps of the world. They are astonishing in their detail and resolution. Middle Eastern maps are in the Asia collection, with a specialized Luna viewer to assist in the creation of slideshows suitable for classroom use. Terms of Usage: Images may be reproduced or transmitted under a Creative Commons license that allows education and personal use, but not commercial use. For commercial use, contact the editors. Main Index pageAtlas indexLuna Viewer of Asian mapsClaudius Ptolemys Map of the eastern Mediterranean and the Middle East from Cyrpus to Babylonia, published in 1561 by Girolamo Rscelli and M. Giuseppe MolettiHenry Schenk Tanners 1819 map of the worldHistorical maps from Google Earth, some georeferenced maps are also made available by the David Rumsey Map CollectionGeo-referenced Buddhist map of the world made in 1710 The Mapping History Project The Mapping History Project at the University of Oregon has developed a set of interactive and animated maps of fundamental history problems that require Shockwave, as well as straight downloadable images. English and German versions. Usage Terms: Contact the editors for academic and commercial use. Main Index of the Mapping History ProjectEurope Map Archive (including Ancient Near East, as well as Greek and Roman maps)Europe Image Library. John Nichols photographs of Roman and Greek ruinsPolitical Change in Mesopotamia 3000-1000 BCE Interactive map using shockwave to show successive political waves from Sumerian to Kassite with Babylonian, Assyrian, and Agade along the way.Sea People of the Late Bronze Age. Map of the Near East shows major cities all located along waterways, from Troy in the north to Nile Delta cities and Memphis in the south. Also shows movements of armies and naval forces.Ancient Near East Empires 700–300 BCE, Shockwave interactive map. Oriental Institute: Center for Middle Eastern Studies (CMES) The OIsCenter for Middle Eastern Studies (CMES) has made pdf versions of maps of the Islamic World available on its website. Terms of Use: The terms are not specifically identified with regard to the maps, but there is a contact page that you should use before publishing these maps elsewhere. Index of MapsArabia before the Muslim conquestsThe Mongol Empire 1260 CE Oriental Institute: CAMEL The Center for Ancient Middle Eastern Landscapes (CAMEL) project at the University of Chicagos Oriental Institute has a vast collection of maps and other images from the Near East, but only a handful of the maps are currently online. Terms of Use: Publication, distribution, exhibition, or reproduction is prohibited without prior written permission. Main Index for CAMELCAMEL Maps, a list of available sources of public domain holdings, but youll need to contact the OI to obtain copies.Search engine for OI collections. Use this to search CAMEL for maps or other resources.Survey of Egypt: Orographical Map of the Nile BasinSurvey of Egypt: Map of Cairo Showing Islamic MonumentsAncient Near East Site Maps IndexIraq Site Map. A greyscale map of archaeological sites in Iraq, including Akkad, Babylonia, Assyria, and Sumer located alongside the Tigris and Euphrates Rivers. Major cities and other rivers included in line drawing. My Old Maps Independent scholar Jim Siebold has been collecting and scanning old maps and writing detailed monographs about them since the turn of the 21st century, under a range of different websites beginning with the Henry Davis Consulting Firm. His most current and up-to-date version of the ongoing project is the My Old Maps website. Terms of Use: Low-resolution images may be downloaded and used with accreditations; high-resolution images are available for free from Siebold on request. My Old Maps Main indexMaps from Antiquity  indexBabylonian Clay Tablet World Map. Circular map from 600 BCE which if the interpretive redrawing is correct shows Babylon, Armenia, and the Bitter River.The Earliest Known Map, town plan of 6200 BCE Catal Hoyuk. HyperHistory Online HyperHistory Online is a long-term project by architect and independent scholar Andreas Nothiger, whose main claim to fame is a huge History Chart that begins with the Old Testament prophets of David and Solomon and ends with World War II. He has a substantial collection of maps, drawn for his project. Terms of Use: Not listed on the website, but an email contact is provided. Main Map Index for HyperHistory OnlineIndex of Maps of AntiquitySumerIsrael and Judah. Bible Maps Bible Maps is a Canadian website that has loads of maps, constructed on the basis that the Bible is literal fact, pure and simple; chronologies are based on strict biblical interpretations. Terms of Use: Free to look at, print, and share in churches and schools, but not permitted to sell or post on line. Details on use and construction are listed on the home page. Main Index Twelve Tribes, as described in the book of JoshuaAbrahams Journey from Ur Al Mishraq: The Levant Al Mishraq is a Norwegian site dedicated to the history and archaeology of the Levant region of western Asia. The site has a handful of interesting maps, but they are spotty in quality. Terms of Use: Not provided on the site, but an email address is provided on the homepage. Index of Maps and Geography15th Century Map of the Arabic World, high-resolution image of Nazam al-Din al-Hussein bin Muhammad al-Nishapuris Sharh al-Tadhkarah map.Map of Beirut, 1876, from the Danish Vice-Counsel Julius Là ¶ytvedA Glimpse of Yesterday. In addition to showing the place name variations between Aramaic, Canaanite, and Arabic, the site explains the arbitrary temporal and geographic distinctions between Ancient Near East and Middle East.

Essay about Personal Educational Philosophy - 1069 Words

Abstract This paper is my personal educational philosophy statement. It represents my ideas and values about teaching and learning; it reveals my personal teaching beliefs and their relation to the five major established educational philosophies; it shows my role and responsibilities in educational process. I place great significance on personal style of instruction and its influence on curriculum implementation. The paper also highlights my career aspiration and orientation. Personal Educational Philosophy Like a good business plan, every teacher should have a personal educational philosophy in place. Witcher, Sewall, Arnold, and Travers in Teaching, leading and learning: It’s all about philosophy (2001) say that a†¦show more content†¦Successful teaching occurs when the teacher is able to select the most efficient method for reaching out to each student’s individual style of learning and inspire students to rise to their highest potential. While the responsibilities of a teacher are extensive (as one can serve as a teacher, a friend, a counselor, a disciplinarian, an entertainer, a facilitator), I believe that students should play a big part in shaping own education as well. Upon completing the Philosophy Preference Assessment in Foundations of Curriculum and Instruction, the graph showed that my teaching beliefs are mostly Perennialist, peaking at Realist. I found the results accurate. My graph was represented best by Figure 1-6 and Figure 1-9. The former shows â€Å"strong structured (slanting down) or nonstructured (slanting up) orientation in your reported beliefs about schools†; the latter suggests â€Å"either an eclectic philosophy or a person only beginning to study his or her own philosophy.† While I agree with the assessment of my educational philosophies, I do not believe I subscribe strongly to any of the five philosophies, but, rather, I will employ certain elements from each. As for Perennialism, I agree that the learning should be structured and conservative; it should relay the eternal truths; the teacher is an authority who effectively uses class time to transmit knowledge. Elements ofShow MoreRelatedPersonal Education Philosophy : Personal Philosophy Of Educational Philosophy932 Words   |  4 PagesEducational Philosophy Remember: everyone in the classroom has a story that leads to misbehavior or defiance. 9 times out of 10, the story behind the misbehavior won’t make you angry. It will break your heart. - Annette Breaux My educational philosophy stems from the belief that all people are capable of learning and growing and that education is a powerful tool in helping students achieve both their personal and professional goals. I am also a firm believer in trauma-informed schools and educationRead MoreMy Philosophy And Philosophy Of Personal Educational Philosophy1042 Words   |  5 PagesIt is true that many educators do not know what their educational philosophy is. However it is imperative for educators and future educators to know their personal educational philosophies so that they can be accountable, explain how they teach, what they are doing and why. My personal Educational philosophy is made up of four components; metaphysics, epistemology, axiology, and logic. My educational Philosophy Metaphysics (reality) is a combination of realism and idealism, that the mind, spiritRead MorePersonal Philosophy : My Educational Philosophy1452 Words   |  6 Pages When I first set out to write my educational philosophy, I had absolutely no idea what to write about, to be perfectly honest. So, I thought that I would start with the most essential aspect of an educational philosophy: why do I want to become a teacher? The reason why I want to teach is because I want to be able to impact young people’s lives and help them to learn how to become successful citizens in our world. I feel that it is important that no matter what students do with their lives, theyRead MorePersonal Philosophy Of Educational Essay Essay1240 Words   |  5 PagesArtifact #2: Personal Philosophy of Educational Nobel Peace Prize winner, Kofi Annan, of Ghana said, â€Å"Knowledge is power. Information is liberating. Education is the premise of progress, in every society, in every family† (nobelprize.org). My ambition to become an educator stems from a desire to help children grow into productive and successful adults. I am a mother of six children. As I have guided my individual children through the different stages of their childhood, adventures, adversitiesRead MoreMy Personal Philosophy : My Educational Philosophy1747 Words   |  7 Pages Starting with the Family: From the Tablet to the Table Janai Fennell (L27254994) EDUC 604-D06 Dr. Holzman Liberty University Abstract My educational philosophy can be summarized in one word â€Å"family†. Every thing can begin and end with the family. This paper examines my personal belief that a student has higher success rate in life when they have a supportive, loving family environment. The primary roles of a mother and father in today’s society are drastically lacking. These particularRead MoreMy Personal Educational Philosophy Essay866 Words   |  4 Pages Educational Philosophy Essay My personal educational philosophy is a combination of perennialism and essentialism, which leaves me uniquely well-armed to teach my subject of choice: History. History, viewed as a whole, is a monument to the achievements of Man. It is unchanging, though new aspects may be found or brought to light, and it can be viewed from many angles, it is an unchanging truth that what happened, has indeed happened. Through a thorough and guided exploration of this subject, studentsRead MoreMy Educational Philosophy : My Personal Philosophy Of Education1023 Words   |  5 Pages My personal philosophy of education was thought of when I was little before I really acknowledged it or knew exactly what it was. My ideas of school has been collecting for years, ever since kindergarten. Ive always thought of school as something that is important. I went to school everyday and did my work and moved on to the next thing I needed to do. I did what I was suppose to, not because I enjoyed it but because I knew I had to. School has always been kinda boring and uninterestingRead MoreDraft Of Personal Philosophy Statement1268 Words   |  6 Pages7-2 Final Project Milestone Three: Draft of Personal Philosophy Statement In the field of higher education, I will welcome with open arms, accept, affirm, and celebrate all students by creating an environment that is equal and inclusive for all people regardless of their race, gender, sexual orientation, ethnicity, cultural background, religion, family structure, economic status, learning ability, linguistic ability, and/or learning style. I will create an environment that includes positive, challengingRead MoreMy Own Beliefs About Teaching And Learning Essay1679 Words   |  7 Pagesabout your own beliefs about teaching and learning. In writing, discuss which of the philosophies of education and the learning orientations are closest to you? Why? Which do not fit with your philosophy of education and learning? Why? Based upon my own beliefs about teaching and learning, the philosophy of education and the learning orientation that is closest to me is Progressivism; which is a philosophy that places focus on the influential ideologies of education. Progressives believe thatRead More Educational Philosophy1383 Words   |  6 PagesEducational Philosophy Writing my educational philosophy has required me to do an extensive amount of personal research that has taken me on some wonderful, inward journeys over the past few months. Voyages through my cognitive and behavioral personas from the beginning of my educational endeavor back in 1992 up until the present day. I have been digging diligently through my archives pulling out old papers I composed regarding my initial views toward education. I have reflected

A Research Study On Using Northcentral University ( Ncu )...

Using Northcentral University (NCU) Dissertation Center, a student could access several resources to guide them through the rigorous process of developing a research topic, develop a research question, gathering information to examine the research question(s) and develop a hypothesis all the way to guidelines for submitting a dissertation for review. For this paper the NCU Concept Paper Template will be examined for its instructions on how to detail research methods for quantitative and qualitative studies. Quantitative Research Researchers or research teams who elect a quantitative study are going to determine the relationship between an independent variable and a dependent variable within a population (Babbie, E.R., 2010). There are two types of quantitative study designs: descriptive and experimental. A descriptive design typically measures the subject once and establishes the association between the independent and dependent variables (Mujis, D, 2010). An experimental design measures the subject before and after a treatment and establishes causality between the variables (Brians, C.L. et al, 2011). A quantitative study has objective stances, logic, and numbers focusing on unchanging data and details (Babbie, E.R., 2010). The aim of quantitative research is to classify features, count the features, and construct statistical models to explain what was observed (McNabb, D.E., 2008). It has eight characteristics: †¢ Data collection using structured research instruments †¢Show MoreRelatedComparing and Contrasting NCUs Concept Paper Requirements for Qualitative and or Quantitative Papers1409 Words   |  6 Pages To satisfy the requirements of completing the discipline of philosophy and other disciplines at Northcentral University, Doctoral students must prepare a dissertation. Part of the dissertation process is to inquire and solve a hypothesis using some form of research method. 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Information sources for the proposed study included books on quality management theory obtained from the EBSCOHost database and

Is Human Cloning Ethical or Not - 551 Words

Introduction /â€Å"A human clone is really just a time-delayed identical twin of another person. What is Cloning? Although there have been no confirmed cases of cloned human beings, cloning in theory allows scientists to create a genetic copy of another human individual. The clone would not be an exact physical copy and he/she would have his/her own individual personality and unique fingers prints and toe prints in spite of sharing DNA with the person from whom he/she was cloned. The issue of human cloning can be seen as either ethical or un-ethical, depending on who is being questioned; Secular Humanists would not mind human cloning because it would be the rational thing to do and Collectivists would base their decision on what benefits society most by comparing the benefits and negatives that would occur from the procedure both of these perspectives will be viewed as well as the Roman Catholic Church’s view on this controversial issue. Secular humanists can be described as those who think for themselves, they do not need a greater power to make decisions for them. Dolly The Sheep Dolly a Finn –Dorset ewe, was the first mammal to have been successfully cloned from an adult cell. Dolly was formed by talking a cell from the udder of her biological mother. Her embryo was created by talking the cell and inserting in into a sheep ovum, The embryo was them then placed inside a female sheep that went through a normal pregnancy. She was cloned at the Roslin Institute is ScotlandShow MoreRelatedHuman Cloning And Its Ethical Issues1194 Words   |  5 Pagesarguments in the world about human cloning and its ethical issues. In an issue there will always be pros and cons, but the question is, is this experiment right for humanity? This paper will give in detail about what is cloning, human cloning and how it is done. It will provide my point of view in this topic and two other different arguments from both sides of the issue and finally determine which ones are great arguments. I present my argument with we all are humans and deserve to be exemplifiedRead MoreThe Ethical Implications Of Human Cloning1305 Words   |  6 Pagesbe duplicated. Cloning sheep and other nonhuman animals seemed more ethically benign to some than potentially cloning people. In response to such concerns in the United States, President Clinton signed a five-year moratorium on federal funding for human cloning the same year of Dolly s arrival [source: Lamb]. Human cloning has become one of the most debated topics among people in the world regarding the ethical implications. In past polls by TIME magazine (The Ethics of Cloning, 1998), it was shownRead MoreWhat Are the Ethical Issues of Human Cloning1463 Words   |  6 Pagesregarding the issue of human cloning in countries such as the United States, the United Kingdom and Australia which have made attempts or have done research in reproductive cloning. Countries like Australia have prohibited human cloning in 2006. (NHMRC, 200 7) Advocates who involve congress members, editorial writers, fertility specialists...and so on gave benefits of human cloning, yet not enough to justify the moral and ethical issues underlying the controversy. Human cloning refers to the creationRead More The Medical and Ethical Perspectives of Human Cloning Essay1807 Words   |  8 Pagesand Ethical Perspectives of Human Cloning      Ã‚  Ã‚   In our modern day world, the technology of genetic engineering and human cloning for the use of asexual reproduction has reached a point to where we must ask ourselves if it is a good practice for medical purposes, or if it presents issues of ethical and moral concern.   Human cloning is a very cmplex process; it is very multilayered in the promises and threats that are suggested by scientists (Kolata 8).   In the basic definition, cloning is accomplishedRead More The Ethical and Theological Implications of Human Cloning Essay4880 Words   |  20 PagesThe Ethical and Theological Implications of Human Cloning Introduction Advances in science and technology have often caused revolutionary changes in the way society views the world. When computers were first invented, they were used to calculate ballistics tables; today they perform a myriad of functions unimagined at their conception. Space travel changed the way mankind viewed itself in terms of a larger context, the universe. In 1978, the first test tube baby was born in England makingRead More Human Cloning is an Ethical Nightmare Essay examples3115 Words   |  13 Pagesidea of human cloning. The fantasy that some people had about having clones of themselves or of animals a few years ago is not a fantasy anymore; it is a reality. With the recent cloning of a sheep named Dolly by scientists in Scotland, the powers of cloning are becoming more prevalent. As daunting as this may seem, the human race must now face all the issues related to human cloning, and the one question that comes up amidst all of the relative confusion about the issue is t his: Is human cloningRead MoreEssay about Ethical Issues of Human Cloning2729 Words   |  11 PagesThe word cloning is commonly used in everyday communication to mean many different technological procedures. Cloning is more specifically defined as somatic cell nuclear transfer. Simply explained by Glenn McGee in his article Primer on Ethics and Human Cloning as the starvation and subsequent implantation of DNA from one organism (e.g., cells specialized to make that organisms hair or milk) into an egg whose DNA nucleus has been removed. The resulting egg and nucleus are shocked or chemicallyRead More Animal and Human Cloning: Moral, Ethical, and Regulatory Issues2517 Words   |  11 PagesAnimal and Human Cloning: Moral, Ethical, and Regulatory Issues Dolly, woolly, innocent, and sweet, strongly contrasts with the severity of the issues that she has raised. Ever since the news surfaced that Dr. Ian Wilmut had succeeded in cloning a sheep, people around the world have been participating in a frenzied debate over the morality of cloning animals, and more importantly human beings. The cloning of animals and humans could help the world in unprecedented ways, but could also give riseRead MoreEssay on Does Artificial Human Cloning Challenge Ethical Boundaries?2112 Words   |  9 PagesDoes Artificial Human Cloning Challenge Ethical Boundaries? Are you one of the millions of humans that take their individuality for granted? If so, adding a replica of a loved one no big deal. Or is it? Human cloning, will it be the wave of the future which will create a human being that will genetically superior or simple replace a loved one that died? What would a parent pay to replace a lost child $1000.00, $10,000.00, or as much as one million dollars, and if so would this be justifiable, moralRead MoreEthical Issues Related to the Cloning Debate1389 Words   |  6 PagesThe act of cloning a human being comes dangerously close to human beings acting as God. Do human beings have the right to tamper with nature in this way? This essay explores the various ethical issues related to the cloning debate, and seeks answers to this deep philosophical question at the heart of bioethics. As a student of genetic biology and future biologist, this question also has personal relevance. Our science is evolving at a rapid pace. As human cloning become s increasingly possible, it

Osmosis in Potatos Essay Example For Students

Osmosis in Potatos Essay 18. 11. 01Osmosis InvestigationTo investigate the effects of changing the sucrose concentration on osmosis in plant cells. Water passes into cells through a special type of diffusion called osmosis. Water molecules diffuse through the membrane from a weak solution into a strong solution until the concentration is the same on both sides. A membrane that allows only certain molecules to pass through is called a semi-permeable membrane. In a plant, water passes from a weak cell sap solution to an adjoining cell with a stronger solution, as water passes in, the volume of the sap vacuole increases. When a full sap vacuole presses against the cell wall, it is said to be turgid. If water that is lost is not replaced the sap vacuole shrinks and pulls on the cell wall, the cell becomes flaccid; this is known as plasmolysis. In the cells shown below, water molecules will diffuse from the turgid cell into the flaccid cell, until the cells contain equal concentrations of cell sap. I intend to use potatoes for my investigation because these are sufficiently large, to enable all cores to be taken from the same potato, which will assist in ensuring a fair test. The concentration of sap in the sap vacuole of a potato cell is approximately 10% 15%. I intend to place a predefined weight of potato cells (0.15g) in varying concentrations of sucrose solution (0%, 20%, 40%, 60%, 80%), to see the effects of osmosis in the cells of a potato in varying levels of sucrose solution. The potato cores will be prepared, weighed and then placed in the solution and left for a certain amount of time, they will then be removed, re-weighed and the difference in weights calculated and plotted, and a conclusion reached. I have done some preliminary work into osmosis in potato cells. I weighed six potato cores, and then put three into sucrose solution and three into distilled water. After 25 minutes, I removed the potato cores from the solutions and re-weighed them. I discovered that the three in water had increased in mass and the three in sucrose had decreased in mass. This decrease was due to osmosis. I therefore predict that the potato cores in distilled water will increase in mass because the water molecules will diffuse from the solution into the sap vacuoles of the cells in the core. The water molecules will diffuse across the semi-permeable membrane, because the sucrose concentration is higher in the sap vacuole than in the distilled water. This is shown by the diagram (below left), water molecules enter the sap vacuole of the cell due to osmosis, and make the cell turgid. However, the potato cores in sucrose solution will lose water molecules to the sucrose solution, causing the sap vacuole to shrink and the cell to become flaccid. The water molecules will diffuse because the sucrose solution has a higher concentration than the cell sap. As there are varying concentrations of sucrose solution, I think that the solution with the least concentration will have the cores which lose the least mass; and the solution with the strongest concentration will have the cells which lose the most mass. I think this will occur because the larger the difference in the osmotic pressure, the faster the osmotic diffusion will proceed. A measuring cylinder was taken, and filled with 20ml of distilled water, distilled water was used, as it contained no impurities which could have caused anomalous readings. This water was transferred into a boiling tube, which was labelled and then placed in a boiling tube rack. The above steps were repeated twice, so there were three boiling tubes, each with 0% concentration of sucrose. The measuring cylinder was dried and 4ml of saturated sucrose solution was added, this was emptied into a boiling tube and then 16ml of distilled water was measured into the measuring cylinder and then added to the boiling tube to give a 20% concentration of sucrose. (It was decided that saturated sucrose solution could be taken as 100%, for the purposes of this experiment.) This boiling tube was then labelled, and placed in the rack, and the above steps repeated twice. The above steps were repeated until there were 15 boiling tubes; 3 with 0% sucrose concentration, 3 with 20%, 3 with 40%, 3 with 60% and 3 with 80%. There were three of each solution to enable three readings from each level of sucrose concentrationto be made, and therefore an average reading could be calculated. .uc9d4db71086914764d6b76c03813d5b5 , .uc9d4db71086914764d6b76c03813d5b5 .postImageUrl , .uc9d4db71086914764d6b76c03813d5b5 .centered-text-area { min-height: 80px; position: relative; } .uc9d4db71086914764d6b76c03813d5b5 , .uc9d4db71086914764d6b76c03813d5b5:hover , .uc9d4db71086914764d6b76c03813d5b5:visited , .uc9d4db71086914764d6b76c03813d5b5:active { border:0!important; } .uc9d4db71086914764d6b76c03813d5b5 .clearfix:after { content: ""; display: table; clear: both; } .uc9d4db71086914764d6b76c03813d5b5 { 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; } .uc9d4db71086914764d6b76c03813d5b5:active , .uc9d4db71086914764d6b76c03813d5b5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc9d4db71086914764d6b76c03813d5b5 .centered-text-area { width: 100%; position: relative ; } .uc9d4db71086914764d6b76c03813d5b5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc9d4db71086914764d6b76c03813d5b5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc9d4db71086914764d6b76c03813d5b5 .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; } .uc9d4db71086914764d6b76c03813d5b5:hover .ctaButton { background-color: #34495E!important; } .uc9d4db71086914764d6b76c03813d5b5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc9d4db71086914764d6b76c03813d5b5 .uc9d4db71086914764d6b76c03813d5b5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc9d4db71086914764d6b76c03813d5b5:after { content: ""; display: block; clear: both; } READ: Judge Declares Microsoft A Monopoly EssayA potato from the Desiree family was taken, a tile was put on the bench and a core remover was used to take fifteen cores from the potato. All cores were taken from the same potato to help ensure a fair test. Safety precautions were put into practise. We used a tile on the bench so that the bench would not be damaged, and were careful not to push the corer into our hands. Boiling tubes were held safely in racks. The cores were then sliced up on a new tile using a scalpel, until they were all approximately the same length and weighed using a top-pan balance to check that they all weighed in the region of 0.65g. The cores were then put into the solutions in the boiling tubes, and a stopwatch was started. The cores were started with two minute intervals between each start time to allow suffiicient time when they were finishing to be weighed and disposed of. If this time had not been allowed, some cores would have had more time in the solutions than others causing an unfair test and a false conclusion. After one hour, the potato cores were removed, dried on a paper towel to remove any excess surface water and re-weighed on the top-pan balance. The results were noted in a table and the difference in mass was calculated by dividing the final weight by the original weight, multiplying this by one hundred, and then calculating the difference between the number and one hundred. When all the differences in mass had been calculated, they were plotted on a graph. The apparatus was set out as shown below;A total of fifteen measurements were made during the investigation, three for each of the sucrose concentrations. This was undertaken to help improve the reliability of the results and prevent any anomalous results giving a false conclusion. On the table below, the average mass lost/gained for each sucrose concentration has been calculated. Sucrose ConcentrationBefore (g)After0.630.74+ 170.640.77+ 200.690.81+ 17+180.690.66- 40.670.63- 60.690.67- 3-40.680.55- 190.640.52- 190.690.55- 20-190.640.48- 250.650.50- 230.640.49- 23-240.660.47- 290.670.49- 270.660.48-28-28The potato cores left in distilled water have increased in size; they were very firm or turgid, water had diffused into the potato cells by osmosis. The potato cores left in concentrations of sugar solution have decreased in size, they were very soft or flaccid, and water had diffused out of the potato cells by osmosis. From the results of this investigation, the conclusion may be drawn that the higher the level of sucrose concentration, the more rapidly osmosis takes place. The bar graph above compares the mass difference at the different levels of sucrose concentration. From this graph, we can see that as the sucrose concentration increases, the mass percentage decreases. When this is shown on a line graph, we find that there is a correlation between the results, supporting the conclusion that the stronger the concentration of the solution outside the cell, the faster plasmolysis occurs. The conclusion of this investigation supports the original hypothesis that the potato cores in distilled water will increase in mass and that the potato cores in sucrose solution will lose mass. Also, the solution with the lowest sucrose concentration will have the cores which lose the least mass, and the solution with the strongest sucrose concentration will have the cells which lose the most mass. I think that this investigation went well and that the results were fairly accurate. There were a few anomalous results, but because several readings at each concentration were done, these anomalous results did not disrupt the overall graph or the conclusions. The anomalous results were probably caused by a difference in the surface area of the cores which was due to imprecision during the cutting procedure. If this experiment was repeated, or a similar one undertaken, greater accuracy during cutting could probably prevent these anomalous readings occurring. I have several proposals for further experiments to provide additional evidence for my conclusion. I would like to undertake another experiment with sucrose concentrations at 5% intervals from 0% to 100%. I would like to do this as I feel it would provide a better and more reliable set of results and a more justified conclusion. When there are more concentrations the shape of the curve shape can be seen more clearly, I suspect th at at the lower concentrations of sucrose the graph falls more steeply, flattening off at higher concentrations. I would also like to conduct an investigation, in conjunction with this experiment, to calculate the concentration of sap within the vacuole. To do this, I would find between which parameters the curve crosses the x-axis of sucrose concentration and retest at every 1% between these two parameters until I have found the concentration which contains a core that neither gains nor loses mass. This osmotic concentration would be the equivalent of the sap in the vacuole. .u9b7e0de969083a5183f6335b05e83b35 , .u9b7e0de969083a5183f6335b05e83b35 .postImageUrl , .u9b7e0de969083a5183f6335b05e83b35 .centered-text-area { min-height: 80px; position: relative; } .u9b7e0de969083a5183f6335b05e83b35 , .u9b7e0de969083a5183f6335b05e83b35:hover , .u9b7e0de969083a5183f6335b05e83b35:visited , .u9b7e0de969083a5183f6335b05e83b35:active { border:0!important; } .u9b7e0de969083a5183f6335b05e83b35 .clearfix:after { content: ""; display: table; clear: both; } .u9b7e0de969083a5183f6335b05e83b35 { 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; } .u9b7e0de969083a5183f6335b05e83b35:active , .u9b7e0de969083a5183f6335b05e83b35:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9b7e0de969083a5183f6335b05e83b35 .centered-text-area { width: 100%; position: relative ; } .u9b7e0de969083a5183f6335b05e83b35 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9b7e0de969083a5183f6335b05e83b35 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9b7e0de969083a5183f6335b05e83b35 .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; } .u9b7e0de969083a5183f6335b05e83b35:hover .ctaButton { background-color: #34495E!important; } .u9b7e0de969083a5183f6335b05e83b35 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9b7e0de969083a5183f6335b05e83b35 .u9b7e0de969083a5183f6335b05e83b35-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9b7e0de969083a5183f6335b05e83b35:after { content: ""; display: block; clear: both; } READ: Karl Marx Persuasive EssayAs an extension to this investigation, I would run two experiments in parallel. All cores would be from the same potato, but one would run for an hour, as this one did and for the other the cores would be left in the solutions for longer, perhaps 24 hours, to establish if one hour is the end point of the osmotic diffusion. Bibliography:

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.